Harvard Course Catalogue 2022-23

Faculty of Arts and Sciences
Course Catalog Preview

Table of Contents
ARTS.......................................................................................................................................................................................6
Subject: Arts.........................................................................................................................................................................6
African and African American Studies.....................................................................................................................................7
Subject: African & African Amer Studies..............................................................................................................................7
Subject: Swahili..................................................................................................................................................................42
Subject: Twi.......................................................................................................................................................................45
Subject: Yoruba.................................................................................................................................................................48
Subject: Afrikaans..............................................................................................................................................................51
Subject: Amharic................................................................................................................................................................54
Subject: Sudanese.............................................................................................................................................................57
Subject: Tigrinya................................................................................................................................................................60
Subject: Zulu......................................................................................................................................................................63
Subject: West African Pidgin..............................................................................................................................................66
Subject: Hausa...................................................................................................................................................................68
Subject: Igbo......................................................................................................................................................................69
Subject: Gullah...................................................................................................................................................................70
Subject: Egyptarb...............................................................................................................................................................73
Subject: Wolof....................................................................................................................................................................76
Subject: Geez....................................................................................................................................................................78
Subject: Kimeru..................................................................................................................................................................79
Subject: Haitian..................................................................................................................................................................80
Subject: Jamaican..............................................................................................................................................................80
Subject: African & African Amer Studies............................................................................................................................81
American Studies..................................................................................................................................................................82
Subject: American Studies.................................................................................................................................................82
Anthropology.......................................................................................................................................................................130
Subject: Anthropology......................................................................................................................................................130
Applied Computation...........................................................................................................................................................226
Subject: Applied Computation..........................................................................................................................................226
Applied Mathematics...........................................................................................................................................................234
Subject: Applied Mathematics..........................................................................................................................................234
Applied Physics...................................................................................................................................................................253
Subject: Applied Physics..................................................................................................................................................253
Architecture, Landscape Arch, and Urban Planning............................................................................................................285
Subject: Design................................................................................................................................................................285
Art, Film, and Visual Studies...............................................................................................................................................299
Subject: Art, Film, and Visual Studies..............................................................................................................................299
Astronomy...........................................................................................................................................................................340
Subject: Astronomy..........................................................................................................................................................340
Biological Sciences in Dental Medicine...............................................................................................................................371
Subject: Bio Sciences in Dental Med...............................................................................................................................371
Biological Sciences in Public Health....................................................................................................................................372
Subject: Biological Sci in Public Hlth................................................................................................................................372
Biomedical Engineering.......................................................................................................................................................405
Subject: Biomedical Engineering.....................................................................................................................................405
Biophysics...........................................................................................................................................................................409
Subject: Biophysics..........................................................................................................................................................409
Biostatistics..........................................................................................................................................................................460
Subject: Biostatistics........................................................................................................................................................460
Harvard Business School Doctoral......................................................................................................................................487
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Subject: Business Doctoral..............................................................................................................................................487
Celtic Languages and Literatures........................................................................................................................................488
Subject: Celtic..................................................................................................................................................................488
Subject: Welsh.................................................................................................................................................................503
Subject: Irish....................................................................................................................................................................504
Chemical and Physical Biology...........................................................................................................................................506
Subject: Chemical and Physical Biology..........................................................................................................................506
Chemical Biology.................................................................................................................................................................509
Subject: Chemical Biology...............................................................................................................................................509
Chemistry and Chemical Biology.........................................................................................................................................539
Subject: Chemistry...........................................................................................................................................................539
Subject: Physical Sciences..............................................................................................................................................572
Subject: Life & Physical Sciences....................................................................................................................................573
Classics, The.......................................................................................................................................................................575
Subject: Medieval Greek..................................................................................................................................................575
Subject: Greek.................................................................................................................................................................575
Subject: Latin...................................................................................................................................................................581
Subject: Classical Archaeology........................................................................................................................................589
Subject: Classics..............................................................................................................................................................591
Subject: Modern Greek....................................................................................................................................................607
Subject: Classical Studies................................................................................................................................................610
Subject: Ancient Studies..................................................................................................................................................615
Subject: Classical Philology.............................................................................................................................................616
Subject: Medieval Latin....................................................................................................................................................618
Comparative Literature........................................................................................................................................................619
Subject: Comparative Literature......................................................................................................................................619
Subject: Albanian Language............................................................................................................................................695
Computer Science...............................................................................................................................................................697
Subject: Computer Science.............................................................................................................................................697
Earth and Planetary Sciences.............................................................................................................................................756
Subject: Earth & Planetary Sciences...............................................................................................................................756
Subject: Science..............................................................................................................................................................813
East Asian Languages and Civilizations..............................................................................................................................815
Subject: East Asian Studies.............................................................................................................................................815
Subject: Chinese..............................................................................................................................................................827
Subject: Chinese History..................................................................................................................................................859
Subject: Korean...............................................................................................................................................................862
Subject: Japanese...........................................................................................................................................................872
Subject: East Asian Buddhist Studies..............................................................................................................................887
Subject: Vietnamese........................................................................................................................................................890
Subject: Chinese Literature..............................................................................................................................................894
Subject: Korean History...................................................................................................................................................897
Subject: Korean Literature...............................................................................................................................................898
Subject: Uyghur...............................................................................................................................................................899
Subject: E Asian Film & Media Studies............................................................................................................................900
Subject: Japanese Literature...........................................................................................................................................903
Subject: Japanese History...............................................................................................................................................904
Subject: Chaghatay..........................................................................................................................................................905
Subject: Manchu..............................................................................................................................................................906
Subject: Mongolian..........................................................................................................................................................906
Economics...........................................................................................................................................................................908
Subject: Economics.........................................................................................................................................................908
Education Studies................................................................................................................................................................986
Subject: Education Studies..............................................................................................................................................986
Engineering Sciences..........................................................................................................................................................993
Subject: Engineering Sciences........................................................................................................................................993
English...............................................................................................................................................................................1069
Subject: English.............................................................................................................................................................1069
Environmental Science and Public Policy.........................................................................................................................1224
Subject: Environmental Sci & Public Pol........................................................................................................................1224
Environmental Science and Engineering...........................................................................................................................1232
Subject: Environ Science & Engineering.......................................................................................................................1232
Ethnicity, Migration, Rights................................................................................................................................................1240
Subject: Ethnicity, Migration, Rights..............................................................................................................................1240
Expository Writing..............................................................................................................................................................1248
Subject: Expository Writing............................................................................................................................................1248
Faculty of Arts and Sciences.............................................................................................................................................1370
Subject: Education.........................................................................................................................................................1370
Folklore and Mythology.....................................................................................................................................................1372
Subject: Folklore & Mythology.......................................................................................................................................1372
Freshman Seminars..........................................................................................................................................................1380
Subject: Freshman Seminar..........................................................................................................................................1380
General Education.............................................................................................................................................................1450
Subject: General Education...........................................................................................................................................1450
Germanic Languages and Literatures...............................................................................................................................1497
Subject: Scandinavian...................................................................................................................................................1497
Subject: German............................................................................................................................................................1513
Subject: Swedish...........................................................................................................................................................1541
Subject: Germanic Philology..........................................................................................................................................1543
Global Health and Health Policy........................................................................................................................................1545
Subject: Global Health & Health Policy..........................................................................................................................1545
Government.......................................................................................................................................................................1549
Subject: Government.....................................................................................................................................................1549
Health Policy......................................................................................................................................................................1643
Subject: Health Policy....................................................................................................................................................1643
History...............................................................................................................................................................................1653
Subject: History..............................................................................................................................................................1653
History and Literature........................................................................................................................................................1785
Subject: History & Literature..........................................................................................................................................1785
History of Art and Architecture...........................................................................................................................................1803
Subject: History of Art & Architecture.............................................................................................................................1803
History of Science..............................................................................................................................................................1892
Subject: History of Science............................................................................................................................................1892
Human Evolutionary Biology.............................................................................................................................................1966
Subject: Human Evolutionary Biology............................................................................................................................1966
Humanities.........................................................................................................................................................................2018
Subject: Humanities.......................................................................................................................................................2018
Inner Asian and Altaic Studies...........................................................................................................................................2022
Subject: Inner Asian and Altaic Studies.........................................................................................................................2022
Linguistics..........................................................................................................................................................................2023
Subject: Linguistics........................................................................................................................................................2023
Mathematics......................................................................................................................................................................2062
Subject: Mathematics.....................................................................................................................................................2062
Medical Sciences...............................................................................................................................................................2120
Subject: Biolog Chem & Molecular Pharm.....................................................................................................................2120
Subject: Microbiology.....................................................................................................................................................2160
Subject: Cell Biology......................................................................................................................................................2190
Subject: Neurobiology - Graduate..................................................................................................................................2229
Subject: Biomedical Informatics.....................................................................................................................................2320
Subject: Virology............................................................................................................................................................2332
Subject: Immunology.....................................................................................................................................................2358
Subject: Human Bio & Translational Med......................................................................................................................2433
Subject: Speech & Hearing Sciences............................................................................................................................2467
Subject: Genetics...........................................................................................................................................................2488
Subject: Medical Sciences.............................................................................................................................................2541
Subject: Biological & Biomedical Sci..............................................................................................................................2551
Subject: Developmental & Regen Biology.....................................................................................................................2573
Medieval Studies...............................................................................................................................................................2587
Subject: Medieval Studies..............................................................................................................................................2587
Middle Eastern Studies......................................................................................................................................................2589
Subject: Middle Eastern Studies....................................................................................................................................2589
Mind, Brain, and Behavior.................................................................................................................................................2590
Subject: Mind, Brain & Behavior....................................................................................................................................2590
Molecular and Cellular Biology..........................................................................................................................................2598
Subject: Molecular & Cellular Biology............................................................................................................................2598
Subject: Life Sciences....................................................................................................................................................2635
Music.................................................................................................................................................................................2639
Subject: Music................................................................................................................................................................2639
Near Eastern Languages and Civilizations........................................................................................................................2704
Subject: Arabic...............................................................................................................................................................2704
Subject: Modern Hebrew...............................................................................................................................................2720
Subject: Classical Hebrew.............................................................................................................................................2724
Subject: Yiddish.............................................................................................................................................................2727
Subject: Turkish.............................................................................................................................................................2732
Subject: Ancient Near East............................................................................................................................................2738
Subject: Jewish Studies.................................................................................................................................................2743
Subject: Near Eastern Civilizations................................................................................................................................2746
Subject: Persian.............................................................................................................................................................2757
Subject: Modern Middle East.........................................................................................................................................2761
Subject: Egyptian...........................................................................................................................................................2764
Subject: Armenian Studies.............................................................................................................................................2768
Subject: Islamic Civilizations..........................................................................................................................................2769
Subject: Syriac...............................................................................................................................................................2776
Subject: Hebrew.............................................................................................................................................................2777
Subject: Armenian..........................................................................................................................................................2779
Subject: Akkadian..........................................................................................................................................................2782
Subject: Sumerian..........................................................................................................................................................2784
Subject: Semitic Philology..............................................................................................................................................2785
Neuroscience.....................................................................................................................................................................2787
Subject: Neuroscience - Undergraduate........................................................................................................................2787
No Department..................................................................................................................................................................2801
Subject: Independent Study...........................................................................................................................................2801
Subject: Graduate Research..........................................................................................................................................2817
Organismic and Evolutionary Biology................................................................................................................................2818
Subject: Organismic & Evolutionary Biol........................................................................................................................2818
Subject: Life Sciences....................................................................................................................................................2853
Philosophy.........................................................................................................................................................................2854
Subject: Philosophy.......................................................................................................................................................2854
Physics..............................................................................................................................................................................2931
Subject: Physics.............................................................................................................................................................2931
Subject: Physical Sciences............................................................................................................................................3034
Political Economy and Government..................................................................................................................................3039
Subject: Political Economy & Government....................................................................................................................3039
Population Health Sciences...............................................................................................................................................3040
Subject: Population Health Sciences.............................................................................................................................3040
Psychology........................................................................................................................................................................3043
Subject: Psychology.......................................................................................................................................................3043
Public Policy......................................................................................................................................................................3154
Subject: Public Policy.....................................................................................................................................................3154
Quantum Science & Engineering......................................................................................................................................3155
Subject: Quantum Sci and Engineering.........................................................................................................................3155
Regional Studies - East Asia.............................................................................................................................................3157
Subject: Regional Studies - East Asia...........................................................................................................................3157
Religion, The Study of.......................................................................................................................................................3198
Subject: Religion............................................................................................................................................................3198
Romance Languages and Literatures...............................................................................................................................3291
Subject: French..............................................................................................................................................................3291
Subject: Spanish............................................................................................................................................................3329
Subject: Portuguese.......................................................................................................................................................3397
Subject: Italian...............................................................................................................................................................3414
Subject: Catalan.............................................................................................................................................................3435
Subject: Romance Studies.............................................................................................................................................3437
Subject: Romance Languages.......................................................................................................................................3443
Russia, Eastern Europe, and Central Asia........................................................................................................................3446
Subject: Russia, E Europe & Cntrl Asia.........................................................................................................................3446
Slavic Languages and Literatures.....................................................................................................................................3449
Subject: Slavic...............................................................................................................................................................3449
Subject: Czech...............................................................................................................................................................3474
Subject: Russian............................................................................................................................................................3479
Subject: Ukrainian..........................................................................................................................................................3496
Subject: Bosnian, Croatian & Serbian............................................................................................................................3500
Subject: Polish...............................................................................................................................................................3505
Subject: Georgian..........................................................................................................................................................3510
Social Policy......................................................................................................................................................................3512
Subject: Social Policy.....................................................................................................................................................3512
Social Studies....................................................................................................................................................................3513
Subject: Social Studies..................................................................................................................................................3513
Sociology...........................................................................................................................................................................3530
Subject: Sociology.........................................................................................................................................................3530
South Asian Studies..........................................................................................................................................................3601
Subject: Tamil................................................................................................................................................................3601
Subject: Nepali...............................................................................................................................................................3604
Subject: Sanskrit............................................................................................................................................................3609
Subject: Thai..................................................................................................................................................................3618
Subject: Tibetan.............................................................................................................................................................3622
Subject: Hindi-Urdu........................................................................................................................................................3631
Subject: South Asian Studies.........................................................................................................................................3640
Subject: Indo-Persian.....................................................................................................................................................3658
Special Concentrations......................................................................................................................................................3659
Subject: Special Concentrations....................................................................................................................................3659
Statistics............................................................................................................................................................................3664
Subject: Statistics...........................................................................................................................................................3664
Stem Cell and Regenerative Biology.................................................................................................................................3693
Subject: Stem Cell & Regenerative Biol.........................................................................................................................3693
Systems Biology................................................................................................................................................................3712
Subject: Systems Biology..............................................................................................................................................3712
The Lemann Program on Creativity and Entrepreneurs....................................................................................................3762
Subject: Creativity and Entrepreneurshi........................................................................................................................3762
Theater, Dance, and Media...............................................................................................................................................3764
Subject: Theater, Dance & Media..................................................................................................................................3764
Ukrainian Studies..............................................................................................................................................................3792
Subject: Ukrainian Studies.............................................................................................................................................3792
Women, Gender, and Sexuality, Studies of.......................................................................................................................3793
Subject: Women, Gender & Sexuality............................................................................................................................3793

ARTS
Subject: Arts
Arts 27R
How to be a Tool: Storytelling Across Disciplines (000027)
Davone Tines
Isaac Winokur
2023 Spring (4 Credits) Schedule: W 0730 PM - 0930 PM
Instructor Permissions: Instructor Enrollment Cap: 10
How to be a Tool: Storytelling Across Disciplines. Presenting data, advocating policies, and offering
personal or historical narratives — is storytelling. Compelling storytelling requires tools. No matter the
story, whether it be a personal narrative, a math problem, or political demands, how one tells a story is
crucial to move ideas toward action. This course gives you a tool kit to do so.
How to be a Tool is co-taught by visiting lecturer-mentors, Davóne Tines and Zack Winokur, who work in
music-theater, opera and dance, along with guest performers, thinkers, scholars, and creators. This course
is for students interested in these performative fields, especially those in the social sciences and fields
outside the humanities, and engages capacious cross-disciplinary exchange. Each student will work on an
independent project of their own initiation that pushes the boundaries of critical and scholarly presentation,
performance and messaging. Project development will be bolstered by lively collective conversation, in-
class studio time, and sustained one-on-one dialogue with the faculty mentors.
Course Notes:
Enrollment capped at 10 and open to all students; no art or
performance experience necessary.
To request enrollment, add the course to your Crimson Cart and

submit a brief google form response via the link on the Canvas course
website. If the meeting day or time is challenging due to your residing
time zone, please contact iaskew@g.harvard.edu.
An info session will be hosted before the course registration deadline.

Students interested in enrolling are encouraged to attend. Please visit
the Canvas course website for updated info and Zoom links.
Additional Course Attributes:

Attribute Value(s)
FAS: Course Level Primarily for Undergraduate Students
FAS Divisional Distribution Arts and Humanities
All: Cross Reg Availability Available for Harvard Cross Registration

African and African American Studies
Subject: African & African Amer Studies
African & African Amer Studies 10

Introduction to African American Studies (122910)
Henry Gates
2023 Spring (4 Credits) Schedule: MW 1030 AM - 1145 AM
Instructor Permissions: None Enrollment Cap: n/a
This course aims to provide an interdisciplinary examination of the complex array of African-American
cultural and political practices from slavery to the present. The course will involve close readings of a
variety of primary sources and classic texts that present key issues in African American thought and
practice. The course will place special emphasis on debates concerning African American people with the
goal of introducing students to the process and the methodology of interdisciplinarity. We will look at the
way the debates function across disciplines to delve deeper into not only the complexity of African
American life and thought but also the breadth of African American Studies itself.
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.

Attribute Value(s)
FAS Divisional Distribution Social Sciences

Introduction to African Studies (123591)
Daniel Agbiboa
2022 Fall (4 Credits) Schedule: R 0945 AM - 1145 AM
This course introduces students to the rich diversity and complexity of Africa, including its historical
dynamics, economic developments, social and political practices, and popular cultures. Throughout, we
assume that Africa is not a unique isolate but a continent bubbling with internal diversity, historical change,
entrepreneurial spirit, and cultural links beyond its shores. Our goal is to train students to think rigorously
about Africa from interdisciplinary and transnational perspectives. We also aim to equip students with the
analytical tools necessary for recognizing and deconstructing reductionist and stereotyped narratives of
Africa. The course is open to all students who are interested in exploring various dimensions of African life,
politics, peoples and cultures from the past to the postcolony.
Course Notes:
Required of concentrators in African Studies track.

Attribute Value(s)

Introduction to African Languages and Cultures (118883)
John Mugane
2022 Fall (4 Credits) Schedule: T 0945 AM - 1145 AM
This course is an introduction to Africans through African languages and cultures. The course explores
how sub-Saharan Africans use language and cultural production to understand, organize, and transmit
indigenous knowledge about the world to each other and to successive generations. Language serves as a
road map to comprehending how social, political, and economic processes like kinship structures, the
evolution of political offices, trade relations, and environmental knowledge develop. Oral histories and
cultural and intellectual products like novels, music, poems, essays, films, and photographs offer
opportunities to open eyes to, interact with, listen and speak to, and think alongside Africans they
entrepreneurs, artists, authors, teachers, thinkers as they uncover, communicate, and debate the major
topics and issues facing African societies and people today.
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 with Harvard's African Language Program instructors as guides. 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 individual lives of select Africans, linguistic debates, 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 see and
present Africans themselves as visible, audible and coherent articulators at the center of professional work
and disciplinary study of Africa.

Attribute Value(s)
African & African Amer Studies 91R

Supervised Reading and Research (110605)
Vincent Brown
2023 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.

Attribute Value(s)
Course Evaluation Course Evaluation Exempt
African & African Amer Studies 91R

Vincent Brown
2022 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.

Attribute Value(s)

Sophomore Tutorial:Pan-African Diasporic Imaginations: History, Concepts, Artistic Expressions (123590)
Ingrid Monson
This course explores the long history of creating pan-African solidarity among peoples of
African descent in the Caribbean, North America, Latin America and on the African
continent. Beginning with the Haitian Revolution and its lessons for understanding
making history of diasporic past we examine the transformation of African identities
under slavery, the economics of racial capitalism and then explore the origins of Pan-
African thought. We examine the differences between Marcus Garvey's and W.E.B. Du
Bois's pan-African visions and the influence of these ideas on anti-colonial struggles in
Africa and the Civil Rights and Black Power movements. In the second half of the course
we examine artistic expressions in music, theater, and film, first in the 60s and 70s in
North American, and then more in more recent works of Afro-futurism and hip hop in the
U.S. Brazil, and Nigeria

Course Notes:
Required for concentrators in African and African American Studies.
Open to all undergraduates.

Attribute Value(s)

Junior Tutorial - African American Studies (118023)
Vincent Brown
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.
Recommended Prep:
Completion of African and African American Studies 10, or a substitute
course approved by the Director of Undergraduate Studies.

Attribute Value(s)

Vincent Brown
Recommended Prep:

Attribute Value(s)
African & African Amer Studies 98 Section: 002

Vincent Brown
Recommended Prep:

Attribute Value(s)
African & African Amer Studies 98A

Junior Tutorial - African Studies (119818)
Vincent Brown
Recommended Prep:

Attribute Value(s)

Junior Tutorial - African Studies (119818)
Vincent Brown
Recommended Prep:

Attribute Value(s)

Senior Thesis Workshop (124132)
Vincent Brown
2022 Fall (4 Credits) Schedule: W 0345 PM - 0545 PM
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.

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

Senior Thesis Workshop (159794)
Vincent Brown
Carla Martin
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.

Attribute Value(s)
African & African Amer Studies 115Y Section: LEC

Introduction to African Popular Culture (218819)
Timothy Ogene
2022 Fall (4 Credits) Schedule: M 0945 AM - 1145 AM
This course will introduce students to defining trends, movements, and practices in twentieth and twenty-
first century popular culture in Africa. Focusing on the lives, interventions and innovative practices of key
figures in music, television, fashion, dance, and publishing, we will examine the socio-political and the
historical in relation to broader aesthetic and stylistic links to the rest of the world. This will be discussed in
the larger context of colonial and postcolonial class formation, the afterlives of Cold War cultural
diplomacy, access to education and accumulation of socio-political capital, the emergence of new
conceptions of self and nationhood in relation to the global, new modes of cultural circulation, and the new
lives of rediscovered archives. Figures such as Fela Kuti, Ousmane Sembene, Fela Sowande, J.D. 'Okhai
Ojeikere, Miriam Makeba, Duro Olowu, Charley Boy, Dele Momodu, and William Onyeabor will be discussed
alongside new figures, with a focus on lines of influence, self-fashioning, and the interface between the
socio-political and the commercial. The ubiquitous power of diasporic/Afropolitan presence (and
performance of access) will be considered alongside the local and vernacular/indigenous, and the
cosmopolitan and secular will be discussed alongside the traditional and religious. The steady rise/use of
social media platforms as generative, where new forms of culture-driven protests and negotiation of
identities unfold, will be considered alongside the history of audio-visual communication and the
emergence of modern African celebrity culture. This course is suitable for students with a general interest
in the production, circulation, and consumption of culture in modern Africa.

Attribute Value(s)
FAS: Course Level For Undergraduate and Graduate Students
African & African Amer Studies 115Z

African Literature and Culture since 1800 (220165)
Timothy Ogene
2022 Fall (4 Credits) Schedule: M 1245 PM - 0245 PM
This course will bring together a variety of texts from the 19th century to present, and explore the various
ways African writers and thinkers have consistently responded to socio-political, environmental, and
cultural transformations on the continent and beyond. We will highlight and engage key moments and
encounters that shaped the development of socio-political and cultural thought on the continent and its
new diaspora. The broader contexts of the pre-colonial, colonial and post-colonial will be considered in

relation to (and through) the emergence of a hybrid modernity and conception of self and nation. By
bringing together the archives of white settler narratives in the 19th century, the novels and memoirs of the
colonial era, and the literatures and art produced from the post–World War II era to the present, this course
will negotiate a new way of thinking about the literatures and cultures of modern Africa.

Attribute Value(s)

American Democracy (111438)
Roberto Mangabeira Unger
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 and for the deepening
and dissemination of the knowledge economy. Alternative directions of institutional change, viewed in light
of American history. Democratizing the market and deepening democracy. Self-reliance and solidarity. We
explore and discuss the past, present, and especially the future of the American experiment among
ourselves and with invited guests: thinkers, politicians, social activists, and entrepreneurs.
Readings drawn from classic and contemporary writings about the United States. Extended take-home
examination.

Attribute Value(s)
African & African Amer Studies 128X

People as Infrastructure: The Politics of Urban Infrastructure in Africa (215997)
Daniel Agbiboa
2023 Spring (4 Credits) Schedule: F 1200 PM - 0245 PM
Infrastructures are commonly defined in physical terms or material forms (e.g. roads, buildings, power
supplies) and are said to impose productivity on the city and positionality on its inhabitants. In this course,
however, we will extend the notion of infrastructure directly to social networks and the evolving process of
negotiation between state and nonstate urban actors with power differentials and competing interests.
Taking inspiration from AbdouMaliq Simone's notion of "people as infrastructure," this course will examine
collective agency, alliances and transnational organizing among urban residents and groups who are
economically marginalized and socially excluded from modernizing processes of urban planning and
reform in Africa. We will interrogate African cities as networked spaces characterized by fluid and
precarious interdependence between formal and informal actors in particular sectors. The course will bring

together two central dimensions of infrastructure in urban Africa. First, infrastructural power: how
infrastructure constitutes a privileged institutional channel for governance, regulation, and contestation in
urban Africa. Second, infrastructural lives: the everyday experience and politics of urban infrastructures in
Africa.

Attribute Value(s)

Richard Wright: Literature, Philosophy, and Politics (156260)
Tommie Shelby
Glenda Carpio
2023 Spring (4 Credits) Schedule: M 0300 PM - 0500 PM
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.

Attribute Value(s)
African & African Amer Studies 130Y

Mobility, Power and Politics (214576)
Daniel Agbiboa
2023 Spring (4 Credits) Schedule: R 1200 PM - 0245 PM
This course incorporates insights from the new mobilities paradigm in studying the linkages between
movement, power and politics in the contemporary era. The course will discuss how issues of mobility are
central to many lives and many organizations, and how movement intersects with the spatialization and
materialization of power, difference and inequality within societies. Students will come to an understanding
of how mobility, and control over mobility, both reflects and reinforces power; why mobile subjects are
increasingly a risk and at risk; and the impact of the regulation and governance of mobility on conflict,
security and development. Students will also benefit from the new light that this course sheds on how
issues of mobility and immobility intersect with security and development in at least five core areas: (1)
questions of power and government (2) spaces of regulation and intervention (3) the quandary of freedom
and control in a globalized world; (4) infrastructures that enable and constrain movement; and (5) issues of

justice and ethics. Confirming the analytical appeal of the mobilities paradigm, this course will serve as a
melting pot for a variety of disciplines, including sociology, anthropology, geography, gender studies,
social work and social policy, disability and health studies, conflict analysis and resolution, urban studies,
political science and international relations. Topics will include mobility and terrorism after 9/11; mobility
and mobilization of the urban poor; youth, mobility and being 'stuck'; social mobility; roads, corruption and
policing; mobility and il/legality; gender and mobility; and mobility as fieldwork.

Attribute Value(s)

Studies in Afropolitanism (219716)
Timothy Ogene
2023 Spring (4 Credits) Schedule: TR 0245 PM - 0445 PM
This course will consider various forms of Afropolitanism in contemporary African and Afro-diasporic
literatures and cultures. We will discuss the global genealogies of Afropolitanism, referencing the histories
of global cosmopolitan practices with a focus on Kwame Anthony Appiah's notion of a "rooted
cosmopolitanism" and Ngũgĩ wa Thiong'o's concept of a "globalectical imagination." Authors and critics to
read will include Teju Cole, Alain Mabanckou, Jamal Mahjoub, Namwali Serpell, Achille Mbembe, Abiola
Irele, Carla Coetzee, Emma Dabiri, and more. Visual artists to consider will include Yinka Shonibare,
Wangechi Mutu, Njideka Akunyili Crosby, Julie Mehretu, Jadé Fadojutimi, and more. This course is open to
students with a demonstrated interest in Africa and its relationship to the rest of the world.

Attribute Value(s)
FAS: Course Level Primarily for Graduate Students

Engaging Africa and its Cultures (220587)
Timothy Ogene
This course will consist of a series of interviews with emerging and established African creatives across
genres and disciplines, including but not limited to designers, writers, scholars, curators, performers,
cultural entrepreneurs, social innovators, publishers, cultural activists, and educators. Drawing from
creatives and practitioners on the continent and its new diasporas, this class will trace the trajectories of
African cultural and political thought while situating same in lived practices. The Pan-Africanist and anti-
colonial ideologies that powered the creative practices of the past will be considered alongside their new
iterations in relation to emerging practices rooted in Afropolitan thought. While developing new critical

vocabularies for articulating the cultural present, we will also consider the actual politics and realities of
cultural production on the continent.
Class Notes: media capabilities needed

Attribute Value(s)

Black Classicisms: Adaptations of Ancient Greek & Roman Classics in Africa, the Caribbean, & the US (220549)
Emily Greenwood
2023 Spring (4 Credits) Schedule: TR 0900 AM - 1000 AM
From the enslaved poet Phillis Wheatley writing in Boston in the 1760s and 1770s, to contemporary authors
and artists in Africa, the Caribbean, and the US, this lecture course will explore uses of ancient Greek and
Roman Classics in the literatures, arts, and thought of Africa and the Black Diaspora. We will analyze how
African and black diasporic authors and intellectuals have engaged with, revised, and re-imagined the
classics of ancient Greece and Rome, both to expose and critique discourses of racism, imperialism,
colonialism, and white supremacy, and as a rich source of radical self-expression.
The course will be arranged thematically, taking in uses of Classics in literature, art, journalism, and
politics. Writers, artists, and politicians whose work and ideas we will study include Phillis Wheatley,
William Sanders Scarborough, Anna Julia Cooper, Pauline Hopkins, Mary Church Terrell, Edmonia Lewis,
W.E.B. Du Bois, Aaron Douglas, Romare Bearden, Bob Thompson, Gwendolyn Brooks, Ralph Ellison, Rev.
Martin Luther King Jr., Fran Ross, Toni Morrison, Rita Dove, Harryette Mullen, Spike Lee, Hastings Kamuzu
Banda, Ola Rotimi, Athol Fugard, John Kani, and Winston Ntshona, Wole Soyinka, Njabulo Ndebele, C.L.R.
James, Eric Williams, Aimé Césaire, Derek Walcott, Kamau Brathwaite, Austin Clarke, Marlene NourbeSe
Philip, and Dionne Brand. In addition to works by individual authors, lectures will also attend to the
circulation of Greek and Roman classical myths, history, and thought in vernacular cultures. Throughout,
we will be attentive to the relationship between national contexts and transnational histories and networks,
and the phenomenon of classical appropriation in invented modern traditions.

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African Architecture (122496)
Suzanne Blier
This class explores key forms of African architecture historically and into the present, with an emphasis on

comparative issues of materials and technology, rural dwelling compounds (form, use, and adaptation),
nomadic architecture, West African state architecture, Central African migrating capitals, architectures of
colonial encounter, and contemporary architectural form and practice.
Class Notes: Course Preview: Professor Blier will offer a course preview session on
Thursday, August 18th, between 10:30 am and 11:00 am. This first
session will be held remotely. Join here.

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Social Theory, In and Out of Africa (216012)
Jean Comaroff
2022 Fall (4 Credits) Schedule: T 1245 PM - 0245 PM
Social Theory, In and Out of Africa examines some of the major con-cep-tual and methodological
approaches that have shaped the history of social thought in, from, and about Africa. In so doing, it will
address the historical roots, political invest-ments, and philosophical foundations of theory-making as
they have taken shape in the crucible of empire, with Africa serving largely as the object of hegemonic
Eurocentric knowledge-production. The readings will explore the interplay of scholarly practice and
political historical struggle in the unfolding of social theory from colonial to postcolonial times. While
"Africa" has long served as foil to European constructions of history, civilization, culture, and society,
scholars on the continent have always disrupted these schemes, refuting and rewriting them in globally
consequential ways. The course strives to open up a critical, open-ended discussion about the genealogy
of disciplinary knowledge in the social sciences, especially as revealed by arguments emerging from the
vexed place of Africa, in theory and in practice. Readings cover classic Africanist texts but focus mainly on
scholarship emerging from the continent itself, examining a range of key issues – from Marxist and
liberationist thought to questions of political economy, colonialism, development, gender, generation, and
future-making. The readings are available on the course Canvas site.

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Freedom Writers: Race and Literary Form (220150)
Jesse McCarthy

What does freedom have to do with our ability to read and write? How have writers addressed the
conflicting and contradictory concept of race by writing about it? This course will investigate the history
and practice of writing about the vexed relationship between race and freedom, the role of writing in
political struggles for civil rights and the abolition of slavery, and the quest for a meaningful life and artistic
freedom under conditions that deny that opportunity. We will read widely, primarily—though not
exclusively—texts from (and about) the African diaspora from the 16th century to the present. Authors will
include Ottabah Cugoano, Phillis Wheatley, Bartolomé de Las Casas, Sylvia Wynter, C.L.R. James, David
Walker, Frederick Douglass, Anna Julia Cooper, Ida B. Wells, W. E. B. Du Bois, Langston Hughes, Zora
Neale Hurston, Ralph Ellison, James Baldwin, Audre Lorde, Toni Morrison, Hilton Als and Rachel Kaadzi
Ghansah. The final assignment will involve using the resources of the course to produce an original essay
on a topic of your choice related to our themes.

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African Religion in the Diaspora (216732)
Jacob Olupona
2022 Fall (4 Credits) Schedule: W 0900 AM - 1145 AM
This course focuses on the history and phenomenology of African peoples' religious experiences in the
Americas. The historical and social processes that led to the emergence of African diasporic religions in
Latin America and the Caribbean will form the core of our reading materials. We will examine the role of
myth, ritual, arts, and symbols as well as the social and political processes that explain the evolution of
Black Atlantic religious traditions as formed by African indigenous traditions, African Christianity, and
African Islam. Using historical, ethnographic, and textual sources, the course will illuminate the lived
religious experiences of enslaved Africans as well as new immigrant diaspora communities in South
America, the Caribbean, and the USA. We will examine Africana religious parallels and divergences in
religious practice and social identity. Guest lecturers will offer their expertise on the various religious
processes and expressions of African peoples in the Americas, while contributing to broader conversations
about the future of African religions in the diaspora and the sociopolitical challenges we face in today's
world, particularly how the devotees of these traditions face forms of racial, ethnic and religious
discrimination in their various countries.
Course Notes:
Offered jointly with the Divinity School as HDS 3689.

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Jim Crow: Histories and Revivals (220490)

Myisha Eatmon
2022 Fall (4 Credits) Schedule: TR 1030 AM - 1145 AM
Some historians believe that people should understand the historical and political context of the world and
communities in which they live and engage with facts and reality that makes them better-informed citizens.
Being of that mindset, this course will be offered to students who want to engage critically with history and
the present. The purpose of this course is three-fold. First, it is meant to allow students to begin to parse
out the continuities and discontinuities between the Jim Crow era (broadly defined) and our current
historical moment. Second, the course is meant to push students to engage with the historiographical
debates surrounding the history of black lived experiences, race (not just black and white), and immigration
(from South America, Central America, and Asia) as they relate to Jim Crow, structural racism, and white
nationalism. Third, the course is meant to teach students how to write and support coherent historical
arguments.

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The Anthropology of Law: classical, contemporary, comparative, and critical perspectives (108678)
John Comaroff
The early weeks will be devoted to (i) classical themes in the field, among them the legal anthropology of
conflict/dispute and the practical hermeneutics of the law in cross-cultural perspective; this will be followed
by a discussion of (ii) "big" theoretical questions, old and new, including relationship between law and
violence, the nature of sovereignty, and the (alleged) fetishism human rights. The later weeks will address
(iii) the legal anthropology of colonialism and postcoloniality, addressing law and colonial state and the
invention of customary law, postcolonialism and policulturalism, and law, disorder, and informal
("vigilante") justice; (iv) crime and policing, and finally (v) lawfare, life, and the judicialization of politics.
Throughout, attention will be given to comparative perspectives in both time and space – and to the
lessons to be learned from the anthropology of law, and its decoloniality, for interrogating the present
moment in the USA, Europe, and Africa. Each session, with the exception of the first (September 6), will
begin with an overview of the topic under discussion, and end with a summary statement; in between, the
set readings will be introduced by participants in the course, who will be expected to offer a critical
synopsis of the most significant points at issue and raise questions for our collective conversation. Grades
will be determined by a term paper no longer than 15 pages (d/s, excl. notes + bib), on any one of the topics
covered, and by class participation.

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African American Lives in the Law (127960)
Evelyn Brooks Higginbotham
This seminar focuses on biographical and autobiographical writings in a historical examination of the role
of the individual in the American legal process. We will seek to understand how specific African Americans
(as lawyers, judges, and litigants) made a difference-how their lives serve as a "mirror to America"-and also
to understand the ways personal experience informs individual perspectives on the law and justice.

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Black Literary Avant-Gardes (220164)
Jesse McCarthy
In his classic manifesto "The Negro Artist and the Racial Mountain," Langston Hughes declared that his
generation of artists and poets—upstarts coming of age in the roaring twenties—was determined to build
what he called "temples for tomorrow." How should we read that phrase today? Recent debates in Black
Studies and in African American Literature over temporality, periodization, affect, and antagonism, suggest
that we may not have an adequate theory of the avant-garde, or at least we may need to update the one we
inherit from Poggioli (1968). By revisiting the avant-garde, we renew a concept that touches on a wealth of
topics of interest to contemporary theoretical and methodological debates: taste, politics, publics and
counter-publics, signifying, archives, transnationalism, translation, incompleteness, failure, and the
circulation and manipulation of new medias. There are also the classic questions: Who gets to decide what
constitutes an "avant-garde" or avant-gardes? What is the relationship between avant-garde artistic
movements and political or militant ones? This course will explore all of these themes comparatively, with
readings drawn from poems, plays, novels, films, and ranging widely across the African diaspora, without
neglecting important formations in Europe, Asia, the Caribbean, and Latin America.

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Black Classicisms: A Research Seminar and Pedagogy Workshop (220551)
Emily Greenwood

This course will examine uses of ancient Greek and Roman Classics in the literatures, arts, and thought of
Africa and the Black diaspora. We will analyze how African and black diasporic authors and intellectuals
have engaged with, revised, and re-imagined the classics of ancient Greece and Rome, both to expose and
critique discourses of racism, imperialism, colonialism, and white supremacy, and as a rich source of
radical self-expression. At the same time, we will study the emergence of scholarship on black classicisms
in the last thirty years and the theoretical underpinnings of this field. The course is offered as a research
seminar with an incorporated pedagogy workshop: one of the coursework assignments is to develop a
syllabus for a course on an aspect of Black classicisms that you might teach in the future and seminar
discussions will involve short segments on pedagogy.
The syllabus is arranged thematically, taking in uses of Classics in literature, art, journalism, and politics.
Writers, artists, and politicians whose work and ideas we will study include Phillis Wheatley, William
Sanders Scarborough, Anna Julia Cooper, Mary Church Terrell, W.E.B. Du Bois, Romare Bearden,
Gwendolyn Brooks, Ralph Ellison, Toni Morrison, Rita Dove, Hastings Kamuzu Banda, Ola Rotimi, Athol
Fugard, John Kani, and Winston Ntshona, Wole Soyinka, C.L.R. James, Eric Williams, Aimé Césaire, Derek
Walcott, Kamau Brathwaite, Austin Clarke, Marlene NourbeSe Philip, Dionne Brand, and Edwidge Danticat.
In addition to works by individual authors we will also consider the circulation of Greek and Roman
classical myths, history, and thought in vernacular cultures. Throughout, we will be attentive to the
relationship between national contexts and transnational histories and networks, and the phenomenon of
classical appropriation in invented modern traditions.

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Individual Reading Tutorial (115731)

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.

Attribute Value(s)
FAS Divisional Distribution None
No FAINFO 300 or 3000 level class, do not generate FAINFO
FAS: Course Level Graduate Course

Alejandro de la Fuente
Course Notes:
of study.

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Course Notes:
of study.

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Tommie Shelby

Course Notes:
of study.

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Individual Research (115732)
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.

Attribute Value(s)

Individual Research (115732)
Tommie Shelby
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.

Attribute Value(s)

Directed Writing (119827)
Jamaica Kincaid
TBD
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.

Attribute Value(s)

Directed Writing (119827)
Jean Comaroff
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)

Attribute Value(s)

Teaching, Writing, and Research (210981)

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

Attribute Value(s)

Tommie Shelby

Course Notes:

Attribute Value(s)

John Mugane
Course Notes:

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Emmanuel Akyeampong
Course Notes:

Attribute Value(s)

Ali Asani
Course Notes:

Attribute Value(s)

Robin Bernstein
Course Notes:

Attribute Value(s)

Suzanne Blier
Course Notes:

Attribute Value(s)

Vincent Brown
Course Notes:

Attribute Value(s)

Glenda Carpio
Course Notes:

Attribute Value(s)

Bruno Carvalho
Course Notes:

Attribute Value(s)

Sidney Chalhoub
Course Notes:

Attribute Value(s)

Course Notes:

Attribute Value(s)

Caroline Elkins
Course Notes:

Attribute Value(s)

Henry Gates
Course Notes:

Attribute Value(s)

Evelynn Hammonds
Course Notes:

Attribute Value(s)

Jennifer Hochschild
Course Notes:

Attribute Value(s)

Vijay Iyer
Course Notes:

Attribute Value(s)

Walter Johnson
Course Notes:

Attribute Value(s)

Ousmane Oumar Kane
Course Notes:

Attribute Value(s)

Jamaica Kincaid
Course Notes:

Attribute Value(s)

Michele Lamont
Course Notes:

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Francoise Lionnet
Course Notes:

Attribute Value(s)

Ingrid Monson
Course Notes:

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Marcyliena Morgan
Course Notes:

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Jacob Olupona
Course Notes:

Attribute Value(s)

Kay Shelemay
Course Notes:

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James Sidanius
Course Notes:

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Doris Sommer
Course Notes:

Attribute Value(s)

Tommie Shelby
Course Notes:

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John Stauffer
Course Notes:

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David Williams
Course Notes:

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Daniel Agbiboa
Course Notes:

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Sarah Lewis
Course Notes:

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Jesse McCarthy
Course Notes:

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George Paul Meiu
Course Notes:

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Brandon Terry
Course Notes:

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Linda Chavers
Course Notes:

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Jacqueline Rivers
Course Notes:

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Carla Martin
Course Notes:

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Direction of Doctoral Dissertations (115733)

Attribute Value(s)

Tommie Shelby

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Subject: Swahili
Swahili AA
Elementary Swahili (119819)
John Mugane
2022 Fall (4 Credits) Schedule: MWF 1200 PM - 0115 PM
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.
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.

Attribute Value(s)
FAS: Meets Foreign Lang Req Swahili
Swahili AB
Elementary Swahili (159829)
John Mugane
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.
Course Notes:

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.
Course Notes:
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
Course Notes:
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.
Course Notes:
Recommended Prep:
Swahili B or equivalent.

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

Course Notes:
Recommended Prep:
Swahili 101ar or equivalent.

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Subject: Twi
Twi AA
Elementary Twi (120944)
John Mugane
Francis Akutey-Baffoe
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.
Course Notes:

Attribute Value(s)
FAS: Meets Foreign Lang Req Twi
Twi AB
Elementary Twi (159869)
John Mugane

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 encouraged to take both
parts of the course within the same academic year. The curriculum builds throughout the year.
Course Notes:

Attribute Value(s)
HCOL: Foreign Lang Citation Twi
Twi BA
Intermediate Twi (120947)
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.
Students are strongly encouraged to complete both terms of this course (parts BA and BB) within the same
academic year.
Course Notes:
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.
Course Notes:
Recommended Prep:
Twi A or the equivalent of one year's study of Twi.

Attribute Value(s)
Twi 101AR Section: 01

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

Attribute Value(s)
Twi 101BR Section: 01

Reading in Twi II (120950)
John Mugane
Advanced reading in Twi II.
Course Notes:
Recommended Prep:
Twi 101ar or equivalent.

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Subject: Yoruba
Yoruba AA
Elementary Yoruba (120952)
John Mugane
Taiwo Ehineni
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 AB
Elementary Yoruba (159872)
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.
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)
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.
Course Notes:
Recommended Prep:
Yoruba A or the equivalent of one year's study of Yoruba.

Attribute Value(s)
Yoruba 101AR Section: 01

Reading in Yoruba (120954)
John Mugane
Advanced reading in Yoruba.

Course Notes:
Recommended Prep:
Yoruba B or equivalent.

Attribute Value(s)
Yoruba 101BR Section: 01

Reading in Yoruba II (120955)
John Mugane
Advanced reading in Yoruba II.
Course Notes:
Recommended Prep:
Yoruba 101a or equivalent.

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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
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.

Course Notes:
Languages in the 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.

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).
Contact hours supplemented by digital resources. Emphasis on written expression, reading
the same academic year. The curriculum builds throughout the year.
Course Notes:

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

Fall must note that Afrikaans BB is offered only in the Spring.
Course Notes:
learn more.

Attribute Value(s)
HCOL: Foreign Lang Citation Afrikaans
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.
Course Notes:
Recommended Prep:
Afrikaans B or equivalent.

Attribute Value(s)
Afrikaans 101BR Section: 01

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.
Course Notes:
Recommended Prep:
Afrikaans 101ar or equivalent.

Attribute Value(s)
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
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.
Course Notes:
learn more.

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
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.
Course Notes:

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
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
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.
Course Notes:
learn more.

Attribute Value(s)
HCOL: Foreign Lang Citation Amharic

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.
Course Notes:
Recommended Prep:
Amharic B or equivalent.

Attribute Value(s)
Amharic 101AR Section: 01

Advanced Amharic (205845)
John Mugane
level in the Fall semester. As needed, successive advanced readings in Amharic may be taken under
Amharic 101ar every Fall.
Course Notes:
Recommended Prep:
Amharic B or equivalent.

Attribute Value(s)
Amharic 101BR
Advanced Amharic II (205862)
John Mugane
level in the Spring semester. As needed, successive advanced readings in Amharic may be taken under
Amharic 101br every Spring.
Course Notes:
Recommended Prep:
Amharic 101ar or equivalent

Attribute Value(s)
Subject: Sudanese
Sudanese AA Section: 01
Elementary Sudanese Arabic (127929)
John Mugane
A study of Sudanese Arabic the official and national working language in Sudan at the Elementary level
(First year part 1). Contact hours supplemented by digital resources. Emphasis on written expression,
course within the same academic year. The curriculum builds throughout the year.
Course Notes:
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.
Course Notes:

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
of the course within the same academic year. The curriculum builds throughout the year. Students taking
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.
Course Notes:

Attribute Value(s)
HCOL: Foreign Lang Citation Sudanese Arabic
Sudanese 101AR
Advanced Sudanese Arabic (205872)
John Mugane
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.
Course Notes:
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.

Course Notes:
Recommended Prep:
Sudanese Arabic 101ar or equivalent

Attribute Value(s)
Subject: Tigrinya
Tigrinya AA
Elementary Tigrinya (126313)
John Mugane
A study of Tigrinya a major language spoken in Ethiopia at the Elementary level (First year part 1). Contact
hours supplemented by digital resources. Emphasis on written expression, reading comprehension, and
Course Notes:

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
the same academic year. The curriculum builds throughout the year. This course is offered only in the
Spring.
Course Notes:

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
complete the course.
Course Notes:

Attribute Value(s)
HCOL: Foreign Lang Citation Tigrinya

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.
Course Notes:
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.
Course Notes:
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
oral fluency. Students are strongly enrcouraged to complete both terms of this course (parts AA and AB)
within the same academic year.
Course Notes:
Languages 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.

Attribute Value(s)
FAS: Meets Foreign Lang Req Zulu
Zulu AB
Elementary Zulu (205849)
John Mugane
A study of Zulu a major language spoken in South Africa at the Elementary level (First year part 2). Contact
Spring.
Course Notes:

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 BA and BB) within the same academic year. Students taking Zulu BA in the Fall 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 contact the African
Language Program 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).
Contact hours supplemented by digital resources sessions. Emphasis on written expression, reading
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.
Course Notes:

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.
Course Notes:
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.
Course Notes:

Recommended Prep:
Zulu 101ar or equivalent

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

Elementary West African Pidgin (204110)
John Mugane
Taiwo Ehineni
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.
Course Notes:

Attribute Value(s)
FAS: Meets Foreign Lang Req West African Pidgin
West African Pidgin AB

Elementary West African Pidgin (205842)
John Mugane
A study of West African Pidgin a major lingua Franca spoken in West Africa at the Elementary level (First
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.
Course Notes:

Attribute Value(s)
West African Pidgin BA

Intermediate West African Pidgin (205888)
John Mugane
Taiwo Ehineni
A study of West African Pidgin a major lingua Franca spoken in West Africa at the Intermediate level
(Second 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 BA and BB) 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.
Course Notes:
Recommended Prep:
West African Pidgin AA and AB (First year)

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

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,
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:

Attribute Value(s)
FAS: Meets Foreign Lang Req Hausa
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
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 Hausa BA in the
Spring must note that Hausa BB is offered only in the Spring and must therefore wait for Spring to
Course Notes:

Attribute Value(s)
FAS: Meets Foreign Lang Req Hausa
HCOL: Foreign Lang Citation Hausa
Subject: Igbo
Igbo AA
Elementary Igbo (126308)
John Mugane
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
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:

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,
course within the same academic year. The curriculum builds throughout the year. This course is offered
only in the Spring.
Course Notes:


Attribute Value(s)
Igbo BA Section: 01
Intermediate Igbo (205860)
John Mugane
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.
Course Notes:
department to learn more..

Attribute Value(s)
HCOL: Foreign Lang Citation Igbo
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
supplemented by digital resources sessions. Emphasis on written expression, reading comprehension, and
within the same academic year. Students taking Gullah AA in the Spring must note that Gullah AB is offered
only in the Spring.
Course Notes:

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.
Course Notes:

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: Egyptarb
Egyptarb AA Section: 01
Elementary Egyptian Arabic (206879)
John Mugane
A study of Egyptian Arabic the de facto national working language in Egypt at the Elementary level (First

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 Egyptian Arabic
Egyptarb BA Section: 01
Intermediate Egyptian Arabic (206881)
John Mugane
A study of Egyptian Arabic the de facto national working language in Egypt 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 encouraged to complete both parts of
this course (parts AA and AB) within the same academic year. Students taking Egyptian Arabic BA in the
Spring must note that Egyptian Arabic BB is offered only in the Spring and must therefore wait for Spring to

Attribute Value(s)
HCOL: Foreign Lang Citation Egyptian Arabic
Egyptarb BB Section: 01
Intermediate Egyptian Arabic (206882)
John Mugane
A study of Egyptian Arabic the de facto national working language in Egypt 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 encouraged to complete both parts of
this course (parts AA and AB) within the same academic year. Students taking Egyptian Arabic BA in the
Spring must note that Egyptian Arabic BB is offered only in the Spring.

Attribute Value(s)
Egyptarb 101AR Section: 01

Advanced Egyptian Arabic (206883)
John Mugane
A study of Egyptian Arabic the de facto national working language in Egypt at the Advanced level in the Fall
semester. As needed, successive advanced readings in Egyptian Arabic may be taken under Egyptian
Arabic 101ar every Fall.
Recommended Prep:
Egyptian Arabic B or equivalent

Attribute Value(s)
Egyptarb 101BR Section: 01

Advanced Egyptian Arabic II (206884)
John Mugane
A study of Egyptian Arabic the de facto national working language in Egypt at the Advanced level in the
Spring semester. As needed, successive advanced readings in Egyptian Arabic may be taken under
Egyptian Arabic 101br every Spring.
Recommended Prep:
Egyptian Arabic 101AR or equivalent

Attribute Value(s)
Subject: Wolof
Wolof AA Section: 01
Elementary Wolof (205984)
John Mugane
A study of Wolof the major language spoken in Senegal at the Elementary level (First year part 1). Contact
within the same academic year.
Course Notes:

Attribute Value(s)
FAS: Meets Foreign Lang Req Wolof
Wolof AB Section: 01
Elementary Wolof (205985)
John Mugane
A study of Wolof the major language spoken in Senegal at the Elementary level (First year part 2). Contact
Spring.

Attribute Value(s)
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.
Course Notes:

Attribute Value(s)
HCOL: Foreign Lang Citation Wolof
Wolof BB Section: 01
Intermediate Wolof (205987)
John Mugane
A study of Wolof the major language spoken in Senegal at the Intermediate level (Second year part 2).
the same academic year. The curriculum builds throughout the year. Students taking Wolof BA in the
Spring must note that Wolof BB is offered only in the Spring.

Attribute Value(s)

Wolof 101AR Section: 01
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)
Wolof 101BR Section: 01

Advanced Wolof II (205989)
John Mugane
A study of Wolof the major language spoken in Senegal at the Advanced level in the Spring semester. As
needed, successive advanced readings Wolof may be taken under Wolof 101br every Spring.
Recommended Prep:
Wolof 101AR or equivalent

Attribute Value(s)
Subject: Geez
Geez AA Section: 01
Elementary Geez (206894)
John Mugane
A study of Geez the liturgical language of the Ethiopian Orthodox Church at the Elementary level (First year
comprehension, and oral fluency. Students are encouraged to complete both terms of this course (parts AA

Attribute Value(s)
FAS: Meets Foreign Lang Req Ge'ez
Geez AA Section: 1
Elementary Geez (206894)
John Mugane
A study of Geez the liturgical language of the Ethiopian Orthodox Church at the Elementary level (First year
comprehension, and oral fluency. Students are encouraged to complete both terms of this course (parts AA

Attribute Value(s)
FAS: Meets Foreign Lang Req Ge'ez
Subject: Kimeru
Kimeru AA Section: 01
Elementary Kimeru (217926)
John Mugane
A study of a language spoken by the Meru people of Kenya at the elementary level. Contact hours

Attribute Value(s)
Subject: Haitian
Haitian AA
Elementary Haitian Creole (126306)
John Mugane
A study of Haitian Creole the dominant official and native language of Haiti at the Elementary level (First
Course Notes:

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

Course Notes:

Attribute Value(s)
FAS: Meets Foreign Lang Req Jamaican Patois
Subject: African & African Amer Studies

Christianity, Identity and Civil Society in African (220627)
Jacob Olupona
2023 Spring (4 Credits) Schedule: T 1200 PM - 0245 PM
An historical and ethnographic survey of many 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. It explores the role of Christianity
in relation to historical, cultural, social, and material realities of the African continent. The course 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 cultural identities, as
well as Christianity's response to cultural pluralism, nationhood, citizenship, and civil society.
Jointly offered in the Harvard Divinity School: HDS 2337

Attribute Value(s)

American Studies
Subject: American Studies
American Studies 314A

Colloquium on Pedagogy and Professional Development (205186)
Robin Bernstein
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 2019-20 to be determined.

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

Colloquium on Pedagogy and Professional Development (205188)
Robin Bernstein
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.
Requirements: Pre-requisite: AMSTDIES 314A

Attribute Value(s)
American Studies 395
Graduate Work Related to the Coursework Requirement (214388)
2023 Spring (4 Credits) Schedule:


Attribute Value(s)

Graduate Work Related to the Coursework Requirement (214388)
2022 Fall (4 Credits) Schedule:


Attribute Value(s)

Graduate Work Related to Teaching (214389)


Attribute Value(s)

Graduate Work Related to Teaching (214389)


Attribute Value(s)

Graduate Work Related to Research (214390)
Dan McKanan

Attribute Value(s)

Graduate Work Related to Research (214390)
Dan McKanan

Attribute Value(s)

Brandon Terry

Attribute Value(s)

Sven Beckert

Attribute Value(s)
American Studies 398 Section: 002

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)

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)

Jarvis Givens

Attribute Value(s)

Joseph Singer

Attribute Value(s)

Kenneth Mack

Attribute Value(s)

Annette Gordon-Reed

Attribute Value(s)

David Joselit

Attribute Value(s)

Gabriela Soto Laveaga

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)


Attribute Value(s)

Vincent Brown

Attribute Value(s)

Ju Yon Kim

Attribute Value(s)


Attribute Value(s)

Kenneth Mack

Attribute Value(s)

Ju Yon Kim

Attribute Value(s)

Robert Reid-Pharr

Attribute Value(s)

Robert Reid-Pharr

Attribute Value(s)

Dan McKanan

Attribute Value(s)

Kenneth Mack

Attribute Value(s)


Attribute Value(s)


Attribute Value(s)

Catherine Brekus

Attribute Value(s)

Anthropology
Subject: Anthropology
Anthropology 91XR
Supervised Reading and Research in Archaeology (123451)
Jason Ur
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.

Attribute Value(s)
Anthropology 91XR
Supervised Reading and Research in Archaeology (123451)
Jason Ur
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.

Attribute Value(s)
Anthropology 91ZR
Supervised Reading and Research in Social Anthropology (123453)
Michelle Choi
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 in Social Anthropology (123453)
Michelle Choi
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.

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Anthropology 92XR
Archaeological Research Methods in Museum Collections (123454)
Jason Ur
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)
Jason Ur
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:
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)
Michelle Choi
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.
Course Notes:
Anthropology and related departments

Attribute Value(s)
Anthropology 92ZR
Social Anthropology Research Methods in Museum Collections (123455)
Michelle Choi
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.
Course Notes:
Anthropology and related departments

Attribute Value(s)
Anthropology 97X
Sophomore Tutorial in Archaeology (113567)

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.

Attribute Value(s)
Anthropology 97Z
Sophomore Tutorial: Anthropology as Social Theory and the Social Theory of Anthropology (143028)
E. Gabriella Coleman
Anthropology 97z is a course about what social theory is, how to read it and how it relates to the discipline
of anthropology. The course encourages students to think expansively about the sources and boundaries
of theory, guiding them through three approaches to the theorization of social life. An aim of the class will
be to understand and disrupt the roots of the discipline, while articulating the importance of anthropology
disrupted to the contemporary world.
Course Notes:
Required of all concentrators. Weekly 2-hour sections to be arranged.

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Anthropology 98A
Junior Tutorial in Anthropology (205494)
Michelle Choi
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.

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Anthropology 98B
Junior Tutorial for Thesis Writers in Anthropology (205522)
Michelle Choi
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.

Attribute Value(s)
Anthropology 99A
Thesis Tutorial in Anthropology - Senior Year (205184)
Michelle Choi
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.

Attribute Value(s)
Anthropology 99B
Thesis Tutorial in Anthropology - Senior Year (205185)
Michelle Choi
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 1039
From Artifacts to Arguments: The Archaeology of Prehistoric Europe (220031)
Jess Beck
How did humans survive during the last Ice Age? Who is responsible for the cave paintings of Lascaux?
What exactly is a henge? In this course, we will explore the answers to these questions and more, covering
topics ranging from ancient subsistence systems to exchange networks, mortuary practices, and
technology. The class is divided into four units: (1)Introduction to Archaeological Theory and History; (2)
The Paleolithic; (3) The Neolithic; (4) The Copper Age–Bronze Age. Students will learn to evaluate
archaeological evidence, assess the importance of theory in reconstructing prehistoric lifeways, and

identify key sites, archaeologists, and artifacts in European prehistory. In addition to painting a portrait of
the economies, exchange networks, social organization and ritual practices of early European
communities, this course also emphasizes the utility of different archaeological lines of evidence,
describing the complementary information that can be recovered from lithics, ceramics, animal bones,
human bones and ancient plant remains. Over the course of the seminar, students will learn how to
formulate clear arguments, draw upon scientific evidence, and develop strategies for writing and revising
research papers. Class time will also be devoted to developing key writing and research skills, such as
structuring academic papers, identifying appropriate sources, interpreting and responding to feedback.

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Anthropology 1060
Introduction to Archaeological Science (111192)
Christina Warinner
This course offers an introduction to eight major areas of archaeological science: (1) relative and absolute
dating, (2) human osteology, (3) paleoethnobotany and micro remains, (4) stable isotopes, (5) organic
residue analysis, (6) zooarchaeology and ZooMS, (7) proteomics, and (8) paleogenomics. Students will gain
an understanding of the history of the field and its future directions, the method and theory behind how
different tools and techniques work, and how archaeological science is transforming archaeology today.
Recommended Prep:
One year of college-level chemistry or physics.

Attribute Value(s)
Anthropology 1080
American History Before Columbus (125588)
Matt Liebmann
What happened in America before 1492? What were the major turning points in Native American history?
Why don't we know more about the ancient history of North America? Anthropology 1080 answers these
questions by introducing you to the discipline of North American archaeology. This lecture course will help
you to understand how Native American societies developed in the millennia before the European invasion,
why American Indian peoples live where they do today, and how their dynamic populations have changed
over the course of the past 15,000 years. In the process you'll have the opportunity to examine a truly

world-class collection of artifacts from the Peabody Museum, allowing you to hold the remains of American
history in your own hands and investigate the past with your own eyes.

Attribute Value(s)
Anthropology 1150
Ancient Landscapes (120579)
Jason Ur
Archaeology has focused traditionally on excavations of settlement sites. However, no settlement existed
as an island; ancient peoples moved within a larger environment which constrained their actions while it
was simultaneously transformed by them. In addition to the modification of physical spaces, communities
also imposed meaning upon them, and were affected to varying degrees by the meanings of landscapes
imposed by their ancestors. This course will investigate the relationship between ancient societies and
their landscapes. We will review the ways in which ancient "off-site" activities are preserved in the
landscape and how archaeologists identify and document them. We will discuss the exploitation of the
landscape for agriculture, pastoralism, and industry (particularly in the context of the earliest complex
societies). We will examine the relative roles of anthropogenic and climatic influences on the development
of human societies. Throughout, we will consider how ancient communities perceived their landscapes
and imbued them with meaning. In the process, we will review and critique a variety of theoretical
approaches to landscape.

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Anthropology 1201
Human Osteology & Bioarchaeology (219703)
Jess Beck
Knowledge of human osteology is key for fields such as archaeology, biological anthropology, forensic
anthropology, anatomy, and medicine. This course introduces students to human skeletal anatomy and the
field of bioarchaeology, the study of human skeletal remains from archaeological sites. The first half of the
course provides an introduction to skeletal anatomy for anthropologists and biologists and covers the
entire human skeleton, with sections on growth, development, and pathology. The skeletal anatomy of
select non-human mammals is used to demonstrate the functional morphology of each bone. This second
half of the course introduces students to the basic methods of human skeletal analysis, including

assessing the age, sex, health, and stature of an individual using their bones. The grade for this course will
be based on a combination of participation, quizzes, larger assessments, and the maintenance of a "bone
notebook" in which students sketch and describe individual skeletal elements. Students taking the course
at the graduate level will also submit a final research paper that examines a topic of bioarchaeological
significance in a region and/or period pertinent to their own academic research.

Attribute Value(s)
Anthropology 1224
Hacker Culture and Politics (220175)
This course examines computer hackers to interrogate not only the ethics, diversity, and technical
practices of hacking but to examine more broadly how hackers and hacking have triggered and
transformed changes in law, policy, computing, and journalism. We will examine and discuss how hacker
values are realized and constituted by different legal, technical, and ethical activities of computer hacking,
such as free software production, gaming, hacktivism, and security. We will pay close attention to how
ethical principles are variably represented and thought of by hackers, journalists, and academics. We will
use the example of hacking to address various other concerns, topics, and areas, such as surveillance,
secrecy, play, gender and diversity, communication, security, direct action, and more.

Attribute Value(s)
Anthropology 1250
The Pyramids of Giza: Technology, Archaeology, History (127050)
Peter Manuelian
2022 Fall (4 Credits) Schedule: MW 0130 PM - 0245 PM
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.

Attribute Value(s)
Anthropology 1255
Human Diet: from Neanderthals to the future of food (212875)
Christina Warinner
2022 Fall (4 Credits) Schedule: TR 0130 PM - 0245 PM
This course surveys the evolution of human diet, from the foods of our earliest ancestors to the contents of
today's supermarkets. We'll cover the definition of food, human nutritional requirements, major dietary
transitions and food innovations in human history, the roots of world cuisine, the modern food industry,
and current and future food challenges.

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Anthropology 1435
Challenging Collections: Critical Reflections on Collecting Through Harvard's History (218189)
Diana Loren
Harvard's museum collections have often been used to interrogate the world outside of "us": peoples,
events, places, and things. This course reverses that gaze and asks what the collections and the processes
of collecting reveal about the history of Harvard and its institutional identity as "the" place of learning. In
this course, we unpack the historical circumstances surrounding the arrival of particular collections of
photographs and objects at Harvard's Peabody Museum: such ones related to imperial desires, scientific
inquiry, academic curiosity, and the violence of colonialism. How does critically examining this past inform
present action and future strategies in contemporary museum practice at the Peabody Museum? This is a
hands-on collections course that will be taught at the Peabody Museum and will include visits to other
museums, archives, and libraries on campus.

Attribute Value(s)

Anthropology 1450
Water, Infrastructure, and Meaning (204965)
Steven C. Caton
This course will show the usefulness of anthropology, conceptually and methodologically, for
understanding water consumption and management in past and contemporary societies, especially those
undergoing water stress. Topics include cultural notions and values of water, the hydrology and
technologies of water purification and conservation, irrigation and the state, big dams controversies, water
as a "right" and water as a "commodity," and local, national and international water management schemes.
Case studies are drawn from around the world. Though social anthropology and archaeology are the main
disciplines upon which the course draws, it will also engage developmental economics, geography,
political ecology, history, and water sciences such as conservation and engineering.

Attribute Value(s)
Anthropology 1610
Ethnographic Research Methods (119379)
Annikki Herranen-Tabibi
2022 Fall (4 Credits) Schedule: R 1200 PM - 0245 PM
Taught as part seminar and part practicum, this course introduces undergraduate students to the craft of
ethnographic research. Through weekly readings and semester-long practice projects, students critically
examine and put to practice key elements of qualitative research methods used by anthropologists. Varied
ethnographic assignments allow students to practice skills central to field work: participant observation,
taking and organizing field notes, conducting formal and informal interviews, carrying out archival work
and artifact analysis, and using audiovisual tools.
While recognizing the longstanding centrality of ethnographic methods to anthropological scholarship, the
course examines critical perspectives that challenge and call for reimagining the discipline's
methodological repertoire – including decolonial, collaborative, community-based, and multimodal
approaches. The ethics and politics of ethnographic fieldwork figure prominently in class discussions
throughout the semester.
Course readings include a selection of ethnographic monographs and articles alongside practical guides.
The close reading of ethnographic texts during the semester orients students toward detailed examination
of each author's methodological choices and invites consideration of the relationship between
ethnographic data and theoretical analysis. In addition to assigned readings, all students are expected to
read and comment on portions of each other's works-in-progress.
Course Notes:
Open to undergraduates only.

Attribute Value(s)
Anthropology 1617
The Price of Solidarity: Value, Sacrifice, Capital (218708)
Julia Fierman
This seminar in social anthropology presents value and the exchange of value as the foundations of
economic, social, moral, and political life. The authors we read will argue that the exchange of value(s)
between humans creates social solidarity. We are tied to our communities and friends through
relationships of debt and expenditure; we give a gift with the expectation of receiving something in return,
binding the gift giver and receiver in a social relationship that extends over space and time. For sociologist
Marcel Mauss, even gestures of altruism are an attempt to create value and establish (or reinforce)
relationships of alliance. We begin the semester with Mauss's bold contention that no gift is given
selflessly; we give in order to receive something in return. Mauss's The Gift: Forms and Function of
Exchange in Archaic Societies is a foundational text of economic social thought; he and the authors who
follow him on the syllabus, foreground how social relationships of all sorts are governed by exchange,
including relationships between the state and the pensioned worker (Mauss), between friends (Julian Pitt-
Rivers), and between members of a community (Roberto Esposito). We then examine the moral and
spiritual side of exchange through a close investigation of sacrifice and expenditure through the works of
various philosophers, such as Jacques Derrida and Soren Kierkegaard. Ethnographic forays into value
supplement these texts and foreground how notions of exchange, obligation, and expenditure guide
religious, economic, and political cosmologies across societies. In the last third of the semester we turn to
capitalist commodity production and the reified "money-form," which Karl Marx argues are socially
alienating and economically exploitative. We reflect on productions of value in the context of globalized
capitalism and neoliberalism.

Attribute Value(s)
Anthropology 1633
Ethnographies of Korea (220032)
Michelle Choi
In the last two decades, anthropologists of Korea have produced an exciting body of ethnographic
literature on modern Korea. By reading these ethnographies, students will be able to learn the historical,
political, economic, and cultural development of contemporary Korean society. We will look at
ethnographies that examine everything from South Korea's digital gaming culture; Christian churches; K-

pop idols; education system; the demilitarized military zone (DMZ); North Korean defectors; and corporate
office culture. By taking turns serving as Discussion Leaders and Multi-Media Presenters, students will be
asked to actively engage in a collaborative learning environment. Students will also be working on a
semester-long research project on a topic of interest that involves Korea. No previous knowledge or
coursework in Korea is necessary for taking this introductory level undergraduate seminar course.

Attribute Value(s)
Anthropology 1645
Exploring Culture Through Film (120570)
Lucien Castaing-Taylor
This course will provide an introduction to the history and theory of documentary and ethnographic film
with a focus on the politics of representation and the challenges made to the canonical mainstream. We will
discuss the changing paradigms of "ethnographic" film, situating these debates within their historical film
contexts and explore how new digital media technologies effect the politics of representation. A variety of
cinematic styles from essay films and new media to observational cinema will be screened and discussed.

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Anthropology 1679
Punishment Culture (218191)
Kaya Williams
What is punishment, and what might attention to punitive practices teach us about the cultures in which
they are used? Modern American culture is so saturated with punishment that it is difficult to know where
to begin such an investigation. From childhood education to mass incarceration and from the crafting of
financial futures to the training of horses and dogs, punishment appears everywhere to be both clearly
visible on the surface and right at the heart of the matter. In many cases, punishment is the thread that
connects allegedly disparate institutions and produces allegedly unforeseen forms of violence. This course
seeks to follow that thread: asking first after punishment's long history in Western culture and then after its
multitudes of present uses and effects.

Attribute Value(s)
Anthropology 1707
Ethnic Studies, Anthropology, and the Transpacific Ethnography of Asian America (218758)
Joyhanna Garza
Ethnic studies is the critical interdisciplinary study of race, ethnicity, and indigeneity as understood from
the intellectual, political, and cultural histories and perspectives of minoritized groups in the United States.
Ethnic studies scholars analyze the social dynamics of race, racism, and various forms of institutionalized
violence including the historical and lasting legacies of colonialism, chattel slavery, US imperalism, white
supremacy, and more. In particular, Asian American studies, like other ethnic studies traditions, was
originally conceived as a unifying political project which problematizes dominant narratives about US
exceptionalism. The historical emergence and sustained ties of the field to grassroots activism call for
imaginative reconfigurations of solidarity within and beyond the borders of the academy. Given the urgency
of the contemporary political moment and heightened conversations around race and especially gendered
racial violence, what might anthropology stand to gain from an overt engagement with ethnic studies?
Furthermore, how might anthropology's longstanding interest in local meaning, knowledge, and practices
disrupt hegemonic or US-centric notions of the ethnic Other? By foregrounding scholarship that traverses
ethnic studies, Asian American studies, and anthropology, this course is designed to highlight the ways
that histories of minoritized groups overlap and are connected. The selected texts are primarily
ethnographic works which explore the following themes: intersectional and transnational approaches to
race and gender; histories of empire and settler colonialism; gendered and classed labor; historical and
ongoing political struggle and solidarity; citizenship, community, and belonging.

Attribute Value(s)
Anthropology 1709
The Anthropology of Power: Sovereignty, Hegemony, and Resistance (218709)
Julia Fierman
What does it mean when we speak of "political power"? We know, from the work of many anthropologists,
that power is not a question of the state. The political anthropologist Pierre Clastres wrote about non-state
societies with a deep sense of law, tradition, and propriety that actively combat the emergence of a state
system. In an age where we feel constantly surveilled, it is clear that power can be invisible, yet palpable;
physical force is not necessary to encourage obedience among a population. In other words, power,
specifically political power, is quite a complicated manner. At a moment in global history when traditional

political paradigms are being increasingly called into question, this seminar asks us to reflect on power and
politics from historical and cultural perspectives that broaden our conception of political identity and
political participation. By focusing on the themes of sovereignty, hegemony, and resistance, we move away
from traditional notions of power as that which is yielded by individual authority figures or state actors—
although, we will certainly spend time reflecting on traditional paradigms of sovereignty. Instead, we
contemplate the many shapes political power takes in geographically and ideologically diverse contexts. In
doing so, the following questions emerge: Why do so many seem willing to kill and die for political causes?
What does it mean to have a political identity? Where is the boundary between complicity and resistance?
We will approach these questions through a combination of political theory and ethnography that will place
political philosophers in conversation with anthropologists with the aim of elucidating the genealogy of
shared preoccupations across the disciplines.

Attribute Value(s)
Anthropology 1716
Neoliberalism: Empire, Extraction, and the Making of the Global Social Order (218192)
Salmaan Keshavjee
Lindsey Zeve
Jason Silverstein
This seminar course is designed primarily for advanced undergraduates and graduate students who are
interested in the relationship between neoliberalism, the global social order, and inequities in health and
wellbeing. It examines neoliberalism as a political ideology that, paradoxically, both sustains and masks
deeply extractive social relations of production whose harms and benefits are unevenly distributed across
time, place, and communities. The course is designed to enable students to develop the skills and
knowledge necessary to understand, theorize, and critique how neoliberal regimes of governance shape
polities and sociopolitical subjectivities, structure and constrain life opportunities, and perpetuate enduring
forms of social injustice.

Attribute Value(s)
Anthropology 1718
Activist, Collaborative, and Engaged Interventions in Anthropology (215944)
Andrea Wright

What approaches and methodologies do anthropologists use to examine and strengthen theories and
practices oriented towards community? What responsibilities do anthropologists have to the people and
places with which they work? Can and should anthropologists engage in research that is community
driven, politically conscious, and centrally concerned with the transformation of our social conditions? The
urgency of the ongoing global pandemic and continued injustice and violence underscore the importance
of connecting the work we are doing inside the classroom with the work being done in our local and global
communities. This work is not apolitical or individual, and we must analyze the inherent inequalities and
social dimensions of what it means to conduct engaged scholarship embedded within particular contexts.
By employing a hands-on approach to engaged anthropology, this course will explore these questions and
more. We will begin the semester by learning the theoretical and methodological underpinnings of
anthropology as a discipline and engaged anthropology as an intervention. Readings will focus on
ethnographic, scholarly, and public-facing works that illustrate how culture, social relations, and systems
of power shape the experiences, practices, and interactions of individuals and their communities as they
strive to establish and maintain collaborative relationships in pursuit of a more just world. The course will
culminate in a community or campus-based project on a critical topic chosen by the student.

Attribute Value(s)
Anthropology 1781
What Is Latin America?: Politics, Culture, Identity (218707)
Julia Fierman
This seminar focuses on the anthropology of Latin America in the context of late capitalism to understand
the political, economic, and cultural consequences of particular modes of production and the social worlds
they create. Through the genre of ethnography, we examine these consequences by focusing in on the
major thematic foci of anthropologies of Latin America: labor, political economy, illiberal governance, crime
and policing, political violence, poverty, and corruption. We will read several texts that address each theme,
often providing insight into these topics from different geographical contexts within Latin America. In doing
so, we will contemplate what it means to examine Latin America as a discreet region, interrogating the
structural similarities that supposedly unite this extremely diverse part of the world, while also noting
differences and inconsistencies that are often obscured when we mistakenly consider it to be a
homogenous part of the world. We will also understand Latin America, and the academic study of Latin
America, in the context of global North-South relations, as we are attentive to how scholarship has both
problematized and reinforced the structural inequalities of the North-South binary. At the same time, this
course's focus on Latin America in the context of late capitalism places the provocative texts we will read
together in conversation with broader global debates about the effects of globalization and the expansion
of neoliberalism on communities across the globe.

Attribute Value(s)

Anthropology 1802
Language, Race, and Ethnicity (219705)
Joyhanna Garza
This course examines the co-articulations of race, ethnicity, and language across various historical,
societal, and institutional contexts. Furthermore, we examine the ways in which racialized bodies come to
be constructed as engaging in specific linguistic practices, and conversely, how linguistic practices come
to stand as a proxy for racialized speakers. By drawing attention to the historical and contemporary
processes that structure the co-naturalization of language and race across diverse settings, this course
brings together linguistic anthropological literature on language ideologies (and language and race) as well
as theorizations of race from ethnic studies and critical race theory. By exposing students to both
traditional and current models of language and ethno-racial identity, the course critically examines the
treatment of race as an isolatable dimension while attending to the material dimensions of language. The
scholarly work interrogate various sites of racial, ethnic, and linguistic negotiation. Crucially, this course
aims to destabilize taken-for-granted notions about race and language and to examine the ways in which
hegemonic power formations are reinforced or otherwise reconfigured in seemingly fleeting and/or
mundane practices.

Attribute Value(s)
Anthropology 1822
Environment, Health, and Justice (220767)
Annikki Herranen-Tabibi
The cascading environmental and health crises of the Anthropocene era cast in continually sharper relief
the interrelatedness of human health, well-being, and survival with more-than-human ecologies. This
course brings critical works in medical anthropology into conversation with select perspectives from
environmental humanities, political ecology, science studies, and global health. It thereby draws together
diverse empirical, theoretical, and creative accounts of environmental crises. It prioritizes inquiry into the
lived experience of environmental crises' differential health effects – stratified by, inter alia, race, class,
gender, generation, and geography – while foregrounding varied approaches to knowledge, action, and
representation. Attuned to the acute public relevance of its subject matter, this course also engages with
relevant on-the-ground mobilizations through varied media and through classroom visits.
The course consists of four interconnected modules. The first offers a series of conceptual orientations
and provocations to guide the semester's work. The second centers on ethnographic accounts of
environmental contamination and of mobilizations for environmental justice. The third interrogates four
thematic areas of health concerns – cancer, reproduction, zoonoses, and mental health – in their ecological
contexts. The final module draws the semester's discussions to a close and gives center-stage to student
projects. Concluding the semester, each student will complete a substantial final assignment in the form of
a research proposal, analytical essay, or creative project.

Course Notes:
Open to undergraduates and graduate and professional students.
Undergraduates with fewer than two previous social science courses
must receive written permission from instructor to enroll.

Attribute Value(s)
Anthropology 1826
Anthropology of Mental Health, Mental Illness and Mental Health Care (160441)
Arthur Kleinman
Course will review ethnographies of mental health problems and mental health care, including substance
abuse, depression/anxiety, psychosis, trauma, and related conditions. Also included are ethnographies of
the failed chronic care system, psychiatric practice, and global mental health approaches.
Course Notes:
Open to advanced undergraduates with some background in social
sciences or humanities (regardless of concentration), and to graduate
and professional students. Because of the extent of the readings and
the intensity of the analysis, the course will be limited to 25 students.

Attribute Value(s)
Anthropology 1827
Introduction to Social Medicine Methods and Practice (220763)
Salmaan Keshavjee
Jason Silverstein
Lindsey Zeve
Social Medicine is a multi-disciplinary field of practice that draws insights and methods from the social
sciences to improve care delivery and to address health inequities. As such, practitioners must become
familiar with and learn to evaluate a range of qualitative and quantitative methods used in the social and
health sciences. Through a series of case studies, students in this course will become familiar with the
primary qualitative and quantitative modes of research available to social medicine practitioners and how
each defines, measures, and evaluates health challenges. They will also learn to think critically about the
ethics and epistemology of these methods, exploring the relationship between the forms of knowledge

each produces and the forms of power that shape the social contexts in which health challenges arise and
persist. By doing so, students will gain the ability to critically appraise qualitative and quantitative research
claims. They will also develop a deep understanding of how the social sciences are used to illuminate and
intervene in the harmful social forces that undermine effective care and perpetuate health injustices.

Attribute Value(s)
Anthropology 1836AR
Sensory Ethnography 1 (156390)
Students use video and audio to produce short works about embodied experience, culture, and nature.
Course Notes:
This course is also offered as AFVS 158AR.
Students are strongly encouraged to enroll in ANTHRO 1836BR,

Sensory Ethnography 2.
No previous studio experience necessary.

Attribute Value(s)
Anthropology 1836BR
Students are introduced to current issues in art, aesthetics, and anthropology, and produce collaborative
experimental works of sensory ethnography.
Course Notes:
This is also offered as AFVS 158BR.
Students are strongly encouraged to enroll in ANTRO 1836AR, Sensory

Ethnography 1.

Attribute Value(s)
Anthropology 1836CR
2022 Fall (4 Credits) Schedule: MR 0900 AM - 1145 AM
Third in a three-term sequence in which students apply media anthropological theory and conduct
ethnography using film, video, sound, and/or still photography.

Attribute Value(s)
Anthropology 1836DR
2022 Fall (4 Credits) Schedule: F 0900 AM - 1145 AM
F 1200 PM - 0115 PM

Attribute Value(s)
Anthropology 1883
Where Science Meets Society: Introduction to STS (213469)
Anna Jabloner
The German word for science literally means "knowledge made." In line with this meaning, STS approaches
science as practice. The interdisciplinary field asks empirically and methodologically how knowledge is
made, how truths become truths, and how matters come to matter and to be matters of fact. This course

serves as basic introduction to STS, highlighting key political interventions, theoretical contributions, and
the field's recent ascent into a burgeoning academic inter-discipline.

Attribute Value(s)
Anthropology 1898
Digital Ethnographic Methods (219706)
Joyhanna Garza
The abrupt physical closures of 2020 continuing into the present moment have brought into sharp relief the
urgency of taking the digital seriously as a mode by which sociality – however constrained – is created and
maintained. Rather than posit a singular method of digital ethnography, this course is designed to expose
students to different methods and theoretical entry points into ethnography in order to enable students to
identify the methods which work best for their present and future research purposes. Hence, the course
features the work of diverse practitioners of digital ethnography – with an emphasis on deeply
contextualized online practices. Such works discuss an array of digital platforms and theoretical
engagements including concepts which digress from the traditional interests of anthropological inquiry.
Crucially, this course approaches digital spaces as far-from-neutral and instead as deeply ideologically
laden sites that require an attention to various systems, including those which structure everyday life
beyond the virtual. Thus, the course emphasizes the blurriness between offline and online practices,
communities, and worlds, while highlighting critical methodological interventions in ethnography more
broadly. Students will gain hands-on training in the digital research process by way of weekly exercises
throughout the semester. This is also a reading-intensive course where students are encouraged to "read
for method."

Attribute Value(s)
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.

Attribute Value(s)
Anthropology 1906
Care in Critical Times (216164)
Andrea Wright
What is care? How can and do communities mobilize care as a social intervention, political act, and tool for
building intimacy, healing, and hope? Now, more than ever, it is imperative that we care for ourselves and
our communities, but caring is not an apolitical or individual act and we must analyze the inherent
inequalities and social dimensions of what it means to give and receive care. Employing a feminist mode of
inquiry and an engaged anthropology approach, this course requires students to not only ask how they
might engage in caring acts with their own communities, but to complete a locally based community project
that brings care, in all its multifariousness, to the fore. Readings will focus on ethnographic, scholarly, and
public-facing works that illustrate how culture, social relations, and systems of power shape the
experiences, roles, practices, and interactions of individuals and their communities in the exchange of care.

Attribute Value(s)
Anthropology 1954
California: Histories of the Future at the Technological Frontier (220764)
Anna Jabloner

California has long epitomized "the frontier" and "the future" in a global imagination. How did this
association come to be? Historically a frontier of the West in European settler colonialism, the state is one
of the world's largest economies and associated with technological innovation, natural beauty, and
progressive American politics, but also with escalating inequality and environmental catastrophe.
Contradictions abound between technological prowess and crumbling infrastructure, exuberant wealth and
desolate tent cities, modern architecture and ancient trees, a remote workforce and local farmworkers,
cultural plurality and white tech-bro monoculture, a fresh sea breeze and toxic orange skies, communal and
individualist politics, between North and South. And this is to only name a few. How did California become
a temporal and spatial frontier – how did this place become a stand-in for a (possibly inevitable) human
future? Whose ideas have shaped California and worked to materialize an intensely contradictory local
present? This seminar will take ethnographic, historical, geographic, and literary perspectives on such
questions. Paying attention to contemporary "ethics problems" across tech sectors (bio-, info-, fin-tech,
etc.) – such as gender and racial inequalities – an arc of the class will be to articulate a genealogy from
settler visions of better futures to contemporary technocratic futurism.

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Anthropology 2080R
Zooarchaeology: Seminar (116063)
Max Price
2022 Fall (4 Credits) Schedule: F 1200 PM - 0245 PM
Topics relating to the analysis and interpretation of faunal remains from archaeological sites covered. The
domains of taphonomy, assemblage characterization, quantification, environmental and dietary
reconstruction, and human/nonhuman animal interaction, and genetic studies considered using case
studies.
Course Notes:
Given in alternate years. Does not fulfill laboratory requirement for
Archaeology graduate students.

Attribute Value(s)
Anthropology 2220
The Archaeology of Ancient Cities (215954)
Jason Ur
William Fash

This seminar delves into the world's earliest cities: their origins, their operations, and their collapses. It
considers how we define this term, and why every settlement doesn't grow into a city. The course will
investigate the earliest experiments with settlement nucleation globally, and then reviews scholarship on
urban centers in north and south America, the Middle East, China, Africa, and the Mediterranean. Topics
will include urban structure, feeding of city populations, urban institutions, planning and self-organization,
and cosmology.

Attribute Value(s)
Anthropology 2245
Technology: Archaeological and Anthropological Perspectives (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.

Attribute Value(s)
Anthropology 2250A
Proseminar in Archaeology (125614)
Sarah Hlubik
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.

Attribute Value(s)
Anthropology 2653
Feminism and Anthropology (213468)
Anna Jabloner
This course considers the relationship between feminism (as activist realm, as theoretical field, in its
institutionalized form as gender studies) and anthropology. We will begin with early ethnographic writing
by women and about women, and analyze some of the interventions feminists hope to make in
anthropology. We will then examine the relationship between feminism and anthropology through two
topics: kinship and politics. Our course will consider how feminist anthropologists have connected the
study of kinship, culture and nature, and carved out a place for the anthropological study of gender
relations. In our study of kinship, the politics of reproduction and of labor will be important issues, such as
the question of who gets to be related to whom, and whose work counts as what. In our study of politics,
we will look at specific feminist statements and consider their impact on, and relationship with, the field of
anthropology. Finally, our course will investigate more recent work on nature and biology, as well as
(queer) gender and sexuality, in order to speculate on the futures and potentials of feminist anthropologies.

Attribute Value(s)
Anthropology 2656
Introduction to Feminist Science Studies (218183)
Anna Jabloner
This graduate seminar introduces the interdisciplinary field of feminist science studies, a field with central
implications for anthropological theories and ethnographic methodologies. When the 1970s feminist
movements began to change the US political landscape, academic feminists began inquiries into the
marginalization of women in science, a debate philosopher Sandra Harding called "the woman question in
science." Feminist scientists began to examine sex, gender, and race bias in their own disciplines. In
consequence, these scholars and activists began to raise questions about the epistemologies underlying
Western science, such as andro- and Euro-centrism. Harding called this debate the "science question in
feminism." Since then, feminist science studies scholars have produced a critical literature on sex, gender,
race, class, and disability in biology, physics, engineering, medicine, and in the humanities and social

sciences. We will seek to understand what motivated feminist science studies' emergence and its main
intervention areas, and we will highlight the field's relevance in the current moment as calls to decolonize
the academy are being debated. As you learn about feminist STS, my goal is for you to develop skills for
thinking critically and conceptually about all knowledge production. Regardless of disciplinary background,
you can use this class methodologically to consider how feminist approaches enable social justice-
oriented trajectories across all fields of research.

Attribute Value(s)
Anthropology 2690
Middle East Ethnography: Discourse, Politics, and Culture (122439)
Steven C. Caton
The discursive construction of culture and its complex politics are examined in a wide range of
ethnographies that have been written recently on countries in the Middle East, including Lebanon, Jordan,
Israel/Palestine, Egypt, Morocco, Yemen, and Iran. Among the theoretical topics to be considered are
orientalism, colonialism and post-colonialism, nationalism, self, gender, and tribalism.
Course Notes:
Open to undergraduates.

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Anthropology 2704
The Problem of Language (119983)
Nicholas Harkness
This course tackles the problem of language as theoretical object, practical medium, and methodological
instrument of sociocultural analysis.
Course Notes:
Limited to graduate students

Attribute Value(s)
Anthropology 2705
Semiotic Anthropology (160462)
Nicholas Harkness
This seminar examines the mediation of socio-cultural life by sign phenomena in multiple modalities of
experience.

Attribute Value(s)
Anthropology 2725
History and Anthropology: Seminar (110313)
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.
Course Notes:
This course is equivalent to Anthropology 2725 . Credit may be earned
for either History 2725 or Anthropology 2725, but not both.

Attribute Value(s)
Anthropology 2785
Theories of Subjectivity in Current Anthropology (119998)
Byron Good
This course examines theories of the subject and subjectivity in current anthropology and ethnographic

writing. The course will take up broad questions about ethnographic research and writing on the subject,
subjectivity, and subjective and collective experience in contemporary anthropology. This year the course
will focus on reading exemplary monographs and shorter essays, representing the diversity of current
writing and theoretical framing of subjectivity within anthropology. While examining a range of issues, the
course will focus on ethnographies related to violence, memory, and individual and collective processing of
'traumatic' experience, on haunting and hauntology, and on specters, ghosts, and the uncanny as social
and psychological forces. And it will ask what kinds of theories of the subject and subjectivity are
adequate for addressing these issues as anthropologists.

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Anthropology 2800
Social Theory, In and Out of Africa (160345)
Jean Comaroff
Social Theory, In and Out of Africa examines some of the major con-cep-tual and methodological
approaches that have shaped the history of social thought in, from, and about Africa. In so doing, it will
address the historical roots, political invest-ments, and philosophical foundations of theory-making as
they have taken shape in the crucible of empire, with Africa serving largely as the object of hegemonic
Eurocentric knowledge-production. The readings will explore the interplay of scholarly practice and
political historical struggle in the unfolding of social theory from colonial to postcolonial times. While
"Africa" has long served as foil to European constructions of history, civilization, culture, and society,
scholars on the continent have always disrupted these schemes, refuting and rewriting them in globally
consequential ways. The course strives to open up a critical, open-ended discussion about the genealogy
of disciplinary knowledge in the social sciences, especially as revealed by arguments emerging from the
vexed place of Africa, in theory and in practice. Readings cover classic Africanist texts but focus mainly on
scholarship emerging from the continent itself, examining a range of key issues – from Marxist and
liberationist thought to questions of political economy, colonialism, development, gender, generation, and
future-making. The readings are available on the course Canvas site.
Class Notes: Open to undergraduate and graduate students. This course combines
lecture and discussion.

Attribute Value(s)
Anthropology 2900
Genealogies of Social Anthropology at Harvard (218352)
Steven C. Caton

This course is designed for students beginning graduate study in social and cultural anthropology and is
required for all first-year Social Anthropology graduate students. It is intended to provide critical skills for
reading in and contributing to social and cultural theory. It offers a selective overview of theoretical and
empirical trends in the discipline of anthropology, focusing on intellectual connections between writing and
research of faculty members at Harvard and different theoretical genealogies within the discipline at large.
Rather than providing a single historical overview of the classic anthropological corpus, the course will
provide an opportunity to read selected writings by faculty members in the Department, as well as writings
that faculty members recommend that represent a stream of anthropological writing with which they
identify, and to discuss these in the seminar with each faculty member. The course asks what has counted
for anthropologists as legitimate research questions, forms of research, ways anthropologists have
situated themselves in the field, and approaches to ethnographic writing.
The hope is that students will begin to re-assemble elements of the discipline's past and present in the
form of their own vision of a scholarly agenda for the discipline's future. Ultimately, the course is designed
to prepare students to answer questions such as the following: What should be specifically anthropological
questions in the 21st Century? How should anthropology define itself in relation to other scholarly projects,
especially those in other social sciences? What is the relationship between generating knowledge, social
critique, and forms of engagement? What should define anthropology's central intellectual problematics?
And thus, what are the primary historical genealogies within anthropological theorizing, and where do the
students in the class position themselves within those genealogies?
Course Notes:
Required of candidates for the PhD in Social Anthropology. Not open
to undergraduates.

Attribute Value(s)
Anthropology 2910
Theories of the Social (218353)
George Paul Meiu
This graduate proseminar explores the political economy of anthropological knowledge production. It
examines anthropology's relation to alterity and sociality in different historical contexts, in the colony and
in the metropole, in the socialist East and the capitalist West, at the center and at the periphery.
Anthropology has long been seen as a quintessentially "Western discourse" problematically aligned with
the ideologies of power. Rather than approach the discipline as a unified whole, however, this seminar
revisits key moments, figures, and events that demonstrate how important anthropological concepts
emerged as expressions of—and reflections upon—complex historical conjunctures. Various attempts to
conceptualize society, culture, race, hegemony, value, commodity fetishism, the state, ontology, and
alterity have resonated with, but also beyond, their immediate contexts of theorization. Informed by a desire
to de-center "the canon" (without losing sight, that is, of the effects of its normative centrality) or to
decolonize the discipline, we pursue a set of theoretical and ethnographic detours through and around key
anthropological moments and concepts, all along seeking to understand how idioms, objects, and eventsof

theoretical and ethnographic attachment shape and are shaped by historical context. Thus, students are
encouraged to think anthropologically about anthropology, its concepts, practices, potentialities, and
futures. This presupposes not only reading texts closely but also identifying how the assigned readings
resonate with one another; what potentialities they have for understanding the present and anticipating the
future; and to how such potentialities are to be activated, pursued, actualized.
Course Notes:
Required of candidates for the PhD in Social Anthropology. Not open
to undergraduates.

Attribute Value(s)
Anthropology 3000
Supervised Reading Course (113022)
Anya Bernstein
Special reading in selected topics under the direction of members of the Department. Individual work. Must
be arranged with a professor listed under Anthropology 3000. Requires written work; it involves meetings
as arranged between professor and graduate student.
Course Notes:
Consult the appropriate member of the Department.
Requirements: Course open to Graduate Students Only

Attribute Value(s)
Anthropology 3000
Anya Bernstein

Course Notes:

Attribute Value(s)
Anthropology 3000 Section: 003

Davíd L. Carrasco
Course Notes:

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Davíd L. Carrasco
Course Notes:

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Course Notes:

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Course Notes:

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Steven C. Caton
Course Notes:

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Steven C. Caton
Course Notes:

Attribute Value(s)

Jean Comaroff
Course Notes:

Attribute Value(s)

Jean Comaroff
Course Notes:

Attribute Value(s)

William Fash

Course Notes:

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William Fash
Course Notes:

Attribute Value(s)

Rowan Flad

Course Notes:

Attribute Value(s)

Joseph Gone
Course Notes:

Attribute Value(s)

Byron Good
Course Notes:


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Byron Good
Course Notes:

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Nicholas Harkness
Course Notes:

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Nicholas Harkness
Course Notes:

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Arthur Kleinman
Course Notes:

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Arthur Kleinman
Course Notes:

Attribute Value(s)

Matt Liebmann
Course Notes:

Attribute Value(s)

Matt Liebmann

Course Notes:

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Peter Manuelian
Course Notes:

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Peter Manuelian

Course Notes:

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Richard Meadow
Course Notes:

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Richard Meadow
Course Notes:


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George Paul Meiu
Course Notes:

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George Paul Meiu
Course Notes:

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Michael J. Puett
Course Notes:

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Michael J. Puett
Course Notes:

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Malavika Reddy
Course Notes:

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Ajantha Subramanian
Course Notes:

Attribute Value(s)

Ajantha Subramanian
Course Notes:

Attribute Value(s)

Christina Warinner
Course Notes:

Attribute Value(s)

Jason Ur

Course Notes:

Attribute Value(s)

Jason Ur
Course Notes:

Attribute Value(s)

Kaya Williams

Course Notes:

Attribute Value(s)

Malavika Reddy
Course Notes:

Attribute Value(s)

Christina Warinner
Course Notes:


Attribute Value(s)

Kaya Williams
Course Notes:

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Course Notes:

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Course Notes:

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Rowan Flad
Course Notes:

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Joseph Gone
Course Notes:

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Anthropology 3001
Reading for Social Anthropology General Examination (116603)
Anya Bernstein
Individual reading in preparation for the General Examination for the PhD degree. It involves meetings as
arranged between professor and graduate student.
Course Notes:
Restricted to candidates for the PhD degree and ordinarily to those
who have completed at least one year in residence.

Attribute Value(s)

Anthropology 3001
Anya Bernstein
Course Notes:

Attribute Value(s)

Course Notes:

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Course Notes:

Attribute Value(s)

Steven C. Caton
Course Notes:

Attribute Value(s)

Steven C. Caton

Course Notes:

Attribute Value(s)

Jean Comaroff
Course Notes:

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Jean Comaroff
Course Notes:


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Joseph Gone
Course Notes:

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Joseph Gone
Course Notes:

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Byron Good
Course Notes:

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Byron Good
Course Notes:

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Nicholas Harkness
Course Notes:

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Nicholas Harkness
Course Notes:

Attribute Value(s)

Arthur Kleinman
Course Notes:

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Arthur Kleinman
Course Notes:

Attribute Value(s)

George Paul Meiu

Course Notes:

Attribute Value(s)

George Paul Meiu
Course Notes:

Attribute Value(s)

Michael J. Puett

Course Notes:

Attribute Value(s)

Michael J. Puett
Course Notes:

Attribute Value(s)

Malavika Reddy
Course Notes:


Attribute Value(s)

Ajantha Subramanian
Course Notes:

Attribute Value(s)

Ajantha Subramanian
Course Notes:

Attribute Value(s)

Kaya Williams
Course Notes:

Attribute Value(s)

Kaya Williams
Course Notes:

Attribute Value(s)


Malavika Reddy
Course Notes:

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Course Notes:

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Course Notes:

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Anthropology 3002
Reading for Archaeology General Examination (218560)
Davíd L. Carrasco
Preparation with Archaeology cohort for the general examination in Archaeology. This course should be
taken during the fall semester of the second year and involves weekly meetings to study and prepare for
the general exams in January.
Course Notes:

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Anthropology 3002
Davíd L. Carrasco

Course Notes:

Attribute Value(s)

William Fash
Course Notes:

Attribute Value(s)

Peter Manuelian

Course Notes:

Attribute Value(s)

Rowan Flad
Course Notes:

Attribute Value(s)

William Fash
Course Notes:

Attribute Value(s)

Matt Liebmann
Course Notes:

Attribute Value(s)

Rowan Flad
Course Notes:

Attribute Value(s)

Peter Manuelian
Course Notes:

Attribute Value(s)

Matt Liebmann
Course Notes:

Attribute Value(s)


Richard Meadow
Course Notes:

Attribute Value(s)

Richard Meadow
Course Notes:

Attribute Value(s)

Jason Ur

Course Notes:

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Jason Ur
Course Notes:

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Christina Warinner
Course Notes:


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Christina Warinner
Course Notes:

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Anthropology 3070
Professionalization in Archaeology (120488)
Christina Warinner
All good research begins with a strong foundation. This course is aimed at providing you with the
foundational knowledge and basic tools you need to succeed as a professional archaeologist. Aided in part
by guest speakers from within and beyond Harvard, this course emphasizes collaborative research,
presentation, publication, grant proposal writing, conflict resolution, and other skills to help you complete
your PhD and to be competitive on the job market afterwards, and to navigate the complex intellectual,
social, and personal demands of academia.
Course Notes:
Anthropology 2070 is commonly taken before Anthropology 3070, but
is not a prerequisite. Required of students in the Archaeology Program
of Anthropology; open to other graduate students and advanced
undergraduates with permission of instructor.

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Anthropology 3080
Museum Practicum in Curatorial Research (218186)
Diana Loren
The purpose of the practicum is to provide curatorial experience in the Peabody Museum (PMAE), directly
supervised by a PMAE curator. The practicum is designed to designed to introduce students to
contemporary museum curatorial practice, to provide hands-on experience working with PMAE collections,
and opportunity for reflexive research based in historical context. The practicum will be developed in
consultation with PMAE curator and will be related to PMAE projects and initiatives.

Attribute Value(s)
Anthropology 3080
Museum Practicum in Curatorial Research (218186)
Diana Loren
The purpose of the practicum is to provide curatorial experience in the Peabody Museum (PMAE), directly
supervised by a PMAE curator. The practicum is designed to designed to introduce students to
contemporary museum curatorial practice, to provide hands-on experience working with PMAE collections,
and opportunity for reflexive research based in historical context. The practicum will be developed in
consultation with PMAE curator and will be related to PMAE projects and initiatives.

Attribute Value(s)

Anthropology 3400
Full-time Status Reading and Research (119079)

Students enrolled in PhD in Anthropology should utilize this course to indicate time spent researching and
reading outside of coursework.
Course Notes:
Oftentimes used towards maintaining full-time status, when not
enrolled in coursework or writing the dissertation. Not counted
towards PhD requirements.

Attribute Value(s)
Anthropology 3400
Full-time Status Reading and Research (119079)

Students enrolled in PhD in Anthropology should utilize this course to indicate time spent researching and
reading outside of coursework.
Course Notes:
Oftentimes used towards maintaining full-time status, when not
enrolled in coursework or writing the dissertation. Not counted
towards PhD requirements.

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Anthropology 3410
Teaching Fellowship (210892)

For students engaged in teaching as a Teaching Fellow. Student should register for four credits per
section.
Course Notes:
Not counted towards PhD requirements.

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Anthropology 3410
Teaching Fellowship (210892)

For students engaged in teaching as a Teaching Fellow. Student should register for four credits per
section.
Course Notes:
Not counted towards PhD requirements.

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Anthropology 3500
Anya Bernstein
Individual work in preparation for the doctoral dissertation.
Course Notes:
Limited to candidates for the PhD in Anthropology who are in
residence and who are in good standing in the Graduate School.

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Anthropology 3500
Anya Bernstein
Course Notes:

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Davíd L. Carrasco
Course Notes:

Attribute Value(s)

Davíd L. Carrasco
Course Notes:

Attribute Value(s)

Course Notes:

Attribute Value(s)

Course Notes:

Attribute Value(s)

Steven C. Caton
Course Notes:

Attribute Value(s)

Steven C. Caton

Course Notes:

Attribute Value(s)

Jean Comaroff
Course Notes:

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Jean Comaroff

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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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Arthur Kleinman

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Arthur Kleinman
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Matt Liebmann
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Peter Manuelian
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Peter Manuelian
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Matt Liebmann
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Richard Meadow
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Richard Meadow
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George Paul Meiu
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George Paul Meiu

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Michael J. Puett
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Michael J. Puett

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Malavika Reddy
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Ajantha Subramanian
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Ajantha Subramanian
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Jason Ur
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Jason Ur
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Malavika Reddy
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Kaya Williams
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Kaya Williams
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Christina Warinner

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Christina Warinner
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Anthropology 3626
Research Design/Proposal Writing (116522)
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 3636
Pedagogy in Anthropology (214587)

This course has two aims: 1) to provide graduate students with the necessary training to be effective
Teaching Fellows at Harvard, and 2) to give you the tools to develop your own approach to critical
pedagogy in the field of Anthropology. Required for graduate students in the Spring of their second year.
Classes will also be advertised to all Anthropology graduate students as optional Pedagogy Workshops for
professional development. While discussions will be tailored to the unique challenges of teaching in
Anthropology (across Archaeology and Social Anthropology), students will also be prepared to TF outside
of Anthropology. Workshop-style classes are interspersed with formal office hours throughout the
semester. Office hours are designed for one-on-one or small-group consultation with the Pedagogy Fellow
in conjunction with course requirements.

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Anthropology 3704
The Problem of Language (218206)
Nicholas Harkness
This course tackles the problem of language as theoretical object, practical medium, and methodological

instrument of sociocultural analysis.

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Applied Computation
Subject: Applied Computation
Applied Computation 207

Systems Development for Computational Science (128105)
Fabian Wermelinger
This is a project-based course emphasizing designing, building, testing, maintaining and modifying
software for scientific computing and data sciences. The class is focusing on a thorough introduction of
the Python programming language with discussion of core concepts in object oriented programming as
well as essential data structures useful in most programming tasks. Students will work in groups on a
semester long project that combines the subjects discussed in class and applies them to the topic of
automatic differentiation. Students will further learn how to work with SQL databases and how to integrate
them in Python using SQLite3 and Pandas. After completion of this course, students will be able to adapt
basic tools and techniques to design complex software systems aimed at solving computational and data
processing problems in academic and industrial environments.
Recommended Prep:
Students are expected to have basic programming experience (CS 50)
and be familiar with entry level calculus and the chain rule.

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

Data Science 1: Introduction to Data Science (109898)
Pavlos Protopapas
Natesh Pillai
MW 0945 AM - 1100 AM
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, Stat 109a, or Stat 121a can be taken 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 109A, or Statistics 121, or Statistics 121A.

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Quantitative Reasoning with Data Yes
Applied Computation 209B

Data Science 2: Advanced Topics in Data Science (203547)
Pavlos Protopapas
Mark Glickman
2023 Spring (4 Credits) Schedule: MWF 0945 AM - 1100 AM
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 statistical modeling, representation, and
prediction. Topics include multiple deep learning architectures such as CNNs, RNNs, transformers,
language models, autoencoders, and generative models as well as basic Bayesian methods, and
unsupervised learning. 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 109a, or Stat 121a, or equivalent.
Recommended Prep:
CS 109a, AC 209a, Stat 109a, or Stat 121a required.
Requirements: Requisite: (Must take CS 109A OR APCOMP 209A OR STAT 109A OR

STAT 121A before taking APCOMP 209B) AND (Cannot take APCOMP
209B, if already taken Not to be taken in addition to APCOMP 209 OR
CS 109 OR CS 109B OR STAT 109B, OR STAT 121 OR STAT 121B)

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Critical Thinking in Data Science (207093)
Michael Smith
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 Design of Materials (128103)
Boris Kozinsky
This course covers theoretical background and practical hands-on applications of modern computational
atomistic methods used to understand and design properties of advanced functional materials. Topics
include classical interatomic potentials and machine learning methods, quantum first-principles electronic
structure models based on wave functions and density functional theory, Monte Carlo sampling and
molecular dynamics simulations of phase transitions and free energies, fluctuations and transport
properties. Applications include atomistic and electronic effects in materials for energy conversion and
storage, catalysis, alloys, polymers, and low-dimensional materials.
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 297R

Computational Science and Engineering Capstone Project (156202)
Pavlos Protopapas
The capstone course is intended to provide students with an opportunity to work in groups of 3-4 on a real-
world project. Students will develop novel ideas while applying and enhancing skills they have acquired
from 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 additional homework. There will be several mini-
lectures, focusing on supplemental skills such as technical writing, public speaking, reading research
papers, using version control software, identifying biases, etc. Since the projects concern real-world
projects, datasets will likely be messy, and there is a focus on effectively communicating your progress to
both the staff and partner organization.

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Computational Science and Engineering Capstone Project (156202)
Weiwei Pan
The capstone course is intended to provide students with an opportunity to work in groups of 3-4 on a real-
world project. Students will develop novel ideas while applying and enhancing skills they have acquired
from 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 additional homework. There will be several mini-
lectures, focusing on supplemental skills such as technical writing, public speaking, reading research
papers, using version control software, identifying biases, etc. Since the projects concern real-world
projects, datasets will likely be messy, and there is a focus on effectively communicating your progress to
both the staff and partner organization.

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Interdisciplinary Seminar in Applied Computation (109339)
Daniel Weinstock
2023 Spring (2 Credits) Schedule: WF 0215 PM - 0330 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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Interdisciplinary Seminar in Applied Computation (109339)
Weiwei Pan
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.
Class Notes: Topic for Fall 2022: Diversity, Inclusion and Leadership in Technology
This course examines inequity in tech in two ways: 1) by examining
structural (e.g. cultural, social and institutional) factors underlying the
low-levels of diversity in tech; and 2) by examining the unequal social
impact of technology in deployment.
Through readings, students will gain familiarity with a wide range of
previously identified structural challenges for achieving equitable
representation in tech and fair outcomes when technology is
integrated into social institutions. The focus of the course will be on

identifying leadership opportunities and concrete strategies for making
positive changes in tech communities (both in classroom and
workplaces) as well as in the way that technology is deployed, used
and monitored.

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Special Topics in Applied Computation (109613)
Daniel Weinstock
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 approved by the
advisor before the course registration deadline; contact
gradprograms@seas.harvard.edu if you have any questions. Project
sheets may be obtained at https://www.seas.harvard.edu/office-
academic-programs/graduate-policies-procedures-and-forms/graduate-
student-forms.

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Special Topics in Applied Computation (109613)
Daniel Weinstock
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 approved by the
advisor before the course registration deadline; contact
gradprograms@seas.harvard.edu if you have any questions. Project
sheets may be obtained at https://www.seas.harvard.edu/office-
academic-programs/graduate-policies-procedures-and-forms/graduate-
student-forms.

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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 CSE or Data Science Master's student. Interested students
should contact Daniel Weinstock at dweinsto@seas.harvard.edu.

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Applied Mathematics
Subject: Applied Mathematics
Applied Mathematics 10
Computing with Python for Scientists and Engineers (213407)
Efthimios Kaxiras
Logan McCarty
Georgios Neofotistos
This course is a systematic introduction to computing (with python and jupyter notebooks) for science and
engineering applications. Applications are drawn from a broad range of disciplines, including physical,
financial, and biological-epidemiological problems. The course consists of two parts: 1. Basics: essential
elements of computing, including types of variables, lists, arrays, iteration and control flow (for, while
loops, if statement), definition of functions, recursion, file handling and simple plots, numerical
differentiation, fitting of curves and error analysis, plotting and visualization tools in higher dimensions. 2.
Advanced: root finding, series expansions, numerical integration, solving simple ordinary and partial
differential equations, use of random numbers for sampling and simulations, such as Monte Carlo
integration and random walks. Course work consists of attending lectures and labs, weekly homework
assignments, a mid-term project and a final project; while work is developed collaboratively, coding
assignments are submitted individually.
Course Notes:
This course satisfies the QRD requirement. Lectures meet concurrently
with Physics 20, although sections, homework and project
assignments are different between the two courses.
Recommended Prep:
Mathematics 1b is a prerequisite, although it can be taken concurrently
(particularly for sophomores). Some limited concepts from
Mathematics 21a are used, but they can be learned during the course.
The course provides an introduction to programming with a
mathematical focus, using Python, and starts from the level of a
complete beginner.

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Applied Mathematics 22A

Solving and Optimizing (211334)
Steven Gortler
2022 Fall (4 Credits) Schedule: MWF 0945 AM - 1100 AM

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 22B

Integrating and Approximating (212922)
Dina Obeid
2023 Spring (4 Credits) Schedule: MWF 0130 PM - 0245 PM
Multivariable and vector calculus, supplemented with numerical methods. Multivariate calculus: multiple
integration, functions of two or three variables, approximating functions. Parameterized curves, line and
surface integrals. Vector calculus: gradient, divergence and curl, Green's, divergence theorems. Complex
numbers. Select differential equations topics.
Recommended Prep:
Either Math 1b or placement into Math 21a.
Requirements: Prerequisite APMTH 22A

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GSD: MDS/MDE Rec. Elec. MDE approved SEAS 100 level course
Introduction to Applied Mathematics (122564)
Cengiz Pehlevan

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.
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
Supervised reading or research on topics not covered by regular courses. For AM concentrators, work may
be supervised by faculty in other departments. For non-concentrators, work must be supervised by an AM
faculty member. Students must receive the approval of an (Associate) Director of Undergraduate Studies
and obtain their signature before submitting AM91r forms.
Course Notes:
Students cannot take AM 91r and 99r simultaneously with the same
supervisors. Normally may not be taken more than twice. May be
counted once for concentration credit in Applied Mathematics (as a
breadth course). May be taken in either term. When project work from
APMTH 91R is used to satisfy the honors modeling requirement, a
paper describing the project must be submitted to the concentration
for evaluation by the end of the final exam period in the semester in
which the 91R is undertaken. For further information, write am-
advising@seas.harvard.edu.

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Margo Levine
Sarah Iams
Supervised reading or research on topics not covered by regular courses. For AM concentrators, work may
be supervised by faculty in other departments. For non-concentrators, work must be supervised by an AM
faculty member. Students must receive the approval of an (Associate) Director of Undergraduate Studies
and obtain their signature before submitting AM91r forms.
Course Notes:
supervisors. Normally may not be taken more than twice. May be
counted once for concentration credit in Applied Mathematics (as a
breadth course). May be taken in either term. When project work from
APMTH 91R is used to satisfy the honors modeling requirement, a
paper describing the project must be submitted to the concentration
for evaluation by the end of the final exam period in the semester in
which the 91R is undertaken. For further information, write am-
advising@seas.harvard.edu.

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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 one additional reader.
Course Notes:
supervisors. Normally may not be taken more than twice. Does not
count for concentration credit in Applied Mathematics. May be taken
in either term. Students must receive the approval of an (Associate)
Director of Undergraduate Studies and obtain their signature before
submitting AM99r forms.

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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 one additional reader.
Course Notes:
supervisors. Normally may not be taken more than twice. Does not
count for concentration credit in Applied Mathematics. May be taken
in either term. Students must receive the approval of an (Associate)
Director of Undergraduate Studies and obtain their signature before
submitting AM99r forms.

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Statistical Inference for Scientists and Engineers (132127)
Jeffrey Paten
Instructor Permissions: None Enrollment Cap: 55
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; parameter estimation; 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 and Fourier Analysis with Applications to Art, Science and Engineering (122094)
L Mahadevan
Complex analysis: complex numbers, functions, mappings, Laurent series, differentiation, integration,
contour integration and residue theory, conformal mappings. Applications to visualization, art (especially
M.C. Escher). Anamorphic images. Fourier Analysis: orthogonality, Fourier Series, Fourier transforms.
Signal processing: sampling theorems (Nyquist, Shannon), fast Fourier and other discrete transforms,
wavelets. Applications to image, audio and morphological analysis: filtering and deblurring.
Recommended Prep:
Applied Mathematics 22a and 22b or Mathematics 21a and 21b.
MATLAB or PYTHON experience recommended.

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Ordinary and Partial Differential Equations (143432)
Margo Levine
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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Graph Theory and Combinatorics (118482)
Leslie Valiant
Topics in combinatorial mathematics that find frequent application in computer science, engineering, and
general applied mathematics. Course focuses on graph theory on one hand, and enumeration on the other.
Specific topics include graph matching and graph coloring, generating functions and recurrence relations,
combinatorial algorithms, and discrete probability. Emphasis on problem solving and proofs.

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Nonlinear Dynamical Systems (121989)
Sarah Iams
An introduction to nonlinear dynamical phenomena, focused on identifying the long term behavior of
systems described by ordinary differential equations. The emphasis is on stability and parameter
dependence (bifurcations). Other topics include: chaos; routes to chaos and universality; 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.
Recommended Prep:
Mathematics 21a and 21b, or Applied Mathematics 21a and 21b.

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Introduction to Scientific Computing (120198)
Sarah Iams

Many science and engineering problems don't have simple analytical solutions or even accurate analytical
approximations. Scientific computing can address certain of these problems successfully, providing
unique insight. This course introduces some of the widely used techniques in scientific computing through
examples chosen from physics, chemistry, biology, computer science and other fields. The purpose of the
course is to introduce methods that are useful in applications and research and to give the students hands-
on experience with these methods. The main programming language will be Python.
Course Notes:
Applied Mathematics 111 is also offered as Engineering Sciences 111.
Students may not take both for credit. Undergraduate Engineering
Students should enroll in Engineering Sciences 111.
Recommended Prep:
Mathematics 21a and 21b and AM 10, CS 32, or similar experience with
Python.

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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:
Recommended Prep:
Prerequisite: Applied Mathematics 21a and 21b, or Mathematics 21a
and 21b or permission of instructor. Taking APMTH 105 OR APMTH
108 OR APMTH 104 OR MATH 112 OR STAT 110 before taking APMTH
115 is recommended but not required.

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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, classification,
and machine learning, including neural networks and random forests. Examples will be given from physical
sciences, biology, climate, commerce, internet, image processing and more.
Recommended Prep:
Mathematics 21a,b or equivalent, Computer Science 50 or Applied
Mathematics 10 or equivalent programming experience.

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Introduction to Optimization: Models and Methods (123662)
Margo Levine
Introduction to basic mathematical ideas and computational methods for solving deterministic optimization
problems. Topics covered: linear programming, integer programming, branch-and-bound, branch-and-cut.
Emphasis on modeling. Examples from business, society, engineering, sports, e-commerce. Exercises in
AMPL, complemented by Mathematica or Matlab.
Course Notes:
Recommended Prep:
Applied Mathematics 21b or Mathematics 21b (linear algebra) or
equivalent preparation in linear algebra.

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Convex Optimization and Its Applications (219745)
Yiling Chen
This course focuses on recognizing, formulating, and solving convex optimization problems that arise in
applications. We will introduce basic convex analysis, discuss convex optimization theory, introduce tools
and methods for solving convex optimization problems, and touch on some advanced topics. We will
explore all these in the context of applications. The objective is to give students the theoretical training to
recognize and formulate convex optimization problems and provide students with the tools and methods to
solve the problems in their own applications of interest.
Recommended Prep:
Linear algebra (AM 21b or Math 21b/22a/25a/55a or equivalent), Python
programming (CS 32, CS 50, AM 10 or equivalent) and some basic
understanding of probabilities. Linear programming (AM 121 or
equivalent) is strongly recommended.

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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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Advanced Scientific Computing: Numerical Methods (110684)
Petr Karnakov
Mathematical theory and implementation aspects of well-established numerical algorithms applied in

various scientific and engineering disciplines. The course will cover data fitting, numerical linear algebra,
numerical differentiation and integration, optimization, and numerical solvers for differential equations.
There will be a significant programming component. Students will be expected to implement a range of
numerical methods as part of individual and group-based projects. The material is sufficiently diverse to
match each student's background and programming skills.
Recommended Prep:
Familiarity with linear algebra and calculus; basic programming
knowledge (Python recommended).

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Advanced Scientific Computing: Stochastic Methods for Data Analysis, Inference and Optimization (127561)
Petros Koumoutsakos
The class aims to highlight the process of scientific discovery under uncertainty in the age of data. The
class content stresses a unifying approach to data driven modeling and inference through stochastic
simulations, optimization and Bayesian uncertainty quantification. The class projects require transferring
an idea to software in multi- and many-core computer architectures.
Recommended Prep:
STAT 110, CS 50 or proficiency in a computer programming language
(C++ and python strongly recommended) as well as CS 107.

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Theory of Neural Computation (212912)
Cengiz Pehlevan

This course is an introduction to the theory of computation with biological and artificial neural networks.
We will cover selected topics from theoretical neuroscience and deep learning theory with an emphasis on
topics at the research frontier. These topics include expressivity and generalization in deep learning
models; infinite-width limit of neural networks and kernel machines; deep learning dynamics; biologically-
plausible training of neural networks and models of synaptic plasticity; reinforcement learning in the brain;
neural population codes; normative theories of sensory representations; computing with dynamics in
recurrent neural networks; attractor network models of memory and spatial maps. Concrete examples of
applications of these ideas to the brain will be discussed.
Recommended Prep:
APMTH 21A and APMTH 21B or equivalent.

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Active Matter (220128)
L Mahadevan
Active matter describes out of equilibrium systems that consume energy to do work and become
functional. Understanding their behavior and function has implications for biology and complex systems
across scales, from cells to ecosystems, e.g., morphogenesis, collective behavior of flocks and herds,
neurodynamics of locomotion, etc. The tools and concepts needed include non-equilibrium statistical
mechanics, kinetic theory, soft matter, and hydrodynamics; methods for the analysis of the models include
scaling, coarse-graining (homogenization, renormalization) and computational algorithms (for stochastic
and deterministic DE). This course will provide an introduction to the questions, techniques and successes
of this exploding field that cuts across the physical and biological sciences.
Course Notes:
Open to PhD students and [AB/SM students or advanced
undergraduate students] by permission of instructor. Applied Math 230
is also offered as Physics 230. Students may not take both for credit.
Recommended Prep:
Applied Mathematics 105, Applied Mathematics 201, Physics 153,
Physics 181, Engineering Sciences 220, Engineering Sciences 240, or
equivalent.
Requirements: PHDs Only

Attribute Value(s)

Decision Theory (203548)
Demba Ba
2023 Spring (4 Credits) Schedule: TR 1115 AM - 1230 PM
ES 201/AM 231 is a course in statistical inference and estimation from a signal processing perspective. The
course will emphasize the entire pipeline from writing a model, estimating its parameters and performing
inference utilizing real data. The first part of the course will focus on linear and nonlinear probabilistic
generative/regression models (e.g. linear, logistic, Poisson regression), and algorithms for optimization
(ML/MAP estimation) in these models. We will play particular attention to sparsity-induced regression
models, that arise for instance in compressed sensing, because of their relation to artificial neural
networks, the topic of the second part of the course. The second part of the course will introduce students
to the nascent and exciting research area of generative models of deep networks called model-based deep
learning. At present, we lack a principled way to design artificial neural networks, the workhorses of
modern AI systems. Moreover, modern AI systems lack the ability to explain how they reach their
decisions. In other words, we cannot yet call AI explainable or interpretable which, as a society, poses
important questions as to the responsible use of such technology. Model-based deep learning provides a
framework to develop and constrain neural-network architectures in a principled fashion. We will see, for
instance, how neural-networks with ReLU nonlinearities arise from sparse probabilistic generative models
introduced in the first part of the course. This will form the basis for a rigorous recipe we will teach you to
build interpretable deep neural networks, from the ground up. We will invite an exciting line up of speakers.
Speakers will suggest papers that a group of students will present at the beginning of lecture, which will
build up to a final project/paper that utilizes/on model-based deep learning applied to problems of interest
to students.
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.

Attribute Value(s)

Mathematics of High-Dimensional Information Processing and Learning (160447)
Yue Lu
2022 Fall (4 Credits) Schedule: MW 0945 AM - 1100 AM
This course introduces students to fundamental results and recently developed techniques in high-
dimensional probability theory and statistical physics that have been successfully applied to the analysis of
information processing and machine learning problems. Discussions will be focused on studying such

problems in the high-dimensional limit, on analyzing the emergence of phase transitions, and on
understanding the scaling limits of efficient algorithms. This course seeks to start from basics, assuming
just a solid understanding of undergraduate probability theory. Students will take an active role by
exploring and applying what they learn from the course to their own research problems.
Course Notes:
Recommended Prep:
Analysis (Math 21a/b, or equivalent), Probability (Statistics 110,
Engineering Sciences 150, or equivalent), and Programming (Python,
Julia, or Matlab).

Attribute Value(s)

Special Topics in Applied Mathematics (116840)
Yiling Chen
Supervision of experimental or theoretical research on acceptable problems in applied mathematics 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 approved by the advisor before the course registration
deadline; contact gradprograms@seas.harvard.edu if you have any
questions. Project sheets may be obtained at https://www.seas.
harvard.edu/office-academic-programs/graduate-policies-procedures-
and-forms/graduate-student-forms.

Attribute Value(s)

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

Course Notes:

Attribute Value(s)

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

Attribute Value(s)

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

Attribute Value(s)

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

Attribute Value(s)

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

Attribute Value(s)

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

Attribute Value(s)

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

Attribute Value(s)

Theoretical Neuroscience and Neural Computation (212607)
Cengiz Pehlevan

Attribute Value(s)

Theoretical Neuroscience and Neural Computation (212607)
Cengiz Pehlevan

Attribute Value(s)
Advanced Computational Science (219698)
Petros Koumoutsakos

Attribute Value(s)

Advanced Computational Science (219698)
Petros Koumoutsakos

Attribute Value(s)

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

Attribute Value(s)

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

Attribute Value(s)

Topics in Geometry and Machine Learning (220762)
Melanie Weber

Attribute Value(s)

Applied Physics
Subject: Applied Physics
Applied Physics 50A

Physics as a Foundation for Science and Engineering, Part I (108880)
Eric Mazur
2022 Fall (4 Credits) Schedule: TR 0945 AM - 1230 PM
AP 50A is the first half of a one-year, team- and project-based introduction to physics focusing on the
application of physics to real-world problems. The course is designed specifically for engineering and
physics majors and is equivalent in content and rigor to a standard calculus-based introductory physics
course. Besides mastering course content and developing scientific reasoning and problem-solving skills,
the course goals include strengthening self-directed learning and developing collaborative skills.
Course Notes:
The assigned course time (Tu/Th 9:45 am to 12:30 pm) includes regular
class activities, section activities, and time for project work. There are
no other sections or laboratories.
Recommended Prep:
Physics prerequisite: None. Prior physics at the high-school or college
level not required. Math prerequisite: Single-variable calculus at the
level of Mathematics 1a (can be taken concurrently).

Attribute Value(s)
Applied Physics 50B

Physics as a Foundation for Science and Engineering, Part II (108882)
Eric Mazur
Doeke Hekstra
AP 50B is the second half of a one-year, team- and project-based introduction to physics focusing on the
application of physics to real-world problems. The course is designed specifically for engineering and
physics majors and is equivalent in content and rigor to a standard calculus-based introductory physics
course. Besides mastering course content and developing scientific reasoning and problem-solving skills,
the course goals include strengthening self-directed learning and developing collaborative skills.
Course Notes:
The assigned course time (Tu/Th 9:45 am to 12:30 pm) includes regular
class activities, section activities, and time for project work. There are
no other sections or laboratories.
Recommended Prep:
Physics prerequisite: AP50a or equivalent. Math prerequisite: Multi-
variable calculus at the level of Mathematics 1b (can be taken
concurrently).

Attribute Value(s)
Applied Physics 195A

Introduction to Solid State Physics (131331)
Julia Mundy
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); x-ray diffraction; electrons in solids (Bloch theorem) and
electronic band structures; metals and insulators; semiconductors (and their applications in pn junctions
and transistors); magnetism; superconductivity.
Course Notes:
APPHY 195A is also offered as PHYSICS 195A. Students may not take
both for credit.
Recommended Prep:
Physics 15a, 15b and 15c or the equivalent. Physics 143a. Physics 181
and Physics 143b (taken concurrently) helpful but not required.

Attribute Value(s)
Applied Physics 195B

Introduction to Quantum Materials and Devices (215415)
Robert Westervelt
This course provides an introduction to quantum materials and devices, including low-dimensional
materials, single and double quantum dots, Josephson junctions, and graphene. Their behavior is
explained using quantum and semiclassical transport, the Coulomb blockade, and superconductivity.

Quantum devices offer new approaches for electronics and photonics.
Course Notes:
Formerly AP 171 and ENGSCI 171. Applied Physics 195B is also
offered as Physics 195B. Students may not take both for credit.
Recommended Prep:
Applied Physics 195A or Physics 195A, and Physics 143A or ES 170.

Attribute Value(s)
Applied Physics 216

Quantum and Classical Electromagnetic Interaction with Matter (141253)
Donhee Ham
2023 Spring (4 Credits) Schedule: MW 0130 PM - 0245 PM
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.

Attribute Value(s)
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:
Elements of electromagnetism, for example an undergraduate course
in electromagnetism such as Physics 153 or similar.

Attribute Value(s)
Applied Physics 218

Electrical, Optical, and Magnetic Properties of Materials (121594)
Xin Li
This course covers the electrical, optical and magnetic properties of technologically important materials. It
provides a quantitative description of structure-property relation by introducing tensor property, crystal
symmetry, Neumann's principle and Curie principle. A variety of properties of materials are then
introduced, including pyroelectricity, dielectricity, piezoelectricity, ferroelectricity; pyromagnetism,
magnetoelectricity, piezomagnetism, ferromagnetism; defect chemistry, transport properties and
applications in semiconducting, dielectric and energy storage materials; crystal optics including
birefringence, Pockels effect, Kerr effect, photoelastic effect and optical activity. In addition, special topics
will cover ferroelectric and ferromagnetic phase transitions and electrical, optical and magnetic properties
of energy storage materials.
Recommended Prep:
Introductory solid-state physics or equivalent course.

Attribute Value(s)
Applied Physics 235

Chemistry in Materials Science and Engineering (124723)
Joanna Aizenberg
Select topics in materials chemistry, focusing on chemical bonds, crystal chemistry, organic and polymeric
materials, hybrid materials, surfaces and interfaces, self-assembly, electrochemistry, biomaterials, and bio-

inspired materials synthesis.
Recommended Prep:
Introductory thermodynamics, chemistry or equivalent.

Attribute Value(s)
Applied Physics 242

Introduction to Single-Molecule Biophysics (218614)
Maxim Prigozhin
Single-molecule biophysics is a vibrant research field within the Quantitative Biology umbrella that has
grown substantially over the past ~30 years. The impact of single-molecule biophysics has been significant
in terms of not only the experimental and theoretical methods that have been developed, but also the
scientific insights in biological and soft matter science that these tools have generated. This new course
will cover the motivation behind single-molecule measurements in biology and, for the majority of the time,
focus on discussing state-of-the-art experimental and computational techniques in single-molecule
measurements as well as the key biological discoveries that they have enabled.
Course Notes:
Applied Physics 242 is also offered as MCB 161. Students may not take
both for credit.
Recommended Prep:
First-year college physics.

Attribute Value(s)
Applied Physics 275

Computational Design of Materials (110087)
Boris Kozinsky
This course covers theoretical background and practical hands-on applications of modern computational
atomistic methods used to understand and design properties of advanced functional materials. Topics
include classical interatomic potentials and machine learning methods, quantum first-principles electronic
structure models based on wave functions and density functional theory, Monte Carlo sampling and

molecular dynamics simulations of phase transitions and free energies, fluctuations and transport
properties. Applications include atomistic and electronic effects in materials for energy conversion and
storage, catalysis, alloys, polymers, and low-dimensional materials.
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.

Attribute Value(s)
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. Offered
every other year.
Class Notes: This course is offered every other year (next in Fall 2024).

Attribute Value(s)
Applied Physics 284

Statistical Mechanics (131392)
Vinothan Manoharan
Basic principles of statistical physics 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:
Also offered as Physics 262. Either course can be used to satisfy the
statistical mechanics requirement in the Physics PhD program or the
Applied Physics model PhD program.
Recommended Prep:
Physics 143a and Physics 181 or Engineering Sciences 181.

Attribute Value(s)
Applied Physics 286

Inference, Information Theory, Learning and Statistical Mechanics (212685)
Sharad Ramanathan
This course focuses on the modern applications of Statistical Mechanics. We will learn the basics of
information theory, coding and compression. We will next learn about Bayesian Inference, priors and
maximizing entropy, which will naturally lead us to regularization and compressed sensing. We will then
cover learning: support vector machines, vc dimension, supervised, reinforcement and unsupervised
learning. These topics, which build on each other, will be taught using examples in the primary literature
with an emphasis on applying the framework we develop. Applications will be taught through problems in
genomics, neuroscience, geophysics, and engineering.
Course Notes:
Applied Physics 286 is also offered as Physics 286. Students may not
take both for credit.
Recommended Prep:
Comfort with Linear Algebra, Calculus is necessary, undergraduate
Statistical Mechanics would be useful but not necessary.

Attribute Value(s)
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.

Attribute Value(s)
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.
Class Notes: This course is offered every other year (next offered in Spring 2025).
Recommended Prep:
An undergraduate-level course in thermodynamics.

Attribute Value(s)
Applied Physics 295A

Introduction to Quantum Theory of Solids (143855)
Subir Sachdev
This is an introductory graduate level course in solid-state physics. Lattices and symmetries. Phonons.
Electronic Structure of Crystals. Metals, semiconductors, and insulators will be covered. Electrical, optical,

and thermal properties of solids will be treated based on an atomic scale picture and using the independent
electron approximation. Additional topics from the theory of interacting electrons, including introduction to
magnetism and superconductivity, and an introduction to topological insulators.
Course Notes:
PHYS/AP 295a is an introductory graduate-level course.
Recommended Prep:
Physics 181 or equivalent, 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.)

Attribute Value(s)
Applied Physics 295B

Quantum Theory of Solids (146948)
Subir Sachdev
A course on the application of the principles of many-particle quantum mechanics to the properties of
solids. The objective is to make students familiar with the tools of second quantization and diagrammatic
perturbation theory, while describing the theory of the electron liquid, the BCS theory of superconductivity,
and theory of magnetism in metals and insulators. Modern topics on correlated electron systems will
occupy the latter part of the course.
Course Notes:
Applied Physics 295b is also offered as Physics 295b. Students may
not take both for credit.
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
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.
Course Notes:
Also offered as Physics 296. Students may not take both for credit.
Recommended Prep:
Undergrad level condensed matter physics (AP/P195).

Attribute Value(s)
Applied Physics 299QR

Special Topics in Applied Physics (2-unit version) (218911)
Doeke Hekstra
Supervision of experimental or theoretical research on acceptable problems in applied physics and

Course Notes:
2-unit version of AP 299r. Open to graduate students 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 approved by the advisor before the course
registration deadline; contact gradprograms@seas.harvard.edu if you
have any questions. Project sheets may be obtained at https://www.
seas.harvard.edu/office-academic-programs/graduate-policies-
procedures-and-forms/graduate-student-forms.

Attribute Value(s)
Applied Physics 299QR

Special Topics in Applied Physics (2-unit version) (218911)

Federico Capasso

Course Notes:
2-unit version of AP 299r. Open to graduate students 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 approved by the advisor before the course
registration deadline; contact gradprograms@seas.harvard.edu if you
have any questions. Project sheets may be obtained at https://www.
seas.harvard.edu/office-academic-programs/graduate-policies-
procedures-and-forms/graduate-student-forms.

Attribute Value(s)
Applied Physics 299R

Special Topics in Applied Physics (131373)
Doeke Hekstra

Course Notes:

Attribute Value(s)

Applied Physics 299R
Special Topics in Applied Physics (131373)
Federico Capasso

Course Notes:

Attribute Value(s)
Applied Physics 302

Applied Condensed Matter Physics (121977)
Donhee Ham

Attribute Value(s)
Applied Physics 302

Applied Condensed Matter Physics (121977)
Donhee Ham


Attribute Value(s)
Applied Physics 304

Materials Science of Biological Inorganic Nanostructures (123949)
Joanna Aizenberg

Attribute Value(s)
Applied Physics 304

Materials Science of Biological Inorganic Nanostructures (123949)
Joanna Aizenberg

Attribute Value(s)
Applied Physics 320

Multicolor and Time-resolved Electron Microscopy (215832)
Maxim Prigozhin


Attribute Value(s)
Applied Physics 320

Multicolor and Time-resolved Electron Microscopy (215832)
Maxim Prigozhin

Attribute Value(s)
Applied Physics 322

Materials Physics and Engineering (125476)
David Clarke

Attribute Value(s)
Applied Physics 322

David Clarke

Attribute Value(s)
Applied Physics 326

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

Attribute Value(s)
Applied Physics 326

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

Attribute Value(s)
Applied Physics 330

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

Attribute Value(s)
Applied Physics 330

Evelyn Hu

Attribute Value(s)
Applied Physics 332

Experimental Condensed Matter Physics (131285)
Robert Westervelt

Attribute Value(s)
Applied Physics 332

Experimental Condensed Matter Physics (131285)
Robert Westervelt

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

Attribute Value(s)
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

Attribute Value(s)
Applied Physics 342

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

Attribute Value(s)
Applied Physics 346

Interdisciplinary Dissertation Research (109412)
David Keith

Attribute Value(s)
Applied Physics 346

Interdisciplinary Dissertation Research (109412)
David Keith

Attribute Value(s)
Applied Physics 348

Mechanics in Earth and Environmental Science (113128)
James Rice

Attribute Value(s)
Applied Physics 348

Mechanics in Earth and Environmental Science (113128)
James Rice

Attribute Value(s)
Applied Physics 350

Experimental Physics in Low Dimensional Materials (156736)
Philip Kim

Attribute Value(s)
Applied Physics 350

Experimental Physics in Low Dimensional Materials (156736)
Philip Kim

Attribute Value(s)
Applied Physics 354

Physics of Bacterial Growth (156741)
Ariel Amir

Attribute Value(s)
Applied Physics 354

Physics of Bacterial Growth (156741)
Ariel Amir

Attribute Value(s)
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

Attribute Value(s)
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

Attribute Value(s)
Applied Physics 362

Photonics, Quantum Devices and Nanostructures (117862)
Federico Capasso

Attribute Value(s)
Applied Physics 362

Photonics, Quantum Devices and Nanostructures (117862)
Federico Capasso

Attribute Value(s)
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

Attribute Value(s)
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 382

Quantum Simulation and Computation with Programmable Atom Arrays (220769)
Giulia Semeghini

Attribute Value(s)
Applied Physics 384

Topics in Atmospheric and Climate Dynamics (121287)
Zhiming Kuang

Attribute Value(s)
Applied Physics 384

Zhiming Kuang

Attribute Value(s)
Applied Physics 388

Climate Dynamics and Physical Oceanography (118649)
Eli Tziperman

Attribute Value(s)
Applied Physics 388

Climate Dynamics and Physical Oceanography (118649)
Eli Tziperman

Attribute Value(s)
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

Attribute Value(s)

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)

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)
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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Art, Film, and Visual Studies
Subject: Art, Film, and Visual Studies
Art, Film, and Visual Studies 10F

Indelible, Irrepressible: Drawing Course (220517)

This introductory drawing course will examine the relationship between drawing as both a tool of
representation and witness by the artist of one's surroundings, and simultaneously as a practice of
proactive intervention–whether augmentative or destructive–by the artist on the outside world. Class
assignments, along with readings and discussions, will bounce between the building of formal and
representational skill to more materially experimental and process oriented work, and culminating in
projects utilizing both drawing perspectives.

Attribute Value(s)
Art, Film, and Visual Studies 12 Section: 1

Drawing 1: Drawing as a Visual Language (203312)
Katarina Burin
A studio course to build the skills of drawing incrementally and expand students' visual vocabulary.
Drawings will be made from life, photographs and invention. Emphasis will be placed on enhancing our
observational sensibilities through life drawing and the figure, focusing on all aspects of technical
development, particularly the importance of line. The aim of this course is to expand drawing skills with
intention and purpose.
Course Notes:
This class is for beginners or anyone furthering their skill level.
Class Notes: FALL 2022: To take this limited-enrollment course, you must first
consult the Canvas course site for information about the enrollment
process and procedures.

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Making Things [Breaking Things] (203314)
Katarina Burin
The focus of this course is two-fold; to strengthen technical and material skills in sculpture, and to
thoroughly explore our own conceptions of failure as the basis of artistic practice.
The course will introduce you to a variety of foundational skills in three-dimensional art and design, and
provide time for you to build a deeper hands-on understanding of material and construction. We will work
with paper and cardboard, and then with wood, plaster, clay and a variety of other mold-making, casting
and sculpting materials.
We each walk into a circumstance with a given set of expectations concerning success and failure;
expectations we have of ourselves, and expectations we believe others have of us personally,
institutionally, culturally. These often become the driving force behind our actions. If we take time to
explore the nature of these performance expectations and flip them on their heads, they can become the
basis for rich and thorough artistic pursuit. We learn to embrace the experience of making with curiosity,
uncertainty of our trajectory, and discover surprises - strange, awkward, and compelling.
Course Notes:
This course is open to all, no prerequisites or experience necessary.

Attribute Value(s)
Art, Film, and Visual Studies 15AR

Silkscreen (121758)
Annette Lemieux
For the student who is interested in the manipulation of found and original imagery. Students will create
monotypes on paper and other surfaces utilizing the silkscreen process. Through slide presentations, the
class will be introduced to the work of artists such as Rauschenberg and Warhol, as well as others who use
the silkscreen process.
Course Notes:


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Art, Film, and Visual Studies 24

Painting, Smoking, Eating (127177)
Matt Saunders
Titled after Philip Guston, this course has two agendas: technical assignments that improve your ability to
move paint around and developing groundwork for personal projects. From the space of the studio an artist
reflects on the world. We will consider the role of artists in society and the boundaries between interior and
exterior meaning, as we develop practices that are both self-expressive and self-reflective, with special
curiosity about auteurs, flaneurs, and all painters with individual and committed voices.

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Art, Film, and Visual Studies 35R

Building Thought: Sculpture Course (108649)
Annette Lemieux
Using a variety of materials and methods, students will build and create artworks that reflect their ideas,
with an emphasis and understanding of the language of images, materials, forms, actions, and
presentation. Through images, videos, and informal discussions, students will be introduced to the
concerns of conceptual artists of the 20th Century to the present.

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Art, Film, and Visual Studies 40H

Introduction to Still Photography (220429)
Patrice Helmar
This course serves as an introduction to photography. We will concentrate on the contemporary and
historic nature of the medium through lectures, discussions, and visiting artists. Tutorials and workshops
using programs from the Adobe suite will cover digital workflow and proper camera operation. These
sessions will include image capture, file management, image processing, and digital printing. Weekly
assignments will include photographic exercises, readings, and written responses. Structure of the course
will alternate between technical instruction, lab days, and critique. The culminating assignment will be a
final series of photographs akin to a well honed collection of songs.
Class Notes: Registration: To take this limited-enrollment course, you must first
process and procedures. Admission to this course is by application
only, there are no interviews. Course Petitions are not accepted in lieu
of an application, you must do the application to be considered - see
Canvas site.

Attribute Value(s)

Patrice Helmar
Class Notes: FALL 2022: Registration: To take this limited-enrollment course, you
must first consult the Canvas course site for information about the
enrollment process and procedures. Admission to this course is by
application only, there are no interviews. Course Petitions are not
accepted in lieu of an application, you must do the application to be
considered - see Canvas site.

Attribute Value(s)
Art, Film, and Visual Studies 40H Section: 002

Patrice Helmar
Class Notes: Registration: To take this limited-enrollment course, you must first
process and procedures: Admission to this course is by application
only, there are no interviews. Course Petitions are not accepted in lieu
of an application, you must do the application to be considered - see
Canvas site.

Attribute Value(s)
Art, Film, and Visual Studies 41K

Dawoon Kim
2023 Spring (4 Credits) Schedule: MW -
How is meaning made from still images? How can one make pictures speak? This course is an introduction
to photography as a visual language. The class will focus on digital techniques and aesthetics through
demonstrations and hands-on sessions that cover technical topics such as camera operation, proper image
exposure, digital workflow, and digital printing techniques. Through weekly assignments and regular
critiques, students will explore the photographic possibilities of expressing personal vision and voice.
Ideas and discourse will be bolstered by readings and lectures to provide conceptual and historical context
of the medium. Rigorous photographic assignments will lead up to a final project. Previous studio

experience not required.

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Art, Film, and Visual Studies 50A

Introduction to Nonfiction Filmmaking (114351)
Robb Moss
F 1200 PM - 0415 PM
Introductory exercises in live-action 16mm filmmaking culminating in the production of a nonfiction film as
a group project in the spring term. Part one of a two-part series .Students are required to take both parts A
and B of the course within the same academic year.
Course Notes:
There are no prerequisites for this course; it serves as a prerequisite
for AFVS 50B.

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Art, Film, and Visual Studies 50B Section: 1

Introduction to Non Fiction Filmmaking (159860)
Robb Moss
Ross McElwee
F 1200 PM - 0415 PM
Introductory exercises in live-action 16mm filmmaking culminating in the production of a nonfiction film as
a group project in the spring term. Students must complete both terms of this course (part A and part B)
within the same academic year to receive credit.
Requirements: Pre-requisite: AFVS 50A

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Introduction to Nonfiction Videomaking (121542)
Ross McElwee
2023 Spring (4 Credits) Schedule: MW 0900 AM - 1145 PM
A series of nonfiction projects, both individual and collaborative, designed to introduce and explore the
range of expressive possibilities in digital video.

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Art, Film, and Visual Studies 51S Section: 1

Introduction to Documentary Production: The Camera Stylo (218678)
Akosua Owusu
Film critic Alexandre Astruc created the term "camera-stylo" in 1948 to suggest a new form of filmmaking in
which the camera would function with the creative versatility of a pen: creating arguments, reflecting,
querying, and telling stories. He was calling for a new genre of filmmaking. This production course is an
introduction to the foundations of documentary storytelling and focuses on modes of filmmaking that defy
classification. We will discuss the filmmaker as detective/examining evidenced material, the art of
wandering/ straying, voice and text in films, and the camera-pen/action image as writing. Working
individually or in small groups, students are expected to complete three video assignments including a 5-7
minute final project. Students are also expected to view and discuss weekly screenings.

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Introduction to Nonfiction Videomaking (108859)
Alfred Guzzetti
This production course introduces students to the concepts and practices of nonfiction film. Students will
learn the fundamentals of making compelling images and watch films that define the genre. The heart of the
class is an independent project, an observational film, the subject of which is the student's choosing. In the
process of creating this film, students will become familiar with the technical aspects of videomaking as
well as professional editing software.

Attribute Value(s)
Art, Film, and Visual Studies 53AR

Fundamentals of Animation (110676)
Ruth Lingford
An introduction to the possibilities of animation. Using a mixture of traditional and 2D digital tools,
students will complete practical exercises which will familiarize them with basic skills and techniques.
Screenings and discussions will help develop the specialized thinking needed to understand the discipline.
Course Notes:
Drawing skills are optional, though helpful.

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Art, Film, and Visual Studies 58T

A Video Toolbox (220420)
Alfred Guzzetti

An introductory production course designed to lay a foundation for various nonfiction uses of the digital
image, still and moving. Projects include making and sequencing still photographs, shooting digital
moving pictures and recording sound, editing picture and sound, as well as designing and creating digital
moving and still pictures to be used in theatrical productions, musical performance, display in cinemas,
galleries, public spaces, or other sites.

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Experimental Animation (220428)
Young Joo Lee
This studio class explores animation as an artistic expression, different from a commercial studio
production. We will study the examples of earlier abstract, non-linear animation works, as well as
contemporary animation works in museum and gallery context. Students will work with drawing, collage
and cut-up techniques to create animation works in response to in-class prompts. We will discuss how to
structure images and sounds in experimental animation to create desired effects. There will be screenings
of contemporary artists' work in animation and readings of related theories and articles to enrich our
understanding of animation as a contemporary art form.
Course Notes:
Beginners are welcome! No prior experience in animation required.
There will be mandatory screenings built into class time and selected
weekly sections.

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Photographic/Cinematic: introduction to lens-based practices (220433)
Joana Pimenta
Introduction to lens-based practices. We will focus on the photographic principles of cinematography for
filmmakers (camera, lenses, scale of shots, exposure, composition, lighting, among others), and work with
a series of photography-based exercises for moving image, using both still and moving image cameras,
and working across film and video. This is a foundations course for work in film/video, with a specific focus
on cinematography, where students will learn through practice photographic fundamentals that will be
central to their moving image work.

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The Art of Film (115688)
Laura Frahm
This introductory course surveys the history of film and visual media in the 20th and 21st centuries. We will
both explore the rise of major cinematic movements in their striving to define the "art of film" and shed
light on the often overlooked parts and marginalized figures in the history of film. Building upon Rudolf
Arnheim's concept of visual thinking, this class puts special emphasis on creative practices and visual
exercises that introduce students to new forms of visual expression and argumentation. Weekly video
blogs, a visual essay, and a collaborative film festival project will further advance and diversify our multi-
faceted approach to the history of film and visual media.
Course Notes:
This course is required for all students concentrating in or pursuing a
secondary field in the film and visual studies area of AFVS.
.

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The Language of Modern Art (219561)
David Joselit

This course introduces students to modern art of the 20th and 21st centuries in the West. It establishes a
vocabulary of form—the "language of modern art"—arising at the turn of the 20th century. This lexicon
includes 1) Collage (the arrangement of multiple images from the invention of film to the art of Picasso); 2)
The Readymade (using "found" content, ordinary objects, as art); 3) Automatism (the introduction of
chance and the unconscious into artmaking); and 4) Non-Objectivity (autonomous abstract aesthetic
systems). With this vocabulary, we read the continuities as well as the shifts and transformations in art
from 1912 to 2022.

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FAS: Have You Considered Have You Considered: HCOL

Special Projects (117193)
Matt Saunders
Open to a limited number of students who wish to carry out a special project under supervision. Students
wishing to enroll in AFVS 91R must find a member of the faculty to advise the project and submit an
application to the Director of Undergraduate Studies.
Course Notes:
Letter-graded only. Special Project tutorials are led by individual
faculty members; however the Director of Undergraduate Studies
approves AFVS 91R in the student's Crimson Cart.

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Special Projects (117193)
Matt Saunders
Open to a limited number of students who wish to carry out a special project under supervision. Students
wishing to enroll in AFVS 91R must find a member of the faculty to advise the project and submit an

application to the Director of Undergraduate Studies.
Course Notes:
Letter-graded only. Special Project tutorials are led by individual
faculty members; however the Director of Undergraduate Studies
approves AFVS 91R in the student's Crimson Cart.
Class Notes: For further details about AFVS 91R: Special Projects, please visit the
Course Canvas site.

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Tutorial - Sophomore Year (113968)
Katarina Burin
A tutorial course on the foundations and subjects of Art, Film and Visual Studies, encompassing Film,
Video and Animation; Studio Art and Photography; Film Studies; Environmental Studies; Design; and
Curatorial Studies, including the work of both the Harvard Film Archive and the Carpenter Center for the
Visual Arts. Supported by readings, projects and screenings, the tutorial is taught by a rotation of the
regular and visiting faculty.
Course Notes:
Required of all AFVS concentrators during their first full term in the
concentration, ordinarily sophomore spring.

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Tutorial - Junior Year (110715)
Matt Saunders
This research-based writing workshop is required for all AFVS undergraduate concentrators in the film and
visual studies track.
For concentrators in the film/video or studio art tracks, this tutorial offers individual instruction in subjects

of special interest that cannot be studied in regular courses. Concentrators wishing to take a tutorial in
their junior year must find a member of the faculty to advise the project and submit an application to the
Director of Undergraduate Studies.
Course Notes:
Letter-graded only. The Director of Undergraduate Studies approves
AFVS 98 in the student's Crimson Cart.

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Matt Saunders
This research-based writing workshop is required for all AFVS undergraduate concentrators in the film and
visual studies track.
For concentrators in the film/video or studio art tracks, this tutorial offers individual instruction in subjects
of special interest that cannot be studied in regular courses. Concentrators wishing to take a tutorial in
their junior year must find a member of the faculty to advise the project and submit an application to the
Course Notes:
Letter-graded only. The Director of Undergraduate Studies approves
AFVS 98 in the student's Crimson Cart.

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Tutorial - Senior Year (Thesis/Senior Project) (117196)
Matt Saunders
All students wishing to undertake an AFVS 99 project, either a senior thesis or senior project, must have
permission of the project adviser, chosen by the student, before being considered. The Director of
Undergraduate Studies and the AFVS Honors Board must approve all AFVS 99 projects and theses in
advance. Part one of a two part series.

Course Notes:
The first term of the AFVS 99: Senior Thesis/Project should always be
AFVS 99A. If you are beginning your thesis or project off-cycle,
meaning, in the spring term, enroll in AFVS 99A.
Optional for senior concentrators. Students must be enrolled in AFVS

99 to do a thesis. Students should arrange regular tutorial meetings
with their project adviser. Senior theses and projects are led by
individual faculty members; however the Director of Undergraduate
Studies approves AFVS 99 in each student's Crimson Cart.

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Matt Saunders
advance. Part one of a two part series.
Course Notes:
The first term of the AFVS 99: Senior Thesis/Project should always be
AFVS 99A. If you are beginning your thesis or project off-cycle,
meaning, in the spring term, enroll in AFVS 99A.


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Art, Film, and Visual Studies 99B

Matt Saunders
advance. Part two of a two part series.
Course Notes:

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Matt Saunders
advance. Part two of a two part series.
Course Notes:

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Studies of the Built North American Environment since 1580 (122679)
John Stilgoe
North America as an evolving visual environment is analyzed as a systems concatenation involving such
constituent elements as farms, small towns, shopping malls, highways, suburbs, and as depicted in fiction,
poetry, cartography, television, cinema, and advertising and cybernetic simulation.
Course Notes:
Offered jointly with the Graduate School of Design as 4105.

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Stranger than Fiction (108657)
Is there an art history of post-truth? In this seminar-style class you will track, from the 1950s to the present,
artists' engagements with fact, authenticity, information, reality, and truth. You'll encounter multiple modes
of visual art-making in this period, such as installation, conceptual art, photography, performance, and
video, and learn to ask and answer art-historical research questions, including the fundamental query: why
this, then?
Recommended Prep:
At least one art history lecture or seminar class in HAA (ideally
focused on modern or contemporary art); OR one studio course in
AFVS; OR one Film and Visual Studies class (lecture or seminar) in
AFVS.

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Art, Film, and Visual Studies 118C
Curating Contemporary Art (213509)
Daniel Byers
This course introduces the practice and study of curating contemporary art. We will travel often to area
museums and prioritize discussions in the presence of artworks. We will pay special attention to the
institutional contexts in which exhibitions are produced, the art historical, political, and cultural
implications of curatorial practice, and how curators work with living artists. How do curators navigate
these simultaneous engagements? What do artists, artworks and art viewers need? What is the relationship
between museum exhibitions and the art market? How are ideas, histories, relationships, and polemics
articulated within an exhibition space?

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Thinking With Your Hand: Intermediate Painting (216297)
Judith Belzer
This studio class will support developing painters in their explorations of oil paints as powerful materials
for connecting to and questioning the world around them, guided by the engagement of the senses. A
willingness to commit to the studio as a lab for an expansive painting practice will be encouraged through
directed prompts and open-ended project work. The class is designed for students who have had some
studio art experience.
Course Notes:
At least one previous AFVS/VES course or previous studio experience
recommended.
Information session: Friday August 19th at 12pm EST on Zoom; to
apply to this class, please submit the questionnaire found on class
Canvas page by noon (EST) on Sunday August 21st.

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Art, Film, and Visual Studies 123R Section: 1

Post Brush: Studio Course (119644)
Annette Lemieux
Using the silkscreen printing process, students will create paintings and objects that incorporate images
and text found in popular culture. Through slides, videos and informal discussions, students will be
introduced to the Pop artists of the 20th century as well as other contemporary artists.
Recommended Prep:
At least one AFVS studio course or permission of the instructor.

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Art, Film, and Visual Studies 125S

Postcards from Volcanoes: Studio Course (128026)
Matt Saunders
2023 Spring (4 Credits) Schedule: W 0900 AM - 1145 AM
This is an intermediate painting class grounded in individual projects and group critique. Not limited to
conventional forms, we will think broadly about the edge between inchoate material and inscribed meaning.
Studio work will be coupled with abundant reading and discussion.
Recommended Prep:
At least one AFVS course or equivalent background in studio art or
painting.

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Quilting Circles and Assembly Lines: Painting Course (220518)

This intermediate painting course, while utilizing skills and knowledge acquired in introductory oil-based
and acrylic painting courses, will explore painting through mixed-media and extra-academic processes. By
learning and embodying modes of making passed down through various craft traditions and industrial
production, artists will re-approach their independent work with new perspective and be able to resituate
their work, not only within contemporary art and art history, but inside the larger narrative of human
creation.
Recommended Prep:
At least one AFVS or equivalent background in studio art or painting.

Attribute Value(s)
Art, Film, and Visual Studies 136S Section: 1

Volumes: Sound, Sculpture and Space (220717)

This studio course approaches sculpture and physicality in art making with sound/ing as the guide. We will
study and create sculptures that make sounds, sounds that make sculptures, spaces for sculptures,
sculptures for spaces, sounds for spaces, spaces for sounds, sounds that make spaces, spaces that make
sound, and so on. Experience from at least one sculpture course is highly encouraged. Experience making
sound is encouraged but not required. In addition to producing and viewing art, group and personal
feedback are key to this course.
Recommended Prep:
At least one previous course in sculpture, or a portfolio demonstrating
prior sculptural experience combined with relevant AFVS seminars.

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Art, Film, and Visual Studies 144M Section: 1

Photography and Ecology (213475)

Makeda Best
Integrating the study of art history, research-based artistic production, theory, and environmental
studies, the aim of this course is to critically and actively explore the contemporary interplay
between photographic vision and environmental history; the shifting composition, structure, and
function of landscapes; cultural constructions of nature and environmental perceptions;
environmental justice, politics, and policy; and, the role of photography in responding to how
humans create and impact landscape patterns and process.

Attribute Value(s)
Art, Film, and Visual Studies 145K

Photography and Evidence of Things Unseen (Studio Course) (220423)
Dawoon Kim
Equipped with cameras and spirits of inquiry, we'll be examining the histories of physical spaces and the
ghosts they hold. How do we invoke these spectres, and how can the unseen be photographed? We'll think
about everyday haunts in relation to history as Jacques Derrida defined it as the "visible and invisible, both
the phenomenal and non-phenomenal: a trace that marks the present with its absence in advance."
In this course, we'll be exploring the limitations and artistic possibilities of photography—examining
methods of visual storytelling with the image and its relationship to text, audio, and magic. Each student
will pick one site to focus on for the duration of the course, building on the work with critiques, visiting
artists, and field trips. Photo, video and other image-based works are welcome.

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A Way of Seeing: Photography Course (220514)
Patrice Helmar
This course will outline photography's relationship with technology and examine the importance of the
photographic print. We will look closely at photographs in the Harvard Art Museum collection, photo books,
and prints from public and private collections. Students will work on semester long independent
photographic projects. Technical workshops and demonstrations will further digital proficiency, and
introduce some analogue concepts. This course will be structured by readings, screenings, discussion,
critique, field trips, and artist visits.
Class Notes: To take this limited-enrollment course, you must first consult the
Canvas course site for information about the enrollment process.
Admission to this course is by application only, there are no
interviews. Course petitions are not accepted in lieu of an application,
you must complete an application to be considered.
Recommended Prep:
Introduction to Still Photography

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Film Directing: Approaching Fiction Now (114116)
Dominga Sotomayor Castillo
This course guides students through different issues and challenges in the filmmaking process
from the initial development of ideas through to completion.
Throughout the semester, students will write and discuss their own short film scripts. At the end
of the first semester, these projects will be ready to move through the pre-production process so
that they can be shot during the second semester.
Emphasis is placed on finding a voice, point of view and approaching the film language. There
will be formal explorations and various assignments which impose restrictions.
Throughout several personal and group exercises different topics will be explored, such as:
directing actors, composition, directorial authorship, as well as the role of camera work in
conjunction with narrative structure.
In-class screenings and critiques of student assignments will form an important component of
the course.
Recommended Prep:
AFVS 50 or two other AFVS courses in video or film production
required.

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Film Direction: From Script to Screen (113516)
This production course is an advanced continuation of 150A. It is compulsory for students to

have the first draft of their short screenplays on the first day of class. Content includes scene
analysis and script revision, directing professional and non-professional actors, cinematography,
blocking and mise-en-scène, sound design, editing and post-production. Students will be given
assignments related to their written screenplays throughout the course, culminating in what will
be their final project: the production of a narrative short film. Film professionals will occasionally
be invited to conduct workshops or hold masterclasses with students.
Course Notes:
Students seeking to enroll should come to the first class meeting with
a developed short narrative screenplay.
Recommended Prep:
AFVS 150A or two courses in video production.

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Art, Film, and Visual Studies 151BR
Nonfiction Video Projects (113447)
Ross McElwee
Working from a proposal approved in advance by the instructor, each student plans, shoots, and edits a
documentary video of his or her design. Shooting should take place over the summer and editing during
the fall term. Readings and screenings augment individual work.
Course Notes:
In exceptional cases, a student will be permitted to take the course
without having filmed over the summer, but the student must have a
specific proposal for a documentary that can be both shot and edited
during the term. An interview with the instructor is required for
admission.
Recommended Prep:
At least one AFVS course in live-action film or video.

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Art, Film, and Visual Studies 152F

The Bolex: Working in Film (220435)
Robb Moss
All work in this course will be shot on 16mm film using Bolex cameras. Some projects will be silent and cut
with splicers, others will add a soundtrack and will edit on a computer. Through a series of non-fiction
projects, students will explore the possibilities of the 16mm film image and the freedom of working with
silence or in non-synchronous sound. Class time will include technical workshops, film screenings and
discussions of student work.
Course Notes:
Pre-requisite: One video or film production course

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Art, Film, and Visual Studies 153BR
Intermediate Animation: Intermediate Studio Course (113055)
Ruth Lingford
This course offers returning animators a chance to extend and deepen skills and understanding of
animation and to make a more substantial piece of work. Additional exercises encourage students to
challenge themselves and explore a range of creative possibilities.
Recommended Prep:
AFVS 53AR, another related AFVS course, or other relevant
experience.

Attribute Value(s)
Art, Film, and Visual Studies 153BR Section: 1

Intermediate Animation: Intermediate Studio Course (113055)
Ruth Lingford
This course offers returning animators a chance to extend and deepen skills and understanding of
animation and to make a more substantial piece of work. Additional exercises encourage students to
challenge themselves and explore a range of creative possibilities.
Recommended Prep:
AFVS 53AR, another related AFVS course, or other relevant
experience.

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Art, Film, and Visual Studies 154J

Observation and Intervention: Filmmaking as Inquiry (218297)

Julie Mallozzi
This course will consider filmmaking as a means to interrogate and analyze the world. Bringing their own
passion and topical expertise, students will learn how to use the techniques of filmmaking – including deep
observation, montage, interviews, instigation, staging, and narration – to gain understanding around a line
of inquiry. We will work individually and in small groups through a series of exercises culminating in final
projects. Throughout the course, we will screen examples of successful works and scrutinize the ethics
and aesthetics of our roles as researcher/filmmakers.
Course Notes:
Introductory film or video course recommended but not required.
LAB: There is a required weekly lab for this course.

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Documentary Fictions (205241)
Joana Pimenta
In this film production course, students will make short films that explore the fluid boundaries between
fiction and documentary. We will discuss the generative possibilities of the real in the production of fiction
works, and fictional strategies for working in documentary film. Assignments will encompass video and
sound recording and editing, cinematography and montage. Class time will include technical workshops,
film screenings, discussions of student work and occasional visiting filmmakers.

Attribute Value(s)
Art, Film, and Visual Studies 156T

Other Lives of Time: Intermediate Filmmaking Course (220508)


We are time, physicist and writer Carlo Rovelli claims. It's an idea shared across continents and eras
among thinkers who probe the deep structures of human experience. He moves far beyond the Aristotelian
conception of time as a measure of change to ultimately consider time the fabric of reality itself,
inseparable from and composite of the touchable material of the physical world. Time is what organizes our
consciousness and constitutes its observations. So, if we are time, then what is cinema?
Other Lives of Time, inspired by a program from the Full Frame Film Festival and Museum of Moving Image,
takes a decidedly poetic approach to moving image and cinema: If when a person is born so is a new life of
time, then perhaps cinema is its anagram. Equal parts screening, studio, discussion and critique, we will
watch, discuss and dissect works by artist and filmmakers from across the globe that use personal form
and distinct techniques to communicate idiosyncratically. Readings will explore contemporary notions of
time and cinema in various contexts while screenings prioritize nonfiction and fiction works (as well as art
pieces) that have mainstream audience potential. Assignments will expand student's filmic language as
they work over the semester toward the completion of a short film that employs a singular structure.
Recommended Prep:
One previous AFVS film or video course preferred.

Attribute Value(s)
Art, Film, and Visual Studies 157L

Immersive Experience as Art (216369)
Young Joo Lee
This course is a studio class that investigates immersive experience as a form of art.
Utilizing moving images, sound, installation, and Virtual Reality, we will experiment and
develop different methods to create immersive experiences. Starting with the history
of immersive media, the class will discuss the relationship between the experience of art
and technological development. We will screen examples of relevant artworks and
analyze the technical aspects and conceptual background of these works. Throughout
the semester, students will develop projects reflecting on the discussions and using the
tools learned in the class. Critiques and presentations of the students' works are an
essential part of the class.
NOTE: There are selected course sections on Fridays from 12pm to
2pm.
Recommended Prep:
There is no prior knowledge of Unity 3D and C# required, but
understanding the fundamentals of 3D graphics is helpful. The

recommended online Lynda tutorial on the 3D graphics is linked on the
Canvas site. Your knowledge and basic skills in visual art and digital
media production are helpful in completing the assignments

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Art, Film, and Visual Studies 158AR Section: 1

Verena Paravel
Students use video and audio to produce short works about embodied experience, culture, and nature.
Course Notes:
Students must also be enrolled in AFVS 158BR, Sensory Ethnography
2.

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Art, Film, and Visual Studies 158BR Section: 1

Verena Paravel
Students are introduced to current issues in art, aesthetics, and anthropology, and produce collaborative
experimental works of sensory ethnography.
Course Notes:
Students must also be enrolled in AFVS 158AR, Sensory Ethnography
1.

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Art, Film, and Visual Studies 158CR
Sensory Ethnography III (216367)
Third in a three-term sequence in which students apply media anthropological theory and conduct
ethnography using film, video, sound, and/or still photography.

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Art, Film, and Visual Studies 158DR

Sensory Ethnography IV (216368)
Course Notes:
Students must also be enrolled in AFVS 158CR, Sensory Ethnography
III.

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Modernization in the Visual United States Environment, 1890-2035 (148176)
John Stilgoe

Modernization of the US visual environment as directed by a nobility creating new images and perceptions
of such themes as wilderness, flight, privacy, clothing, photography, feminism, status symbolism, and
futurist manipulation as illustrated in print-media and other advertising enterprise.
Course Notes:
Offered jointly with the Graduate School of Design as HIS 4303. GSD
students should enroll in this course via the GSD

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Working with Actors and Non-Actors (220421)
This new course is an invitation to collaboratively investigate the practice of working with both actors and
non-actors in film. Through exercises, film analysis, reading discussions, and conversations with guests,
the course provides background on the evolution of various theories and techniques. The class aims to
challenge received ideas of acting and directing, expanding the realm of possibilities of that entangled
relationship. The goal is to equip the students with practical skills to address different challenges—starting
from the origin of the idea, casting, shooting, until the completion of the project. The course is primarily
project-oriented; thus, students are expected to have a fiction project in mind to discuss and further
develop throughout the semester.
Course Notes:
At least one previous film/video course in AFVS recommended.
Note: This class will have a break for dinner.

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Art, Film, and Visual Studies 165V

Vertical Cinema (205411)
Karthik Pandian
The ever-increasing flexibility of video presentation technology creates the opportunity to reconsider
cinema's most deeply rooted conventions. In this production course, students reflect on the cultural
connotations of verticality (from portraiture to social media and the aesthetics of witness), to create their
own vertical video projects using a range of available cameras. Through screenings, readings, discussions,
workshops, and museum visits focused on creators who have investigated and disrupted aspect ratio,
distribution, and the presentation of moving images, we will pursue a phenomenology of format through
the creation of 9:16 work.
Course Notes:
Pre-requisite: Prior experience with video production.
Recommended Prep:
At least one previous AFVS film production or studio course, or
permission of the instructor.

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North American Seacoasts and Landscapes, Discovery to Present: Seminar (117143)
John Stilgoe
Selected topics in the history of the North American coastal zone, including the seashore as wilderness, as
industrial site, as area of recreation, and as artistic subject; the shape of coastal landscape for conflicting
uses over time; and the perception of the seashore as marginal zone in literature, photography, film,
television, and advertising.
Course Notes:
Offered jointly with the Graduate School of Design as 4304.
Recommended Prep:
AFVS 107 and AFVS 160, or permission of the instructor.

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Adventure and Fantasy Simulation, 1871-2036: Seminar (142149)
John Stilgoe
Visual constituents of high adventure since the late Victorian era, emphasizing wandering woods, rogues,
tomboys, women adventurers, faerie antecedents, halflings, crypto-cartography, Third-Path turning, martial
arts, and post-1937 fantasy writing as integrated into contemporary photography, advertising, video,
computer-generated simulation, and designed life forms.
Course Notes:
Offered jointly with the Graduate School of Design as HIS 4305. GSD
students should enroll in the course via the GSD.

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Art, Film, and Visual Studies 178D

The Deaths of Cinema (New Course) (220436)
Dennis Lim
This course traces the arc of cinema through its multiple supposed deaths: moments of technological
innovation and cultural change that were also perceived or experienced as existential threats. We will
explore the factors that contributed to each inflection point — from the arrival of sound to the decline of the
studio system to the present day of instant access and digital streaming — and the ways in which each has
shaped the landscape and language of cinema. We will also consider the periodic death throes (and various
afterlives) of film criticism, film theory, and cinephilia. Final projects can take the form of a paper, a
curatorial project, or a short film.

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Art, Film, and Visual Studies 183G

Art Cinema/Counter Cinema: The Rebirth and Revolution of Post WWII Japanese Cinema, 1950-1979 (205204)
Haden Guest

This class explores one of the richest and most turbulent period in the history of Japanese cinema, looking
closely at the resurgence of Japanese films on the international scene in the 1950s and the reinvention of
filmmaking as a radical and revolutionary practice in the Sixties and Seventies. While closely studying the
work of key Japanese directors such as Kurosawa, Oshima, Terayama, and Yoshida, this course also
explores the rich dialogue between post-WW2 Japanese cinema and the other arts, with particular attention
paid to photography, conceptual/performance art and literature.
Course Notes:
Interested students must attend first meeting of class during shopping
week to speak with teaching staff about course enrollment procedure.
Recommended Prep:
Prerequisite: AFVS 70: the Art of Film is recommended, but not
required.

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David Lynch and the American Imaginary (220422)
Dennis Lim
The course explores the work of David Lynch, one of American cinema's most singular figures. We will
consider Lynch's narrative features, experimental shorts, and TV series (as well as his painting,
photography, and music) in relation to various cinematic and artistic traditions. Drawing on a range of
frameworks, including narratology, politics, place, surrealism, spirituality, trauma, psychoanalysis, and
language, we will examine the contradictions at the heart of the Lynchian sensibility and its relationship to
the myths, icons, and taboos of postwar America. Final projects can take the form of a paper, a curatorial
project, or a film.

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Directed Research: Studio Course (119636)
Stephen Prina
This course is intended for students who have developed the beginnings of a practice they are prepared to
pursue. The motive is to assemble a group of disparate practitioners who come together to exchange
thoughts across disciplines: painting next to photography next to writing next to filmmaking, and so on.
Course Notes:
This course meets from 6pm to 9pm EST on Wednesdays.
Recommended for concentrators in Art, Film, and Visual Studies in

their junior and senior year but also open to others with permission of
the instructor.

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Directed Research: Studio Course (119636)
Stephen Prina
This course is intended for students who have developed the beginnings of a practice they are prepared to
pursue. The motive is to assemble a group of disparate practitioners who come together to exchange
thoughts across disciplines: painting next to photography next to writing next to filmmaking, and so on.
Course Notes:
This course meets from 6pm to 9pm EST on Wednesdays.
Recommended for concentrators in Art, Film, and Visual Studies in

their junior and senior year but also open to others with permission of
the instructor.

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Graduate Seminar in Curricular Development: The Art of Film (205203)
Laura Frahm
Haden Guest
This graduate seminar explores new approaches and materials for teaching film history, theory, and visual
culture with the goal of designing an innovative introductory lecture course. Graduate students will
collaborate in proposing and developing different components for The Art of Film as a "gateway course"
into the field of film and visual studies. Through weekly seminar discussions and screenings, we will place
special emphasis on developing creative and curatorial assignments, screening practices, and new modes
of visual thinking.
Course Notes:
This course is designed for and limited to FVS graduate students in
their teaching years.

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Curation, Conservation and Programming (110088)
For research and independent projects in the archives, collections, and exhibitions of the Carpenter Center
for the Visual Arts, the Harvard Film Archive, or the Harvard Museums and other campus arts institutions.
Open only by petition to the Department; petitions should be presented during the term preceding
enrollment, and must be signed by the instructor or staff member with whom the project is to be done.

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Curation, Conservation and Programming (110088)

Matt Saunders
For research and independent projects in the archives, collections, and exhibitions of the Carpenter Center
for the Visual Arts, the Harvard Film Archive, or the Harvard Museums and other campus arts institutions.
Open only by petition to the Department; petitions should be presented during the term preceding
enrollment, and must be signed by the instructor or staff member with whom the project is to be done.
Class Notes: For further details about AFVS 209R, please visit the Course Canvas
site.

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Pedagogy of the Oppressed (220434)
David Joselit
The seminar, co-taught with the artist Nicolás Guagnini, revolves around Paulo Freire's watershed
text/manifesto Pedagogy of the Oppressed (1970). Freire was a philosopher of education in Brazil where,
literacy was a requirement for voting in presidential elections, hence guaranteeing an exclusive and explicit
link between education, class, and political representation. Throughout his career Freire fought against
disenfranchisement through his advocacy of education. After his exile following the military coup in Brazil
in 1964, Freire spent time at Harvard. The proposed seminar will thus not only explore Freire's important
work and its aesthetic and political ramifications but also excavate his experience at Harvard through
collective archival research.

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New Media Theory (110046)
Laura Frahm

This graduate course surveys new developments in media theory and provides an overview of advanced
approaches to the study of media. We will look at different schools and streams of thought that
productively expand and transform the established corpus of media theory. This year, our survey of recent
media theoretical positions will also serve as the conceptual ground for our upcoming FVS graduate
conference in April 2023. Weekly response papers, film screenings, and research projects will be vital
components of our course and further advance our semester-long survey of new voices and positions in
media theory.
Course Notes:
A background in film and media theory will be helpful to fully engage in
the course materials.
Open to all graduate students and advanced undergraduate students.
Film screenings will be incorporated into the seminar meeting time of
Mondays 12pm to 3pm.

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Proseminar in Film and Visual Studies (220204)
Tom Conley

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Film and Visual Studies Workshop (122841)

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Film and Visual Studies Workshop (122841)
Eric Rentschler

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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.

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Course Notes:

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Directed Study (124316)
Eric Rentschler

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Teaching Workshop (156525)
This course serves as an introduction to teaching in Art, Film, and Visual Studies, as well as a forum for
designing instruction. There will be an emphasis on discussions of hybrid methodologies between
research and practice.

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Teaching Workshop (156525)
This course serves as an introduction to teaching in Art, Film, and Visual Studies, as well as a forum for
designing instruction. There will be an emphasis on discussions of hybrid methodologies between
research and practice.

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Art, Film, and Visual Studies 351HF Section: 1

Film Study Center Non-Fiction Filmmaking Workshop (127539)
Joana Pimenta
A graduate workshop for Film Study Center non-fiction film and video projects.
Course Notes:
Admission Limited to Critical Media Practice graduate students and
Film Study Center fellows.
Class Notes: This course meets from 5:30pm-8:30pm.

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Art, Film, and Visual Studies 351HF Section: 1

Film Study Center Non-Fiction Filmmaking Workshop (127539)
Joana Pimenta
A graduate workshop for Film Study Center non-fiction film and video projects.
Course Notes:
Admission Limited to Critical Media Practice graduate students and
Film Study Center fellows.

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Art, Film, and Visual Studies 355R Section: 1

Advanced Critical Media Practice (156526)
Katarina Burin
This course is for graduate students pursuing the PhD Secondary Field in Critical Media Practice, as well as
for 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, supplemented by workshops, screenings and visiting artists.
Recommended Prep:
Interview with instructor.

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Graduate Studio Workshop (211192)
David Joselit
This graduate-level studio class is for advanced students in Film & Visual Studies and Critical Media
Practice, who wish to develop their artistic practice in conjunction with their scholarship. Students develop
individual and collaborative studio projects that explore the principles and potential of the visual and
performing arts. Projects may be in drawing, painting, printmaking, sculpture, photography, video, film,
installation, graphic design, or performance.

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Astronomy
Subject: Astronomy
Astronomy 1
The Big Questions of Astronomy (113797)

We will discuss the big questions of astronomy that have engaged scientists and the general public alike
for centuries: How did the universe begin? What is the ultimate fate of the Sun? How do planets form? Is
there life outside the Solar system? Students will use telescopes to study the night sky and examine how
the combination of astronomical observations and physical theory have led to an understanding of the vast
and dynamic cosmos we inhabit.

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Astronomy 2
Celestial Navigation (111305)
Philip Sadler
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.

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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.

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Astronomy 16
Stellar and Planetary Astronomy (118136)
John Johnson
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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Astronomy 17
Galactic and Extragalactic Astronomy (125884)
Daniel Eisenstein
This course will introduce you to the physical principles describing galaxies and the composition and
evolution of the Universe. We will cover a wide range of topics from nearby galaxies to quasars to the Big
Bang.
The goals of the course are 1) to introduce you to the broad sweep of extragalactic astronomy and
cosmology, including major concepts and common jargon, 2) to develop detailed applications of physics,
particularly mechanics, to galaxies and cosmology, 3) to gain exploratory experience in observational
astronomy.
Course Notes:
Recommended Prep:
An introductory course in mechanics, which may be taken
concurrently, satisfied by Physics lla, Physics 15a, Physics 16, or
Physical Sciences 12a, as well as a course in integral calculus, which
may be taken concurrently, satisfied by Math 1b.

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Astronomy 22
The Unity of Science: From the Big Bang to the Brontosaurus
and Beyond (212793)
Irwin Shapiro
TBD
Science is like a well-woven, ever-expanding fabric, designed to uncover 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 main themes: unveiling the universe, the earth and its fossils, and the
story of life.

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Astronomy 50
Introduction to Space Exploration (215962)
Josh Grindlay
The 1960s were the early glory days of space exploration, driven by the space race between the U.S. and
the U.S.S.R., the Apollo program, and the successful Moon landings. After this heroic decade, space
exploration lost a great deal of its impetus. Yet, very recently, there are clear signs of a reemerging dynamic
in space exploration, now characterized by both the emergence of new players and new fields of
exploration. This course introduces the students to a comprehensive array of diverse topics. These range
from the history and sociology of space exploration to space law and space policy, from the space
economy to the physical, astronomical, and engineering basics of space exploration.
Recommended Prep:
There are no prerequisites to register for this course.

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Astronomy 98
Research Tutorial in Astrophysics (112487)
Ramesh Narayan
This junior tutorial introduces students to research at the forefront of astrophysics, through individual
research projects guided by astronomers at the Center for Astrophysics. Students meet weekly for a
discussion of reading materials provided by a guest speaker, and to provide updates on their individual
research projects. The course culminates in a written report and an oral presentation (open to all scientists
at the CfA).
Requirements: Prerequisite: Astronomy 16 OR Astronomy 17

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Astronomy 99A
Senior Thesis in Astrophysics (116041)
Irwin Shapiro

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.
Course Notes:
Requirements: Prerequisite: 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.
Course Notes:
Recommended Prep:
Astronomy 16 or Astronomy 17.
Requirements: Prerequisite: Astronomy 16 OR Astronomy 17

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Astronomy 110
Exoplanets (125881)
John Johnson

A survey of the rapidly-evolving field of the detection and characterization of planets orbiting other stars.
Topics includes proto-stellar collapse and star formation; protoplanetary disk structure; models of planet
formation; methods of detecting extrasolar planets; composition and physical structure of planets;
planetary atmospheres; habitable zones; greenhouse effect; and biosignatures.
Recommended Prep:
Astronomy 16.

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Astronomy 120
Stellar Physics (125882)
Charles Alcock
Stars are the basic building blocks of galaxies and are responsible for the nucleosynthesis of most of the
elements. Topics include stellar structure; energy transport in stars; stellar atmospheres; astroseismology;
nuclear fusion in stars; stellar evolution; nucleosynthesis of the elements; stellar death and supernovae;
the degenerate remnants of stars; black holes. This course will make use of thermodynamics, statistical
mechanics, and quantum mechanics, but will review these subjects as necessary.
Recommended Prep:
Physics 15c strongly recommended
Requirements: Prerequisite: Astronomy 16

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Astronomy 130
Cosmology (125883)
Xingang Chen
The physical model describing the initial conditions, evolution, and ultimate fate of the Universe. Topics
include cosmic dynamics; the Robertson-Walker Metric; curvature; estimating cosmological parameters;

the accelerating universe; dark matter; gravitational lensing; the cosmic microwave background;
nucleosynthesis; inflation and the very early universe; formation of structure. Note: Offered in alternate
years.
Recommended Prep:
Prerequisite: College-level Mechanics (e.g. Physics 15a) and Calculus
(e.g. Math 1b)

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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.
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 surveys radiation processes and their applications to astrophysical phenomena. Background
material in electromagnetic theory, quantum mechanics, relativity and statistical mechanics is briefly
reviewed as needed. Thermal and non-thermal radiative processes are discussed, including atomic and
molecular transitions, bremsstrahlung, Compton scattering and synchrotron radiation.
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.

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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 214
Observational Astronomy (220177)
Daniel Eisenstein
Josh Grindlay
This course will focus on the principles of observational astronomy, with a focus on the physical principles,
design considerations, and operational concerns of telescopes and instruments. It is not a course on the
analysis of observational data, nor on the design of astronomical observing programs.
This year's course will focus on two modules, the first on optical & near-infrared astronomy presented by

Daniel Eisenstein and the second on high-energy astronomy presented by Josh Grindlay.
The first module has already occured, as it was built around a one-week class trip in June 2022 to Arizona
to visit the MMT and other local telescopes. This trip was highly intensive, with of order 8 hours of class
activities per day. We toured the telescopes and had seminar-style classes and problem sessions at the
facility. The focus of the material wwas on how telescopes and instruments work, using back-of-the-
envelope calculations to explore the physical aspects of the key constraints.
The second module will occur during the Fall 2022 teaching term. We will have 6 weeks of seminars
focusing on telescopes and instrumentation for high-energy astrophysics, particularly X-ray and gamma-
ray astronomy. These seminars will require a modest amount of preparatory reading and post-class
quantitative exercises.
Students will complete term papers and present them to the class in November, before Thanksgiving break.
The course will meet on Thursday September 1 for a short (15-20 minute) orientation meeting, and then the
high-energy module will run for 6 weeks from Tuesday September 13 to Thursday October 19. This is being
done to reduce time pressure on the start and end of term.
Course Notes:
Attendance on the June 2022 trip is a pre-requisite for enrolling for
credit in the course. Students interested in auditing the high-energy
module should contact the course instructors. Astronomy 200 or
equivalent is highly recommended.

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Astronomy 300
Topics in Modern Astrophysics (122728)
Charles Lada
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
Nicholas Murphy

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Astronomy 300 Section: 002

Alyssa Goodman

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Alyssa Goodman

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Michael Johnson

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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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Matthew Holman

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Matthew Holman

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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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Michael Johnson

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Josh Grindlay

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Josh Grindlay

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Nicholas Murphy


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David Latham

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David Latham

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Maria Lopez-Morales

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Charles Lada

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John Raymond

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John Raymond

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Selma de Mink

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Grant Tremblay

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Selma de Mink

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Lisa Kewley

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Grant Tremblay

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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 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 315
Ethics and Practice in Astronomy (205416)
Charles Conroy
This course is an introduction to a wide range of topics related to ethics and practice in astronomy. Topics
covered include the business of and how priorities are set in astronomy, what does it mean to be an ethical
scientist, mentoring and peer review, disseminating scientific results to peers and the press, the observing
and grant proposal process, and careers in and beyond academia.
Course Notes:
Enrollment is restricted to students in the PhD program in the
Astronomy department.
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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

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Bio Sciences in Dental Med 300

Research with Faculty (117895)
Yingzi Yang

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

Laboratory Rotations (126402)
Flaminia Catteruccia
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.

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Biological Sci in Public Hlth 201R

Laboratory Rotations (126402)
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.

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Biological Sci in Public Hlth 205

Advanced Topics in Molecular Metabolism (218889)
Brendan Manning

A quarter course focused on developing skills for critical reading of primary research literature in fields
related to molecular metabolism. The course is geared toward PhD students in the life sciences with
interest in the role of metabolism in physiology and disease, including those in BPH and other HILS PhD
programs. Students will be required to read one research paper prior to each class and complete a paper
review. Class time will involve short lectures/discussions on the background and technical aspects of the
given study and detailed review of the published work, with each student describing an experiment or set of
experiments, the results, and authors' interpretation, along with caveats and alternative explanations.

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Human Physiology (113276)
Nancy Long Sieber
As an introduction to the principles governing function in the human body, this course is designed to
provide a framework in physiology for future public health researchers and professionals who have not
taken college level physiology courses. Emphasis is placed on the concept of homeostasis and on
integrative aspects of physiology. Examples of pathophysiology and environmental physiology will
highlight these processes.
Course Activities: Problem sets, exams, laboratory
Course note: students should have taken college level introductory biology before taking this class
Course Notes:
Offered jointly with the School of Public Health as EH 205
Class Notes: THIS CLASS HAS PRIORITY ENROLLMENT
Priority Wave Groups

Wave 1 | EH Plans and Subplans
Wave 2 | PHD BPH, PHS SBS, PHS EPI & Wave 1
Wave 3 | Open Enrollment
-------------------------------------------------------------
Priority Wave Timing

Wave 1 | 8/11/2022 11:00AM – 8/21/2022 11:59PM
Wave 2 | 8/22/2022 12:00AM – 8/25/2022 11:59PM
Wave 3 | 8/26/2022 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 into any remaining seats 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)
Nancy Long Sieber
Kristopher Sarosiek
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:
Prior coursework in normal physiology is recommended but not
mandatory

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Principles of Toxicology (115767)
Jin-Ah Park
The course is designed to expose students to the principles and methods that should be used to determine
whether a causal relationship exists between specific doses of an agent and an alleged adverse effect,
observed primarily in humans. Integration of principles and methods of toxicology is extremely important
since the primary purpose of toxicology is to predict human toxicity. Toxicological data obtained in animal
studies must be placed in proper relationship to the exposure observed in the human population. The
course deals with organ systems and whole organisms but relies on an understanding of the mechanistic
approaches covered in EH508. Key target organs, selected classes of toxic agents and the application of
toxicological principles are covered. Students are assigned a topic for a short presentation.

Course Notes:
Offered jointly with the School of Public Health as EH 504.

Wave 1 | All EH Plans and Subplans
-------------------------------------------------------------

Wave 1 | 8/11/2022 11:00AM – 8/21/2022 11:59PM
Wave 2 | 8/22/2022 12:00AM – 8/25/2022 11:59PM
no time conflicts)

Recommended Prep:
Organic chemistry and mammalian physiology or equivalent.

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Biological Sciences Communications (110521)
Zachary Nagel
Barbara Burleigh
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 research in the biological sciences across various disciplines related to public health and
medicine.
Course Notes:
Course intended for first year BPH PhD students only.

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Biological Sci in Public Hlth 301QC

Molecular Basis for Nutritional & Metabolic Diseases (127598)
Chih-Hao Lee
F 0345 PM - 0515 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.
Will next be offered in Spring 1 2023.

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Interdisciplinary Training in Pulmonary Sciences Part II (127599)
Quan Lu
2023 Spring (2 Credits) Schedule: T 0945 AM - 1044 AM
F 0101 PM - 0200 PM
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.

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Eradicating Malaria and Neglected Tropical Diseases (127601)
Jeffrey Dvorin
Manoj Duraisingh
Dyann Wirth
This course is a survey to introduce core concepts and tools of disease eradication. We will discuss the
current tools (or lack of tools), the evidence for their effective use, and their successes and failures, and we
will discuss the policies and programs required to effectively use these tools for infectious disease control
and eradication. In Session 1-6, we will focus on malaria as a context for introducing the many aspects of
disease eradication. From Session 7-13, each session will focus on control and/or eradication of a new
neglected tropical disease. Session 14-16 will then synthesize the course content and introduce new real-
world challenges that will shape the implementation of disease control and eradication programs discussed
in this course.
The class will meet twice a week, and each session will be divided into a didactic/lecture part and a
discussion part. During the discussion, we will actively evaluate the evidence behind current global public
health practices, emphasizing "cross-cutting" concepts and tools that are relevant to several of the
diseases discussed in this course.
The tangible skills that will be obtained during this course include the ability to recognize, utilize, and
critically evaluate strategies for disease eradication and the ability to effectively communicate a plan for
systematic control and/or eradication of malaria and neglected tropical diseases.
Course Notes:
Offered jointly with the School of Public Health as IID 201
Recommended Prep:
Background in biology required; knowledge of pathogenesis of
infectious diseases desirable.

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Interdisciplinary Training in Pulmonary Sciences Part 1 (127602)
Quan Lu
F 0100 PM - 0159 PM
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 the School of Public Health as EH 512
Priority Wave Groups

Wave 1 | EH Plans and Subplans
-------------------------------------------------------------

Wave 1 | 8/11/2022 11:00AM – 8/21/2022 11:59PM
Wave 2 | 8/22/2022 12:00AM – 8/25/2022 11:59PM
no time conflicts)


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Non-coding RNAs in Diabetes and Regulation of Metabolism (131478)
C. Kahn

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Non-coding RNAs in Diabetes and Regulation of Metabolism (131478)
C. Kahn

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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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Topics in Immunology and Infectious Diseases (214347)
Yonatan Grad
Smita Gopinath
2022 Fall (2 Credits) Schedule: MW 1130 AM - 1259 PM
The course will include student-led discussions that promote close reading, analysis, and evaluation of
papers; attendance at the Department of Immunology and Infectious Diseases seminar series; and
assessment of and discussion about oral science communication based on the seminars themselves.
Lastly, the course will provide students with the opportunity to engage with leaders in the field. Topics will
depend on the invited speakers' fields and the class' interests.
Course Notes:
Offered jointly with the School of Public Health as IID 220

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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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Insulin Regulation of Metabolism at the Molecular, Cellular and Physiological Levels (218247)
Sudha Biddinger

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Insulin Regulation of Metabolism at the Molecular, Cellular and Physiological Levels (218247)
Sudha Biddinger

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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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Molecular Mechanisms of Metabolic Stress Responses (218249)

Jean Schaffer

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Molecular Mechanisms of Metabolic Stress Responses (218249)
Jean Schaffer

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Scientific Course Related Work (208165)

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.

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Biological Sci in Public Hlth 327 Section: 1

Scientific Course Related Work (208165)

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

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Scientific Research Related Work (208167)

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).
Course Notes:

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Biological Sci in Public Hlth 328 Section: 1

Scientific Research Related Work (208167)

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).
Course Notes:

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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.
Course Notes:

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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.
Course Notes:

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Metabolic Signaling in Health and Disease (219975)
Nika Danial

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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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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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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

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Human Immunodeficiency Virus Envelope Glycoproteins and Vaccine Development (112727)
Joseph G. Sodroski

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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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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

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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

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

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

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

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

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

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Receptor Signaling and Disease (127512)
Quan Lu

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Receptor Signaling and Disease (127512)
Quan Lu

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Quantitative Study of Energy Metabolism in Mammals (107908)
Sheng Hui

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Quantitative Study of Energy Metabolism in Mammals (107908)
Sheng Hui

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Gene regulation and environmental epigenetics (109265)
Bernardo Lemos

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Gene regulation and environmental epigenetics (109265)
Bernardo Lemos

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

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

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The Molecular Genetics of Aging (109267)
William Mair

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The Molecular Genetics of Aging (109267)
William Mair

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Viral Immunology of Coronaviruses and other Emerging Infectious Diseases (219974)
Kizzmekia Corbett

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

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

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

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

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Cell Metabolism: Biology and Disease (156651)
Robert Farese

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Cellular Mechanisms of Lipid Homeostasis (156652)
Tobias Walther

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The evolution and spread of pathogens (160461)
Yonatan Grad

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The evolution and spread of pathogens (160461)
Yonatan Grad

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Cellular Organelles and Metabolic Compartmentalization in Physiology and Disease (216800)
Nora Kory

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Cellular Organelles and Metabolic Compartmentalization in Physiology and Disease (216800)
Nora Kory

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

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

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DNA Repair and Personalized Medicine (204514)
Zachary Nagel

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DNA Repair and Personalized Medicine (204514)
Zachary Nagel
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Regulation of programmed cell death in health and disease (205566)
Kristopher Sarosiek

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

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

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

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Microbiome Modulation of Mucosal Antiviral Immunity (216750)
Smita Gopinath

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Microbiome Modulation of Mucosal Antiviral Immunity (216750)
Smita Gopinath

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Computational Biology of Asthma (216754)
Adam Haber

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Computational Biology of Asthma (216754)
Adam Haber

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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:
Engineering Sciences 53 (or equivalent); Physical Sciences 12b (or
equivalent); and Math 21a and Math21b (or equivalents)

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Cellular Engineering (119067)
Kit 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.
Requirements: Prerequisite: LS1a (or LPS A); LS 1b; Math 21b (or equivalent);
Physical Sciences 12a and 12b (or equivalents); and Engineering

Sciences 53; AND Co-requisite: Biomedical Engineering 110

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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:
LS1a, Chem17 or 20, or biochemistry and cell biology background.

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Introduction to Bioelectronics (211359)
Jia Liu
This course introduces 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 electronic 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, signal processing, electronics-
biology interface, and applications. This includes both the practical and theoretical aspects of the topic.
Three experimental demonstrations will be included as part of the normal class meeting time. Given its
broad coverage, students who enroll in this course are expected to have a substantial background in
chemistry, biology, and electrical engineering (see recommended prep and course requirements).
Course Notes:
This course is intended for juniors and seniors.
Recommended Prep:

LS1a or LPSa; AP 50b or PS 12b or Physics 15b; Math 1b or equivalent.
Some background in chemistry and biology at the level of ES 53, and a
strong background in electrical engineering at ES52, ES 50 or ES 152
is required.
Requirements: Prerequisite: ENG-SCI 50, ENG-SCI 52, or ENG-SCI 152

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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.

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Neuroengineering (216486)
Jia Liu
This course provides an introduction to biological neural systems, and current engineering efforts to
understand, control, and enhance the function of neural systems. The focus is on the basic knowledge of

molecular basis, anatomic structures, and electrical functions of central and peripheral nervous systems,
and the most state-of-the-art genetic/genomic, optical, electrical, magnetic, and computational tools for
nervous systems. Key themes throughout the course will include structures of central and peripheral
nervous systems, genetic engineering, RNA sequencing, optogenetics, microscope, bioelectronics, MRI,
and computational neuroscience. This includes both the practical and theoretical aspects of the topic.
Recommended Prep:
ENG-SCI 54 recommended.

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Biophysics
Subject: Biophysics
Biophysics 205
Computational and Functional Genomics (119807)
Shamil Sunyaev
Peter Sorger
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.
Recommended Prep:
Molecular Biology (MCB 60 or equivalent), solid understanding of basic
probability and statistics.

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Biophysics 242R
Special Topics in Biophysics (117635)
Martha Bulyk
Rachelle Gaudet
Biophysical topics emerging from special interest research not normally available in established
curriculum. The 2021-22 year's course (Spring 2022) is focused across 4 topic blocks: Making Sense of
High-Dimensional Data; Structural Biology and How it Relates to Function at the Molecular Level;
Dynamical Systems in Biophysics; and Single-Molecule Biophysics
Course Notes:
Lectures, Problem Set, Research Papers and potential lab
components.
Class Notes: Focuses on topics in four areas of Biophysics emerging from research
in faculty laboratories, in each professor's area of special interest;
topics which would not normally be available in the established
curriculum. Each Biophysics graduate student must take this course
at least once during the early part of their time as a student in the
program. The Spring 2023 year's topics being determined.

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Biophysics 300
Introduction to Laboratory Research (121518)
Martha Bulyk
Rachelle Gaudet
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: Introductory lectures by faculty followed by a critical review of 1-2

papers from the literature. Lead by faculty members associated with
the Biophysics program. Lectures are given Mondays, Wednesdays
and Fridays in the Fall semester (exact lecture schedule/ calendar and
locations available through Program Administrator and in course
Canvas site) and are accompanied by three periods of instruction
(rotations) in laboratories ranging from structural molecular biology,
cell and membrane biophysics, molecular genetics and development,
physical biochemistry, and neurosciences starting in the fall,
continuing into the Spring semester.

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Biophysics 300
Introduction to Laboratory Research (121518)
Venkatesh Murthy
Martha Bulyk

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.

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

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

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Biophysics 302
Quantitative Analysis of Regulatory Networks (123175)

Erin O'Shea

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

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

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


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

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

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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 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 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 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 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
Neurons, circuits and computation (115671)
Venkatesh Murthy

Attribute Value(s)
Biophysics 371
Neurons, circuits and computation (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 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)
Don Ingber

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

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

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

William Shih

Attribute Value(s)
Biophysics 3000 Section: 1

Graduate Research Course (003000)

For students carrying out dissertation research in Biophysics.

Attribute Value(s)
Biophysics 3000 Section: 1

Graduate Research Course (003000)

For students carrying out dissertation research in Biophysics.

Attribute Value(s)

Biostatistics
Subject: Biostatistics
Biostatistics 230
Probability 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.
Requirements: Prerequisite: Biostatistics PhD Program

Attribute Value(s)
Biostatistics 231
Statistical Inference I (119845)
Rui Wang
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.
Course Notes:
Requirements: Prerequisite: Biostatistics 230

Attribute Value(s)

Biostatistics 232
Methods (119846)
Rachel Nethery
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.
Course Notes:
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)
Georg Hahn
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.

Attribute Value(s)
Biostatistics 235
Advanced Regression and Statistical Learning (119848)
Junwei Lu

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.
Course Notes:
Requirements: Prerequisite: Biostatistics 231 AND Biostatistics 232

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 240
Probability Theory and Applications II (119854)
Lorenzo Trippa
A foundational course in measure theoretic probability. Topics include measure theory, Lebesgue
integration, product measure and Fubini's Theorem, Radon-Nikodym derivatives, conditional probability,
conditional expectation, limit theorems on sequences of random variables, stochastic processes, and weak
convergence.

Course Notes:

Attribute Value(s)
Biostatistics 241
Statistical Inference II (119855)
Rajarshi Mukherjee
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.
Course Notes:
Offered jointly with the School of Public Health as BST 241.

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.
Course Notes:
Requirements: Prerequisite: BIOSTAT 233 AND BIOSTAT 240

Attribute Value(s)
Biostatistics 245
Analysis of Multivariate and Longitudinal Data (119850)
Tom Chen
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.
Course Notes:

Attribute Value(s)
Biostatistics 249
Bayesian Methodology in Biostatistics (119853)
Jeffrey Miller
General principles of the Bayesian approach, prior distributions, hierarchical models and modeling
techniques, approximate inference, Markov chain Monte Carlo methods, model assessment and
comparison. Bayesian approaches to GLMMs, multiple testing, nonparametrics, clinical trials, survival
analysis.
Course Notes:
Requirements: Prerequisite: Biostatistics 231 AND Biostatistics 232

Attribute Value(s)
Biostatistics 281
Genomic Data Manipulation (126944)
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.
Course Notes:
Requirements: Prerequisite: BST 272 or BST 273

Attribute Value(s)
Biostatistics 311
Teaching Fellow (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)
ALL: Exclude from Canvas Feed Exclude from Canvas Feed
Biostatistics 311
Teaching Fellow (211229)

Work with instructors in the department in laboratory instruction and other teaching-related duties.

Attribute Value(s)
ALL: Exclude from Canvas Feed Exclude from Canvas Feed

Biostatistics 350
Research (119866)
Rachel Nethery
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.

Attribute Value(s)
Biostatistics 350
Research (119866)
Rachel Nethery

Attribute Value(s)
Biostatistics 350 Section: 002

Research (119866)
Paige Williams

Attribute Value(s)

Research (119866)
Paige Williams

Attribute Value(s)

Research (119866)
Bethany Hedt

Attribute Value(s)

Research (119866)
Molin Wang

Attribute Value(s)

Research (119866)
Briana Joy Stephenson

Attribute Value(s)

Research (119866)
Briana Joy Stephenson

Attribute Value(s)

Research (119866)
Michael Hughes

Attribute Value(s)

Research (119866)
Rajarshi Mukherjee

Attribute Value(s)

Research (119866)
Rajarshi Mukherjee

Attribute Value(s)

Research (119866)
Junwei Lu

Attribute Value(s)

Research (119866)
John Quackenbush

Attribute Value(s)

Research (119866)
John Quackenbush

Attribute Value(s)

Research (119866)
Judith Agudo

Attribute Value(s)

Research (119866)
Giovanni Parmigiani

Attribute Value(s)

Research (119866)
Giovanni Parmigiani

Attribute Value(s)

Research (119866)
JP Onnela

Attribute Value(s)

Research (119866)
JP Onnela

Attribute Value(s)

Research (119866)
Junwei Lu

Attribute Value(s)

Research (119866)
Sean Eddy

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)
Molin Wang


Attribute Value(s)

Research (119866)
Judith Agudo

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)
Finale Doshi-Velez

Attribute Value(s)

Research (119866)
Finale Doshi-Velez

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)
Sean Eddy

Attribute Value(s)

Research (119866)
Bethany Hedt

Attribute Value(s)

Research (119866)
Andrea Foulkes

Attribute Value(s)

Research (119866)
Michael Hughes

Attribute Value(s)

Research (119866)
Andrea Foulkes

Attribute Value(s)

Research (119866)
Lorenzo Trippa

Attribute Value(s)

Research (119866)
Lorenzo Trippa

Attribute Value(s)

Research (119866)
Martin Aryee

Attribute Value(s)

Research (119866)
Martin Aryee

Attribute Value(s)

Research (119866)
Jose Zubizarreta

Attribute Value(s)

Research (119866)
Jose Zubizarreta

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)

Research (119866)
kimberly Glass

Attribute Value(s)

Research (119866)
kimberly Glass

Attribute Value(s)

Harvard Business School Doctoral
Subject: Business Doctoral
Business Doctoral 3000 Section: 00


Students must register for a total of 16 credits in order to maintain full time status. Students enrolled in the
PhD in Business Administration, Organizational Behavior, or Health Policy (management track) should
utilize this course to indicate time spent researching and reading outside of classes. Credits are variable
and can be adjusted as needed to maintain full time status.

Attribute Value(s)
Business Doctoral 3000 Section: 00


Students must register for a total of 16 credits in order to maintain full time status. Students enrolled in the
PhD in Business Administration, Organizational Behavior, or Health Policy (management track) should
utilize this course to indicate time spent researching and reading outside of classes. Credits are variable
and can be adjusted as needed to maintain full time status.

Attribute Value(s)

Celtic Languages and Literatures
Subject: Celtic
Celtic 91R
Catherine McKenna
Instruction and direction of reading on topics not treated in regular courses of instruction.

Attribute Value(s)
Celtic 91R
Joseph Nagy

Attribute Value(s)
Celtic 91R Section: 002

Joseph Nagy

Attribute Value(s)


Natasha Sumner

Attribute Value(s)

Natasha Sumner

Attribute Value(s)

Catherine McKenna

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Celtic 105
The Folklore of Gaelic Ireland (160495)
Natasha Sumner
Formidable fairies, wily witches, larger-than-life heroes, and supernatural foes: Irish folklore has all this and
more!
This course will introduce you to one of the most extensive collections of folklore in the world: the stories,
lore, customs, and music of Gaelic Ireland. In conjunction with our exploration of this fascinating corpus,
you will learn about prominent tradition bearers and collectors—to whom we owe our knowledge of Irish
Gaelic folklore—and the history of folklore collecting in Ireland. To gain a deeper understanding of the
material and its place in traditional Gaelic society, we will use interpretive approaches drawn from literary,
folkloristic, and anthropological studies.
No prior experience studying folklore or literature is necessary to succeed in this course, and all texts will
be read in English translation.

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Celtic 106 Section: 1

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.

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Celtic 111
Shapeshifting and Identity 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.

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Celtic 138
The Mabinogion: Stories from Medieval Wales (118671)
Catherine McKenna
An exploration of the eleven narrative texts that comprise the Mabinogion--the Four Branches of the
Mabinogi, Arthurian romances and tales, and other legendary stories, as well as the lore associated with
them, in the context of the culture of Wales in the twelfth through fourteenth centuries. All texts are read in
English translation.

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Celtic 300
Catherine McKenna

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Celtic 300
Catherine McKenna

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Joseph Nagy

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Joseph Nagy

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Natasha Sumner

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Natasha Sumner

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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.

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Celtic 302
Catherine McKenna

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Joseph Nagy

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Joseph Nagy


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Natasha Sumner

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Natasha Sumner

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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).

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Celtic 303
Catherine McKenna

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Joseph Nagy

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Joseph Nagy

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Natasha Sumner

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Natasha Sumner

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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.

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Celtic 304
Catherine McKenna
Joseph Nagy
Natasha Sumner
course.

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Joseph Nagy
course.

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Joseph Nagy
course.

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Natasha Sumner
course.

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Natasha Sumner
course.

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Celtic 305
Preparation of Doctoral Dissertation (113390)
Catherine McKenna

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Celtic 305
Catherine McKenna

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Joseph Nagy

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Joseph Nagy

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Natasha Sumner

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Natasha Sumner

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Celtic Languages and Literatures Proseminar (217824)
Natasha Sumner
Catherine McKenna
Joseph Nagy
An introduction to Celtic studies and a review of the major critical approaches to the field.
Course Notes:
Required of candidates for the PhD in Celtic Languages and
Literatures. Not open to undergraduates. Enrollment in this course is
restricted to G1 and G2 members of the Department of Celtic
Languages and Literatures.

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Subject: Welsh
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.

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Welsh 225B
Medieval Welsh Poetry (113711)
Catherine McKenna
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.

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FAS: Meets Foreign Lang Req Welsh

Subject: Irish
Irish 132
Introduction to Modern Irish (119128)
Natasha Sumner
2022 Fall (4 Credits) Schedule: MTWR 0900 AM - 1015 AM
Irish is the first official language of Ireland, and it has been officially recognized in Northern Ireland since
1998. Today Irish is spoken not only in the western 'Gaeltachtaí' (Irish-speaking regions), but also in cities
like Dublin and Belfast. There is Irish-language television, film, radio, and print journalism, and many
wonderful poets and fiction writers continue into the present a literary tradition that dates back to the sixth
century.
The course introduces students 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. Meets 4
times a week.
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. Meets four times a week for an hour.

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FAS: Meets Foreign Lang Req Irish
Irish 133R
Intermediate Modern Irish (119063)
Natasha Sumner
2023 Spring (4 Credits) Schedule: MTWR 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.
Recommended Prep:
Irish 132 or permission of instructor.

Requirements: Prerequisite: IRISH 132

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Irish 204R Section: 1

Readings in Early Irish Poetry (123862)
Tomas O Cathasaigh
Readings in selected texts.
Course Notes:
Taught by Emeritus Prof. Tomas O Cathasaigh
Recommended Prep:
Irish 200 or permission of the instructor.

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Irish 205R
Readings in Early Medieval Irish Prose (111898)
Joseph Nagy
Readings in selected texts. Some knowledge of Old/Middle Irish required.
Recommended Prep:
Irish 200 or permission of the instructor.

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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
Monique Brewster
91 is research for credit. It cannot be taken as a fifth course. To be eligible to enroll, you must have a
Harvard-affiliated principal investigator agree to mentor you for the semester. For this reason, students
must reach out to labs and interview with labs ahead of the start of the semester. Students are expected to
work an average of 15 hours/week during term time.
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.

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Chemical and Physical Biology 91

Research for Credit in Chemical and Physical Biology (122591)
Dominic Mao
Monique Brewster
91 is research for credit. It cannot be taken as a fifth course. To be eligible to enroll, you must have a
Harvard-affiliated principal investigator agree to mentor you for the semester. For this reason, students
must reach out to labs and interview with labs ahead of the start of the semester. Students are expected to
work an average of 15 hours/week during term time.
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.

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Chemical and Physical Biology 99A

Laboratory Research for Honors Thesis (122592)
Dominic Mao
Monique Brewster
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."

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Chemical and Physical Biology 99B

Dominic Mao
Course Notes:

Requirements: Pre-requisite: CPB 99A

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Chemical and Physical Biology 99B

Dominic Mao
Monique Brewster
Course Notes:
Requirements: Pre-requisite: CPB 99A

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Chemical Biology
Subject: Chemical Biology
Chemical Biology 300HFA

Introduction to Chemical Biology Research (126695)
Daniel Kahne
Suzanne Walker
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.

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Chemical Biology 300HFB

Introduction to Chemical Biology Research (160580)
Daniel Kahne
Suzanne Walker
Lectures introduce the research areas of current program faculty in Chemical Biology. Students must
Requirements: Pre-requisite: CHEMBIO 300HFA

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Chemical Biology 350
Graduate 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.

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Daniel Kahne
Suzanne Walker

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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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Manoj Duraisingh
TBD

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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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Alan Brown

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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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Amit Choudhary

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Arlene Sharpe

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Alan Brown

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Amit Choudhary

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Manoj Duraisingh

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Vadim Gladyshev

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George Church

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Abigail Devlin


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Robert Kingston

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Seth Rakoff-Nahoum

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Laboratory Research (121170)
Daniel Kahne
This course is intended for Chemical Biology lab rotations.

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Laboratory Research (121170)
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)
Tim Brunker
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 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)
Emily Balskus
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 with a greater focus on complex chemical reactivity and challenging problem
solving. Carbonyl chemistry and pericyclic reactions are covered in particular detail, using principles of
stereochemistry, stereoelectronic theory, and molecular orbital theory as a foundation. Students develop
skills in planning organic chemical syntheses and are given an introduction to organometallic chemistry.
Course Notes:
The course has been updated to feature a problem solving and review
session led by Prof. Myers, with a focus on challenging, collaborative
problem solving using the week's lecture material. Students are
expected to attend both lectures and the review session during the
week (Lectures: Tuesday and Thursday, 10:30AM-11:45AM; Problem
Session: Friday, Time TBD). In a typical week, there will be one
problem set and two lecture integration problems. In addition to
problem sets and laboratory work, the course will be assessed over
three midterm examinations (1 hour each) and one final examination (3
hours). Office hours and help rooms will be available throughout the
week. Recommended Prep: Chemistry 20 or the equivalent. Chemistry
27 and 30 may both be taken for degree credit. Students who have
taken Chemistry 17 are welcome to take the course but should contact
the teaching staff to discuss preparations at the start of the semester.
Freshmen have taken Chem 30 and excelled at it, but it is
recommended that any freshmen considering the course first contact
the teaching staff to discuss their background preparation.

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Chemistry 40
Inorganic Chemistry (123126)
Jarad Mason
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.
Recommended Prep:
Chemistry 17 or 20

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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 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.

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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

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Chemistry 99R
Tutorial - Senior Year (113976)
Gregory C. Tucci
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
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 100R
Experimental Chemistry and Chemical Biology (123022)
Heidi Vollmer-Snarr
Chem 100R is a project-based synthetic/physical organic, bioanalytical, and chemical biology research
course. Students work in 2–4 person groups with course staff to conduct and contribute to cutting-edge,
faculty-derived research. Throughout the semester students use electronic notebooks to keep track of their
research findings, which they present in group meetings and write up in a formal research paper. As
students learn to communicate technically with other scientists and peers, they also learn to communicate
about the broader applications of their research to nonscientific audiences through science advocacy.
Course Notes:
This course is suitable for students with or without extensive
laboratory experience, but must be a student's only for-credit research
commitment during the enrolled semester. Open to freshmen,
sophomores, juniors, and seniors, regardless of concentration.
Recommended Prep:
Chem 30, 27, or S-20ab; and permission of the instructor.

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Chemistry 100R
Experimental Chemistry and Chemical Biology (123022)
Heidi Vollmer-Snarr

Chem 100R is a project-based synthetic/physical organic, bioanalytical, and chemical biology research
course. Students work in 2–4 person groups with course staff to conduct and contribute to cutting-edge,
faculty-derived research. Throughout the semester students use electronic notebooks to keep track of their
research findings, which they present in group meetings and write up in a formal research paper. As
students learn to communicate technically with other scientists and peers, they also learn to communicate
about the broader applications of their research to nonscientific audiences through science advocacy.
Course Notes:
This course is suitable for students with or without extensive
laboratory experience, but must be a student's only for-credit research
commitment during the enrolled semester. Open to freshmen,
sophomores, juniors, and seniors, regardless of concentration.
Recommended Prep:
Chem 30, 27, or S-20ab; and permission of the instructor.

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Chemistry 105 Section: 1

Advanced Organic Chemistry (109454)
Eric Jacobsen
Advanced reactivity principles in organic chemistry. Students learn 1) fundamentals of structure, bonding,
and reaction energetics, 2) to identify and propose mechanisms for common organic, organometallic, and
catalytic reactions, along with experiments to test those mechanisms; 3) to evaluate the factors controlling
rate and selectivity in organic reactions; 4) to understand and analyze the current organic chemistry
literature. The overarching goal of this course is to provide students with a solid foundation for a research
career in organic chemistry and adjacent fields (chemical biology, inorganic chemistry).
Course Notes:
Prerequisites: Two semesters of college-level organic chemistry. At
least one prior or concurrent course in physical and/or inorganic
chemistry is recommended.

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The Chemistry and Biology of Therapeutics (110241)
Matthew Shair
This course will cover the chemical and biological principles that govern small molecule therapeutics. We
will discuss small molecule conformational analysis, chemical forces that drive small molecule-protein
interactions, and small molecule binding to proteins to affect disease states. We will also discuss how
protein targets are identified and the frontiers of modern small molecule therapeutics. Protein targets
include, but are not limited to kinases, proteases, GTPases, scaffolding proteins, epigenetic modifiers,
metabolic enzymes and transcription factors. This course will teach students how to use modern computer
modeling applications to perform structure-based design of small molecule ligands.
Course Notes:
Course Requirements: Completion of Chem 27 and or Chem 30 or
Instructor approval

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Chemistry 145
Experimental Inorganic Chemistry (109110)
Dilek Dogutan Kiper
Chemistry 145 is a laboratory course designed to introduce students to inorganic laboratory synthesis,
purification, and characterization techniques. Students will learn proper and safe techniques for handling
and storing air, light, water-sensitive compounds, including the use of an inert-atmosphere glovebox and a
Schlenk line. Synthesized compounds will be analyzed by various methods including infrared (IR), Electron
Paramagnetic Resonance (EPR), paramagnetic and Nuclear Magnetic Resonance (NMR), and electronic
absorption spectroscopies; and electrochemical techniques. Emphasis will be placed on rigorous
adherence to the scientific method in the form of neat, comprehensive, clear entries in electronic laboratory
notebooks hosted at Harvard Wiki including characterization data. Students will also develop the ability to
read, understand, interpret, and explain the primary scientific literature, write research papers as
manuscripts, and learn how to use different search engines, such as SciFinder, Web of Science.
Course Notes:
Class meeting times Tuesday & Thursday 12:00 pm-5:00 pm in
Northwest 158

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Experimental Inorganic Chemistry (109110)
Dilek Dogutan Kiper
Chemistry 145 is a laboratory course designed to introduce students to inorganic laboratory synthesis,
purification, and characterization techniques. Students will learn proper and safe techniques for handling
and storing air, light, water-sensitive compounds, including the use of an inert-atmosphere glovebox and a
Schlenk line. Synthesized compounds will be analyzed by various methods including infrared (IR), Electron
Paramagnetic Resonance (EPR), paramagnetic and Nuclear Magnetic Resonance (NMR), and electronic
absorption spectroscopies; and electrochemical techniques. Emphasis will be placed on rigorous
adherence to the scientific method in the form of neat, comprehensive, clear entries in electronic laboratory
notebooks hosted at Harvard Wiki including characterization data. Students will also develop the ability to
read, understand, interpret, and explain the primary scientific literature, write research papers as
manuscripts, and learn how to use different search engines, such as SciFinder, Web of Science.
Course Notes:
Class meeting times Tuesday & Thursday 12:00 pm-5:00 pm in
Northwest 158

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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 155
Advanced Inorganic Chemistry II (156395)
Theodore Betley
Transition element chemistry will be discussed with an emphasis on synthesis, structure, bonding, and
reaction mechanisms. Connections between molecular structure and electronic structure and how that
parlays into reactivity will be emphasized throughout. Advanced problems of interest to inorganic
chemistry will be discussed in the context of catalysis, organometallics, and bioinorganic processes. The
course will be discussion driven with a heavy reliance on the current literature.
Undergraduates interested in the course should have taken Chem 40 as a prerequisite

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Chemistry 160
The Quantum World (112976)
Suyang Xu
Quantum mechanics is the fundamental principle of the microscopic world. Quantum mechanics allows us
to understand the motion of electrons, atoms and molecules. Only with such understanding, we can
rationally design and engineer quantum materials, in order to realize quantum technologies such as
quantum information, quantum sensing, and quantum computation. In this class, you will learn the
fundamental postulates of quantum mechanics and their implications for the structure and behavior of
atoms and molecules. In particular, we will explore the mathematical framework behind molecular bonding,
vibration, and rotation. We will also discuss how to probe the properties of atoms and molecules using
tunable electromagnetic radiation, more commonly known as light!
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)
Eugene Shakhnovich
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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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)
Khaled Abdelazim
The goal of this course is to provide students with both detailed knowledge of established and fundamental
methods of experimental physical chemistry and an introduction to selected state-of-the-art experiments
that address contemporary scientific questions. You will learn about tools that are of broad utility in many
areas of science and have fun discovering how to make these experimental apparatus work. The
fundamental methods discussions will demonstrate how specific chemical phenomena can be used to
interrogate complex molecular systems. Some of the experimental techniques introduced in this class are
now employed in many different fields of fundamental and applied science and are considered the often
cornerstones of modern day experimental nanoscience. The class will provide a 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.
For Spring 2021, there will be some emphasis on computational chemistry.
Course Notes:
Recommended as an efficient preparation for research in experimental
chemistry, chemical physics, engineering sciences, and related
disciplines.
Recommended Prep:
Applied Mathematics 21a or 21b, Mathematics 21a or 21b, or equivalent
preparation in calculus and differential equations; Physical Sciences 1
or equivalent preparation in chemical bonding and fundamental
principles; one year of college physics. Chem 160 is recommended but
not strictly required.

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Chemical Biology (122175)
Christina Woo
David Miyamoto
Applying chemical approaches to problems in biology. Topics include: physical properties of amino acids
and proteins, synthesis and interrogating proteins with chemistry, natural proteins as chemical tools,
unnatural amino acid incorporation, post-translational modifications, chemical glycoscience, chemical
proteomics; physical properties of nucleic acids and DNA, interrogating nucleic acids with chemistry,
engineering functional RNA, genomics and epigenetics, directed evolution, genome editing; drug discovery
libraries and screening, macromolecular drugs, molecular glues.
Recommended Prep:
A strong background in organic chemistry and biochemistry.

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Chemistry 200
Foundations of Quantum Mechanics (220706)
Federico Capasso
Kang-Kuen Ni
This course is an introduction to the foundations of quantum mechanics, with specific focus on the basic
principles involved in the control of quantum systems. Experimental foundations of quantum mechanics.
Superposition principle, Schrödinger's equation, eigenvalue and time dependent problems, wave packets,
coherent states; uncertainty principle. One dimensional problems: double well potentials, tunneling and
resonant tunneling; WKB approximation. Hermitian operators and expectation values; time evolution and
Hamiltonian, commutation rules, perturbation theory, transfer matrix and variational methods. Crystals,
Bloch theorem, superlattices. angular momentum, spin, Pauli matrices and Pauli equation. Coherent
interaction of light with two-level systems. quantization of the EM field, spontaneous and stimulated
emission; elements of cavity QED; Qubits, entanglement, teleportation, Bell inequalities.
Course Notes:
This course is also offered as QSE 200 and ENG-SCI 200. Students
may only take one of ENG-SCI 200, QSE 200, and Chem 200 for credit.

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Chemistry 300
Research and Reading (118124)
Theodore Betley
Individual work under the supervision of members of the Department.

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Chemistry 300
Research and Reading (118124)
Theodore Betley
Individual work under the supervision of members of the Department.

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Chemistry 301HFA
Scientific Teaching and Communications: Practicum (124905)
Sirinya Matchacheep
Gregory C. Tucci
Lu Wang
2022 Fall (2 Credits) Schedule: T 1030 AM - 1230 PM
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)
Sirinya Matchacheep
Gregory C. Tucci

Lu Wang
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.
Requirements: Pre-requisite: CHEM 301HFA

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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
Emily Balskus

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Chemistry 320
Emily Balskus

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Chemistry 323
Stuart Schreiber

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Chemistry 323
Stuart Schreiber

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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

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Chemistry 330
Adam Cohen

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Chemistry 330
Adam Cohen

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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

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Chemistry 340
Theodore Betley

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Chemistry 340
Theodore Betley

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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 346
Materials Chemistry (000346)
Suyang Xu

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Chemistry 346
Materials Chemistry (000346)

Suyang Xu

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Chemistry 350
Theoretical Physical Chemistry (123316)
Eugene Shakhnovich

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Chemistry 350
Theoretical Physical Chemistry (123316)
Eugene Shakhnovich

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Chemistry 360
Brian Liau


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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

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Chemistry 387
Matthew Shair

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Chemistry 387
Matthew Shair

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Chemistry 388
Andrew Myers

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Chemistry 388
Andrew Myers

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Chemistry 390
Organic Chemistry and Chemical Biology (112638)
David Liu

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Chemistry 390
Organic Chemistry and Chemical Biology (112638)
David Liu

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Chemistry 391
Hongkun Park

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Chemistry 391
Hongkun Park

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Chemistry 393
Xiaowei Zhuang

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Chemistry 393
Xiaowei Zhuang

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Chemistry 396
Daniel Kahne

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Chemistry 396
Daniel Kahne

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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)

Instructor Permissions: Department Enrollment Cap: 30
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 10
Quantum, Statistical, and Computational Foundations of Chemistry (107367)
Eugene Shakhnovich
Lu Wang
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, the bulk electronic and
thermal properties of materials, and the thermodynamics of chemical reactions. Applications include
semiconductor electronics, solar energy conversion, medical imaging, and the stability and dynamism of
living systems. Calculus and numerical simulations 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
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
Sirinya Matchacheep
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.
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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Classics, The
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 linear development from
Ancient to Modern Greek, but rather as a conventional designation for a broad continuum of linguistic
registers, ranging from archaizing usages ("Atticism") to the so-called vernacular. In the surviving texts,
these registers may vary significantly, depending on the author and their 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 gives students a first impression of this diversity and multi-layeredness 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 literary composition and style.
Recommended Prep:
Greek 10 or equivalent experience; please consult with the Senior

Preceptor in the Classics (livings@g.harvard.edu).

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FAS: Meets Foreign Lang Req Ancient Greek
HCOL: Foreign Lang Citation Greek
Subject: Greek
Greek 1
Introductory Ancient Greek 1 (203024)
Ivy Livingston
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 3; please
consult with the Senior Preceptor in Classics (<a href="mailto:
livings@g.harvard.edu">livings@g.harvard.edu</a>).

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HCOL: Foreign Lang Citation Ancient Greek
Greek 2
Ivy Livingston
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:
Preceptor in Classics (<a href="mailto:livings@g.harvard.edu"
>livings@g.harvard.edu</a>).

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Greek 3
Ivy Livingston

Greek 3 concludes the normal introductory sequence, following Greek 1 and 2. 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 Greek 3 should proceed to Greek
10. Auditors allowed with permission of course head. May be taken
Pass/Fail.
Recommended Prep:

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Greek 10
Introduction to Ancient Greek Literature (203230)
Ivy Livingston
2023 Spring (4 Credits) Schedule: MWF -
Greek 10 offers close reading and analysis of Greek 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 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 (<a href="mailto:classicsDUS@fas.harvard.edu"
>classicsDUS@fas.harvard.edu</a>). about their choice of course.
Students may also take Greek 10 more than once, with the permission
of the course head. Auditors allowed with permission of course head.
Recommended Prep:
Greek 3. Students who have not studied Greek at Harvard should take
the Greek Placement Exam and consult with the Senior Preceptor in
Classics (<a href="mailto:livings@g.harvard.edu">livings@g.harvard.
edu</a>). Auditors allowed with permission of course head. May be
taken Pass/Fail.

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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 (<a href="mailto:classicsDUS@fas.harvard.edu"
>classicsDUS@fas.harvard.edu</a>). about their choice of course.
Students may also take Greek 10 more than once, with the permission
of the course head. Auditors allowed with permission of course head.
Recommended Prep:
Greek 3. Students who have not studied Greek at Harvard should take
the Greek Placement Exam and consult with the Senior Preceptor in
edu</a>). Auditors allowed with permission of course head. May be
taken Pass/Fail.

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Greek 110
Plato's Republic (108094)
Eric Driscoll
Plato's Republic is one of his longest, most widely read, and richest dialogues: although the conversation
begins as an attempt to define "justice," it goes on to encompass a smorgasbord of philosophical issues
from moral psychology and political theory to aesthetics and epistemology. In this course we will read
selections from throughout the dialogue. The majority of class time will be devoted to translation and
discussion of grammatical and literary aspects of the text, enabling students to improve their reading
ability in ancient Greek prose. We will also read the entirety of the Republic in English, however, and

discuss it extensively from a philosophical perspective throughout the semester.
Recommended Prep:

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Greek 112A
Ancient Greek Literature: Texts & Contexts (112288)
Naomi Weiss
This year-long course is designed to help students develop a map of ancient Greek literary culture. Greek
112a and 112b may be taken independently. (Both semesters are required for graduate students in Classical
Philology.) The class prepares students to discuss ancient Greek literature in its historical and cultural
context with chronology, genre, theme, performance, and reception context as organizational frameworks.
Through prepared translation of assigned text, reading practice sessions, and interpretative exercises,
students will improve their reading fluency and enhance their ability to read and interpret a range of Greek
texts. Greek 112a focuses on Greek literature from the archaic into the classical period, from Homer to
Herodotus and early tragedy. Greek 112b focuses on literature from the classical, Hellenistic, and imperial
periods, from fifth-century drama to the ancient novel. This course is designed for advanced readers of
ancient Greek with previous experience with a range of Greek authors and genres.
Recommended Prep:

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HCOL: Foreign Lang Citation Greek
Greek 112B
Ancient Greek Literature: Texts and Contexts (119867)
David Elmer
This year-long course is designed to help students develop a map of ancient Greek literary culture. Greek
112a and 112b may be taken independently. (Both semesters are required for graduate students in Classical
Philology.) The class prepares students to discuss ancient Greek literature in its historical and cultural
context with chronology, genre, theme, performance, and reception context as organizational frameworks.
Through prepared translation of assigned text, reading practice sessions, and interpretative exercises,
students will improve their reading fluency and enhance their ability to read and interpret a range of Greek
texts. Greek 112a focuses on Greek literature from the archaic into the classical period, from Homer to
Herodotus and early tragedy. Greek 112b focuses on literature from the classical, Hellenistic, and imperial
periods, from fifth-century drama to the ancient novel. This course is designed for advanced readers of
ancient Greek with previous experience with a range of Greek authors and genres.
Recommended Prep:

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Greek 116
Greek Lyric Poetry (114022)
David Elmer
Selections from elegiac, iambic, and lyric poets with attention to issues of performance, social and political
context, genre, and poetic technique.
Recommended Prep:

Preceptor in the Classics (livings@g.harvard.edu).

Attribute Value(s)
Greek 134
The Language of Homer (115238)

Jeremy Rau
Essentials of Greek comparative and historical grammar, and a close reading of Iliad 1 and 3. Diachronic
aspects of Homeric grammar and diction.

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Greek 175
Greek Syntax and Style (220030)
Gregory Nagy
Recommended Prep:
Undergraduates with sufficient preparation in Greek (the equivalent of
at least one 100-level course) are welcome to enroll. Interested
students should contact the instructor for more information.

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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).

Course Notes:
Students wishing to continue after Latin Ax should proceed to Latin 10.
No auditors. May be taken Pass/Fail.
Recommended Prep:
Students considering Latin Ax should take the Latin Placement Exam
and consult with the Senior Preceptor in Classics (<a href="mailto:
livings@g.harvard.edu">livings@g.harvard.edu</a>).

Attribute Value(s)
HCOL: Foreign Lang Citation Latin
FAS: Meets Foreign Lang Req Latin
Latin 1
Introductory Latin 1 (203025)
Ivy Livingston
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,
Latin 3. Auditors allowed with permission of course head.
May be taken Pass/Fail.
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 3 or Latin Ax
(Review and Reading); please consult with the Senior Preceptor in
edu</a>).

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Latin 1 Section: 002

Ivy Livingston
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:
Latin 3. Auditors allowed with permission of course head.
May be taken Pass/Fail.
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 3 or Latin Ax
(Review and Reading); please consult with the Senior Preceptor in
edu</a>).

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Latin 2
Ivy Livingston
Latin 2 continues from Latin 1. Participants will continue to develop their ability to read Latin with
increasing emphasis on literary texts.
Course Notes:
Recommended Prep:
Latin 1 or equivalent experience; please consult with the Senior

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Latin 2 Section: 002

Ivy Livingston
Latin 2 continues from Latin 1. Participants will continue to develop their ability to read Latin with
increasing emphasis on literary texts.
Course Notes:
Recommended Prep:

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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,
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 3 should proceed to Latin 10.
Auditors allowed with permission of course head. May be taken
Pass/Fail.
Recommended Prep:
Latin 2. Students who have not studied Latin at Harvard should take
the Latin Placement Exam and consult with the Senior Preceptor in
edu</a>).

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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
permission of the course head. Auditors allowed with permission of
course head. May be taken Pass/Fail.
Recommended Prep:
Latin 3 or Latin Ax. Students who have not studied Latin at Harvard
should take the Latin Placement Exam and consult with the Senior

Attribute Value(s)
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
permission of the course head. Auditors allowed with permission of
course head. May be taken Pass/Fail.
Recommended Prep:

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Latin 103
Latin Elegy (116088)
Rachel Philbrick
Love, jealousy, angst… but make it fashion. Latin elegy on amatory themes flourished during the early
years of the Augustan era (20s BCE), and the genre developed rapidly during the subsequent three
decades. The canon of Latin literature records the names of four elegists (Gallus, Tibullus, Propertius,
Ovid) and in this course we will read texts from all four, as well as works by elegists not included on that
list, to track the hallmarks of this varied genre. One theme of the course will be the roles and
representations of women.
Recommended Prep:

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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 their literary and historical context. Lectures and class discussion will cover the aesthetics of
these poems; metrical virtuosity; intertextual dynamics; genre and renovation of genre; power relationships
between divine and human, freeborn and enslaved; representations of the natural world; engagement with
contemporary events, particularly the Roman civil wars; reception in English literature.
Recommended Prep:


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Latin 106C
Virgil's Iliadic Aeneid: Aeneid 7–12 (212820)
Richard Thomas
Reading of selections from the second half of Virgil's Aeneid. Lectures and class discussion on
relationship to and differences from Aeneid 1– 6; intertextual relationship with and creative manipulation of
the Iliad; contemporary resonances with Roman politics and ideology; literary aesthetics. Some selective
study of Virgilian reception in the Roman epic tradition and beyond (Dante, Milton and others) and in the
translation tradition.
Recommended Prep:

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Latin 117
Livy and the Gauls (110614)
Rachel Love
As Rome expanded beyond the Italian peninsula, the new empire came into contact with their earliest and
longest enduring enemy: the Gauls. In this course, we will read how the Latin historian Livy narrates a
series of Rome's interactions with several Gallic tribes across a vast swath of modern-day Europe and Asia
(e.g. northern Italy, France, Germany, and Turkey). Throughout our reading, we will pay special attention to
Livy's use of the ancient ethnographic tradition and support our Latin readings with modern scholarship on
historiography and racecraft. This class will meet twice a week. The expected reading load is ca. 3 OCT
pages per week, plus weekly English readings of ca. 25 pages. Class time will be split between resolving
questions of translation and group discussion of Latin and English readings.
Recommended Prep:

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Latin 163
Medeas of Seneca and Ovid (220516)
Rachel Philbrick
Wife, mother, sister, lover, killer, free-lance witch: Medea is one of Greek myth's most multifaceted
figures—and she gets away with it all. This course surveys a range of depictions of Medea in ancient
literature, investigating how writers represent her across context, genre, and time. Primary readings in
Latin will focus on Seneca's tragedy Medea and Ovid's treatments in his epic Metamorphoses and the
elegiac Heroides. Additional texts, including Euripides' Medea and Apollonius' Argonautica, will be read in
English translation.
Recommended Prep:

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Subject: Classical Archaeology
Classical Archaeology 10
Greek Archaeology (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.

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Roman Archaeology (108693)
Margaret Andrews
This course provides a broad overview of the history Roman art, architecture, and material culture from the
time of the Republic and through the Imperial period, to the age of Constantine. It offers basic knowledge
about core categories of archaeological artifacts and remains within their physical setting and within the
context of Roman culture and society. It also includes issues of methods, theoretical approaches, and
problems of current research.

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Roman Daily Life: The Other Side of Rome (220181)
Margaret Andrews
What did the Romans ever do for us? Highways, toilets, baths, bars, board games, firefighters, and dry
cleaning, to name just a few. This course will examine various aspects of life in the Roman empire—
housing, street life, leisure, shops, military life, industry, travel, sanitation, and even sex—largely from the
perspective of the archaeological evidence. Examples and evidence will be drawn from sites across the
Roman empire and across social classes. The best preserved cities—Rome and Pompeii—will feature
prominently. We will also incorporate ancient textual sources that are particularly instructive for the lives of
everyday inhabitants of the empire.

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Ancient Sculpture: Display, Perception, and Context (108376)

Statues in marble and bronze count among the most prominent objects of art to have survived from Greek
and Roman antiquity. Since the first discoveries of ancient sculpture in the Renaissance, they not only
influenced contemporary art enormously, but they also shaped our understanding of Classical (mainly
Greek) art. This course explores the development of different sculptural styles, examines the display of
statues and how they addressed their beholders, and introduces basic concepts of analyzing and
interpreting ancient sculpture.

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Nazi and Fascist Appropriations of Classical Art and Architecture (220553)
Adrian Staehli

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Roman Greece (156516)
Adrian Staehli
This seminar explores the transformation of Greece into a Roman province since its conquest in 146 BC,
and examines how this process framed, shaped, and changed the Roman perception of Greece as an
imaginary place of culture, art, and erudition.
Course Notes:
Upon consultation with the course instructor, undergraduates are
welcome, but they are expected to cope with the modern language
requirements (German and French or Italian).

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Subject: Classics
Classics 93
Advanced Tutorial for Credit (160358)
Naomi Weiss
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)
Naomi Weiss
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
Naomi Weiss
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: Sages, Philosophers & Holy Men
Course Notes:
Required of all concentrators in the junior year.

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Classics 98
Naomi Weiss
Topic: Models of Monarchy
Course Notes:

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Classics 98 Section: 002
Naomi Weiss
Topic: Memory in Anc. Greece & Rome
Course Notes:

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Classics 99A
Naomi Weiss
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. Students must complete both terms of this course (parts A and
B) within the same academic year to receive credit.
Course Notes:
May be counted for concentration. Divisible only with permission of
the Director of Undergraduate Studies.

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Classics 99B
Naomi Weiss
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 two of a two part series.
Course Notes:
May be counted for concentration. Divisible only with permission of
the Director of Undergraduate Studies.
Requirements: Pre-requisite: CLASSIC 99A

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Classics 300
Emma Dench

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Classics 300
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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Mark Schiefsky

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Mark Schiefsky

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Adrian Staehli

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Adrian Staehli

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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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Paul Kosmin

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Paul Kosmin

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Jeremy Rau

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Jeremy Rau

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Reading or Topics Course (113024)
Mark Schiefsky
Course Notes:
For graduate students whose individual needs are not met by the
formal courses offered.

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Reading or Topics Course (113024)
Naomi Weiss
Course Notes:
For graduate students whose individual needs are not met by the
formal courses offered.

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Special Examinations Direction (111873)
Kathleen Coleman

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David Elmer

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David Elmer

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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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Jared Hudson

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Jared Hudson

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Susanne Ebbinghaus

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Susanne Ebbinghaus

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Margaret Andrews

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Margaret Andrews

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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)
Irene Peirano Garrison
This class aims to provide a basic introduction for beginning graduate students to the history, methods,
and theories of Classics. Students will have the opportunity to learn about the specialized subfields and
material resources pertinent to the study of ancient Greece and Rome at Harvard and beyond. In addition,
the course lays a solid foundation for a thriving graduate career by introducing students to the wider
network of resources, programs, and research cultures available to GSAS students.
Course Notes:
For new 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
Teaching Colloquium (108588)
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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Classics 360
Teaching Colloquium (108588)
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: Modern Greek
Modern Greek AA
Elementary Modern Greek (159840)
Calliopi Dourou
2022 Fall (4 Credits) Schedule: MTWR 1200 PM - 0100 PM
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.

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FAS: Meets Foreign Lang Req Modern Greek
HCOL: Foreign Lang Citation Modern Greek
Modern Greek AB
Elementary Modern Greek (159841)
Calliopi Dourou
2023 Spring (4 Credits) Schedule: MTWR 1200 PM - 0100 PM
For students who have taken Modern Greek AA. 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 two of a two part series.

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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.

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Modern Greek 10
Introduction to Modern Greek Texts (212818)
Calliopi Dourou
This course is designed for students who possess an intermediate level in Modern Greek. It aims at further
development of reading and listening comprehension as well as oral and written expression. The students
will expand their vocabulary in thematic areas, such as technology, arts, environment, education, and
politics. The course will also offer a targeted review of advanced grammatical phenomena, such as passive
voice, indirect speech, and subordinate clauses. At the same time, the students will delve deeper into
Modern Greek culture by being exposed to various cultural media, including prose (literary and
journalistic), film, and music.
Course Notes:
Conducted in Modern Greek. It prepares students to take "MODGRK
100: Introduction to Modern Greek Literature" in the spring.
Recommended Prep:
Modern Greek Ba or Bb or equivalent. Consult with instructor.

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Modern Greek 100
Advanced Modern Greek: Introduction to Modern Greek Literature (123852)
Calliopi Dourou
Glimpses of Antiquity: Navigating the contours of Hellenism in Modern Greek Literature

Even as early as the fifteenth century, Greek intellectuals had increasingly begun to identify themselves
primarily as remnants of ancient Greece. By calling attention to the impressive literary and philosophical
achievements of their illustrious ancestors, as well as by foregrounding the continuity between the ancient
past and the present, these renowned Hellenists, anticipating the much-coveted regeneration of Greece that
Adamantios Korais was later to promote so passionately at the dawn of the nineteenth century, were not
ushering in a stridently novel conceptualization of Greek antiquity.
Far from being unprecedented, the view that the Byzantines were descended from the ancient Greeks,
spawned primarily in the wake of the Fourth Crusade and the concomitant conquest of Constantinople in
1204, enjoyed considerable popularity already in the thirteenth century, when the Empire of Nicaea proudly
played a leading role in the reconfiguration of the Byzantine past and dynamically consolidated the
reputation of the Byzantines as the true heirs to the enduring legacy of classical Greece.
At this early date, the newly evoked association with the Byzantines' ancient Greek forebears was mostly
intended to bring further kudos to the traditional identity of the Byzantines qua Romans. This association
was later to develop into a full-blown alternative identity, which by the second half of the fifteenth century
had come to overshadow—or sometimes even eclipse—the identification of the Byzantines as Romans,
which had lasted a thousand years.
Against this rich backdrop of sharply shifting perceptions of the ancient Greek past and increased focus on
re-elaborations of a Hellenic collective identity, this course will seek to explore the intriguing ways in which
Greek writers endeavored to get to grips with their Hellenic heritage in subsequent centuries. Authors to be
studied include the following: C. P. Cavafy, Odysseas Elytis, Andreas Kalvos, Kostis Palamas, Alexandros
Papadiamantis, Iakovos Pitzipios, Yiannis Ritsos, Giorgos Seferis, Dionysios Solomos, Dido Sotiriou,
Georgios Vizyenos.
Course Notes:
Conducted in Modern Greek. Permission of instructor required.
Recommended Prep:
Modern Greek Ba and Bb or equivalent.

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Subject: Classical Studies

Classical Studies 97A
Introduction to the Ancient Greek World (116729)
Eric Driscoll
This course charts the history and civilization of the ancient Greek world from its origins in the Neolithic
period and the Bronze Age until the Roman Empire's conquest of the eastern Mediterranean world at the
end of the first millennium BCE. We will study major historical developments, social and political
achievements and failures, and cultural accomplishments and transformations. Topics include the
Mycenaean and Minoan palatial systems, Homeric epic, the aristocratic ethos of early Greece, the Persian
and Peloponnesian wars, religion, money, slavery, the spread of democratic government, and Alexander's
conquests in Asia. Students learn how to interpret archaeological and artistic material as well as literary,
historical, and philosophical texts in order to construct an understanding of an ancient culture as it
changed over time, always in close contact with neighboring civilizations.
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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Classical Studies 97B

Introduction to the Ancient Roman World (124050)
Rachel Philbrick
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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Classical Studies 112
Regional Study: Macedonia (156313)
Paul Kosmin
Emma Dench
This course will explore the political and cultural history of Macedonia and northern Greece, from the
archaic period to late antiquity. We will focus on questions of change, recurrence, and continuity within the
long history of this frontier region, at the threshold of the Aegean and Balkan worlds.
The course will be discussion-based, and texts, objects, and ideas will be brought into dialogue around
themes that are arranged roughly chronologically. These will include the formation and identity of the
Macedonian kingdom, interactions with Balkan and Asian neighbors, conflicts with Greek poleis, imperial
expansion and consolidation, provincialization by Rome, and the dynamics of early Christian community
building.
Our enquiry will be conducted on several different scales: we will be informed both by close reading of
texts and close examination of individual sites and objects, by the different, broader modern arguments
into which texts, sites and objects are drawn, and by the big, overarching questions that we will ask as we
move across time and place. We will take a week-long, funded tour of Macedonia during Spring Break, in
order to visit the most significant archaeological sites and museum collections.
Course Notes:
This course is required for concentrators in the Ancient History and
Classical Civilizations tracks. Admission is by application only.
Students interested in enrolling should contact the Director of
Undergraduate Studies (classicsDUS@fas.harvard.edu).

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Philosophy Before Plato (220523)
Eric Driscoll
This course is an introduction to Greek philosophy in the period before Plato. Thinkers in that era,
traditionally referred to as "Presocratic" philosophers, were interested in a set of issues in cosmology,
natural science, epistemology, and ethics that helped to define the contours of ancient philosophy: what is
the world made of? what is being? what is it to know a thing? what is justice? We will explore the origins of
philosophical inquiry in Greece and discuss why certain texts are considered philosophical and others not;
we will then turn to an in-depth consideration of specific Presocratic thinkers, with a focus on their
philosophy of nature, knowledge, and metaphysics. All readings are in English, with an optional extra
session for discussion of Greek texts. No prerequisites.

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Love and Other Emotions (220515)
Rachel Philbrick
What are emotions? Are they innate and universal, or do they vary across time, societies, and languages?
How do humans express and describe emotions? These are some of the questions this course will pursue,
with the help of the literature of ancient Greece and Rome. After an introduction to ancient and modern
theories of emotion, each unit focuses on a different emotion or cluster of emotions, examining its
representation in a variety of classical texts. The final unit examines ancient approaches to regulating our
emotions.

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Letters from Antiquity (and Beyond) (220537)
Alexander Riehle
Letters were an important medium of long-distance communication in the ancient Mediterranean. They were
used to deliver personal messages and to conduct private or official business. Soon after its emergence in
the Greco-Roman world, the letter was adapted by educated elites into a literary genre that could assume a
variety of different forms. In this context authors employed letters to convey philosophical and political
ideas, to establish and foster ties with peers or to narrate stories. In this course we will explore a broad
range of ancient and medieval texts (in English translation) that draw on epistolary traditions and that
discuss or theorize letter-writing. These include written communication in Greek literature of the archaic
and classical periods (Homer, Herodotus, Euripides); Greek and Latin documentary letters on lead,
potsherds, papyrus and wood; letters authored by or attributed to Greek orators and philosophers
(Demosthenes, Isocrates, Plato, Epicurus); the Pauline Epistles; fictional letter-collections and epistolary
novels (Ovid, Alkiphron, "Chion"); ancient and medieval collections of "private" correspondence (e.g.,
Cicero, the church fathers); late antique and medieval letter-writing manuals; and the prose and verse
letters of Renaissance humanists. On the basis of primary and secondary source readings we will discuss
questions of oral and written communication, materiality, form and function, genre, fictionality and
narrative in literary and non-literary contexts.

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Emily Greenwood

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Emily Greenwood


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Archaic Greece (220520)
Eric Driscoll
This seminar explores the world of Archaic Greece, the "age of experiment" (as Snodgrass called it) when
the political, social, and cultural institutions of the Greek polis developed and flowered: approximately 800–
480 BCE. We will also give some consideration to the antecedent Early Iron Age. Particularly before the
sixth century, reliable historical narrative is very difficult to come by and the study of Archaic Greece is
thus a kind of protohistory. Accordingly, we will discuss various kinds of evidence—archaeological,
artistic, and poetic—as well as (later) historiography, and we will directly consider the methodological
challenges and advantages of research into the Archaic period. The seminar will by turns explore several
traditional themes of early Greek history, such as colonization, Panhellenism, and tyranny; consider
specific regions, such as Crete, Ionia, and Aetolia; and pursue recent research trends in areas like the
history of writing, religion, and Greece's place in the wider Mediterranean world. This is a graduate seminar
(open to advanced undergraduates with the instructor's permission) and it presupposes a significant level
of participation from students in the form of presentations and discussion as well as written work.

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Subject: Ancient Studies

Ancient Studies 201
Alexandria (215990)
Paul Kosmin
Charles Stang

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Subject: Classical Philology
Classical Philology 205

Tragedy and Comedy in Conversation (220519)
Naomi Weiss
2023 Spring (4 Credits) Schedule: R 0900 AM - 1145 AM
This seminar looks at classical Greek tragedy and comedy—two genres that were often performed on the
same stage and even at the same festival in ancient Greece but are rarely examined side by side in modern
scholarship. We will aim to better understand the interactions between tragedy and comedy within fifth-
century Athens, not only in terms of individual plays and playwrights responding to each other but also in
terms of how their commonalities and differences are explored across different media, from vase painting
to Aristotle. We will also become familiar with some of the most recent trends in scholarship on ancient
Greek theater—and ancient Greek literature and performance culture more broadly—by seeing what they
bring to bear on both tragedy and comedy. We will consider the extent to which these genres come
together when we approach classical drama through, for example, affect theory, queer theory, theater
studies, sound studies, or dance studies. The plays covered will include Sophocles' Electra and Oedipus at
Colonus, Euripides' Electra, Trojan Women, Helen, Ion, and Bacchae, and Aristophanes' Acharnians,
Women at the Thesmophoria, Lysistrata, Frogs, and Birds.

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Roman Geography and Ethnography (220579)
Jared Hudson
This seminar explores Roman geography as a written phenomenon poised between literature and culture.
Our approach will be twofold, first examining the origins, development, and surviving examples of written
geography (esp. Pomponius Mela and Pliny the Elder), and then investigating geography's presence in
other Latin literary genres, above all historiography (Caesar, Sallust, Tacitus), but also poetry, oratory, and
technical texts. Major orienting themes will include ancient cognitive models of spatial representation,
interactions between ancient Greek and Roman cultures, paradoxography and ancient discourses of the
marvelous, and the relationship between ethnography and imperial conquest.

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Greek Historical Grammar: Word Formation (220702)
Jeremy Rau
This seminar is a systematic introduction to the historical and comparative grammar of Ancient Greek with
a special emphasis on word formation.
Recommended Prep:
Greek 134 or equivalent.

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Ovid's Exile Poetry (220496)
Kathleen Coleman
This seminar will study the nine books of elegies, Tristia and Epistulae ex Ponto, in which Ovid laments his
exile to the Black Sea by Augustus, with attention to their literary and historical context and their
subsequent reception in art and literature.

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Subject: Medieval Latin
Medieval Latin 10
Introduction to Medieval Latin Literature (203237)
Jan Ziolkowski
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 (<a href="mailto:classicsDUS@fas.harvard.
edu">classicsDUS@fas.harvard.edu</a>) about their choice of course.
Recommended Prep:
Preceptor in the Classics (<a href="mailto:livings@g.harvard.edu"

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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
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
Course Notes:
Permission of Director of Undergraduate Studies required.

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Comparative Literature 97
Thomas Wisniewski

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.

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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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Sandra Naddaff
An individualized course of study for senior concentrators in Comparative Literature that focuses on the
senior thesis project. Open to concentrators only.

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Comparative Literature 99B

Sandra Naddaff
A continuation of Literature 99a, including preparation for the oral examinations. Open to concentrators
only.

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Comparative Literature 100X Section: LEC

Introduction to German Literature and Thought (220270)
John T. Hamilton
A survey course on major works in German literature, philosophy, and critique from the mid-eighteenth
century to the twentieth century. Close reading of representative texts opens onto broader ramifications in
cultural and intellectual history with further consideration of societal and political tensions. Periods and
themes covered include the Enlightenment and the rise of the Bourgeoisie, Romanticism, Idealism, and the
Problem of Identity, Realism and Nationhood, Language and Political crises, and the guilt, responsibility,
and existential angst that mark the postwar period.

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Comparative Literature 102Y Section: LEC

Literary Biography & Documentary Film (220258)
Thomas Wisniewski
What is the relation between literary biography and documentary film? What might the life of a writer tell us
about the work? To explore these questions, we will study the writing of a range of authors in tandem with
documentaries made about their lives. Each week will pair the viewing of a documentary film with
selections from the sources on which it is based, including several award-winning literary biographies. As
we challenge the intentional fallacy, we will analyze the cinematic technique with which the film is made
and the literary evidence from which it draws. Selections of fictional and nonfictional texts featured in the
documentaries will frame our seminar discussions. A centerpiece of the course will be the work of Karen
Blixen/Isak Dinesen, a Dane who wrote primarily in English, whose memoirs will be read alongside her
short fiction and compared to the feature films and documentaries made about her life and her writing. To
that end, the seminar will offer students the opportunity to collaborate on, and contribute original research
to, a new documentary film about Blixen's 1959 transatlantic tour, including her legendary trip to New York
and Boston.

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Comparative Literature 106 Section: SEM

The Yiddish Short Story: Folk Tales, Monologues, and Post-Apocalyptic Parables (212720)
Saul Zaritt
Who are the storytellers of Yiddish literature? Where did their stories come from? Why did the short story
become the central genre of modern Jewish literary culture? This course explores the genealogy of the
Yiddish short story from the Hasidic folk tale to the modernist sketch, from the monologues of Sholem
Aleichem, Yenta Serdatsky, and Isaac Bashevis Singer to the haunting narratives of David Bergelson,
Blume Lempel, and Der Nister. Stretching from the nineteenth century to the present, we follow the short
story in its comparative contexts from Eastern Europe to Western Europe, Palestine/Israel, and the US.
Note: All texts will be taught in translation; optional reading section for those with Yiddish knowledge.

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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, essays, 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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Translating World Literature (212721)
Luke Leafgren
In this course, students will read parallel English translations of poetry and prose from a dozen languages.
By reading different translations of the same work, students will be able to examine the choices translators
have made, consider the ethical responsibilities of the translator, and explore the role of translation in
mediating the meaning of a text. The course will also incorporate readings on translation theory and
practice. No foreign language expertise is required. Assignments will consist primarily of drafts and
revisions of the student's own translations, though non-translation assignments will be available to
students without reading knowledge of foreign language.

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On Translation (117413)
Sandra Naddaff
Examines theories of translation from various periods (Dryden, Schopenhauer, Schleiermacher, Benjamin,
de Man, among others). Also looks closely at specific translated texts (e.g., various English translations of
The Thousand and One Nights), and considers such topics as the notion of ^'^'unequal languages,'' the
problem of cultural translation, translation post-9/11, and the possibility of untranslatability. Final project
involves an original translation and commentary.
Course Notes:
Preference given to Literature concentrators.
Recommended Prep:
Reading knowledge of one foreign language.

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History of the Book: Using Harvard's Treasures to Study the Material Text (220266)
David Stern
You have been reading books since first grade if not earlier, but how much do you actually know about the
physical object you've been reading—the book, the material artifact? Drawing on a great deal of recent
scholarship and the incredible treasures in Houghton Library's Special Collections, this course will study
the history of the book in Western culture from its earliest stages in cuneiform tablets through ancient
scrolls, hand-written medieval manuscripts of all types, early and late printed books down through children'
s books of the nineteenth and twentieth centuries, and modernist artists' books of the twentieth and twenty-
first centuries including recent ones utilizing digital technology. The heart of the course will be weekly
assignments in which students in groups of three each will be asked to intensively examine books in
Houghton's reading room and then report on them in the weekly seminar. Books studied in class will
include papyrus fragments of Homer and the Old and New Testaments; Hebrew scrolls; early Qur'an leafs;
Greek and Latin codices; Books of Hours and many other illuminated and decorated medieval manuscripts;
the Gutenberg Bible; Copernicus, Galileo's and Vesalius' scientific works; censored books; the First Folio
edition of Shakespeare; Alice in Wonderland; and Mallarmé's Un coup de dés. For the final paper, each
student will choose a book from Houghton's collection and write a biographical study of its "life."
All readings for the course are on the Modules section of the Canvas site, which is organized by the weekly
sessions. Each module includes an Assignment sheet with the specific readings and books to be studied
for the session.
For a full description of each session of the course, see the Course Plan posted under the first module, or

click here
No previous background in book history is required for this course.
Note: Because of space requirements in Houghton, the class has to be capped at twelve students. The
course is primarily intended for undergraduates but depending on enrollment, graduate students may be
admitted if there is room; if they are interested, they should contact the instructor. All students wishing to
take the course should write a short (one paragraph) statement explaining their interest in the history of the
book and the course and send it to the instructor BEFORE NOON (WEDNESDAY) AUGUST 24 at
dstern@fas.harvard.edu

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Culture of Convenience (220267)
John T. Hamilton
Digitization has had many consequential effects in our personal, social, and political lives. How might we
understand these effects? How might we distinguish between the beneficial and the detrimental? Has
digital technology equalized the world and made it more transparent and more just? If our lives are thereby
more efficient, more productive, and easier, how might we assess the limits of convenience or evade the
pitfalls of complacency? The course considers these and related questions through a careful review of
literary texts and artworks, alongside social, political, and philosophical critiques.

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Introduction to Modern Arabic Literature (220277)
Annette Lienau
This course will introduce students to writing by major pioneers of twentieth century Arabic literature and
to cultural histories of the Middle East through the reading of literary texts. Readings drawn from a diversity
of national contexts will include historical novels, short stories, experimental prose narratives, and
selections from among the most influential poets of the twentieth century. Against the backdrop of Ottoman
and Western European imperial domination within West Asia and North Africa, students in this class will
explore how the development of modern Arabic literature has been variously understood by writers and

critics: as a response to classical literary influences, as a force for political change, as a form of decolonial
engagement, and as a source of cultural and linguistic cohesion after the dissolution of the Ottoman empire
in the early twentieth century. Although readings will be consulted and discussed in English translation,
Arabic or bilingual versions will be made available to those interested, and an attention to the politics of
language will be considered through secondary readings on the controversial difference between regional
dialects and transregional standards of literary Arabic.

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Comparative Literature 153 Section: LEC

Nabokov (212711)
Justin Weir
This course on the major fiction of Vladimir Nabokov begins with his major Russian novels in English
translation, including The Defense, Laughter in the Dark (Camera Obscura), Invitation to a Beheading, and
Despair, and concludes with classic English works, Speak, Memory, Lolita, and Pnin. Topics in the course
include emigration and cross-cultural translation, literary modernism, metafiction, nostalgia and stories of
childhood, as well as the literary representations of tyranny, violence, and abuse. We will pay additional
attention to Nabokov's interest in film and film aesthetics, and we will consider four screen versions of his
novels (Luzhin's Defense, Laughter in the Dark, Despair, and Lolita).

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From Type to Self in the Middle Ages (112654)
Luis Giron Negron
It has been argued that the poetic "I" in premodern literatures is not a vehicle for self-representation, but an
archetype of the human. The course will examine this thesis against the rise of autobiographical writing in
medieval and early modern Europe. Readings include spiritual autobiographies (Augustine, Kempe, Teresa
of Ávila), letter collections, maqama literature, troubadour lyric, Hispano-Jewish poetry, pilgrimage
narratives, medieval allegories, Dante and the picaresque novel. Theoretical perspectives by Spitzer,
Lejeune, Zumthor and DeCerteau.
Course Notes:
This course counts for the Romance Studies track in the Department of
Romance Languages and Literatures.

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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.

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Jews, Humor, and the Politics of Laughter (205045)
Saul Zaritt
By mistake some thieves found their way into Hershele's house late at night while he was sleeping. They
searched and searched but found nothing. Meanwhile, Hershele heard their rummaging and slowly crept up
behind one of the thieves. He grabbed him by the arm and the thief, naturally, tried to run away. Hershele
held him close, whispering, "Be still. Maybe together we'll actually find something." Beginning with jokes
like this one, this course will examine the question of Jewishness and comedy, exploring the concept of
therapeutic joking, the politics of self-deprecation, and strategies of masking social critique behind a well-
timed joke. Rather than reach some essential definition of Jewish humor, we will instead investigate
literature, stand-up comedy, film, and television of the twentieth and twenty-first century in order to 1) think
together about the theory, mechanics, and techniques of comedy and humor and 2) ask how and when a
text or performance gets labeled Jewish, by whom and for what purposes. Texts, films, and performers
include: Sigmund Freud, Sholem Aleichem, Belle Barth, Mel Brooks, Joan Rivers, Larry David, Sarah

Silverman, Eugene and Dan Levy, Broad City, Nick Kroll, Rachel Bloom, and others.

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Emily Greenwood

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Global New Media and Art (220455)
Junting Huang
What is so new about digital media? How does new media reshape today's cultural landscape and art
practice? If, as Henry Jenkins claims, "[p]rinted words did not kill spoken words. Cinema did not kill
theater. Television did not kill radio," then old media has always been forced to reconcile with an emerging

"new media." As new technologies restore old media, both its content and audience shift. In this course, we
will examine the histories, theories, and practices of new media art in the past few decades. Focusing on
the interactions between old and new media, the course provides a theoretical and historical perspective to
investigate the cultural, social, and aesthetic changes with which old and new media collide. With a global
framework, we will survey a wide range of topics including video art, internet art, data art, media activism,
cyberfeminism, race in cyberspace, digital democracy, sustainable media, among others.

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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 qaā'id and muwashshaāt, 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.
Course Notes:
Offered jointly with the Divinity School as 3725.

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Comparative Literature 213X Section: SEM

Sound, Space, and Politics (220454)
Junting Huang

In contemporary media culture, sound is used to tell stories about the world, its space, and its geography—
illuminating the ways in which we occupy the space that we all share. What is the relationship between
sound, space, and politics? How do we understand sound in relation to its spatial-political potential? This
course examines a wide range of sound production, as well as related art and cultural practices. From
urban and architectural spaces to geopolitical and virtual spaces, the course focuses on contemporary
artists and theorists of sound to approach intercultural issues such as borders, migration, diaspora, and
indigeneity. From Egypt, Kenya, and Algeria to Hong Kong, Taiwan, and Papua New Guinea, the course
explores the ways in which intercultural connections become audible.

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Post-War Confessions: Albert Camus and Günter Grass (220271)
John T. Hamilton
The seminar closely examines two major novels depicting life during the Second World War and its
aftermath from a French and a German perspective: Camus, The Fall (1956)and Grass, The Tin Drum (1959).
Themes include power, aggression, and complicity; resistance and impotence; existential guilt, shame, and
madness. Texts available in the original French and German, as well as in English translation. Discussion in
English.

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Jew Theory (216044)
Saul Zaritt
This seminar will discuss the possibility of "Jew theory" as a method for theorizing modernity. The course
begins with an examination of how the figure of the Jew, as symbol and stereotype, enters the work of
important thinkers of the nineteenth, twentieth, and twenty-first century—from Marx to Slezkine, from
Rosenzweig and Benjamin to Arendt and Derrida. We then shift to the history of Jewish studies in the
academy and how many of these same figurations recur in the construction of this
field/discipline/association. We will also explore the potential of new modes of "Jewish cultural studies''
emerging over the last decades.

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Emily Greenwood

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After Orientalism: Writing across Arabic-Islamic Contact Zones (212726)
Annette Lienau
How might the transregional presence of scriptural Arabic have impacted the formation of (post)-colonial
and national literatures in ways that contrast with vernacular, European counterparts evolving from a Latin
imperial or ecumenical context? How did the politics of empire impact the trajectories of Arabophone and

Arabographic writing across regional and colonial lines, and foreground enduring debates on (post)-
colonial forms of cultural literacy? Across a diversity of (post)-colonial contexts, to what extent did the
historical coexistence of scriptural Arabic and nominally vernacular languages give rise to creative
tensions and literary innovations irreducible to unilateral, European influences or Eurocentric paradigms of
progressive vernacularization? Exploring these questions, this course will engage with texts that illuminate
the following dynamics across regional differences and former colonial lines: the colonial politicization of
nominally "scriptural" and "vernacular" literacies; monoglossic and heteroglossic language ideologies
within historically Arabophone regions; the politics of orthography; the evolution of Arabic as a historically
inter-ethnic, culturally polycentric, and progressively interconfessional medium; and the vitality of
concepts unique to Arabic contact zones ('ammiyya and 'ajamiyya) as the basis of underexamined cultural
comparisons across a regional and linguistic dispersion. In addition to literary texts, primary materials will
include colonial era archival documents and journalistic writing, with broader contextual readings drawn
from the fields of sociolinguistics and historical scholarship. Materials will be presented or made available
in bilingual editions or in English translation. Course is open to advanced undergraduates with permission
from the instructor.

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Greek Antiquity and German Thought: From Nietzsche to Heidegger (220268)
Panagiotis Roilos

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Literature, Diaspora, Migration, and Trauma (117360)
Karen Thornber
This course examines a diverse range of creative and critical discourses on trauma and the global African;
East, South, Southeast, and West Asian (Chinese, Indian, Iranian, Japanese, Korean, Vietnamese); and
Middle Eastern (Jewish, Palestinian, Lebanese); as well as Latin American diasporas. We focus on the
connections among diasporas, displacement, migration, and trauma, and on the relationships of these
phenomena and constructions and understandings of artistic and cultural identities, ethnicity/race,
gender/sexuality, inequality, disease/illness/health/disability, religion, postcolonialism, transculturation
(including translation), multilingualism, globalization and global history, world literature, and global

literatures.

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HCOL: Foreign Lang Citation Spanish

Knowledge Design: What should or could (scholarly) knowledge look like in the 21st Century? (203049)
Jeffrey Schnapp
2023 Spring (4 Credits) Schedule: M 0900 AM - 1145 AM
This seminar will explore the shapes and forms that experimental scholarship is assuming in an array of
arts and humanities disciplines, from media studies to digital humanities to cultural analytics. It will also
explore emergent models of knowledge production and publication within and across media. Open to
advanced undergrad and graduate students, and to students from the Graduate School of Design.

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Language War: Seminar (108760)
Marc Shell
Considers language difference as a cause of war. Areas for study include ancient Gilead and Rome as well
as Quebec, Nigeria, Hispaniola, the Balkans, Britain, and Israel. Literary problems include translation,
heteroglossia, accent, and multilingualism.

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The Environmental Humanities: Critical Zones and Trajectories (205046)
Diana Sorensen
Verena Conley

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Comparative Literature 299AR

Comparative Literature in Theory and Practice (111650)
David Damrosch
An introduction to the discipline of comparative literature, looking at major issues in the history and current
practice of the discipline as practiced in the USA, with special emphasis on seeing how comparatists enter
into ongoing debates concerning theory and method. Several of our faculty will join us for the discussion of
their work. Additional readings will include selections from Herder, de Staël, Adorno, Auerbach, de Man,
Glissant, Said, Spivak, Apter, Venuti, and Heise.
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.

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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.

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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
Requirements: Pre-requisite: COMPLIT 343AA

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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.

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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.
Requirements: Pre-requisite: COMPLIT 343BA

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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.

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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.
Requirements: Pre-requisite: COMPLIT 343CA

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Preparation for General Examinations (114019)
Verena Conley

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Verena Conley

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Comparative Literature 396 Section: 002

David Damrosch

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David Damrosch

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David Elmer

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David Elmer

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James Engell

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James Engell

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Luis Giron Negron

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Luis Giron Negron

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John T. Hamilton

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John T. Hamilton

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Biodun Jeyifo

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Biodun Jeyifo

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Christie Mcdonald

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Christie Mcdonald

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Gregory Nagy

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Gregory Nagy

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Martin Puchner

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Martin Puchner

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Panagiotis Roilos

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Panagiotis Roilos

Attribute Value(s)

Marc Shell

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Marc Shell

Attribute Value(s)

Diana Sorensen

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Diana Sorensen

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Karen Thornber

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Karen Thornber

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William Todd

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William Todd

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Saul Zaritt

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Saul Zaritt

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Mariano Siskind

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Mariano Siskind

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Francoise Lionnet

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Francoise Lionnet

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Annette Lienau

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Annette Lienau

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Justin Weir

Attribute Value(s)

David Wang

Attribute Value(s)

David Wang

Attribute Value(s)

Justin Weir

Attribute Value(s)

Homi Bhabha

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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

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Sandra Naddaff

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David Stern

Attribute Value(s)

David Stern

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Verena Conley

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Verena Conley

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David Damrosch

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David Damrosch

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David Elmer

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David Elmer

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James Engell

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James Engell

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Luis Giron Negron

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Luis Giron Negron

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John T. Hamilton

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John T. Hamilton

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Biodun Jeyifo

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Biodun Jeyifo

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Christie Mcdonald

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Christie Mcdonald

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Gregory Nagy

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Gregory Nagy

Attribute Value(s)

Martin Puchner

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Martin Puchner

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Panagiotis Roilos

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Panagiotis Roilos

Attribute Value(s)

David Wang

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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

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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)

Annette Lienau

Attribute Value(s)

Justin Weir

Attribute Value(s)

Homi Bhabha

Attribute Value(s)

Jeffrey Schnapp

Attribute Value(s)

William Granara

Attribute Value(s)

Sandra Naddaff

Attribute Value(s)

David Stern

Attribute Value(s)

Marc Shell

Attribute Value(s)

Annette Lienau

Attribute Value(s)

Justin Weir

Attribute Value(s)

Homi Bhabha

Attribute Value(s)

Jeffrey Schnapp

Attribute Value(s)

William Granara

Attribute Value(s)

Sandra Naddaff

Attribute Value(s)

David Stern

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David Wang

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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.

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Verena Conley
Course Notes:
required.

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David Damrosch
Course Notes:
required.

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David Damrosch
Course Notes:
required.

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David Elmer
Course Notes:
required.

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David Elmer
Course Notes:
required.

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James Engell
Course Notes:
required.

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James Engell
Course Notes:
required.

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Luis Giron Negron
Course Notes:
required.

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Luis Giron Negron
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required.

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John T. Hamilton
Course Notes:
required.

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John T. Hamilton
Course Notes:
required.

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Biodun Jeyifo
Course Notes:
required.

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Biodun Jeyifo

Course Notes:
required.

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Christie Mcdonald
Course Notes:
required.

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Christie Mcdonald
Course Notes:
required.

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Gregory Nagy
Course Notes:
required.

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Gregory Nagy
Course Notes:
required.

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Martin Puchner
Course Notes:
required.

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Martin Puchner
Course Notes:
required.

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Panagiotis Roilos
Course Notes:
required.

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Panagiotis Roilos
Course Notes:
required.

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Marc Shell
Course Notes:
required.

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Marc Shell
Course Notes:
required.

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Diana Sorensen
Course Notes:
required.

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Diana Sorensen
Course Notes:
required.

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Karen Thornber
Course Notes:
required.

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Karen Thornber

Course Notes:
required.

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William Todd
Course Notes:
required.

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William Todd
Course Notes:
required.

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Saul Zaritt
Course Notes:
required.

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Saul Zaritt
Course Notes:
required.

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Mariano Siskind
Course Notes:
required.

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Mariano Siskind
Course Notes:
required.

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Francoise Lionnet
Course Notes:
required.

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Francoise Lionnet
Course Notes:
required.

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Annette Lienau
Course Notes:
required.

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Annette Lienau
Course Notes:
required.

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Justin Weir
Course Notes:
required.

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Justin Weir
Course Notes:
required.

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Homi Bhabha
Course Notes:
required.

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Homi Bhabha

Course Notes:
required.

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Jeffrey Schnapp
Course Notes:
required.

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Jeffrey Schnapp
Course Notes:
required.

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William Granara
Course Notes:
required.

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William Granara
Course Notes:
required.

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Sandra Naddaff
Course Notes:
required.

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Sandra Naddaff
Course Notes:
required.

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David Stern
Course Notes:
required.

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David Stern
Course Notes:
required.

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David Wang
Course Notes:
required.

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David Wang
Course Notes:
required.

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Subject: Albanian Language
Albanian Language AA Section: LEC

Elementary Modern Albanian I (220291)

Emphasis on all aspects of Albanian grammar toward developing a solid foundation for speaking, listening,
reading, writing, and vocabulary skills. 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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FAS: Meets Foreign Lang Req Albanian

Albanian Language BA Section: LEC
Intermediate Modern Albanian I (220292)

This course includes thorough review of the fundamentals of grammar and building a wider vocabulary. It
emphasizes reading, writing, speaking and listening comprehension. Course introduces literary and
cultural texts, and includes audio-visual material from the contemporary media.

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Albanian Language 101A Section: LEC

Advanced Modern Albanian I (220293)

Gaining and improving advanced language skills in Modern Albanian through reading, writing, listening,
and speaking with special emphasis on the proper usage of vocabulary and idiomatic expressions.

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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 and data analysis
using the Python programming language; presents an integrated view of computer systems, from switching
circuits up through compilers and object-oriented 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, algorithmic bias, and invasions of privacy.
Course Notes:
May not be taken for credit after completing Computer Science 50.

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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.

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Computer Science 32
Computational Thinking and Problem Solving (219744)
Michael Smith
An introduction to computational thinking, useful concepts in the field of computer science, and the art of
computer programming using Python. Significant emphasis is placed on class meetings and learning to
use computers to solve complex, real-world problems. Concepts and techniques are introduced as they are
needed to help solve the problems confronting us. Students will learn how to go from an ambiguous
problem description to a running solution and will leave the class knowing how to instruct computers to do
what they want them to do. Prior experience in computer science or computer programming is not
necessary.

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Computer Science 50
Introduction to Computer Science (for students unable to take in the fall term) (152514)
David J. Malan
Carter Zenke
This is CS50, Harvard University's introduction to the intellectual enterprises of computer science and the
art of programming, for concentrators and non-concentrators alike, with or without prior programming
experience. (Two thirds of CS50 students have never taken CS before.) This course teaches students how
to solve problems, both with and without code, with an emphasis on correctness, design, and style. Topics
include abstraction, algorithms, data structures, memory, security, command-line and web programming,
and more. Languages include C, Python, SQL, and JavaScript plus HTML and CSS. Problem sets inspired
by the arts, humanities, social sciences, and sciences. Course culminates in a final project, optional
hackathon, and campus-wide CS50 Fair. See cs50.harvard.edu/college for advice, FAQs, syllabus, and
what's new for Spring 2023. Email the course's heads at heads@cs50.harvard.edu with questions.
Course Notes:
This spring version of CS50 is for students who were unable to take
the course in Fall 2022. All students, including concentrators and non-
concentrators, are encouraged to take CS50 in fall term instead. See
cs50.harvard.edu/spring for differences between fall term and spring
term. Students should also enroll in one of the course's two sections
unless simultaneously enrolled in other courses that meet at the same
or overlapping times, in which case they may attend the other courses
in person and make alternative arrangements with CS50's heads. (The
Ad Board has already granted this exception for CS50; no other steps
are required.) Instructor-led tutorials to be arranged. CS50 is ordinarily
graded SAT/UNS, though students whose concentration requires letter
grades should change their grading status to letter-graded by the
term's fifth Monday. Students may take CS50 SAT/UNS to fulfill the
Science and Engineering and Applied Science distribution requirement
or the Quantitative Reasoning with Data requirement, but not both.
First years may take both CS50 and a freshman seminar SAT/UNS.
Graduate students are welcome to enroll in or cross-register for CS50.
Class Notes:

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Computer Science 50
Introduction to Computer Science (152514)
David J. Malan
what's new for Fall 2022. Email the course's heads at heads@cs50.harvard.edu with questions.
Course Notes:
This course ordinarily meets for lectures in Sanders Theatre on
Mondays, 1:30pm–4:15pm, but the course's first lecture will be in
Sanders Theatre on Wednesday, August 31, 1:30pm–4:15pm. Students
are expected to attend the course's lectures in person unless
simultaneously enrolled in another course that meets at the same or an
overlapping time, in which case they may watch CS50's lectures online
and attend the other course in person. (The Ad Board has already
granted this exception for CS50; no other steps are required.) Students
with other academic or athletic conflicts should email the course's
heads. Students should also enroll in one of the course's eight
sections. Students with conflicts with all eight should email the
course's heads to make alternative arrangements. Course also
includes a weekly hands-on lab, to be arranged. CS50 is ordinarily
All students are expected to attend an orientation meeting during the
second week of term; students with conflicts may watch online.
Class Notes:

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Simultaneous Enroll Exception Exempt
Computer Science 50 Section: 002

Introduction to Computer Science (for students unable to take in the fall term) (152514)
David J. Malan
Carter Zenke
what's new for Spring 2023. Email the course's heads at heads@cs50.harvard.edu with questions.
Course Notes:
This spring version of CS50 is for students who were unable to take
the course in Fall 2022. All students, including concentrators and non-
concentrators, are encouraged to take CS50 in fall term instead. See
cs50.harvard.edu/spring for differences between fall term and spring
term. Students should also enroll in one of the course's two sections
unless simultaneously enrolled in other courses that meet at the same
or overlapping times, in which case they may attend the other courses
in person and make alternative arrangements with CS50's heads. (The
Ad Board has already granted this exception for CS50; no other steps
are required.) Instructor-led tutorials to be arranged. CS50 is ordinarily

Class Notes:

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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.

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Computer Science 51 Section: 002

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.

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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.

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Computer Science 73
Code, Data, and Art (220126)
Fernanda Viegas
Martin Wattenberg
A studio course where software is used as an artistic medium. The course is designed to expose students
to current perspectives on the intersection of computer science and art, and to build skills that will allow
them to express themselves creatively via software. An additional focus will be the role of data in modern
artistic practice.
Course Notes:
Coursework will involve weekly software compositions, class critiques,
and a final project.
Class Notes: Interested students should complete the short form on the course's
website.
Recommended Prep:
CS 50 or equivalent, or permission of instructor.

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Computer Science 79
Design of Useful and Usable Interactive Systems (123971)
Krzysztof Gajos
Formerly CS 179, 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.
Course Notes:
CS 79 was formerly offered as CS 179. Students who took CS 179 may
not take CS 79 for credit.

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Computer Science 91R

Boaz Barak
Stephen Chong
Adam Hesterberg
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.

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Boaz Barak
Adam Hesterberg
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.

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Computer Science 96
System Design Projects: Machine Learning for Social Impact (121508)
Milind Tambe
Student teams will work with real partner organizations to use machine learning techniques on a directly
impactful project. Students will learn how to effectively explore data, create and iterate on real models,
communicate and work with external partners, and incorporate ethics into their technical work. The class
will include guest lectures from experts in various fields of the social impact tech space.
Course Notes:
Course is enrollment-limited by application.
Recommended Prep:
CS 181, CS 182, or equivalent and/or CS 109B.

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Computer Science 105

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.

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Systems Development for Computational Science (216324)
Fabian Wermelinger
This is a project-based course emphasizing designing, building, testing, maintaining and modifying
software for scientific computing and data sciences. The class is focusing on a thorough introduction of
the Python programming language with discussion of core concepts in object oriented programming as
well as essential data structures useful in most programming tasks. Students will work in groups on a
semester long project that combines the subjects discussed in class and applies them to the topic of
automatic differentiation. Students will further learn how to work with SQL databases and how to integrate
them in Python using SQLite3 and Pandas. After completion of this course, students will be able to adapt
basic tools and techniques to design complex software systems aimed at solving computational and data
processing problems in academic and industrial environments.
Recommended Prep:
Students are expected to have basic programming experience (CS 50)
and be familiar with entry level calculus and the chain rule.

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Computer Science 109A
Data Science 1: Introduction to Data Science (109899)
Pavlos Protopapas
Natesh Pillai
MW 0945 AM - 1100 AM
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 the following can be taken for credit: Stat 109a, Stat 121a,
CS 109a, AC 209a.
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 109A, or Statistics 121, or Statistics
121A.

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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 statistical modeling, representation, and

prediction. Topics include multiple deep learning architectures such as CNNs, RNNs, transformers,
language models, autoencoders, and generative models as well as basic Bayesian methods, and
unsupervised learning. 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 109a, or Stat 121a, or equivalent.
Recommended Prep:
CS 109a, AC 209a, Stat 109a, 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.)

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Introduction to Algorithms and their Limitations (218613)
Salil Vadhan
Adam Hesterberg
An introductory course in theoretical computer science, aimed at giving students the power of using
mathematical abstraction and rigorous proof to understand computation. Thus equipped, students will be
able to design and use algorithms that apply to a wide variety of computational problems, with confidence
about their correctness and efficiency, as well as recognize when a problem may have no algorithmic
solution. At the same time, they will gain an appreciation for the beautiful mathematical theory of
computation that is independent of (indeed, predates) the technology on which it is implemented.
Recommended Prep:
Experience with proofs and discrete mathematics at the level of
Computer Science 20, and Python programming at the level of
Computer Science 50.

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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" is posted on the course website <a href="https://cs121.
boazbarak.org/">https://cs121.boazbarak.org/</a> and students should
complete it before the first lecture.

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Data Structures and Algorithms (115384)
Adam Hesterberg
Madhu Sudan
Design and analysis of efficient algorithms and data structures. Algorithm design methods, graph
algorithms, approximation algorithms, and randomized algorithms are covered.
Course Notes:
Students will not receive credit for both CS 124 and CS 125.
Recommended Prep:
Knowledge of how to write mathematical proofs, such as from
Computer Science 20, Applied Math 22, or Math 22, is required; more
advanced courses such as Computer Science 120, Math 23, Math 25,
and Math 101 may be helpful but are not required.
Basic programming skills, such as from Computer Science 32 or 50,

are required; Computer Science 51 and/or 61 may be helpful but are
not required. No specific programming language is required.
Knowledge of discrete math and probability, such as from Computer

Science 20 or self-study, is required. Statistics 110 may be helpful but
is not required.

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Fairness and Privacy: Perspectives from Law and Probability (204972)
Cynthia Dwork
W 0900 AM - 1015 AM
Students will learn to analyze and mitigate privacy loss, overfitting, and unfairness in data analysis.
Principal techniques will come from cryptography, differential privacy, and the emerging areas of adaptive
data analysis and algorithmic fairness.
Course Notes:
This intensive course will bring together advanced students in
computer science, statistics, law, and government to tackle these and
related questions. Offered concurrently in HLS and in SEAS, with
interwoven tracks emphasizing, respectively, law and computer
science, the tracks will meet jointly and separately each week.
Class Notes: This course will meet in WCC B010 (HLS campus) on Mondays and
Maxwell Dworkin 119 (SEAS campus) on Wednesdays.
Recommended Prep:
Experience writing proofs and familiarity with statistics basics (for
example, mean, variance, Chernoff bounds); a theoretical computer
science course such as CS 121 or CS 124 is recommended but not
required.

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Computing Hardware (113856)

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
significant technological breakthroughs in computing. Computer networks have become even more critical
these days since remote activities have become a new norm. We expect several focuses in the coming
years. First, we will witness the emergence of 5G wireless mobile networks, which have already begun to
replace the current 4G networks. Second, cybersecurity and privacy will receive unprecedented attention
from the industry. Third, blockchain technology, which underlies Bitcoin, creates a new trusted network
infrastructure for many new distributed applications. Fourth, distance learning and virtual meetings will
push the limits of current multicast and network management technologies. In this course, students will
learn basic networking protocols as well as these timely topics.
Recommended Prep:
CS50 (or programming experience) and a strong interest in the subject
matter. Lab sessions will be provided to give extra support.

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Networking at Scale (208314)
Minlan Yu
Modern networks have grown to extremely large scale (connecting millions of servers) and high speed
(with Terabits per second) to meet the needs of a variety of cloud applications in business and society (e.g.,
social media, public health, and entertainment). In this course, we will study not only basic concepts in
networking but also how these concepts get applied and extended for networking at scale. We will discuss
the recent technology trends and design choices of performance, scalability, manageability, and cost faced
by companies who own large-scale networks such as Amazon, Google, Microsoft, and Facebook. This
course includes lectures and system programming projects. More information can be found at https:
//github.com/minlanyu/cs145-site.
Recommended Prep:
System programming at the level of CS 61.

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Computer Architecture (113270)
David Brooks
2023 Spring (4 Credits) Schedule: F 0900 AM - 1145 AM
Review of the fundamental structures in modern processor design. Topics include computer organization,
memory system design, pipelining, and other techniques to exploit parallelism. Discussion of modern
topics including GPU architectures, datacenter architecture, mobile/embedded SoC architectures, and
machine learning acceleration as time permits. Emphasis on a quantitative evaluation of design alternatives
and an understanding of performance and energy consumption issues.
Requirements: Prerequisite: Computer Science 141

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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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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.
Course Notes:
Enrollment limited to 80 students. Offered jointly with the Design
School as SCI-6472.
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 22a or Mathematics
21b.

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Engineering Usable Interactive Systems (220125)
Elena Glassman
In this course, students learn critical techniques, concepts, and technologies for building usable interactive
systems, alone and in pairs. Assignments provide hands-on experiences with different modern frameworks,
platforms, and libraries while conceptual commonalities and distinctions are annotated and explained, e.g.,
PL concepts particularly common in UI engineering. Lectures cover relevant basic and advanced topics,
such as human cognitive capabilities, iterative prototyping, human-AI interaction, and probabilistic input.
The final project will require both front-end and back-end development, iterative prototyping with humans,
and a final evaluation with target users. Designed for advanced undergraduates interested in a
programming-heavy HCI course.
Recommended Prep:
Programming experience required, i.e., CS 51 and/or CS 61; some
experience debugging on one's own with online community resources,
and some familiarity with design recommended, e.g., CS 179, or

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Machine Learning (148156)
Weiwei Pan
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 or 61, Statistics 110, Applied Math 22a or Math
21ab (or equivalent).

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Artificial Intelligence (110661)
Ariel Procaccia
Stephanie Gil
Artificial Intelligence (AI) is already making a powerful impact on modern technology, and is expected to be
even more transformative in the near future. The course introduces the ideas and techniques underlying
this exciting field, with the goal of teaching students to identify effective representations and approaches
for a wide variety of computational tasks. Topics covered in this course are broadly divided into search and
planning, optimization and games, and uncertainty and learning. Special attention is given to ethical
considerations in AI and to applications that benefit society. For more information please see the course
website.
Recommended Prep:
Students must have previously taken Statistics 110 (Probability) or an
equivalent course. Experience with Python programming, as well as an
understanding of the design and analysis of algorithms (including time
complexity and big O notation), are assumed.

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Introduction to Reinforcement Learning (220124)
Sham Kakade
Lucas Janson
Modern AI systems often need the ability to make sequential decisions in an unknown, uncertain, possibly
hostile environment, by actively interacting with the environment to collect relevant data. Reinforcement
Learning (RL) is a general framework that can capture the interactive learning setting and has been used to
design intelligent agents that achieve high-level performance in challenging applications such as Go,
computer games, robotic manipulation, health care, and education.
This course provides an introduction to reinforcement learning covering a range of problem formulations,
algorithms, and theory. The four main themes of the course are (1) multi-armed bandits (best arm
identification, UCB, contextual bandits, linear bandits) (2) Markov decision processes (Bellman
equations/optimality, planning, UCB, unknown environments, finite/infinite horizon problems) (3) methods
for large-scale systems (policy gradient methods, deepRL) (4) selected further topics (linear quadratic
regulators, Thompson sampling, provably efficient exploration, offline RL, imitation learning). The
assignments will focus on a mix of algorithmic and statistical principles, along with their programming

implementations.
Course Notes:
CS 184 is also offered as Statistics 184. Students may not take both for
credit.
Recommended Prep:
Required: calculus / linear algebra (e.g., AM22a, Math 21b), probability
theory (e.g., Stat 110), programming in Python. Recommended: linear
regression, supervised learning, algorithms.

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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:
Open only to juniors, seniors, and graduate students in Computer
Science and to juniors, seniors, and graduate students in other fields
with comparable background in Computer Science.

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AI Research Experiences (220781)
Pranav Rajpurkar
2022 Fall (4 Credits) Schedule: WF 0345 PM - 0500 PM
Learn the practical skills required for applied deep learning work, including hands on experience with
method development, model training at scale, and error analysis. You will learn the technical writing skills
required for applied AI research, including experience composing different elements of a full research
paper. Through structured assignments, you will tackle a scoped-out research project in a small team from

conception to co-authoring a manuscript.
Recommended Prep:
A background in machine learning, at the level of CS181 or CS109b or
equivalent. A background in software engineering, at the level of being
able to write non-trivial Python programs.

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High Performance Computing for Science and Engineering (128104)
Fabian Wermelinger
With manufacturing processes reaching the limits in terms of transistor density on today's computing
architectures, efficient utilization of computing resources must exploit parallel execution to maintain
scaling. The use of computers in academia, industry and society is a fundamental tool for (scientific)
solving problems while the "think parallel" mindset of code developers is still lagging behind. The aim of
this class is to introduce the student to the fundamentals of parallel programming and its relationship on
computer architectures by introducing techniques to analyze performance and scaling of parallel
applications. Various forms of parallelism are discussed and exploited through different programming
models with focus on shared and distributed memory programming. The course is application oriented and
includes a group project where students will apply topics discussed in class to a real application.
Recommended Prep:
Students are expected to have basic programming experience and
understanding of algorithms (e.g., CS50/CS51/CS107) and be familiar
with C, C++ or similar, and have basic knowledge of Linux including
using the command line.

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Algorithms at the Ends of the Wire (111994)
Michael Mitzenmacher
Covers topics related to algorithms for big data, especially related to networks and database systems.

Themes include sketch-based data structures, compression, graph and link information, and information
theory. Requires a major final research-based project.
Recommended Prep:
Computer Science 124.

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Probabilistic Analysis and Algorithms (114806)
Probabilistic techniques and tools for the design and analysis of algorithms. Designed for all first-year
graduate students in all areas.
Recommended Prep:
Computer Science 124. Preferably additional probability, such as in
Computer Science 226r, Statistics 110, or Mathematics 191.

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Topics in Theory for Society: Differential Privacy (214483)
Cynthia Dwork
Topics from the literature on theoretical computer science addressing technical problems of societal
concern.
Recommended Prep:
At least one of CS 121, CS 124, or CS 126.

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Computer Science 229BR
Topics in Theoretical Computer Science: Analysis of Boolean Functions (207862)
Chin Ho Lee
Boolean functions are basic objects of study in theoretical computer science. This course will cover
fundamental concepts and techniques in the analysis of Boolean functions, including influence and noise
sensitivity, random restrictions, polynomial approximation, and hypercontractivity. We will see applications
to various areas in theoretical computer science and mathematics, including circuit complexity,
pseudorandomness, learning theory, and combinatorics.
Recommended Prep:
CS 124 or equivalent, basic discrete probability, familiar with writing
proofs.

Attribute Value(s)
Computer Science 229BR

Topics in the Foundations of Machine Learning (207862)
Boaz Barak
This will be a graduate level course on recent advances and open questions in the foundations of machine
learning and specifically deep learning. We will review both classical results as well as recent papers in
areas including classifiers and generalization gaps, representation learning, generative models, adversarial
robustness, out of distribution performance, and more.
This is a fast-moving area and it will be a fast-moving course. We will aim to cover both state-of-art results,
as well as the intellectual foundations for them, and have a substantive discussion on both the "big
picture" and technical details of the papers. In addition to the theoretical lectures, the course will involve a
programming component aiming to get students to the point where they can both reproduce results from
papers and work on their own research. This component will be largely self-directed and we expect
students to be proficient in Python and in picking up technologies and libraries such as pytorch/numpy/etc
on their own (aka "Stack Overflow oriented programming").
Recommended Prep:
The course will require facility with machine learning, as well as
mathematical maturity, including proofs, probability and information
theory. We expect students will have ML background at the level of CS
181 or similar, and theory background at the level of CS 121/124 or
similar.

Attribute Value(s)
Computer Science 229CR

Topics in Theoretical Computer Science: Spectral Graph Theory in CS (211336)
Salil Vadhan
Eigenvectors and eigenvalues of graphs and their applications to computer science problems, such as
clustering, solving linear systems, derandomization, sampling via MCMC, counting, web search, and
maximum flow.
Recommended Prep:
Algorithms and theoretical computer science at the level of CS 124 or
CS 120+121 and linear algebra at the level of Applied Mathematics 22a
or Math 21b.

Attribute Value(s)

Topics in Theoretical Computer Science: Biology and Complexity (120237)
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.

Attribute Value(s)

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/Fall2022 for more information.
Course Notes:
Instructor permission needed for undergraduates. Undergraduates
planning to take the class must write to the instructor indicating (1)
what they hope to learn from the class and (2) their level of preparation
in math and CS theory (e.g., CS 121, CS 124).
Recommended Prep:
CS 121/124 or equivalents.

Attribute Value(s)

Quantum Computation and Quantum Complexity (219759)
Anurag Anshu
2023 Spring (4 Credits) Schedule: WF 0945 AM - 1100 AM
An introduction to the quantum view on a variety of disciplines: algorithms, complexity, cryptography and
information. Course will elucidate the source of quantum advantage in computation, ties of quantum
computation with physics, and the power of entanglement.

Recommended Prep:
Strongly recommended: CS 124 (or equivalent), knowledge of writing
proofs, knowledge in random variables, probability distributions, and
Markov chains at the level of STAT 110. CS 121 is helpful.

Attribute Value(s)

Topics at the Interface between Computer Science and Economics (116531)
Yiling Chen
Interplay between computation and economics. Rotating topics in mechanism design, strategy-aware
machine learning, information elicitation and forecasting, computational social choice and other emerging
areas. Readings in AI, theoretical CS, multi-agent systems, economic theory, and operations research.
Recommended Prep:
Mathematics 21a, 21b, or equivalent; Stat 110 or equivalent;
Economics 1011a, or equivalent; or permission of instructor. CS 136 is
helpful but not required.

Attribute Value(s)

Optimized Democracy (217635)
Ariel Procaccia
The course examines the mathematical and algorithmic foundations of democracy, running the gamut from
theory to applications. The goal is to provide students with a rigorous perspective on, and a technical
toolbox for, the design of better democratic systems. Topics include computational social choice
(identifying optimal voting rules), fair division with applications to political redistricting (avoiding
gerrymandering) and apportionment (allocating seats on a representative body), sortition (randomly
selecting citizens' assemblies), liquid democracy (transitively delegating votes), and weighted voting
games (analyzing legislative power through cooperative game theory).
Recommended Prep:
Students should have a basic understanding of probability theory and
algorithms. Examples of concepts that are useful to know include
Markov chains, concentration inequalities, NP-hardness and linear
programming. Mathematical maturity (following proof sketches in real
time) is expected. Although this is primarily a graduate course,
undergraduate students who have previously taken Stat 110 and CS
124 (or similar courses) are very welcome.

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Computing at Scale (160624)
H. Kung
Machine learning accelerators have enabled a new era of special general computing. This course addresses
computation scaling techniques required in implementing these accelerators over parallel, distributed and
embedded computing platforms. Students will learn principled methods for mapping prototypical
computations onto compute nodes of various hardware capabilities and interconnect patterns, as well as
about the close interactions between computational algorithms, machine learning models, and computer
organizations. After successfully taking this course, students will have acquired an integrated
understanding of these issues, and can take on the challenging tasks of designing and using energy-
efficient high-performance accelerators.
Recommended Prep:
(1) programming experience (Python, MatLab or C/C++ should be fine);
(2) basic knowledge in systems and machine organization; (3)
familiarity in data structures and algorithms; and (4) maturity in
mathematics (e.g., being able to make use of undergraduate linear
algebra and statistics). For students with strong interest in the subject
matter and related research experience, one of these four
requirements may be waived. Labs and extra support will provide
preparation in the first weeks of the semester to help students quickly
obtain parts of the background necessary to excel in the course.

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Advanced Computer Networks (212686)
Minlan Yu
This is a graduate-level course on computer networks. Each year we select a subset of advanced topics in
networked systems to showcase latest developments in the entire networking stack (hosts, NICs,
switches), how networks interact with high-level applications, and how networks interact with the other
system components such as compute and storage.
For Fall 2022, we will take machine learning as an example to study their needs for networking and the key
challenges they bring to the network stack. The growth of machine learning applications is driven by
system hardware and software advances. On the other hand, emerging machine learning applications also
call for innovations in systems. A new trend in machine learning is to build increasingly large models (with
hundreds of billions of parameters) for a wide range of tasks. This trend brings new challenges to
networked systems: We now need to build large-scale distributed systems across the network to process
such a large amount of data from various sources, train large models that run on thousands of GPUs/TPUs,
and serve inference requests with high performance. In this course, we will study system challenges in
machine learning and how to co-design networks and the other parts of the systems to meet the needs of
machine learning applications. The course will include lectures, in-class presentations, paper discussions,
and a research project.
More information of this course is at https://github.com/minlanyu/cs243-site
Recommended Prep:
System programming at the level of CS 61, CS 143, CS145. Prior
knowledge of basic networking concepts is useful.

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Advanced Computer Architecture (127937)
David Brooks
Review of the fundamental structures in modern processor design. Topics include computer organization,
memory system design, pipelining, and other techniques to exploit parallelism. Discussion of modern
topics including GPU architectures, datacenter architecture, mobile/embedded SoC architectures, and
machine learning acceleration as time permits. Emphasis on a quantitative evaluation of design alternatives
and an understanding of performance and energy consumption issues.
Course Notes:
The contents and course requirements are similar to those of
Computer Science 146, with the exception that students enrolled in
Computer Science 246 are expected to undertake a course project
appropriate for a graduate course.
Recommended Prep:
Computer Science 141 (or equivalent)

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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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Tiny Machine Learning (212687)
Vijay Janapa Reddi
Tiny machine learning (TinyML) is defined as a fast-growing field of machine learning technologies and
applications including hardware (dedicated integrated circuits), algorithms and software capable of
performing on-device sensor (vision, audio, IMU, biomedical, etc.) data analytics at extremely low power,
typically in the mW range and below, and hence enabling a variety of always-on use-cases and targeting
battery-operated devices. The pervasiveness of ultra-low-power embedded devices, coupled with the
introduction of embedded machine learning frameworks like TensorFlow Lite for Microcontrollers, will
enable the mass proliferation of AI-powered IoT devices. The explosive growth in machine learning and the
ease of use of platforms like TensorFlow (TF) make it an indispensable topic of study for modern computer
science and electrical engineering students.

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Advanced Topics in Programming Languages (114807)

Nada Amin
Seminar course exploring recent research in programming languages. Topics vary from year to year.
Students typically read and present research papers, undertake a research project.
Recommended Prep:
Computer Science 152 or permission of the instructor.

Attribute Value(s)

Introduction to Distributed Computing (122813)
James Waldo
An examination of the special problems associated with distributed computing such as partial failure, lack
of global knowledge, asynchrony and coordination of time, and protocols that function in the face of these
problems. Emphasis on both the theory that grounds thinking about these systems and in the ways to
design and build such systems.
Recommended Prep:
Computer Science 161 or permission of instructor.

Attribute Value(s)

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.

Attribute Value(s)

Design, Technology, and Social Impact (220127)
Krzysztof Gajos
The course explores major areas of research and practice at the intersection of design, technology, and
social impact. Specifically, we will explore the current state of research and interesting real-world examples
related to the design, evaluation, and implementation of interventions comprising of technical, social, and
organizational elements. We will also explore leading theories and methods for anticipating broader,
indirect societal impacts of such intervention. Course activities will involve discussion of primary literature,
some guided instruction, assignments, and a major research project.
Course Notes:
Designed for Computer Science PhD students. Open to masters
students, advanced undergraduates, and students from other areas
with permission of instructor.
Recommended Prep:
Design experience (e.g., CS 179, CS 279), programming experience.
Requirements: COMPSCI PhDs Only

Attribute Value(s)

Research Topics in Human-Computer Interaction (121985)
Elena Glassman
Students will read and discuss systems HCI papers, i.e., papers published in human-computer interaction

and related venues that build and evaluate novel systems, with a focus on systems that work especially
well with (or clash against) human cognitive capabilities. Activities will also include lectures on key topics
relevant to building and testing systems in HCI. As a final project, students will implement and evaluate
components of one or more selected papers and present their findings in writing and orally in a conference-
style format, as means to understand more deeply the processes behind systems HCI research.
Course Notes:
Designed for PhD students with significant programming maturity.
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:
Programming experience required, e.g., for undergraduates: CS 51 and
CS 61; some experience debugging on one's own with online
community resources, and some familiarity with design recommended,
e.g., CS 179, or permission of instructor.

Attribute Value(s)

AI for Social Impact (217643)
Milind Tambe
Recent years have seen AI successfully applied to societal challenge problems; indeed, it has a great
potential to provide tremendous social good in the future. In this course, we will discuss the successful
deployments and the potential use of AI in various topics that are essential for social good, including but
not limited to health, environmental sustainability, public safety and public welfare. We will focus on
challenges in "AI for Social Impact" (AI4SI), what makes projects successful, and why projects fail. A key
part of this course will be to start AI4SI projects with local area non-profits.
Recommended Prep:
Students must have adequate background in AI, such as CS 181 or 182
or equivalent introductory courses. Students who have previous
experience in AI for social impact, e.g., interdisciplinary projects that
considered direct societal applications, will be given priority.

Attribute Value(s)

Computer Science 290A
Seminar on Effective Research Practices and Academic Culture (216811)
Madhu Sudan
John Girash
This is a reading and discussion-based seminar designed for entering Computer Science Ph.D. students.
This course prepares students to manage the difficult and often undiscussed challenges of Ph.D. programs
through sessions on research skill building (e.g. paper reading, communication), soft skill building (e.g.
managing advising relationships, supporting your peers), and academic culture (e.g. mental health in
academia, power dynamics in scientific communities), as well as research and professional-oriented
discussions.
This is a full-year, 4-unit course, meeting once a week in each of the fall and the spring. Students must
complete both terms of this course (parts A and B) within the same academic year to receive credit.
Course Notes:
This course is required for new (G1) Computer Science Ph.D. students.
It satisfies one of the CS 200-level electives (one of the 10 required
classes for the Computer Science Ph.D. degree). SEAS G1 Ph.D.
students in related fields may petition to enroll with instructor
permission.
Requirements: Graduate Year 1 Comp-Sci PHDs Only

Attribute Value(s)
Computer Science 290B

Seminar on Effective Research Practices and Academic Culture (218809)

This is a reading and discussion-based seminar designed for entering Computer Science Ph.D. students.
This course prepares students to manage the difficult and often undiscussed challenges of Ph.D. programs
through sessions on research skill building (e.g. paper reading, communication), soft skill building (e.g.
managing advising relationships, supporting your peers), and academic culture (e.g. mental health in
academia, power dynamics in scientific communities), as well as research and professional-oriented
discussions.
This is a full-year, 4-unit course, meeting once a week in each of the fall and the spring. Students must
complete both terms of this course (parts A and B) within the same academic year to receive credit.
Course Notes:
This course is required for new (G1) Computer Science Ph.D. students.

It satisfies one of the CS 200-level electives (one of the 10 required
classes for the Computer Science Ph.D. degree). SEAS G1 Ph.D.
students in related fields may petition to enroll with instructor
permission.
Requirements: Pre-requisite: COMPSCI 290A

Attribute Value(s)

Special Topics in Computer Science (114035)
Krzysztof Gajos
Supervision of experimental or theoretical research on acceptable problems in computer science and

Course Notes:

Attribute Value(s)

Special Topics in Computer Science (114035)
Krzysztof Gajos
Supervision of experimental or theoretical research on acceptable problems in computer science and


Course Notes:

Attribute Value(s)

Readable, Extensible, High-Performance Software Systems (109278)
Eddie Kohler

Attribute Value(s)

Readable, Extensible, High-Performance Software Systems (109278)
Eddie Kohler

Attribute Value(s)

Computational Mechanism Design, Electronic Marketplaces, and Multi-Agent Systems (116301)
David Parkes

Attribute Value(s)

Computational Mechanism Design, Electronic Marketplaces, and Multi-Agent Systems (116301)
David Parkes

Attribute Value(s)

Visual Computing (124155)
Hanspeter Pfister

Attribute Value(s)

Visual Computing (124155)
Hanspeter Pfister

Attribute Value(s)

Social Computing: Computation and Economics (125388)
Yiling Chen

Attribute Value(s)

Social Computing: Computation and Economics (125388)
Yiling Chen

Attribute Value(s)

Machine Learning, Visualization, and Human-Computer Interaction (219963)
Martin Wattenberg

Attribute Value(s)

Machine Learning, Visualization, and Human-Computer Interaction (219963)
Martin Wattenberg

Attribute Value(s)

Data Systems Design (156744)
Stratos Idreos

Attribute Value(s)

Data Systems Design (156744)

Stratos Idreos

Attribute Value(s)

Graduate Research with Procaccia (216720)
Ariel Procaccia

Attribute Value(s)

Graduate Research with Procaccia (216720)
Ariel Procaccia

Attribute Value(s)

Human-Computer Communication through Natural, Graphical, and Artificial Languages (111666)
Stuart Shieber

Attribute Value(s)

Human-Computer Communication through Natural, Graphical, and Artificial Languages (111666)
Stuart Shieber

Attribute Value(s)

Communicating with Machines About Data (212951)
Elena Glassman

Attribute Value(s)

Communicating with Machines About Data (212951)
Elena Glassman


Attribute Value(s)

Intelligent Interactive Systems and Human-Computer (126331)
Krzysztof Gajos

Attribute Value(s)

Intelligent Interactive Systems and Human-Computer (126331)
Krzysztof Gajos

Attribute Value(s)

Tools for Reliable Meaningful Efficient Communication (160962)
Madhu Sudan
Attribute Value(s)

Tools for Reliable Meaningful Efficient Communication (160962)
Madhu Sudan

Attribute Value(s)

Mathematical Logic, Theory of Computation (133437)
Harry Lewis

Attribute Value(s)

Mathematical Logic, Theory of Computation (133437)
Harry Lewis

Attribute Value(s)

Complexity of Quantum Many-Body Systems: Area Laws and Hardness of Approximation (219961)
Anurag Anshu

Attribute Value(s)

Complexity, Algorithms, Cryptography, and Convex Programming (206566)
Boaz Barak

Attribute Value(s)

Complexity, Algorithms, Cryptography, and Convex Programming (206566)
Boaz Barak

Attribute Value(s)

Computer Architecture: Modeling and Design (116858)
David Brooks

Attribute Value(s)

Computer Architecture: Modeling and Design (116858)
David Brooks

Attribute Value(s)

Datacenter networking (117839)
Minlan Yu

Attribute Value(s)

Datacenter networking (117839)
Minlan Yu

Attribute Value(s)

High-Performance Computer Systems (117841)
Michael Smith

Attribute Value(s)

High-Performance Computer Systems (117841)
Michael Smith

Attribute Value(s)

Computer Vision (120091)
Todd Zickler

Attribute Value(s)

Computer Vision (120091)
Todd Zickler

Attribute Value(s)

Research in Programming Languages, Design and Implementation (216721)
Nada Amin

Attribute Value(s)

Research in Programming Languages, Design and Implementation (216721)
Nada Amin

Attribute Value(s)

Computational Complexity, Parallel Computation, Computational Learning, Neural Computation (113027)
Leslie Valiant

Attribute Value(s)

Computational Complexity, Parallel Computation, Computational Learning, Neural Computation (113027)
Leslie Valiant

Attribute Value(s)

Computational Complexity, Cryptography, and Pseudorandomness (115136)
Salil Vadhan

Attribute Value(s)

Computational Complexity, Cryptography, and Pseudorandomness (115136)
Salil Vadhan

Attribute Value(s)

On-line Algorithms and Randomized Algorithms (109883)

Attribute Value(s)

On-line Algorithms and Randomized Algorithms (109883)

Attribute Value(s)

Topics in Distributed Systems (119043)
James Waldo

Attribute Value(s)

Topics in Distributed Systems (119043)
James Waldo

Attribute Value(s)

Software Systems: Security, Performance, and Robustness (160959)
James Mickens

Attribute Value(s)

Software Systems: Security, Performance, and Robustness (160959)
James Mickens

Attribute Value(s)

Programming Languages and Security (126329)
Stephen Chong

Attribute Value(s)

Programming Languages and Security (126329)
Stephen Chong

Attribute Value(s)

Topics in Theory for Society (204561)
Cynthia Dwork

Attribute Value(s)

Topics in Theory for Society (204561)
Cynthia Dwork

Attribute Value(s)

Graduate Research with Gonczarowski (219962)
Yannai Gonczarowski

Attribute Value(s)

Steven Gortler

Attribute Value(s)

Steven Gortler

Attribute Value(s)

Data Visualization, Human-Computer Interaction and Machine Learning (220431)
Fernanda Viegas

Attribute Value(s)

Data Visualization, Human-Computer Interaction and Machine Learning (220431)
Fernanda Viegas

Attribute Value(s)

Sketching Algorithms for Massive Data (110261)
Jelani Nelson

Attribute Value(s)

Sketching Algorithms for Massive Data (110261)
Jelani Nelson

Attribute Value(s)

Natural Language Understanding and Generation (160961)
Alexander Rush

Attribute Value(s)

Natural Language Understanding and Generation (160961)
Alexander Rush

Attribute Value(s)

Machine Learning and Artificial Intelligence (220432)
Sham Kakade

Attribute Value(s)

Machine Learning and Artificial Intelligence (220432)
Sham Kakade

Attribute Value(s)

Advanced Control, Estimation, and Analysis of Robots and Dynamical Systems (160963)
Scott Kuindersma

Attribute Value(s)

Advanced Control, Estimation, and Analysis of Robots and Dynamical Systems (160963)
Scott Kuindersma

Attribute Value(s)

Artificial Intelligence for Social Good (213680)
Milind Tambe

Attribute Value(s)

Artificial Intelligence for Social Good (213680)
Milind Tambe

Attribute Value(s)

Finale Doshi-Velez

Attribute Value(s)

Finale Doshi-Velez

Attribute Value(s)

Statistical Reinforcement Learning (214477)
Susan Murphy

Attribute Value(s)

Statistical Reinforcement Learning (214477)
Susan Murphy

Attribute Value(s)

Multi-Robot Systems Coordination and Control (216671)
Stephanie Gil

Attribute Value(s)

Multi-Robot Systems Coordination and Control (216671)
Stephanie Gil

Attribute Value(s)

Earth and Planetary Sciences
Subject: Earth & Planetary Sciences
Earth & Planetary Sciences 6

Introduction to Environmental Science and Engineering (216015)
Frank Keutsch
Bryan Yoon
This course will provide students with an introduction to environmental science and engineering by
providing an overview of current environmental issues, including climate change, air pollution, and water
pollution. Students critically evaluate underlying science and knowledge limitations, and explore the nexus
between scientific knowledge, regulatory frameworks, and engineering solutions to some of the world's
most pressing environmental problems. The course will emphasize the interconnected biological,
geological, and chemical cycles of the earth system including the multi-dimensional impacts of human
activity.
Course Notes:
EPS 6 is also offered as ESE 6. Students may not take both for credit.
This course fulfills the EPS sub-discipline requirement of Atmosphere
(s) and Oceans.
Recommended Prep:
The course presumes basic knowledge in chemistry, physics, and
mathematics at the high school level. Students will acquire additional
skills and knowledge in these areas, as applied to environmental
problems, as well as learning basic data analysis and coding skills.

Attribute Value(s)

The Fluid Earth: Oceans, Atmosphere, Climate, and Environment (128224)
Marianna Linz
This course introduces students to the fluid Earth, emphasizing Earth's weather and climate, the carbon
cycle, and global environmental change. The physical concepts necessary for understanding the structure,
motion and energy balance of the atmosphere, ocean, and cryosphere are covered first, and then these
concepts are applied in exploring major earth processes. Examples from Earth's past history, on-going
changes in the climate, and implications for the future are highlighted.

Course Notes:
Course includes lectures twice a week, a one hour section, and lab.
(s) and Oceans.

Attribute Value(s)

Marine Geochemistry (126174)
David Johnston
REVAMPED for 2022! The ocean is central to how our planet will respond to anthropogenic climate change,
and understanding its chemistry unlocks a deeper look into that response. This course is an introduction
to that conversation, drawing from real world examples (marine CO2 uptake, coastal eutrophication, marine
deoxygenation, the effects of mining, warming of the arctic, etc) and employs a variety of avenues for
engagement. The class will include lectures, asynchronous video content, student-led modules, group work
and discussions, all supported by a weekly section to dig deeper into key concepts. Along the way, the
class will cover basic chemical principles (thermodynamics, solubility, saturation, redox, etc.) and the
cycling of key biogeochemical elements (carbon, hydrogen, oxygen, nitrogen, sulfur, and phosphorus) in
and around the ocean.
Course Notes:
This course includes a weekly one-hour section 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.
Recommended Prep:
A course in college chemistry is recommended.

Attribute Value(s)

Geobiology and the History of Life (108969)
Javier Ortega-Hernandez
Nadja Drabon

Within our solar system, Earth is distinguished as the planet with life. Life was born of planetary processes,
has been sustained for some four billion years by planetary processes, and through time has emerged as a
set of planetary processes that is important in its own right. In this course we will investigate the ways that
Earth and life interact, focusing in particular on the biogeochemical cycles of major elements. This will
provide a framework for interpreting the history of life reconstructed from fossils and phylogeny.
Course Notes:
Course includes a weekly three-hour lab to be arranged and one field
trip.
EPS 56 is also offered as OEB 56. Students may not take both for
credit. This course fulfills the EPS sub-discipline requirement of Earth
History and Geobiology.
Recommended Prep:
EPS 10, OEB 10, or Life Sciences 1b, or permission of instructor.

Attribute Value(s)

Zhiming Kuang
Roger Fu
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.

Attribute Value(s)

Zhiming Kuang
Roger Fu

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.

Attribute Value(s)
Earth & Planetary Sciences 99A

Chloe Anderson
Esther James
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.

Attribute Value(s)
Earth & Planetary Sciences 99A

Chloe Anderson
Esther James

Course Notes:

Attribute Value(s)
Earth & Planetary Sciences 99B

Esther James
Chloe Anderson
Course Notes:
Requirements: Pre-requisite: E-PSCI 99A

Attribute Value(s)
Earth & Planetary Sciences 99B

Esther James
Chloe Anderson

Course Notes:
Requirements: Pre-requisite: E-PSCI 99A

Attribute Value(s)

The Missing Matlab Course: A Practical Introduction to Programming and Data Analysis (122333)
Miaki Ishii
Being able to write a working program is not just about syntaxes of the programming language but involves
other skills such as debugging and being able to convert a problem at hand to a sequence of commands.
This intense course develops these skills for successful program writing by being hands-on. Students will
first learn new syntaxes and then spend time writing numerous scripts.
Course Notes:
No prior knowledge of MATLAB is required. Knowledge of basic
algebra (vectors and matrices) is required. Course meeting time
includes lecture and lab. Students are not allowed to audit the course.

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Global Warming Science 101 (214499)
Eli Tziperman
An introduction to the science of global warming/ climate change, meant to assist students
to understand issues that often appear in the news and public debates. The course is meant for any STEM
student with a basic math preparation, not assuming prior science courses. Topics include: the greenhouse
effect, and consequences of the rise of greenhouse gasses including sea level rise, ocean acidification,
heat waves, droughts, glacier melting, hurricanes, forest fires and more. Throughout, an ability to critically

evaluate observations, predictions and risk will be emphasized. The students will be involved in in-class
quantitative analysis of climate observations, feedbacks and models via python Jupyter notebooks that will
be provided.
Course Notes:
(s) and Oceans. E-PSCI 101 is also offered as ESE 101. Students may
not take both for credit. For SB students: this course can only count as
a science elective in the concentration requirements, and SB students
must enroll in E-PSCI 101. AB students may enroll in either E-PSCI 101
or ESE 101 to meet their concentration requirements.
Recommended Prep:
Basic calculus and ordinary differential equations, as covered for
example by Math 1b, Math 19a, Math 21b. A minimal previous exposure
to programming in any programing language is sufficient, python will
be introduced a part of the course.

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Earth Resources and the Environment (114664)
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. E-PSCI 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:
E-PSCI 10, ES 6, an equivalent course, or permission of instructor.

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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 and a 3-4 day field trip. 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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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:
E-PSCI 112 is also offered as ES 112. Students may not take both for
credit. Undergraduate engineering students should enroll in ES 112.
(s) and Oceans. Total class capacity of 18 includes students in both ES
112 and E-PSCI 112. Please see course page for lottery instructions.

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Introduction to Planetary Sciences (205193)
Roger Fu
An overview of the key physical and chemical processes that occur on planetary bodies of the solar system
and a survey of current topics of research.
Course Notes:
Course includes one additional 3-hour lab, one 3-hour meeting for
telescopic observations, and a field trip. Given in alternate years. This
course fulfills the EPS sub-discipline requirement of Geology,
Geophysics and Planetary Science. Given in alternate years.
Recommended Prep:
Physics 15a or equivalent or permission of instructor. Introductory
EPS class such as EPS 10 recommended.

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Climate and Atmospheric Physics Laboratory (213672)
Marianna Linz
This course will take a hands-on approach to learning climate and atmospheric physics. Some of the topics
covered will include the Greenhouse effect, hurricanes, climate variability, the jet stream, and global climate
modeling. Students will learn to create effective data visualizations and read scientific literature. Each week
will have one 165-minute session to perform laboratory experiments, run models, or analyze data. In this
flipped-classroom environment, knowledge transfer will occur primarily outside of class through readings
and pre-class assignments in preparation for each session.
Course Notes:
E-PSCI 129 is also offered as ESE 129. Students may not take both for
credit. This course fulfills the EPS sub-discipline requirement of
Atmosphere(s) and Oceans.
For SB students: this course can only count as a science elective in
the concentration requirements, and SB students must enroll in E-PSCI
129. AB students may enroll in either E-PSCI 129 or ESE 129 to meet
their concentration requirements.
Recommended Prep:
Physics 12a/15a/16, Math 21A/B or equivalent or permission of
instructor.

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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:
Recommended Prep:
Mathematics 21 or Applied Mathematics 22a and 22b; Physical
Sciences 12; or permission of instructor.

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Atmospheric Chemistry (122093)
Daniel Jacob
Chemical and physical processes determining the composition of the atmosphere and its implications for
climate and life on Earth. Nitrogen, oxygen, and carbon cycles. Climate forcing by greenhouse gases and
aerosols. Stratospheric ozone. Oxidizing power of the atmosphere. Methane. Surface air pollution: aerosols
and ozone. Deposition to ecosystems: acid rain, nitrogen, mercury. Emphasis is on the construction of
simple engineering models and the application of chemical principles to understand and address current
environmental issues.

Course Notes:
Recommended Prep:
Physical Sciences 11, Mathematics 1b, or equivalents.

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Paleoclimate as Prologue (205194)
Peter Huybers
In this course we will quantitatively assess past events in Earth's history involving temperature,
precipitation, and sea level, and leverage these past phenomena to inform about future changes in climate.
Topics include inferring temperature from instrumental, dendrochronological, ice-core, and marine proxy
records over the Medieval Warm Period, Little Ice Age, and post-industrial epochs; exploring variations in
sea level recorded by tide gages and coral records over the Holocene and Last Interglacial; assessing
precipitation variability using modern instrumental records and late-Pleistocene lake level and speleothem
records; and evaluating changes in mountain glaciers and ice sheets over the Plio-Pleistocene. Statistical
approaches paired with these analyses include Bayesian inference, Fourier analysis, quantile regression,
and extreme value theory. You will be provided with data, example code, and sufficient context to come to
your own conclusions regarding past phenomena and how they inform regarding future warming, drought,
and changes in sea level. A typical class session involves discussion of a scientific paper, lecture
introducing relevant theory and analytical approaches, hands-on data analysis, and a brief interview with an
outside expert. A complimentary component of the course involves you individually, or in a small team,
developing a line of research in collaboration with the teaching staff. Your research will extend upon class
topics or related paleoclimate questions. Student projects sometimes lead to senior theses and publication
in professional journals. There are no firm prerequisites but background in the sciences, mathematics,
statistics, and/or coding is helpful.
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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Geochemical and Cosmochemical Thermodynamics (215878)
Stein Jacobsen
The laws of thermodynamics. Equilibrium and spontaneous transformations in systems of variable

chemical composition. Components, phase rule and petrogenetic grids. Calculation of phase diagrams.
Applications to cosmochemistry, igneous and metamorphic petrology, and environmental geochemistry.
Course Notes:
For advanced undergraduates. This course fulfills the EPS sub-
discipline requirement of Geology, Geophysics, and Planetary Science.
Recommended Prep:
A course in college-level chemistry or equivalent; Mathematics 21a or
Applied Mathematics 21a (may be taken concurrently).

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Ocean Ridges and the Earth System (108000)
Charles Langmuir
Course will present our current knowledge of the ocean ridge system where two thirds of Earth's crust is
continually being created. We will examine the progressive understanding of ocean ridges from a historical
perspective, emphasizing the process of scientific discovery. Topics include melt generation in the mantle,
magmatic processes in the crust, formation of ocean ridge topography, faulting and tectonics,
hydrothermal systems, manifestations in the overlying water column, and the unique ecosystems
associated with vents. Approaches must be inherently interdisciplinary, including geochemistry,
geophysics, geology, hydrothermal systems, and biology. The place of the ocean ridge system within the
overall Earth system will be emphasized.
Course Notes:
This course includes a weekly two-hour lab to be arranged. This
course fulfills the EPS sub-discipline requirement of Geology,
Geophysics and Planetary Science.
Recommended Prep:
One of: EPS 10, EPS 50, or GENED 1018; or permission of instructor.

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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.
credit.
Recommended Prep:
Mathematics 21a,b; AND Applied Physics 50a,b, Physics 15a,b or
Physical Sciences 12a,b.

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Environmental Chemistry (216417)
Scot Martin
Learn about environmental chemistry of the Earth, especially the intersections with human activities of
pollution and technologies and approaches of environmental sciences and engineering. The focus is on
water and soils. Topics include the hydrosphere, the distribution of chemical species in aquatic systems,
gases in water, organic matter in water, metals and semi-metals in the hydrosphere, water pollution and
water treatment chemistry, the terrestrial environment, soil properties, the chemistry of solid wastes, and
toxic organic chemicals.
Course Notes:

Recommended Prep:
Physical Sciences 11 or equivalent in general chemistry.

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Human Environmental Data Science: Agriculture, Conflict, and Health (216421)
Peter Huybers
The purpose of this course is to develop understanding and guide student research of human and
environmental systems. In class we will explore agriculture, conflict, and transmissible disease. Study of
each topic will involve introduction data, mathematical models, and analysis techniques that build toward
addressing a major question at each interface: Have agricultural systems been adapted to climate change?
Has drought caused conflict? And does the environment influence the spread of COVID-19? These
questions are diverse, but are addressed using common analytical frameworks. Analytical approaches
include simple mathematical models of feedback systems, crop development, and population disease
dynamics; frequentist statistical techniques including linear, multiple linear, and panel regression models;
and Bayesian methods including empirical, full, and hierarchical approaches. You will be provided with
sufficient data, example code, and context to come to your own informed conclusions regarding each of
these questions. Furthermore, topics covered in class will pro-vide a template for undertaking independent
research projects in small teams. Research will either extend on topics presented in class or address other
human-environmental questions. Historically, such student projects have sometimes led to senior theses
or publication in professional journals.
Course Notes:
The course is designed for upper-level undergraduates. E-PSCI 168 is
also offered as ESE 168. Students may not take both for credit.
Enrollment is by instructor permission. Total class capacity of 30
includes students in both E-PSCI 168 and ESE 168. This course fulfills
the EPS sub-discipline requirement of Atmosphere(s) and Oceans.
Recommended Prep:
There are no specific prerequisites but a background in environmental,
physical or life sciences; experience in coding or statistical analysis;
and/or facility with differential equations is useful.

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Field Experiences in Earth and Planetary Sciences (120728)

Roger Fu
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. Students must notify the instructor and
Academic Programs Manager of intention to enroll by the course
registration deadline of the preceding term.
This course fulfills the EPS sub-discipline requirement of either Earth
History and Geobiology or Geology, Geophysics and Planetary
Science.
Recommended Prep:
Permission of instructor.

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Atmospheric Chemistry and Physics (111855)
Steven Wofsy
2022 Fall (4 Credits) Schedule: WF 0130 PM - 0245 PM
Tropospheric and stratospheric gas and aerosol chemistry. Carbon, nitrogen, oxygen, and mercury cycles.
Implications for climate change, air quality, ecosystems.
Course Notes:
Intended to be an introductory survey of atmospheric chemistry to
serve first-year Ph.D. students in the atmospheric sciences as well as
students specializing in other areas of Earth & Planetary Sciences or
Environmental Science & Engineering. Undergraduate students may
take EPS 200 with permission of the instructors.
Recommended Prep:
Mathematics 21 or Applied Math 22, basic college physics and
chemistry.

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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.
Course Notes:
This course includes a computer lab to be arranged.
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 physical and chemical processes that occur on planetary bodies of the solar system
and a survey of current topics of research.
Course Notes:
Course includes one additional 3-hour lab, one 3-hour meeting for
telescopic observations, and a field trip. Given in alternate years.
Recommended Prep:
Physics 15a or equivalent or permission of instructor. Introductory
EPS class such as EPS 10 recommended.

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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.
Course Notes:
Given in alternate years.
Recommended Prep:
Background in geophysical fluid dynamics or permission of instructor.

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Geochemical and Cosmochemical Thermodynamics (118676)
Stein Jacobsen

The laws of thermodynamics. Equilibrium and spontaneous transformations in systems of variable

chemical composition. Components, phase rule and petrogenetic grids. Calculation of phase diagrams.
Applications to cosmochemistry, igneous and metamorphic petrology, and environmental geochemistry.
Course Notes:
Recommended Prep:
A course in college-level chemistry or equivalent; Math 21 A or
equivalent

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Ocean Ridges and the Earth System (110509)
Charles Langmuir
Course will present our current knowledge of the ocean ridge system where two thirds of Earth's crust is
continually being created. We will examine the progressive understanding of ocean ridges from a historical
perspective, emphasizing the process of scientific discovery. Topics include melt generation in the mantle,
magmatic processes in the crust, formation of ocean ridge topography, faulting and tectonics,
hydrothermal systems, manifestations in the overlying water column, and the unique ecosystems
associated with vents. Approaches must be inherently interdisciplinary, including geochemistry,
geophysics, geology, hydrothermal systems, and biology. The place of the ocean ridge system within the
overall Earth system will be emphasized.
Course Notes:
This course includes a weekly two-hour lab to be arranged.
Recommended Prep:
One of: EPS 10, EPS 50, or GENED 1018; or permission of instructor.

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Topics in Mineral Physics and Chemistry: Foundations of Mineral Physics (207625)
Rebecca Fischer
This seminar course will generally 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 spring 2023, this course will focus on the foundations of
mineral physics: derivations of equations of state, discoveries of high pressure phases, comparisons to
seismology, etc.
Course Notes:
The schedule for this course will be decided in consultation with
students.

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Theoretical Seismology (107767)
Miaki Ishii
This course builds upon material covered in part 1 of this course and covers topics in advanced body-wave
seismology including ray theory, reflection and transmission, attenuation as well as seismic source theory.
Course Notes:
Every other year/upon announcement
Recommended Prep:
Prerequisite: first part of EPS262.

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Theoretical Seismology (107767)
Miaki Ishii

This course builds upon material covered in part 1 of this course and covers topics in advanced body-wave
seismology including ray theory, reflection and transmission, attenuation as well as seismic source theory.
Course Notes:
Every other year/upon announcement
Recommended Prep:
Prerequisite: first part of EPS262.

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Field Geology (107945)
Roger Fu
Attend an advanced 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. An upper level field course at another
university can be substituted with approval of the instructor. Students
must notify the instructor and Academic Programs Manager of
intention to enroll by the course registration deadline of the preceding
term.
Recommended Prep:
Permission of instructor.

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How we understand Precambrian environments: a grounding in modern elemental/isotopic cycles (126176)
David Johnston
Ann Pearson

For a majority of Earth history, the cartoon we color about the chemical and biological nature of Earth's
surface is largely derived from the chemistry of marine sediments. This comes in a variety of flavors, from
elemental abundances and redox states, through to stable isotope distributions - the latter of which has
come to play an out-sized role in Precambrian reconstructions over the past three decades. The only real,
quantitative context we have to mechanistically ground these interpretations comes from the modern, in
essence making all these efforts and exercise in comparative Geobiology.
Over the arch of the semester, we will engage with Precambrian datasets and the literature on the most
central biogeochemical elements (CNOS) with extensions to understand metals, their isotopes, and
linkages to nutrient budgets like P. This all begins with a firm understanding of the modern, as noted
above, which will serve as the necessary launchpad for our look back in time. This is a full participation,
reading, project-based course for those with a grounding in chemistry, biology and Earth history.
For this course, we will be working with Prof. Boswell Wing and his students at CU-Boulder, with the
expectation of 1 full meeting per week, with a (likely) second local meeting/week as needed. The course will
culminate with a ~2 day joint meeting held at the Moores-Collins Family Lodge – a CU meeting facility
outside of Nederland CO (during reading week, attendance is optional).
Course Notes:
Recommended Prep:
EPS 186 and 187 or equivalent; or permission of instructor.

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Communication Skills of Academia (215120)
Ann Pearson
This course will provide formal mentorship in a variety of skills essential for an academic career in
geosciences. Students will be guided through modules that provide practical tools to improve strategies for
reading, paper writing, proposal writing, teaching, giving research seminars, informal networking, and peer
review. Peer-to-peer feedback and group exercises will be used in addition to typical formats such as
written assignments and oral presentations. The units are designed to complement the curriculum of
graduate students as they prepare for the qualifying exam.
Course Notes:
This course is an elective and will not count toward the breadth or
subject requirements. Students must obtain permission of the advisor
before enrolling.

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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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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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James Anderson

Individual work in preparation for the General Examination for the PhD degree.

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James Anderson

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Earth & Planetary Sciences 302 Section: 002

Jeremy Bloxham

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Jeremy Bloxham


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Nadja Drabon

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Nadja Drabon

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Brian Farrell

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Brian Farrell

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Rebecca Fischer

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Rebecca Fischer

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Roger Fu

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Roger Fu

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Peter Huybers

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Peter Huybers

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Miaki Ishii

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Miaki Ishii

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Daniel Jacob

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Daniel Jacob

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Stein Jacobsen

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Stein Jacobsen

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David Johnston

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David Johnston

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Zhiming Kuang

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Zhiming Kuang

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Charles Langmuir

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Charles Langmuir

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Marianna Linz


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Marianna Linz

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Scot Martin

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Scot Martin


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Kaighin McColl

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Kaighin McColl

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Michael McElroy

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Michael McElroy

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Brendan Meade

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Brendan Meade

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Jerry Mitrovica

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Jerry Mitrovica

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Ann Pearson

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Ann Pearson

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Daniel Schrag

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Daniel Schrag

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John Shaw

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John Shaw

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Elsie Sunderland

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Elsie Sunderland

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Eli Tziperman

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Eli Tziperman

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Steven Wofsy

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Steven Wofsy

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Robin Wordsworth

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Robin Wordsworth

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Directional Dissertation (220029)
James Anderson

Individual work in preparation for the Dissertation for the PhD degree.

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James Anderson

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Jeremy Bloxham

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Jeremy Bloxham


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Nadja Drabon

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Nadja Drabon

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Brian Farrell

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Brian Farrell

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Rebecca Fischer

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Rebecca Fischer

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Roger Fu

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Roger Fu

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Peter Huybers

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Peter Huybers

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Miaki Ishii

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Miaki Ishii

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Daniel Jacob

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Daniel Jacob

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Stein Jacobsen

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Stein Jacobsen

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David Johnston

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David Johnston

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Zhiming Kuang

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Zhiming Kuang


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Charles Langmuir

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Charles Langmuir

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Marianna Linz


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Marianna Linz

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Scot Martin

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Scot Martin

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Kaighin McColl

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Kaighin McColl

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Michael McElroy

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Michael McElroy

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Brendan Meade

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Brendan Meade

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Jerry Mitrovica

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Jerry Mitrovica

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Ann Pearson

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Ann Pearson

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Daniel Schrag

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Daniel Schrag

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John Shaw

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John Shaw

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Elsie Sunderland

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Elsie Sunderland

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Eli Tziperman

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Eli Tziperman

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Steven Wofsy

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Steven Wofsy


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Robin Wordsworth

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Robin Wordsworth

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Subject: Science

Science 5
An Introduction to Computation for Contemporary Science (219554)
Brendan Meade
From climate change and COVID to biological evolution and exoplanets, computation is an essential
element of modern science. It allows us to find insights in a sea of data, ask principled questions about the
future, and perform experiments without a laboratory. In this class, we'll learn the practice of computer
programming, and quantitative questioning, through both data-driven and model-oriented case studies
focused on the earth, the universe, and living systems. To explore these topics we'll use the Python
programming language to create dynamic computational notebooks that interweave code, images,
comments, questions, and analysis. This introductory class will illuminate how computation is changing
the nature of science, and provide undergraduate students with the experience and tools to engage in
scientific research.
Recommended Prep:
This course is designed as an accessible introduction to modern
computer programming and does not require previous programming
experience. Math experience beyond high school algebra,
trigonometry, and pre-calculus is unnecessary.

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East Asian Languages and Civilizations
Subject: East Asian Studies
East Asian Studies 90R

East Asian Language Tutorials (152860)
Melissa M. McCormick
Independent reading and research in an East Asian language.
Course Notes:

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Course Notes:

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East Asian Studies 90R Section: 002
Course Notes:

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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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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)
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 99A

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.

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East Asian Studies 99B

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.

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East Asian Studies 140 Section: 01

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 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.
Course Notes:

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East Asian Studies 143A Section: 01

Digital Tools and Methods in East Asian Humanities: No-coding Approach (218278)
Kwok-leong Tang
This course is designed for students in East Asian humanities with no prior background in digital literacy. It
will introduce digital tools and methods used for the acquisition, transformation, analysis, and presentation
of data. Coding is not required. Students completing the course will be able to integrate and apply the tools
and methods into their research.
Hands-on practices will be the major core of this course. Although students will expose to a wide range of
tools, we use Konstanz Information Miner (KNIME), an open access analytics platform, as the axle of the
course. Students will learn concepts and build workflows in different aspects of digital scholarship.

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East Asian Studies 143B Section: 01

Digital Tools and Methods in East Asian Humanities: Coding Approach (218283)
Kwok-leong Tang
This course is designed for students in East Asian Humanities who are interested in adopting digital
methods in their research with basic Python coding. It will introduce fundamental programming concepts,
SQL and relational databases, popular Python libraries in data cleaning, text analysis, and supervised and
unsupervised machine learning. Students completing the course will be able to integrate and apply the
Python libraries taught in class into their research and to explore the rapidly growing newcomers without
hurdles.

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Buddhism, Japanese Arts and Culture (218302)
Ryuichi Abe
This course is designed to enable students to analyze a wide range of Japanese cultural creations -
including the traditional Noh theater, classical and modern Japanese paintings, and contemporary anime –
by illustrating the influence of Buddhism both in their forms and at their depths. The first part of the course
is a study of major Buddhist philosophy and its impact on Japanese literature. The second part observes
Buddhist ritual practices and their significance for Japanese performing arts. The last part traces the
development of Japanese Buddhist art, and considers the influence of Buddhism on diverse contemporary
popular Japanese art media.

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Threads: Histories and Theories of Clothing and Fashion (220091)
This course focuses on fashion and clothing in Japan from the medieval period to the present day. It aims
to build a knowledge base of historically contextualized case studies through readings, lectures, and
discussions. In the process, it explores questions about clothing as a site around which societal debates
occur, where personal and collective identities are shaped, and where foundational philosophical ideas
come into focus. Theoretical readings will allow students to apply what they learn to a variety of topics
beyond Japan for final papers and projects. Topics will engage with issues of gender, colonialism, and
racialization in inter-Asian and internationalist contexts.

Methods of analysis will include examining 1) the image of fashion and clothing (photographs, film, visual
media, memory); 2) fashion as text, or written clothing—how clothing becomes fashion through discourse;
and 3) the materiality of dress. To study materiality, the course includes a lab section where students will
examine closely textiles and articles of clothing in the collections of the Harvard Museums (kosode, Noh
robes, kesa, textile fragments, and non-Japanese examples), and engage in materials workshops (learning
for example weaving and dyeing techniques). Students will be encouraged to make connections between
form and function and meaning, and to incorporate a knowledge of technological constraint and possibility
into their own analyses of clothing and fashion. A field trip to an exhibition on Japanese kimono at the
Metropolitan Museum of Art will also be part of the course.
Course Notes:
This course will also include a one-hour Materials Lab.

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China's Cultural Revolution (212976)
Daniel Koss
This course introduces a cataclysmic movement that brought the People's Republic of China to the brink of
anarchy: The Great Proletarian Cultural Revolution (1966-1976). The first part looks at historical precursors,
including rebellion in the imperial era, political movements in the Republican Era, Communist campaigns
and purges, as well as the Great Leap Forward famine that cost tens of millions of lives. Paying equal
attention to elite politics at Mao Zedong's "court" and the lived experiences of ordinary citizens, the second
part focuses on the evolution of the turmoil, once Mao had called for "bombarding the headquarters" of his
own party state, discussing the "Gang of Four," the "attempted coup" by Lin Biao, the Red Guards and the
worker rebels in Shanghai, local power seizures and factional warfare, military crackdowns, and the return
to order. The third part begins with the reception of the movement abroad, and focuses on its afterlives,
including the quasi- pluralist lessons drawn in the immediate aftermath, the role of Cultural Revolution
legacies in decisions such as the violent crackdown on the Tiananmen protesters in 1989, and memory
politics under Xi Jinping. No language requirement.

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Political Parties of East Asia (212977)
Daniel Koss

East Asia has been home to an astonishing assortment of political parties, covering the spectrum from
democratic to authoritarian institutions, including some of the world's most sophisticated and resilient
political organizations. We begin with China's Communist Party, revisiting its foundation in 1921, its rise
during the Sino-Japanese War 1937-45,
and its transformation from a revolutionary party to a party in power; then turn to the present day to cover
the deep reach of the party into society, the activities and functions of ordinary members, as well as the
dynamics of the leading echelons. The second part of the course focuses on Japan, including the origins of
political parties in the late 19th century, the post-War emergence of the perennial ruling party, the age of
grand money politics under Tanaka Kakuei, the electoral reform of 1993, and the origins of the party's
current strength. The third part consists of case studies, covering contemporary parties in North and South
Korea, parties in Taiwan before and after the democratic transition, as well as parties in Malaysia and
Vietnam, with their multiple connections to East Asia. The course also puts East Asian parties into a
comparative perspective to other world regions.

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Advanced Readings in East Asian Art (212646)
This is a seminar for advanced graduate students in East Asian art (and adjacent fields) focusing on
reading secondary and primary sources in Japanese, as well as recent scholarship and theoretical texts in
English. The topic will change each semester to accommodate the research projects, general exam fields,
and interests of the participants. In addition to examining the state of the field of East Asian art history, the
goal is to provide instruction in practical areas such as deciphering calligraphic texts (kuzushiji), improving
bibliographic skills, and mastering specialized terminology.

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Historiography of Modern Japan and Korea: Proseminar (220045)
Carter Eckert
Andrew Gordon
The modern histories of Japan and Korea are entwined intimately. Neither national experience can be
understood without close attention to the experience of the other. This course will focus on key shared
themes and significant historical writing on this closely connected history. The course will offer
preparation for PhD students preparing an exam field in either (or both) modern Japanese or modern
Korean history, MA students with interest in these modern histories and thinking of further study, or
advanced undergraduates. We understand the shared histories of Korea and Japan from the second half
of the 19th century to the recent past to include both comparative and transnational dimensions. We will
examine some processes that unfolded to some extent separately in the Korean peninsula and Japanese
archipelago, and other topics or processes where Japanese and Koreans were interacting directly.

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Ideas about Language, Script, and Power in East Asia (156593)
Si Nae Park
How do we speak, write, and think and feel about the languages we know and use? This seminar
introduces students to ideas about language, language structure, and language use—ideologies about
language and script—that have shaped society, culture, and literature within the East Asian context (China,
Japan, Korea, and Vietnam). Readings—all in English—are drawn from multiple disciplines and fields to
provide students with opportunities to examine comparatively a wide-ranging topics. Topics to explore
include the rise of written vernaculars in the Sinographic Cosmopolis of pre-twentieth-century East Asia,
linguistic modernity, nationalization of language and literature, script reform, colonial governance and
racialization, empire building, decolonization, linguistic hybridity, translation, and questions of rupture vs.
continuity when discussing premodernity vs. modernity in East Asia.
Course Notes:
This course was formerly listed as Kor. Lit 211. Ideologies of Language
and Writing in Korea and Beyond

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Ryuichi Abe


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David Howell

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East Asian Studies 301

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 Research Work (208282)

Independent research work.

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EALC Teaching Practicum (212681)
Tomiko Yoda
This course is intended for graduate students in the Department of East Asian Languages
and Civilizations, who are either first-time teachers or first-time teaching fellows (TF) in
the department. While convened by the EALC PF, who will serve as a resource on weeks
that are departmentally specific, invited experts trained in each week's topics will
primarily run the course. It will begin by providing students with a tool-kit for effectively
fulfilling their role as TF in the remote learning environment. This will include strategies
for online teaching, managing and engaging students in the virtual classroom, and
effective grading and feedback methods. The course will then transition into more
specific topics that may arise in the classroom, and finally expand to consider broader
issues that we all face when teaching in East Asian Studies departments.
The course will meet for a total of 9 times. We will meet weekly for weeks 1-4 and bi-
weekly for the remainder of the semester, in two-hour sessions. There are a total of 9
sessions, as well as the expectation that participants complete the Bok Center's self-
paced Canvas site before the first course meeting. Students must successfully complete
the course before advancing to their general exams. Each meeting will focus on a specific
skill and is intended to give students the chance to not only think about how they want to
teach, but also the opportunity to put those ideas into practice before stepping into the
classroom. Beyond its specific weekly agendas, the course is intended to provide a
comfortable space to voice concerns, discuss anxieties, identify fears, and share
successes. Students are encouraged to raise issues about teaching and professional
growth. The syllabus is flexible and can respond to student needs and concerns as the
semester progresses, so please be sure to provide your feedback as we go along.

The course is primarily intended for students currently in the fall semester of their G3
year, although G2 students are also welcome to enroll in the course. For G3 students, this
is a chance to use actual materials from your assigned course to prepare for leading
discussion sections in parallel with the demands of the semester. For G2 students, who
will not yet have a teaching assignment, you will be asked to consult with your advisor
about what course you are most likely to teach in the coming year, obtain a syllabus used
in previous years for that course, and prepare for class activities based on those
readings and potential lecture topics. Class requirements regarding collecting midterm
feedback and class observation/recording may be completed during the following
academic year without repeating the course.

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Subject: Chinese
Chinese BA
Elementary Modern Chinese (113873)
Landon (Yuxiao) Du
Non-intensive introduction to modern Chinese pronunciation, grammar, conversation, reading, and writing.
Course Notes:
No auditors. May not be taken Pass/Fail.

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FAS: Meets Foreign Lang Req Chinese
Chinese BA Section: 002

Landon (Yuxiao) Du

Course Notes:

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Landon (Yuxiao) Du
Course Notes:

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Landon (Yuxiao) Du
Course Notes:

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Landon (Yuxiao) Du
Course Notes:

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Landon (Yuxiao) Du
Course Notes:

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Chinese BB
Landon (Yuxiao) Du
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.
Course Notes:
Requirements: Prerequisite: Chinese BA or equivalent.

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Chinese BB Section: 002

Landon (Yuxiao) Du
level classes.
Course Notes:

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Landon (Yuxiao) Du

level classes.
Course Notes:

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Landon (Yuxiao) Du
level classes.
Course Notes:

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Landon (Yuxiao) Du

level classes.
Course Notes:

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Landon (Yuxiao) Du
level classes.
Course Notes:

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Chinese BX
Elementary Chinese for Advanced Beginners (120305)
Fangzheng Zhang
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:

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Chinese BX Section: 002

Fangzheng Zhang
Course Notes:

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Chinese BX Section: 003

Fangzheng Zhang
Course Notes:

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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.
Recommended Prep:
At least one year of modern Chinese, or familiarity with Chinese
characters through knowledge of Japanese or Korean.

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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.
Recommended Prep:
Chinese 106a or permission of instructor.

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Chinese 107A
Intermediate Literary Chinese (112899)
David Sena
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.
Recommended Prep:
One year of literary Chinese (Chinese 106 or equivalent).

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Chinese 107B
Intermediate Literary Chinese (120045)
David Sena
A continuation of Chinese 107a, introducing more prose styles as well as poetry and lyric.
Recommended Prep:
Chinese 107a or equivalent.

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Chinese 120A
Intermediate Modern Chinese (113793)
Bin Yang
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.
Course Notes:
Recommended Prep:
Chinese Bb or equivalent.

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HCOL: Foreign Lang Citation Chinese
Chinese 120A Section: 002

Bin Yang
Course Notes:
Recommended Prep:

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Bin Yang
Course Notes:

Recommended Prep:

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Chinese 120B
Bin Yang
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.
Course Notes:
Recommended Prep:
Chinese 120a, or equivalent.

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Chinese 120B Section: 002

Bin Yang
Course Notes:

Recommended Prep:

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Bin Yang
Course Notes:
Recommended Prep:

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Chinese 123XB
Intermediate Modern Chinese for Advanced Beginners (143892)
Jie Ying
Continuation of Chinese Bx. Covers in one term the equivalent of Chinese 120a and 120b.
Course Notes:
Recommended Prep:
Chinese Bx, or instructor's permission.
Requirements: Prerequisite: Chinese BX, or instructor's permission.

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Chinese 123XB Section: 002

Jie Ying
Course Notes:
Recommended Prep:

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Jie Ying
Course Notes:
Recommended Prep:

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Chinese 130A
Pre-Advanced Modern Chinese (159629)
Wei Wang
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

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Wei Wang
Recommended Prep:

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Wei Wang
Recommended Prep:

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Chinese 130B
Jing Cai
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.
Recommended Prep:
Requirements: Prerequisite: Chinese 130A or equivalent.

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Jing Cai
Recommended Prep:

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Jing Cai
Recommended Prep:

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Chinese 130XA
Pre-Advanced Modern Chinese for High-Proficiency Learners (124235)
Xiaocheng Chen
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.
Course Notes:
Recommended Prep:
Chinese 123xb or equivalent.

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Chinese 130XA Section: 002

Xiaocheng Chen
Course Notes:
Recommended Prep:

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Chinese 130XB
Fangzheng Zhang
Covers the equivalent of Chinese 130b and other materials for reading and writing.
Course Notes:
Recommended Prep:
Chinese 130xa or equivalent.
Requirements: Prerequisite: Chinese 130XA or equivalent.

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Fangzheng Zhang
Covers the equivalent of Chinese 130b and other materials for reading and writing.
Course Notes:
Recommended Prep:
Requirements: Prerequisite: Chinese 130XA or equivalent.

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Chinese 136R
Introduction to Chinese in the Humanities (220038)
Jennifer Li-Chia Liu
Pre-Advanced language practice associated with adapted or abridged texts in humanities disciplines (e.g.,
media, literature, history studies). Emphasis on understanding Chinese cultural products, practices and
perspectives via interpretive, interactional and presentational communication, with a comparative lens
linked to contemporary issues and events within the global community. May be offered independently in
Chinese or linked with an English-language content course.
Recommended Prep:
Grade of B or better in Chinese 120b or equivalent proficiency.

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Chinese 138R
Chinese in the Social Sciences (220039)

Pre-Advanced language practice associated with adapted or abridged texts in humanities disciplines (e.g.,
media, literature, history studies). Emphasis on understanding Chinese cultural products, practices and
perspectives via interpretive, interactional and presentational communication, with a comparative lens
linked to contemporary issues and events within the global community. May be offered independently in
Chinese or linked with an English-language content course.
Recommended Prep:
Grade of B or better in Chinese 120b or equivalent proficiency.

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Chinese 140A
Advanced Modern Chinese (111129)
Qiang Zhang
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.
Recommended Prep:

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Qiang Zhang
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.
Recommended Prep:

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Chinese 140B
Xiaocheng Chen
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.
Course Notes:
Recommended Prep:

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Xiaocheng Chen
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.
Course Notes:
Recommended Prep:

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Chinese 140XA
Advanced Modern Chinese for High-Proficiency Learners (207494)
Xiaoshi Yu
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.
Course Notes:
Recommended Prep:

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Chinese 140XA Section: 002

Xiaoshi Yu
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.

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.
Course Notes:
Recommended Prep:

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Chinese 140XB
Xiaoshi Yu
Continuation of Chinese 140xa.

This course aims at further developing students' ability to use Chinese in a more advanced way. Students
will be introduced to a wide variety of topics and literary genres through in-depth reading and focused
discussion of classical works of Chinese literature. The course will focus on accurate comprehension of
texts, expansion of vocabulary for expressing more refined and sophisticated ideas, and development of
ability to process complex sentence structures used mainly in formal speech and literary writing.
cultural conventions and social norms in specific social and historical backgrounds, 2) building students'
ability to "read between the lines" and discern the subtle connotations often present in Chinese speech and
writing, 3) enhancing students' writing skills and improving students' ability to express opinions and
feelings in a more accurate, appropriate and coherent manner, and to offer more detailed and
vivid descriptions and narrations.
Course Notes:
Recommended Prep:

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Xiaoshi Yu
Continuation of Chinese 140xa.

This course aims at further developing students' ability to use Chinese in a more advanced way. Students
will be introduced to a wide variety of topics and literary genres through in-depth reading and focused
discussion of classical works of Chinese literature. The course will focus on accurate comprehension of
texts, expansion of vocabulary for expressing more refined and sophisticated ideas, and development of
ability to process complex sentence structures used mainly in formal speech and literary writing.
cultural conventions and social norms in specific social and historical backgrounds, 2) building students'
ability to "read between the lines" and discern the subtle connotations often present in Chinese speech and
writing, 3) enhancing students' writing skills and improving students' ability to express opinions and
feelings in a more accurate, appropriate and coherent manner, and to offer more detailed and
vivid descriptions and narrations.
Course Notes:
Recommended Prep:

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Chinese 142A
Advanced Conversational Chinese (113492)
Dan Wang
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 or equivalent

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Chinese 142B
Advanced Conversational Chinese (110722)
Xiaocheng Chen
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
Readings and Discussions in Academic and Professional Chinese (119757)
Dan Wang
The course seeks to consolidate and hone students' advanced Chinese ability through in-depth
examination of Chinese society and culture.
Course Notes:
Recommended Prep:
Chinese 140b, 142b, or 163 or equivalent.

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Chinese 150B
Readings and Discussions in Academic and Professional Chinese (119758)
Dan Wang
Continuation of Chinese 150a. The course seeks to consolidate and hone students' advanced Chinese
ability through in-depth examination of Chinese society and culture.
Course Notes:
Recommended Prep:

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Chinese 163
Business Chinese (117085)
Dan Wang
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.
Prerequisite: Chinese 140a, Chinese 130xb or equivalent (with

permission of instructor).

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Chinese 187 Section: 01

Art and Violence in the Cultural Revolution (115034)
Xiaofei Tian
Examines the cultural implications of the Cultural Revolution (1966-1976). We will examine how art was
violent towards people and how violence was turned into an art. We will also consider the link between
violence, trauma, memory and writing. Materials include memoir, fiction, essay, "revolutionary Peking
Opera," and film.
Course Notes:
Lectures and most readings in Chinese. Discussions in Chinese. Count
toward Language Citation in Modern Chinese.

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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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Thomas Kelly

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Thomas Kelly

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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: Chinese History
Chinese History 113 Section: 01

Life and Death in Late Imperial China: Social History of the 10th to 19th Centuries (120602)
Michael Szonyi
This course is a survey of the social and cultural history of China from the Song to the mid-Qing (roughly
from 1000 to 1800). The main topics discussed include urbanization and commerce; gender; family and
kinship; education and the examination system, and religion and ritual. The main goal of the course will be
to explore the relationship between social and cultural changes and political and intellectual developments.

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Cultural History of the Late Ming and Early Qing (215841)
Peter K. Bol
Examines tensions and innovations in philosophy, literature, art, scholarship, and religion during the
late Ming and early Qing (1570-1680).

Attribute Value(s)
Chinese History 229R Section: 01

Ming Intellectual History (127774)
Peter K. Bol
Examines various intellectual texts and movements during the Ming dynasty.
Prerequisite: Knowledge of literary Chinese
Recommended Prep:
Knowledge of literary Chinese

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Reading Local Documents for Ming-Qing History (122885)
Michael Szonyi

This seminar introduces students to the different genres of documents that are found in private
hands in villages, and explores how these materials can be used for historical research. Reading
knowledge of modern and literary Chinese required. Topic for Fall 2022: land and property deeds
Recommended Prep:
Knowledge of literary Chinese.

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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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Topics in Warring States History: Seminar (110786)
Michael J. Puett
Close reading of texts from the Warring States period.

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Modern History of Rural China: Proseminar (218175)
Michael Szonyi
China's transformation over the last century from a predominantly rural society to an increasingly urban
one is one of the most significant changes in the history of the modern world, and one that has enormous
implications for the future of humanity. As a subject of scholarly enquiry, understanding this
transformation is essential to a full understanding of modern Chinese history, to an appreciation of how
China's modern historical experience is distinctive (and not), and to an informed understanding of many
political claims made about contemporary China. The first half of the course is oriented around a set of
historiographical debates; the second around some productive approaches to future scholarship. Students
taking the course should gain a new understanding of modern Chinese history, skills in evaluating
historical arguments and controversies, and abilities to incorporate social themes into historical narratives.

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Course Evaluation Course Evaluated by GSD
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.

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FAS: Meets Foreign Lang Req Korean

Korean BA Section: 002
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.

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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.
Recommended Prep:
Korean Ba or equivalent.
Requirements: Prerequisite: Korean BA or equivalent.

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Korean BB Section: 002


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.
Recommended Prep:
Korean Ba or equivalent.
Requirements: Prerequisite: Korean BA or equivalent.

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Korean BX
Elementary Korean for Advanced Beginners (114383)
Jee Hyun Lee
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.
Class Notes: A 30 minute discussion section (2-3 students) for focused language
skill practice will be scheduled on either Tuesdays OR Thursdays. (The
times offered will be between 10:30-11:30 am)

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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)
Ahsil Noh
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
Ahsil Noh

Continuation of Korean 120a.
Recommended Prep:
Korean 120a or equivalent.

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Korean 120B Section: 002


Recommended Prep:

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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)
Jee Hyun Lee
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.
times offered will be between 12:00-1:00 pm & 1:30-2:30 pm)
Recommended Prep:
Korean 120b or equivalent.

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Korean 130B
Pre-advanced Korean (111846)
Jee Hyun Lee
Recommended Prep:

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Korean 130XA
Pre-Advanced Modern Korean for High-Proficiency Learners (218165)
Kyoungwon Oh
Korean 130xa is designed for students who have received significant exposure to Korean language and
culture and thus have near-native listening and speaking skills, but intermediate or high-intermediate level
in grammar and vocabulary used in advanced reading and writing. The goals of this course is to focus and
address the linguistic needs that are unique to students with such background: (i) increase in accuracy and
usage of complex grammar, (ii) development in reading and writing skills in various topics, (iii) deeper
understanding of Korean history, society, and culture, and (iv) expansion of vocabulary through Chinese
characters for advanced reading. Thus, this course will cover important basic and complex grammatical
structures needed to improve and develop formal language skills in reading, writing, and presentations.
Upon completion of this course, students will continue to Korean 130xb.
times offered will be between 12:00-1:00 pm & 1:30-2:30 pm)
Recommended Prep:
Korean 123xb or by instructor's consent.

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Korean 130XB
Pre-Advanced Modern Korean for High-Proficiency Learners (220040)

Korean 130xb is a continuation of 130xa, which is designed for students who have received significant
exposure to Korean language and culture and thus have near-native listening and speaking skills, but
intermediate or high-intermediate level in grammar and vocabulary used in advanced reading and writing.
The goals of this course is to focus and address the linguistic needs that are unique to students with such
background. Thus, this course will continue to (i) increase in accuracy and usage of complex grammar, (ii)

develop in basic academic reading and writing skills in various topics, (iii) provide deeper understanding of
Korean history, society, and culture, and (iv) expand vocabulary through Chinese characters (Hanja) for
advanced reading. Furthermore, it will continue to build on important grammatical structures needed to
develop formal language skills in reading, writing, and presentations. Upon completion of this course,
students will continue to Korean 140a.
Recommended Prep:
130a, 130xa, or consent from instructor

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Korean 140A
Advanced Korean (116633)
Ahsil Noh
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.
times offered will be between 12:00-1:00 pm)
Recommended Prep:

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Korean 140B
Advanced Korean (112139)
Ahsil Noh
Recommended Prep:
Requirements: Prerequisite: KOREAN 140A or equivalent.

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Korean 150A
Readings in Cultural Studies (115517)
Kyoungwon Oh
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.
Recommended Prep:

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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: 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).

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FAS: Meets Foreign Lang Req Japanese

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.
Recommended Prep:
Japanese Ba or equivalent.
Requirements: Prerequisite: Japanese BA or equivalent.

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Japanese BB Section: 002

Yuko Kageyama-Hunt
Recommended Prep:

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Japanese BB Section: 003

Yuko Kageyama-Hunt
Recommended Prep:


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Japanese 106A
Classical Japanese (110782)
David Atherton
This class teaches students how to read classical Japanese, the standard written form of the Japanese
language from ancient times into the 20th century. It is the language of classical poetry, great works of
prose like the Tale of Genji, and dramatic forms like the noh and kabuki theaters. It is the language in which
the emperor announced Japan's surrender in 1945, and it is even used by many Japanese poets to this day.
By the end of the semester, students will have learned the fundamental grammar, usage, and vocabulary of
the classical language, enabling them to read any of the texts above—and many more—with the aid of a
dictionary. We will also read together through portions of canonical classical texts throughout the course.
Because modern Japanese evolved from classical Japanese, students will deeply enrich their
understanding of the modern language along the way.
Recommended Prep:
Japanese 130b.

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Japanese 120A
Intermediate Japanese I (159595)
Chikako Takehara
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 120A Section: 002

Chikako Takehara
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
Chikako Takehara
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.
Recommended Prep:
Japanese 120a or equivalent.
Requirements: Prerequisite: Japanese 120A or equivalent.

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HCOL: Foreign Lang Citation Japanese

Japanese 120B Section: 002
Chikako Takehara
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.
Recommended Prep:

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Japanese 130A
Intermediate Japanese II (114292)
Mihoko Yagi
2022 Fall (4 Credits) Schedule: MTRF 0900 AM - 1000 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.

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Mihoko Yagi
2022 Fall (4 Credits) Schedule: MTRF 1200 PM - 0100 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
Mihoko Yagi
2023 Spring (4 Credits) Schedule: MTRF 0900 AM - 1000 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.
Recommended Prep:

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Mihoko Yagi
2023 Spring (4 Credits) Schedule: MTRF 1200 PM - 0100 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.
Recommended Prep:

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Japanese 140A
Advanced Modern Japanese (113348)
Naomi Asakura
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.
Recommended Prep:
Japanese 130b.

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Naomi Asakura
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.
Recommended Prep:
Japanese 130b.

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Japanese 140B
Naomi Asakura
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.
Recommended Prep:

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Naomi Asakura
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.
Recommended Prep:

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Japanese 150A
Readings and Discussion in Japanese Social Sciences (114117)
Naomi Asakura
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.
Recommended Prep:
Japanese 140b.

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Japanese 150B
Readings and Discussion in Japanese Social Sciences (127974)
Naomi Asakura
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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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

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Helen Hardacre

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Helen Hardacre

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Subject: East Asian Buddhist Studies
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.
Course Notes:
Jointly offered with Harvard Divinity School as HDS 3232.

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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.
Course Notes:
Recommended Prep:
Reading knowledge of Classical Chinese and background in the study
of Chinese Buddhism is required.

Attribute Value(s)
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: Vietnamese
Vietnamese BA
Elementary Vietnamese (116266)
Hoa Le
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.

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FAS: Meets Foreign Lang Req Vietnamese

Vietnamese BB
Elementary Vietnamese (116267)
Hoa Le
Continuation of Vietnamese Ba, with introduction of additional Vietnamese texts and excerpts from
Vietnamese newspapers to enhance reading skills.
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)
Hoa Le
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)
Hoa Le

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.
Course Notes:
Recommended Prep:
Vietnamese 120a or permission of instructor.

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Vietnamese 130A
Advanced Vietnamese (116271)
Hoa Le
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.
Course Notes:
Recommended Prep:
Vietnamese 120b or permission of instructor.

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Vietnamese 130B
Advanced Vietnamese (116272)
Hoa Le

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.
Course Notes:
Recommended Prep:
Vietnamese 130a or permission of instructor.

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Vietnamese 140A
Advanced-High Vietnamese (125637)
Hoa Le
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 130b

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Vietnamese 140B
Advanced-High Vietnamese (125638)
Hoa Le

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

Attribute Value(s)
Vietnamese 300
Hoa Le

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Vietnamese 300
Hoa Le

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Subject: Chinese Literature

Chinese Literature 134 Section: 01
Strange Tales: The Supernatural in Chinese Literature (212642)
Thomas Kelly
This course introduces students to traditional Chinese literature by focusing on "tales of

the strange." We will examine how ghosts, demons, fox spirits, and other liminal
creatures haunt the literary imagination, stretching the possibilities of storytelling.
Students will gain familiarity with masterpieces of Chinese literature and their intriguing
afterlives in performance, film, and popular culture. Our discussions will consider how
literary accounts of ghosts and the supernatural grapple with issues of gender and
sexuality, the cultural meanings of death, the boundaries of human community, and the
experience of historical trauma. We will focus on developing skills in close reading, while
critically engaging theories of the "strange." No background in Chinese is required.

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Chinese Literature 229R Section: 01

Topics in Early Medieval Literature (124534)
Xiaofei Tian
This semester will focus on writings from the Northern and Southern Dynasties, with emphasis on
historiography, geographical works, anomaly accounts, and poetic genres.

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China's Banned Book: Reading Jin Ping Mei (Conference Course) (212643)
Thomas Kelly

This course will introduce students to the controversial masterpiece of Chinese fiction,
The Plum in the Golden Vase (Jin Ping Mei). Censored for its erotic content, this
sensational book had a profound impact on the development of Chinese fiction. A
landmark in the history of the novel, The Plum in the Golden Vase shifts attention away
from worthy heroes to examine the everyday exploits and desires of ordinary people. The
work of an anonymous author, The Plum in the Golden Vase revels in sensory excess
(greed, murder, intoxication, and lust), illustrating the vivid details of Chinese urban life.
We will focus on developing skills in close reading, while using this monumental work to
survey the flourishing cultural landscape of early modern China. Our discussions will
situate the novel alongside recent scholarship on gender and sexuality, material culture,
and performance. We will also hold class viewing sessions in the Harvard-Yenching
Library and the Harvard Art Museums. Students with Chinese language skills will be
encouraged to read the original text.

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Chinese Literature 245R Section: 01

Topics in Sinophone Studies - Modern Chinese Fiction on the Periphery (121041)
David Wang
Survey of modern Chinese fiction and narratology from Taiwan, Hong Kong, and the Chinese Diaspora:
polemics of the canon, dialogues between national and regional imaginaries, and literary cultures in the
Sinophone world.

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Early Modern Chinese Literature: Seminar (220085)
Thomas Kelly
This graduate seminar explores recent developments in, and considers new approaches to, the study of

early modern Chinese literature (1573–1723). We will pay particular attention to the relationship between
literary strategies of worldmaking and the act and materials of writing in this period of profound societal
upheaval. Reading across a range of genres (prose, fiction, poetry, and drama), our discussions will
examine: 1) the interplay between narrative and memory; 2) shifting relations between word, image, and
performance; 3) literary visions of alternative realities and conceptions of the virtual.

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Subject: Korean History
Korean History 231AR Section: 01

Documents and Research Methods for the Study of Premodern Korea I: Seminar (127714)
Sun Joo Kim
Introduction of the different types of primary sources and research methodologies useful for study of
Chôson Korea. Students are required to write a research paper.
Recommended Prep:
Korean History 111 or equivalent and reading proficiency in Korean.
Reading ability in literary Chinese and Japanese helpful.

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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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Korean History 261 Section: 01

Readings in Modern Korean History II (127821)
Carter Eckert
Continuation of Korean History 260. Designed primarily for graduate students preparing for the general
examination.

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Subject: Korean Literature
Korean Literature 134 Section: 01

Korean Literature in Translation (205281)
Si Nae Park
This lecture course introduces undergraduate students to major works, writers, themes, and styles of
Korean literature while exploring literature-inspired questions using Korean literature. All readings are in
English. No knowledge of the Korean language is required. Knowledge of Korean culture and history is not
required but is encouraged. Graduate students may take this course for credit after consultation with the
instructor.

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Korean Literature 213 Section: 01

Reading Materiality: Hands-on Learning of Korean Rare Books (204995)
Si Nae Park
This course provides graduate students with research methods to study East Asian rare books with a
primary focus on Korea. Students will have hands-on experience using materials held by the Harvard-
Yenching Library and Harvard Art Museums.

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Subject: Uyghur
Uyghur A
Elementary Uyghur (124106)
Aizezi Gulina
Introduction to Uyghur, the Turkic language spoken in China's Xinjiang Uyghur Autonomous Region and
throughout Central Asia. This class is for students who have little or no previous knowledge of Uyghur. The
course will introduce the basic letters and sounds of the Perso-Arabic based Uyghur script. In addition to
the script, the students will gain some fundamental knowledge of the grammar and develop preliminary
conversation skills. All four areas of skill: reading, writing, listening and speaking will be emphasized
through lectures, drills, and use of media to facilitate basic language acquisition.

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Course Evaluation FAS small class override
FAS: Meets Foreign Lang Req Uyghur
Uyghur B
Elementary Uyghur (124107)

Continuation of Uyghur A. Completion of basic Uyghur grammar, listening and speaking practice with the
aid of audio-visual materials, selected readings from Uyghur literature and academic prose.

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Uyghur 300
Readings in Uyghur Language and Literature (124527)
Aizezi Gulina
Guided readings in advanced Uyghur-language texts. May be repeated for credit.
Recommended Prep:
Uyghur 120B or permission of instructor.

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Uyghur 300
Readings in Uyghur Language and Literature (124527)

Guided readings in advanced Uyghur-language texts. May be repeated for credit.
Recommended Prep:
Uyghur 120B or permission of instructor.

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Subject: E Asian Film & Media Studies
E Asian Film & Media Studies 222 Section: 01

Media Cultures in the People's Republic of China (110471)
Jie Li

This graduate seminar examines the changing mediascape in China from the 1950s to the present. Every
week, we will focus on one or two different media forms or technologies, from propaganda posters,
photography, cinema, radio, loudspeakers, cassettes, to television, video, Internet, surveillance systems,
and digital platforms. We will ask question such as: How have mass media represented and transformed
Chinese culture, history, and society? To what extent was the Chinese revolution a media revolution, and is
there a media revolution going on now? How have various media served propaganda and surveillance,
facilitated grassroots activism and creativity, circulated as commodities or connected communities? How
have media technologies affected perception, experiences, and memories of socialism and postsocialism,
as well as the aesthetics, ethics and everyday practices of every decade? What might be specific or special
about each medium, and how have different types of media interacted in the Chinese context?

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E Asian Film & Media Studies 300

Alexander Zahlten

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E Asian Film & Media Studies 300

Alexander Zahlten

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Shigehisa Kuriyama

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Jie Li

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Tomiko Yoda

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Shigehisa Kuriyama


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Jie Li

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Tomiko Yoda

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Subject: Japanese Literature
Japanese Literature 261 Section: 01

Authorship and Literary Creativity in Early Modern Japan (220044)
David Atherton
This course explores the nature of authorship and the imagination of literary creativity during Japan's Edo
period (1600-1868). Did poets, playwrights, and commercial writers understand "writing" as something
shared among their diverse creative endeavors? To what extent did the theorization of different literary arts
involve a shared conceptual vocabulary? How should we understand the gaps between writerly theory and
practice? How did literary identities intersect status identities? Did models of creativity from earlier periods
shape early modern conceptions of authorship? Can we trace the role of readers and fans in the shaping
the figure of the author? How should we understand the striking gender segregation apparent in early
modern authorship? We will examine poetic treatises, author biographies, playwrighting manuals, works of
fiction, visual representations of writers past and present, encyclopedias and theatrical ephemera, letters,
and works of social history concerning status, selfhood, and labor. We will also read select works of literary
theory from the classical and medieval periods. Students will gain experience in reading a wide variety of
early modern registers and styles will develop a comprehensive grasp of early modern poetic, prose, and
theatrical literary production across a broad range of genres.
Class Notes: This is a two-hour seminar with the end time at 2:00 pm.
Recommended Prep:
Ability to read classical Japanese.

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Japanese Literature 270 Section: 01

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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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: Chaghatay
Chaghatay A
Elementary Chaghatay (214585)
Aizezi Gulina
This course is intended to develop a basic reading knowledge of Chaghatay, the classical antecedent of
modern Uzbek and modern Uyghur, and the common literary language of all Central Asian Turks from the
fourteenth to the early twentieth centuries. The course includes a survey of Chaghatay literature as well as
a discussion of grammar, the writing system, and lexicographical resources; the class meetings will be
devoted to both textbook-based instruction and (particularly in the second half of the semester) the reading
of samples from Chaghatay texts drawn from printed sources and manuscript copies.

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FAS: Meets Foreign Lang Req Chaghatay
Chaghatay B
Elementary Chaghatay (215859)

This course is intended to develop a basic reading knowledge of Chaghatay, the classical antecedent of
modern Uzbek and modern Uyghur, and the common literary language of all Central Asian Turks from the
fourteenth to the early twentieth centuries. The course includes a survey of Chaghatay literature as well as
a discussion of grammar, the writing system, and lexicographical resources; the class meetings will be
devoted to both textbook-based instruction and (particularly in the second half of the semester) the reading
of samples from Chaghatay texts drawn from printed sources and manuscript copies. This is a continuation
of Chaghatay A.

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FAS: Meets Foreign Lang Req Chaghatay
Subject: Manchu
Manchu 300
Mark Elliott

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FAS: Meets Foreign Lang Req Manchu
Manchu 300
Mark Elliott

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FAS: Meets Foreign Lang Req Manchu
Subject: Mongolian
Mongolian 300

Mark Elliott

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FAS: Meets Foreign Lang Req Mongolian
Mongolian 300
Mark Elliott

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FAS: Meets Foreign Lang Req Mongolian

Economics
Subject: Economics
Economics 10A
Principles of Economics (Microeconomics) (113326)
Anne Le Brun
Economists study human behavior using a combination of models and data. Ec10a introduces students to
economic models by using intuitive discussions, graphical analysis, and, in some cases, very basic
algebra. The models study individual decision-making and markets, and range from classical approaches
like supply and demand to more recent approaches that consider informational limitations and behavioral
mistakes. We will also use data to understand the strengths and weaknesses of these models. The course
also discusses the role that ethics and values play in people's choices and in policy discussions, including
an understanding and critique of approaches like utilitarianism, Rawlsian principles of justice, and
libertarianism. The goal of the course is to provide students with a set of tools that will help them develop
answers for themselves on how to make better choices and participate in debates on major public policy
issues in areas including tax policy, inequality, discrimination and racial justice, the environment, and the
economic problems associated with the COVID crisis.
Course Notes:
Ec10a is the first half of an integrated sequence that continues with the
study of macroeconomics in Ec10b. Students may elect to take only
the fall microeconomics course and receive four credits. This
sequence is designed with two types of students in mind. For students
who will never take another economics course, Ec10a and 10b provide
a self-contained training to prepare them to understand and engage
with economic issues. For students who end up deciding to be
economics concentrators, Ec10a and 10b provide a wide-ranging
introduction to the field and are required courses. The Department of
Economics strongly encourages students considering concentrating in
Economics to take these courses during their first year in the College.
Ec10a and 10b are not duplicative of AP Economics courses but aim to
provide a broader perspective and a deeper engagement with public
policy. Either Ec10a or 10b fulfills the Social Sciences divisional
distribution requirement. It is not necessary for students to take both
halves of Ec10 to fulfill this divisional requirement.
Recommended Prep:
There is no mathematics background requirement. No calculus is used
in the course and the use of algebra is very limited. Ec 10a is strongly
recommended in advance of Ec 10b which covers macroeconomics

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Economics 10A
Principles of Economics (Microeconomics) (113326)
Jason Furman
David Laibson
Economists study human behavior using a combination of models and data. Ec10a introduces students to
economic models by using intuitive discussions, graphical analysis, and, in some cases, very basic
algebra. The models study individual decision-making and markets, and range from classical approaches
like supply and demand to more recent approaches that consider informational limitations and behavioral
mistakes. We will also use data to understand the strengths and weaknesses of these models. The course
also discusses the role that ethics and values play in people's choices and in policy discussions, including
an understanding and critique of approaches like utilitarianism, Rawlsian principles of justice, and
libertarianism. The goal of the course is to provide students with a set of tools that will help them develop
answers for themselves on how to make better choices and participate in debates on major public policy
issues in areas including tax policy, inequality, discrimination and racial justice, the environment, and the
economic problems associated with the COVID crisis.
Course Notes:
Ec10a is the first half of an integrated sequence that continues with the
study of macroeconomics in Ec10b. Students may elect to take only
the fall microeconomics course and receive four credits. This
who will never take another economics course, Ec10a and 10b provide
economics concentrators, Ec10a and 10b provide a wide-ranging
Economics to take these courses during their first year in the College.
Ec10a and 10b are not duplicative of AP Economics courses but aim to
provide a broader perspective and a deeper engagement with public
policy. Either Ec10a or 10b fulfills the Social Sciences divisional
distribution requirement. It is not necessary for students to take both
halves of Ec10 to fulfill this divisional requirement.
Recommended Prep:
in the course and the use of algebra is very limited. Ec 10a is strongly
recommended in advance of Ec 10b which covers macroeconomics

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Economics 10B
Principles of Economics (Macroeconomics) (109894)
Andres Maggi

Ec 10b continues the curriculum presented in Ec 10a, moving to the study of macroeconomics including the growth of
the overall economy, business cycles, and economic crises. Ec 10b explains what economists do and do not understand
about these issues by developing analytical approaches and examining data, including studying the global financial crisis
and the economic crisis caused by COVID-19. The course also explains how policy makers can dampen economic
fluctuations using monetary policy (i.e., government influence over interest rates and government regulation of banks),
fiscal policy (e.g., government control of spending and taxation), and financial rescues in economic crises. We will also
discuss how macroeconomic policies work in an international context, including the factors that affect exchange rates,
trade deficits, international capital flows, and how these link economies around the world. Like Ec 10a, Ec 10b
introduces students to economic models and discusses both how they are supported and how they are contradicted by
available data.
Course Notes:
Ec 10b is the second half of an integrated sequence that begins with
the study of microeconomics in Ec 10a. Students may elect to take
only the fall microeconomics course and receive four credits. This
who will never take another economics course, Ec 10a and 10b provide
Economics Concentrators, Ec 10a and 10b provide a wide-ranging
Economics to take these courses during their first year in the college.
Ec 10a and 10b are not duplicative of AP Economics courses but aim
to provide a broader perspective and a deeper engagement with public
policy. Ec 10a or 10b fulfill the Social Sciences distribution
requirement for the General Education program. It is not necessary for
students to take both halves of Ec 10 to fulfill this requirement.
Recommended Prep:
in the course and the use of algebra is very limited. Taking Ec 10a
which covers microeconomics and is taught in the Fall is strongly
encouraged but is not a formal prerequisite.

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Economics 10B
Principles of Economics (Macroeconomics) (109894)
Jason Furman
David Laibson

Ec 10b continues the curriculum presented in Ec 10a, moving to the study of macroeconomics including the growth of
the overall economy, business cycles, and economic crises. Ec 10b explains what economists do and do not understand
about these issues by developing analytical approaches and examining data, including studying the global financial crisis
and the economic crisis caused by COVID-19. The course also explains how policy makers can dampen economic
fluctuations using monetary policy (i.e., government influence over interest rates and government regulation of banks),
fiscal policy (e.g., government control of spending and taxation), and financial rescues in economic crises. We will also
discuss how macroeconomic policies work in an international context, including the factors that affect exchange rates,
trade deficits, international capital flows, and how these link economies around the world. Like Ec 10a, Ec 10b
introduces students to economic models and discusses both how they are supported and how they are contradicted by
available data.
Course Notes:
Ec 10b is the second half of an integrated sequence that begins with
the study of microeconomics in Ec 10a. Students may elect to take
only the fall microeconomics course and receive four credits. This
who will never take another economics course, Ec 10a and 10b provide
Economics Concentrators, Ec 10a and 10b provide a wide-ranging
Economics to take these courses during their first year in the college.
Ec 10a and 10b are not duplicative of AP Economics courses but aim
to provide a broader perspective and a deeper engagement with public
policy. Ec 10a or 10b fulfill the Social Sciences distribution
requirement for the General Education program. It is not necessary for
students to take both halves of Ec 10 to fulfill this requirement.
Recommended Prep:
in the course and the use of algebra is very limited. Taking Ec 10a
which covers microeconomics and is taught in the Fall is strongly
encouraged but is not a formal prerequisite.

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Economics 50
Using Big Data to Solve Economic and Social Problems (208364)
Nadarajan Chetty
Gregory Bruich
This course will show how "big data" can be used to understand and address some of the most important
social and economic problems of our time. The course will give students an introduction to frontier
research and policy applications in economics and social science in a non-technical manner that does not
require prior coursework in Economics or Statistics, making it suitable both for students exploring

Economics for the first time and more advanced students. Topics include equality of opportunity,
education, innovation and entrepreneurship, health care, climate change, and crime. In the context of these
topics, the course will also provide an introduction to basic methods in data science, including regression,
causal inference, and machine learning. The course will include discussions with leading practitioners who
use big data in real-world applications.
Course Notes:
Formerly Economics 1152 and Economics 50a

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Economics 70
Personal Finance: Making Better Decisions and Building a Better Financial System (218117)
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 course 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 disclosures, default choices ("nudges"), and regulations restricting access to
financial products.
The course has no prerequisites.

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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.

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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.

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Economics 970
Anne Le Brun
Justine Johnson
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:
Ec 1010a OR 1011a AND one of: ECON 20, STAT 100, STAT 102, STAT
104, STAT 109, STAT 110, APMTH 101, MATH 18b/19b, or MATH 154

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Economics 970
Anne Le Brun
Justine Johnson
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:
Ec 1010a OR 1011a AND one of: ECON 20, STAT 100, STAT 102, STAT
104, STAT 109, STAT 110, APMTH 101, MATH 18b/19b, or MATH 154

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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.

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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:
Economics 1010a or 1011a.

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Economics 975B
Tutorial - Macroeconomics Theory Review (156670)
Gregory Bruich
A thorough review of intermediate macroeconomics. This is a junior tutorial.
Course Notes:
Economics 1010b or 1011b.

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Economics 975B
Tutorial - Macroeconomics Theory Review (156670)
Gregory Bruich
A thorough review of intermediate macroeconomics. This is a junior tutorial.
Course Notes:
Economics 1010b or 1011b.

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Economics 980B
Education in the Economy (126777)
Claudia Goldin
Lawrence Katz
An exploration of the role of education in the economy using historical, comparative, and current policy
perspectives. Topics include the theory of human capital, the role of education in economic growth and
distribution, vouchers and charter schools, higher education and student debt, alternative pathways to skill
formation and online education, and the impact of COVID-19 on child learning. Students will take part in the
creative process of researching, writing, and presenting an original paper using primary sources (mainly
large-scale data sets). Several short critical essays of the literature are also required. This is a junior
seminar.
Course Notes:
This course requires special action- application or lottery- to enroll.
Visit https://economics.harvard.edu/junior-seminars and the course
canvas site for more information.
Recommended Prep:
Ec 1010a (or 1011a), one of stats 100, 104 or 110, and Ec 1123 or 1126
(or concurrent enrollment in 1123 or 1126).

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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.

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Economics 980KK
Economic Growth (220145)
Robert Barro
This junior seminar will cover theoretical and empirical research on economic growth and rare
macroeconomic disasters. Students will be expected to participate actively in class, to prepare a
presentation that discusses and critiques one or multiple articles, and to write a final paper that develops
new ideas. The class will meet once a week for 2-1/2 hours, and students should consult regularly on their
presentation/paper with the professor and teaching fellow. Intermediate macroeconomics is a prerequisite.

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Economics 980LL
Raising Keynes (220378)
Stephen Marglin
This seminar explores the birth, death, and resurrection of The General Theory of Employment, Interest and
Money from the Great Depression to the Great Recession and beyond. 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 before the
ink was dry on The General Theory; the key concepts underlying the models 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.
Course Notes:
The seminar will focus on identifying areas for further research that
have emerged from the continuing controversies over the causes of
unemployment; the determination of interest rates; whether or not the
economy is self-regulating in the long run, and other questions of
theoretical, historical, or contemporary relevance. Each student will
write a term paper on a topic of his/her choice suggested by the
readings and class discussion.
Students will also participate on a rotating basis in presenting each

week's material, which will be largely drawn from Keynes's General
Theory and my Raising Keynes: A Twenty-First-Century General
Theory.
Recommended Prep:
For the record, Economics 1010b or 1011b is required, but this
requirement can be waived if your background appears sufficient. (Fair
warning based on past experience: this will likely prove a very difficult
course if one comes to it with the bare minimum background of Ec 10.)
No math is required, but a year of college calculus will help students to
understand mathematical notation and the mathematical concepts
(derivatives, maximization, etc) behind the economic arguments, which
will in turn facilitate understanding the course material.

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Economics 980W
Economic Aspects of Health Policy (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.
Course Notes:
Visit economics.harvard.edu/page/junior-seminar-0 and the course
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 980X
Economics of Work and Family : Junior Seminar (108892)
Claudia Goldin
How are the most personal choices and life transitions decided? What career will you pursue? Will you
partner or marry? How many children will you have? This course explores empirically, historically,
comparatively, and theoretically the changing significance, timing, and meaning of work, career, dating,
marriage, family, and other "personal" decisions. Students will take part in the creative process of
researching, writing, and presenting an original paper using primary sources (mainly large-scale data sets).
Several short critical essays of the literature are also required. Readings draw on economic theory,
empirical analyses, history, and literature. This is a Junior Seminar.
Course Notes:
Visit https://economics.harvard.edu/junior-seminars and the course
Recommended Prep:
Ec 1010a (or 1011a), one of stats 100, 104 or 110, and Ec 1123 or 1126
(or concurrent enrollment in 1123 or 1126).

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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.
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 985A
Econ 985: Senior Thesis Research (120541)
Kiran Gajwani
Part one of a two part series. The curriculum for this course builds throughout the academic year. Students
must to complete both terms of this course (parts A and B) within the same academic year in order to
receive credit.
Workshop for seniors writing economics theses, taught in classes of approximately 12 students each.
Emphasis on choice of research topics, methodology, and writing. Students are required to complete
written and oral presentations of their work in progress. 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.
This seminar is required for economics concentrators writing senior theses. Thesis writers in other
concentrations writing on economics topics may take the seminar, space-permitting.

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Economics 985B
Econ 985: Senior Thesis Research (148273)
Kiran Gajwani
Workshop for seniors writing economics theses, taught in classes of approximately 12 students each.
Emphasis on choice of research topics, methodology, and writing. Students are required to complete

written and oral presentations of their work in progress. Part one of a two-part series; students must
This seminar is required for economics concentrators writing senior theses. Thesis writers in other
concentrations writing on economics topics may take the seminar, space-permitting.
Requirements: Pre-requisite: ECON 985A

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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

For students writing a senior thesis out of sequence. Part two of a two part series.
Course Notes:
Tutorial for students writing a senior thesis, who began their senior
thesis in Spring 2021. Students graduating in Spring 2022 who wish to
begin their senior thesis this semester should enroll in Econ 985A.

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Economics 1000
Growth, Technology, Inequality, and Education (110371)
Benjamin Friedman
James Engell
An economist and a humanist, together with other professors from the natural and social sciences, analyze
conceptual and policy-relevant issues from viewpoints of their respective disciplines. For example, how do
we measure inequality, and at what point does it become problematic (and how do we know)? How then
should it be addressed (e.g., tax code, minimum wage)? What role does, and can, education play? What
are the best policies to confront job losses from technology? What does "sustainable growth" mean? The
goal is not merely to examine four intertwined issues – growth, technology, inequality, and education – but
also to understand the distinct concerns and methods of the humanities, social sciences, and natural
sciences.
Course Notes:
Jointly offered with FAS English Department as 195EC.
Recommended Prep:
For Economics concentrators: Economics 10a. For others: Ec 10a or
completion of General Education EMR requirement or equivalent.
Requirements: Anti-Req: Cannot be taken for credit if ENGLISH 195EC already

complete.

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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.
Course Notes:
Students may only take one of Economics 1010a or Economics 1011a
for concentration credit.
Requirements: Prerequisite: Math 1a OR Math 1b

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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.
Course Notes:
Requirements: Prerequisite: Math 1a OR Math 1b

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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 and 10b, or equivalents, or permission of the
instructor. While no specific mathematics course is required,
knowledge of calculus at the level of Mathematics 1a is assumed.
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Economics 1010B
Intermediate Macroeconomics (112062)
Vaishali Garga
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:
Recommended Prep:
Economics 10a and 10b, or equivalents, or permission of the
instructor. While no specific mathematics course is required,
knowledge of calculus at the level of Mathematics 1a is assumed.

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Economics 1011A
Intermediate Microeconomics: Advanced (120711)
Giacomo Ponzetto
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:
Recommended Prep:
Mathematics 21a or permission of the instructor.

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Economics 1011B
Intermediate Macroeconomics: Advanced (120172)
Gabriel Chodorow-Reich
Ludwig Straub
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:
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 1021
Using Markets to Solve Social Problems (218817)
Roland Fryer
This course will demonstrate how one can use the power of the free market to address some of the most
important social and economic problems of our time, with a particular focus on issues that plague minority
communities. The course will give students an introduction to social finance and impact investing in a
manner that does not require prior coursework in Economics. It is intended not only for those interested in
finance, but also for students with an entrepreneurial spirit. Students will study situations in which
market-based approaches were used to solve problems in areas such as education, economic mobility,
healthcare, food instability, and the future or work. In the context of these topics, the course will provide an
introduction to basic ideas in finance including venture capital, private equity, and other alternative
investments. The course will include discussions with leading investors and entrepreneurs who are
determined to have positive social impact and culminates in a team-based capstone project.

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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. The course involves readings
in various fields, full participation in discussions, a short presentation, math-based problems sets, and
research-oriented written assignments, and requires a background in economics, math, and statistics. For
an up-to-date, detailed course description, elaboration of prerequisites, and instructions for the required
application process and how to get more information, please visit https://scholar.harvard.edu/rabin/classes
Recommended Prep:
Ec 1010a prereq. Helpful to have taken Stat 110 or Stat 104

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Economics 1042
Sports Economics (211392)

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.

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Economics 1071
Incentives in the Wild: from Tanking in Sports to Mining Cryptocurrencies (220203)
Yannai Gonczarowski
How could it be that paving a new road might increase congestion for all drivers? Why would a professional

sports team ever try *not* to score in a game that it wants to win? Why would any student rank highschools
not in their order of preference when applying? And what are some incentive pitfalls that the designer of a
cryptocurrency system should be aware of? In this course, we will examine seemingly strange social
phenomena, use mathematical tools to model them and to analyze how and why distorted incentives give
rise to them, and explore mechanisms to eliminate such phenomena.
Recommended Prep:
We will assume mathematical proficiency consistent with having
already taken Stat 110 and having already taken or concurrently taking
Math 21a.

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Economics 1078
Analyzing Education Policy (204433)
Michela Carlana
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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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. Only one course can count towards
EC credit; either Economics 1123 or Economics 1126. Both courses
can count towards college credit regardless of the order they are
taken.
Recommended Prep:
Statistics 100 and 104.

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Economics 1123
Introduction to Econometrics (123033)
Davide Pettenuzzo
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. Only one course can count towards
EC credit; either Economics 1123 or Economics 1126. Both courses
can count towards college credit regardless of the order they are
taken.
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:
Only one course can count towards EC credit; either Economics 1123
or Economics 1126. Both courses can count towards college credit
regardless of the order they are taken.
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 1133
Authoritarian Superpower: The Political Economy of Modern China (219753)
David Yang
The rise of China is undoubtedly one of the great dramas of the 21st century. This course provides
an overview of China's economy and its politics, as well as China's relationship with the world. We aim
to understand modern China with an appreciation of China's past and its connection to other parts of
the globe.
The course offers insights on a number of puzzles of a rising authoritarian superpower, and
overturns several conventional wisdoms in political economy. In the course, you will learn about topics
such as: (1) What drives China's economic development? What explains its rise? (2) What are the key
forces of stability and forces of change in modern China? (3) How does China engage with the world, and
what are the implications of China's rise for the world?
The objectives of the course are three-fold: (1) to learn about important institutional and
contextual knowledge of China; (2) to use China as a lens to understand authoritarian regimes, as well as
basic political economy frameworks that are more generally applicable; and (3) to learn about

empirical methods through exposure to big data on China, frontier academic research, and occasionally
case-study style discussions.

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Economics 1343
The Economics of Development and Global Health (219614)
Matthew Basilico
Why are some places poorer than others? Why do some places have better health than others? In this
class, we will harness the core development and health economics literature to approach some of the most
fundamental questions facing humanity today. We will review the historical determinants of our present-
day puzzles, including critical relationships between economic development and health. We will consider
challenges affecting health and development including political institutions, micro development,
environmental change, and psychological wellbeing. Methodologically, the course will review canonical
approaches in applied econometrics, and will cover theories in development, macro-growth, and health. It
will also consider perspectives on our core questions from neighboring disciplines, including social theory,
anthropology and psychology.
Course Notes:
A research paper option is available for this class which can be used
to fulfill the writing requirement for Economics concentrators.
Recommended Prep:
Economics 10a and 10b, familiarity with introductory statistics (e.g.
Stat 100, 104 or 110), and calculus are recommended but not required.

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Economics 1346
Closed Borders and Crowded Buses: The Economics of Human Mobility (220386)
Gabriel Kreindler
Movement is inextricably linked to economic activity. In this course, we study the fundamental forces that
enable and constrain spatial movement and how this affects economic outcomes. We study international
and regional migration, residential patterns, commuting, inequality in access to mobility. We draw on recent

rigorous evidence from around the world, with a focus on rapidly growing urban areas in developing
countries. Students gain hands-on experience with modern "big" mobility data sources, and workhorse
analytical models to study spatial choices.
Recommended Prep:
Economics 1010a or 1011a or permission of the instructors. Familiarity
with econometrics (at the level of economics 1123 or 1126) is
desirable.

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Economics 1410
Public Economics: Designing Government Policy (117818)
Stefanie Stantcheva
This course focuses on the role of the government in the economy. It is newly designed for Fall 2022. The
aim is to provide an understanding of the reasons for government intervention in the economy, analyzing
the benefits of possible government policies, and the response of economic agents to the government's
actions. The course covers tax policy and inequality, social insurance programs (like unemployment
insurance, health insurance, and disability insurance), public goods, externalities and environmental
protection. The course tries to strike a balance between theory and empirics. For each topic, we will cover
the theoretical models on each issue and then dive into the empirical research evidence. We will also have
in-class discussions based on readings from the media and broader audience books.
Special emphasis is on current policy issues such as health care reform, tax reform, and inequality.
Course Notes:
Offered jointly with Kennedy School as SUP-125.
Recommended Prep:
Economics 1010a or 1011a or permission of the instructor. Familiarity
with multivariate calculus and econometrics (at the level of economics
1123 or 1126) is strongly recommended.

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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.
Recommended Prep:
Economics 1011a or permission of instructor.

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Economics 1420
American Economic Policy (123003)
Lawrence H. Summers
Jeffrey Liebman
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:
ECON 10A and 10B

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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, culture, mobility, democracy, ethnicity, corruption, rule of law, and regulation.
The main purpose of this course is for each student to write a serious empirical paper, preferably with new
data, in the field of political economics. The course relies on frequent (approximately 5 times over the
semester) office hour meetings with the instructor, as well as meetings with the TF. To enable such
frequent interactions, the course is limited to 18 students.
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 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).
Course Notes:
Writing requirement: A research paper is required. This course meets
the concentration writing requirement.
Recommended Prep:
Ec 10a and Ec 10b.

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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.

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Economics 1499
Macroeconomic Stabilization Policies (217408)
Lawrence H. Summers
Paul Tucker
With real interest rates negative for nearly a decade and nominal interest rates close to zero, and fiscal
deficits and debt-to-GDP ratios at unprecedented levels, we are in a new era for macroeconomic policy
making. This seminar course will focus on macroeconomic policy issues posed by secularly low real
interest rates (secular stagnation?), COVID-19, and government debt accumulation. The focus will be on the
application of rigorous macroeconomic analysis to policymaking.
The objective of the class is to expose students to the kind of thinking and work done by practicing
macroeconomists. The centerpiece of the class will be student research papers, 25- to 30-pages, on
macroeconomic topics, developing, applying, or testing relevant economic theory. Students will work

closely with one of the course instructors and an economics PhD student on their papers. During seminar
meetings, students will present and lead discussions of major recent research papers, and present their
ongoing work.
Examples of topic areas for papers might include: The role of risk premiums vs. savings-investment gaps in
explaining interest rate fluctuations; the influence of social insurance on aggregate demand; Ricardian
equivalence and the impact of fiscal policy in raising long run demand; the implications of low rates for
target returns on institutional portfolios, financial stability, and creative destruction; saving gluts and
current account surpluses; the risks of destabilizing deflation; and lessons from the Japanese experience.
Class Notes: Please note: this course will meet at the Harvard Kennedy School in
Weil Town Hall.

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Economics 1535
The Global Economy (111749)
Pol Antras
A wave of protectionism has rocked the world economy in recent years. In the United States, the Trump
administration abandoned the country's traditional position as a defender of international trade, viewing
global trade as a "zero-sum" game in which only some countries benefit at the expense of others. In the UK,
the consequences of voting for Brexit are not yet entirely clear, but free access to the European market that
guaranteed membership of the European Union is no longer possible. Contemporaneously, there has been
an active debate on the extent to which geopolitical tensions (such as the increasing tensions between
Russia and the West) and technological change (automation, 3D-printing, etc) might work to reduce the
level of trade integration across countries. What would be the economic consequences of the increase in
protectionism and of technologically driven "de-globalization" around the world?
The purpose of this course is to review in an accessible and concise manner the causes and consequences
of globalization and of (potential) "de-globalization" episodes. In the first lectures, the concept of
"globalization" will be defined and an overview of the benefits and costs associated with trade integration
will be offered. The course will highlight the role of firms, and of multinational firms more specifically, in
shaping global production and consumption patterns. A few lectures will be devoted to the economics and
politics of trade policy.
Recommended Prep:
Economics 1010a, or 1011a.

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Economics 1544
Macroeconomic Policy in Open Economies: Lessons and Experiences (119735)

Uses basic macroeconomic tools to analyze a few key areas of international policy, relevant for both
developed and developing countries. One area is exchange rate management: Why are governments
sometimes forced to abandon a fixed exchange rate? What happens in such circumstances? What lessons
can be drawn from exchange rate policy? Other possible areas include: inflation stabilization, borrowing to
finance current account deficits, schemes for external debt reduction, and policies to promote economic
growth. In each case, the central lessons for policy makers are built from examination of several actual
country experiences.
Course Notes:
Background in international macroeconomics helpful. Offered jointly
by the Kennedy School of Government as S-244.
Recommended Prep:
Macroeconomics at the level of Economics 1010b or permission of
instructor.

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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
Recommended Prep:
Economics 1010a1, 1010a2, or 1011a.

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Economics 1661
Economics of Climate Change and Environmental Policy (111261)
Elizabeth Walker
Provides a survey, from the perspective of economics, of global climate change and public policies to
address it, including international, regional, national, and sub-national policies. The political economy and
politics of alternative policies are also covered. Methodological topics that are broadly relevant for other
resource and environmental issues are featured.
Course Notes:
Offered jointly with the Kennedy School as API-135.
Recommended Prep:
No prerequisites, but introductory microeconomics recommended.

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Economics 1723
Capital Markets (111105)

An introduction to finance. Concepts include time discounting, risk and return, market efficiency, and
arbitrage. These concepts are applied to bonds, stocks, and derivatives. We cover financial crises and the
role of finance in the economy.
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.
Recommended Prep:
Economics 1010a1, 1010a2, or 1011a, Mathematics 18, and Statistics
100.

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Economics 1746
Financial Crises and Recessions of the 21st Century (207618)
Karen Dynan
This course will explore the dramatic financial and macroeconomic developments that the United States
has experienced since the turn of the century. We will consider what factors precipitated the boom and bust
in the housing market in the early 2000s and how the resulting mortgage crisis rippled through the global
financial system and ultimately led to the most severe economic downturn since the Great Depression. We
will discuss the policies put in place to stabilize the financial system and reduce the likelihood of future
financial crises. The course will then turn to the financial and economic fallout from the COVID-19
pandemic, including the challenges presented by the sharp rise in inflation in 2021. We will consider how
the COVID-19 financial and economy policy response was shaped by the previous crisis and explore the
research about its effectiveness.
Recommended Prep:
Ec1010b, Econ 1011b, or permission of the instructor

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Economics 1759
The Financial System and the Central Bank (156356)
Jeremy Stein
This course analyzes the modern financial system. Topics include: (i) the behavior of various types of
intermediaries (e.g., banks, broker-dealers, mutual funds, hedge funds); (ii) key elements of the system's
plumbing and infrastructure; (iii) sources of systemic risk; and (iv) the multiple roles of the central bank as

monetary policymaker, lender of last resort, and regulator.
Recommended Prep:
Economics 1723 or 1745, or instructor's permission.

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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 the theme that economic and social
lives are changed by sudden sharp shocks that generate positive feedback loops rather than the normal
workings of markets that equilibrate through negative feedbacks. Will include effects of the Covid19
pandemic on the economy, Great Depression and 2008 collapse of Wall Street, growth/decline of trade
unions which occurs in spurts, and such patterns as segregation of groups, power laws in income
inequality growth/decline in social pathologies in neighborhoods, and Malthusian concerns about the
environment. Models include nonlinear simulations, neural networks, finite automata, evolutionary stable
strategies, and agent-based simulations with attention on getting evidence on key parameters from diverse
empirics, from big data to case studies.

Course Notes:
Key requirement is an independent research paper. Professor and TF
will provide guidance on topic, help in obtaining data, information from
firms, etc. This course meets the concentration writing requirement, if
the paper is a substantive, solo-authored, original research work (not
a literature review). Students should have some mathematical
background, but there is no prerequisite.

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Economics 2000
Introduction to Quantitative Economics (113716)

Quantitative economics is the use of economic models to interpret data. The course proceeds through a
series of economic settings, each of which motivates a canonical economic model. Readings and ungraded
written reflections guide students through core concepts. Graded written work includes both pen-and-
paper exercises designed to extend concepts and data exercises designed to apply them. Classroom
discussion focuses on reviewing concepts, reflections, and exercises in parallel with students' reading and
written work. At the end of the course, students are prepared to begin using economic theory to interpret
data. They are also prepared to continue the study of quantitative economics within particular subfields,
where they may encounter more elaborate or specialized economic models, and more complex data
structures. The course requires microeconomics at the level of Economics 2010a/b and econometrics at the
level of Economics 2120 or 2140.

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Economics 2001
Jeffrey A. Miron
Edward Glaeser
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 2001
Jeffrey A. Miron
Edward Glaeser
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
Tomasz Strzalecki
Jerry Green
Topics include social choice theory, signaling, mechanism design, general equilibrium, the core,
externalities, and public goods.
Recommended Prep:
Economics 2010a.
Requirements: Prerequisite: Economics 2010A

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Economics 2010C
Adrien Bilal
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.No
other students may take the course for credit or as auditors.

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Economics 2010D
Ludwig Straub
Xavier Gabaix

A basic course in graduate macroeconomics, including models of business fluctuations, analyses of

monetary and fiscal policy, and introduction to open economy macroeconomic issues.
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. Mathematics 116 or the
equivalent; can be taken concurrently.
Recommended Prep:
Mathematics 116 or the equivalent; can be taken concurrently.

Attribute Value(s)
Economics 2020A
Microeconomic Theory I (112942)
Christopher Avery
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.
Recommended Prep:
Multivariate calculus and one course in probability theory. Thorough
background in microeconomic theory at the intermediate level.

Attribute Value(s)
Economics 2020B
Microeconomic Theory II (113615)
Christopher Avery
Samuel Richardson
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.
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 as HBSDOC 4155.

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Economics 2052
Game Theory I: Equilibrium Theory (113349)
Shengwu Li
This is a course about game theory and mechanism design. The first half covers key concepts and
techniques, and the second half surveys advanced topics near the research frontier.
Requirements: Prerequisite: Economics 2010a

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Economics 2060
Contract Theory (110708)
Oliver Hart

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.

Attribute Value(s)
Economics 2070
A Computer Science Toolbox for Modern Economic Theory (219636)
Yannai Gonczarowski
How can we use tools from machine learning theory to design better auctions? Can we use cryptography to
better implement matching mechanisms? And how should we approach formally proving that welfare in
Nash equilibria for many games is not "much worse" than in the social optimum? This course explores the
application of diverse ideas, techniques, and solution aesthetics from theoretical computer science to
derive meaningful new insights into classic economic problems. The three main themes are approximation
theorems (including bounding the loss in revenue or welfare due to lack of information, to strategic
behavior, or to impracticality of the optimal solution); various notions of complexity (including
computational complexity, communication complexity, and machine-learning sample complexity); and
cryptographic tools (including cryptographic commitments, multiparty computation, and zero-knowledge
proofs). Economic applications mostly include analysis of equilibria, pricing, and mechanism design. No
prior knowledge in computer science is required.
Recommended Prep:
Basic microeconomic theory at the level of MWG.

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Economics 2110
Econometrics I (120668)
Gregory Bruich
Economics 2110 and 2115 comprise a two-course sequence for first-year Ph.D. and D.B.A. 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:
The two-course sequence is open only to qualified PhD and DBA
students from HKS, HBS, GSE, and HSPH, but occasionally others may
be admitted at the discretion of the instructor (if the instructor is
convinced that such individuals can perform well and would not
negatively affect the nature and pace of the course).

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Economics 2115
Econometric Methods II (205523)
Will Dobbie
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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Economics 2120
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.
Course Notes:
Enrollment is limited to PhD students in the Economics Department,
Business Economics program, and PEG program. Other students
wanting to enroll in the course should contact the instructor.
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)
Anna Mikusheva
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: Optimization-Conscious Econometrics (110300)

Economics 2148 will study key optimization methods and concepts underpinning classical econometric
estimators. First, we study Markov Chain Monte Carlo methods and theory. Then, each optimization topic
is studied through the lens of an econometric method. Linear programming is studied via quantile
regression, numerical linear algebra is studied via partial identification in ordinary least-squares, integer
programming is studied via exact sparse methods, and so on. We will be particularly interested in
questions at the intersection of econometrics and optimization.
Modern research in econometrics often intersects with machine learning and big data questions. Likewise,
while the overlap of econometrics with optimization and operations research has traditionally been limited,
previously intractable large scale or combinatorially difficult econometrics problems are now being solved
using modern optimization software and heuristics. This lays out a rich research agenda and opens up
consequential new questions for econometricians. How can machine learning methods be used for
econometric regression analysis and causal inference? How can modern optimization methods be applied
to solve previously intractable econometric problems? What are the statistical consequences of changes
made for numerical reasons? How does one do inference on the output of nonstandard optimization
problems? At the heart of these new estimation and inference questions lies the need to design and
understand estimators as the product of algorithms and optimization problem, not only the minimand and
of objective functions.

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Economics 2245
Empirical Research in Labor and Public Economics (218138)
Winnie van Dijk
2022 Fall (4 Credits) Schedule: T 1030 AM - 0115 PM
This course has two objectives. The first objective is to further develop students' understanding of
methods that are popular in modern empirical economics research. Emphasis will be given to the
relationship between these methods and the applied research questions and data types for which they were
developed. Examples will be based primarily on recent papers in labor and public economics. The second
objective is to guide students in the structured development of a proposal for an empirical research project.
This course is intended for PhD students in applied fields who are planning to do empirical research as part
of their dissertation, as well as for students planning to pursue more advanced topics in econometric
theory who are interested in an applied perspective.
Recommended Prep:
Students must complete Econ2120 and Econ2140 (or Econ 2110 and
Econ 2115) to enroll in this course.

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Economics 2326
Political Economy and Development (220122)

This course is concerned with the political economy of development in societies outside the so-called
West. First, we will study the role of external influence, namely, the slave trades, colonization, and other
forms in explaining some of their economic outcomes, institutions, and cultures today. Second, contrasting
the way economists study questions to that of anthropologists, we will explore notions that have been
suggested by anthropologists, sociologists, historians, and writers from various societies about the way
societies function and evolve. As such, we will analyze the roles of worldviews, religion and witchcraft,
morality, conceptions of political authority and of the state, the embeddedness of society in the state and
the economy, identities, conflict and conflict resolution, meaning and, in particular, the meaning of
transactions, wealth-in-people, labor relations, and the relationship between tradition and competing social
orders. While the course will have a global scope, the examples will draw largely from societies across the
African continent. The course will aim to help students identify new questions that can enrich the study of
development using the tools of economics. It will attempt to bring field exposure into the classroom, to
prepare students to go to the field, and to guide students in the field-based research process for
development broadly understood.

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Economics 2329
Topics in Political Economy (220377)
Benjamin Enke
David Yang
2022 Fall (4 Credits) Schedule: F 0900 AM - 1200 PM
This class introduces students to a wide range of topics at the current frontier of political economy
research. The class consists of a sequence of modules, each of which is taught by a different faculty
member. Topics covered include the political economy of development and of non-democratic regimes,
media, drivers of voting behavior and polarization, and behavioral political economy, among others.
Methodologically, the class covers a range of techniques, including big data, text analysis, field
experiments and surveys. Participating faculty include Dell, Enke, Pons, Shapiro, Yang and others.

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Economics 2330
History and Human Capital (124933)
Lawrence Katz
Claudia Goldin
Explores a range of subjects concerning human capital, historically, theoretically, and comparatively.
Topics include human capital and economic growth, population and fertility, health and public
interventions, education and training, economic inequality, gender and the family, slavery and race, and
intergenerational mobility, all within the broad context of economic history. A research paper or significant
proposal and a final exam are required.
Course Notes:
Satisfies the graduate distribution requirement. Open to advanced
undergraduate Economics Concentrators with permission of
instructor.

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Economics 2340
Spatial Mobility and Development: Evidence and Quantitative Models (215901)
Gabriel Kreindler
How does spatial mobility affect firms, migrants, commuters and job-seekers? What barriers hamper
mobility at these different scales? What are the equilibrium implications of changes in travel costs, for
example, due to infrastructure improvements? This course discusses recent research on the links between
transportation and the economy, with a focus on developing countries. It focuses on the interplay between
empirical evidence and quantitative models, and students will gain hands-on experience with both. The first
part of the course introduces the workhorse models and empirical tools, which we then apply to topics in
infrastructure, migration, urban traffic congestion, and urban mobility and labor markets.

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Economics 2355 Section: 01

Unleashing Novel Data at Scale (217485)
Melissa Dell
A vast number of important economic questions remain unanswered, in substantial part because the data
required to examine them has traditionally been inaccessible. For example, much historical data remains
trapped in hard copy. More broadly, information that could elucidate important questions is scattered
throughout text, or contained in scans, photographs, videos, or audio files. This course will provide an
introduction to deep learning-based methods and other data science tools that can process such sources
on a massive scale.
The course will cover natural language processing, computer vision, and multimodal methods. Topics in
NLP include neural language modeling, topic and sentiment classification, text retrieval named entity
recognition, dependency parsing, and knowledge intensive NLP.
Topics in computer vision include convolutional neural networks, vision transformers, object detection,
document layout analysis, image classification, image retrieval, GANs, and OCR. Efficiently harnessing the
power of large-scale computing will receive emphasis throughout the course. By introducing a range of
methods to convert diverse information into computable data, we aim to increase the number of questions
that students can feasibly research.

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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.
Class Notes: This will be a 6 week long course taught in the first 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)
Stefanie Stantcheva
This course covers optimal labor income taxation and redistribution, behavioral responses to taxes and
transfers, inequality, the distribution and taxation of wealth and capital income, social preferences
(normative analysis), dynamic taxation and mechanism design. For each topic, we will cover the theoretical
models and the empirical evidence.
Course Notes:
Requirements: (Economics 2010a AND economics 2010b) OR
(Economics 2020 AND Economics 2020b). Good understanding of core
empirical methods (event studies, diff-in-diff, regression discontinuity)
is encouraged.
Recommended Prep:
In addition to the requirements above, you are strongly encouraged to
review i) labor supply concepts (Hicksian elasticity, Marshallian
elasticity, income effects); ii) "dynamic programming" and "optimal
control methods"; iii) constrained optimization and the envelope
theorem.
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)
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, corporate 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.
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.

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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 2530B
International Finance (120439)

Financial aspects of growth and income determination in open economies. Topics include international
business cycle, monetary and exchange rate regimes, capital flows, and current issues in international
macroeconomic policy.
Recommended Prep:
Economics 2530a provides extremely useful background.

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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
An introduction to applied work in industrial organization. Static analysis (theory and estimation) of

demand systems and cost functions (adverse selection, moral hazard, productivity), and applications of
game theoretic concepts of equilibrium. Topics include the determinants of market structure and product
availability, merger analysis and antitrust, and contracting and bargaining in vertical markets.

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Economics 2611
Industrial Organization II (111407)
Myrto Kalouptsidi
Robin Lee
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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Economics 2687
Advanced Economics of the Environment, Natural Resources, and Climate Change (159770)
Bard Harstad
Survey of foundations and applications of the modern theory of environmental and natural-resource
economics. What are the basic models and what are they suggesting about policy? Externalities, public
goods, common property, strategies for controlling pollution. Dynamics of renewable resources (fisheries,
forestry) and dynamics of non-renewable resources (minerals like oil). Discounting, uncertainty, cost-
benefit analysis, investment criteria for environmental projects, green accounting, sustainability. Basic
economic analysis of climate change as prototype example.

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Economics 2723
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. Intended for Harvard
PhD Economic students but open to other students with instructor's
permission.
Requirements: Prerequisite: Economics 2010a OR Economics 2020a

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Economics 2725
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.
Course Notes:
Offered jointly with the Business School as 4243.

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Economics 2726
Theoretical and Empirical Perspective on Entrepreneurship: Economics and Finance (124076)
Josh Lerner
Shai Bernstein
TEPE explores scholarly work from economics and finance disciplines regarding entrepreneurship—the
formation and growth of new firms. While work on this topic dates back to Schumpeter and earlier,
academic research regarding entrepreneurship has exploded over the last decade. There are two
complementary doctoral classes, each taught every other year, with the Spring 2021 course focusing on the
entrepreneurship research about corporate finance, including entrepreneurial finance and behavioral
economics. The Spring 2022 course focuses on entrepreneurship and its relationship to economics fields
like industrial organization, labor economics, and economic growth.
Course Notes:
Offered jointly with the Business School as 4350.

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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.

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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.

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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, and
affects of the Covid19 pandemic on the economics of science.
Course Notes:
Key requirement is graduate-level research paper, potentially using big
data set on scholarly paper, R&D spending, patents, etc.
Recommended Prep:
Attendance at the Economics of Science & Engineering Seminar is
strongly suggested.

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Economics 2902
Early-Stage Research and Discussions in Theory (208000)
Shengwu Li
Yannai Gonczarowski
Jerry Green
Theory Reading Group

Attribute Value(s)
Economics 2902
Early-Stage Research and Discussions in Theory (208000)
Shengwu Li
Yannai Gonczarowski
Jerry Green
Theory Reading Group

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Economics 2903
Early-Stage Research and Discussions on Econometrics (210861)
Isaiah Andrews
Elie Tamer

Attribute Value(s)
Economics 2903
Early-Stage Research and Discussions on Econometrics (210861)
Elie Tamer
Isaiah Andrews

Attribute Value(s)
Economics 2906
Early Stage Research and Discussions on Macroeconomics (211332)
Ludwig Straub
Xavier Gabaix
Adrien Bilal

Attribute Value(s)
Economics 2906
Early Stage Research and Discussions on Macroeconomics (211332)
Xavier Gabaix
Ludwig Straub
Adrien Bilal

Attribute Value(s)
Economics 2907
Early-Stage Research and Discussions on Public Economics and Fiscal Policy (210860)
Stefanie Stantcheva
Winnie van Dijk


Attribute Value(s)
Economics 2907
Early-Stage Research and Discussions on Public Economics and Fiscal Policy (210860)
Stefanie Stantcheva
Winnie van Dijk

Attribute Value(s)
Economics 2908
Early Stage Research and Discussions on International Economics (217480)
Marc Melitz
Pol Antras
Elhanan Helpman

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Economics 2908 Section: 01

Early Stage Research and Discussions on International Economics (217480)
Pol Antras
Marc Melitz
Elhanan Helpman


Attribute Value(s)
Economics 2909
Early Stage Research and Discussions on Industrial Organization (211181)
Robin Lee
Myrto Kalouptsidi
Ariel Pakes

Attribute Value(s)
Economics 2909
Early Stage Research and Discussions on Industrial Organization (211181)
Myrto Kalouptsidi
Robin Lee
Ariel Pakes
2022 Fall (4 Credits) Schedule: W 1030 AM - 1145 PM

Attribute Value(s)
Economics 2911
Early Stage Research and Discussions on Financial Economics (215766)
John Campbell

Attribute Value(s)
Economics 2911
Early Stage Research and Discussions on Financial Economics (215766)
John Campbell
Xavier Gabaix

Attribute Value(s)
Economics 2912
Early-Stage Research and Discussions on Labor Economics (210859)
Lawrence Katz
Amanda Pallais
Winnie van Dijk
Claudia Goldin
Edward Glaeser
Labor Reading Group

Attribute Value(s)
Economics 2912
Early-Stage Research and Discussions on Labor Economics (210859)
Lawrence Katz
Amanda Pallais
Winnie van Dijk

Claudia Goldin
Edward Glaeser
Labor Reading Group

Attribute Value(s)
Economics 2918
Early Stage Research and Discussions on International Finance and Macroeconomics (218351)
Kenneth Rogoff

Attribute Value(s)
Economics 2921
Early Stage Research and Discussions on the Economy in China (216323)
David Yang

Attribute Value(s)
Economics 2922
Early-Stage Research and Discussions on Urban Economics (216815)
Gabriel Kreindler
Edward Glaeser

Attribute Value(s)
Economics 2922
Early-Stage Research and Discussions on Urban Economics (216815)
Gabriel Kreindler
Edward Glaeser

Attribute Value(s)
Economics 2923
Early Stage Research and Discussions in Cognitive Economics (218747)
Andrei Shleifer
Will focus on research in psychology and neuroscience related to memory, perception, and attention,
emphasizing applications in decision theory and economics.

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Economics 2923
Early Stage Research and Discussions in Cognitive Economics (218747)
Andrei Shleifer

Will focus on research in psychology and neuroscience related to memory, perception, and attention,
emphasizing applications in decision theory and economics.

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Economics 2924
Early Stage Research and Discussions on Deep Learning and Big Data in Economics (220408)
Melissa Dell
2022 Fall (4 Credits) Schedule: F 1100 AM - 1200 PM
This is a reading group for students to discuss recent advances in the deep learning literature and
brainstorm how these advances can contribute to their early-stage research ideas. The course will be
organized around reading recent papers and discussing how they apply to students' own early state
research ideas. Potential topics include
- but are not limited to - vision transformers; contrastive learning; text, image, and multimodal retrieval;
knowledge-intensive NLP; aspect based sentiment analysis; implicit sentiment analysis; stance detection;
framing; graph neural networks; and distillation. Course participants will drive the selection of topics,
based on their own emerging research interests. Students must have a detailed knowledge of the material
covered in Economics 2355 - in particular a well-developed understanding of CNNs, transformers, object
detection, classification, language modeling, and retrieval – either through enrollment in that course,
through consulting the course materials online, or through other coursework.

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Economics 2924
Early Stage Research and Discussions on Deep Learning and Big Data in Economics (220408)
Melissa Dell
2023 Spring (4 Credits) Schedule: R 1100 AM - 1200 PM
This is a reading group for students to discuss recent advances in the deep learning literature and
brainstorm how these advances can contribute to their early-stage research ideas. The course will be
organized around reading recent papers and discussing how they apply to students' own early state
research ideas. Potential topics include
- but are not limited to - vision transformers; contrastive learning; text, image, and multimodal retrieval;
knowledge-intensive NLP; aspect based sentiment analysis; implicit sentiment analysis; stance detection;
framing; graph neural networks; and distillation. Course participants will drive the selection of topics,

based on their own emerging research interests. Students must have a detailed knowledge of the material
covered in Economics 2355 - in particular a well-developed understanding of CNNs, transformers, object
detection, classification, language modeling, and retrieval – either through enrollment in that course,
through consulting the course materials online, or through other coursework.

Attribute Value(s)
Economics 2925
Early Stage Research and Discussions on the Economics of Health Equity (220488)
David Cutler
Marcella Alsan
This is a reading group for students to discuss recent advances in the economics of health equity. Topics
will include equity in all dimensions: race/ethnicity; gender orientation; disability status; and others.
Students will read papers, present, and discuss them. Interested students should talk to Professor Alsan or
Professor Cutler.

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Economics 3000
TIME (208352)
Jeffrey A. Miron
Used to replace time c.
Requirements: Graduate Students Only (Undergraduates can submit a request to

enroll)

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Economics 3000
TIME (208352)

Used to replace time c.

enroll)

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Economics 3001
Graduate Student Workshop in Behavioral Economics (120245)
David Laibson
Tomasz Strzalecki
Jerry Green
Participants discuss recent research in Behavioral Economics, and Experimental Economics and present
their own work in progress.
Course Notes:
This workshop meets jointly with Econ 3002: Graduate Student
Workshop in Theory.

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Economics 3001
Graduate Student Workshop in Behavioral Economics (120245)
Benjamin Enke
Matthew Rabin
Tomasz Strzalecki
David Laibson
Jerry Green

Participants discuss recent research in Behavioral Economics, and Experimental Economics and present
their own work in progress.
Course Notes:
This workshop meets jointly with Econ 3002: Graduate Student
Workshop in Theory.

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Economics 3002
Graduate Student Workshop in Theory (126663)
Tomasz Strzalecki
Participants present their work in Economic Theory. Open to doctoral students in Economics. There are
some joint sessions with Ec 3001 (Behavioral Economics).

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Economics 3002
Graduate Student Workshop in Theory (126663)
Tomasz Strzalecki
Jerry Green
Shengwu Li
Yannai Gonczarowski
Participants present their work in Economic Theory. Open to doctoral students in Economics. There are
some joint sessions with Ec 3001 (Behavioral Economics).

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Economics 3003
Graduate Student Workshop in Econometrics (111451)
James H. Stock
Dale Jorgenson
Isaiah Andrews
Elie Tamer
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.

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Economics 3003
Graduate Student Workshop in Econometrics (111451)
Isaiah Andrews
Elie Tamer
James H. Stock
Participants discuss recent research in econometrics and present their own work in progress. Open to
doctoral students in economics.
Course Notes:

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Economics 3004
Graduate Student Workshop in Economic History (123105)
Claudia Goldin
Melissa Dell
Participants discuss recent research in economic history and present their own work in progress.

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Economics 3004
Graduate Student Workshop in Economic History (123105)
Claudia Goldin
Participants discuss recent research in economic history and present their own work in progress.

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Economics 3005
Graduate Student Workshop in Economic Development (110160)
Melissa Dell
Emily Breza
Participants discuss recent research in economic development and present their own work in progress.
Popularly known as the Development Lunch.

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Economics 3005
Graduate Student Workshop in Economic Development (110160)
Emily Breza
Gautam Rao
Melissa Dell
Participants discuss recent research in economic development and present their own work in progress.
Popularly known as the Development Lunch.

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Economics 3006
Graduate Student Workshop in Macroeconomics (117451)
Benjamin Friedman
Ludwig Straub
Participants discuss recent research in macroeconomics and present their own work in progress.
Course Notes:
Popularly known as the Macro Lunch.

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Economics 3006
Graduate Student Workshop in Macroeconomics (117451)
Benjamin Friedman
Ludwig Straub
Participants discuss recent research in macroeconomics and present their own work in progress.
Course Notes:
Popularly known as the Macro Lunch.

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Economics 3007
Graduate Student Workshop in Public Economics and Fiscal Policy (119562)
David Cutler
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.

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Economics 3007
Graduate Student Workshop in Public Economics and Fiscal Policy (119562)
David Cutler
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.

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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.

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Economics 3008
Graduate Student Workshop in International Economics (113575)
Marc Melitz
Kenneth Rogoff
Pol Antras
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.

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Economics 3009
Graduate Student Workshop in Industrial Organization (117566)
Robin Lee
Ariel Pakes
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.

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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.

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Economics 3010
Alberto Alesina Graduate Student Workshop in Political Economy and Culture (204662)
Benjamin Enke
David Yang
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.

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Economics 3010
Alberto Alesina Graduate Student Workshop in Political Economy and Culture (204662)
Benjamin Enke
David Yang
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.

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Economics 3011
Graduate Student Workshop in Financial Economics (115030)
John Campbell
Jeremy Stein
Xavier Gabaix
Participants discuss recent research in financial economics and present their own work in progress.

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Economics 3011
Graduate Student Workshop in Financial Economics (115030)
Xavier Gabaix
Jeremy Stein
Participants discuss recent research in financial economics and present their own work in progress.

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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.

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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.

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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.

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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.

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Economics 3016A
Graduate Student Workshop in Environmental Economics (120837)
Robert Stavins
James H. Stock
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
academic year in order to receive credit.
Course Notes:
Open to doctoral students only.

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Economics 3016B
Graduate Student Workshop in Environmental Economics (217792)
Robert Stavins
James H. Stock
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
Requirements: Pre-requisite Economics 3016A

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Economics 3017
Research in Health Economics (115494)
Mark Shepard
This is a discussion-based course with the goal of helping PhD students in economics, health care policy,
public policy, public health, and related fields read and learn the health economics literature. Each session
is taught by a different instructor from around Harvard, who will introduce you to key research in their area
of expertise.

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Economics 3116A
Seminar in Environmental Economics and Policy (113829)
James H. Stock
Robert Stavins
Selected topics in environmental and resource economics. Emphasizes theoretical models, quantitative
empirical analysis, and public policy applications. Includes invited outside speakers.
receive credit.
Course Notes:
Primarily for graduate students in economics or related fields with
environmental interests. Offered jointly with the Kennedy School as
API-905Y.
For Econ students only: Please enter for Ec 3000 in the fall to ensure
you receive full credit for Econ 3116
Recommended Prep:
Graduate-level course in microeconomic theory.

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Economics 3116B
Seminar in Environmental Economics and Policy (217791)
Robert Stavins
James H. Stock
Selected topics in environmental and resource economics. Emphasizes theoretical models, quantitative
empirical analysis, and public policy applications. Includes invited outside speakers.
receive credit.
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.
Requirements: Pre-requisite Economics 3116A

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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.

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Education Studies
Subject: Education Studies
Education Studies 102

Developmental Psychology (218915)
Paul Harris
This course is an introduction to the theories and findings in developmental psychology. It covers the
period of early childhood, but discussion will often extend to older children and adults. The course will
cover attachment, pretense and imagination, theory of mind/autism, language and thought, memory, moral
development, emotion and emotion understanding, vocabulary growth, cross-cultural variation in
relationships and thinking, trust in others' testimony, thinking and reasoning, and religious development.
An important goal is to allow students to examine for themselves not just the conclusions that
psychologists have reached about development but also some of the experiments and observations that
have led to those conclusions.
Learning Goals:
The purpose of this course is to introduce you to theories and findings in developmental psychology. The
main emphasis will be on early childhood – roughly the period from 18 months to 6 years but for some
topics we will also discuss development through adulthood. An important goal is to introduce you to some
of the major theorists in developmental psychology (e.g., Bowlby, Piaget, Vygotsky, Kohlberg) as well as
more contemporary researchers. A second goal is to enable you to examine for yourself, not just the
conclusions that have been reached about development, but also some of the influential experiments and
observations that have lead to those conclusions.

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Philosophy of Education (218916)
Catherine Elgin
W 0900 AM - 1000 AM
What is education? What are its goals? Why is education of value? Are these questions that can be settled
once and for all, or do their answers depend on historical and cultural factors? In an effort to answer these
questions, we will study works of philosophers such as Plato, Rousseau, Wollstonecraft, Du Bois,
Washington, and Dewey. Two papers are required.
No prerequisites; no previous work in philosophy is required. Open to any student who wants to think
seriously about the fundamental nature and purposes of education.

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The Politics of Education in the Developing World (218917)
Emmerich Davies
How do teachers' unions impact education policy? What role does democracy have on access to and the
quality of education? What is the effect of decentralization on parental participation and educational
outcomes? This course will explore these and other questions as we consider the role that political
constraints play in the provision of education across the developing world. We will ask who the key actors,
interests, and incentives are in education politics through individual case studies, political science theory,
and empirical examples. The course will also have a strong emphasis on writing with a project that hones
students' ability to convey ideas for diverse popular audiences. Through this course, students will learn to
identify and critique power relations, the incentives of actors, the options such circumstances present, and
how to best engage diverse actors in education policy making. The course emphasizes real-world examples
and policies, and students will gain a broader understanding of the incentives and constraints political
actors face in the developing world and how to engage such contexts effectively.
Career Focus:
This course is appropriate for students in all programs with an interest in understanding the role that
politics, in particular educational institutions and actors, have in shaping how education resources are
distributed globally. Through readings, course activities, and assignments, students will learn to identify
how power operates and critique its operation, as well as understand the incentives and incentives of
actors in the education space.

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Educational Outcomes in Cross-National and Cross-Cultural Perspectives (218918)
Paul Harris
A great deal of thinking about the relationship between psychology and education asks what psychology
can contribute to the improvement of education. For example, can psychology help to improve the way that
we teach reading? Can it help to close the gap in achievement between particular groups? Do preschoolers
have ideas or dispositions that help--or hinder--their progress in school? However, one can also ask about
the effects of education on psychological processes. There is enormous cross-national and cross-cultural

variation in the length and type of education that children receive. A major goal of this course is to help
students understand the effects of such variation on the ways that people think--and feel. A secondary goal
is to alert students to the ways in which those effects can be measured and to underline the contribution
that different methods--experiments, large-scale surveys, and participant observation--can make to our
understanding of such effects. The final goal is to underline how educational provision and its impact vary
dramatically across the globe.
Learning Goals:
There is enormous variation in the length and type of education that children receive. A major goal of this
course is to help you think about and understand the effects of such variation on the way that children end
up thinking - and the values they hold. A secondary goal is to alert you to the ways in which those effects
can be measured and to underline the contribution that different methods - small-scale experiments, large
surveys, qualitative and observational studies - can make to our understanding of such effects. The final
goal is to underline how far educational provision and its impact have varied in the course of history and
currently vary across the globe.
Career Focus:
This course is co-listed at HGSE and The Harvard Chan School of Public Health. It is designed for masters
and doctoral level students from across the University who are interested in the design, testing, and
implementation of innovative, science-based strategies to promote the healthy development of young
children facing adversity. Aspiring innovators and change agents with an interest in early childhood policy
and practice are especially welcome.
Recommended Prep:
No prerequisites; some background in either psychology or
international education desirable.

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Foundations of Schooling and Teaching (218921)
Beth Simpson
The purpose of this course is to engage in an in depth investigation of the work of teaching. The course is
designed for students who intend to enter the profession of teaching for the first time. Specifically,
students will look at teachers' work in relation to students, the curriculum, and the school and the policy
settings in which they are situated. This course strikes a balance between understanding focal topics from
a theoretical and empirical perspective and investigating them from a practical, more hands on approach.
The latter is achieved through the frequent use of case studies, videos of teaching practice, and reference
to students' experiences in classroom settings.
Learning Goals:
The purpose of this course is to engage in an in-depth investigation of the work of teaching. The course is
designed for students who intend to enter the profession of teaching for the first time. Specifically, we will
look at teachers' work in relation to students, their families, the curriculum, the school, and the policy
settings in which all of these things are situated.

Career Focus:
This course is designed for students in the Undergraduate Teacher Education Program. HGSE students
who consider themselves novice teachers or who are interested in learning the basics of teaching would be
well-suited for this course. Over the course of the semester, this class provides students the opportunity
to critically examine effective instructional practices for novice teachers and to develop and articulate their
own philosophies of teaching and learning.
Permission of instructor required. Enrollment is limited to 30. Students currently involved in fieldwork in
local school settings given preference. Required for students in the Undergraduate Teacher Education
Program. Open to Ed.M. students. Enrollment procedure will be posted on the course website.

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Children with Learning & Developmental Differences (218922)
Nadine Gaab
The duration of education is a strong predictor of health and longevity, but approximately 1 in 5 children
with learning or attention issues have long-lasting negative consequences related to their academic, social,
mental health, vocational, economic outcomes. In the US, over 2 million students struggle with specific
learning disabilities (SLD), which represents roughly 35% of all students who receive special education
services under the Individuals with Disabilities Education Act. Children with a learning disability are less
likely to complete high school or enroll in postsecondary educational programs and have a heightened risk
for developing mental health problems such as depression or anxiety. Currently, SLDs are primarily
identified and addressed within the education system; however, these students also receive care and
support outside of school and are members of various community settings. A streamlined approach that
informs the coordination of general education, special education, clinical psychology, policymaking,
advocacy, caregivers, and health professionals (e.g., pediatricians, speech-and language pathologists) is
often absent and hinders the design of preventive approaches, identification strategies, and service
implementation. It further leads to a siloed approach for care and policymaking, lack of community
supports.
The course will provide a broad overview of learning disabilities and differences, including dyslexia,
dyscalculia, attention deficit/hyperactivity disorder, developmental language disorder, and autism spectrum
disorder, as well as the relevant policies and educational documentation for these learners. It will then
cover the professional stakeholders that should be involved in an evidence-based response to a learning
difference, and identify their unique knowledge base, toolset, developmental timeline, and communication
strategies, both in the educational/professional environment and the community. Finally, we will focus on
barriers and challenges faced by children with learning differences in the academic, professional, and
community settings. Throughout the course, students will be provided with both research/evidence-based
content and case-based learning opportunities, practical examples, and guest speakers drawn from the
community. Class activities will include both synchronous and asynchronous learning activities led by the
Instructor (Prof. Nadine Gaab), along with breakout sessions overseen by the instructor and/or Teaching
Fellows.
This course is divided into thirds and will cover: (1) a broad overview of learning disabilities, educational

policies, and service documentation; (2) stakeholders in academic and professional settings, including
their unique knowledge base, toolset, developmental timeline, and communication strategies, barriers
faced by children with learning differences in these settings, existing solutions to these barriers; and (3)
stakeholders in community settings, barriers faced by individuals with learners in these settings, existing
solutions to these challenges.

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Education and Resistance in Community-based Youth Organizations (220782)
Bianca Baldridge
*Lottery-based Enrollment* The purpose of the course is to provide students the opportunity to engage with
and discuss the historical, ideological, and contemporary issues surrounding community-based programs
engaging youth. Drawing on theoretical and empirical literature and current events, students will think
critically about how political and social context shapes community-based education. Students will examine
how educational policy and the confluence of power, race, class, sexuality, and gender shape community-
based programs, the lives of youth workers and community-based leaders, and youth participants. This
course explores how these spaces inform the educational experiences, political identity development, and
organizing and activist lives of multiply-oppressed and vulnerable youth. Topics will include: grassroots
organizing and activism, academic outcomes and access to higher education, full-service community-
schools/school-community partnerships, social identity development, liberatory and culturally sustaining
pedagogy, funding and philanthropy, healing justice, neoliberalism, and privatization in community-based
afterschool education. Students will examine the paradoxical nature of community-based youth
organizations as nurturing spaces of resistance for youth and sites of conflict and social reproduction.
Ultimately, this course will challenge students to think critically about community-based youth
organizations and their capacity for educational, political, and social change for youth and communities.
Community-based leaders and youth workers are fully integrated into the course as guest lecturers and
thought-partners.

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Migration and Urban Education (220783)

Why do people migrate? The world is witnessing an era of unprecedented human mobility, with the number
of migrants worldwide reaching 281 million people in 2020. Half of all im/migrants are women, 36 million of

them are children and almost 40% of global migration occurs between countries in the global South. This
course examines migration and education in global urban contexts. Drawing on the anthropology and
sociology of immigration, the course reviews major theories of immigrant incorporation and exclusion
processes, examines case studies of im/migrants, refugees, and displaced persons and their adaptation
processes in countries in the North and the South, and considers educational practices and policies that
develop to address migration in diverse contexts. The course asks: (i) how cultural, social, political, and
economic factors influence im/migrant incorporation; (ii) how immigrant families navigate newfound
educational systems; and (iii) how educators can facilitate im/migrant students' opportunities for learning
through changes in policies, pedagogies, and curricula. In this course, students will consider the
relationship between migration and development as they learn about the global phenomenon of migration
and education. Students will read, watch, and hear from scholars and that have done research with migrant
populations, but also hear from practitioners (teachers, educators, principals, and international
organizations) about the challenges of implementing and executing policies in schools around the world.
We will examine together how draconian, sweeping, exclusionary immigration policies affect children and
families in schools around the world.

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Teaching for Conflict Resolution, Dialogue and Transformation (220786)

This course examines how young people may learn in schools to handle interpersonal and social conflict,
in Canada, the USA and around the world. Participants will encounter and analyze several approaches to
teaching and facilitating interpersonal and intergroup dialogue about conflictual issues, reparative conflict
resolution, and conflict transformation to build just and democratic peace. The course begins by
discussing research about how regular curriculum, pedagogy, (in)equality in school relationships, and
safe-school efforts may implicitly teach particular roles and capabilities for handling (destructive and
potentially-constructive) conflict—with implications for social inclusion, democracy, justice, and peace.
Participants next study, try out, and compare approaches to teaching and facilitating peacemaking dialogue
- negotiation, mediation, and restorative justice circles - to facilitate understanding, resolution and repair of
visible disputes and problems. The course extends those conflict dialogue principles in relation to
facilitating youths participation in democratic classroom/school governance, inter-group (anti-bias)
dialogue, conflictual issues discussion linked to academic subject matter and the news, and interrupting
normalized violence patterns such as gender-based aggression and decolonizing Indigenous-settler
relations (reconciliation), in differing social contexts. Each participant will select and study a particular
approach to interpersonal or intergroup conflict education, conflict resolution, or conflict transformation
(peacebuilding) learning, applied to a specific type of educational setting. Class members will present,
compare and discuss peers' case studies-in-progress, to generate principles and recommendations for
facilitating young people's conflict and peace-building capabilities in diverse setting.

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Democratic Citizenship and Education (220787)

This course addresses contrasting politics and practices of education for democracy and democratization,
in state-funded schooling and the lives of youth, focusing on theories and cases in Canada and the USA in
comparative transnational context. Participants will examine what shapes and constrains how democratic
citizenship may be taught, learned, and changed, in challenging contexts of pluralism, polarization, and
demands for justice. Themes include local and transnational political agency in relation to social conflicts
and social structures; participation, dissent, and peacebuilding through political institutions; territorial and
ecological authority amidst climate change; and public dialogue around inter-identity relationships, rights,
community and justice.

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Engineering Sciences
Subject: Engineering Sciences
Engineering Sciences 20R

Physics of Sports (216462)
Kelly Miller
This project-based course will introduce the physical concepts that can be applied to various human
athletic endeavors. Students will focus on analyzing the dynamics of a specific sport/ physical activity
through a project that they develop. This will allow students to construct physical models with an
increasing level of realism that can used to analyze sporting events. Mathematics is the language of
physics, and its use will be ever-present throughout the semester. However, we will focus more on the
application of the laws of physics to understand the world of athletics. Students will learn the use of motion
trackers and sensors to analyze motion in its dynamical and kinematic aspects.
Recommended Prep:
Math 21a, Math 21b.

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Engineering Sciences 24
Flavor Molecules of Food Fermentation: Exploration and Inquiry (156947)
Pia Sorensen
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.

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Introduction to Electrical Engineering (140008)
Marko Loncar
The main course objectives are to introduce students to the exciting and powerful world of electrical
engineering and to explain how gadgets that we use every day actually work. After taking ES 50, you will be
able to leverage the power of electricity to build systems that sense, control and program the physical
world around you. Examples include intelligent and autonomous systems (robots), audio amplifiers (e.g.
guitar amp), interactive art installations, light-shows, mind-controlled machines, and so on.
Recommended Prep:
Enthusiasm, curiosity and desire to build things! Previous engineering
or programming experience is NOT needed. The amount of high school
physics required is minimal, and is limited to basic concepts only.

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Computer-Aided Machine Design (148434)
2023 Spring (4 Credits) Schedule: MWF 1115 AM - 1230 PM

An introductory course in the design, fabrication, and assembly of mechanical and electromechanical
devices. Topics include: Engineering graphics and tolerances; Structural design and material selection;
Machine elements and two-dimensional mechanisms; DC motors; Design methodology. Emphasis on
hands-on work and team 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
Jennifer Lewis
2022 Fall (4 Credits) Schedule: MWF 1115 AM - 1230 PM
This course is designed as an introduction to thinking as a bio/biomedical engineer and is recommended

for first years and sophomores but open to all students. Simple mathematical models are used to represent
key aspects of organ systems function. Core engineering concepts are explored through mechanical and
electrical examples within the human body. The primary focus is on quantitative descriptions of organ
systems function and control in terms of physical principles and physiologic mechanisms. It includes a
foundation in human organ systems physiology, including cardiovascular, pulmonary, and renal systems.
Emphasis will be given to understanding the ways in which dysfunction in these systems gives rise to
common human disease processes.
Course Notes:
Open to first-year students.
Recommended Prep:
Calculus at the high school level
Requirements: Co-req or pre-req: Applied Physics 50a OR Applied Physics 50b OR

Physical Sciences 12a OR Physical Sciences 12b OR Physics 15a OR
Physics 15b OR PHYSCI 2 OR PHYSCI 3

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Katia Bertoldi
Chris Lombardo
Linsey Moyer
Bryan Yoon
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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Katia Bertoldi
Chris Lombardo
Linsey Moyer
Bryan Yoon
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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Entrepreneurship and Innovation: Practical and Academic Insights (217639)
Josh Lerner
Entrepreneurship is increasingly transforming our society and economy. This course aims to provide for
undergraduates an introduction to entrepreneurship and its implications for innovation. The class will
primarily consist of case study discussions, but will include some traditional lecture sessions that build on
academic papers to provide more frameworks. As such, it draws primarily on materials from the
introductory MBA course at Harvard Business School, "The Entrepreneurial Manager" (TEM). Students will
be expected to come to class prepared to discuss the cases.

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Engineering Sciences 94 Section: 002

Entrepreneurship and Innovation: Practical and Academic Insights (217639)
Josh Lerner
Entrepreneurship is increasingly transforming our society and economy. This course aims to provide for
undergraduates an introduction to entrepreneurship and its implications for innovation. The class will
primarily consist of case study discussions, but will include some traditional lecture sessions that build on
academic papers to provide more frameworks. As such, it draws primarily on materials from the
introductory MBA course at Harvard Business School, "The Entrepreneurial Manager" (TEM). Students will
be expected to come to class prepared to discuss the cases.

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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 creation. The course is for student-founders seeking to advance their
innovation experience in a supportive community of peer founders. Students may work individually; teams
with a working history 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
and teaching staff. Students share their work regularly and engage in a peer-to-peer feedback forum.
Coursework is customized to the needs of each student and their startup role and includes development of
product, technology, market, business, organization and leadership. See: https://tech.seas.harvard.edu/rad
to apply for instructor permission to enroll.
Course Notes:
Enrollment limited; permission of instructor required.

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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 creation. The course is for student-founders seeking to advance their
innovation experience in a supportive community of peer founders. Students may work individually; teams
with a working history 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
and teaching staff. Students share their work regularly and engage in a peer-to-peer feedback forum.
Coursework is customized to the needs of each student and their startup role and includes development of
product, technology, market, business, organization and leadership. See: https://tech.seas.harvard.edu/rad
to apply for instructor permission to enroll.
Course Notes:
Enrollment limited; permission of instructor required.

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Engineering Problem Solving and Design Project (144983)
Robert D. Howe
Kelly Miller

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)
Samir Mitragotri
David Mooney
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 Sciences 100HFA

Engineering Design Projects (144350)
Frank Keutsch
T 0215 PM - 0330 PM
Individual engineering design projects which demonstrate mastery of engineering knowledge and
techniques. Each student will pursue an appropriate capstone project which involves both engineering
design and quantitative analysis. This culminates 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. Students are expected to have an
approved project submitted to the course before May 1 in the spring
semester preceding actual enrollment. Formal project approval rests
with the project advisor and the ES100 teaching staff. The course
includes weekly required lectures at the time listed above (fall only)
and weekly section (fall and spring).
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. Each student will pursue an appropriate capstone project which involves both engineering
design and quantitative analysis. This culminates 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 100HFA

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Engineering Sciences 105HFR

Humanitarian Design Projects (208045)
Chris Lombardo
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 in ENG-SCI 105HFR in two consecutive
semesters. Enrollment limited. This course was formerly offered as
ENG-SCI 91HFR.

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Engineering Sciences 105HFR

Humanitarian Design Projects (208045)
Chris Lombardo
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 in ENG-SCI 105HFR in two consecutive
semesters. Enrollment limited. This course was formerly offered as
ENG-SCI 91HFR.

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Introduction to Scientific Computing (156287)
Sarah Iams
Many science and engineering problems don't have simple analytical solutions or even accurate analytical
approximations. Scientific computing can address certain of these problems successfully, providing
unique insight. This course introduces some of the widely used techniques in scientific computing through
examples chosen from physics, chemistry, biology, computer science and other fields. The purpose of the

course is to introduce methods that are useful in applications and research and to give the students hands-
on experience with these methods. The main programming language will be Python.
Course Notes:
Engineering Sciences 111 is also offered as Applied Mathematics 111.
Recommended Prep:
Mathematics 21a and 21b and AM 10, CS 32, or similar experience with
Python.

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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. Please see course page for lottery instructions.

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Mathematical Modeling (156427)
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:
Recommended Prep:
Prerequisite: Applied Mathematics 21a and 21b, or Mathematics 21a
and 21b or permission of instructor. Taking APMTH 105 OR APMTH
108 OR APMTH 104 OR MATH 112 OR STAT 110 before taking APMTH
115 is recommended but not required.

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Introduction to the Mechanics of Solids (131270)
Joost Vlassak
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).
Requirements: Prerequisite: Math 21a (or equivalent); and Physical Sciences 12a,
Physics 15a, or Applied Physics 50a; AND Co-requisite: Math 21b (or
equivalent)

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Introduction to Optimization: Models and Methods (156288)
Margo Levine
Introduction to basic mathematical ideas and computational methods for solving deterministic optimization
problems. Topics covered: linear programming, integer programming, branch-and-bound, branch-and-cut.
Emphasis on modeling. Examples from business, society, engineering, sports, e-commerce. Exercises in
AMPL, complemented by Mathematica or Matlab.
Course Notes:
Recommended Prep:
Applied Mathematics 21b or Mathematics 21b (linear algebra) or
equivalent preparation in linear algebra.

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Introduction to Fluid Mechanics and Transport Processes (144952)
Petros Koumoutsakos
Panta rhei; Energy and Entropy; Atomistic-Mesoscale-Continuum Fluids and Flows; Dimensional Analysis;
Atomistic descriptions of Liquids, Gases and their interfaces; Atomistic, Mesoscale, Continuum
descriptions of Diffusion Processes; Surface Tension: bubbles and droplets; Fluid kinematics; Eulerian and
Lagrangian descriptions; Macroscale conservation laws for incompressible flows; Mass conservation and
potential flows; Momentum conservation and the Navier-Stokes equations; Vorticity and Vortices; Lift and
Drag in Aerodynamics; Flows in Pipes and Channels; Elementary concepts of Turbulent flows.
Recommended Prep:
Programming experience is highly encouraged/desired.
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 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 control and continuous systems. Analytical modeling will be
supplemented with numerical simulations and lab experiments. Laboratory exercises will explore vibration,
and stabilization using data acquisition systems.
Requirements: Prerequisite: Math 21a and 21b (or equivalents); and Physical Sciences
12a (or equivalent)

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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 and
structural mechanics. Implementation of simple MATLAB codes and use of existing general-purpose
software (ABAQUS). Final project offers opportunities to extend focus to fluid mechanics and heat transfer
and to explore additional software (e.g. COMSOL, FEniCS), if desired.
Course Notes:
Offered alternate years.
Recommended Prep:
Engineering Sciences 120 or equivalent introduction to the mechanics
of deformable materials.

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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-6272. 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)
Na Li
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.

Corequisite: (Applied Math 21b or Math 21b or equivalent)

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Applied Electromagnetism (143005)

Donhee Ham
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).
Requirements: Prerequisite: Math 21a (or equivalent); and Physical Sciences 12a and
12b, Physics 15a and 15b, or Applied Physics 50a and 50b

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Circuits, Devices, and Transduction (207597)
Gage Hills
This course introduces the fundamentals of circuit theory for the analysis of electrical circuits and the
fundamentals of semiconductor devices for the understanding of transistors circuits and other useful
actuators and sensors (i.e., transducers). Building on the principles from these two core fundamental areas
of electrical engineering, the analog behavior of electronic circuits and physical devices will be modelled,
analyzed, and applied. Lab assignments will focus on the design, implementation, and measurement of
analog electronic circuits using real electrical components which interface to the physical world. This
course complements and forms the basis for many of the abstractions that are used in digital computing
systems such as in COMPSCI 141, COMPSCI 146, and COMPSCI 148.
Requirements: Prerequisite: Math 1a and 1b; AND Co-requisite: Physical Sciences 12b
or Physics15b or Applied Physics 50b

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Electronic Devices and Circuits (143433)
Gu-Yeon Wei
Design of electronic analog circuits using semiconductor transistors. Topics include: operational amplifiers
and op-amp circuits; time and frequency domain analysis of electric circuits (RC, RL, and RLC); basic
semiconductor physics; PN junctions and diodes; bipolar junction transistors (BJT); Field-effect transistors
(MOSFETs); bias circuits and current sources; single-ended, differential, single- and multi-stage MOSFET
amplifiers; amplifier gain and bandwidth; frequency response, feedback, noise, and stability.
Recommended Prep:
Familiarity with differential equations and Fourier analysis (Applied
Mathematics 21b or Mathematics 21b), familiarity with basic electricity
(Applied Physics 50b, Physical Sciences 12b, Physics 11b (no longer
offered), or 15b).

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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.
Recommended Prep:
Applied math 21a, b or Math 21a, b or equivalent are encouraged to be
taken concurrently but not required. Additional sections and materials
of linear algebra will be provided in the course.
Requirements: Prerequisite: Math 1a and Math 1b

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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.
Requirements: Prerequisite: Math 21a and Math 21b (or equivalents), or Applied Math
22a

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Biological Signal Processing (109358)
Demba Ba
This is the first course on Biological Signal Processing, the science of collection, representation,
manipulation, transformation, storing of biological signals, and the use of modern scientific computing
tools (Python, Jupyter notebooks) to interpret biological signals and tell engaging and informative stories
using biological data. The signals of interest can be deterministic, semi-periodic, transient, random,
stationary, non-stationary, etc., depending on their source and generation mechanism. We will use EEG,
EKG, temperature data, neural spiking data, and data from Covid-19 as examples. Our focus will be on
foundational signal processing concepts that can be applied in a variety of biological applications.
Examples include the Fourier Transform, Principal Component Analysis, Clustering, etc. Applications
include those to patient monitoring, diagnostics, patient prognostics, online monitoring, and the
computation of wellness measures. For many of us, one frustrating aspect of Covid-19 is our inability to
understand figures that are reported, such as infection rates and numbers. We will introduce you to a
powerful suite of mathematical and scientific computing tools will enable you to evaluate and make
decisions based on evidence and data.

Recommended Prep:
It is helpful, but not necessary, for students to have taken Engineering
Sciences 150 or 156 prior to Engineering Sciences 157.
Requirements: Prerequisite: Math 21a and Math 21b (or equivalents)

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Introduction to Robotics (131554)
Justin Werfel
Introduction to computer-controlled robotic manipulators. Topics include coordinate frames and

transformations, forward and inverse kinematic solutions to open-chain manipulators, the Jacobian,
dynamics and control, and motion planning. In addition, special topics will be introduced such as computer
vision, soft robotics, surgical robots, MEMS and microrobotics, and biomimetic systems. Laboratory
exercises will provide experience with industrial robot programming and robot simulation and control.
Course Notes:
Eng-Sci 159 is also listed as Eng-Sci 259. Students may not take both
for credit. Graduate students must enroll in 259. The material in 259 is
the same as in 159, but with additional problems on the problem sets
and a final project.
Recommended Prep:
Prerequisites: Linear algebra (e.g., Mathematics 21a,b, Mathematics
22a,b, Mathematics 25a,b, Applied Mathematics 22a,b); introductory
mechanics (e.g., Physics 15a, Physics 16, Physical Sciences 12a,
Applied Physics 50a,b); programming experience (e.g., CS 50; Python
or MATLAB recommended).

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Introduction to Microelectromechanical Systems (127589)
Fawwaz Habbal

The goal of this multidisciplinary course is to enable students to learn how to create miniaturized devices.
In addition to the weekly lectures, hand-on activities will lead students to become capable of creating
micro-nano devices. Students will understand the physics of sensors and actuators, become familiar with
thin-film fabrication technologies, and understanding how these concepts were commercialized. Learning
is in small teams – together, students design, simulate, build, edit, discuss, and critique their work.
Students will make basic structures using lithography, deposition, and etching. Next, they integrate such
structures to create, testable, devices. At the end of the semester, they reverse-engineer some commercial
devices and reflect on their fabrication and function.
Course Notes:
ES 176 is also offered as ES 276. Students may not take both for credit.
Students who enroll in ES 176 will learn similar content as students
who enroll in ES 276 but may have fewer demanding experiments.
Course includes an active learning component of labs and simulations,
usually on Thursdays. Students will also use CNS on per demand
bases.
Recommended Prep:
Applied Physics 50a,b, Physical Sciences 12a,b, Physics 11a,b (no
longer offered) or 15a,b; College Chemistry at the level of Life Sciences
1a and Physical Sciences 1.

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Microfabrication Laboratory (109356)
Evelyn Hu
The course provides introduction to micro- and nano-fabrication processes used to realize photonic,
electronic and mechanical devices. Lectures will introduce the state-of-the-art semiconductor fabrication
processes, including lithography, deposition of metals and dielectrics, etching, oxidation, implantation, and
diffusion of dopants. The fabrication component of the course will be carried out in a state-of-the-art
cleanroom in the Center for Nanoscale Systems, where students will fabricate several electronic and
photonic devices, including transistors, light-emitting diodes (LEDs), lasers and optical resonators. Device
characterization will be performed in a state-of-the-art teaching labs in SEC in Allston.
Course Notes:
Course also includes a 4-hour lab session each week. The combined
class capacity for ES 177 and ES 277 is 20 students.
Recommended Prep:
(Applied Physics 50a or Physical Sciences 12a or Physics 15a) AND
(Applied Physics 50b OR Physical Sciences 12b OR Physics 15b)
Requirements: Prerequisite: (Applied Physics 50a OR Physical Sciences 12a OR

Physics 15a) AND (Applied Physics 50b OR Physical Sciences 12b OR
Physics 15b)
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Engineering Thermodynamics (135598)
Aidin Panahi
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:
High School AP Chemistry or higher
Requirements: Prerequisite: Physical Sciences 12a, Physics 15a, or Applied Physics

50a

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Introduction to Heat Transfer (108871)
David Clarke
The macroscopic description of the fundamentals of heat transfer and their application 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 be given
to problem solving skills based on applying governing principles, mathematical models and physical
intuition.
Topics include: steady state heat conduction in 1, 2 and 3D; transient heat conduction in 1D and 3D;
introduction to convective heat transfer, forced convection as well as free convection; heat exchange
analysis and design; elements of radiative heat transfer. There will be an emphasis on physical basis of
heat transfer with mathematical description where appropriate, as well as using commercially available
computer COMSOL software. Course includes (i) classes and problem sets, (ii) COMSOL simulations and

(iii) a semester-long, multi-disciplinary team project.

(Applied Math 21b or Math 21b or equivalent) AND (APPHY 50a or
PHYSCI 12a or Physics 15a)

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Introduction to Materials Science and Engineering (143870)
Xin Li
Introduction to the structure, property, and application of materials. Crystal structure and defects. Structure
property relation and crystal symmetry. Phase transformation, phase diagram, diffusion. Principles and
examples for a variety of engineering applications of electrical, optical, and especially energy storage and
conversion materials.
Recommended Prep:
Math 21a and 21b (or equivalents).

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Materials Selection and Design (216405)
David Clarke
The repertory of materials available to engineers today and embodied in engineering systems includes tens
of thousands of different materials, as well as naturally occurring ones. This course addresses why specific
materials are selected for particular applications and the rational basis for their selection. The course is
intended to serve as an introduction to the principles and methodology of selecting materials for
engineering components based on the functionality and purpose of the component in different system
applications and operating environments. The selection specification includes satisfying a variety of
objectives, such as minimizing weight, cost (financial as well as environmental), end of life recycling and
material scarcity.

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Foundations of Quantum Mechanics (220701)
Federico Capasso
Kang-Kuen Ni
This course is an introduction to the foundations of quantum mechanics, with specific focus on the basic
principles involved in the control of quantum systems. Experimental foundations of quantum mechanics.
Superposition principle, Schrödinger's equation, eigenvalue and time dependent problems, wave packets,
coherent states; uncertainty principle. One dimensional problems: double well potentials, tunneling and
resonant tunneling; WKB approximation. Hermitian operators and expectation values; time evolution and
Hamiltonian, commutation rules, perturbation theory, transfer matrix and variational methods. Crystals,
Bloch theorem, superlattices. angular momentum, spin, Pauli matrices and Pauli equation. Coherent
interaction of light with two-level systems. quantization of the EM field, spontaneous and stimulated
emission; elements of cavity QED; Qubits, entanglement, teleportation, Bell inequalities.
Course Notes:
This course is also offered as QSE 200 and Chem 200. Students may
only take one of ENG-SCI 200, QSE 200, and Chem 200 for credit.

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Decision Theory (131407)
Demba Ba
ES 201/AM 231 is a course in statistical inference and estimation from a signal processing perspective. The
course will emphasize the entire pipeline from writing a model, estimating its parameters and performing
inference utilizing real data. The first part of the course will focus on linear and nonlinear probabilistic
generative/regression models (e.g. linear, logistic, Poisson regression), and algorithms for optimization
(ML/MAP estimation) in these models. We will play particular attention to sparsity-induced regression
models, that arise for instance in compressed sensing, because of their relation to artificial neural
networks, the topic of the second part of the course. The second part of the course will introduce students
to the nascent and exciting research area of generative models of deep networks called model-based deep

learning. At present, we lack a principled way to design artificial neural networks, the workhorses of
modern AI systems. Moreover, modern AI systems lack the ability to explain how they reach their
decisions. In other words, we cannot yet call AI explainable or interpretable which, as a society, poses
important questions as to the responsible use of such technology. Model-based deep learning provides a
framework to develop and constrain neural-network architectures in a principled fashion. We will see, for
instance, how neural-networks with ReLU nonlinearities arise from sparse probabilistic generative models
introduced in the first part of the course. This will form the basis for a rigorous recipe we will teach you to
build interpretable deep neural networks, from the ground up. We will invite an exciting line up of speakers.
Speakers will suggest papers that a group of students will present at the beginning of lecture, which will
build up to a final project/paper that utilizes/on model-based deep learning applied to problems of interest
to students.
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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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)
Kit 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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Neuroengineering (216799)
Jia Liu
This course provides an introduction to biological neural systems, and current engineering efforts to
understand, control, and enhance the function of neural systems. The focus is on the basic knowledge of
molecular basis, anatomic structures, and electrical functions of central and peripheral nervous systems,
and the most state-of-the-art genetic/genomic, optical, electrical, magnetic, and computational tools for
nervous systems. Key themes throughout the course will include structures of central and peripheral
nervous systems, genetic engineering, RNA sequencing, optogenetics, microscope, bioelectronics, MRI,
and computational neuroscience. This includes both the practical and theoretical aspects of the topic.
Course Notes:
The contents and course requirements are similar to those of
Biomedical Engineering 131 (BE 131), with the exception that students
enrolled in Engineering Sciences 225 (ENG-SCI 225) are expected to
undertake a substantial course project.

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Medical Device Design (127639)
Conor Walsh
Linsey Moyer
Project-based course on the design of medical devices to address needs identified by hospital-based
clinicians. Students work in teams with physicians to develop a novel device. The design process includes:
needs finding; problem identification; prior art searches; strategy and concept generation; estimation;
sketching; sketch modeling; machine elements, ergonomics and prototyping.
Recommended Prep:
Engineering Sciences 51 or machine design experience. Graduate
course, but open to qualified junior and senior undergraduates.

Attribute Value(s)

Computational Solid and Structural Mechanics (214512)
Katia Bertoldi
Introduction to finite element methods for analysis of steady-state and transient problems in solid and
structural mechanics. Implementation of simple MATLAB codes and use of existing general-purpose
software (ABAQUS). Final project offers opportunities to extend focus to fluid mechanics and heat transfer
and to explore additional software (e.g. COMSOL, FEniCS), if desired.
Course Notes:
Offered alternate years.
Recommended Prep:
Engineering Sciences 120 or equivalent introduction to the mechanics
of deformable materials.

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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.

Attribute Value(s)

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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Water, Weather and Climate (212719)
Kaighin McColl
This course provides a graduate-level 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 and vegetation transpiration; dynamics of
the atmospheric boundary layer (ABL), and its coupling with the land surface; boundary layer clouds;
atmospheric chemistry within the ABL; and groundwater flow and unsaturated zone processes.
Recommended Prep:
Applied Mathematics 21a,b or Mathematics 21a,b; AND Applied
Physics 50a,b, Physics 15a,b or Physical Sciences 12a,b; or
equivalent; or by permission of the
instructor.

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Technology Venture Immersion (211051)
Conor Walsh

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: Engineering Sciences
students only.
Course Notes:
This course is limited to first-year MS/MBA: Engineering Sciences
students only.

Attribute Value(s)
Course Search Attributes Display Only in Course Search

Technological Innovation and Entrepreneurship (219760)
Woodward Yang
This course will explore the complex relationships between scientific advances, technological innovations,
manufacturing technologies, and the development and evolution of an industry. While many students may
already be familiar with scientific research and technological innovations, this course will explore how
advances in science and technology impact manufacturing, industry architecture, and business. Some
basic background in business management and government will be reviewed including manufacturing
processes, business strategy, disruptive innovation, intellectual property, industry standards, and political
economy to provide proper context for understanding the practical implications of technological
innovations. We will review and investigate the basic scientific phenomena and technological innovations
that underpin some major industries such as Steel, Automobiles, Semiconductors and Personal
Computers. By reviewing the historical evolution of these technologies and the corresponding economic,
political, legal, and sociological circumstances, we will develop a framework for understanding the
strategic forces that disrupt businesses and create entrepreneurial opportunities and reshape industry
structures. Working together in small groups, students will be assigned a term project to research and
analyze the strategic forces that shaped other major industries such as Energy, Pharmaceuticals,
Communications, and Textile/Clothing.
Course Notes:
Open to advanced undergraduate students with permission of the
instructor.
Recommended Prep:
Background in undergraduate-level physics, chemistry, and/or
engineering; and economics.

enroll)

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Advanced Innovation in Science and Engineering: Conference Course (118942)
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.
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:
May not be taken for credit if ENG-SCI 139 already complete. Offered
jointly with the Design School as SCI-6272.

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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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Solid Mechanics: Advanced Seminar (142659)
Katia Bertoldi
Nonlinear finite elements for solids and structures. The key goal of this class is the application of the finite
element method for analysis of steady-state and transient nonlinear problems in solid and structural
mechanics. Implementation of simple MATLAB codes and use of existing general-purpose software
(ABAQUS). Topics include the implementations of user-defined subroutines (UHYPER, UMAT, VUMAT, MPC
and UEL), instability analyses, analysis of waves propagation.
Recommended Prep:
Engineering Sciences 240 or equivalent. Basic knowledge and general
interest in finite elements, mathematics, strength of materials,
structural and solid mechanics is highly recommended.

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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.
Course Notes:
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 Theory (119057)
Fundamental concepts of information theory, Entropy, Kullback-Leibler divergence, Mutual information;

typical sequences and their applications, Loss-less data compression, Huffman codes, Elias Codes,
Arithmetic Codes, Discrete Memory-less Channels, Channel Coding and Capacity, Differential Entropy,
Gaussian Channels, rate distortion theory, Multi-user Information Theory, Connections between information
theory and statistics.
Recommended Prep:
Engineering Sciences 150 or knowledge of basic probability.

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Advanced Topics in Robotics Research (123580)
Robert Wood

A graduate seminar course on advanced topics in robotics research. Students read and present research
papers and undertake a research project.
Class Notes: Spring 2023 will focus on micro/nano robotics, with emphasis on
microfabrication, materials, and device physics. We will also touch on
topics related to bioinspired and biomedical robots.
Recommended Prep:
Engineering Sciences 159/259 or equivalent, or permission of
instructor.

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Mathematics of High-Dimensional Information Processing and Learning (160448)
Yue Lu
This course introduces students to fundamental results and recently developed techniques in high-
dimensional probability theory and statistical physics that have been successfully applied to the analysis of
information processing and machine learning problems. Discussions will be focused on studying such
problems in the high-dimensional limit, on analyzing the emergence of phase transitions, and on
understanding the scaling limits of efficient algorithms. This course seeks to start from basics, assuming
just a solid understanding of undergraduate probability theory. Students will take an active role by
exploring and applying what they learn from the course to their own research problems.
Course Notes:
Recommended Prep:
Analysis (Math 21a/b, or equivalent), Probability (Statistics 110,
Engineering Sciences 150, or equivalent), and Programming (Python,
Julia, or Matlab).

Attribute Value(s)

Informal Robotics/New Paradigms for Design and Construction (156726)
Chuck Hoberman
This course teaches how to create original robotic devices made of light, compliant – informal – materials.
New fabrication techniques are transforming the field of robotics. Rather than rigid parts connected by
mechanical connectors, robots can now be made of folded paper, carbon laminates or soft gels. They can
be formed fully integrated from a 3D printer rather than assembled from individual components. Informal
Robotics draws on cutting-edge research from leading labs, in particular, Harvard's Micro Robotics
Laboratory which has created unique designs for ambulatory and flying robots, end-effectors, medical
instruments and other applications.
We will explore informal robotics from multiple perspectives, culminating with the design 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.
Techniques:
Hands-on: Working with the GSD's Fab Lab we are creating a kit of parts that will be available to all
enrolled students. With the kit, you can create a wide range of folding mechanisms controlled by on-board
miniature electronics.
Software / Simulation: Software workshops will be offered on Fusion 360 and Grasshopper to simulate
robotic performance within a virtual environment.
Topics:
- Kinematics: design techniques for pop-ups, origami, and soft mechanisms.
- Fabrication: methods: for composite materials, laminated assembly, self-folding, and integrated flexures -
the kit of parts will allow for hands-on exploration.
- Controls: how to actuate movement and program desired behavior. Topics include servos, linear
actuators, and use of Arduino actuator control.
- Applications: takes us beyond purely technological concerns, contextualizing Informal Robotics within
larger trends where materials, manufacturing and computation are starting to merge.
Format, prerequisites, evaluation:
A portion of the lecture material will be pre-recorded, allowing students to view this on their own schedule.
The class session will emphasize discussion and review of assignments & projects.
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. There are no
prerequisites and evaluation will be based on completion of assignments and the final project.
Projects may be virtual, physical or both. Resources for fabricating customized final projects are not fully
known at this point, but I am committed to supporting physical-making to the degree possible.
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. Jointly offered with GSD,
SCI 6478.

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Introduction to Bioelectronics (215116)
Jia Liu
This course introduces 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 electronic 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, signal processing, electronics-
biology interface, and applications. This includes both the practical and theoretical aspects of the topic.
Three experimental demonstrations will be included as part of the normal class meeting time. Given its
broad coverage, students who enroll in this course are expected to have a substantial background in
chemistry, biology, and electrical engineering (see recommended prep and course requirements). The
contents and course requirements are similar to those of Biomedical Engineering 129 (BE 129), with the
exception that students enrolled in Engineering Sciences 258 (ENG-SCI 258) are expected to undertake a
substantial course project.
Recommended Prep:
LS1a or LPSa; AP 50b or PS 12b or Physics 15b; Math 1b or equivalent.
Some background in chemistry and biology at the level of ES 53, and a
strong background in electrical engineering at ES52, ES 50 or ES 152
is required.
Requirements: Prerequisite: ENG-SCI 50, ENG-SCI 52, or ENG-SCI 152

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Advanced Introduction to Robotics (134052)
Justin Werfel
Introduction to computer-controlled robotic manipulators. Topics include coordinate frames and

transformations, forward and inverse kinematic solutions to open-chain manipulators, the Jacobian,
dynamics and control, and motion planning. In addition, special topics will be introduced such as computer
vision, soft robotics, surgical robots, MEMS and microrobotics, and biomimetic systems. Laboratory
exercises will provide experience with industrial robot programming and robot simulation and control.
Course Notes:
Eng-Sci 259 is also listed as Eng-Sci 159. Students may not take both
for credit. Graduate students must enroll in 259. The material in 259 is
the same as in 159, but with additional problems on the problem sets
and a final project. Jointly offered at GSD as SCI 6274.
Recommended Prep:
Prerequisites: Linear algebra (e.g., Mathematics 21a,b, Mathematics
22a,b, Mathematics 25a,b, Applied Mathematics 22a,b); introductory
mechanics (e.g., Physics 15a, Physics 16, Physical Sciences 12a,
Applied Physics 50a,b); programming experience (e.g., CS 50; Python
or MATLAB recommended).

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Topics in Mixed-Signal Integrated Circuits (122855)
Gu-Yeon Wei
A seminar course that dives into research and development of various topics in integrated circuits and
systems for low-power and/or high-performance computing. The course in Spring 2021 will focus on recent
advances in novel devices, circuits, and systems that have been developed for machine learning and AI
tasks and applications.
Recommended Prep:
Computer Science 148 or equivalent, and Computer Science 146 or
equivalent, or with permission of instructor.

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Optics and Photonics (123351)
Marko Loncar
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)

Introduction to Microelectromechanical Systems (127590)
Fawwaz Habbal
The goal of this multidisciplinary course is to enable students to learn how to create miniaturized devices.
In addition to the weekly lectures, hand-on activities will lead students to become capable of creating
micro-nano devices. Students will understand the physics of sensors and actuators, become familiar with
thin-film fabrication technologies, and understanding how these concepts were commercialized. Learning
is in small teams – together, students design, simulate, build, edit, discuss, and critique their work.
Students will make basic structures using lithography, deposition, and etching. Next, they integrate such
structures to create, testable, devices. At the end of the semester, they reverse-engineer some commercial
devices and reflect on their fabrication and function.
Course Notes:
ES 176 is also offered as ES 276. Students may not take both for credit.
Students who enroll in ES 176 will learn similar content as students
who enroll in ES 276 but may have fewer demanding experiments.
Course includes an active learning component of labs and simulations,
usually on Thursdays. Students will also use CNS on per demand
bases.
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)

Evelyn Hu
The course provides introduction to micro- and nano-fabrication processes used to realize photonic,
electronic and mechanical devices. Lectures will introduce the state-of-the-art semiconductor fabrication
processes, including lithography, deposition of metals and dielectrics, etching, oxidation, implantation, and
diffusion of dopants. The fabrication component of the course will be carried out in a state-of-the-art
cleanroom in the Center for Nanoscale Systems, where students will fabricate several electronic and
photonic devices, including transistors, light-emitting diodes (LEDs), lasers and optical resonators. Device
characterization will be performed in a state-of-the-art teaching labs in SEC in Allston.
Course Notes:
Course also includes a 4-hour lab session each week. Content and
requirements are similar to Engineering Sciences 177, with the
addition that students enrolled in Engineering Sciences 277 are given
an additional project. The combined class capacity for ES 177 and ES
277 is 20 students.
Recommended Prep:
(Applied Physics 50a OR Physical Sciences 12a OR Physics 15a) AND
(Applied Physics 50b OR Physical Sciences 12b OR Physics 15b) or
equivalent.
Requirements: Prerequisite: (Applied Physics 50a OR Physical Sciences 12a OR

Physics 15a) AND (Applied Physics 50b OR Physical Sciences 12b OR
Physics 15b)

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Designing Technology Ventures (208004)
Robert D. Howe
Thomas Eisenmann
This is a core course for students in the MS/MBA: Engineering Sciences 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 MS/MBA: Engineering Sciences students only.
Recommended Prep:

Calculus, linear algebra, differential equations.
Requirements: First year MS/MBA students only

Attribute Value(s)

Design Theory and Practice (212920)
Elizabeth Christoforetti
Roberto Verganti
Any organization, business or venture grounds its value on how "meaningful" are its products
(functionally, symbolically and emotionally). Design Theory and Practice (DTP) empowers students to
create products that are meaningful, to people who use them and to society at large. The course has three
purposes:
1. To inspire students about the power of design in new business creation. We will address questions such
as: Why is design relevant in tech ventures? How does it create value? And, most of all, why is it
fundamental for a technology entrepreneur/leader?
2. To enable them to move into action, by learning the theories and practice (mindsets, processes,
methods) of design: Where do ideas come from? How to frame (and especially re-frame) a problem? How to
understand what is meaningful to users? How to make a product desirable (functionally, emotionally and
symbolically)? How to design and build the user interface of a product? How to test it? How to narrate and
visualize a novel idea?
3. To co-explore, with the class and the instructor, the use of design as a leadership practice: How does a
leader who masters design can better contribute to creation of value? How can we forge a new manifesto
for leadership, inspired by design?
The course is intensively project-based. Students will work in teams on a complex innovation challenge
proposed by a real corporation. They will suggest a more effective framing of the problem, and create a
novel meaningful solution, with a special focus on the user interface.
Course Notes:
This course is limited to MS/MBA: Engineering Sciences students only.
Requires instructor consent.

Attribute Value(s)

Nano Micro Macro: Adaptive Material Laboratory (156219)

Joanna Aizenberg
This course is an interdisciplinary platform for designers, engineers, and scientists to interact and develop
innovative new products. The course introduces ideas-to-innovation processes in a hands-on,
project/product focused manner that balance design and engineering concepts with promising, real-world
opportunities. Switching back and forth between guided discovery and focused development, between
bottom-up and top-down thinking, and market analyses, the course helps students establish generalizable
frameworks as researchers and innovators with a focus on new and emerging technologies. There are no
prerequisites.
Course Notes:
This course is offered together with the Harvard Graduate School of
Design. Open to upper-level undergraduates.
Recommended Prep:
There are no prerequisites.

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Engineering Sciences 292A

Launch Lab/Capstone 1 (214579)
Russell J Wilcox
Alan Maccormack
The MS/MBA Capstone is an intensive project that requires teams of students to apply and integrate the
skills they have learned across core disciplines developed in the program curriculum. Specifically, teams
will be expected to design, build and launch a new technology-based product/service venture, and thereby
to demonstrate mastery with respect to three areas of knowledge: Design Knowledge: The use of human-
centered design methods to understand users, identify solutions to their needs, and gather feedback via
rapid, iterative prototyping. Technical Knowledge: The use of rigorous system engineering methods to
plan, design, develop, build, and test a complex technology-based product/service, integrating knowledge
across multiple engineering disciplines. Business Knowledge: The use of business model analysis and
lean experimentation methods to develop and test a set of hypotheses that capture how the new
product/service will create value, including business model design, pricing, sales and marketing, operating
model and profit formula.
The Capstone is divided into two parts, the first of which is an immersive course completed during the
January term of the G2 year (Capstone I). The subsequent spring course (Capstone II) follows on from and
builds upon work completed in January. Given students prior coursework, a working knowledge of human-
centered design methods, systems engineering techniques, and business modeling and lean
experimentation is assumed. Launch Lab therefore focuses on the practical application of these skills to
team projects, supplemented by content in three areas: i) seminars on advanced methods and techniques,
ii) workshops that demonstrate how to put these skills and tools into practice, and iii) guest speakers who
share their experience in the areas of design, technology and business.

Course Notes:
Open to MS/MBA: Engineering Sciences students only, or to others by

Attribute Value(s)
Engineering Sciences 292B

Launch Lab/Capstone 2 (214580)
Russell J Wilcox
Alan Maccormack
The MS/MBA Capstone is an intensive project that requires teams of students to apply and integrate the
skills they have learned across core disciplines developed in the program curriculum. Specifically, teams
will be expected to design, build and launch a new technology-based product/service venture, and thereby
to demonstrate mastery with respect to three areas of knowledge: Design Knowledge: The use of human-
centered design methods to understand users, identify solutions to their needs, and gather feedback via
rapid, iterative prototyping. Technical Knowledge: The use of rigorous system engineering methods to
plan, design, develop, build, and test a complex technology-based product/service, integrating knowledge
across multiple engineering disciplines. Business Knowledge: The use of business model analysis and
lean experimentation methods to develop and test a set of hypotheses that capture how the new
product/service will create value, including business model design, pricing, sales and marketing, operating
model and profit formula.
The Capstone is divided into two parts, the first of which is an immersive course completed during the
January term of the G2 year (Capstone I). The subsequent spring course (Capstone II) follows on from and
builds upon work completed in January. Given students prior coursework, a working knowledge of human-
centered design methods, systems engineering techniques, and business modeling and lean
experimentation is assumed. Launch Lab therefore focuses on the practical application of these skills to
team projects, supplemented by content in three areas: i) seminars on advanced methods and techniques,
ii) workshops that demonstrate how to put these skills and tools into practice, and iii) guest speakers who
share their experience in the areas of design, technology and business.
Course Notes:
Open to MS/MBA: Engineering Sciences students only, or to others by

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Professional Writing for Scientists and Engineers (207614)
Daniel Needleman
Suzanne Smith
This class leads students to develop their skills in the critical reading and writing of science and
engineering. Genres will include research articles, grant proposals, school/fellowship/job applications, or
lay abstracts & press releases for the non-scientific public. Crucially, students will be empowered not only
to achieve their own writing goals, but also to break down these learned skills and impart them to others, as
effective collaborators and mentors of younger students.

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Professional Writing for Scientists and Engineers (207614)
Jenny Hoffman
Suzanne Smith
This class leads students to develop their skills in the critical reading and writing of science and
engineering. Genres will include research articles, grant proposals, school/fellowship/job applications, or
lay abstracts & press releases for the non-scientific public. Crucially, students will be empowered not only
to achieve their own writing goals, but also to break down these learned skills and impart them to others, as
effective collaborators and mentors of younger students.

Attribute Value(s)
Engineering Sciences 298DR

Methodologies in Design Engineering (213398)
Kit Parker
2023 Spring (4 Credits) Schedule: F 0945 AM - 1230 PM
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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Solving Tech'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 the development of key writing and speaking
skills.
Course Notes:
Also offered by Harvard Kennedy School as IGA 505.

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Special Topics in Engineering Sciences (143668)
Joost Vlassak
Supervision of experimental or theoretical research on acceptable problems in engineering and applied

science and supervision of reading on topics not covered by regular courses of instruction.
Course Notes:

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Special Topics in Engineering Sciences (143668)
Joost Vlassak
Supervision of experimental or theoretical research on acceptable problems in engineering and applied

science and supervision of reading on topics not covered by regular courses of instruction.
Course Notes:

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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.

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Nanophotonics (120144)
Fawwaz Habbal

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Nanophotonics (120144)
Fawwaz Habbal

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Topics in Electronic Materials and Semiconductor Heterostructure Physics (111978)

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Topics in Electronic Materials and Semiconductor Heterostructure Physics (111978)

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Control Theory (156746)
Na Li

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Control Theory (156746)
Na Li

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Design, Sensing, and Control (148221)
Robert D. Howe

Attribute Value(s)

Design, Sensing, and Control (148221)
Robert D. Howe

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Information Theory and Applications (205902)

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Information Theory and Applications (205902)

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Image Processing and Computer Vision (120087)
Todd Zickler

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Image Processing and Computer Vision (120087)
Todd Zickler

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Wireless Computing and Networking (146777)
H. Kung

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Wireless Computing and Networking (146777)
H. Kung

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Structured Representations, Computing and Inference for Stochastic Systems (160964)
Demba Ba

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Structured Representations, Computing and Inference for Stochastic Systems (160964)
Demba Ba

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Microrobotics and Bio-inspired Autonomous Robotic Systems (121405)
Robert Wood

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Microrobotics and Bio-inspired Autonomous Robotic Systems (121405)
Robert Wood

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Edge Computing (212606)
Vijay Janapa Reddi

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Edge Computing (212606)
Vijay Janapa Reddi

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Evelyn Hu

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Evelyn Hu

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Materials Processing (120117)
Jennifer Lewis

Attribute Value(s)

Materials Processing (120117)
Jennifer Lewis

Attribute Value(s)

Emerging Nano-Design (219534)
Gage Hills

Attribute Value(s)

Emerging Nano-Design (219534)
Gage Hills

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)

Readings in Dynamic Meteorology (113399)
Brian Farrell

Attribute Value(s)

Readings in Dynamic Meteorology (113399)
Brian Farrell

Attribute Value(s)

Integrated Circuits and Electronics (117620)
Donhee Ham

Attribute Value(s)

Integrated Circuits and Electronics (117620)
Donhee Ham

Attribute Value(s)

Mechanics and Materials in Small Structures (118787)
Zhigang Suo

Attribute Value(s)

Mechanics and Materials in Small Structures (118787)
Zhigang Suo

Attribute Value(s)

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)

Roy Gordon

Attribute Value(s)

Roy Gordon

Attribute Value(s)

Engineering Mammalian Cell Phenotype (119262)
David Mooney

Attribute Value(s)

Engineering Mammalian Cell Phenotype (119262)
David Mooney

Attribute Value(s)

Cellular Biophysics (118030)
Kit Parker

Attribute Value(s)

Cellular Biophysics (118030)
Kit Parker

Attribute Value(s)

Bioelectronics (212600)
Jia Liu

Attribute Value(s)

Bioelectronics (212600)
Jia Liu

Attribute Value(s)

Bioinspired Engineering (109276)
Don Ingber

Attribute Value(s)

Bioinspired Engineering (109276)
Don 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)

Climate Physics (213687)
Marianna Linz

Attribute Value(s)

Climate Physics (213687)
Marianna Linz

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)

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)

Atomistic Computational Design of Functional Materials (212611)
Boris Kozinsky

Attribute Value(s)
Engineering Sciences 389 Section: 01

Atomistic Computational Design of Functional Materials (212611)
Boris Kozinsky

Attribute Value(s)

Research in Environmental Science and Engineering (114496)
Scot Martin

Attribute Value(s)

Research in Environmental Science and Engineering (114496)
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

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
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/seastfform.
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
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
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/seastfform.
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
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 CACF
Get Real: The Art of Community-Based Film (216411)
Musa Syeed
"I've often noticed that we are not able to look at what we have in front of us," the Iranian director Abbas
Kiarostami said, "unless it's inside a frame." For our communities confronting invisibility and erasure,
there's an urgent need for new frames. In this workshop, we'll explore a community-engaged approach to
documentary and fiction filmmaking, as we seek to see our world more deeply. We'll begin with screenings,
craft exercises, and discussions around authorship and social impact. Then we each will write, develop,
and shoot a short film over the rest of the semester, building off of intentional community engagement.
Students will end the class with written and recorded materials for a rough cut. Basic equipment and
technical training will be provided.
Class Notes: Admission to this workshop is by application only. For information on

specific application requirements and instructions, please see the full
course listing on the English Department website: https://english.fas.
harvard.edu/english-courses DEADLINE: for all Fall 2022 workshops,
applications will open on Thursday, August 11, and are due via the
Harvard Creative Writing Submittable portal (https://harvardcw.
submittable.com/submit) by 11:59pm EDT on Sunday, August 21.
Students will be notified of admissions decisions by 4:00pm EDT on
Thursday, August 25. Workshops will meet the first week of classes.

Attribute Value(s)
English CACW
Advanced Creative Writing Workshop (220141)
Paul Yoon
Advanced fiction workshop for students who have already taken a workshop at Harvard. You will be
responsible for participating in discussions on the assigned texts, the workshop, engaging with the work of
your colleagues, and revise your work. The end goal will be to produce 2 short stories, or 2 chapters of a
novel, to be submitted as your final portfolio.
Class Notes: Admission by application only. For information on specific application

requirements and instructions, please see the full course listing on the
English Department website. DEADLINE: for all Spring 2023
workshops, applications will open TBA and are due via Submittable by
11:59pm EDT on TBA. Students will be notified of admissions
decisions by 4:00pm EDT on TBA. Workshops will meet the first week
of classes.

Attribute Value(s)
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.

of classes.

Attribute Value(s)
English CAJR
Investigations: Journalism and The 2022 Elections (205147)
Jill Abramson

Taught by veteran political journalist Jill Abramson, the former Executive Editor of The New York Times,
this advanced seminar focuses on political journalism and closely examines coverage of the 2022 elections
for Governor, U.S. Senate and the U.S. House as these races unfold this fall. We will try to answer the
question of whether political journalism does its job of delivering voters the quality information they need
to select their leaders. On a weekly basis, we will read and study the political coverage of major news
organizations, from print (including The New York Times, The Washington Post, The Guardian, The Wall
Street Journal, The Atlantic and The New Yorker, among others), broadcast (PBS Frontline and The
NewsHour) podcasts, newsletters, blogs and other outlets chosen by students.
Choosing from a list of closely contested races, each student will closely follow news coverage of a
statewide or local race. Readings will include in-depth candidate profiles, analytic articles about electoral
dynamics, and investigations into subjects such as the role of money in politics. Through close reading, we
will examine the rules of quality journalism and see if they apply to political coverage and explore concepts
such as objectivity and bias, which are in flux. We will delve into the rise of partisan and ideological
journalism and read examples of this type of political writing. Students will examine the role of social media
platforms in their electoral races. Writing assignments will include candidate profiles reported by students,
editorials (opinion pieces) and an investigative article about assaults on democracy.
The emphasis of the course is on narrative and investigative writing techniques (ie. not horse-race
coverage), the development of story ideas, refinement of voice and narrative framing. Students will learn
how to outline, draft and revise their articles, and will master the fundamentals of the editing process in
journalism.
Guest speakers will include many of the political journalists whose articles are included on the syllabus. No
prior journalism experience required.

of classes.

Attribute Value(s)
English CAJR
Investigations: Journalism and The 2022 Elections (205147)
Jill Abramson
Taught by veteran political journalist Jill Abramson, the former Executive Editor of The New York Times,
this advanced seminar focuses on political journalism and closely examines coverage of the 2022 elections
for Governor, U.S. Senate and the U.S. House as these races unfold this fall. We will try to answer the
question of whether political journalism does its job of delivering voters the quality information they need
to select their leaders. On a weekly basis, we will read and study the political coverage of major news
organizations, from print (including The New York Times, The Washington Post, The Guardian, The Wall
Street Journal, The Atlantic and The New Yorker, among others), broadcast (PBS Frontline and The

NewsHour) podcasts, newsletters, blogs and other outlets chosen by students.
Choosing from a list of closely contested races, each student will closely follow news coverage of a
statewide or local race. Readings will include in-depth candidate profiles, analytic articles about electoral
dynamics, and investigations into subjects such as the role of money in politics. Through close reading, we
will examine the rules of quality journalism and see if they apply to political coverage and explore concepts
such as objectivity and bias, which are in flux. We will delve into the rise of partisan and ideological
journalism and read examples of this type of political writing. Students will examine the role of social media
platforms in their electoral races. Writing assignments will include candidate profiles reported by students,
editorials (opinion pieces) and an investigative article about assaults on democracy.
The emphasis of the course is on narrative and investigative writing techniques (ie. not horse-race
coverage), the development of story ideas, refinement of voice and narrative framing. Students will learn
how to outline, draft and revise their articles, and will master the fundamentals of the editing process in
journalism.
Guest speakers will include many of the political journalists whose articles are included on the syllabus. No
prior journalism experience required.


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.


of classes.

Attribute Value(s)
English CAMR
Advanced Playwriting: Workshop (145402)
Sam Marks
This workshop is a continued exploration of writing for the stage, with an eye towards presentation. The
semester will culminate in a staged reading of each student's work for the Harvard Playwrights Festival.
Each reading will be directed by a professional director. Students will be encouraged to excavate their own
voice in playwriting and learn from the final presentation. The class will examine the design of the stage,
the playworld, and the page. Students will 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 Caryl Churchill and Samuel
Beckett as well as contemporary dramatists such as Annie Baker, Jackie Sibbles Drury, Branden Jacobs
Jenkins, and Jeremy O. Harris.

of classes.

Attribute Value(s)
English CAP
The Art of the Personal Essay: Workshop (213301)
Darcy Frey
What makes for a successful work of personal narrative? What transforms mere experience into shapely

art? In this workshop, we will study—partly by reading the published work of iconic and experimental
essayists, mainly through the submission and discussion of students' own writing—the craft and technique
of the personal essay. Readings include work by James Baldwin, Joan Didion, Rachel Kaadzi Ghansah,
David Foster Wallace.

of classes.

Attribute Value(s)
English CAP Section: 002

The Art of the Personal Essay: Workshop (213301)
Darcy Frey
What makes for a successful work of personal narrative? What transforms mere experience into shapely
art? In this workshop, we will study—partly by reading the published work of iconic and experimental
essayists, mainly through the submission and discussion of students' own writing—the craft and technique
of the personal essay. Readings include work by James Baldwin, Joan Didion, Rachel Kaadzi Ghansah,
David Foster Wallace.

of classes.

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.

of classes.

Attribute Value(s)
English CAPR Section: 002

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.

of classes.

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.

of classes.

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.


Attribute Value(s)

English CBST
Blood, Sweat, Tears: The Art and Craft of Horror Writing (220138)
William White
In this workshop, we will study the shocking art and bewitching craft that is horror. For those writers daring
enough to face the abyss with me, we will spend the first half of the semester closely reading contemporary
classics of the form, such as Victor LaValle's The Ballad of Black Tom, Carmen Maria Machado's Especially
Heinous, Stephen Graham Jones' Night of the Mannequins, and Samanta Schweblin's Fever Dream. The
second half of the semester, we will devote our time to workshopping your own creative work: one shorter
flash piece and one longer story or novel chapter (around 5,000 words). The final project will be a
significant revision of the longer story or novel chapter.
Class Notes: Taught by Nick White, Visiting Associate Professor of English
Admission to this workshop is by application only. For information on


Attribute Value(s)
English CCDS
Scene Work, Dream Work: Fiction Workshop on Design and Structure of Narrative Scenes (220143)
William White
In The Scene Book: A Primer for Fiction Writers, Sandra Scofield asserts that "[t]he scene is the most vivid
and immediate part of story, the place where the reader is the most emotionally involved, the part that
leaves the reader with images and a memory of the action." This workshop will explore the elements of
dynamic scenes: from lively narrative action to memorable dialogue. We will also study how to organize
and structure our scenes within the short story and the novel. We will consult other craft texts on scenes
and structure, including Jane Alison's Meander, Spiral, Explode: Design and Pattern in Narrative and
Charles Baxter's Burning Down the House: Essays on Fiction. Additionally, we will closely read several
contemporary short stories, novellas, and novel excerpts that will serve as model texts for how to use
scenes effectively in our fiction.
You will write one flash piece and one short story or novel chapter (around 5,000 words), and both will be
workshopped in class. Your final project will be a substantial revision of your short story / chapter.

Admission by application only. For information on specific application
of classes.

Attribute Value(s)
English CCFC
Poetry Workshop: Form & Content (218756)
Tracy K. Smith
In this workshop, we'll look closely at the craft-based choices poets make, and track the effects they have
upon what we as readers are made to think and feel. How can implementing similar strategies better
prepare us to engage the questions making up our own poetic material? We'll also talk about content. What
can poetry reveal about the ways our interior selves are shaped by public realities like race, class,
sexuality, injustice and more?


Attribute Value(s)
English CCFS
Fiction Workshop (220137)
Teju Cole
This reading and writing intensive workshop for students who want to learn to write literary fiction. The
goal of the course would be for each student to produce two polished short stories. Authors on the
syllabus will probably include James Joyce, Eudora Welty, Toni Morrison, Alice Munro, Jhumpa Lahiri, and
Diane Williams.

Supplemental Application Information: Please submit a cover letter

saying what you hope to get out of the workshop. In the cover letter,
mention three works of fiction that matter to you and why. In addition,
submit a 400–500 word sample of your fiction; the sample can be self-
contained or a section of a longer work.

Attribute Value(s)
English CFE
Writing Fiction: Elements of Craft, Style, and Meaning (220419)
Indraneel Mukherjee
The course will consist of two halves. In the first hour of each class, we will be doing close
readings/literary-critical analyses of an assigned text (we'll be reading writers such as James Baldwin, Zora
Neale Hurston, Ann Petry, Lucia Berlin, Ernest Hemingway, Gustave Flaubert, among others), with the aim
of isolating some aspect of the craft of writing in order to take bearings for your own. Amongst several
other things, we shall also be looking at the politics of canon-making; at the white gaze; at writing as
representation, empowerment, resistance, reclamation; at some of the long history of racial politics. In the
second half of the class, divided into two equal segments of 55 minutes each, we will be workshopping the
writing of two students.


Attribute Value(s)
English CFF
From Fact to Fiction: Finding & Shaping a Story: Workshop (216347)
Claire Messud
In this course, we will explore the evolution of a story from a factual anecdote or incident to a fictional
creation. The aims of the semester are to learn to listen to someone else's story in interviews, and to
endeavor to find, from there, the necessary bones for a fictional narrative. What is most urgent? What is
most emotionally affecting? What are the details from an interview that stay with you? And from there:
what, from a broader account, is the story you are moved to relate? Once you make that choice, how do
you do further research, if necessary? How do you select the point of view, the frame, the characters for
your fiction? What are the ethics and responsibilities of these choices?
In these riven and challenging times, storytelling is vital: learning to listen, to engage, and responsibly to
relay what we discover. Each person we encounter is a bearer of wisdom and vast experience; so many
urgent stories remain untold. How might we, as fiction writers, address reality, without simply writing about
ourselves
Several published writers will visit the class to share their experiences of research, and of the relation in
their work of fact to invention. (Past guests include Akhil Sharma, Geraldine Brooks, Kirstin Chen and Jane
Rogoyska.) We will read published examples of fact-based fiction, and discuss the authors' choices.
The first third of the class will involve preparing and conducting interviews with a chosen subject, and
sharing those interviews with the class. The second third will involve refining the story's arc, research and
formal decision-making, and writing a first draft. Finally, we will workshop the revised stories that have
emerged from this process.
In these riven and challenging times, storytelling is vital: learning to listen, to engage, and responsibly to
relay what we discover. Each person we encounter is a bearer of wisdom and vast experience; so many
urgent stories remain untold. How might we, as fiction writers, address reality, without simply writing about
ourselves?
Several published writers will visit the class to share their experiences of research, and of the relation in
their work of fact to invention. We will read published examples of fact-based fiction, and discuss the
authors' choices.
The first third of the class will involve preparing and conducting interviews with a chosen subject, and
sharing those interviews with the class. The second third will involve refining the story's arc, research and
formal decision-making, and writing a first draft. Finally, we will workshop the revised stories that have
emerged from this process.



Attribute Value(s)
English CFMR
Interiority & Experience: Writing Character-Driven Fiction: Workshop (160952)
Claire Messud
This course approaches the writing of fiction with character at its center. If fiction is an exploration of what
it's like to be alive on the planet, character is paramount: we are who we are because of a
combination temperament and experience. You can't write convincingly if you don't know your characters:
plot, voice, detail, dialogue, setting – all these elements of story are interwoven with and dependent
upon character. While it will be primarily a workshop of student fiction, we will read and discuss fiction
through the lens of character – including works by Gustave Flaubert, Virginia Woolf, Joyce Carol
Oates, Toni Morrison, Viet Than Nguyen, Ben Lerner, and Tayari Jones.


Attribute Value(s)
English CFMR
Interiority & Experience: Writing Character-Driven Fiction: Workshop (160952)
Claire Messud

This course approaches the writing of fiction with character at its center. If fiction is an exploration of what
it's like to be alive on the planet, character is paramount: we are who we are because of a
combination temperament and experience. You can't write convincingly if you don't know your characters:
plot, voice, detail, dialogue, setting – all these elements of story are interwoven with and dependent
upon character. While it will be primarily a workshop of student fiction, we will read and discuss fiction
through the lens of character – including works by Gustave Flaubert, Virginia Woolf, Joyce Carol
Oates, Toni Morrison, Viet Than Nguyen, Ben Lerner, and Tayari Jones.

of classes.

Attribute Value(s)
English CGF
Genre Fiction Workshop: Sci-Fi, Fantasy, Speculative Fiction, Horror, The Ghost Story, The New Weird (213327)
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,
with the aim of isolating some concept or aspect of the genre under discussion in order to take bearings for your own.
The assigned reading is obligatory. We will look at the convergences and divergences in the various kinds and modes
mentioned in the title of the course. We will be thinking of generic topoi, conceptual underpinnings, imagination, style,
world-building, storytelling, resolution, among other things. Some of the best writing in these genres is by women on
issues of gender and intersectionality, so there will also be a strong feminist component to the course. These genres have
also been used, with extraordinary creativity and to great effect, by writers of colour to meditate on issues of race,
inequality, oppression, freedom, so the syllabus also features an introduction to that domain.
The course will consist of two halves. In the first hour of each class, we will be doing close readings of an assigned text,
with the aim of isolating some concept or aspect of the genre under discussion in order to take bearings for your own.
We will be reading writers such as Ursula Le Guin, Ted Chiang, Nalo Hopkinson, James Tiptree Jr, Stanislav Lem,
China Miéville, among others. We will look at the convergences and divergences in the various kinds and modes
mentioned in the title of the course. We will be thinking of generic topoi, conceptual underpinnings, imagination, style,
world-building, storytelling, resolution, among other things.
In the second half of the class, divided into two equal segments of 55 minutes each, we will be workshopping the writing
of two students.



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.

of classes.

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.


Attribute Value(s)
English CIJR
Introduction to Journalism: Workshop (156630)
Jill Abramson
An intensive seminar for those interested in understanding the changing role of journalism and learning the
art of reporting and writing narrative stories. The course is designed for students who want a better sense
of how journalism really works, taught by the former Executive Editor of The New York Times. Major types
of journalism-- profiles, features and investigations will be examined and analyzed. Coursework will include
two, magazine-length, narrative nonfiction articles. One is a reported profile. The other is on a subject
chosen by each student. A first-person memoir is assigned between these two articles. Readings will
include some of the best examples of modern journalism, from magazine features by authors including Gay
Talese, Jane Mayer, David Carr and Rachel Kaadzi Ghansah to multimedia narratives such as The New York
Times' "Snow Fall" and podcasts." On a daily basis, students will listen each weekday to The Daily, the
news podcast produced by The New York Times. Because this seminar is focused on improving writing
skills, students will master the various stages of writing and editing pieces of longform journalism, from
how to come up with story ideas, how to outline, how to write a draft and revise work for a final, publishable
version. No previous journalism experience required.

of classes.

Attribute Value(s)
English CIJR
Introduction to Journalism: Workshop (156630)
Jill Abramson
An intensive seminar for those interested in understanding the changing role of journalism and learning the
art of reporting and writing narrative stories. The course is designed for students who want a better sense
of how journalism really works, taught by the former Executive Editor of The New York Times. Major types
of journalism-- profiles, features and investigations will be examined and analyzed. Coursework will include
two, magazine-length, narrative nonfiction articles. One is a reported profile. The other is on a subject
chosen by each student. A first-person memoir is assigned between these two articles. Readings will
include some of the best examples of modern journalism, from magazine features by authors including Gay
Talese, Jane Mayer, David Carr and Rachel Kaadzi Ghansah to multimedia narratives such as The New York
Times' "Snow Fall" and podcasts." On a daily basis, students will listen each weekday to The Daily, the
news podcast produced by The New York Times. Because this seminar is focused on improving writing
skills, students will master the various stages of writing and editing pieces of longform journalism, from
how to come up with story ideas, how to outline, how to write a draft and revise work for a final, publishable
version. No previous journalism experience required.


Attribute Value(s)
English CLR
Introduction to Screenwriting: Workshop (116874)
Musa Syeed
The short film, with its relatively lower costs of production and expanded distribution opportunities, has
become one of the most disruptive, innovative modes of storytelling--and is often an emerging filmmaker's
first step into a career. This course will introduce students to the basics of short form screenwriting,
including narrative theory/structure, character design, and dialogue/voice. In the first quarter of the
semester, we will hone dramatic techniques through several craft exercise assignments and in-class
writing. In the following weeks, students will write two short screenplays. Throughout the semester, we will
be workshopping and doing table reads of student work, discussing screenplays and craft texts, and
screening a wide array of short films. The emphasis will be on discovering a sense of personal voice and
completing two short screenplays (under 20 pages).

of classes.

Attribute Value(s)
English CLR
Introduction to Screenwriting: Workshop (116874)
Musa Syeed
The short film, with its relatively lower costs of production and expanded distribution opportunities, has
become one of the most disruptive, innovative modes of storytelling--and is often an emerging filmmaker's
first step into a career. This course will introduce students to the basics of short form screenwriting,
including narrative theory/structure, character design, and dialogue/voice. In the first quarter of the
semester, we will hone dramatic techniques through several craft exercise assignments and in-class
writing. In the following weeks, students will write two short screenplays. Throughout the semester, we will
be workshopping and doing table reads of student work, discussing screenplays and craft texts, and
screening a wide array of short films. The emphasis will be on discovering a sense of personal voice and
completing two short screenplays (under 20 pages).


Attribute Value(s)
English CNFR
Creative Nonfiction: Workshop (145426)
Darcy Frey

Whether it takes the form of literary journalism, essay or memoir, creative nonfiction is a powerful genre
that allows writers to break free from the constraints commonly associated with nonfiction prose and reach
for the breadth of thought and feeling usually accomplished only in fiction: the probing of character, the
unfolding of drama, the argument of an idea, the evocation of place. Readings include work by Jo Ann
Beard, Alexander Chee, Ariel Levy, Richard Rodriguez.


Attribute Value(s)
English CNFR Section: 002

Creative Nonfiction: Workshop (145426)
Darcy Frey
Whether it takes the form of literary journalism, essay or memoir, creative nonfiction is a powerful genre
that allows writers to break free from the constraints commonly associated with nonfiction prose and reach
for the breadth of thought and feeling usually accomplished only in fiction: the probing of character, the
unfolding of drama, the argument of an idea, the evocation of place. Readings include work by Jo Ann
Beard, Alexander Chee, Ariel Levy, Richard Rodriguez.


Attribute Value(s)

English CNGS
Advanced Fiction: The Good Stuff (218853)
Meng Jin
This course is a workshop in pleasure and delight. And wonder and joy and laughter, and rule-breaking,
and everything that makes literature lively and alive and worthwhile. We will discover (or rediscover) what it
means to truly read for pleasure, probing for all this good stuff in works by writers such as Natalia
Ginzburg, Ross Gay, Deesha Philyaw, Shruti Swamy, Naomi Shihab Nye, and more—works that are not
merely hedonistic or escapist, but attempt to maintain a modest humanism in spite of humanity's sins, and
to insist on cheerfulness and loving in the face of catastrophe and personal tragedy. We will try to cultivate
these instincts in our own writing practice.
This will be primarily a fiction workshop, though we will occasionally read some joyous and delightful
poetry and nonfiction. Student writing will be workshopped as fiction, but we will conceive of fiction in the
widest sense, as any prose work whose value is not derived from its basis in fact. This is an advanced
workshop, intended for students with some creative writing experience, because the good stuff is hard, and
because you will be expected to read and write deeply, and a lot.

of classes.

Attribute Value(s)
English CNL
The Novel Lab: Studying Long-Form Narratives in Fiction (216098)
Paul Yoon
What defines a novel? And what does it mean to read one as a writer? How does a painter consider a
painting or a photographer a photo? This readings class will study novels through the point of view of a
practicing writer. We will read one novel a week, with the goal of exploring the ways in which long-form
narratives are constructed, from chapter to chapter, from one movement to another—that is, the
architecture of it. Please note: this is not a typical workshop. You will not be sharing you work every week,
though later on in the semester we may participate in small group workshops and readings. Consider the

class an investigation into all the tools a writer has to create fiction, with the end goal of producing 2 - 3
chapters of the beginning of a novel as your final project.


Attribute Value(s)
English CNL
Paul Yoon

of classes.

Attribute Value(s)

English CNL Section: 002
Paul Yoon


Attribute Value(s)
English CNMJ
Fiction Workshop: Forms and Styles (218852)
Meng Jin
What gives a fictional work life and meaning and originality? In this workshop, students will be exposed to
and try on a wide range of forms and styles in fiction to discover what suits and excites them. We'll sample
a variety of sensibilities, approaches, and aesthetic possibilities, reading writers working in various
traditions -- from Clarice Lispector to Yiyun Li to Ursula LeGuin – exploring the many ways fiction can come
alive by following what is mysterious and inimitable in each work. Students will read a writer (sometimes
two) a week and write a creative response inspired by some element of the assigned reading. One or more
of these responses will be developed into a longer, complete piece, which we will workshop in an effort to
discover and nurture the mysterious and inimitable in our own work.



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.


Attribute Value(s)
English CQN
"Queer Stories, Queer Lives": A Fiction Workshop on Queer Narratives (220142)
William White
Is there a queer aesthetic? Or is there a particularly queer way to tell a story? Do our lived experiences as
queer folk affect the kinds of stories we tell?
In this workshop, we will explore how queer writers have endeavored to tell their stories, and then we will
craft and workshop our own. Readings to include excerpts or full texts from: Alexander Chee's Edinburgh,
Garth Greenwell's Cleanness, Jewelle Gómez's The Gilda Stories, Randall Kenan's A Visitation of Spirits,
Andrea Lawlor's Paul Takes the Form of a Mortal Girl, Morgan Thomas's Manywhere, as well as others. You
will write one flash piece and one short story/novel chapter (around 5k words). Your final project will be a
substantial revision of the short story/novel chapter.
Admission by application only. For information on specific application

of classes.
This course satisfies the English Concentration "Diversity in

Literature" requirement for students on the "Common Ground"
curriculum.

Attribute Value(s)
English CSST
The Sound and the Story: A Workshop in Nonfiction Narrative for Audio Production (220140)
Jill Lepore
This hands-on workshop in nonfiction narrative for audio will take students through all the steps of
storytelling from story development and pitching through research and reporting, writing and editing for
the ear, factchecking and production. Special attention will be paid to the way the limitations and strengths
of audio production guide story choice, story structure, and interviewing for radio, podcasting, and
enhanced audiobooks. Reading assignments will include guides on writing for radio, including Out on the
Wire: The Storytelling Successes of the New Masters of Radio, but course discussions will also rely on
listening assignments that will include both recent projects, like Slow Burn and The Other Latif, and
historical audio storytelling, like Edward R. Murrow's Hear It Now and the formal innovations of Orson
Welles. Guests will include acclaimed reporters and audio producers from NPR, Pushkin, Frontline,
Radiolab, BBC Radio 4, and the New Yorker Radio Hour. Students should expect to allot time for training in
audio production using software licensed by Harvard and supported by the Harvard Sound Lab.



Attribute Value(s)
English CTLL
"Telling and Retelling": Reshaping and Remixing Myths and Fairy Tales (220139)
William White
In this workshop, we will study how writers have taken classic stories (fairy tales, Greek tragedies,
Shakespeare's plays, epic poetry, parables from sacred texts) and retold them with a contemporary
sensibility. In the first half of the semester, we will closely read exemplary short stories and novels by
writers such as Angela Carter, Emma Donoghue, John Gardner, Helen Oyeyemi, and Kamila Shamsie. In the
second half of the semester, we will workshop your own retellings: you will submit one flash piece and one
longer story (around 5,000 words) to be workshopped. The final project will be a significant revision of the
longer story.
Admission to this workshop is by application only. For information on

Thursday, August 25. Workshops will meet the first week of classes. .

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.


Attribute Value(s)
English CVLI
Imagination Under Siege: Creativity in Times of Crisis (220493)
Valeria Luiselli
What happens to our imagination and capacity for creativity during crises? Do circumstances like wars,
authoritarianism, exile or confinement ignite or stifle our creative drive? What roles do fear and isolation
play in our creative lives? What is the relationship between imagination, memory and will? Is imagination
an instrument or an end in itself? These are some of the questions that will be addressed during this
workshop.
Students will write brief weekly responses to readings, and work on fragmentary and hybrid forms of prose
and/or sonic essays, in search of new ways of exploring imagination as both a tool for creative resistance
and as an end in itself. We will be engaging with work by: Audre Lorde, Plato, Natalie Díaz, María Zambrano,
José Limón, Joseph Brodsky, Aristotle, Aeschylus, Borges, Daniil Kharms, and Yásnaya Elena Aguilar,
among others.

Attribute Value(s)
English CVLP
Plundering the Americas: Histories of Extractive Violence and Creative Resistance in the Americas (220491)

Valeria Luiselli
This course focuses on the histories of extractivism and violence against land and bodies in the Americas,
centering on ways in which writing, art and activism have responded to systemic violence across the
region.
We will be considering works from across different languages, cultures and disciplines –such as literature,
sound art, visual art and performance– and will be grounding our discussions in the history of global
commodities, such as gold, silver, coffee, cotton, sugar, bananas, avocados and bodies. Students will write
weekly responses to readings, and work on their own hybrid forms of prose, which will be read in class and
workshopped collectively.
Authors include: José Martí, Aimé Césaire, Natalie Díaz, Dolores Dorantes, Gabriela Wiener, Audra
Simpson, Rita Segato, and Yasnaya Elena Aguilar.

Attribute Value(s)
English CVR
Fiction Writing: Workshop (118456)
Jamaica Kincaid
This class is open to anyone who can write a letter, not an e-mail, a letter, just a plain simple letter, to
someone who lives far away from you and who has no idea really of who you really are, except that you are,
like them, another human being. I have not quite yet settled on the books we will read but we will see some
films: The Four Hundred Blows, Black Girl, The Battle of Algiers, The Mack, a documentary about the
Motown singing group, The Temptations.

of classes.

Attribute Value(s)

English CWP
Words & Photographs: Workshop (218124)
Teju Cole
For almost two centuries now, words have accompanied photographs, sometimes to sublime effect. In this
writing-intensive workshop, we will model our work on the various ways writers have responded to
photographs: through captions, criticism, fiction, and experiments. Students will learn close-looking,
research, and editing, and will be expected to complete a "words and photographs" project using their own
photographs or photographs made by others.
Supplemental application information: please submit a photograph and up to a page of text responding (or
perhaps not responding) to it, as well as a cover letter saying what you hope to get out of the workshop,
and mentioning three books in any genre that have been helpful to your writerly development.


Attribute Value(s)
English 10
Literature Today (132844)
Jesse McCarthy
Tracy K. Smith
All literature was contemporary at some point, but the literature that is contemporary now provides special
opportunities for enjoying, questioning, and understanding the world. Literature Today focuses on works
written since 2000—since most of you were born. It explores how writers from around the world speak to
and from their personal and cultural situations, addressing current problems of economic inequality,
technological change, structural prejudice, and divisive politics. We will encounter a range of genres,
media, and histories to study contemporary literature as a living, evolving system. The course uniquely
blends literary study and creative writing—students will analyze literature and make literature. The
conviction that these practices are complementary will inform our approach to readings and course
assignments.

Class Notes: English 10 is one of the required Common Courses for the English
concentrators. The course is designed as a "gateway" course for first
and second year students, but it is open to all undergraduates.

Attribute Value(s)
English 20
Literary Forms (216063)
Nicholas Watson
This foundational course for English concentrators examines literary form and genre. We explore some of
the many kinds of literature as they have changed over time, along with the shapes and forms that writers
create, critics describe, and readers learn to recognize. The body of the course looks to the great literary
types, or modes, such as epic, tragedy, and lyric, as well as to the workings of literary style in moments of
historical change, producing the transformation, recycling, and sometimes the mocking of past forms.
While each version of English 20 includes a different array of genres and texts from multiple periods, those
texts will always include five major works from across literary history: Beowulf (epic), The Winter's Tale
(tragicomedy or romance), Persuasion (comic novel), The Souls of Black Folk (essays; expository prose),
and Elizabeth Bishop's poems (lyric). The course integrates creative writing with critical attention:
assignments will take creative as well as expository and analytical forms.
Class Notes: English 20 is one of the required Common Courses for English
concentrators and Secondaries and is a limited enrollment course
which will prioritize sophomores and first-years; juniors and seniors
who want to take it as an elective will be considered for any remaining
spots. Enrollment priority exceptions may be made for people
changing concentrations or presenting other notable reasons.

Attribute Value(s)
English 20
Deidre Lynch


Attribute Value(s)
English 20 Section: 002

Vidyan Ravinthiran

Attribute Value(s)

English 90AH
Asian American Theater and Performance (220106)
Ju Yon Kim
This seminar will explore Asian American theater and performance. We will examine how Asian
American theater and performance artists have responded to popular images of Asian immigrants and
cultures; how Asian American theater companies have cultivated and expanded our understanding of
American theater and Asian American identity; and how artists and productions have experimented with
conceptions of racial and gender performance. In addition to reading, viewing, and listening to a range of
performances, students will participate in workshops led by artists and develop their own final
performances.
Class Notes: This course satisfies the "1900-2000 Guided Elective" requirement for
English concentrators and Secondary Field students.

curriculum.

Attribute Value(s)
English 90CP
Contemporary American Plays: Seminar (130958)
Derek Miller
This course examines recent scripted theater by American playwrights. Readings focus on work by
historically underrepresented writers, including the wave of award-winning plays by Black writers such as
Jackie Sibblies Drury, Michael R. Jackson, Aleshea Harris, Branden Jacobs-Jenkins, Jeremy O. Harris, and
others. We will consider the shape of the American theater, its response and resistance to contemporary
social and political movements, and the pandemic's effects on the present and future of American theater.
Class Notes: This course satisfies the English Concentration "Diversity in

curriculum.

Attribute Value(s)

English 90DR
Digital Race Studies: Storytelling, Power, Community (220131)
Maria Dikcis
This course will introduce students to critical race approaches to digital culture, primarily through Asian
American, Black, Indigenous, and Latinx perspectives on and experiences with settler colonialism, racial
capitalism, state violence, war, and empire. Together, we will explore how racial formations in the U.S. have
shaped and been shaped by the infrastructures and interfaces of our digital world, as well as how
communities of color give voice to their histories, desires, and creativity through digital cultural
production. To guide our explorations, each week we will examine several projects that foreground the
intersection between race, politics, and culture, including curated digital archives, mapping projects,
database storytelling, network visualizations, born-digital literature, and longform, media-rich journalism.
Additionally, this course is designed to be very hands-on and oriented toward digital humanistic research
(also known as Digital Humanities) as an applied field of knowledge. Students will therefore have the
opportunity to experiment with and engineer their own digital tools that center communities of color. (No
prior technical knowledge is required.)
Class Notes: Taught by Maria Dikcis, Harvard College Fellow

curriculum.

Attribute Value(s)
English 90EB
Elizabeth Bishop and Others (216197)
Vidyan Ravinthiran
This course introduces students to the poetry, literary prose, and artful correspondence of one of the major
poets of the twentieth century, considering her innovations in all these genres. We will look at her writing in
multiple genres alongside the mid-century shift from 'closed' to 'open' verse forms, and relate stylistic
issues to the intellectual and social changes, and political and historical developments of the period.
Bishop's critique of received ideas about nationality, race, power, gender, sexual orientation, and the
overlap between culture and nature, is connected with her status as a cosmopolitan poet with links to
Canada, the U.S. and Brazil. 'Others' refers both to how her writing comes to terms with the (sociopolitical)
reality of other people, and to the comparisons we'll draw between her writing and that of other poets.

curriculum.

Attribute Value(s)
English 90EX
The Exorcist (220107)
David Levine
Briefly America's most terrifying movie, now an inexhaustible source of camp, reference, and technique,
William Friedkin's The Exorcist is a rich allegory of postwar America. But its very deficiencies, blind spots,
and occlusions also make a powerful lens onto the present day. This advanced workshop in devising,
adaptation, and critical intervention will perform (literally) an examination of the significance, meaning, and
unholy afterlife of The Exorcist, created over the semester using historical research, conversations,
attempts at re- staging, religious rites, death-metal growls, and head turns of 180 degrees or more.

curriculum.

Attribute Value(s)
English 90KA
The Brontës (109348)
Elaine Scarry
Writings by Emily, Anne, and Charlotte Brontë, as well as the later novels and films their work inspired.

Attribute Value(s)
English 90LN
Harvard and Native Lands (220241)
Philip Deloria
Alan Niles
Harvard's beginnings included a promise to educate both "English and Indian youth," but from its outset
Harvard's endowment included Native lands expropriated through war, theft, and coercion. This class will
conduct original research on these histories, seeking to contribute a new understanding of Harvard's
institutional development and its historic and continuing impact on Native American peoples. We will work
hands-on with Harvard's archives, developing research skills in navigating collections, reading early
handwriting, and interpreting colonial documents. We will situate our research in readings and class
activities on New England colonialism, the long history of European and U.S. dispossession of Native
lands, and the political struggles of Native American communities today. Through close examinations of
texts including poems, speeches, short stories, and deeds, we will explore the centrality of land and
environment in colonial writings and in Native literature today. Our course will result in two products:
working collaboratively, we will produce both a new database of Harvard land transactions and a set of
detailed research projects on individual sites. Drawing inspiration from Harvard's own Legacy of Slavery
initiative and the Land-Grab Universities website, we hope to come up with both new data and new
narratives for describing Harvard's pasts and possible futures.
Class Notes: This course satisfies the "Pre-1700 Guided Elective" requirement for
This course is also offered through the History Department as History

15H. Credit may be earned for either English 90LN or History 15H, but
not both.

Attribute Value(s)
English 90LV
Consciousness in Fiction 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 90QM
Metaphysical Poetry: The Seventeenth-Century Lyric and Beyond (130247)
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.
Class Notes: This course satisfies the English Concentration "Poets" requirement
for students on the "Common Ground" curriculum.
This course satisfies the "Pre-1700 Guided Elective" requirement for


Attribute Value(s)
English 90RC
Re-mediating Colonialism (220108)
Pamela Klassen
This class will focus on how telling stories on paper, online, and on the land continue to make and remake
North America and Turtle Island. Treaties, deeds of property, maps that survey a domain to facilitate
resource extraction, sacred scriptures, missionary journalism, transcripts of Royal Commissions, and
petitions from representatives of Indigenous nations are all textual modes that claim land, with greater or
lesser force. Today, many digital humanities projects attempt to re-mediate these texts to forward a critical
consciousness of the ongoing effects and assumptions of settler colonial stories of land (see the websites
of the Yellowhead Institute at https://yellowheadinstitute.org/ or the Land Grab Universities project at https:
//www.landgrabu.org/ ). The readings will focus on Indigenous/settler relations in Canada and the United

States, with attention to book history, the materiality of texts, and diverse forms of mediation (e.g.
newspapers, statues, websites, TikTok). We will also take field trips to archives and sites in the Cambridge
area that help us to see and experience the interaction of texts, land, and memory in the making of colonial
nations. Assignments will include a primary source reflection, essay drafts, presentations, and a final essay
or digital story.
Class Notes: Taught by Pamela Klassen, William Lyon Mackenzie King Visiting
Professor of Canadian Studies

curriculum.
This course satisfies the "1900-2000 Guided Elective" requirement for


Attribute Value(s)
English 90RJ
Race and Jurisprudence (216401)
Louis Menand
How has the American judicial system dealt with racial discrimination, racial segregation, racial exclusion,
and systemic or institutional racism? Has the design of the American legal system made it easier or harder
to remedy cases of racial inequality and injustice? What should we expect from the courts in the future?
We study cases involving Americans of African and of Asian ancestry, beginning with Dred Scott and
ending with the Harvard College admissions case. Visitors include Drew Faust, Mae Ngai, Richard Pildes,
and William Lee and Felicia Ellsworth, the trial lawyers in the Harvard College case.
The primary readings are legal documents: the Constitution, judicial opinions, and the statutes judges
interpret. We'll analyze the opinions in order to understand the legal logic that led to their outcomes. We
will see, by doing this, how courts are constrained by the system that was designed by the Constitution's
framers and by the traditions of the common law. We will also consider the historical context in which these
cases were decided. Two papers and class participation required. Enrollment limited to 15.

curriculum.


Attribute Value(s)
English 90RV
Empire and Revolution, Sex and Gender, Race, Slavery, and Abolition (220049)
James Engell
The literatures of race and slavery, gender, empire, democracy, and revolution that shaped our modern
world. Excerpts from Dryden, Astell, Behn, Pope, Swift, Montagu, Johnson, Equiano, Gibbon, Paine, Burke,
Wollstonecraft, Blake, and Shelley. Some fiction as well.

curriculum.
This course satisfies the English Concentration "Migrations"
requirement for students on the "Common Ground" curriculum.


Attribute Value(s)
English 90TU
The Tudors: Literature, Film, Myth (220202)
Alan Niles
Henry VIII, "Bloody" Mary, Queen Elizabeth; Shakespeare, Marlowe, Donne. In a little over a century, the
Tudor dynasty reshaped English literature, culture, and politics. The Tudors have continued to shape
popular imaginations of the English past ever since, being variously conscripted for the ideological work of
Britain's expanding empire, hailed as a privileged origin point for modernity, and transformed into popular
novels, films, and TV series. This course explores the history and culture of the Tudor period and its
enduring hold on our cultural imagination. Through readings, discussions, and class activities, we will
explore such topics as narratives of the Protestant Reformation, the history of sexuality and queer erasure,
race and colonialism in the early modern world, and literary transformations including the emergence of the
literary market and the public stage. Readings will include poems, plays, and experimental prose writings
by Thomas More, John Bale, Anne Askew, Thomas Wyatt, Anne Lok, Edmund Spenser, William
Shakespeare, and John Donne, as well as more recent films, novels, and TV shows including Hilary Mantel'
s Wolf Hall, Robert Bolt's A Man for All Seasons, Derek Jarman's Jubilee, Marc Norman and Tom Stoppard's
Shakespeare in Love, and Toby Marlowe and Lucy Moss's musical Six.


Attribute Value(s)
English 90YP
W.B. Yeats: Seminar (130807)
Peter Sacks
An undergraduate seminar examining the poetry of William Butler Yeats.

Attribute Value(s)
English 91R
Nicholas Watson
The Supervising Reading and Research tutorial is a type of student-driven independent study offering
individual instruction in subjects of special interest that cannot be studied in regular courses. English 91r
is supervised by a member of the English Department faculty. It is a graded course and may not be taken
more than twice, and only once for concentration credit. Students must submit a proposal and get approval
from the faculty member with whom they wish to work. Proposed syllabi and faculty approval must be
submitted and verified by the English Department Undergraduate Office by the Course Registration
Deadline.
Course Notes:
A graded course. May not be taken more than twice and only once for
concentration.

Attribute Value(s)
English 91R
Deidre Lynch
The Supervising Reading and Research tutorial is a type of student-driven independent study offering
individual instruction in subjects of special interest that cannot be studied in regular courses. English 91r
is supervised by a member of the English Department faculty. It is a graded course and may not be taken
more than twice, and only once for concentration credit. Students must submit a proposal and get approval
from the faculty member with whom they wish to work. Proposed syllabi and faculty approval must be
submitted and verified by the English Department Undergraduate Office by the Course Registration
Deadline.
Course Notes:
A graded course. May not be taken more than twice and only once for
concentration.

Attribute Value(s)
English 97
Sophomore Tutorial: Literary Methods (216074)
Beth Blum
This course, taught in small groups and required for concentrators, introduces theories, interpretive
frameworks, and central questions about literature and literary media. What do we do when we read? What
is an author? What do we mean by "literature" itself? How might we compare and evaluate interpretations?
How do the historical, social, cultural, and legal frameworks around a text shape its meanings and its
effects? Combining major critical and theoretical writings with primary works, the course investigates how
literary production and interpretation are informed by philosophical and aesthetic traditions, gender and
sexuality, race and ethnicity, national and post-colonial identities, and the material forms in which literature
circulates, from parchment books to the internet. Students will also practice fundamental literary research
methods through close engagement with Harvard libraries.
Class Notes: English 97 is one of the required Common Courses for English and is
open to sophomores and first-years planning to concentrate in
English. Enrollment priority exceptions may be made for people

Attribute Value(s)
English 97
Derek Miller

Attribute Value(s)

Anna Wilson


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English 98R
Matthew Ocheltree
Phoebe Braithwaite
Supervised small group junior tutorial in the study of literature in English.
Topic: Fictions of Whiteness

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English 98R
Matthew Ocheltree
Charlie Tyson
Topic: Modern Tragedy

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English 98R Section: 002
Matthew Ocheltree
Sophia Gatzionis
Topic: Home in America

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Matthew Ocheltree
Andy Koenig
Topic: Border-Crossing Fictions

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Matthew Ocheltree
Sophia Mao
Topic: The Art of Minor Feelings

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Matthew Ocheltree
Joani Etskovitz
Topic: Sex and the Series

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Matthew Ocheltree
Maria Marchinkoski
Topic: Contemporary Trans Fiction

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Matthew Ocheltree
Jeffrey Careyva

Topic: Literature and Medicine

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Matthew Ocheltree
Jocelyn Sears
Topic: Imagining Otherwise

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Matthew Ocheltree
Emily Sun
Topic: Full Fathom Five

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English 99R
Senior Tutorial (114256)
Deidre Lynch
Supervised individual tutorial in an independent scholarly, critical, or creative subject.
Class Notes: Two terms required of all honors students pursing a Senior Thesis. To
enroll, students must have submitted a thesis application and received
approval from the department.
Class Notes: Recommended prep: Satisfactory completion of the concentration's

Common Courses and one term of English 98r: Junior Tutorial; faculty
approval of proposed thesis topic.

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English 99R
Nicholas Watson
Class Notes: Two terms required of all honors students pursing a Senior Thesis. To
enroll, students must have submitted a thesis application and received
approval from the department.

approval of proposed thesis topic.

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Nicholas Watson
Class Notes: One term required of all honors students pursing a Senior Project. To
enroll, students must have submitted a project application and
received approval from the department.

approval of proposed project topic.

Attribute Value(s)

Deidre Lynch
Class Notes: One term required of all honors students pursing a Senior Project. To
enroll, students must have submitted a project application and
received approval from the department.

approval of proposed project topic.

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English 102M
Introduction to Old English: Charms, Herbals, Folk Medicine, Miracle Cures (220053)
Daniel Donoghue
This course combines language study with the investigation of a critical theme. The narratives set for
translation provide a thematic coherence as we dig into the language of Old English, which is the
vernacular used in England from the sixth century until about 1100. Although some of its features remain
recognizable today, Old English needs to be learned as a foreign language with its own spelling,
pronunciation, syntax, and so on. The term begins with an emphasis on grammar, which will be covered in
graduated steps until midterm, after which the readings and translation will take up more of our class time.
The unifying theme of the readings will be remedies to preserve the health of the human body. Old English
literature offers an abundance of medical texts, including herbal remedies and magical incantations. Some
come from ancient Greek and Latin sources, while others are local folk recipes. Some are fantastical, some
are known to be effective, and others clearly rely on the placebo effect. The readings will move from simple
prose to intricate poetry. An end-of-term project will assign each student a short Old English magical
charm—think of it as a human utterance charged with power to control nature. With the help of personal
coaching, each student will produce a literal and a creative translation.
Class Notes: Fulfills the College language requirement and the English
Department's Foreign Literature requirement (c/o '22) if its
continuation, English 103, is also completed.


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English 103G
Advanced Old English: Scribes and Manuscripts (116977)
Daniel Donoghue
Building on the basic grammar and translation skills learned in English 102, this course introduces
students to Old English literature in its most immediate context: the manuscripts that preserve their earliest
copies. The weekly task of translation will be supplemented by consistent attention to the manuscript
contexts of Old English literature. The texts will include selections from the Anglo-Saxon Chronicle, the
OE Genesis with its illustrations, Exeter Book Riddles, Beowulf, and others. The instruction will guide
students through basic principles of manuscript study. As a special event we will invite a professional
calligrapher to instruct students—equipped with a goose quill!—on the traditional skill of calligraphy. At the
end of the term, with the help of personal coaching, each student will edit and translate manuscript folios in
a collaborative edition of an Old English text.

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.
Class 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 102g 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 transformation that characterizes medieval literary culture, which in turn deepen our own
understanding of the nature of creativity. In this class we will read some twentieth- and twenty-first century
retellings of medieval stories, including fanfiction, alongside medieval literary texts that rewrite, reimagine,
or let their authors star in pre-existing stories. This medieval fanfiction will include different takes on the
medieval superhero Sir Gawain (including the 2020 movie starring Dev Patel), unauthorized additions to
The Canterbury Tales, and medieval Christian devotional manuals which encourage their readership to
participate in imaginative exercises where they imagine themselves as participating in events in the life of
Jesus Christ. Along the way we will learn what medieval readers and writers thought of questions like, what
is an author? What is literature? What is a character? And what happens in our brains when we read?

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English 115B
Chaucer: The Canterbury Tales (146214)
Nicholas Watson
What makes stories so pleasurable and revealing but also so enraging and dangerous? How are we to
think about the strong emotions they evoke and learn to resist as well as appreciate their power?
Answering back to a world of fake news, social injustice, and political division, this course revisits
Geoffrey Chaucer's classic fourteenth-century poem, The Canterbury Tales: the deepest and most
caustically entertaining analysis of storytelling ever written. The Canterbury Tales consists of a series of
tales told by members of a pilgrimage on their way from London to Canterbury, representatives of the
internally divided social world of Chaucer's England. Some are serious, others funny, obscene, or
offensive; some are religious, others not at all; some deal with issues local to England, others range across
the Europe and the rest of the known world; many are told against other pilgrims. Written in a long-ago
past, the poem thinks of itself as contemporary, and we will explore the poem from both perspectives at
once. We read the poem in the language in which it was written, Middle English, easy and fun to learn with
early help: no previous experience with the language, or with the medieval era, is necessary. Classes
include a historical vignette to give you context, a short lecture on a tale, and class discussion, which
continues in weekly sections. Course projects include an essay, a collaborative report on one tale, and (if
you wish) either a historical vignette or a newly composed tale of your own. Students of all years and from
all concentrations and programs are welcome. There will be a separate graduate section.

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English 119TY
English Literature: The First 1000 Years (218158)
Alan Niles
This course is an introduction to the different voices, cultures, and traditions that made the first 1000 years
of English literature, from Beowulf to Aphra Behn. We will study major and influential writings alongside
lesser-known interlocutors—works by Marie de France, Geoffrey Chaucer, Margery Kempe, William
Shakespeare, Margaret Cavendish, John Milton, Daniel Defoe, and more. We will engage with the (often
contested) social, political, and religious contexts that gave rise to creative work. We will pay particular
attention to the historical transformations of romance, epic, drama, fable, and lyric, and the ways these
forms were embedded in the social worlds of their time.
Class Notes: This course satisfies the English Concentration "Arrivals" requirement


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English 124P
Shakespearean Playwriting (220054)
Stephen Greenblatt
An exploration of Shakespeare at work: what plot devices was he particularly drawn to, how did he develop
characters, how did he characteristically construct scenes, how did he handle dialogue. The course will
also -- with the aid of supplementary secondary and critical readings -- examine some of the conditions
within which he worked: the structure and economics of his theater, censorship, the resources of his
language, training in rhetoric, the assumptions of his audience, the nature of his competition. Students will
try their own hand at "Shakespearean playwriting," drafting scenes, on the basis of surviving primary
materials, from two lost plays, the one a tragedy of political assassination, the other a romantic
tragicomedy of love, betrayal, and madness. Written assignments will include two papers, the two
playwriting assignments, and the compiling of a list of Shakespeare's favorite tricks-of-the-trade.
Class Notes: This course satisfies the English Concentration "Shakespeare"



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English 125PC
Shakespeare and Popular Culture (220080)
Alan Niles
Shakespeare's plays have always been "popular," appealing to mass audiences from the theater of his time
to the screens of today. This course is an introduction to Shakespeare's works and their popularity, which
we will consider in both qualitative and quantitative terms. How have Shakespeare's works thrived in the
literary marketplace? How does their success relate to the ways they represent "popular culture"? And how
are Hollywood, Bollywood, and social media reinventing Shakespeare today? Readings, lectures, and class
activities will situate Shakespeare's plays in relation to the social experience of playgoing in Shakespeare's
time; race, class, and sexuality and gender on the stage; theories of popular culture, mass culture, and
subcultures from Shakespeare's time to the present; and Shakespeare's long reception history, through
Bardolatry to the present day. Readings include A Winter's Tale, Hamlet, Othello, Romeo and Juliet, A
Midsummer Night's Dream, Pericles, Henry VI, Part 2, and more.
Class Notes: This course satisfies the English Concentration "Shakespeare"



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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 moral and political questions he raised—what is the human? what is gender?
what is the political? what is religion? what is dissent? what is legitmacy? what is revolt?—are surprisingly
enduring and modern. His own solutions to these questions may not be ours, but his abilility to provoke
thought on them speaks to our time. We will consider how Milton generates the sublime and how he builds
great scenes and characters, especially his most famous one, Satan.

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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.

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Writing Intensive Course Yes
English 164P
20th Century Poetry (220083)
Peter Sacks
There are almost as many paths through Twentieth Century Poetry as there are individual poems. Each
iteration of this course will have different – and evolving – emphases. For the Spring of 2023 we shall focus
on the Century's relation between poetry and history. Poets include W.B.Yeats, T.S.Eliot, Marianne Moore,
Elizabeth Bishop, Muriel Rukeyser, Langston Hughes, Gwendolyn Brooks, Adrienne Rich, Philip Larkin,
Seamus Heaney, Geoffrey Hill. Brief attention will also be devoted to poetry in translation by Mandelstam,
Celan, Lorca, Cavafy, Anna Swir, Zbigniew Herbert, and others.
Class Notes: This course satisfies the English Concentration "Poets" requirement


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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.

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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.
Class Notes: This course satisfies the English Concentration "Migrations"


curriculum.


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English 182
Science Fiction (130245)
Stephanie Burt
Utopias, dystopias, artificial intelligence, life on new planets, and much, much more-- from the late 19th
century to the present, *mostly in novels and short stories but also in comics, poetry, games, film and TV.*
Likely readings include Mark Twain, H. G. Wells, Charlotte Perkins Gilman, Robert A. Heinlein, James
Tiptree, Jr. (Alice Sheldon), Octavia Butler, William Gibson, Nalo Hopkinson, Ted Chiang, Tillie Walden,
Charlie Jane Anders, N. K. Jemisin…. We will also be playing a tabletop role playing game as part of the
class.

curriculum.


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English 184RF
Rogue Fictions: Satire, Fantasy and the Literature of Lost Illusions (220081)
Matthew Ocheltree
"The age of levity is over," a columnist for The Guardian declared a week after Russia's invasion of Ukraine,
arguing that moments of crisis are no time for foolish jesting. But are levity and gravity, exuberance and
sobriety, really so opposed? This course will challenge such assumptions and explore the idea that
laughter can be a profound and, indeed, deadly serious means of engaging with both the harshness of
reality and the folly of idealism. We will do so by reading within the seriocomic tradition of satire, which
addresses and operates in the gap between desire and reality that has become an increasingly inescapable
structural feature of contemporary life. Satire offers a clear-eyed, critical vision of the present; at the same
time, it recognizes that we need fantasies in order to live and provides strategies for reorganizing our
fantasy lives when our hopes, aspirations, and ideas about the way the world works are dashed—or when
the struggle to make those dreams a reality proves hollow and even harmful to our happiness and well-
being, a trap that literary theorist Lauren Berlant has called 'cruel optimism'.
We will focus on two lesser known but vitally important genres that combine satire and fantasy in the
service of a deeper realism: Menippean satire and the picaresque. Although they approach the task from
the opposing perspectives of learned privilege and precarious marginality, they each take aim at
orthodoxies and hypocrisies of all stripes, undermining anyone who claims a monopoly on truth and power
to restrict access to 'the good life'. Both genres draw on the roots of satire (Greek satyr, Roman satura), but
what makes them distinctly modern, perhaps even postmodern, is their common embrace of the baroque
idea of desengaño ('disillusionment,' 'disappointment'): if everything is illusion, then one must traffic in
illusion and deception in order to catch an indirect glimpse of the real. We will trace the effects of this game
in the internal divisions felt by characters (and texts) that are forced to endure a painful ambivalence or
double consciousness in relation to society. We will examine the relationship between affective moods and
aesthetic modes in analyzing the workings of cynicism and optimism, humor and melancholy, the
carnivalesque and grotesque, allegory and irony. And we will consider the ways in which satirists use
fantasy and humor to provide us with imaginative resources for navigating the ongoing, overlapping
economic, environmental, epistemological and ethical crises in which we often find ourselves
uncomfortably implicated.
Menippean satire and the picaresque have often been regarded as counter-genres or anti-genres, parasites
that infiltrate and mutate other literary forms from the inside. Their emergence precedes and make possible
the novel's rise, even as their persistence constantly disrupts the formal and ideological consolidation of
the novel's major bourgeois genres (comedy and romance, the sentimental novel and the Bildungsroman).
We will track this generic interplay starting with the Baroque period in England, Spain and Germany, before
concentrating our attention on eighteenth- and nineteenth-century writing in Britain, France and America.
After a turn into the existentialist terrain of Victorian nonsense and modernist absurdism, we will conclude

by surveying the flourishing legacy of these genres in the twentieth and twenty-first centuries (memoir and
ecological writing, race studies and queer theory, film and prestige television). Likely readings include:
Rabelais, the author of Lazarillo de Tormes; Jonson, Burton, Grimmelshausen; Defoe, Swift, Pope, Hogarth;
Voltaire, Diderot, Sterne; Byron, Thack

Attribute Value(s)
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.

Attribute Value(s)
English 187AA
The Aesthetics of Athletics (220084)
John Stauffer

This course explores the rarely studied but intimate relationship between art and athletics in literature,
visual art, movies, and performance. We examine literary and other representations of athletics; the
emotional and philosophical parallels of artists and athletes; along with the dedication to craft and the ideal
of perfection. Authors include Herman Melville; David Foster Wallace; Chad Harbach; Joyce Carol Oates;
Frederick Douglass; Willa Cather, Ross Gay, Samuel Fussell, others.

Attribute Value(s)
English 189VG
Video Game Storytelling (218143)
Vidyan Ravinthiran
Although this course touches on blockbuster games, it's primarily concerned with alternative forms of
storytelling within indie games. In so-called "walking simulators", there's more exploration than action,
more narrative than gameplay. They prioritize discovery over system-mastery, asking us to think differently
about game environments. Drawing on video game scholars—Brendan Keogh, Ian Bogost, Jon Stone—we'
ll examine the gendered deconstruction of horror-codes in Gone Home (described by Brigid Kennedy as
"an explicitly queer videogame with an explicitly queer narrative"); the interplay between the singular and
the shareable in the trans micro-narrative, Dys4ia; and consider how retrospective plotting queries in
Return of the Obra Dinn a purely economic and empirical view of the world. We'll also discuss Firewatch,
Disco Elysium, The Stanley Parable, Bitsy games, and think about how games, more than any other art-
form, probe the division identified by Theodor Adorno within capitalist society, separating "work" from
leisure, or "play".

Attribute Value(s)
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.

Attribute Value(s)
English 195BD
The Dark Side of Big Data (220130)
Maria Dikcis
Does it sometimes feel like Instagram ads are listening a little too closely to your conversations? Have you
ever wondered if certain corporations might own images of your face? Today, fears abound that algorithms
are not only populating our lives with annoying targeted advertisements but might also be creating the
most unequal societies that have ever existed. In this interdisciplinary seminar, we will explore key
methodological overlaps and differences between humanistic and scientific approaches to the
phenomenon known as Big Data, or enormously large data sets that are analyzed by computer software to
reveal patterns associated with human behavior and communications. In particular, we will focus our
attention on the dark side of Big Data, which is increasingly embedded with harmful biases against women,
people of color, immigrants, and low-socioeconomic status communities. Our inquires will thus concern a
wide array of issues that stem from the misapplication of Big Data, such as data discrimination, biased
artificial intelligence, search engines that reinforce racism, predictive policing, and surveillance capitalism,
as well as how these issues intersect with race, class, gender, and citizenship. We will ground these
discussions about contemporary theories of Big Data in engagements with a number of literary texts, films,
and new media artworks. These cultural case studies range from a poetry collection exploring anti-
Blackness and the carceral state, a documentary on social media data scandals, a glitch feminism
manifesto, a memoir about working at an Amazon.com fulfillment center, queer video games, and robot
love poems.
Class Notes: Taught by Maria Dikcis, Harvard College Fellow

Attribute Value(s)
English 195EC
Growth, Technology, Inequality, and Education (212859)
James Engell
Benjamin Friedman

An economist and a humanist, together with professors from the natural sciences, analyze familiar
conceptual and policy-relevant issues from viewpoints of their respective disciplines. For example, how do
we measure inequality, and at what point does it become problematic (and how do we know)? How then
should it be addressed (e.g., tax code, minimum wage)? What are the best policies to confront job losses
from technology? What does sustainable growth mean? The goal is not merely to examine four intertwined
issues "growth, technology, inequality, and education" but also to understand the distinct concerns and
methods of the humanities, social sciences, and natural sciences. Readings include H.D. Thoreau, W.E.B.
Du Bois, H.G. Wells, Jesmyn Ward, Margaret Atwood.
Course Notes:
Sections will separately accommodate concentrators in
English/Humanities and Economics/Social/Natural Sciences/SEAS.
Jointly offered as Econ 1000
Requirements: Cannot be taken for credit if ECON 1000 already complete.

Attribute Value(s)
English 210
Early Middle English Identities (121852)
Daniel Donoghue
This course investigates linguistic, individual, and national identities in early Middle English literature, and
as such the course itself has multiple identities. On a basic level it is an introduction to the English
vernacular of 1100 to 1300, a period of great flux without a "standard" such as the one that existed in late
Old English (West Saxon) and the other that emerged at the end of the fourteenth century (London). Not
only are there significant differences in dialect, but even within similar dialects orthographic conventions
could vary from one scribe to the next. Because nearly every text has its linguistic idiosyncrasies, the end
of many of our meetings will analyze the language of the text set for discussion the next week in order to
make the week's reading a little easier. The earlier and more challenging texts have facing-page
translations.
This is also a period of great experimentation in genres, with some innovations that took hold and others
that fizzled out, such as the verse chronicle of Lawman. Dame Sirith is the only surviving fabliau in English
until Chaucer resurrected the genre. Is there anything later quite like The Owl and the Nightingale? Does
Ormulum deserve the obscurity it has slipped into? Some genres like saints' lives were inherited from Old
English and with sources in Latin. Others like family romances arose in response to changing social
conditions unique to the period. The "false starts" are often as interesting as the genres that continued.

Attribute Value(s)

English 210Q
Queer/Medieval (207592)
Anna Wilson
The / in this course title can suggest a slippage or interchangeability; opposition and polarization; or erotic
or romantic friction. 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, race, power, narrative, trauma, and time? We will read a range of queer theorists from
foundational works to new thinkers, including but not limited to Judith Butler, C. Riley Snorton, Lee
Edelman, Eve Sedgwick, José Esteban Muñoz, and Carolyn Dinshaw, alongside a selection of medieval
texts from the European middle ages (roughly 500-1500). Texts will be in modern English translation or in
Middle English (no experience in Middle English is required, the class will include additional support for
those who have not read Middle English before). Medieval texts may include Aelred of Rievaulx's Rule of
Life for a Recluse, The Book of Margery Kempe, Sir Gawain and the Green Knight, the poems of Baudri of
Bourgeuil and other twelfth century Latin poets of the Loire school, the plays of Hrotsvitha of Gandersheim,
The King of Tars, and Roman de Silence.

Attribute Value(s)
English 228C
Milton and the Art of Criticism (220136)
Gordon Teskey
A survey of Milton's English poetry as a basis for discussing problems in the art of criticism. First, is
criticism an art? Is literary criticism a practical or a theoretical enterprise? Does criticism combine
philosophy and history while remaining separate from each (as Aristotle thought)? In what ways can
criticism draw illuminating connections between a poet's work and a poet's life? What kind of attention can
criticism pay to language, meter, genre, and literary history? Above all, what is the relation of criticism to
the political and of the political to the aesthetic? Milton criticism over three centuries provides a unique
archive for considering how criticism has been practiced over time. We follow the development from
classic criticism (Marvell, Johnson, Voltaire, Wordsworth, Coleridge, Hazlitt, Blake, Equiano,
Wollstonecraft, Arnold, Raleigh) to modern ones (Woolf, Eliot, Lewis, Empson, Frye, Schwartz, Quint,
Greenblatt, Nyquist, Jameson, Wilburn, Mohamed, Lewalski, Vendler).

Attribute Value(s)

English 276LR
The New Negro Renaissance, 1895 - 1930 (212570)
Henry Gates
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. The period of Reconstruction (1865-
1877), following the American Civil War, 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. While revolutionary, the period of Reconstruction was also short-lived, and the long, violent roll-
back against it, curiously known as the "Redemption," witnessed the curtailing of these rights along with
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. 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," and which later would be
labeled "The Harlem Renaissance."

Attribute Value(s)
English 280QL
Queer and Trans Literature and Criticism (212795)
Stephanie Burt
Queer and trans literary writing now, its parallels and its precursors, from late medieval to the present day,
along with useful ideas about it. Some history, some theory, but mostly queer and trans and queer-adjacent
literature. Marlowe, Rochester, K. Phillips, Wilde, Rich, Baldwin; some primary texts determined by *your
interests,* including less-often-studied genres and media such as graphic novels and YA.

Attribute Value(s)

English 285SA
South Asian Poetry (214514)
Vidyan Ravinthiran
Originally, this course centred poets resident in, and writing from, post-Independence India, Pakistan and
Sri Lanka. It will now also examine South Asian-American and British-South Asian writers. In terms of poets
living in the Global South, it will concentrate on those who make a decisive break with the wannabe-
colonial, archaically emulous stuff which came before them—doing this with the aid of European
modernism, and US poetry's turn to open forms and a streetwise vernacular: writers like Nissim Ezekiel,
Srinivas Rayaprol, Kamala Das, Arun Kolatkar, Dom Moraes, Eunice de Souza, Adil Jussawalla and Arvind
Krishna Mehrotra—poets whose politics is inextricable from the aesthetic richness of their work. Moving to
the US and UK, we'll ask if a lineage can be mapped out, connecting practitioners of lyric—Sujata Bhatt,
Agha Shahid Ali, and A.K. Ramanujan are examples—with the explicitly racialized, post-lyric, experimental
work (encompassing prose poetry) of 21st century authors like Bhanu Kapil and Divya Victor.

Attribute Value(s)
English 290MH
Migration and the Humanities (205269)
Homi Bhabha
By focusing on literary narratives, cultural representations, and critical theories, this course explores ways
in which issues related to migration create rich and complex interdisciplinary conversations. How do
humanistic disciplines address these issues—human rights, cultural translation, global justice, security,
citizenship, social discrimination, biopolitics—and what contributions do they make to the "home"
disciplines of migration studies such as law, political science, and sociology? How do migration narratives
compel us to revise our concepts of culture, polity, neighborliness, and community? We will explore
diverse aspects of migration from existential, ethical, and philosophical perspectives while engaging with
specific regional and political histories.

Attribute Value(s)
English 294Z
On Beauty: Graduate Seminar (114829)

Elaine Scarry
Philosophic and literary accounts of beauty from Greek through modern, including Plato, Aquinas, Dante,
Kant, Keats, and Rilke. In addition, the major arguments against beauty; and its stability across four objects
(gods, gardens, persons, and poems).

Attribute Value(s)
English 298DH
Methods in the Digital Humanities (203055)
Derek Miller
This course introduces practical skills in programming for the Digital Humanities (DH) while also
investigating the theories and debates that continue to define that field. We will focus primarily on DH's
applications to research questions in the humanities rather than on any pedagogical or archival uses. The
course is designed with a firm belief not in DH's righteousness—indeed, we will devote considerable time
to critiques of the field—but rather in the necessity of grappling with its ideas and practices in an informed
manner. To that end, our exploration of DH methods will involve considerable work in computer
programming (though you need have no prior knowledge of those skills). Our practical work with coding
and with pre-fabricated digital tools will give us the tools to understand what happens to our thinking when
we think about the humanities with computers.
Course Notes:
Conference Seminar Course (open to both undergraduates and
graduates)

Attribute Value(s)
English 300HF
Medieval Colloquium (111425)
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)
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)
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)
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.

Attribute Value(s)
English 306HF
Long Nineteenth Century and Modernism Colloquium (148064)
Beth Blum
Elaine Scarry

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 306HFB Section: 01

Long Nineteenth Century and Modernism Colloquium (160635)
Beth Blum
Elaine Scarry
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.

Attribute Value(s)
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.

Attribute Value(s)
English 310HFR
Twentieth Century and Contemporary Literature Colloquium (117944)
Kelly Rich
Sarah Dimick
Philip Fisher
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)
Kelly Rich
Sarah Dimick
Philip Fisher
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 312HF
Race and Ethnicity Colloquium (112792)
Glenda Carpio
Jesse McCarthy

Attribute Value(s)
English 312HFB
Race and Ethnicity Colloquium (208055)
Glenda Carpio
Jesse McCarthy

Attribute Value(s)
English 320
G1 Proseminar (217789)
Nicholas Watson
The first-year proseminar (taken in the spring semester of the first year) introduces students to the
theories, methods, and history of English as a discipline, and contemporary debates in English studies. The
readings feature classic texts in all fields, drawn from the General Exam list. This first-year proseminar
helps students prepare for the General Exam (taken at the beginning of their second year); it gives them a
broad knowledge for teaching and writing outside their specialty; and it builds an intellectual and cultural
community among first-year students.
Course Notes:
This is only for first year graduate students in the English Department.

Attribute Value(s)
English 330
G2 Proseminar (217790)
John Stauffer
This second-year proseminar has a two-part focus: it introduces students to the craft of scholarly
publishing by helping them revise a research paper for publication in a peer-reviewed journal by the end of
the course. It thus gives students the tools to begin publishing early in their career. It also introduces
students to the growing array of alternative careers in the humanities by exposing them to the work of
scholars who are leaders in fields such as editing, curating, and digital humanities.
Course Notes:
Open to English graduate students only.
Prerequisite: For G2+ students

Attribute Value(s)
English 350
Teaching and Professional Development Colloquium (212819)
Derek Miller
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.

Attribute Value(s)
English 370
Placement Seminar (207884)
Louis Menand
Namwali Serpell
The job placement seminar will meet during the Fall semester to help students prepare dossiers of their
work for the academic job market and facilitate explorations of careers beyond the academy. 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.

Attribute Value(s)

English 397
Jesse McCarthy

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)

Beth Blum

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)

Glenda Carpio

Attribute Value(s)

Marjorie Garber

Attribute Value(s)

Sarah Dimick

Attribute Value(s)

Henry Gates

Attribute Value(s)

Philip Fisher

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)

Marjorie Garber

Attribute Value(s)

Louis Menand

Attribute Value(s)

Henry Gates

Attribute Value(s)

Derek Miller

Attribute Value(s)

Derek Miller

Attribute Value(s)

Elisa New

Attribute Value(s)

Elisa New

Attribute Value(s)

Beth Blum

Attribute Value(s)

Deidre Lynch

Attribute Value(s)

Sarah Dimick

Attribute Value(s)

Louis Menand

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)

Vidyan Ravinthiran

Attribute Value(s)

Marc Shell

Attribute Value(s)

Kelly Rich

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)

Jesse McCarthy

Attribute Value(s)

Elaine Scarry

Attribute Value(s)

Vidyan Ravinthiran

Attribute Value(s)

Marc Shell

Attribute Value(s)

Nicholas Watson

Attribute Value(s)

Nicholas Watson

Attribute Value(s)

Leah Whittington

Attribute Value(s)

Leah Whittington

Attribute Value(s)

James Wood

Attribute Value(s)

James Wood

Attribute Value(s)

Kelly Rich

Attribute Value(s)

Anna Wilson

Attribute Value(s)

Anna Wilson

Attribute Value(s)
English 398
Daniel Donoghue
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
Course Notes:


Attribute Value(s)

Homi Bhabha
Course Notes:

Attribute Value(s)

Stephanie Burt
Course Notes:

Attribute Value(s)

Stephanie Burt
Course Notes:

Attribute Value(s)

Glenda Carpio
Course Notes:

Attribute Value(s)

Glenda Carpio
Course Notes:

Attribute Value(s)

Amanda Claybaugh
Course Notes:

Attribute Value(s)

Amanda Claybaugh
Course Notes:

Attribute Value(s)

Daniel Donoghue
Course Notes:

Attribute Value(s)

Daniel Donoghue
Course Notes:

Attribute Value(s)

James Engell
Course Notes:

Attribute Value(s)


James Engell
Course Notes:

Attribute Value(s)

Philip Fisher
Course Notes:

Attribute Value(s)

Philip Fisher
Course Notes:

Attribute Value(s)

Marjorie Garber
Course Notes:

Attribute Value(s)

Henry Gates
Course Notes:


Attribute Value(s)

Henry Gates
Course Notes:

Attribute Value(s)

Jorie Graham
Course Notes:

Attribute Value(s)

Jorie Graham
Course Notes:

Attribute Value(s)

Stephen Greenblatt
Course Notes:

Attribute Value(s)

Stephen Greenblatt
Course Notes:

Attribute Value(s)

Ju Yon Kim
Course Notes:

Attribute Value(s)

Ju Yon Kim
Course Notes:

Attribute Value(s)

Deidre Lynch
Course Notes:

Attribute Value(s)

Deidre Lynch
Course Notes:

Attribute Value(s)

Louis Menand
Course Notes:

Attribute Value(s)


Louis Menand
Course Notes:

Attribute Value(s)

Derek Miller
Course Notes:

Attribute Value(s)

Derek Miller
Course Notes:

Attribute Value(s)

Elisa New
Course Notes:

Attribute Value(s)

Elisa New
Course Notes:


Attribute Value(s)

Sarah Dimick
Course Notes:

Attribute Value(s)

Beth Blum
Course Notes:

Attribute Value(s)

Jesse McCarthy
Course Notes:

Attribute Value(s)

Sarah Dimick
Course Notes:

Attribute Value(s)

Martin Puchner
Course Notes:

Attribute Value(s)

Martin Puchner
Course Notes:

Attribute Value(s)

Peter Sacks
Course Notes:

Attribute Value(s)

Peter Sacks
Course Notes:

Attribute Value(s)

Elaine Scarry
Course Notes:

Attribute Value(s)

Elaine Scarry
Course Notes:

Attribute Value(s)


Marc Shell
Course Notes:

Attribute Value(s)

Marc Shell
Course Notes:

Attribute Value(s)

James Simpson
Course Notes:

Attribute Value(s)

James Simpson
Course Notes:

Attribute Value(s)

John Stauffer
Course Notes:


Attribute Value(s)

John Stauffer
Course Notes:

Attribute Value(s)

Gordon Teskey
Course Notes:

Attribute Value(s)

Gordon Teskey
Course Notes:

Attribute Value(s)

Vidyan Ravinthiran
Course Notes:

Attribute Value(s)

Jesse McCarthy
Course Notes:

Attribute Value(s)

Kelly Rich
Course Notes:

Attribute Value(s)

Vidyan Ravinthiran
Course Notes:

Attribute Value(s)

Nicholas Watson
Course Notes:

Attribute Value(s)

Nicholas Watson
Course Notes:

Attribute Value(s)

Leah Whittington
Course Notes:

Attribute Value(s)


Leah Whittington
Course Notes:

Attribute Value(s)

James Wood
Course Notes:

Attribute Value(s)

James Wood
Course Notes:

Attribute Value(s)

Anna Wilson
Course Notes:

Attribute Value(s)

Kelly Rich
Course Notes:


Attribute Value(s)

Beth Blum
Course Notes:

Attribute Value(s)

Anna Wilson
Course Notes:

Attribute Value(s)

Namwali Serpell
Course Notes:

Attribute Value(s)

Namwali Serpell
Course Notes:

Attribute Value(s)

Tracy K. Smith
Course Notes:

Attribute Value(s)

Tracy K. Smith
Course Notes:

Attribute Value(s)

Tara Menon
Course Notes:

Attribute Value(s)

Tara Menon
Course Notes:

Attribute Value(s)

English 399
Daniel Donoghue
Course Notes:

Attribute Value(s)

Homi Bhabha
Course Notes:

Attribute Value(s)

Homi Bhabha
Course Notes:

Attribute Value(s)

Stephanie Burt
Course Notes:

Attribute Value(s)

Stephanie Burt
Course Notes:

Attribute Value(s)

Glenda Carpio
Course Notes:

Attribute Value(s)

Glenda Carpio
Course Notes:

Attribute Value(s)

Amanda Claybaugh
Course Notes:

Attribute Value(s)

Amanda Claybaugh
Course Notes:

Attribute Value(s)
Daniel Donoghue
Course Notes:

Attribute Value(s)

Daniel Donoghue
Course Notes:

Attribute Value(s)

James Engell
Course Notes:

Attribute Value(s)

James Engell
Course Notes:

Attribute Value(s)

Philip Fisher
Course Notes:


Attribute Value(s)

Philip Fisher
Course Notes:

Attribute Value(s)

Henry Gates
Course Notes:
Attribute Value(s)

Henry Gates
Course Notes:

Attribute Value(s)

Jorie Graham
Course Notes:

Attribute Value(s)

Jorie Graham
Course Notes:

Attribute Value(s)

Stephen Greenblatt
Course Notes:

Attribute Value(s)

Stephen Greenblatt

Course Notes:

Attribute Value(s)

Ju Yon Kim
Course Notes:

Attribute Value(s)

Ju Yon Kim
Course Notes:


Attribute Value(s)

Deidre Lynch
Course Notes:

Attribute Value(s)

Deidre Lynch
Course Notes:
Attribute Value(s)

Louis Menand
Course Notes:

Attribute Value(s)

Louis Menand
Course Notes:

Attribute Value(s)
Derek Miller
Course Notes:

Attribute Value(s)

Derek Miller
Course Notes:

Attribute Value(s)

Elisa New
Course Notes:

Attribute Value(s)

Elisa New
Course Notes:

Attribute Value(s)

Beth Blum
Course Notes:


Attribute Value(s)

Beth Blum
Course Notes:

Attribute Value(s)

Sarah Dimick
Course Notes:
Attribute Value(s)

Sarah Dimick
Course Notes:

Attribute Value(s)

Martin Puchner
Course Notes:

Attribute Value(s)

Martin Puchner
Course Notes:

Attribute Value(s)

Peter Sacks
Course Notes:

Attribute Value(s)

Peter Sacks

Course Notes:

Attribute Value(s)

Elaine Scarry
Course Notes:

Attribute Value(s)

Elaine Scarry
Course Notes:


Attribute Value(s)

Marc Shell
Course Notes:

Attribute Value(s)

Marc Shell
Course Notes:
Attribute Value(s)

James Simpson
Course Notes:

Attribute Value(s)

James Simpson
Course Notes:

Attribute Value(s)
John Stauffer
Course Notes:

Attribute Value(s)

John Stauffer
Course Notes:

Attribute Value(s)

Gordon Teskey
Course Notes:

Attribute Value(s)

Gordon Teskey
Course Notes:

Attribute Value(s)

Jesse McCarthy
Course Notes:


Attribute Value(s)

Vidyan Ravinthiran
Course Notes:

Attribute Value(s)

Vidyan Ravinthiran
Course Notes:
Attribute Value(s)

Kelly Rich
Course Notes:

Attribute Value(s)

Nicholas Watson
Course Notes:

Attribute Value(s)

Anna Wilson
Course Notes:

Attribute Value(s)

Leah Whittington
Course Notes:

Attribute Value(s)

Leah Whittington

Course Notes:

Attribute Value(s)

James Wood
Course Notes:

Attribute Value(s)

James Wood
Course Notes:


Attribute Value(s)

Claire Messud
Course Notes:

Attribute Value(s)

Kelly Rich
Course Notes:
Attribute Value(s)

Anna Wilson
Course Notes:

Attribute Value(s)

Namwali Serpell
Course Notes:

Attribute Value(s)

Jesse McCarthy
Course Notes:

Attribute Value(s)

Tracy K. Smith
Course Notes:

Attribute Value(s)

Tara Menon
Course Notes:

Attribute Value(s)

Nicholas Watson
Course Notes:

Attribute Value(s)

Claire Messud
Course Notes:

Attribute Value(s)

Namwali Serpell
Course Notes:

Attribute Value(s)

Tracy K. Smith
Course Notes:

Attribute Value(s)

Tara Menon
Course Notes:

Attribute Value(s)

Environmental Science and Public
Policy
Subject: Environmental Sci & Public Pol
Environmental Sci & Public Pol 78

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.

Attribute Value(s)
Environmental Sci & Public Pol 90G

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 90H

Climate, Crops, and Commonwealth (220476)
Peter Huybers

Attribute Value(s)
Environmental Sci & Public Pol 90M

Natural Climate Solutions: Feasible or Fantasy? (118736)
Daniel Schrag
Noel Holbrook
"Natural climate solutions" are a set of conservation, restoration and improved land management actions
that some have claimed can offer more than 30% of the required mitigation of "near-term" carbon
emissions to hold global warming below 2°C. Some have criticized these claims for overstating the
potential of biological carbon sinks, arguing that the advocates for natural climate solutions are motivated
by conservation of biodiversity rather than mitigation of climate change. And yet the clamor around natural
climate solutions in the policy world continues to grow, with multiple bipartisan legislative efforts in the
new Congress focused on strategies such as carbon sequestration in soils by farmers. In this course, we
will explore various dimensions of natural climate solutions, including reduced deforestation, reforestation,
afforestation, wetlands restoration, biochar, no-till agriculture and other farming practices to increase
carbon content of soils. We will examine the feasibility of each proposed action and also the potential
limitations. We will also explore policy dimensions for encouraging such efforts, if desirable, through
direct subsidies, regulation, or integration into carbon pricing regimes including carbon offsets. By the end
of the semester, we hope that all participants will have a clearer understanding of the potential role for
natural climate solutions in national and international climate mitigation strategies.

Attribute Value(s)
Environmental Sci & Public Pol 90N

Addressing the Global Climate Crisis: Challenges for Both Developed and Developing Economies (123858)
Michael McElroy
The seminar will discuss the nature of the climate challenge and the implications it poses for different
communities and different parts of the world. Mitigating negative impacts of human induced climate change
will require an urgent transition from the current global fossil fuel-based energy economy to one based on
renewable alternatives. Possibilities include wind, solar, hydro, biomass and potentially nuclear. The
seminar will review options with specific attention to differences in the challenges faced by developed
economies such as the US and Europe and large developing economies such as China, India and parts of
Africa. Can we chart a feasible path to net zero global carbon emissions by 2050?

Attribute Value(s)
Environmental Sci & Public Pol 90P

Climate Responsibility and Climate Action (220481)
Peter Frumhoff
Who bears responsibility for climate change? Confronting this question is central to establishing equitable
policies to reduce greenhouse gas emissions and limit the adverse impacts of now unavoidable climate
disruption. International climate policy frameworks focus on the "common but differentiated
responsibilities" of nations. But climate responsibilities also extend to non-state actors, including
individuals, utilities and fossil-fuel companies at the base of the carbon supply chain whose
responsibilities are increasingly the focus of attention by civil society, policymakers and the courts. This
course examines the nature of climate responsibility from ethical, historical, scientific and policy
perspectives and the efficacy of approaches to accelerate responsible climate action by both state and non-
state actors.

Attribute Value(s)
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, indeed of human society. 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 various renewables, including hydro, solar, wind, biomass, etc. We then
examine the economics of these technologies, and how policies (subsidies, taxes, regulations) affect their
viability. Special attention will be paid to the interaction of technology, economics, and public policy.
Recommended Prep:
Economics 10a.

Attribute Value(s)
Environmental Sci & Public Pol 91R

Noel Holbrook
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.

Attribute Value(s)
Environmental Sci & Public Pol 91R

Noel Holbrook
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.

Attribute Value(s)

Noel Holbrook
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.

Attribute Value(s)

Noel Holbrook
Class Notes: First semester thesis writers should enroll in section 001.

Attribute Value(s)

Environmental Sci & Public Pol 99 Section: 002
Noel Holbrook
Class Notes: Section 002 is intended for second semester thesis writers.

Attribute Value(s)

Noel Holbrook

Attribute Value(s)

Solid Waste In Developing Countries (220761)
Ken Thomas
This course will examine major issues of solid waste (i.e. production, management, storage, treatment,
disposal, infrastructure costs and financing, policy) in the developing world at various geographic

locations and scales across municipal, industrial, electronic, biological/medical, and radioactive waste.
Specific solid waste issues will be highlighted through in-depth case studies from Africa, Asia, Central and
South America, Middle East, and Small Island Developing States. Analysis of the environmental
commitment and regulations, appropriate technology availability and reliability, and key geopolitical factors
that affect the amount of solid waste to be handled and how it is disposed of will be explored in all cases.
To understand fundamentals in the developing world context, the course will compare how solid waste is
managed in the developed and developing world at the local, state, and federal levels. Fundamentals cut
across solid waste-related policies, transport, sources, collection, disposal/treatment, recycling, and
material recovery. The course will emphasize – both quantitatively and qualitatively – the real-world
challenges and systemic issues of the developing world that make solid waste planning and management
complicated.

Attribute Value(s)

Water Resources in Developing Countries (219916)
Ken Thomas
This course will examine major issues of water resources (i.e. water sources, supply, quality, treatment,
use, distribution and storage, policy) in the developing world at various geographic locations and scales.
Specific water resources issues will be highlighted through in-depth case studies from Africa, Asia, and
Small Island Developing States. Analysis of the hydrological, technological, legal, and geopolitical factors
that affect the availability of water for human consumption and agriculture will be explored in all cases. To
understand fundamentals in the developing world context, the course will compare how water resources
are managed in the developed and developing world. Fundamentals cut across water-related policies, water
flows, water sources, water supply, water and wastewater treatment, water distribution, and water storage.
The course will emphasize – both quantitatively and qualitatively – the real-world challenges and systemic
issues of the developing world that make water resources planning and management complicated.

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Water Resources in Developing Countries (219916)
Ken Thomas
This course will examine major issues of water resources (i.e. water sources, supply, quality, treatment,
use, distribution and storage, policy) in the developing world at various geographic locations and scales.
Specific water resources issues will be highlighted through in-depth case studies from Africa, Asia, and

Small Island Developing States. Analysis of the hydrological, technological, legal, and geopolitical factors
that affect the availability of water for human consumption and agriculture will be explored in all cases. To
understand fundamentals in the developing world context, the course will compare how water resources
are managed in the developed and developing world. Fundamentals cut across water-related policies, water
flows, water sources, water supply, water and wastewater treatment, water distribution, and water storage.
The course will emphasize – both quantitatively and qualitatively – the real-world challenges and systemic
issues of the developing world that make water resources planning and management complicated.
Class Notes: This section of ESPP 173 is associated with a field trip to Trinidad.
Enrollment in this section requires Instructor permission.

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Environmental Science and
Engineering
Subject: Environ Science & Engineering
Environ Science & Engineering 6

Introduction to Environmental Science and Engineering (116362)
Frank Keutsch
Bryan Yoon
This course will provide students with an introduction to environmental science and engineering by
providing an overview of current environmental issues, including climate change, air pollution, and water
pollution. Students critically evaluate underlying science and knowledge limitations, and explore the nexus
between scientific knowledge, regulatory frameworks, and engineering solutions to some of the world's
most pressing environmental problems. The course will emphasize the interconnected biological,
geological, and chemical cycles of the earth system including the multi-dimensional impacts of human
activity.
Course Notes:
ESE 6 is also offered as EPS 6. Students may not take both for credit.
Recommended Prep:
The course presumes basic knowledge in chemistry, physics, and
mathematics at the high school level. Students will acquire additional
skills and knowledge in these areas, as applied to environmental
problems, as well as learning basic data analysis and coding skills.

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The Fluid Earth: Oceans, Atmosphere, Climate, and Environment (218887)
Marianna Linz
This course introduces students to the fluid Earth, emphasizing Earth's weather and climate, the carbon
cycle, and global environmental change. The physical concepts necessary for understanding the structure,
motion and energy balance of the atmosphere, ocean, and cryosphere are covered first, and then these
concepts are applied in exploring major earth processes. Examples from Earth's past history, on-going
changes in the climate, and implications for the future are highlighted.
Course Notes:
Course includes lectures twice a week, a one hour section, and lab.
ESE 50 is also offered as EPS 50. Students may not take both for

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Global Warming Science 101 (214500)
Eli Tziperman
An introduction to the science of global warming/ climate change, meant to assist students to
understand issues that often appear in the news and public debates. The course is meant for any STEM
student with a basic math preparation, not assuming prior science courses. Topics include: the greenhouse
effect, and consequences of the rise of greenhouse gasses including sea level rise, ocean acidification,
heat waves, droughts, glacier melting, hurricanes, forest fires and more. Throughout, an ability to critically
evaluate observations, predictions and risk will be emphasized. The students will be involved in in-class
quantitative analysis of climate observations, feedbacks and models via python Jupyter notebooks that will
be provided.
Course Notes:
This course fulfills the E-PSCI sub-discipline requirement of
Atmosphere(s) and Oceans. E-PSCI 101 is also offered as ESE 101.
Students may not take both for credit. For SB students: this course
can only count as a science elective in the concentration requirements,
and SB students must enroll in E-PSCI 101. AB students may enroll in
either E-PSCI 101 or ESE 101 to meet their concentration requirements.
Recommended Prep:
Basic calculus and ordinary differential equations, as covered for
example by Math 1b, Math 19a, Math 21b. A minimal previous expoure
to programming in any programing language is sufficient, python will
be introduced a part of the course.

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Earth Resources and the Environment (121463)
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. Given in alternate years.
Recommended Prep:
EPS 10, ES 6, an equivalent course, or permission of instructor.

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Ecosystem Patterns and Processes: Parallels in Natural and Built Environments (220207)
Bryan Yoon
This course will examine the fundamental ecosystem and anthropogenic processes that govern the flow of
carbon and nutrients in our environment. With five hands-on lab sessions covering topics such as carbon
sequestration/mineralization, warming effect, methanogenesis, and nutrient removal, students will gain a
holistic understanding and appreciation of physical, biological, chemical, and anthropogenic processes
that shape our environment. The final lab will also serve as the final project where students design their
own experiment and quantify/model the effect of global warming on an ecosystem process.
Course Notes:
This course includes a 160-minute lab session (every other Friday
morning). Instructor approval is required to enroll; see course website
for details.
Recommended Prep:
Math 1b, PS 11 (or equivalent), and ESE 6.

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Climate and Atmospheric Physics Laboratory (213669)
Marianna Linz
This course will take a hands-on approach to learning climate and atmospheric physics. Some of the topics
covered will include the Greenhouse effect, hurricanes, climate variability, the jet stream, and global climate
modeling. Students will learn to create effective data visualizations and read scientific literature. Each week
will have one 165-minute session to perform laboratory experiments, run models, or analyze data. In this
flipped-classroom environment, knowledge transfer will occur primarily outside of class through readings
and pre-class assignments in preparation for each session.
Course Notes:
credit. For SB students: this course can only count as a science
elective in the concentration requirements, and SB students must
enroll in EPS 129. AB students may enroll in either EPS 129 or ESE 129
to meet their concentration requirements.
Recommended Prep:
Physics 12a/15a/16, Math/AM 21a (b recommended) or equivalent or

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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:
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
Chemical and physical processes determining the composition of the atmosphere and its implications for
climate and life on Earth. Nitrogen, oxygen, and carbon cycles. Climate forcing by greenhouse gases and
aerosols. Stratospheric ozone. Oxidizing power of the atmosphere. Methane. Surface air pollution: aerosols
and ozone. Deposition to ecosystems: acid rain, nitrogen, mercury. Emphasis is on the construction of
simple engineering models and the application of chemical principles to understand and address current
environmental issues.
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 11; Mathematics 1b, or equivalents.
Requirements: Prerequisite: Physical Sciences 11 and Math 1b

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Energy within Environmental Constraints (156215)
David Keith
This course provides a systematic introduction to the energy system for students in engineering and
applied sciences. Students should gain a working understanding of the some of the most important energy
technologies, from prime movers--gas turbines, steam cycles, and reciprocating engines--to secondary
energies including fuel production and refining technologies and the electricity transmission and
distribution system. The course aims at a systematic understanding of the energy system's environmental
footprint as a tool to help students who will work to reduce it. Energy is a commodity. One cannot hope to
re-shape the energy system to meet environmental constrains without a rough working understanding of
energy markets--costs, prices and elasticities of supply and demand. So the course will integrate

engineering economics and other applied social sciences into the treatment of energy technologies to
enable a system's view of energy.
Recommended Prep:
This course requires a solid foundation in high school level math,
chemistry, and physics. Please contact the instructor for permission if
you do not have formal prerequisites yet are keen to take the course
and do have foundational skills.
Requirements: Prerequisites: Math 1a; and Physical Sciences 11 (or equivalents).

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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
credit. Undergraduate engineering students should enroll in ESE 162.
Recommended Prep:
Applied Mathematics 21a,b or Mathematics 21a,b; AND Applied
Physics 50a,b, Physics 15a,b or Physical Sciences 12a,b.
Requirements: Prerequisite: Math 21a and 21b (or equivalents); and Physical Sciences
12a (or equivalent)

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Pollution Control in Aquatic Ecosystems (109684)
Patrick Ulrich

2023 Spring (4 Credits) Schedule: MWF 1115 AM - 1230 PM
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; fundamental chemistry of natural waters; surface water aspects of engineering hydrology,
including rainfall-runoff relationships; quantitative models of pollutant fate and transport in rivers, lakes,
estuaries, and wetlands; best management practices for the prevention and control of aquatic pollution;
and sustainable natural treatment systems for water quality improvement.
Requirements: Prerequisite: ESE 6 and Math 21a (or equivalent)

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Scot Martin
Learn about environmental chemistry of the Earth, especially the intersections with human activities of
pollution and technologies and approaches of environmental sciences and engineering. The focus is on
water and soils. Topics include the hydrosphere, the distribution of chemical species in aquatic systems,
gases in water, organic matter in water, metals and semi-metals in the hydrosphere, water pollution and
water treatment chemistry, the terrestrial environment, soil properties, the chemistry of solid wastes, and
toxic organic chemicals.
Course Notes:
ESE 164 is also offered as E-PSCI 164. Students may not take both for
credit.
Recommended Prep:
Physical Sciences 11 or equivalent in general chemistry.

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Human Environmental Data Science: Agriculture, Conflict, and Health (216460)
Peter Huybers
The purpose of this course is to develop understanding and guide student research of human and
environmental systems. In class we will explore agriculture, conflict, and transmissible disease. Study of
each topic will involve introduction data, mathematical models, and analysis techniques that build toward
addressing a major question at each interface: Have agricultural systems been adapted to climate change?
Has drought caused conflict? And does the environment influence the spread of COVID-19? These
questions are diverse, but are addressed using common analytical frameworks. Analytical approaches
include simple mathematical models of feedback systems, crop development, and population disease
dynamics; frequentist statistical techniques including linear, multiple linear, and panel regression models;
and Bayesian methods including empirical, full, and hierarchical approaches. You will be provided with
sufficient data, example code, and context to come to your own informed conclusions regarding each of
these questions. Furthermore, topics covered in class will pro-vide a template for undertaking independent
research projects in small teams. Research will either extend on topics presented in class or address other
human-environmental questions. Historically, such student projects have sometimes led to senior theses
or publication in professional journals.
Course Notes:
ESE 168 is also offered as E-PSCI 168. Students may not take both for
credit. Undergraduate Engineering Students should enroll in ESE 168.
Enrollment is by instructor permission.
Recommended Prep:
There are no specific prerequisites but a background in environmental,
physical or life sciences; experience in coding or statistical analysis;
and/or facility with differential equations is useful.

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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)
Eric Henson
This community based research course focuses on some of the major issues Native American Indian tribes and
nations face in the 21st century. It provides in-depth, hands-on exposure to native development issues,
including: sovereignty, economic development, constitutional reform, leadership, health and social welfare, tribal
finances, 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 for a tribe,
tribal department, or those active in Indian Country. The course is devoted primarily to preparation and
presentation of a comprehensive research paper based on work with a tribal community. In addition to faculty
presentations on topics such as field research methods and problem definition, students will make presentations
on their work in progress and ultimate findings.

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Issues in the Study of Native American Religion (160748)
Ann Braude
"For this land, God is red," wrote Vine Deloria, Jr. 50 years ago in one of the most trenchant 20th-century
critiques of American Christianity. This course takes his landmark book, God is Red, as the point of
departure for interrogating the study of religion in general and of Native traditions in particular in light of
indigenous perspectives and histories. The class explores how definitions and practices of religion impact
critical issues facing contemporary communities, including repatriation, access to sacred lands,
sovereignty, appropriation, environmental threats and religious freedom. Guest speakers will locate us in
the Native Northeast before we expand to other regions.

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Love's 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:
This course, when taken for a letter grade, counts as a portal course
for the secondary field in Ethnicity, Migration, Rights (EMR).
Synchronous attendance required. Class meetings will not be

recorded.

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Coloniality, Race, Environmental Catastrophe (213559)
Mayra Rivera
This course explores the relationship between coloniality, race and ecology through the lens of
"catastrophe." We will examine a variety of theoretical and literary sources that deploy or refute tropes of
the "end of the world." We will study different uses of "catastrophe" to denounce the destruction of a
particular world, re-imagine the past, or proclaim the impossibilities of the present. Through the readings
and discussions, we will analyze the aims, effectiveness and limitations of talk of catastrophe in the
contemporary context. Jointly offered as HDS 2432.

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Indigeneity and Latinidad (218826)
Americo Mendoza-Mori
As the original inhabitants of the Americas, Indigenous communities resist and thrive across the
hemisphere, despite the dynamics of colonization that still affect their existence and way of living. Many
prejudices affect these communities, sometimes perceived as 'timeless' and 'pure' subjects, when in reality
adaptation and migration have been a constant characteristic for many of these groups. The course offers
an exploration of the diversity of Indigenous Latinx communities across the United States and their
migration processes and current enclaves in urban and rural areas: OaxaCalifornia, the Mixtec/Zapotec
community in Los Angeles County; Quechua/Kichwa-language speaking groups of Andean heritage in the
Washington DC and New York metro areas; Guatemalan-Maya neighborhoods in South Florida and
California; transnational communities in what is now the US-México border, among others.
Additionally, this seminar will facilitate a platform to discuss expanding notions of Latinidad, mestizaje
and Indigeneity, drawing on how current conversations, education and social movements are re-imagining
identity. Throughout the class, students will be exposed to frameworks of decolonial history and
knowledge, participation and agency, migration, notions of border thinking, and the current state of
Indigenous rights movements.
Community testimonies and guest speakers, multimedia content, interdisciplinary readings, and class
debates will be part of the dynamics of this course. This is a speaking seminar, open to all students, that
will promote oral communication and critical thinking skills through discussions, projects, and prepared
presentations.

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Latinx Representation in Media, Films, and Pop Culture (218827)
Latinos have made significant contributions to film and television productions, and now they are
avidly creating content for digital platforms. Furthermore, they are important media consumers in U.S.
society despite having a limited presence in the industry: in 2019 Latinos/as/es accounted only for 4,6 % of
the acting roles in Hollywood while being 23% of the total movie theater audience in the United States.
Public debates on diversity have acknowledged that media representation matters due its power on
shaping ideas; these media representations can either reinforce or demystify racial and cultural
stereotypes.
For this interdisciplinary introductory level course we will examine, from a critical perspective, the
production of representations on Latinx cultures in media, film and pop culture. Students will be able to get
a general sense of the state of the Latino media landscape in the U.S. and understand the contexts in which
these industries were developed, and how different Latinx cultural agents are trying to close the

representation gap by generating support and advocacy networks. Students will also be able to assess
strengths, weaknesses and future challenges for Latinx media representation.
Readings, cultural products and discussions for this class will include literature, music, media (films,
TV shows and digital content), and bibliography on ethnicity, creative economy, cultural policy,
bilingualism. This is a broad-based course open and accessible to all students.

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Quechua, Indigenous language revitalization and Global Indigeneity (220110)
Are Indigenous languages and cultures a thing of the past? Although Indigenous peoples make up less
than 6% of the global population, they speak more than 4,000 of the world's approximately 6,700 languages.
At the same time, the United Nations Permanent Forum on Indigenous Issues indicates that two Indigenous
languages die every two months. Indigenous Language reclamation is crucial to the identity and resistance
efforts of many communities: additionally, this process contributes to the preservation of Indigenous
knowledge systems (IKS), a series of practices and wisdoms developed within Indigenous societies from
across the world. Nowadays, IKS engage in global conversations on social and environmental justice,
climate change, decolonization, human rights, education, etc.
This seminar will explore the state of Indigenous language and culture revitalization, official and Indigenous
grassroots language planning and policy initiatives at global and local platforms, and the particular study
of Quechua language. The language-learning component of this course aims to provide a more holistic and
practical approach of the course's theme. Quechua is the most spoken Indigenous language family in the
Americas, with almost 10 million speakers in Latin America and with important diasporic populations in the
United States, Spain and Italy.
Community testimonies, guest speakers (scholars, language activists and teachers), multimedia content,
interdisciplinary readings, and class debates will be part of the dynamics of this course. This is a speaking
seminar, open to all students, that will promote oral communication and critical thinking skills through
discussions, projects, and prepared presentations. No previous knowledge of Quechua is required.

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Memory and Diaspora (220699)
Eleanor Craig

Diasporas are frequently invoked to emphasize shared history and the possibility of shared identity. Yet the
question of what is held in common is in constant negotiation and flux. We will consider how contemporary
ideas about race, culture, and belonging are entangled with what is remembered, and how and why. They
evolve from complex dealings with migration, intergenerational dynamics, gender, sexuality, language, and
religion, and with internal and external narratives of origin, dispersion, and authenticity. Our
interdisciplinary course materials situate individual and collective experiences in contexts shaped by
colonialism, enslavement, war, imperialism, and racial formation. We will explore how these works aim to
reckon with what they inherit from the past in order to remake relational and political possibilities for the
present and future.
Students will work throughout the semester on a scaffolded mixed media storytelling project with support
from the Bok Center and engagements with writer, performer, and Theater of the Oppressed trainer Kayhan
Irani. For EMR secondary fielders, this course can count for the "above introductory" or "transnational or
global focus" requirements. For Latinx Studies secondary fielders, it can count for the "comparative"
requirement.

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Migration, Refugees, and Human Rights (220425)
Jacqueline Bhabha
Migration is a central political and moral issue of our time and its impacts will continue to alter our world
throughout this century. Indeed large scale, irregular human migration should be considered "the new
normal", not an unexpected or one-off "crisis". It affects the lives of millions, unsettles established
governments, creates sharply polarizing policy dilemmas and generates far-reaching administrative,
economic and political challenges. This course will focus on distress migration, including refugee flight
and other forms of forced displacement, evaluated through the lens of human rights. It will address the
multifaceted drivers of the phenomenon, including the enduring legacies of colonization, armed conflict,
environmental stress and climate change, global inequality, demographic pressures and increasing
globalization. The course will also consider the impact of government responses to the COVID 19 pandemic
on forced migrants. Migration actors from UN agencies, NGOs and other civil society organizations, and
research experts working in a range of field sites will contribute to the class.
The course will address the legal frameworks governing migration, and the ethical and pragmatic
considerations that influence policies. It will explore the viability of a range of solutions to current
migration challenges, including unequal access to protection, the failure of equitable resettlement and the
erosion of host empathy/solidarity. The extent to which pandemic related measures conform to or violate
legal and ethical obligations will also be considered. A key goal is to enable students to analyze current
migration situations with clarity and rigor concerning the obligations of states and the rights of migrants.
Using examples of large-scale contemporary population movements – the Ukrainian war and its human
impact, the ongoing Tigrayan emergency, the Rohingya exodus, the Venezuelan context, the Mediterranean
migration situation, extensive intra-regional mobility within the African continent, US/Mexico/Central

American movements, unaccompanied child migration in many regions – the course will examine migration
drivers, policy responses and rights challenges such as exclusion and denial of protection, persistent
racism in border control, detention, prolonged confinement within refugee camps and forced repatriation. It
will also engage with the multiple risks, including statelessness, trafficking, drowning, sexual violence, that
migrants face before, during and after their journeys. The course will cover key current policy
developments, at the municipal, national, regional and international level. The course will discuss seasonal
migration, child migration, undocumented and irregular status, gender factors in migration and the role of
xenophobia in driving policy. Students will be required to make in class presentations, to prepare questions
for guest lecturers, and to participate in class discussion, including by considering a range of strategies for
increasing access to safe mobility as a key redistributive global good.
Undergraduate enrollment is limited to juniors and seniors.
Class Notes: Undergraduate enrollment is limited to juniors and seniors.

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"A Place called Home": Histories of Spatial Discrimination and Ethnic Migration in the United States (220424)
Dalen Wakeley-Smith
"Home" is a difficult term often burdened with emotions and histories associated with one's place of
residence. This course asks the difficult questions about how "homes" are created through migration,
questions of indigeneity, and practices of spatial discrimination targeting people of color. Many of these
places that people call "home" were created through the influence of implicit policies created to maintain
spaces of white influence and dominance. Asian Americans, African Americans, Native Americans, and
Latinx Americans all were targeted by these policies throughout the 20th century in an effort to create safe
"homes" for white community members.
This course aims to explore those towns' histories in creating "homes" across the United States and
contribute to the long-standing Sundown Towns project begun by renowned scholar James Loewen. In
addition to the towns which vilified people of color's presence and ability to construct "homes," this course
will delve deep into questions of mobility, access, land ownership, property, and ideas around settler
colonial pasts. This course is not only an opportunity to reveal some disturbing truths about our racial
past, but also as an opportunity to discuss these hard histories and develop historical research skills to
explore those histories. This course includes a project-based research report which has students doing the
work to uncover places where the ideas around "home" coalesced into contestations over belonging,
identity, and ethnicity. There are several underlying questions which will be at the core of this course, such
as: What does "home" mean for diverse groups? How does migration and mobility affect the community
dynamics of a given place? How does property and questions of ownership mesh with ideas about
Indigeneity? What are the different responses by communities to demographic changes?

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Migrations (220846)
Raquel Vega-Duran
A crucial part of human experience since the beginning of history, migration has today become one of the
most pressing issues in the world. There are currently over 280 million migrants, 90 million of whom
were forcibly displaced. Recent challenges such as human rights violations, poverty,
demographic pressures, lack of economic opportunities, drought, natural disasters, climate change, and
many others, have made migrants, refugees, and exiles protagonists of numerous headlines.
Migration is an intricate phenomenon that affects individuals and society in a multidimensional way and
cannot be understood from a singular perspective. The goal of this course is to demonstrate the
importance of approaching migration from a large variety of methodological, theoretical, historical,
geographical, and cultural perspectives to gain an encompassing and comprehensive understanding of the
complexity of the migration experience.
We will meet twice each week, once for a guest lecture and once for a discussion. The twelve lectures of
this course will provide the students a window into particular disciplines. These lectures will be offered by
faculty from the Law School, the School of Education, History of Science, Folklore and Mythology, English,
Earth and Planetary Sciences, Romance Languages and Literatures, Architecture, and the School of Public
Policy, as well as by guest artists and artivists who approach migration through photography, painting,
film, and art installations. The discussion sessions will allow students to bridge these approaches,
encouraging an interdisciplinary approach to migration, border, and mobility studies.

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Topics in Latinx Studies: Imagining Latinidad (218600)
This course is intended to provide hands-on practice toward doing research on Latinx issues, with an
approach grounded in the understanding that terms 'Hispanic' and 'Latinidad' are not static concepts and,
at the same time, not a homogeneous mix. We will examine culture, intellectual production, languages,
economics, and political thought, as well as the dynamics of Latino/a/e people in the United States.
Throughout the class, students will become familiar with a wide range of thinkers, currents, concepts,
topics, and they will be exposed to frameworks of decolonial history and knowledge. The class will also
facilitate conversations about the current place of Latinx cultures within the U.S. imaginary, including the
immigrant groups from Mexico, Central and South America, the Caribbean, as well Indigenous and Afro-
diasporic communities.
Readings, cultural products and discussions for this class will include literature, music, traditional and

social media, and bibliography on history, linguistics, ethnic and social studies. Special attention will be
paid to issues of race, ethnicity, gender, class. This is a broad-based course open and accessible to all
students.

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Topics in Asian American and Pacific Islander (AAPI) Studies (218825)
Eleanor Craig
Topics in AAPI Studies is an interdisciplinary introductory level course. It will focus on converging and
diverging aspects of Asian American and Pacific Islander histories and experiences through historical,
theoretical, and cultural lenses. Units of study will focus on coloniality and ecology, anticolonial and
antiracist solidarities, and formations of desire/ability. In addition to academic texts, course materials will
include poetry, music, film, and other media.

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Expository Writing
Subject: Expository Writing
Expository Writing 10 Section: 101

Introduction to Expository Writing (118262)
Margaret Deli
In Expos Studio 10, students practice analyzing sources, developing and organizing their ideas, and
making arguments as they become familiar with the expectations of college writing. In small classes taking
a hands-on approach, students work closely with instructors to learn strategies for 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. In a small community of writers,
students participate in workshops to discuss each other's work, thereby becoming more skillful at reading
and revising their own writing. Assignments are based on sources from a range of disciplines and genres,
and build in complexity so that students can master essential skills at each step. Expos Studio 10 focuses
on academic essays as well as the personal statement required for fellowship or internship applications.
Following Expos Studio 10, students take either Expos Studio 20 or an Expos 20 course to meet the writing
requirement. All students meet with an Expos faculty member to discuss their course placement before
enrolling.
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.

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Expository Sectioning Expository Writing Studio 10 Sectioning

Margaret Deli

enrolling.
Course Notes:
requirement.

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J. Gregory Given
enrolling.
Course Notes:
requirement.

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J. Gregory Given
enrolling.
Course Notes:
requirement.

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Amy Hanes

enrolling.
Course Notes:
requirement.

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Amy Hanes
enrolling.
Course Notes:
requirement.

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Karen Heath
enrolling.
Course Notes:
requirement.

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Thomas Jehn

enrolling.
Course Notes:
requirement.

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Jonah Johnson
enrolling.
Course Notes:
requirement.

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Taleen Mardirossian
enrolling.
Course Notes:
requirement.

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Taleen Mardirossian

enrolling.
Course Notes:
requirement.

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Jane Rosenzweig
enrolling.
Course Notes:
requirement.

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Kristen Starkowski
enrolling.
Course Notes:
requirement.

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Kristen Starkowski

enrolling.
Course Notes:
requirement.

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Elliott Turley
enrolling.
Course Notes:
requirement.

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Elliott Turley
enrolling.
Course Notes:
requirement.

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Peter Vilbig

enrolling.
Course Notes:
requirement.

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Peter Vilbig
enrolling.
Course Notes:
requirement.

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Tracy Strauss
enrolling.
Course Notes:
requirement.

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Tracy Strauss

enrolling.
Course Notes:
requirement.

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Expository Writing 20 (116353)
Sheza Alqera
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: From Homer to Jay-Z: Craft an
Course Notes:
Students must pass one term of Expository Writing 20 to meet the
College's Expository Writing requirement.

Attribute Value(s)

Michael Allen
Topic: City Living
Course Notes:
Class Notes: Where to live is the most important decision of your life, according to
urban planner and theorist Richard Florida. Cities are where innovation
meets inequality, the old is pitted against the new, where cultural
richness and diversity confront gentrification and displacement.
Starting with the photography of Vivian Maier, a street photographer
whose work caused a sensation after her death, we will ask how the
design of neighborhoods and streets shapes the social life that goes
on there. Cities are places of maximum possible anonymity and
maximum possible community: we will ask how urban theorists have
explained that paradox. In our second unit, we will explore projects for
the utopian City of Tomorrow and grassroots movements to retake
control over city streets: we will read classic manifestos and analyses
from Le Corbusier, Jane Jacobs, and Mike Davis, urban theorists with
very different ideas of how cities should look and work. In the final unit
of this course, students will choose a work of urban art (a film, a TV
series, a novel, or poetry collection) and, placing it into conversation
with other research, make an argument about that work's conception
of city living. Over the course of the semester, we will consider
questions such as: Is city living a necessary evil or an aspirational
lifestyle? Are cities sustainable in the face of climate change and
remote work? How do the boundaries of neighborhoods and school
districts shape economic and racial disparities? Should cities follow
an orderly plan or develop organically? How should cities remember
their pasts or imagine their futures?

Attribute Value(s)
Expository Sectioning Expository Writing 20 Sectioning

Sheza Alqera

Topic: From Homer to Jay-Z: Craft an
Course Notes:

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Sheza Alqera
Topic: Self, Science, and Sport: Mind
Course Notes:
Class Notes: Resources espousing "mindfulness" as a lifestyle, practice, or means

of self-growth have exploded in the last few decades. Celebrities and
scientists alike have taken to academic platforms and social media to
champion the significance of a present state of mind. But what, if
anything, do figures such as Lebron James and some of the earliest
practitioners of contemplative practices like Aristotle have in
common? This course will study mindfulness in its historical and
contemporary contexts, examining the long and ancient history of
looking inward and examining the self. We will consider the emergence
of "mindfulness" as a term and practice in the last century, while also
considering the ways in which it is connected to–and distinct from–
past traditions. In Unit 1, we shall study some of the earliest
discussions on reflective and meditative practices, beginning with the
ancient Greeks, moving on to Sufi and dervish literature and ending
with a study of a modern Buddhist work by popular Vietnamese Thiền

Buddhist monk, Thích Nhất Hạnh. We shall consider how the notion of
contemplation and mindfulness is presented and negotiated in the
writings of each of these authors, and whether there are parallels to be
found across histories and cultures. For Unit 2, we will switch gears
and adopt a more contemporary lens, studying mindfulness from the
perspective of modern science. Several recent studies in psychology
and medicine have attempted to place mindfulness and meditation in
conversation with cognition and neuroscience. Our task will be to
better understand how mindfulness is measured, defined, and studied
in these relatively new fields. Finally, in Unit 3 we will study the role of
body and movement in contemplative practice. We will ask why the
body is so critical in ancient yogic wisdom on the mind and what
modern notions of a "flow state" mean, and consider why athletes
such as Bruce Lee and Lebron James understand their physical craft
as intimately connected to a mindful mental state. As we study
mindfulness beyond the mind, we will supplement our studies of texts
with analysis of non-literary and contemporary resources such as the
modern podcast, art, and architecture through visits to the Harvard Art
Museum and contemplative spaces on Harvard's campus. Such
studies will carry over to our capstone project where students will
have the opportunity to explore narrative and writing through the
audio-visual medium. Throughout the course we shall consider how
our history and our present merge in the study of mindfulness, and
what it can disclose of our understanding of human experience.

Attribute Value(s)

Christina Becker
Topic: Reading Museums
Course Notes:

Attribute Value(s)

Sheza Alqera
Topic: Self, Science, and Sport: Mind
Course Notes:
Class Notes: Resources espousing "mindfulness" as a lifestyle, practice, or means

of self-growth have exploded in the last few decades. Celebrities and
scientists alike have taken to academic platforms and social media to
champion the significance of a present state of mind. But what, if
anything, do figures such as Lebron James and some of the earliest
practitioners of contemplative practices like Aristotle have in
common? This course will study mindfulness in its historical and
contemporary contexts, examining the long and ancient history of
looking inward and examining the self. We will consider the emergence
of "mindfulness" as a term and practice in the last century, while also
considering the ways in which it is connected to–and distinct from–
past traditions. In Unit 1, we shall study some of the earliest
discussions on reflective and meditative practices, beginning with the
ancient Greeks, moving on to Sufi and dervish literature and ending
with a study of a modern Buddhist work by popular Vietnamese Thiền
Buddhist monk, Thích Nhất Hạnh. We shall consider how the notion of
contemplation and mindfulness is presented and negotiated in the
writings of each of these authors, and whether there are parallels to be
found across histories and cultures. For Unit 2, we will switch gears
and adopt a more contemporary lens, studying mindfulness from the
perspective of modern science. Several recent studies in psychology
and medicine have attempted to place mindfulness and meditation in
conversation with cognition and neuroscience. Our task will be to
better understand how mindfulness is measured, defined, and studied
in these relatively new fields. Finally, in Unit 3 we will study the role of
body and movement in contemplative practice. We will ask why the
body is so critical in ancient yogic wisdom on the mind and what

modern notions of a "flow state" mean, and consider why athletes
such as Bruce Lee and Lebron James understand their physical craft
as intimately connected to a mindful mental state. As we study
mindfulness beyond the mind, we will supplement our studies of texts
with analysis of non-literary and contemporary resources such as the
modern podcast, art, and architecture through visits to the Harvard Art
Museum and contemplative spaces on Harvard's campus. Such
studies will carry over to our capstone project where students will
have the opportunity to explore narrative and writing through the
audio-visual medium. Throughout the course we shall consider how
our history and our present merge in the study of mindfulness, and
what it can disclose of our understanding of human experience.

Attribute Value(s)

Christina Becker
Topic: Reading Museums
Course Notes:

Attribute Value(s)

Patricia Bellanca

Topic: Gothic Fiction
Course Notes:
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,
from 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 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, and visual media--
and to develop your own argument about it in the context of
contemporary critics' ideas.

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Peter Becker

Topic: Slave Narratives
Course Notes:

Attribute Value(s)

Jacob Betz
Topic: Religious Pluralism
Course Notes:
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.

Attribute Value(s)

Peter Becker
Topic: Slave Narratives
Course Notes:

Attribute Value(s)

Collier Brown

Topic: Wastelands
Course Notes:
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?

Attribute Value(s)

Jacob Betz

Topic: Religious Pluralism
Course Notes:

Attribute Value(s)

Willa Brown
Topic: Remembering the Civil War
Course Notes:

Attribute Value(s)

Collier Brown

Topic: Wastelands
Course Notes:

Attribute Value(s)

Matthew Cole
Topic: 1984: Orwell's World and Ours
Course Notes:
Class Notes: When George Orwell wrote 1984, the year that gave the book its title
and setting lay 35 years ahead. Today, it is more than 35 years in the
past, and yet Orwell's prophecies are as relevant as ever. 1984 has
surged to the top of the best-sellers chart three times in the last
decade, always at moments when Orwell's fiction and our reality
seemed eerily similar: in 2013, after Edward Snowden blew the whistle
on the NSA's secret mass surveillance program; in 2017, when a
Trump spokesperson debuted the concept of "alternative facts" to an
incredulous public; and in 2021, following the insurrection at the US
Capitol and then-President Trump's suspension from Facebook and
Twitter. Even if you've never read the book yourself, you've probably
heard – maybe even used – some of its iconic phrases: Big Brother,
Thought Police, doublethink, thoughtcrime, Newspeak, or 2+2=5.
Orwell invented all of this because he wanted to give his readers a
handle on what was happening in the world. Much has changed since
then, including the fall of the totalitarian regimes that inspired the
novel, and yet it seems we still cannot put Orwell's premonitions
behind us.
In this course, we examine the enduring significance of 1984 from

three different angles. In the first unit, we'll grapple with the text itself,
close-reading key passages from the novel and using them to explore
the underappreciated nuances of Orwell's masterpiece. In the second
unit, we'll consider the text in its historical context, drawing evidence
from Orwell's non-fiction writing to add depth and sophistication to our
analysis. In the third unit, we'll consider whether and how Orwell's
novel illuminates our future. You'll have the opportunity to pursue
independent research on key Orwellian themes such as
authoritarianism, post-truth, censorship, and surveillance, in order to
see how the arguments of contemporary scholars and thought leaders
have updated Orwell's insights for the twenty-first century.

Attribute Value(s)

Kelsey Quigley
Topic: Gender & Mental Health
Course Notes:

Attribute Value(s)

Matthew Cole

Course Notes:
Class Notes: When George Orwell wrote 1984, the year that gave the book its title
and setting lay 35 years ahead. Today, it is more than 35 years in the
past, and yet Orwell's prophecies are as relevant as ever. 1984 has
surged to the top of the best-sellers chart three times in the last
decade, always at moments when Orwell's fiction and our reality
seemed eerily similar: in 2013, after Edward Snowden blew the whistle
on the NSA's secret mass surveillance program; in 2017, when a
Trump spokesperson debuted the concept of "alternative facts" to an
incredulous public; and in 2021, following the insurrection at the US
Capitol and then-President Trump's suspension from Facebook and
Twitter. Even if you've never read the book yourself, you've probably
heard – maybe even used – some of its iconic phrases: Big Brother,
Thought Police, doublethink, thoughtcrime, Newspeak, or 2+2=5.
Orwell invented all of this because he wanted to give his readers a
handle on what was happening in the world. Much has changed since
then, including the fall of the totalitarian regimes that inspired the
novel, and yet it seems we still cannot put Orwell's premonitions
behind us.
In this course, we examine the enduring significance of 1984 from
three different angles. In the first unit, we'll grapple with the text itself,
close-reading key passages from the novel and using them to explore
the underappreciated nuances of Orwell's masterpiece. In the second
unit, we'll consider the text in its historical context, drawing evidence
from Orwell's non-fiction writing to add depth and sophistication to our
analysis. In the third unit, we'll consider whether and how Orwell's
novel illuminates our future. You'll have the opportunity to pursue
independent research on key Orwellian themes such as
authoritarianism, post-truth, censorship, and surveillance, in order to
see how the arguments of contemporary scholars and thought leaders
have updated Orwell's insights for the twenty-first century.

Attribute Value(s)

Matthew Cole
Course Notes:

Attribute Value(s)

Alexandra Gold
Topic: Telling Her Story: Narrative,
Course Notes:
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 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 our
contemporary moment by examining how women's stories are narrated
across a variety of media platforms and exploring what impact the
sharing of them can have. Our first unit focuses on literary short
stories by Roxane Gay, Carmen Maria Machado, and Jenny Zhang that
raise questions about women's role in society and intersectionality.
Our second unit engages feminist theory, visual art, and social media
movements like #MeToo and #SayHerName. We'll probe the
relationship between art and activism, considering how–and whether–
art and social media can achieve what Sarah Lewis has termed
"representational justice." Students will develop independent research
papers surrounding these topics. The semester ends with a group
project that asks students to create and present an online social media
channel that synthesizes their various research idea and makes their
knowledge accessible to a public-facing audience.

Attribute Value(s)

Matthew Cole
Course Notes:

Attribute Value(s)

Alexandra Gold
Course Notes:
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 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 our
contemporary moment by examining how women's stories are narrated
across a variety of media platforms and exploring what impact the
sharing of them can have. Our first unit focuses on literary short
stories by Roxane Gay, Carmen Maria Machado, and Jenny Zhang that
raise questions about women's role in society and intersectionality.
Our second unit engages feminist theory, visual art, and social media
movements like #MeToo and #SayHerName. We'll probe the
relationship between art and activism, considering how–and whether–
art and social media can achieve what Sarah Lewis has termed
"representational justice." Students will develop independent research
papers surrounding these topics. The semester ends with a group
project that asks students to create and present an online social media
channel that synthesizes their various research idea and makes their
knowledge accessible to a public-facing audience.

Attribute Value(s)

Peter Gilbert
Topic: Culture and Politics of Inequa
Course Notes:

Attribute Value(s)

Martin Greenup
Topic: Humans, Nature, and the Enviro
Course Notes:
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.

Attribute Value(s)

Peter Gilbert
Topic: Culture and Politics of Inequa
Course Notes:

Attribute Value(s)

Martin Greenup
Topic: Humans, Nature, and the Enviro
Course Notes:
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.

Attribute Value(s)

Alexandra Gold
Course Notes:

Attribute Value(s)

James Herron

Topic: The Ruling Class
Course Notes:
Class Notes: The United States certainly has an upper class, but does it have a
ruling class? And if the U.S. does have a ruling class, how does it rule
in a country that is ostensibly a democracy? In this course we will
examine the identity, politics, and social role of the American upper
class. We'll begin by considering how scholars have variously
conceptualized the upper class: is the upper class defined by money,
power, prestige, pedigree or something else? In unit 1, we will address
the question of whether the so-called ruling class actually rules: is our
putative democracy really under the control of a small group of elites?
In unit 2 we'll turn to the question of elite identities and how the upper
(ruling) class is shaped by elite education (at places like Harvard).
Finally, in unit 3 we'll research how elites understand their privileged
positions in a society that (at least officially) celebrates ideals of
democracy and equality. The course readings are largely drawn from
sociology, anthropology, and history. Some of our main texts are
Shamus Khan's Privilege: The Making of an Adolescent Elite at St.
Paul's School and Rachel Sherman's Uneasy Street: The Anxieties of
Affluence.

Attribute Value(s)

Alexandra Gold
Course Notes:

Attribute Value(s)

Eliza Holmes
Topic: Climate Fictions
Course Notes:
Class Notes: This class will explore art that attempts to respond to the complexities
of global climate change. We are living in a moment where the reality
of massive, human-made global climate change has become
unavoidable. While fires burn in California and coastlines disappear
there have been calls for art that explores and imagines the present
and oncoming disaster, with critics such as Amitav Ghosh asking "
where is the fiction about climate change?" At the same time, many
argue that we already have fiction, art, and poetry about climate
change, while others wonder whether art about climate is all that
important in the face of crisis. Throughout the class we will be asking
questions about representation and imagination: How do we describe
a climate in flux? The negative effects of climate change are inflicted
unevenly. How do people create narratives about environmental loss
and the injustice of this loss? Is "Cli-Fi" a genre and if it is what does
it look like? What does it mean to imagine the end of humanity or the
end of the world, or, as importantly, what does it mean to imagine a
future within or after crisis?
In the first unit we will read poetry by Tommy Pico, and short fiction by
Patricia Lockwood, alongside film and non-fiction that focus on
different everyday experiences of climate change and ask what it
means to observe the climate crisis in the present. How do people
trace something that is often described as spectacular in the everyday
world? In the second section we will turn to works of speculation. We
will be investigating different visions of the future alongside selections

from Rob Nixon's Slow Violence and Kyle Whyte's "Indigenous Climate
Change Studies," in order to ask how speculative fiction can help us to
see both the origins, and the future possibilities, of climate change. In
the final unit we will be breaking the boundaries between these
sections: asking how images and narratives can help us to imagine the
unimaginable in the present and how predictions for the future can
seem to reinscribe the past by turning our attention to films by Hayao
Miyazaki and comics by Richard McGuire. Final research papers will
examine a representation of, or response to, climate change in film,
visual art, or literature.

Attribute Value(s)

Eliza Holmes
Topic: What Do We Talk About When We
Course Notes:

Attribute Value(s)

Eliza Holmes
Topic: Climate Fictions
Course Notes:
Class Notes: This class will explore art that attempts to respond to the complexities
of global climate change. We are living in a moment where the reality
of massive, human-made global climate change has become
unavoidable. While fires burn in California and coastlines disappear
there have been calls for art that explores and imagines the present
and oncoming disaster, with critics such as Amitav Ghosh asking "
where is the fiction about climate change?" At the same time, many
argue that we already have fiction, art, and poetry about climate
change, while others wonder whether art about climate is all that
important in the face of crisis. Throughout the class we will be asking
questions about representation and imagination: How do we describe
a climate in flux? The negative effects of climate change are inflicted
unevenly. How do people create narratives about environmental loss
and the injustice of this loss? Is "Cli-Fi" a genre and if it is what does
it look like? What does it mean to imagine the end of humanity or the
end of the world, or, as importantly, what does it mean to imagine a
future within or after crisis?
In the first unit we will read poetry by Tommy Pico, and short fiction by
Patricia Lockwood, alongside film and non-fiction that focus on
different everyday experiences of climate change and ask what it
means to observe the climate crisis in the present. How do people
trace something that is often described as spectacular in the everyday
world? In the second section we will turn to works of speculation. We
will be investigating different visions of the future alongside selections
from Rob Nixon's Slow Violence and Kyle Whyte's "Indigenous Climate
Change Studies," in order to ask how speculative fiction can help us to
see both the origins, and the future possibilities, of climate change. In
the final unit we will be breaking the boundaries between these
sections: asking how images and narratives can help us to imagine the
unimaginable in the present and how predictions for the future can
seem to reinscribe the past by turning our attention to films by Hayao
Miyazaki and comics by Richard McGuire. Final research papers will
examine a representation of, or response to, climate change in film,
visual art, or literature.

Attribute Value(s)

Eliza Holmes
Topic: What Do We Talk About When We
Course Notes:

Attribute Value(s)

Isabel Lane
Topic: Is It O.K. To Be A Luddite?
Course Notes:
Class Notes: "Is it o.k. to be a luddite?" This is the question that writer Thomas
Pynchon asks us in a 1984 essay of the same name. "And come to
think of it, what is a Luddite, anyway?"
The Oxford English Dictionary tells us that the word has at least two
meanings:
1. A member of an organized band of English mechanics and their

friends, who (1811–16) set themselves to destroy manufacturing
machinery in the midlands and north of England.
2. One who opposes the introduction of new technology, esp. into a
place of work.
As the second definition suggests but doesn't outright say, "luddite" is
typically an uncomplimentary term for someone who is suspicious of
technology and, by extension, progress. This course will ask us to
really consider the question Pynchon poses: is it okay to resist (or
outright reject) technology? And what would it mean for us to do so?
We will approach these questions (and many more!) from the
perspective of cultural analysis, looking at how literature, film, and
visual media reflect humanity's ongoing relationship with—and
struggles against—technology. We will read and write about world-
altering technologies that are difficult to ignore, but we will also
explore the quotidian, the utopian, the obsolete, and the downright
absurd—from Google Earth and cloud seeding to VHS tapes and big
balls of garbage—all the while looking for ways to understand
technologies through the stories we tell about them.

Attribute Value(s)

Richard Martin
Topic: Society and the Witch
Course Notes:

Attribute Value(s)
Richard Martin
Topic: Vampirology
Course Notes:
Class Notes: Do vampires burn when encountering sunlight? Are they malicious
monsters or merely misunderstood? Is vampirism a virus, transmitted
through blood; or is it genetic, passed down generationally? The
answers to these and other questions of vampire lore vary across the
different tales that depict these mythical, mystical figures. In
Vampirology, we trace the evolution of vampire representations and
consider what imaginations of monstrosity reveal about psychological
and social anxieties concerning race, class, gender, and sexuality. We
begin with Anne Rice's novel Interview with the Vampire, a pivotal work
in which a vampire tells his own story from a first-person point of view.
We ask: "How do Rice's vampires resonate with, but also complicate,
classic theories of the monster?" Next, we each choose our own
vampire case study to research. We might look back to Bram Stoker's
classic Dracula (or to Stoker's predecessors, like Polidori or Le Fanu).
We might follow the vampire forward, whether in literature (such as
Octavia Butler's Fledgling or Stephanie Meyer's Twilight saga) or
television (such as Buffy the Vampire Slayer or The Vampire Diaries).
Alternatively, we might take a social scientific approach, examining
historical folkloric evidence or considering a real-world vampire
subculture. In our essays, we analyze how each incarnation of the
vampire draws on prior trope . . . and innovates new ones. Finally, we
each create a pitch for a vampire story of our own, and we make the
case for how our proposed tale might constitute a "next step" in the
depiction of this most fascinating, almost immortal of creatures–the
vampire.

Attribute Value(s)

Ross Martin
Topic: Personhood in U.S. Constitutio
Course Notes:

Attribute Value(s)

Ross Martin
Course Notes:
Class Notes: According to philosopher Thomas Hobbes, the world—including

human behavior—is violent, immoral, and ultimately unjust. Therefore,
societies establish laws to uphold contracts, preserve property, serve
the general welfare, and secure peace. However, a problem arises for
Hobbes: if societies thrive upon arbitrary authority, it is only insofar as
beneficiaries are able and willing to abide by the law. But given that
humans are naturally uncooperative in the Hobbesian worldview,

societies must invent something that recognizes and is in turn
recognized by the law: a "person." As a result, humans, non-human
entities, and corporations can be personated. Jurisprudence
consequently grapples with criteria whereby persons are defined.
While Hobbes is not the architect of the U.S. Constitution, his influence
on the issue of personhood is most apparent when we ask, "who are
the 'we' in 'we the people?'" What counts as a person? No question is
more urgent in the course of events than when personhood is defined
by the U.S. Supreme Court. From Dred Scott v. Sandford to Loving v.
Virginia, from Roe v. Wade to Dobbs v. Jackson Women's Health
Organization, this course explores numerous landmark decisions that
have made and unmade people.
We begin in the first unit by investigating how personhood figures into
the history of slavery and segregation in the U.S. After finding how that
legacy is tied to citizenship, our ongoing conversation on due process,
equal protection, and ordered liberty expands in the second unit to
include discussions about ethnocentrism and sexism. Finally, in the
third unit, we examine reproductive rights through highlighting a range
of controversial subjects from sterilization to abortion. While we will
collectively read philosophical, scientific, and sociological articles in
addition to judicial decisions, students are invited to pursue related
topics and various interdisciplinary approaches in preparation for their
independent research essays.

Attribute Value(s)

Ross Martin
Course Notes:

Attribute Value(s)

Ross Martin
Course Notes:
Class Notes: According to philosopher Thomas Hobbes, the world—including

human behavior—is violent, immoral, and ultimately unjust. Therefore,
societies establish laws to uphold contracts, preserve property, serve
the general welfare, and secure peace. However, a problem arises for
Hobbes: if societies thrive upon arbitrary authority, it is only insofar as
beneficiaries are able and willing to abide by the law. But given that
humans are naturally uncooperative in the Hobbesian worldview,
societies must invent something that recognizes and is in turn
recognized by the law: a "person." As a result, humans, non-human
entities, and corporations can be personated. Jurisprudence
consequently grapples with criteria whereby persons are defined.
While Hobbes is not the architect of the U.S. Constitution, his influence
on the issue of personhood is most apparent when we ask, "who are
the 'we' in 'we the people?'" What counts as a person? No question is
more urgent in the course of events than when personhood is defined
by the U.S. Supreme Court. From Dred Scott v. Sandford to Loving v.
Virginia, from Roe v. Wade to Dobbs v. Jackson Women's Health
Organization, this course explores numerous landmark decisions that
have made and unmade people.
We begin in the first unit by investigating how personhood figures into
the history of slavery and segregation in the U.S. After finding how that
legacy is tied to citizenship, our ongoing conversation on due process,
equal protection, and ordered liberty expands in the second unit to
include discussions about ethnocentrism and sexism. Finally, in the
third unit, we examine reproductive rights through highlighting a range
of controversial subjects from sterilization to abortion. While we will
collectively read philosophical, scientific, and sociological articles in

addition to judicial decisions, students are invited to pursue related
topics and various interdisciplinary approaches in preparation for their
independent research essays.

Attribute Value(s)

Keating McKeon
Topic: More Than a Game
Course Notes:

Attribute Value(s)

Keating McKeon

Course Notes:
Class Notes: "Shut up and dribble," snarled a broadcaster when basketball star
LeBron James voiced concerns about the competence of then-
President Trump in 2018. The message was clear: sports and politics
don't mix. In fact, as we will find across various media this semester,
few things in the past century have been as closely intertwined. At the
same time, the relationship often appears lopsided. Politicians show
little hesitation to wade into issues pertaining to athletics, but
athletes—like LeBron James himself—are discouraged from anything
resembling an opinion on matters with a wider societal bearing.
Through units navigating the NFL's suppression of concussion
science, the complex relationship of race to American sports culture,
and the political dynamics of consequential events within the sporting
world, we will consider the following questions: what makes the world
of sports such a significant setting for political activism? What
authority lies in the manipulation of athletic culture by politicians? In
what ways do athletes become avatars of their cultural moment, and
can they ever really exist "above the fray"?

Attribute Value(s)

Keating McKeon
Course Notes:

Attribute Value(s)

Keating McKeon
Course Notes:
Class Notes: "Shut up and dribble," snarled a broadcaster when basketball star
LeBron James voiced concerns about the competence of then-
President Trump in 2018. The message was clear: sports and politics
don't mix. In fact, as we will find across various media this semester,
few things in the past century have been as closely intertwined. At the
same time, the relationship often appears lopsided. Politicians show
little hesitation to wade into issues pertaining to athletics, but
athletes—like LeBron James himself—are discouraged from anything
resembling an opinion on matters with a wider societal bearing.
Through units navigating the NFL's suppression of concussion
science, the complex relationship of race to American sports culture,
and the political dynamics of consequential events within the sporting
world, we will consider the following questions: what makes the world
of sports such a significant setting for political activism? What
authority lies in the manipulation of athletic culture by politicians? In
what ways do athletes become avatars of their cultural moment, and
can they ever really exist "above the fray"?

Attribute Value(s)

Rachel Meyer
Topic: Work: Culture, Power, and Cont
Course Notes:

Attribute Value(s)

Rachel Meyer
Topic: Work: Culture, Power, and Cont
Course Notes:
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, bankers on Wall Street, and gig workers? 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)

Courtney Miller
Topic: Domestic Labor
Course Notes:

Attribute Value(s)

Shannon Monaghan
Topic: "Noncombatants": The Home Fron
Course Notes:
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.

Attribute Value(s)

Courtney Miller
Topic: Domestic Labor
Course Notes:

Attribute Value(s)

Shannon Monaghan
Topic: "Noncombatants": The Home Fron
Course Notes:
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.

Attribute Value(s)

David Nee
Topic: Family Trees and Family Sagas
Course Notes:

Attribute Value(s)


Ryan Napier
Topic: Austen and Us
Course Notes:
Class Notes: In this class, we'll look at the work of Jane Austen and its afterlives.
Relatively obscure in her lifetime, Austen wrote about a narrow
subject: marriage and manners in provincial England at the turn of the
nineteenth century. Two hundred years after her death, however,
Austen's novels are read and discussed by millions across the globe,
adapted for film and television, and obsessed over by fans. Though
much has changed since Austen's time, her work remains relevant: we
reimagine her stories in present-day settings and debate whether she
was a radical or a conservative, a champion of feminism or a defender
of patriarchy, a critic of colonialism or an apologist for empire. Why
does Austen still speak to us? What makes her work endure, and what
happens when we adapt it? What can her novels tell us about the
issues—such as inequality and gender—that shape our world?
We'll explore these questions while reading and writing about
literature, film, and criticism. We'll begin with one of Austen's
masterpieces, Emma, a brilliant comedy of misunderstandings that
features some of Austen's most interesting uses of irony and
perspective and asks fundamental questions about love, class, and
women's roles. Next, we'll turn to two contemporary adaptations of
Emma—1995's Clueless, which transplants Austen's novel to Beverly
Hills, and 2020's stylish Emma—to think about how filmmakers
transform literature into a visual medium and adjust their source
material for a modern audience. To conclude, you'll have the chance to
identify an Austen-related topic that interests you and explore it in a
research essay.

Attribute Value(s)

David Nee
Course Notes:

Attribute Value(s)

Ryan Napier
Course Notes:
Class Notes: In this class, we'll look at the work of Jane Austen and its afterlives.
Relatively obscure in her lifetime, Austen wrote about a narrow
subject: marriage and manners in provincial England at the turn of the
nineteenth century. Two hundred years after her death, however,

Austen's novels are read and discussed by millions across the globe,
adapted for film and television, and obsessed over by fans. Though
much has changed since Austen's time, her work remains relevant: we
reimagine her stories in present-day settings and debate whether she
was a radical or a conservative, a champion of feminism or a defender
of patriarchy, a critic of colonialism or an apologist for empire. Why
does Austen still speak to us? What makes her work endure, and what
happens when we adapt it? What can her novels tell us about the
issues—such as inequality and gender—that shape our world?
We'll explore these questions while reading and writing about
literature, film, and criticism. We'll begin with one of Austen's
masterpieces, Emma, a brilliant comedy of misunderstandings that
features some of Austen's most interesting uses of irony and
perspective and asks fundamental questions about love, class, and
women's roles. Next, we'll turn to two contemporary adaptations of
Emma—1995's Clueless, which transplants Austen's novel to Beverly
Hills, and 2020's stylish Emma—to think about how filmmakers
transform literature into a visual medium and adjust their source
material for a modern audience. To conclude, you'll have the chance to
identify an Austen-related topic that interests you and explore it in a
research essay.

Attribute Value(s)

Jen Nguyen
Topic: Friendship
Course Notes:

Attribute Value(s)

David Nee
Course Notes:
Class Notes: In the age of Ancestry.com and 23andMe, we all have instant access to
a wealth of information about our family histories. Census data, birth
and death records, and other sources essential to genealogical
research have become vastly more accessible. At the same time,
genetic testing has opened up a radically new way to learn about our
past—though scientists are still debating what exactly DNA evidence
can tell us about our distant forebears. Yet all this information newly at
our fingertips means little until shaped into a story of some kind. So
how do the facts of ancestry combine with the art of narrative? How do
stories about our ancestors affect our sense of who we are as
individuals? What happens when new knowledge about our ancestry
disrupts the story we had previously told ourselves? And how do
family histories intertwine with the great events of History itself, with
wars and revolutions, religious persecutions, mass migrations, and
legacies of enslavement and colonization?
This course is about ancestral stories and how those stories
contribute to our sense of self. We begin by interpreting a classic
example of family history raised to the level of art: The Saga of the
People of Laxardal, one of the so-called "family sagas" composed by
Viking Age Icelanders. In our second unit, we shift focus to the modern
era, in order to think about how the technology of photography, and
the genre of the family photograph, have changed the practice of
family history, and influenced the transmission of collective memory.
Finally, in the third unit, students choose a modern "family saga"— a
movie, TV series, work of fiction or memoir——and craft an argument
about what that work reveals about the significance of family stories in
contemporary society.

Attribute Value(s)

Jen Nguyen
Topic: Friendship
Course Notes:

Attribute Value(s)

David Nee
Course Notes:
Class Notes: In the age of Ancestry.com and 23andMe, we all have instant access to
a wealth of information about our family histories. Census data, birth
and death records, and other sources essential to genealogical

research have become vastly more accessible. At the same time,
genetic testing has opened up a radically new way to learn about our
past—though scientists are still debating what exactly DNA evidence
can tell us about our distant forebears. Yet all this information newly at
our fingertips means little until shaped into a story of some kind. So
how do the facts of ancestry combine with the art of narrative? How do
stories about our ancestors affect our sense of who we are as
individuals? What happens when new knowledge about our ancestry
disrupts the story we had previously told ourselves? And how do
family histories intertwine with the great events of History itself, with
wars and revolutions, religious persecutions, mass migrations, and
legacies of enslavement and colonization?
This course is about ancestral stories and how those stories
contribute to our sense of self. We begin by interpreting a classic
example of family history raised to the level of art: The Saga of the
People of Laxardal, one of the so-called "family sagas" composed by
Viking Age Icelanders. In our second unit, we shift focus to the modern
era, in order to think about how the technology of photography, and
the genre of the family photograph, have changed the practice of
family history, and influenced the transmission of collective memory.
Finally, in the third unit, students choose a modern "family saga"— a
movie, TV series, work of fiction or memoir——and craft an argument
about what that work reveals about the significance of family stories in
contemporary society.

Attribute Value(s)

Brian Pietras
Topic: The Politics of Nostalgia
Course Notes:

Attribute Value(s)

Jen Nguyen
Topic: Friendship
Course Notes:
Class Notes: Would a real friend help you hide a body? Is our tendency to see our
friends under the best possible light an admirable act of kindness or a
pernicious prejudice? What makes someone a friend in the first place?
Philosophers since Aristotle (circa 384-322 B.C.E.) have been wrestling
with these questions, and in doing so, they have added crucial details,
distinctions, and depth to our understanding of friendship. In this
class, we will join this conversation by considering key claims that
philosophers have made about friendship. We begin our journey by
studying Aristotle's foundational question of what makes someone a
friend. Next, we examine the bright side of friendship by considering a
possible benefit of having friends—self-knowledge. Some
philosophers like Aristotle argue that one distinctive benefit of having
friends is that they give us precious self- knowledge; other
philosophers like Nietzsche (1844-1900) doubt that self-knowledge is
the good we unreflectively think it is and that even if it is, it is not what
makes our friendships valuable. In the final unit of the course, we
consider the dark side of friendship as we research contemporary
issues about the dangers of friendship. Students will have the
opportunity to choose their own cases as they attempt to answer
whether friendship can be harmful.

Attribute Value(s)
Brian Pietras
Topic: The Politics of Nostalgia
Course Notes:

Attribute Value(s)

Jen Nguyen
Topic: Friendship
Course Notes:
Class Notes: Would a real friend help you hide a body? Is our tendency to see our
friends under the best possible light an admirable act of kindness or a
pernicious prejudice? What makes someone a friend in the first place?
Philosophers since Aristotle (circa 384-322 B.C.E.) have been wrestling
with these questions, and in doing so, they have added crucial details,
distinctions, and depth to our understanding of friendship. In this

class, we will join this conversation by considering key claims that
philosophers have made about friendship. We begin our journey by
studying Aristotle's foundational question of what makes someone a
friend. Next, we examine the bright side of friendship by considering a
possible benefit of having friends—self-knowledge. Some
philosophers like Aristotle argue that one distinctive benefit of having
friends is that they give us precious self- knowledge; other
philosophers like Nietzsche (1844-1900) doubt that self-knowledge is
the good we unreflectively think it is and that even if it is, it is not what
makes our friendships valuable. In the final unit of the course, we
consider the dark side of friendship as we research contemporary
issues about the dangers of friendship. Students will have the
opportunity to choose their own cases as they attempt to answer
whether friendship can be harmful.

Attribute Value(s)

Emilie Raymer
Topic: Engineering Life
Course Notes:

Attribute Value(s)

Brian Pietras
Topic: Inventing the Queer Past
Course Notes:
Class Notes: From Brokeback Mountain to the National Book Award-winning novel
Last Night at the Telegraph Club to FX's Emmy-winning television
series Pose, the last few decades have seen an explosion in what we
might call "queer historical fiction": stories set in the past that center
LGBTQ+ protagonists. In this course, we explore what's at stake in
fictional portrayals of America's queer past—particularly given that,
until very recently, queer people were routinely written out of American
history. Can fiction and imagination help to recover communities
erased from the historical record? What gets lost when queer histories
are invented instead of being reconstructed through archival
research? And how do changing understandings of LGBTQ+ history
impact how it is represented in the work of queer writers, filmmakers,
and artists?
In our first unit, we will closely examine Audre Lorde's Zami: A New
Spelling of My Name, a "biomythography" that combines memoir and
myth to capture Lorde's experiences as a young Black lesbian growing
up in 1940s Harlem. In our second unit, we will use film theory to
analyze Far from Heaven and Carol, two recent movies about gay and
lesbian characters trying to survive the systemic homophobia of the
1950s. In our final unit, students will make a researched argument
about a queer historical fiction of their choice; options include novels
by Virginia Woolf, Monique Truong, and Sarah Waters, and the films
Call Me By Your Name, Desert Hearts, and Moonlight.

Attribute Value(s)

Emilie Raymer
Topic: Engineering Life
Course Notes:

Attribute Value(s)

Brian Pietras
Topic: Inventing the Queer Past
Course Notes:
Class Notes: From Brokeback Mountain to the National Book Award-winning novel
Last Night at the Telegraph Club to FX's Emmy-winning television
series Pose, the last few decades have seen an explosion in what we
might call "queer historical fiction": stories set in the past that center
LGBTQ+ protagonists. In this course, we explore what's at stake in
fictional portrayals of America's queer past—particularly given that,
until very recently, queer people were routinely written out of American
history. Can fiction and imagination help to recover communities
erased from the historical record? What gets lost when queer histories
are invented instead of being reconstructed through archival
research? And how do changing understandings of LGBTQ+ history
impact how it is represented in the work of queer writers, filmmakers,
and artists?
In our first unit, we will closely examine Audre Lorde's Zami: A New
Spelling of My Name, a "biomythography" that combines memoir and
myth to capture Lorde's experiences as a young Black lesbian growing
up in 1940s Harlem. In our second unit, we will use film theory to
analyze Far from Heaven and Carol, two recent movies about gay and
lesbian characters trying to survive the systemic homophobia of the
1950s. In our final unit, students will make a researched argument
about a queer historical fiction of their choice; options include novels
by Virginia Woolf, Monique Truong, and Sarah Waters, and the films
Call Me By Your Name, Desert Hearts, and Moonlight.

Attribute Value(s)

Hannah Rosefield
Topic: American Money
Course Notes:

Attribute Value(s)

Kelsey Quigley
Course Notes:
Class Notes: This course will consider the complex questions that emerge where
gender and mental health meet. We will take an interdisciplinary
approach to tackling these questions, drawing on work in clinical
psychology, social theory, feminist and historical analyses of clinical
science, and primary source historical documents. After developing a
foundational understanding of the constructs of gender and mental
health, we will consider their intersection, asking how gender leads to
illness. We will read and evaluate competing theories about the relative
import of biological sex differences; gender norms and socialization;
gender-based inequities, stressors, and trauma; and over-
pathologizing women and gender-expansive individuals. In the second
unit, we will investigate clinicians' past and current methods of
assessing patient distress and impairment and explaining how that
distress or impairment developed and what maintains it. To inform our
investigation, we will pair historical records of female patients who
reported abuse, focusing on Freud's case studies of hysteria, with
more current theoretical frameworks for understanding similar
symptoms and experiences. Throughout this unit, we will think about
how our ideas about assessment, patient credibility, clinician
expertise, and case conceptualization have endured or evolved since
the establishment of the field of psychology. We will end by asking
what history can teach us about conducting clinical science in a
patriarchal but post-binary world. We will consider, for example, how
historical treatment of women's trauma informs the #MeToo movement
and how clinical science and practice might adjust to better study and
serve gender-expansive individuals.

Attribute Value(s)

Ben Roth
Topic: Civil and Uncivil Disobedience
Course Notes:

Attribute Value(s)

Kelsey Quigley
Course Notes:
Class Notes: This course will consider the complex questions that emerge where
gender and mental health meet. We will take an interdisciplinary
approach to tackling these questions, drawing on work in clinical
psychology, social theory, feminist and historical analyses of clinical
science, and primary source historical documents. After developing a
foundational understanding of the constructs of gender and mental
health, we will consider their intersection, asking how gender leads to
illness. We will read and evaluate competing theories about the relative

import of biological sex differences; gender norms and socialization;
gender-based inequities, stressors, and trauma; and over-
pathologizing women and gender-expansive individuals. In the second
unit, we will investigate clinicians' past and current methods of
assessing patient distress and impairment and explaining how that
distress or impairment developed and what maintains it. To inform our
investigation, we will pair historical records of female patients who
reported abuse, focusing on Freud's case studies of hysteria, with
more current theoretical frameworks for understanding similar
symptoms and experiences. Throughout this unit, we will think about
how our ideas about assessment, patient credibility, clinician
expertise, and case conceptualization have endured or evolved since
the establishment of the field of psychology. We will end by asking
what history can teach us about conducting clinical science in a
patriarchal but post-binary world. We will consider, for example, how
historical treatment of women's trauma informs the #MeToo movement
and how clinical science and practice might adjust to better study and
serve gender-expansive individuals.

Attribute Value(s)

Erin Routon
Topic: Immigration and Incarceration
Course Notes:

Attribute Value(s)

Emilie Raymer
Topic: Frontiers of Biomedicine
Course Notes:
Class Notes: Scholars have estimated that medical knowledge now doubles every
73 days. Among recent advancements are increasingly sophisticated
stem- and t-cell therapies, new pharmaceuticals that more effectively
treat HIV, tuberculosis, and muscular dystrophy, wearable "smart
devices," and more precise genetic tests. But while these and other
innovations hold much promise, some also present institutional,
epistemological, and ethical challenges. Practitioners and educators
are faced with having to "assimilate and apply" a rapidly growing body
of knowledge. And some also have suggested that our expanding
corpus requires new models of teaching and organization.
Still others have expressed concerns about what may occur when
"science moves faster than moral understanding." Therapeutics,
vaccines, and targeted treatments undeniably have the potential to
help millions—but what may happen, for instance, if we apply our
garnered and future innovations to try to make ourselves "better than
well"? And how do we define and draw this line? Harvard political
philosopher Michael Sandel interrogates these questions in his
Atlantic article "The Case Against Perfection," and using his piece as a
focal point of the unit, we will explore these queries in our first essay
as well related questions raised by scholars and medical experts. In
the second unit we turn to additional challenges. Surgeon and writer
Atul Gawande has argued that in our present system, words like
"respond" and "long term" dominate conversations, treatment plans,
and spending priorities, but that we, to our detriment, have lost sight of
our own mortality. Among the questions that his work raises are: how
do we combine our justified faith in "modern scientific capability" with
the realities of aging, disease, and death? And is there perhaps a
better way of designing healthcare, as well as medical policies? We
will explore these questions in our second essay and will read
Gawande's Being Mortal alongside works from historians, novelists,
and biochemists. For the third and final unit, students will devise a
research project and will deliver a short presentation about their
findings to the class.

Attribute Value(s)

Erin Routon
Course Notes:

Attribute Value(s)

Emilie Raymer
Topic: Frontiers of Biomedicine
Course Notes:

Class Notes: Scholars have estimated that medical knowledge now doubles every
73 days. Among recent advancements are increasingly sophisticated
stem- and t-cell therapies, new pharmaceuticals that more effectively
treat HIV, tuberculosis, and muscular dystrophy, wearable "smart
devices," and more precise genetic tests. But while these and other
innovations hold much promise, some also present institutional,
epistemological, and ethical challenges. Practitioners and educators
are faced with having to "assimilate and apply" a rapidly growing body
of knowledge. And some also have suggested that our expanding
corpus requires new models of teaching and organization.
Still others have expressed concerns about what may occur when
"science moves faster than moral understanding." Therapeutics,
vaccines, and targeted treatments undeniably have the potential to
help millions—but what may happen, for instance, if we apply our
garnered and future innovations to try to make ourselves "better than
well"? And how do we define and draw this line? Harvard political
philosopher Michael Sandel interrogates these questions in his
Atlantic article "The Case Against Perfection," and using his piece as a
focal point of the unit, we will explore these queries in our first essay
as well related questions raised by scholars and medical experts. In
the second unit we turn to additional challenges. Surgeon and writer
Atul Gawande has argued that in our present system, words like
"respond" and "long term" dominate conversations, treatment plans,
and spending priorities, but that we, to our detriment, have lost sight of
our own mortality. Among the questions that his work raises are: how
do we combine our justified faith in "modern scientific capability" with
the realities of aging, disease, and death? And is there perhaps a
better way of designing healthcare, as well as medical policies? We
will explore these questions in our second essay and will read
Gawande's Being Mortal alongside works from historians, novelists,
and biochemists. For the third and final unit, students will devise a
research project and will deliver a short presentation about their
findings to the class.

Attribute Value(s)

Sparsha Saha

Topic: Animals and Politics
Course Notes:

Attribute Value(s)

Hannah Rosefield
Topic: American Money
Course Notes:
Class Notes: Money is famously difficult to talk about: too awkward, too divisive, too
complicated, too abstract, too personal. In this course, we look at how
contemporary American writers, philosophers and filmmakers have
chosen to talk about money, and how these conversations involve
questions of class, justice, work, race and gender. In the first unit of
the course, students will watch the 2015 film The Big Short and read a
sociological analysis of Wall Street culture in order to explore how the
film portrays the values and practices of the financial industry. Unit
Two focuses on arguments made by contemporary philosophers and
journalists about how individuals and governments should spend their
money in order to reflect their values and create a just and healthy
world: readings will include Ta-Nehisi Coates's article "The Case for
Reparations", Silvia Federici's manifesto "Wages Against Housework"
and excerpts from Michael Sandel's What Money Can't Buy. We will
ask questions such as: What is money? How do we decide what
monetary value to place upon love, or a nation's racist history, or body

parts—and is there anything that should not have a price put on it?
How does money interact with race, class and gender in the United
States, and how does it mediate our personal relationships? The final
unit of the course presents students with a selection of recent films
that raise questions about the relationship between money, work and
gender. Focusing on one of the suggested films, students will
undertake their own research to make an original argument in
conversation with the work of other scholars.

Attribute Value(s)

Adam Scheffler
Topic: The Underworld
Course Notes:

Attribute Value(s)

Erin Routon

Course Notes:
Class Notes: The course aims to answer a series of questions fundamental to an

understanding of the nation: What role have the fences and bars of
carceral facilities—including jails, prisons, detention centers, and
concentration camps—played in American immigration? Furthermore,
what role do such places play in the stories Americans tell themselves
about immigration? This course examines both the historical and
contemporary significance of migrant incarceration, broadly
construed, in the U.S.: from the 'processing' and interrogation of new
migrants at Ellis Island and Angel Island to forced encampment of
primarily Japanese Americans during World War II to the present-day
detention of undocumented migrants and asylum-seekers. Throughout
the course, students will consider larger questions about American
immigration and traditions of incarceration: In speaking about these
subjects, how, and why, do words matter? How does one shed light on
experiences and spaces that are intentionally obscured? And finally, is
the incarceration of migrants in America an exceptional practice, or is
it the norm? In responding to these questions, we will look at a variety
of representations, from poetry to the graphic memoirs of Miné Okubo
and George Takei to the federally-impounded photography of Dorothea
Lange and ethnographic observations of contemporary detention.

Attribute Value(s)

Adam Scheffler

Course Notes:

Attribute Value(s)

Erin Routon
Course Notes:
Class Notes: The course aims to answer a series of questions fundamental to an

understanding of the nation: What role have the fences and bars of
carceral facilities—including jails, prisons, detention centers, and
concentration camps—played in American immigration? Furthermore,
what role do such places play in the stories Americans tell themselves
about immigration? This course examines both the historical and
contemporary significance of migrant incarceration, broadly
construed, in the U.S.: from the 'processing' and interrogation of new
migrants at Ellis Island and Angel Island to forced encampment of
primarily Japanese Americans during World War II to the present-day
detention of undocumented migrants and asylum-seekers. Throughout
the course, students will consider larger questions about American
immigration and traditions of incarceration: In speaking about these
subjects, how, and why, do words matter? How does one shed light on
experiences and spaces that are intentionally obscured? And finally, is
the incarceration of migrants in America an exceptional practice, or is
it the norm? In responding to these questions, we will look at a variety
of representations, from poetry to the graphic memoirs of Miné Okubo
and George Takei to the federally-impounded photography of Dorothea
Lange and ethnographic observations of contemporary detention.

Attribute Value(s)

Ian Shank
Topic: The Art of the Con
Course Notes:

Attribute Value(s)

Sparsha Saha
Course Notes:

Class Notes: Nonhuman animals play a major role in the lives of human animals.
Yet, their contribution and impact is often ignored or understudied due
to anthropocentric norms that are embedded in human systems and
institutions. This course is an introduction to animals and politics
through an interdisciplinary lens, drawing on political science,
psychology, philosophy, sociology, and environmental science. In the
course, we ask several questions. Why should humans care about
animals and their wellbeing? How are (prejudicial) attitudes toward
animals related to prejudicial attitudes toward humans (racism,
sexism, homophobia…etc.,)? What is animal agriculture's impact on
the environment, and why have politicians failed to put this issue on
the agenda? How is our relationship to animals central to
understanding the causes and likelihood of pandemics like COVID-19?
Is there an alternative to anthropocentrism in politics and society? In
Unit 1, we begin by thinking through several prominent theorists'
arguments about how and when humans should care about the
wellbeing of animals. Should animals have rights? In this unit, you will
also have a chance to interview friends and family members to gain an
understanding of different perspectives on this question in your
immediate and nearest 'community.' In the next unit, we turn our
attention to four different areas that intersect with animals: the
environment, health and pandemics, prejudicial attitudes (racism,
sexism, homophobia…etc.,), and political candidate evaluations.
Students will have the opportunity to write an original research paper
based on their own interests. Since even most disciplines and
subfields are anthropocentric, there are many research questions that
might benefit from 'bringing the animal in.' The semester will wrap up
with a team-based capstone project that is presented to our
community partner for the course. Based on your individual work in
your research papers, the capstone project asks you to synthesize that
work (within your team) to unlock your team's message to the world
within a medium that YOU define (poster, art, social movement,
website…etc.,). What do you want the world to know about the
collective research your team has done? You will also write a blog (500
words or 1000 words depending on whether you opt to write this as a
team or individually) that you will pitch to an online journal or
informational website of your choice.

Attribute Value(s)

Ian Shank

Course Notes:

Attribute Value(s)

Sparsha Saha
Course Notes:
Class Notes: Nonhuman animals play a major role in the lives of human animals.
Yet, their contribution and impact is often ignored or understudied due
to anthropocentric norms that are embedded in human systems and
institutions. This course is an introduction to animals and politics
through an interdisciplinary lens, drawing on political science,
psychology, philosophy, sociology, and environmental science. In the
course, we ask several questions. Why should humans care about
animals and their wellbeing? How are (prejudicial) attitudes toward
animals related to prejudicial attitudes toward humans (racism,
sexism, homophobia…etc.,)? What is animal agriculture's impact on
the environment, and why have politicians failed to put this issue on
the agenda? How is our relationship to animals central to
understanding the causes and likelihood of pandemics like COVID-19?
Is there an alternative to anthropocentrism in politics and society? In

Unit 1, we begin by thinking through several prominent theorists'
arguments about how and when humans should care about the
wellbeing of animals. Should animals have rights? In this unit, you will
also have a chance to interview friends and family members to gain an
understanding of different perspectives on this question in your
immediate and nearest 'community.' In the next unit, we turn our
attention to four different areas that intersect with animals: the
environment, health and pandemics, prejudicial attitudes (racism,
sexism, homophobia…etc.,), and political candidate evaluations.
Students will have the opportunity to write an original research paper
based on their own interests. Since even most disciplines and
subfields are anthropocentric, there are many research questions that
might benefit from 'bringing the animal in.' The semester will wrap up
with a team-based capstone project that is presented to our
community partner for the course. Based on your individual work in
your research papers, the capstone project asks you to synthesize that
work (within your team) to unlock your team's message to the world
within a medium that YOU define (poster, art, social movement,
website…etc.,). What do you want the world to know about the
collective research your team has done? You will also write a blog (500
words or 1000 words depending on whether you opt to write this as a
team or individually) that you will pitch to an online journal or
informational website of your choice.

Attribute Value(s)

Gillian Sinnott
Topic: Privacy and Surveillance
Course Notes:

Attribute Value(s)

John Sampson
Topic: Declarations of Independence
Course Notes:
Class Notes: The Declaration of Independence is one of the most recognizable and
enduring documents in U.S. history. No matter how familiar and often
quoted phrases like "life, liberty, and the pursuit of happiness" may be,
there is a strangeness and uncertainty surrounding the document's
core gesture. While a formal declaration of independence suggests
that political separation can be achieved by writing and signing a
declarative statement, the American Declaration is not entirely clear on
this point. Is independence from Britain a fact being reported upon, or
is it an act being performed by the document itself? Can it be both?
Thomas Jefferson's masterful style may have helped to sweep such
rhetorical uncertainties under the rug—along with the unparalleled
hypocrisy of a slave owner declaring that "all men are created equal."
Despite its paradoxes and flaws in the original, the Declaration has had
a powerful afterlife. It has taken on mythic status in the U.S. thanks to
the July 4 holiday and countless references in politics and popular
culture. Revolutionary groups from around the world continue to use
Jefferson's original as a model to declare independence from
oppressive regimes of power. This seminar will explore the many
questions and concerns raised by the American Declaration before
expanding our frame of reference to consider how it has been
reimagined in other times, contexts, and mediums.
In the first unit, we'll pay close attention to the language and structure
of Jefferson's Declaration. We will discuss how certain keywords,
ideas, or concepts disrupt the colonists' intended purpose and raise
questions that the final version does not or cannot resolve. In the
second unit, we will turn to the Haitian Revolution, a twelve-year
movement that saw the onetime French colony challenge the ongoing

institution of slavery in the empire before triumphantly declaring
independence in 1804. By comparing the Haitian Declaration of
Independence with products of the American and French revolutions,
we will discuss how the declaration genre evolved when it dropped the
pretense of declaring the natural rights of "man" and forcefully
confronted the brutal facts of slavery in so-called democratic societies.
In the final unit, you will research and analyze myth-making
representations of the American Declaration in literature, film,
television, theater, poetry, or painting.

Attribute Value(s)

Gillian Sinnott
Course Notes:

Attribute Value(s)

John Sampson

Topic: Declarations of Independence
Course Notes:
Class Notes: The Declaration of Independence is one of the most recognizable and
enduring documents in U.S. history. No matter how familiar and often
quoted phrases like "life, liberty, and the pursuit of happiness" may be,
there is a strangeness and uncertainty surrounding the document's
core gesture. While a formal declaration of independence suggests
that political separation can be achieved by writing and signing a
declarative statement, the American Declaration is not entirely clear on
this point. Is independence from Britain a fact being reported upon, or
is it an act being performed by the document itself? Can it be both?
Thomas Jefferson's masterful style may have helped to sweep such
rhetorical uncertainties under the rug—along with the unparalleled
hypocrisy of a slave owner declaring that "all men are created equal."
Despite its paradoxes and flaws in the original, the Declaration has had
a powerful afterlife. It has taken on mythic status in the U.S. thanks to
the July 4 holiday and countless references in politics and popular
culture. Revolutionary groups from around the world continue to use
Jefferson's original as a model to declare independence from
oppressive regimes of power. This seminar will explore the many
questions and concerns raised by the American Declaration before
expanding our frame of reference to consider how it has been
reimagined in other times, contexts, and mediums.
In the first unit, we'll pay close attention to the language and structure
of Jefferson's Declaration. We will discuss how certain keywords,
ideas, or concepts disrupt the colonists' intended purpose and raise
questions that the final version does not or cannot resolve. In the
second unit, we will turn to the Haitian Revolution, a twelve-year
movement that saw the onetime French colony challenge the ongoing
institution of slavery in the empire before triumphantly declaring
independence in 1804. By comparing the Haitian Declaration of
Independence with products of the American and French revolutions,
we will discuss how the declaration genre evolved when it dropped the
pretense of declaring the natural rights of "man" and forcefully
confronted the brutal facts of slavery in so-called democratic societies.
In the final unit, you will research and analyze myth-making
representations of the American Declaration in literature, film,
television, theater, poetry, or painting.

Attribute Value(s)


Julia Tejblum
Topic: Truth Claims in a Post-Truth W
Course Notes:

Attribute Value(s)

Adam Scheffler
Course Notes:
Class Notes: I'm fascinated by the topic of hell because it provides us with a vivid
dramatization of and way of thinking about our fear of death. But I'm
also fascinated with it because it sparks conversations about
suffering, empathy, justice, and punishment. The idea that certain

people deserve to be punished forever is an appealing one to human
beings, especially when we are confronted with others who have
committed terrible acts. But it's an idea that's troubling and has always
been challenged. Even some major Christian theologians (e.g. Origen)
thought that the damned should eventually get to leave hell behind,
and Christian writers like Dante were, in spite of themselves,
compelled to pity the damned. This issue then leads into contemporary
secular debates about whether there are cases in which people should
be blackballed from society or put in prison for life (a version of hell),
or whether rehabilitation should be the goal.
Hell also often produces empathy for the people who suffer there – just
as it did for Dante. And as theorist Rachel Falconer points out, in
modern times, when people who are suffering – from mental illness,
from homelessness, from cancer or from any other grievous problem –
say they are 'in hell,' they don't mean that they think they deserve to be
there. Rather, they're simply trying to find language that's up to the
task of expressing how much pain they are in. Hence, as we'll discuss,
though hell is in and of itself a concept full of violence and terror, in
modern secular culture it often becomes a means of accessing
empathy – of giving us the tools to do a slightly better job of
imagining how much other people suffer, and in this way, strangely,
the concept of hell becomes deeply humane.
There are many other things I find fascinating about this subject. I love
how flexible the concept of hell is and how many different imaginative
forms, genres, and mediums it turns up in from poetry, novels, films,
and paintings, to science fiction, TV, heavy metal, musicals, music
videos, comic books, and videogames. Hell texts then provide the
opportunity to practice thinking as seriously about popular media as
one might do about art or literary texts. I also value how the idea of hell
gives us an opportunity to see how imagination need not be a means
of escapism, but can actually be a means of facing the real world more
fully. Along those lines, for the final paper in this class, students pick a
vivid imagining of hell in a contemporary text, and then demonstrate
how hell in that text is a metaphor for and means of grappling with a
particular real-world problem (like global warming or corrupt law
firms).

Attribute Value(s)

Hudson Vincent

Topic: Are Prisons Obsolete?
Course Notes:

Attribute Value(s)

Adam Scheffler
Course Notes:
Class Notes: I'm fascinated by the topic of hell because it provides us with a vivid
dramatization of and way of thinking about our fear of death. But I'm
also fascinated with it because it sparks conversations about
suffering, empathy, justice, and punishment. The idea that certain
people deserve to be punished forever is an appealing one to human
beings, especially when we are confronted with others who have
committed terrible acts. But it's an idea that's troubling and has always
been challenged. Even some major Christian theologians (e.g. Origen)
thought that the damned should eventually get to leave hell behind,
and Christian writers like Dante were, in spite of themselves,
compelled to pity the damned. This issue then leads into contemporary
secular debates about whether there are cases in which people should
be blackballed from society or put in prison for life (a version of hell),
or whether rehabilitation should be the goal.
Hell also often produces empathy for the people who suffer there – just

as it did for Dante. And as theorist Rachel Falconer points out, in
modern times, when people who are suffering – from mental illness,
from homelessness, from cancer or from any other grievous problem –
say they are 'in hell,' they don't mean that they think they deserve to be
there. Rather, they're simply trying to find language that's up to the
task of expressing how much pain they are in. Hence, as we'll discuss,
though hell is in and of itself a concept full of violence and terror, in
modern secular culture it often becomes a means of accessing
empathy – of giving us the tools to do a slightly better job of
imagining how much other people suffer, and in this way, strangely,
the concept of hell becomes deeply humane.
There are many other things I find fascinating about this subject. I love
how flexible the concept of hell is and how many different imaginative
forms, genres, and mediums it turns up in from poetry, novels, films,
and paintings, to science fiction, TV, heavy metal, musicals, music
videos, comic books, and videogames. Hell texts then provide the
opportunity to practice thinking as seriously about popular media as
one might do about art or literary texts. I also value how the idea of hell
gives us an opportunity to see how imagination need not be a means
of escapism, but can actually be a means of facing the real world more
fully. Along those lines, for the final paper in this class, students pick a
vivid imagining of hell in a contemporary text, and then demonstrate
how hell in that text is a metaphor for and means of grappling with a
particular real-world problem (like global warming or corrupt law
firms).

Attribute Value(s)

Hudson Vincent
Course Notes:

Attribute Value(s)

Ian Shank
Course Notes:
Class Notes: Scammers, flimflammers, snake oil salesmen: no matter what you call
them, con artists have long haunted the American imagination––from
the pages of The Great Gatsby to the boardrooms of Silicon Valley.
And with good reason. "The con," writes critic and journalist Jia
Tolentino, "is in the DNA of this country." In this course, we will study
con artists both real and invented, exploring what these larger-than-life
characters––and our culture's boundless fascination with them––
reveal about American notions of ambition, opportunity, and success.
In unit one, we will begin by familiarizing ourselves with some of the
ways that contemporary writers and thinkers have tried to define the
con artist, and then apply these ideas to the story of Anna Delvey––a
self-styled "wealthy German heiress" who spent her early twenties
defrauding a series of banks, hotels, and wealthy New York
acquaintances with little more than empty IOUs. Next, we will consider
the role of the con artist in popular media, both as a literary archetype
and a target of cultural commentary. Texts will include Patricia
Highsmith's The Talented Mr. Ripley, its film adaptation, and coverage
of the now-infamous Fyre Festival from Hulu, Netflix, and Vanity Fair.
Finally, in unit three, students will research a con or a popular
portrayal of a con of their choosing and make an argument about what
it reveals about one or more facets of American life.

Attribute Value(s)


Jeff Wilson
Topic: Why Shakespeare?
Course Notes:

Attribute Value(s)

Ian Shank
Course Notes:
Class Notes: Scammers, flimflammers, snake oil salesmen: no matter what you call
them, con artists have long haunted the American imagination––from
the pages of The Great Gatsby to the boardrooms of Silicon Valley.
And with good reason. "The con," writes critic and journalist Jia

Tolentino, "is in the DNA of this country." In this course, we will study
con artists both real and invented, exploring what these larger-than-life
characters––and our culture's boundless fascination with them––
reveal about American notions of ambition, opportunity, and success.
In unit one, we will begin by familiarizing ourselves with some of the
ways that contemporary writers and thinkers have tried to define the
con artist, and then apply these ideas to the story of Anna Delvey––a
self-styled "wealthy German heiress" who spent her early twenties
defrauding a series of banks, hotels, and wealthy New York
acquaintances with little more than empty IOUs. Next, we will consider
the role of the con artist in popular media, both as a literary archetype
and a target of cultural commentary. Texts will include Patricia
Highsmith's The Talented Mr. Ripley, its film adaptation, and coverage
of the now-infamous Fyre Festival from Hulu, Netflix, and Vanity Fair.
Finally, in unit three, students will research a con or a popular
portrayal of a con of their choosing and make an argument about what
it reveals about one or more facets of American life.

Attribute Value(s)

Jeff Wilson
Topic: Why Shakespeare?
Course Notes:

Attribute Value(s)

Gillian Sinnott
Course Notes:
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 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. We will begin by exploring 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? We will then 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. Finally, we will examine
what privacy rights we have with respect to private entities such as
corporations, universities and charities.

Attribute Value(s)

Lusia Zaitseva
Topic: Loyalty & Betrayal
Course Notes:

Attribute Value(s)

Gillian Sinnott
Course Notes:
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 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. We will begin by exploring 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? We will then 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. Finally, we will examine
what privacy rights we have with respect to private entities such as
corporations, universities and charities.

Attribute Value(s)

Willa Brown
Topic: Retelling Boston's History
Course Notes:

Attribute Value(s)

Kaara Peterson

Topic: "The Game's Afoot!" English De
Course Notes:

Attribute Value(s)

Kaara Peterson
Topic: "The Game's Afoot!" English De
Course Notes:

Attribute Value(s)

Julia Tejblum

Topic: Truth Claims in a Post-Truth W
Course Notes:
Class Notes: We often describe an idea or phrase as having "the ring of truth," but
what does truth sound like? And what happens when politicians, news
organizations, and advertising agencies learn to reproduce or mimic
that sound? This course addresses recent claims that we are living in a
"post-truth world," and considers the fate of argument in a
world in which truth is subjective, and fact divided into mainstream
and alternative forms. Is it possible to draw clear lines between fact
and fiction, truth and lies? In Unit 1, we'll consider the methods we use
to distinguish fact from fiction, truth from lies, as we examine fictional
texts that blur these lines, philosophical texts that seek to define them,
and non-fictional texts that explore the real-world stakes of these
distinctions. In Unit 2, we'll focus on subjective truths (or truths that
differ for each individual) and examine the challenges these truths
pose. We'll also explore podcasts, social media platforms, and
interviews to explore how the internet has shaped our relationship to
truth and argument. Unit 3 will take us where the quest for truth
reaches its extremes: the conspiracy theory. We'll look at the complex
anatomy of conspiracy, and students will have an opportunity to
design original research projects that fit their interests.

Attribute Value(s)

Hudson Vincent
Course Notes:
Class Notes: With 1.8 million Americans currently locked behind bars, the United

States imprisons its citizens at a higher rate than any other country in
the world. But calls to reimagine our country's carceral system are on
the rise. Black Lives Matter and other movements are asking urgent
questions: why are Black Americans imprisoned five times more than
white ones? Should there be for-profit prisons? What crimes merit
confinement? What is the purpose of prisons? And do we even need
them? In this course, we will grapple with these questions by
examining a variety of scholarly perspectives on the United States
prison system. We will begin by analyzing the arguments for prison
abolition versus reform in Angela Davis's Are Prisons Obsolete
? (2003). To situate ourselves within a broad debate over the history of
mass incarceration in the United States, we will then compare recent
scholarship on the subject by Michelle Alexander, James Forman Jr.,
and Elizabeth Hinton. We will also read first-hand accounts of prisons
in Reginald Dwayne Betts's memoir and poetry. Over the course of the
semester, we will receive visits from prison abolitionists, civil rights
attorneys, and formerly incarcerated people, who will help us
understand the movement to end mass incarceration in the United
States.

Attribute Value(s)

Hudson Vincent
Course Notes:
Class Notes: With 1.8 million Americans currently locked behind bars, the United
States imprisons its citizens at a higher rate than any other country in
the world. But calls to reimagine our country's carceral system are on
the rise. Black Lives Matter and other movements are asking urgent
questions: why are Black Americans imprisoned five times more than
white ones? Should there be for-profit prisons? What crimes merit

confinement? What is the purpose of prisons? And do we even need
them? In this course, we will grapple with these questions by
examining a variety of scholarly perspectives on the United States
prison system. We will begin by analyzing the arguments for prison
abolition versus reform in Angela Davis's Are Prisons Obsolete
? (2003). To situate ourselves within a broad debate over the history of
mass incarceration in the United States, we will then compare recent
scholarship on the subject by Michelle Alexander, James Forman Jr.,
and Elizabeth Hinton. We will also read first-hand accounts of prisons
in Reginald Dwayne Betts's memoir and poetry. Over the course of the
semester, we will receive visits from prison abolitionists, civil rights
attorneys, and formerly incarcerated people, who will help us
understand the movement to end mass incarceration in the United
States.

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Maura Roosevelt
Topic: Place-Making: Self-Discovery i
Course Notes:

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Mande Zecca
Topic: The Uses of Horror
Course Notes:
Class Notes: In a conversation with Stephen Colbert, comedian and filmmaker

Jordan Peele referred to his 2017 horror film, Get Out, as a "historical
biopic." His claim that "the movie is truth" invites us to reflect on the
relationship between horror and history – between fictional and filmic
fantasies that terrify us and our own lived realities. In this course, we'll
think about what makes horror cohere as a genre, how its aesthetic
qualities operate on the mind of the observer or reader, and what kinds
of social and cultural commentary might we discover in a genre that's
often been dismissed as frivolous. The readings for this course – and
our responses to them – will help us think through some key
questions: How do we explain our cultural preoccupation with the
macabre? How might our engagement with terrifying works of the
imagination help us think in new ways about the world in which we
live? While these questions are relevant to (and potentially answered
within) a range of disciplines – from sociology to psychology to
neuroscience, and beyond – our primary sources in this course will be
works of fiction and film.
In our first unit, we'll read a range of short stories (by Edgar Allan Poe,
Nathaniel Hawthorne, Joyce Carol Oates, Carmen Maria Machado,
Mariana Enriquez, and others), paying particular attention to how they
express anxieties about the unknown and the irrational and how they
serve as allegories for psychic and social realities. We'll also think
about how the 20th- and 21st-century authors riff on and subvert the
conventions of their 19th-century predecessors. In the second unit, we'
ll examine the role that paranoia plays in the horror genre by way of
another classic-contemporary pairing: Henry James's novella The Turn
of the Screw and Peele's Get Out. We'll read several theoretical
sources that will help you think (and write) about how novella and film
operate as allegories. For the third unit, you'll have the opportunity to
write a research paper about a primary source (or sources) of your
choice: horror film, Gothic novel, short story, etc. Our shared sources
for the unit will provide a broader sense of the genre and some of its
key questions and concerns. These sources will serve as springboards
for your independent research.

Attribute Value(s)

Mande Zecca
Course Notes:
Class Notes: In a conversation with Stephen Colbert, comedian and filmmaker

Jordan Peele referred to his 2017 horror film, Get Out, as a "historical
biopic." His claim that "the movie is truth" invites us to reflect on the
relationship between horror and history – between fictional and filmic
fantasies that terrify us and our own lived realities. In this course, we'll
think about what makes horror cohere as a genre, how its aesthetic
qualities operate on the mind of the observer or reader, and what kinds
of social and cultural commentary might we discover in a genre that's
often been dismissed as frivolous. The readings for this course – and
our responses to them – will help us think through some key
questions: How do we explain our cultural preoccupation with the
macabre? How might our engagement with terrifying works of the
imagination help us think in new ways about the world in which we
live? While these questions are relevant to (and potentially answered
within) a range of disciplines – from sociology to psychology to
neuroscience, and beyond – our primary sources in this course will be
works of fiction and film.
In our first unit, we'll read a range of short stories (by Edgar Allan Poe,
Nathaniel Hawthorne, Joyce Carol Oates, Carmen Maria Machado,
Mariana Enriquez, and others), paying particular attention to how they
express anxieties about the unknown and the irrational and how they
serve as allegories for psychic and social realities. We'll also think
about how the 20th- and 21st-century authors riff on and subvert the
conventions of their 19th-century predecessors. In the second unit, we'
ll examine the role that paranoia plays in the horror genre by way of
another classic-contemporary pairing: Henry James's novella The Turn
of the Screw and Peele's Get Out. We'll read several theoretical
sources that will help you think (and write) about how novella and film
operate as allegories. For the third unit, you'll have the opportunity to
write a research paper about a primary source (or sources) of your

choice: horror film, Gothic novel, short story, etc. Our shared sources
for the unit will provide a broader sense of the genre and some of its
key questions and concerns. These sources will serve as springboards
for your independent research.

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Mande Zecca
Course Notes:

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Mande Zecca

Course Notes:

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Isabel Lane
Course Notes:

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Isabel Lane

Course Notes:

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Tracy Strauss
Topic: Journeys of Self-Discovery
Course Notes:

Attribute Value(s)

Tracy Strauss

Topic: Journeys of Self-Discovery
Course Notes:

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Samuel Diener
Topic: "A Pirate's Life for Me": Lege
Course Notes:

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Eileen O'Connor

Topic: Literary Translations and the
Course Notes:

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Maleah Fekete
Topic: The Social Construction of Gen
Course Notes:

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Maleah Fekete

Topic: The Social Construction of Gen
Course Notes:

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Jessie Schwab (she/her)
Topic: Language, Identity, and Power
Course Notes:

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Jessie Schwab (she/her)
Topic: Language, Identity, and Power
Course Notes:

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Patricia Bellanca
Topic: Gothic Fiction
Course Notes:

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Ryan Napier
Course Notes:

Attribute Value(s)

Ryan Napier
Course Notes:

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Expository Writing 20 Section: ES01

Katie Baca
Topic: Expos Studio 20: The Successfu
Course Notes:

Attribute Value(s)

Tad Davies
Course Notes:

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Margaret Deli
Course Notes:

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Margaret Deli
Course Notes:

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Jonah Johnson
Course Notes:

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Jane Rosenzweig
Course Notes:

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Kristen Starkowski
Course Notes:

Attribute Value(s)

Kristen Starkowski
Course Notes:

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Adrienne Tierney
Course Notes:

Attribute Value(s)

Amy Hanes
Course Notes:

Attribute Value(s)

Elliott Turley
Course Notes:

Attribute Value(s)

Elliott Turley
Course Notes:

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James Herron
Course Notes:

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Peter Vilbig
Course Notes:

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Peter Vilbig
Course Notes:

Attribute Value(s)

Amy Hanes
Course Notes:

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Fiore Sireci
Course Notes:

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Fiore Sireci
Course Notes:

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Expository Writing 40
Public Speaking Practicum (125227)
Erika Bailey
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 (135 total).

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Expository Writing 40
Erika Bailey

Attribute Value(s)

David Carter

Attribute Value(s)

Katharine Clarke

Attribute Value(s)

David Carter

Attribute Value(s)

Katharine Clarke

Attribute Value(s)

Katharine Clarke

Attribute Value(s)

Nicholas Coburn-Palo


Attribute Value(s)

Katharine Clarke

Attribute Value(s)

Nicholas Coburn-Palo

Attribute Value(s)

Lee Nishri

Attribute Value(s)

Terry Gipson

Attribute Value(s)

Lee Nishri

Attribute Value(s)

Terry Gipson

Attribute Value(s)

Zachary Stuart


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Zachary Stuart

Attribute Value(s)

Zachary Stuart

Attribute Value(s)

Zachary Stuart

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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.

Attribute Value(s)
Education 300
Doctoral Research (210880)

For School of Education doctoral students engaged in research.

Attribute Value(s)
Education 301
Doctoral Teaching (210881)

For School of Education doctoral students engaged in teaching.

Attribute Value(s)

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 91R

Stephen Mitchell
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.

Attribute Value(s)

Stephen Mitchell
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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Senior Projects (128218)
Stephen Mitchell
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: A Tutorial in Cultural Documentation and Community Engagement (134893)
Stephen Mitchell
This tutorial introduces students to the study of cultural traditions, beliefs, and artistic expressions—their
performance, collection, representation and interpretation—through the practice of ethnography. Both
ethnographic and theoretical readings serve as the material for class discussion and the foundation for
ethnographic fieldwork.
At once a crash course in ethnographic theory and ethics, and a practicum in qualitative methods, FM97
weds scholarly inquiry and academic study to practical experience in cultural documentation and personal
involvement with local tradition bearers and folk communities. Guided by an interdisciplinary collection of
texts, students will have the opportunity to study folklore from the ground up, not only through an
academic lens, but through personal relationships, cultural participation, and inquisitive explorations of
local communities. Throughout the semester you will be invited to develop skills in qualitative research,
cultural documentation, proposal design, interviewing, and the arts of interpretation as you try your hand at
fieldwork and ethnography. By examining folkways, expressive culture, traditions, and performances, and
interrogating their import in the daily lives of individual and groups, we will aim to bridge the divide
between grand theories and everyday practices, between intellectual debates and lived experiences,
between the academic institution and the vernacular world. Ultimately, this course aims to bring "the folks"
themselves into the center of the academic study, discussion, and debate. And it aims to give you the tools
to help amplify and illuminate their voices, traditions, practices, and lore.
Course Notes:
Required of all concentrators, but open to all.

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Folklore & Mythology 98A

History and Theory of Folklore and Mythology (115032)
Stephen Mitchell
Are the myths of a society comparable to the dreams of an individual? Do all of a region's fairytales derive
from a single plotline? Why do UFO abduction accounts sometimes show similarities to earlier elf and fairy
lore? Can we reconstruct any of the narratives our ancestors told before the last ice age?
Folklore, mythology, and oral literature are mysterious areas of study; some of the most pressing questions
these topics pose remain as open today as when they first began to be researched. In this course, we equip
ourselves to explore such questions anew by tracing the development of major theoretical orientations in
our field. While the course will focus primarily on contributions dating from between the late-19th and late-
20th centuries, some attention will also be devoted to theoretical approaches currently in the process of
being born.
Course Notes:
Required of all, and limited to, concentrators.

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Folklore & Mythology 98B

Stephen Mitchell
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.

Attribute Value(s)

Stephen Mitchell
Course Notes:
Required of all concentrators. The signature of the Head Tutor or
required. Normally taken in the second term of the junior year.

Attribute Value(s)

Stephen Mitchell
Course Notes:
Required of all thesis writers. The signature of the Head Tutor or
required.

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Stephen Mitchell

Course Notes:
required.

Attribute Value(s)

Stephen Mitchell
Course Notes:
required.

Attribute Value(s)

Stephen Mitchell
Course Notes:

required.

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The Vikings and the Nordic Heroic Tradition (122444)
Stephen Mitchell
Examines the historical events in Europe A.D. 800 to A.D. 1100, and the resulting heroic legacy in medieval
Icelandic sagas. The course focuses on Viking Age figures as warriors, kings, poets, outlaws and
adventurers; pre-Christian religion and mythology, the Viking raids, and the Norse experience in "Vinland"
carefully considered.
Course Notes:
All readings and discussions in English. May be repeated for credit
with the permission of the instructor. This course is equivalent to
Folklore & Mythology 1xx. Credit may be earned for Scandinavian 150
or Folklore & Mythology 1xx, but not both.

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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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Stephen Mitchell
Advanced reading in topics not covered in regular courses.

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Stephen Mitchell


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Freshman Seminars
Subject: Freshman Seminar
Freshman Seminar 21G

Genesis of Stars and Life in the Universe (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.
Course Notes:
There are two sections for this seminar in the spring term:
Section 1 will meet for 2 hours only on Monday, 12:30-2:30 and
Section 2 will meet for 2 hours on Monday, 3-5:00pm.
Requirements: Course open to Freshman Students Only

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Freshman Seminar 21G Section: 002

Genesis of Stars and Life in the Universe (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.
Course Notes:
There are two sections for this seminar in the spring term:
Section 1 will meet for 2 hours only on Monday, 12:30-2:30 and
Section 2 will meet for 2 hours on Monday, 3-5:00pm.

Attribute Value(s)
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 Orwig
The seminar will consist of three weekend field trips (Friday evening through Sunday afternoon) to Harvard
Forest and a final mini symposium (Sunday afternoon to Monday afternoon) at the Harvard Forest. The
seminar will acquaint students with our current knowledge about global change, drawing upon state-of-the-
art research, tools, and measurements used in evaluating and predicting climate change through ongoing
studies at the Harvard Forest's 4,000-acre outdoor classroom and laboratory in Petersham, Massachusetts.
Students will spend the weekends at the Harvard Forest (HF) in comfortable accommodations with round-
trip travel and meals provided. Through readings, informal discussions, and field excursions, students will
become versed in the ecological concepts related to global change, and the science behind current
predictions for future climate scenarios.
Through the three weekends we will broadly discuss the critical role that forests play in a changing climate,
with in-depth discussions on specific topics such as carbon dioxide emissions, invasive species, and
forecasting the future with ecological data. Visits to various long-term ecological experiments and
associated infrastructure will show students how climate change impacts are assessed, and discussions
will emphasize how scientists predict future climate change through modeling. Students will prepare a
written exercise following each weekend based on the topics discussed and will work on a final paper and
presentation for a mini symposium on the last day of class.
The field trip format is intended to immerse students in an active field research setting and to allow
extended small group discussion and interaction with a number of leading global change scientists at one
of the preeminent field research sites in the U.S. Students will come away with an understanding of the
types of ecological evidence for global warming and will be able to explain, to a broad audience, some of
the major scientific methods used in predicting its consequences.
Course Notes:
Due to the course format of 3 weekends and a final symposium,
students must be able to attend all class dates: (Sept 9-11; Oct 7-9;
Nov 4-6; Dec 4-5, Sun. evening to Monday afternoon). Transportation,
accommodations, and meals at the Harvard Forest will be provided at
no cost to the student.

Attribute Value(s)
Freshman Seminar 22M

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

Attribute Value(s)
Freshman Seminar 22T

Why We Animals Sing (108564)
Brian Farrell
We do not sing alone. On land, four kinds of animals produce songs or calls: birds, frogs, mammals, and
insects. Some of these (and fish) also do so underwater. The principal sounds such animal species make
are signaling behaviors directly related to mating success. They are of individuals, usually males, marking
territories, and wooing mates. However, in any one location, species may also compete with one another
for occupation of acoustic space (that is, for bandwidth) and otherwise optimize their sound signals to
features of their environment. We will explore these topics and others as we listen to and read about each
of the various kinds of singers on earth, the biology of their sound production and reception, and the ways
they attract mates while avoiding becoming meals for eavesdropping predators. We will listen to many
different kinds of acoustic signalers across a wide array of acoustic communities in tropical and temperate
settings, both terrestrial and aquatic, and we will examine sound spectra on a large screen as we listen and
slow down and isolate sounds to help distinguish their parts. Finally, we will consider the biology and
evolution of music in humans, considering evidence from brain studies, archaeology and anthropology,
and the music of indigenous peoples. We will look at music parallels in different kinds in animals of other
species. There will be field trips to listen to and record assemblages of local species. The overall objective
is to awaken the students' sense, understanding, and appreciation of the acoustic environment from which
we come, and the role of this environment in shaping human biology and culture. There is a fair bit of
reading required in preparation for weekly discussions. Accordingly, participation will be expected for

discussion of the readings and listening experiences.

Attribute Value(s)
Freshman Seminar 23C

Exploring the Infinite (160198)
W. Hugh Woodin
Peter Koellner
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.

Attribute Value(s)
Freshman Seminar 23I

GeoSciFi Movies: Real vs. Fiction (160219)
Miaki Ishii

Natural disasters such as earthquakes, tsunamis, tornadoes, hurricanes, and volcanic eruptions can have devastating
effects on society, but are often over-exaggerated for the silver screen. How can we tell what is believable and what is
not? Participants in this seminar will watch one Earth-science related movie each week, will learn background about the
science and physics behind the natural disasters portrayed on film, and then will apply a "back-of-the-envelope"
calculation to assess realism. Students will be exposed to a wide variety of Earth-science topics and should walk away
not only with the ability to point out flaws on-screen, but also the ability to explain natural phenomena in the world
around them.
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.

Attribute Value(s)
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 Monthly. 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 and celebrity health voices like Gwyneth
Paltrow. 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.

Attribute Value(s)
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.

Attribute Value(s)
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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A Brief History of Surgery (127976)
Frederick Millham
The history of surgery begins with the Hippocratic physicians whose principles were based, at least partly,
on observation and measurement. However, surgical thinking for first three quarters of the "modern era"
was dominated by Galen of Pergamum who, "fooled by his monkeys," established a school thought as false
as it was tightly held. The exposure of Galen's errors by Vesalius in 1543 and Harvey in 1628 began a
Medical Enlightenment. It would take until the 19th century for the next era of discovery to begin. During
this time, the pace and significance of medical discovery increase, yet adoption of good ideas, like
antisepsis, seems to take much too long, while bad ideas find adherents in spite of poor or no supporting
evidence. Throughout this period, the ghost of Galen continues to haunt hospitals and battlefields. It will
not be until the 1930's that Galenism is banished from the wards. Our study will track this history and
conclude with a consideration of the management of combat casualties from the time of the first "modern"
surgeon, Ambrose Pare, to that of contemporary forward surgical teams in Afghanistan and Iraq. The
seminar will consist of weekly discussion, informed by assigned reading and independent inquiry. We will
visit the site of the first use of ether anesthesia, and duplicate William Harvey's experiments in the anatomy
lab. From time to time we will be joined by other doctors with expertise in specific areas such as infectious
disease, combat surgery and anatomy.

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The Surprising Science of Happiness (128118)
Nancy Etcoff
After a century of studying how to cure mental illness, scientists have started to explore what makes us
happy. What have they discovered? In this course, we will critically examine the findings from the new
science of happiness, including research in cognitive science, evolutionary biology, psychology, and
neuroscience and reveal how this work alters our understanding of what happiness is, the optimal ways to
achieve and increase it, the role of circumstance in its occurrence, its effect on our physical health, and its
place in human nature. We will consider the notion of a biologically determined "hedonic set point," and
question whether there are people who "have started in life with a bottle or two of champagne inscribed to
their credit; whilst others seem to have been born close to the pain threshold," as William James noted
over a century ago. We will examine how the brain's reward circuitry generates feelings of pleasure, desire,
comfort and craving, and the ways it propels us to achieve biologically significant goals. Among the
questions we will consider are: What is happiness for? Can one make oneself happier by conscious effort?
What are some of the myths about happiness? Finally, is happiness a worthy goal for one's life?
Highlighting the most rigorous and promising work in this field, we will attempt to construct a "happiness
toolkit." The course will be didactic, interactive and experiential and provide an introduction to a
burgeoning field of scientific inquiry.

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Freshman Seminar 24Q

Microbial Symbioses: From the Deep-Sea to the Human Microbiome (110305)
Colleen Cavanaugh
This seminar examines the remarkable diversity of microbial symbioses, ranging from
giant tubeworms and lichens to the human microbiome, exploring their ecology,
evolution, and roles in human health and disease, agriculture, and biotechnology.
Microbial associations with animals (including humans), plants, fungi, and protists will be
discussed, complemented by microscopy and field trips to local environs including
Harvard Yard, the New England Aquarium, and your own microbiome.
Course Notes:
The seminar will begin at 3:15pm to allow time to travel between
classes for those in Life Science 1A.


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Freshman Seminar 24U

"How Did I Get Here?"—Appreciating "Normal" Child Development (128122)
Laura Prager
Understanding "normal" growth and development may seem like a relatively easy task at first. We take the
nuances of developmental differences for granted because we're so accustomed to experiencing them.
Nevertheless, defining normal (versus abnormal) development is a complex and controversial task.
Development involves a tricky intermingling of environmental stimuli, cultural and social expectations,
rapid and not always intuitive changes in brain development, temperamental differences, genetic
inheritance, and mind-boggling brain plasticity. The course will start with a consideration of general themes
and then move to a chronologic perspective. First, we approach child development as a dynamic force, one
which simultaneously engages multiple domains: social/relational, cognitive, physical, moral. We will then
switch to examine stages of development in sequence, using our understanding of neurobiological,
physical, cultural, and psychological factors to inform our assessment of how children change over time.
Readings will include classic papers on development, textbook chapters that provide overviews of specific
developmental stages, recently published research articles on genetic inheritance, selected contemporary
children's and young adult literature, personal memoirs, and short stories written about childhood.

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Freshman Seminar 25N

Finding Connections: Perspectives on Psychological Development and Mental Illness (122458)
Nancy Rappaport
The seminar's challenge will be to deepen our understanding of human development and how individuals
cope with serious emotional or social difficulties (neglect, bipolar disorder, autism, depression,
schizophrenia). We will use multiple perspectives: medical observations and texts that provide practical
knowledge (e.g. The New England Journal of Medicine review articles), narrative readings to understand

how patients experience the meaning of illness from the inside out (e.g. The Center Cannot Hold), visitors
who will discuss their experience with mental illness, and how development-related mental illness is
portrayed in the press (e.g. The New Yorker articles). We will start with the mental life of babies and how
scientists interpret infants' nonverbal ways of finding safety and security. This begins the journey of our
understanding fundamental needs for tenderness, holding, and making meaning. Understanding how
conditions such as autism, depression, and schizophrenia are described in clinical research and literature
will help us to appreciate the biological vulnerabilities and relational patterns that may disrupt the human
connection. We will examine the resourcefulness required for both fragility and resiliency. Throughout the
seminar, the instructor, as a practicing child and adolescent psychiatrist, will bridge the gap between
research findings, clinical applications, and everyday insight.

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Freshman Seminar 25X

How the Brain Becomes the Mind: A Bottoms-up and Top-Down 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. Experiences
during "critical periods" modify brain anatomy/function resulting in learning a foreign language before or
after puberty is revealed by a native or foreign accent. Mirror neurons play a role in motor skills, emotion,
and empathy: Examples include "contagious" happiness or sadness 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 using the logic which is embedded as "core
knowledge". We then use these patterns to look into the future, to anticipate where a given pattern will lead;
we may choose to be "pulled" to that goal; thus, the goal often determines 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,
Chemistry, Physics or Calculus

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Freshman Seminar 26E

Beautiful Physics (121520)
Howard Georgi
There are a number of physical phenomena that are both subjectively beautiful and mathematically subtle.
Participants will explore a few of these phenomena (including the Kelvin wake and the rainbow) to develop
a precise mathematical description of the most important effects. They will consider whether it is possible
to communicate the crux of the physics without all the mathematical detail. Participants should have both
a strong physics and mathematics background and good verbal skills. Participants with less mathematical
background may be considered if they have a strong background in the Arts.
Course Notes:
Satisfactory participation in the quantitative aspects of the seminar will
prepare students to test out of the theoretical component of the
Physics 15c requirement for the Physics, and the Chemistry and
Physics concentrations (although concentrators will still have to take
the 15c PSI lab).

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Freshman Seminar 26F

Dreams: Our Mind by Night (107340)
Deirdre Barrett
This seminar examines dreams with an emphasis on their relation to the creative process. It draws on
psychology, neurophysiology, history, literature, film and other visual arts. We go on 3 field trips: to a
dream artist's studio, a Harvard Medical school traditional sleep laboratory, and an MIT lab specializing in
portable home sleep monitoring equipment. The Fall 2021 seminar will include a special section on how the
COVID-19 pandemic has affected our dreams.
You will keep a general dream journal and also record specific dream-related exercises such as dream
incubation and lucidity practices through the first two-thirds of the seminar. You'll choose a specialty topic
of your choice in consultation with me and either 1) write an approximately 10 page term paper combining
scholarly research with your own opinions and observations, or 2) propose a project of any other

modality—examples have included making a film from a series of dreams, making a documentary about
nightmares, writing a computer program which produced a simulated dream account for any topic it was
given, painting a series of hypnagogic images with very short gallery-style paper on hypnagogic imagery.
For either approach, you will also summarize your project orally in one of the last two class sessions.
Course Notes:
The class will normally meet for 2 hours once a week. The time will be
a half-hour longer in the weeks with field trips, film screenings, and
final student presentations.

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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 and cosmology. As with the books,
Warped Passages, Knocking on Heaven's Door, Higgs Discovery, and Dark Matter and the Dinosaurs, on
which it will be loosely based, the seminar will consider important developments in physics today and in
the last century. We will consider the revolutionary developments of quantum mechanics and general
relativity; and 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 cosmology and how
theory and experiment culminated in the "Standard Model of particle physics" which physicists use today
as well as the current cosmological model based on the Big Bang theory and inflation. We will also move
beyond the standard theories into more speculative arenas, including supersymmetry, string theory, and
theories of extra dimensions of space, as well as ideas about the nature of dark matter and black holes. 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 experiences 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.

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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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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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California in the 60s (109324)
Kate van Orden
This seminar examines American youth culture in the "long" 1960s through the lens of music in California.
A range of popular and art music will be considered, from San Francisco psychedelia, L.A. rock-n-roll, surf
rock, outlaw country, funk, and the ballads of singer-songwriters to the early minimalism of Steve Reich,
Terry Riley, and John Adams. Much of our attention will be concentrated on a few spectacularly influential
albums: The Doors (the group's debut album, 1967), Jefferson Airplane's Surrealistic Pillow (1967), an
album definitive of the Summer of Love, Sly & the Family Stone's Stand! (1969), and the self-titled Crosby,
Stills & Nash (1969), an album that turned the tide of pop music away from blues-based rock-n-roll toward
acoustic guitars, folk elements, and singing in harmony. Our musical "texts" for the class will be sound
recordings, so you will not have to read scores. Come with open ears, an open mind, and a desire to learn
from listening. In addition to studying musical genres, performance styles, and the effects of technology
(radio, recording, electric instruments), the seminar will delve into the social movements in which music
played a crucial role: the Civil Rights Movement, protests against the Vietnam War, the ecology movement,
gay liberation, and feminism.

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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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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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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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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 pixilation, 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 to 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.
Course Notes:
Screenings will be held on Friday, 12-1:30pm. Please keep this time
free.
Recommended Prep:
No previous experience of drawing or animation is required.

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Freshman Seminar 33R Section: 00
The Chinese Language, Present and Past (160197)
C.-T. James Huang
This seminar offers an opportunity to learn about the Chinese language, by observing and analyzing its linguistic
structure, history, cultural tradition and social relevance. With a partially hands-on approach, we shall look at the
fundamental principles that make up the sound system and govern the grammar of Mandarin, with particular attention
to those features that distinguish Chinese from English and other languages, including its system of tones, its writing
system, its word-order and syntactic patterns, and how the language has developed in over 2000 years of its recorded
history. Looking deeper, we see how the study of Chinese may contribute to our understanding of language as a central
component of human cognition. The seminar is designed for students with some experience of the Chinese language (e.
g., with some prior formal instruction or as heritage speakers of Mandarin or any other Chinese dialect). The analytical
skills acquired will be of use as an aid to improve on one's proficiency, or in preparing for study in linguistics,
translation, East Asian study, and/or artificial intelligence.
Recommended Prep:
Some experience of the Chinese language is required as a pre-
requisite for taking the seminar (e.g., a minimum of one semester of
prior formal instruction, or as a heritage speaker of Mandarin or any
Chinese dialect). To fully satisfy this seminar, you must (a) complete
each reading assignment and have questions ready before class, (b)
actively engage in class discussion. In addition, students will
complete a term project (individual or collaborative) on a topic in
consultation with the instructor.

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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.

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Broadway Musicals: History and Performance (156241)
Carol Oja
This seminar will explore a core group of Broadway musicals. Historical and musical discussions will be
paired with student performances and staging of individual scenes (done under the guidance of Allegra
Libonati of the A.R.T. Institute). The seminar will touch on signal moments over the course of the "Golden
Age" of the musical, stretching up to the present day: Oklahoma! (1943), South Pacific (1949), West Side
Story (1957), A Chorus Line (1975), In the Heights (2008), and Hamilton (2016).
Course Notes:
Student musicians and actors are welcome in the course, as are
students who love to watch shows but not necessarily perform in
them. Ability to read music is desirable but not required.

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Language and Prehistory (117406)
Jay Jasanoff
It was discovered around 1800 that the major languages of Europe, along with the ancient languages of
India and Iran, were descended from an unattested parent, formerly known as "Aryan" or "Indo-Germanic,"
but today usually called Proto-Indo-European. The identification of the Indo-European family raised many

questions, some purely linguistic (e.g., what was Proto-Indo-European like; was it grammatically complex
or "primitive"?), and some more far-reaching (e.g., who were the speakers of Proto-Indo-European; why did
Indo-European languages spread so widely?). Questions of the first type eventually led to the birth of the
academic field of historical linguistics. Questions of the second type, however, led many nineteenth- and
early twentieth-century intellectuals to posit a genetically and culturally superior Aryan "race." This idea is
now universally rejected, but evidence from language still figures importantly in specula-tion about the
remote past. Recent debates about the origins of "Western civilization," for example, center on the alleged
presence of Egyptian elements in Greek, while theories about the settlement of the Americas sometimes
cite supposed linguistic connections between the New World and other continents. This seminar, after
surveying the basic elements of historical linguistics, will explore the use and misuse of such methods.
What, if anything, does the fact that languages are related tell us about their speakers? How can we
distinguish genuine cases of language contact or "influence" from the kinds of resemblances that come
about through pure chance? Answers to questions like these will be sought through case studies, with
readings chosen to illustrate and contrast scholarly and unscholarly approaches. The work for the course
will consist of readings, four or five short problem sets, and a final project with both written and oral
components.

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What is Beauty? (125964)
Francesco Erspamer
Beauty does not promise or imply the possibility of verification—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. Perhaps this is precisely the reason why we need beauty, and why it
is worth studying: because it teaches the contingency of values and the revocability of absolutes.
Beauty is a most effective training for tolerance and innovation.
In the early part of the seminar we will analyze Kant's approach to aesthetics. We will then study
the evolution of the concept of beauty throughout history, with examples mostly taken from the
culture of a country, Italy, that has successfully self-fashioned itself as the land of beauty.

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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, to 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, collaboration and so on. Students will attend and critique theatrical productions at the Loeb Drama Center
and in the Boston area. Material from these productions will be used by students in in-class performance activities.
Course Notes:
Students will be required to attend or watch theater performances
during the course of the term. There will be no charge to the student.
The first performance is on Thurs, Sept 8, 7:30pm at the ART in
Harvard Square. Please be sure that you are available on that date to
attend.

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The Creative Work of Translating (128124)
Stephanie Sandler
Translation makes culture possible. Individual writers and thinkers draw sustenance and stimulation from
works created outside their own cultures, and artists working in one format get ideas from those working in
entirely different media. Translation between languages and between art forms will center our seminar's
work. Taking a broad view of translation as a mental activity, we will study poems, fiction, film,
photography, film, and music. We will stretch our own imaginative capacities by transposing material across
media and genres, creating homophonic translations, and translating between languages. We will work
individually as well as collaboratively. We will read a small amount translation theory, and some reflections
by working translators. We will invite into our classroom a practicing poet, artist, and translator or two,
attend poetry readings and lectures at Harvard. The only requirement is some knowledge of a language

besides English—and a readiness to play with languages, art forms, and texts. Readings from Anna
Akhmatova, Walter Benjamin, Jorge Luis Borges, Joseph Brodsky, Anne Carson, Emily Dickinson, Forrest
Gander, Susan Howe, Velimir Khlebnikov, Vladimir Nabokov, Sappho, W. G. Sebald, Wang Wei, and Sor
Juana; music by John Adams and David Grubbs. Films to include Despair, Chekhovian Motifs and The
Golem.
Course Notes:
There will be at least one required field trip, to the Isabella Stewart
Gardner Museum.
Recommended Prep:
The seminar will require some knowledge of one language besides
English. To consult with the instructor about this, please email
Professor Stephanie Sandler, ssandler@fas.harvard.edu. There will be
at least one required field trip to the Isabella Stewart Gardner Museum.

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Freshman Seminar 40D

The Transformation of Marketing (160713)
Elie Ofek
Marketing, as you will find in this seminar, refers to the set of activities needed to form and sustain a
healthy business by fostering meaningful exchanges between the organization and its chosen
customers. Marketing helps create value for consumers and extract a share of that value for the
organization. We will spend time understanding the fundamentals of marketing management and
examine how recent economic, technological, cultural, and societal developments have affected the
marketing field. We will first cover the central themes of customer behavior, strategic marketing
analysis, innovation forecasting, and brand management. Then we will explore how marketing has
dramatically evolved in recent years due to: the digital and social-media revolution; the increasing
shift from human-based to technology-based interactions with customers; firms' desire to globalize;
societal trends affecting consumer preferences; and the call for companies to exhibit greater social
responsibility. In examining these themes, we will also draw upon research from the domains of
psychology, sociology and economics. Each session will have assigned pre-readings that may include
case studies, book chapters, and articles. The discussion and material covered in class will rely upon
these readings. During the term each student will identify a marketing phenomenon they find
intriguing and that reflects concepts covered in class. Students will prepare a one-page summary of
this business phenomenon and communicate it in a short presentation. The final paper for the seminar
requires students to analyze a case study and turn in a short write up.


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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 and socio-legal scholarship as frameworks for discussion, we will study
law's working in relation 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 intervene 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.
Course Notes:
Film viewing will occur outside class as part of your weekly
preparation for the seminar.

Attribute Value(s)

Appraising and Reimagining Middle and High School Math Education (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? We will also investigate
differences in math education across different venues, both in the U.S. and internationally. As the world
changes, how do the goals of mathematics education change, and in what ways? Readings in preparation
for weekly discussions will include a combination of newspaper articles, articles by experts in the field and
findings of large-scale national and international studies. This will help us make sense of the debate in the
press, inside the mathematics and math education communities, and amongst policymakers about the state
of mathematics education and what should be done about it. All students are expected to be active
participants in seminar discussions. In pairs or small clusters, students will take ownership of class
discussions.
Course Notes:
This seminar has no prerequisites. An invitation is extended to all
students whether or not they are thinking about studying mathematics.

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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)
Freshman Seminar 41R

Media in American Politics (159837)
Matthew Baum
This seminar considers the degree to which Americans' political opinions and actions are influenced by the media as
well as the role of the media in contemporary politics and public policy. Topics to be covered include the role of the
media in society, recent trends in the media, the question of how much influence the media "should" or "does" have on
individuals and politics, the implications for politics and democracy of developments like the rise of fragmentation in the
media, 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, the problem of
misinformation, and the general role of the media in the democratic process.
Course Notes:
The seminar will be held at Harvard Kennedy School, Shorenstein
Center, 124 Mt. Auburn St, Kalb Conference Rm, 2345.

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)
Freshman Seminar 42H

U.S. Climate Change Policy and the Energy Transition (160203)
James H. Stock
Burning fossil fuels powered 150 years of unprecedented economic growth but left a legacy of ever-
increasing concentrations of carbon dioxide and other greenhouse gases. Those gases are changing our
climate and thereby endangering human welfare and the earth's ecosystems. To avoid the worst of those
consequences requires rapidly decarbonizing the US economy, but that task is massive. In the United
States, there is increasing public support for strong action on climate change – thanks in large part to the
youth climate movement of the last few years – and the Biden administration set ambitious goals for
reducing emissions. But political realities – the war in Ukraine, high gasoline prices, resistance to the
energy transition in fossil fuel-producing communities, and a recent Supreme Court ruling – have stalled
national policy and the Biden administration's 2030 emissions target is looking increasingly unrealistic.
This seminar examines U.S. climate and energy policy from both economic and technological perspectives.
The seminar starts with a review of the U.S. energy sector, climate science, and climate economics and
policy tools. The seminar then dives into current policy issues, including power sector decarbonization
policies, expediting the transition to electric vehicles, the keep-it-in-the-ground movement, and policies to
promote new green technologies. A key discussion is how to drive emissions reductions with weak or no
US federal leadership. The target audience is students who are committed to making a difference in how the
US and the world tackles the challenge of climate change: through policy, through effecting social and
political change around climate change, or through inventing or bringing to market the technological
breakthroughs that will facilitate the necessary green energy transition.

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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.
Course Notes:
There will be two sections for this seminar in the fall term:
Section 1 will meet Tuesday, 9-11:45am and Section 2 will meet on
Thursday, 9-11:45am.

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)
Freshman Seminar 43J Section: 002

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.
Course Notes:
There will be two sections for this seminar in the fall term:
Section 1 will meet Tuesday, 9-11:45am and Section 2 will meet on
Thursday, 9-11:45am.
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)

Clash of Titans, Seats of Empire: The Aztecs, Toltecs, and Race of Giants in Ancient Mexico (116506)
William Fash

The film "Clash of Titans" was a British extravaganza dedicated to exploring the ancient Greeks' concepts
of the interactions between humans and their gods. In Ancient Mexico, the tale of Topiltzin Quetzalcóatl,
Toltec Prince of Tula is the best-known example of the intervention of rival gods in the affairs of kingdoms
and empires. His tale and what was made of it by the Aztecs, and Spaniards, serves as the point of
departure for our seminar. Just as the Greeks countenanced sacrifices and political assassinations, in
Ancient Mexico the three great empires practiced human sacrifice, regicide, and warfare which was vital in
their statecraft and economy. We will explore how these central components were explained and justified in
their mythology, why reciprocity with the gods was so vital, and how and why each empire came to a
violent end. A particular focus this year will be on the legend of Topiltzin Quetzalcoatl ("Our Prince, the
Feathered Serpent") because the Feathered Serpent loomed very large in later Aztec mythology, and in the
very founding of the earliest megalopolis of Teotihucan. To do so we begin with the riveting first-person
descriptions of the Aztec Empire and its violent conquest penned by a foot solider in Hernán Cortés's army,
Bernal Díaz del Castillo. In the following weeks we will explore the environmental basis, religious
dimensions, and social and political development of civilization, cities, at the three seats of empire in
ancient Mexico: the Aztecs, Toltecs, and Teotihuacanos. You will be engaged in answering the age-old (but
never fully resolved) question as to why the Cult of the Feathered Serpent resulted in empires in Highland
Mexico, but the Maya of Chichen Itza (who made more images of the deity than any other kingdom in
Mexico) chose--or were unable--to create an empire on the scale of the Aztecs, Toltecs, or
Teotihuacanos. We will make use of 3D models of Peabody Museum collections, archaeological studies,
historical accounts, and recent films and other media to critically examine ancient practices and current
perceptions of the Aztec empire (1428-1519 CE); its predecessor the legendary Toltec empire of Tula (850-
1100 CE); and the foundational Teotihuacan empire (100-550 CE), known as "The City of the Gods" since it
was built. The Aztecs and Toltecs went to Teotihuacan on pilgrimage every 20 days to make offerings
because the scale of that ancient city was so massive, the architecture so impressive, and the religious art
and historical lore so compelling, that the Aztecs had a legend that it was built in an earlier creation, by a
race of giants. Seminar participants will use critical thinking to explore how the biases of the observer play
a role in describing and explaining "the Other." Students will analyze the ways that religion and the quest
for power fueled the genesis, expansion and demise of all three empires and the great Maya kingdoms as
well. First-years in this seminar will also explore the ways the living descendants of the Aztecs are reviving
their traditional culture and how the Pre-Columbian civilizations are integral to the national identity of
Mexico and Latinx people in this country, vs. the way they are portrayed in Hollywood and U.S. popular
culture, through films and other media in the U.S. and Mexico.
Course Notes:
No background or previous experience, on or in Mexico is required,
only an open mind.

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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?
After Henri of Navarre's brilliant defeat of a Catholic army at the Battle of Coutras, the presumptive but
contested Protestant heir to the French throne spent the night at the chateau of Michel de Montaigne, the
great essayist and political advisor. Navarre then baffled expectations by not pressing his military
advantage—he instead journeyed to visit Corisande, his mistress and Montaigne's friend—even though the
resistance theory of Navarre's closest advisor, Philippe du Plessis-Mornay, would have justified a decisive
campaign. By withdrawing his army from the field and not further challenging the authority of his cousin,
Henri III, Navarre failed to end the Eighth War of Religion, but may thereby have won his crown as Henri IV.
Did Montaigne persuade Navarre to withdraw? What was his argument? Was Mornay with Navarre and
Montaigne that night? What would Mornay have argued? We will learn about the theories of political
legitimacy and justified resistance to authority developed by the persecuted Protestants of the day and
trace the influence of their ideas about political obligation and religious conscience on some of the major
figures in modern political philosophy, from Thomas Hobbes to Immanuel Kant. Students should be
prepared to engage both in historical detective work and philosophical reflection.

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The Holocaust in History, Literature, and Film (119999)
Kevin Madigan
This seminar will approach the Nazi persecution of European Jewry from several disciplinary perspectives.
Initially the seminar will explore the topic historically. In these weeks, the seminar will use a variety of
historical materials dealing with the history of European anti-semitism, German history from Bismarck to
the accession of Hitler, the evolution of anti-Jewish persecution in the Third Reich, and the history of the
Holocaust itself. Sources to be used will include primary sources produced by the German government
1933-1945, by Jewish victims-to-be or survivors, documentary films, and secondary interpretations. The
aims of this part of the seminar will be to understand the basic background to and narrative of the
Holocaust, to introduce freshmen to the use of primary historical sources, and to familiarize them with
some of the major historiographical debates. Then the members of the seminar will ponder religious and
theological reactions to the Holocaust. Here the seminar will use literary and cinematic resources as well
as discursive theological ones. The seminar will also consider the historical question of the role played by
the Protestant and Catholic churches and theologies in the Holocaust. The seminar will conclude with an
assessment of the role played by the Holocaust in today's world, specifically in the United States.
Throughout the seminar, participants will use various literary and cinematographic sources and test their
limits in helping to understand and to represent the Holocaust.
Course Notes:
The instructor is the Faculty Dean of Eliot House and the seminar will
meet in the Dean's Residence, 967 Memorial Drive.

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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.

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Food, Up Close and Personal (203424)
Noreen Tuross
Several times a day, you decide what to eat and drink. What happens to the food in your body? How is it
turned into you and how has evolution shaped some of your choices? We traverse popular nutrition
literature, peer reviewed papers and discussion of data to unravel some of the complicated issues
surrounding human nutrition. We will examine the published results from "The Biggest Loser" television
program and explore the effects of alcohol on the body and brain. The class will meet for three hours each
week; attendance is mandatory, and each student will present on at least one of the topics in the class.

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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 may be included. There will be no
cost to the student.

Attribute Value(s)
Freshman Seminar 50Y

A Sense of Space (and Time) (205339)
John Huth

What is space? What is time? How have humans viewed these over the years? How are the views of these
shaped by our environments and cultures? We often employ spatial metaphors for social situations, e.g.
"they're very close," or "they split apart." It seems that as concepts of space change, and our horizons are
broadened, these changes are reflected in a shift in cultural awareness. Although we don't think about it
now, the question of how the sun gets back to the east after setting in the west created imaginative
solutions for ancient cultures, including an underworld populated by the dead that the sun traverses. Over
time, a more mechanistic concept of the universe developed, but this also had culture projected on it,
where astrology and astronomy were one. Dante Alighieri's Divine Comedy represents a kind of pivot,
where cosmology and morality were last intertwined, or perhaps not. With the development of the
telescope, astronomers began to wonder about extraterrestrial life, which is now commonplace in modern
culture. The developments of relativity, quantum mechanics, and the realization of the vast size of the
universe dramatically changed our views of space and time, culminating in concepts like the many worlds
view of quantum mechanics and the multiverse.

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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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Freshman Seminar 51H
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? (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.
Recommended Prep:
High school-level algebra and geometry. No knowledge of model-
building is required.

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Freshman Seminar 51M Section: 01

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.
Recommended Prep:
None. Prior AP-Biology may be helpful but not required.

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Generating Biodiversity: Hands-On Research Experience in Speciation Biology (213249)
Robin Hopkins
What is a species and how do they evolve? How do we, as scientists, study the process of speciation and
the generation of biodiversity? This is a research experience seminar in which you, as a student, will study
how and why species evolve. For decades scientists have been arguing over the definition of "species".
Why does the definition matter? Genetic diversity across genomes has revealed that many species
hybridize and exchange genetic material (even humans). How and why does this happen? It has long been
assumed that hybridization is bad for an individual or species. But, can hybridization also be good by
generating biological diversity? We will discuss these ideas while performing research experiments on
plants in the state-of-the-art research labs at the Harvard University Arnold Arboretum. The experiments
will involve trying to generate hybrid seeds; quantifying the health of hybrid individuals; and using
microscopy to determine the success or failure of hybrid pollen to germinate and grow inside a flower.
Students will collect their own data, learn how to analyze it, and present their findings. In the process, we
will explore fundamental concepts in evolution and biodiversity.
Course Notes:
The goal of this seminar is to provide an authentic research experience
to students fascinated by biological diversity. Most classes will be held
at The Arnold Arboretum of Harvard University. Transportation will be
provided at no cost to the student.

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Natural History Museums and the Anthropocene (216084)
Charles Davis
Natural history museums have inspired us for centuries and represent our best resources for

understanding nature. They have been central to the development of countless scientific principles,
including the theory of evolution itself. Yet the more inward facing missions of a museum are unfamiliar
and the collections that sustain these efforts are vast and remain largely invisible. These institutions,
however, have assumed a renewed relevance in the modern era of global change, especially as millions of
artifacts are being mobilized online and facilitating a revolution in museum-based science. Here, we take a
behind-the-scenes look into natural history museums over the course of the semester, including their
organization, care, public outreach, and centrality to science. We will then explore the variety of ways in
which new life is being breathed into museums to understand the geological era of the Anthropocene.
Central to our learning will be weekly exploration and engagement with the vast collections of Harvard's
Natural History Museums. Students will also engage directly with this subject through outdoor exploration
of nature guided by cutting-edge resources and tools developed for this purpose. The capstone project will
be a collaborative effort to devise a museum exhibit that unites major themes of the term.

Attribute Value(s)
FAS: Course Level No Course Level

Changing Perspectives: the Science of Optics in the Visual Arts (215849)
Aravinthan Samuel
Renaissance artists began to create stunningly realistic representations of their world. Paintings started to
resemble photographs, suggesting that artists had solved technical problems that escaped their forebears.
Our brains effortlessly deduce three-dimensional scenes from two-dimensional images. But faithfully
transferring spatial information to a flat canvas -- a sense of depth, surface and shadow, geometrical
accuracy -- is hard to do. Here, we will discuss how artists including van Eyck, da Vinci, Vermeer, and
Ingres might have used science to make art. We will ask how devices like pinhole cameras, mirrors, and
lenses might help artists see more deeply and create images more faithfully. We will use Home Lab Kits and
experiment for ourselves with optical devices. We will try to use devices to create our own work
using Home Art Kits. We will use online platforms to look closely at selected masterpieces to assess their
optical qualities. We will use online learning to Zoom beyond Harvard to visit museums where selected
masterpieces are located. We will Zoom to the homes of artists and scientists who think about art and
optics from many different perspectives. Our seminar is a synthesis of art history, studio art, and optical
science.
Course Notes:
This seminar is recommended for students with interests in science
and art. There will be an exhibition of the works created by the
students at the end of the term.
Recommended Prep:
No prior training in art or optics. We will learn how to draw in our own
workshop with provided tools. We will learn optics with practical
exercises, not with math or physics.

Attribute Value(s)

Tree (216102)
William Friedman
Have you hugged a tree lately? How about grown one? Photographed one? Drawn one? Written about
one? Imagine a semester devoted to connecting two organisms: a person (you) and a tree (not you).
Interacting with a single tree, you will explore its individual history, evolutionary history, life cycle, leaves,
bark, roots, flowers, cones, and architecture.
In an age of environmental destruction and outright murder of our biological brethren, there is something
deeply troubling about humanity's relationship with nature. Technology has left us with mere facsimiles of
nature - pixilated abstractions of biodiversity through satellite imagery, decoded strings of DNA – and we,
as a species, have become fundamentally disconnected from actual nature and the magnificent organisms
with which we share the earth. In this seminar, we will work to understand and give agency to trees as
individual organisms, literally rooted in the ground, and evolutionarily rooted in deep time. Topics to be
covered include the evolutionary origin of arborescence, human relationships with non-sentient organisms,
the case for legal rights for natural objects, reading a twig, the unseen world of roots, and finding human
meaning in the longevity in trees. Each student will also work with an individual tree in the living collections
of the Arnold Arboretum of Harvard University and observe (see) this organism throughout the entire
semester through the creation of images (photography, drawing), journaling, and other forms of
representation. The goal of this freshman seminar will be to initiate a personal and lifelong connection with
the "other," the vast and variant organisms with which we share the planet.

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Science and Technology Primer for Future Leaders (216105)
Hongkun Park
We live in a world that is shaped by science and technology. As a modern citizen who will lead the U.S. and the world in
the coming generation, we should be aware of the rapidly changing landscape of science and technology and be ready to
participate in the decision-making processes for deploying these life-changing developments to the masses. In this
freshman seminar, we will learn and debate contemporary topics that we encounter every day and use them as

motivating examples to explore the underlying science, math, and engineering principles. Some of the issues that we will
discuss include, but are not limited to, COVID-19 pandemic, the prosecutor's fallacy, coronavirus pandemic, climate
change, information technology, quantum technology, genomics revolution, and brain-machine interfaces. We will learn
basic concepts in statistics, thermodynamics, quantum mechanics, information science, biomedical engineering, and
nano-bio interfaces through these discussions. In this seminar course, the students will be asked to give presentations
and participate in discussions and debates.
Course Notes:
The seminar is geared toward first-year students who plan to
concentrate on humanities and social sciences.

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Is There Cancer on Mars? (218492)
Giovanni Parmigiani
In 2021, a special committee of the National Academies of Sciences, Engineering, and Medicine (NASEM) convened to
"review and assess NASA's processes for long-term risk assessment and management for currently anticipated crewed
missions with respect to cancer due to exposure to space radiation". This is timely for two reasons: first, NASA is
studying a manned mission to planet Mars; second, several initiatives are competing to launch civilian space travel, for
which NASA's standards may be relevant guidelines.
This seminar will mimic, using the committee's report and the extensive public documents available, the task of the
NASEM committee. Students will review relevant evidence and then debate controversial topics including how to
convert scientific evidence into risk management strategies, approaches for managing and communicating knowledge
gaps, and equity issues related to potential sex differences in the effects of radiation.
Each student will 1) individually, contribute one review including an oral presentation, and a one-page executive
summary that will serve as a reference for the class' subsequent work; 2) in pairs, prepare and lead a debate session and
write a brief two-page report summarizing the points raised.

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Comics and Graphic Novels (203001)
Stephanie Burt
Comics and graphic novels, or sequential art, are one of the world's great storytelling media: we're going to
learn how to read them, how to talk about how they get made and how they work, how to understand—and
how to enjoy— some of the kinds of comics and graphic novels (that is, some of the genres) that make up
the history of this medium in the modern English-speaking world. That history has three strands, which
cross and re-cross, but which need to be understood independently, and we will see all three: short-form
strip comics, designed for newspapers beginning in the 1890s and now flourishing on the Web; action-
adventure and superhero comics, invented in the late 1930s, transformed in the 1960s and again in the
1980s, usually created by teams, and important to popular culture today; and a third strand beginning with
"underground" or "alternative" comics or comix (with an x) in the 1960s and evolving into long form
graphic novels, often created by single writer-artists, today. That history comes with visual references,
which you will learn to recognize; comics also comes with its own set of theoretical terms, which you'll
learn to use. Comics today share a medium (pictures and usually words in sequence) but belong to several
genres: we'll learn how to talk about them, and how they've evolved.You'll get the chance to make comics,
and to figure out how creators collaborate, advocate, distribute, and sometimes even earn a living from the
comics they make, but the course will focus on existing comics, from McCay to Bechdel, from Kirby to Ms.
Marvel— as events in culture and as works of art.

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The Grail Quest of Marcel Proust (203268)
Virginie Greene
This seminar is an introduction to literature, the visual arts, the Harvard campus, and the Boston area.
We will read entirely Chrétien de Troyes' Tale of the Grail (c. 1190), and excerpts of Marcel Proust's In
Search of Lost Time (1913-1922). Students will be invited to reflect on young Perceval's adventures coming
to Camelot, young Marcel's efforts entering elite Parisian circles, and their own experience of "coming to
Harvard," whether physically or remotely. Taking advantages of Harvard and the Boston area art resources,

we will focus on the visual aspects of the stories and the art works they inspired (such as the 1895 Edwin
Austin Abbey wall paintings at the Boston Public Library), or describe (such as the Fogg Museum Gustave
Moreau painting mentioned by Proust).
In its two previous iterations, the seminar was designed on the model of a quest, each class being held in a
different location on campus and in the Boston area. The Fall 2020 seminar will remain a quest, but a
remote one: synchronous in two weekly zoom live sessions with guests related to the locations (librarians,
curators, etc.), and asynchronous with materials made available on the Canvas course site. Students will be
encouraged (but not required) to go in small groups or individually to the location and view the building
from outside. As things evolve, interior visits may become possible. Students who do not reside on campus
may visit a local museum, a 19th or early 20th c. building, a neo-medieval architecture or mural, a garden, a
park, a forest, etc. In all cases, students will be trusted to follow the rules of social distancing, mask
wearing and other public health safety measures recommended or enforced at the time of their visit. If a
quest is a solitary venture, the course will enable sharing this venture among all participants, through
regular postings of personal scrapbooks, peer comments, and class discussion modeled on medieval
courts and late 19th. c. salons.
No previous knowledge of the subject or French language is necessary. Texts and other materials will be
available in English.
Recommended Prep:
No previous knowledge of the subject or French language is
necessary. Texts and other materials will be available in English.

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The Beginnings Of Business (203501)
Gojko Barjamovic
Business as a way of life has existed for thousands of years. In The Beginnings of Business we explore
where many of the practices that we tend to take for granted today come from. What are the origins of
money? What causes trade to occur and thrive? How has trust been built, and what are the ways in which
people have sought to cheat (and avoid being cheated)? We'll investigate these questions through the lens
of multiple disciplines—archaeological and textual evidence from the ancient world, economics, history,
and anthropology. By understanding what was needed to create businesses in the past, we'll be able to
understand modern limitations that exist in the world today.

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Cartoons, Folklore, and Mythology (204928)
Joseph Nagy
The creators of cinematic (and later TV) animation have perennially turned to traditional oral and literary
tales about fantastic heroes, villains, tricksters, and settings for their story material. In the world of the
animated "short" and feature-length film, myths, epics, legends, and folktales could come to life in a highly
stylized, kinetic, and visually arresting way. Cartooning created a pathway for traditional stories to live on
in the consciousness of twentieth-century viewers, and also for these old tales to be adapted to changing
times. Hence animation offers not only an influential modern commentary on the folklore and mythology of
the past but also a contemporary mythology of its own, deeply meaningful to adults and children alike. In
this freshman seminar, students are invited to take what might be considered mere entertainment very
seriously, closely reading texts of traditional stories in tandem with critically viewing animation that draws
its inspiration from those stories. For a final assignment, each student will be called upon to choose some
animation (a short or a clip from a feature-length film) to share with the rest of the seminar, to provide some
background for it, and to lead a discussion of the animation in light of what else we will have seen, learned,
and said. While the instructor's contribution to the seminar will primarily focus on animation from 1900 to
1960, students when choosing which sample of animation to share will be welcome to present later or
contemporary examples of the cartooning art—including perhaps even their own.

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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 Leo Tolstoy's The Death of Ivan Ilich to James Joyce's The Dead, 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 Eileen
Chang, Henry James, Leo Tolstoy, H. G. Wells, Alice Munro, and Katherine Anne Porter, 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 writing each week; a number of short creative
and analytical 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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Major English and American Poets: Human Predicaments and Resolutions (207763)
Neil Rudenstine
This seminar will concentrate on poems that reveal or dramatize difficult human predicaments
and individual responses to them. In the first week, for instance, we will discuss Hamlet's "To be
or not to be"; John Donne's "Canonization"; Tennyson's "Ulysses": and T.S. Eliot's "Love Song of
J. Alfred Prufrock".
In each case, the goal will be to characterize the nature of the speaker's dilemma, and the
complex process of reaching a response to it.
During the first few weeks, we will concentrate on this theme in the work of five important 20th
and 21st century poets: W. B. Yeats, Elizabeth Bishop, Robert Lowell, Robert Frost, and Sylvia
Plath. Afterward, we will reach into the past to study grouped poems (one set of 5-7 per week) by
writers from the 16th century to the present: Thomas Wyatt; Shakespeare; John Donne; Milton;
John Keats; Emily Dickinson; Matthew Arnold; Wallace Stevens; W.H. Auden; Philip Larkin; Jorie
Graham, and Louise Gluck.
Full class discussion will be the heart of this seminar. Writing: three papers (about 6-8 pages
each) during the course of the term.

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Freshman Seminar 62L

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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LGBT Life Stories (212729)
Linda Schlossberg

In this seminar we'll read a range of classic LGBT life stories (memoirs, journals, diaries, essays, and
autobiographies), beginning in the 1800s and ending in the present. We will study them as products of their
specific historical moment, paying close attention to changing ideas about race, class, gender, and
sexuality. Questions: How do people narrate the story of their identity? What aspects of their life histories
do they highlight; what do they censor? How does the "coming out story," generally understood to be
characterized by truth-telling and revelation, borrow from the conventions of fiction?

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Zombies and Spirits, Ghosts and Ghouls: Interactions between the Living and the Dead (212697)
Shaye Cohen
Virtually all the cultures and religions of the world, from ancient to contemporary times, have teachings
and rituals about death. In this seminar we will deal with a subset of this very large topic, namely, the
relationship of the living and the dead. The dead are often depicted as still‐living in some way and still in
communication with us and our world. Are they friendly or hostile? Beneficent or malevolent? Think
"undead" and "zombie" versus "saint" and "angel." In this course we will look at some of the myriad ways
that religions and cultures conceive of the relationship of the living with the dead. We the living care for
the dying and the dead, and hope that the dead will care for us, but how this works exactly is the subject
of much speculation. American secular culture, at least in its cinematic expression, has a vigorous belief
in the afterlife, especially in having denizens of the afterlife, in the form of zombies, ghosts, and
poltergeists, intrude on the world of the living. In our seminar we will survey this rich set of themes as
expressed in literature, art, music, cinema, and philosophy.

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Freshman Seminar 62Z

Buddhist Enlightenment: Visions, Words, and Practice (212769)

Ryuichi Abe
How do you get enlightened? Is the Buddha a god or human? How many Buddhas are there in the world?
How many celebrated enlightened women do we find in Buddhism? How do you know if someone is
enlightened? And why does Enlightenment matter? These are basic questions that even most recondite books
of Buddhism often fail to answer. This seminar looks at famous visual images of Buddhist enlightenment—
not only iconographies of Buddhist divinities, but also architecture, gardens, ritual instruments, and maps of
the world—and using them as our gateways, studies narratives, parables, metaphors, and theories that
explain what enlightenment is, how to attain enlightenment, and how to retain it in one's everyday life. The
seminar encourages students to apply their understanding of Buddhist enlightenment as a way to better
appreciate their own religious traditions and/or spiritual identities for the sake of enriching their inner selves
as well as their social interactions.
Course Notes:
There will be two required visits to the Harvard Art Museums related to
the final student project.

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Religion, Neuroscience, and the Human Mind (212784)
David Lamberth
More than 150 years after Darwin's epochal account of evolution, over 85% of the world's 7 billion people
are still religious, and the percentage is growing. What does religion do for human beings? What does an
evolutionary and biologically informed understanding of the mind and brain lead us to think about where
religion fits in human life? Harvard's first psychologist, William James, engaged these questions in the late
nineteenth century, bringing the cutting edge of empirical psychology to the philosophy of religion. Today
these same questions animate the field of neuroscience, where researchers are showing how affectivity,
emotions, and our evolutionary past come together to form the "self" philosophers have long thought to be
primarily "rational." This seminar brings together the thought of James, writing at the turn of the twentieth
century, with the work of contemporary neuroscientist Antonio Damasio to ask what kinds of beings we
are, how our minds function, and what religion contributes to human individual and societal
experience? The seminar takes up the philosophy of belief, affect, and emotion, and touches on the biology
of the brain and homeostasis. We conclude by assessing contemporary views of religion from evolutionary
psychology (Boyer, Atran) and cultural anthropology (Geertz, Luhrmann, Asad) in light of James's and
Damasio's models of the human mind.

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Freshman Seminar 63L

Memory Wars: Cultural Trauma and the Power of Literature (215850)
Nicole Suetterlin
How do we respond to a traumatic event? Denial, acceptance, blame, reconciliation… there are many
stances we can take toward a harmful act we have experienced or committed in the past. When entire
populations have suffered or perpetrated crimes against humanity, the question of how to deal with this
traumatic past can spark a full-blown memory war – such as the one currently raging in the U.S. over
Confederate monuments. In this seminar, we explore how the catastrophic events of the Holocaust, slavery,
and Apartheid affect the way we think and act as individuals, groups and citizens today. What power do
literature and the arts have in bringing peace to a society at war with its past? Materials include acclaimed
American, German, and South African writers such as Toni Morrison, Paul Celan, and Sindiwe Magona;
human rights philosopher Hannah Arendt; comedian Trevor Noah; and civil rights lawyer and Harvard Law
School graduate Bryan Stevenson, who has been fighting racial bias in the U.S. criminal justice system for
the past three decades. Topics include literature about the Holocaust, slavery, and Apartheid; Germany's
and South Africa's recent "ethical turn" in memory culture; reconciliation and reparation; mass
incarceration; punitive vs. restorative justice; social justice.
Course Notes:
This seminar includes a movie night and a visit to the Harvard Art
Museums.

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Narrative Negotiations: How do Readers and Writers Decide (216104)
Homi Bhabha
Narrative Negotiations: How do Readers and Writers Decide on What are the Most Important Voices and
Values Represented in a Narrative?
Narrative Negotiations explores narrative "voice" in a wide range of literary and cultural texts. Narrative
voice is a lively dialogue between the author and the reader as they engage in the experience of

determining the value and veracity of the narrative: whose story is it anyway? The writer creates the
imaginative universe of character, plot, emotions and ideas—she seems to be holding all the cards; but it is
the reader who rolls the dice as she draws on her human experience and moral values to question the
principles and priorities of the storyteller. The game of narrative becomes deadly serious when storytelling
confronts issues of colonialism, slavery, racial profiling and gender discrimination. Is the right to narrative
restricted to those who have suffered the injustices of exclusion? What is my responsibility as a
storyteller—or a reader—if I am a witness to violence, or an advocate against injustice, but my life-story is
one of privilege, protection and security? What is the role of the politics of identity or cultural appropriation
in determining whose story is it anyway? Throughout the seminar students will be encouraged to draw on
their own histories, memories and literary experiences as the enter into the world of the prescribed
readings. For the final assessment I hope students will choose critical and creative ways of telling their own
stories, or the stories of others who have captured their imaginations. Seminar participants will be required
to come to each class with two questions that pose issues or problems based on the texts that are
important for them, and may prove to be significant for their colleagues. I will invite members of the group
to pose their questions and start a discussion.

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What is a Classic? (216124)
Rachel Love
The question of what makes certain works 'classics' has plagued readers ever since they had more than one book to
choose from. When faced with more works of literature and art than one could consume in a single lifetime, the label
'classic' provides readers with a narrowed selection that is guaranteed to be worth the time and effort to engage with,
that is vital to participation within an intellectual community. Classical literature, classical art, classical music—all
suggest art forms that are fundamental, elevated, perhaps even elite… but why? And who gets to decide what qualifies
as 'classical', especially when those who constitute today's intellectual communities are increasingly heterogenous and
have greater access to an impossibly vast, impossibly diverse trove of global artistic production? In this seminar, we are
going to read 'The Classics'—defined within universities as the study of literature from ancient Greece and Rome—in
order to open up larger questions about the nature, purpose, and consequence of labelling certain works, aesthetics, and
ideas 'classical'. We will read selections from a broad sampling of written works that survive from antiquity, learning
firsthand what it means to read a classic. At the same time, we will be reading, watching, and listening to a diverse array
of media that explain, criticize, and reimagine the role of classical literature and ideas in today's world.
Recommended Prep:
There are no prerequisites for this class. All readings are in English,
and no knowledge of Latin or Greek is expected.

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Vegetal Humanities: Paying Attention to Plants in Contemporary Art and Culture (216106)
This class invites you to practice a new kind of plant-consciousness. Our guides will be contemporary
artists and thinkers who are encouraging new relationships between human and vegetal life, or recalling
very old ones. Suddenly, we have plant protagonists, gardens in galleries, and botany-based forms of
philosophy, architecture, music and more. Following the lead of these culture-makers and their work, we
will draw on the new science of plant communication and learning in this class; uncover plant-based
histories and renew ancient understandings of human-plant relations. But plants themselves will also be
primary sources, as each student follows a sequence of exercises to deepen understanding of a plant
"interviewee"—one they'll grow at home from an unidentified seed. At the same time, we will ask critical
questions: with climate crisis upon us, in a time of social inequity, poisonous politics, and mass
dislocations, why this attraction to plants? Is the vegetal turn a diversion from tough human problems? Or
is there reason to think a cultural change could, even now, change the fate of nature?
Recommended Prep:
No prior art or botanical knowledge is expected. However students
with backgrounds in agriculture, ecology, horticulture, or botany are
especially welcome.

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Happiness and Different Ways of Life (216188)
Susanna Rinard
What is happiness, and what can we learn from different ways of life about what conduces to human
happiness? In this seminar we begin with an overview of thought in philosophy and contemporary
science about the nature of happiness (our guide: Sissela Bok's book Exploring Happiness). We then
consider a few different ways of life. First, we look at modern-day Buddhist approaches to the search
for happiness (our guide: Matthieu Ricard's Happiness). This will provide a context in which we can
consider to what extent internal conditions—your mental habits, your attitude, your overall outlook—
are determinants of happiness. Then we turn to a study of the lifestyles of prehistoric humans, and
consider their approaches to child-rearing, dispute resolution, and more (our guide: Jared Diamond's

The World Until Yesterday). Looking at these radically different cultures will prompt us to consider
whether our modern society could benefit from re-adopting some aspects of these ways of life. Finally,
we look at the conditions of poor women in India, and what we can learn from them about justice and
quality of life (our guide: Martha Nussbaum's Women and Human Development). We will consider both
the devastating effects of oppression and certain kinds of material poverty, as well as the ways in
which people can nonetheless flourish in difficult circumstances. Throughout the course we will see
what can be learned by combining abstract philosophical reflection on happiness with attention to the
details of the actual lives of human beings at different places and times.

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Looking for Clues. Ancient and Medieval Art @ Harvard (218370)
Evridiki Georganteli
Objects are essential primary sources for the study of the past. They are imbued with tales of their makers,
of societies in which they took shape, of customs and beliefs that lent them meaning, and of routes that
facilitated their dissemination. In this interdisciplinary and highly interactive Freshman Seminar,
participants will hone the art of looking through the close-up study and discussion of ancient and medieval
ceramics, textiles, and metalwork from the world-class collections of the Harvard Art Museums, the Harvard
Museum of the Ancient Near East, and the Boston Museum of Fine Arts. Art-making at the Harvard
Ceramics Program will further help us associate these museum objects, detached from their geographical,
historical, and archaeological context, with imagery, feelings, and the life of ancient and medieval
craftsmen.
Ceramics, textiles, and metalwork circulated throughout millennia along routes of trade, warfare,
diplomacy, and pilgrimage, transcending linguistic, religious, and cultural borders. The materials and the
techniques used in their creation reveal the economic resources, technological know-how, and political
agendas of their makers. The reception, appreciation, life and afterlife of these objects shed light on the
societies that consumed and treasured them. Looking for Clues. Ancient and Medieval Art @ Harvard is
intended for students interested in Classics, History, Art History, Archaeology, Folklore and Mythology,
Comparative Literature, Political Science, Economics, and the Study of World Religions. Handling sessions,
group discussions, art-making, and a research paper on a choice object or a group of objects from the
Harvard Collections offer students a sense of immediacy and appreciation of world cultures.

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Migratory Identities (218501)
David Damrosch
The world is being reshaped by waves of migration, as millions of people seek new social and economic
opportunities, often fleeing war, political or religious oppression, or environmental degradation. Writers
and filmmakers too have often migrated or gone into exile, and a wide range of modern and contemporary
writing probes the losses and gains that minority populations have experienced after arriving as "strangers
in a strange land." This seminar will take up a series of compelling works by migrant artists who take
migrancy as their theme, from Derek Walcott and James Baldwin in the 1940s and 1950s to Salman
Rushdie, Marjane Satrapi and Chimamanda Ngozi Adichie in the 1990s and 2000s. Each week's primary
works are paired with an interview or essay by or about the writer or film maker. We begin with writers who
look back at colonial situations in the Caribbean, Africa, and Indochina; then we'll look at immigrants'
experience within metropolitan centers, and we'll end with works that probe the ongoing connection of
people to the places they've never really left behind.

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Introduction to Lyric Poetry (218481)
Gordon Teskey
This is a seminar for first-year students that introduces lyric poetry from Asia, Europe, and North America.
The seminar covers a wide range of time as well as place. We travel from ancient Greece and Rome to
medieval Italy and France, from classical China, Japan, and Persia to Renaissance Europe, from the
Romantic period in England, Germany, and France to contemporary America.
All poems not in English—in Greek, Latin, Chinese, Japanese, Arabic, Hebrew, Persian, Anglo Saxon,
Italian, German, and French—will be studied in translation. Students with knowledge of any of these
languages are encouraged to bring the originals into discussion and to use them for translation
assignments.
The first purpose of the seminar is to provide knowledge of poetry from the past and from around the
world. The second purpose of the seminar is to provide students with a grounding to write poetry
themselves. Weekly exercises include posted comments, translations, and poems.
Lyric Poetry in Six Acts
Act I Graeco-Roman and Medieval: Poetry of Violence, Fame, and Love
Act II Middle East: Poetry of Love and of Faith. Meditations on Death
Act III China and Japanese: Poetry of Passion. Poetry of Reflection

Act IV The Renaissance: Poetry as Art and about Art
Act V The Romantics: Poetry as Expression
Act VI The Modern Age: Poetry in a Dying World

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Fun With Writing (218680)
Phillip Howze
Writing can be fun. By "writing", we don't only mean the act of putting pen to paper, or fingers to computer
keys to type. Writing is the ancient, conscious act of choosing words or texts or images and composing
them in such a way to create an intended effect. Yes, writing is an intentional process… but not one which
has to be necessarily painstaking. What if, first and foremost, writing was fun? This is the question we'll
explore and enact, while also getting to know our fellow classmates, in this generative, art-making seminar.
Weekly, we'll create both individually and together, engaging writing across a variety of forms----—from
gaming to publicity to food—to reacquaint ourselves with the joys of what it might mean to craft words
creatively, theatrically, and collaboratively.

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Caravaggio, Outrageous (220111)
Peter Burgard
Michelangelo Merisi da Caravaggio, known simply as Caravaggio, is widely held to be one of the greatest
painters of all time. He painted primarily religious subjects. And yet he was in his own time (turn of the 17th
century) and remains one of the most controversial of all painters, many finding his work shocking, despite
its undeniable and exceptional mastery of the art of painting. His dramatic contrasts of light and dark can
be disturbing and render subjects inscrutable that we expect to be clear. His extreme naturalism competes
with the supernaturalism of his religious themes. He focuses on the erotic in secular images and insinuates

sexuality in religious works.
In this seminar, besides learning how to read and interpret paintings — how to determine what a painting
actually depicts, how it is composed, and the meaning of both — you will work your way with me through
Caravaggio's lifework, detecting and deciphering the core characteristics of his art that make it outrageous:
how his naturalism exploits its inherent deception, how dissimulation leads to doubt, and how relentless
dislocation, both literal and figurative, grounds virtually every image he created.
Recommended Prep:
No experience in the study of art is required or assumed.

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Metamorphoses of Life (220479)
Daniel Carranza
If trees could speak, what would they say? How does that annoying fly buzzing around perceive the room
you both inhabit – perceive you? And what kind of traumatic shock could transform you into a mute tree?
Or lead you to wake up and discover you have become an insect?
In this seminar, we will explore how living things undergo metamorphosis in mythic narratives, poetry, and
visual art. How does the Western mythic tradition from Ovid to Kafka imagine such jarring, even violent,
self-transformations? In what ways do organisms already metamorphose in remarkable ways that defy
observation? Do the environments of different species appear radically differently to each? And how might
we make sense of this interplay between radical transformation and obstinate persistence in natural and
cultural 'environments' alike?
Course Notes:
The seminar will involve excursions that take advantage of 'on-site'
resources in proximity to campus, e.g., observing glass flowers and
rotting fruit at the Harvard Museum of Natural History; communing
with categorized trees at the Arnold Arboretum; and closely viewing
paintings at the Gardiner Museum depicting these often-traumatic
transformations of the human into the non-human.

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Immigrant Memoirs: Women's Lives from Eastern Europe to America (220112)
Aleksandra Kremer
In this seminar we will read memoirs and personal essays (as well as a few poems and a play) written by
women who had moved from eastern Europe to the United States (and in some cases to the UK and
Canada, too). What did they think about their new countries? What happened to their first languages as
they lived surrounded by the English language? What did their alienation and assimilation look like? How
did their attitude to English evolve? We will read about identity, memory, and loss, about abandoning and
rediscovering one's ancestry, about children and adults, about working-class immigrants, successful
writers, and part-time college teachers, and their varying reasons for emigration, which included wars,
discrimination, poverty, and love. The authors we will discuss come from Poland, Ukraine, and Russia, from
former Yugoslavia and Czechoslovakia, and include several Jewish and Yiddish-speaking writers. The
earliest migrations described in these memoirs take place around World War II and the Holocaust, the most
recent texts refer to the war in Ukraine. What image of eastern Europe emerges from these texts? How do
these stories inform our views of ethnicity and immigration today? What do they tell us about our own
identities? All students interested in these questions are welcome to join us, there are no prerequisites.
Course Notes:
All readings will be in English.

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Stories of Gender and Justice (220253)
Karen Thornber
With gender inequities and biases pervasive within and across cultures worldwide, and the global
pandemics of gender-based violence and structural violence further intensified by the Covid-19 pandemic,
how have individuals, groups, communities, and nations globally fought for (and against) gender justice?
How have struggles against gender injustice intersected and conflicted with struggles against racial,
ethnic, environmental, health, LGBTQIA+ and other forms of injustice?
Gender justice, as is true of justice more broadly, is often discussed in the abstract, or as a matter of law,
political history, protest movements, enfranchisement, and similar phenomena. Yet at its core, justice
involves individuals and their experiences - both their suffering and their triumphs - experiences most
directly accessed through stories. In this seminar we'll explore a range of stories and different forms of
storytelling on gender justice, from novels and films to memoirs/personal histories, histories, and creative
nonfiction. Some narratives with which we will engage are Margaret Atwood's The Handmaid's Tale, Ito
Shiori's Black Box: The Memoir that Sparked Japan's #MeToo Movement, Audre Lorde's The Cancer
Journals, Cynthia Enloe's The Big Push: Exposing and Challenging the Persistence of Patriarchy, and

Cherrie Moraga and Gloria Anzaldua's This Bridge Called My Back: Writings by Radical Women of
Color. Students will be encouraged to write their own stories on gender and justice.

Attribute Value(s)

Legacies of a Powerful Woman: The Life and Afterlife of Empress Theodora (220380)
Alexander Riehle
One of the most controversial women of ancient and medieval history is Theodora, wife of Justinian I and
empress of the Roman Empire in the 6th century CE. She has been variously portrayed as a hypersexual
prostitute and power-hungry, vindictive manipulator, or as a saint, protectress of the needy, champion of
women's rights and revolutionary. Who was this woman really and why did she provoke such conflicting
responses? In this seminar, we will explore the historical sources on Theodora's life and especially the rich
and colorful afterlife she enjoyed throughout the ages up to the present, with a particular focus on her
reception in popular culture and the arts. We will read historical accounts and present-day fiction, examine
ancient and modern artwork, watch film and listen to music. On this basis, we will discuss how Theodora
has been used to project a variety of different ideas about women, gender and sexuality. The seminar will
feature visits to the Harvard Art Museums and Houghton Library for hands-on explorations of ancient
material artifacts and medieval manuscripts.

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Is a Picture Worth a Thousand Words? —Photography in French Literature (220404)
Matthew Rodriguez
The history of modern and contemporary French literature is intertwined with the history of photography,
and French writers have significantly influenced how we think and write about photography. Writers have
approached photography since its invention with curiosity, disdain, fear, and wonder. To understand these
different ways of thinking about photography, our seminar asks the following questions: Does photography
represent the triumph of technology over art? Is a photograph a work of art? How does photography shape

the way we look at the world? Does a photograph represent objective reality or is it just a fiction? What can
we learn from a photograph?
Writers have responded to these questions explicitly and obliquely across a variety of genres, including the
novel, the essay, and the memoir, and in works that blur the boundaries between different genres. In our
seminar, we will draw on all of these forms of writing and on many different kinds of photographs as we
practice reading and looking closely.
We will study works by Marcel Proust, Marguerite Duras, Roland Barthes, Hervé Guibert, Patrick Modiano,
Sophie Calle, and Annie Ernaux, among others. We will discuss how these authors use photography to
write about memory, mourning, self, and identity. We will also think about how we define ourselves in
relation to images and how literature can help us look more closely and critically at photography as we
make our way through our own image-saturated realities. Students will put these insights into practice in
visits to the Fogg Museum to examine photographs from Harvard's collections and in short creative writing
assignments (pastiches) in which they will assume the "eye" of different authors.
Recommended Prep:
No background in photography, French, or French literature required.

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"Ignorant Schoolmasters" and Experts (220189)
Doris Sommer
What is the best way to teach, by guiding students guide toward discovery or by explaining what teachers
know to students who should learn? The alternative answers have fueled millennial debates. One side
defends facilitators who may or may not be experts in the target subject. They provide enough instruction
to ignite curiosity, but no more since heavier hands can crush student initiative and instill resentment for
school. The other side endorses the transfer of knowledge from teachers who master a subject, set
standards, and evaluate progress. Today's proposals innovate insofar as they recover, recombine, and
rename sometimes forgotten pedagogies developed over a long durée. From a humanist perspective, the
current and renewable debates about how to teach raise questions about forgetfulness, gaslighting, and
about the dynamics of professionalization in education. Our seminar will consider the trail of controversies,
the effects on teaching and learning, as well as opportunities to enhance current practices. Readings
include both standard and neglected texts with a standing invitation to "go off on a tangent" and
supplement assigned readings with student-researched materials. We start with a contemporary political
philosopher who considers what is at stake for democracy in these educational debates.

Attribute Value(s)

Freshman Seminar 64Z

Recent Experimental Architecture: From AutoCAD to Ziggurat (220197)
Andrew Holder
There is a paradox in contemporary architecture. It is designed using tools of astounding digital

sophistication by architects grappling with a world of social inequities and impending environmental
catastrophe. And yet, surveying the work of these architects, you would be forgiven for thinking it looks,
well, ancient: ziggurats, stacks, rock piles, and even dirt mounds. What explains this phenomenon? Why is
it that digital tools and progressive cultural ambitions have sponsored the creation of seemingly
anachronistic forms? To answer this question, the seminar will explore contemporary design in both the
format of seminar and as design studio. We'll critically analyze the work of contemporary practices, then
design our own speculative buildings using digital modeling software, physics simulation engines, and 3D
printing.
Course Notes:
No prior design experience is necessary; students will learn everything
they need to know in a series of in-class tutorials.

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Apocalyptic Grief: Love, Loss, and the End of the World (220199)
Matthew Potts
Apocalypse is all around. Not only do apocalyptic visions and dystopian imaginations pervade our fiction
and our film, but the world itself seems determined to realize these visions in our lifetimes. Pandemic,
insurrection, famine, climate crisis, war, and rumor of war all abound. As frightening as these realities are,
they are also mainstays of human civilization. The literary and cinematic apocalypses we see today take
their place within a long tradition of human creativity that has courageously and imaginatively reckoned
with the end of the world. And whatever else our religious traditions do, they take seriously practices of
lament, remorse, penitence, and mourning before the reality of great loss and great wrong. This seminar
will survey a variety of apocalyptic texts, beginning with early scriptural examples and ending with
contemporary film comedy, to ask what a well-lived life should look like at the end of the world. Through
close attention to assigned texts, and drawing on the resources of literary, film, and religious studies, we
will raise crucial moral questions for our consideration, questions about the nature of hope, the lure of
despair, the utility of love, the certainty of loss, and the ethics of grief.

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Wit, Irony, Comedy (220242)
Thomas Wisniewski
In life, as in literature, humor often takes us by surprise: it gives delight; it lightens our mood; it makes us
laugh. The question is: why? Laughter, in many ways, is a mystery. If tragedy's existence is all too easy to
explain— suffering needs to be borne, and we yearn to find explanations for it—then it's comedy that's the
enigma. Taking the comic seriously, this seminar provides a broad investigation into the psychological,
sociological, philosophical, dramatic, and literary functions of humor. To understand how what we find
funny changes in relation to shifting social, cultural, and historical contexts, we will bring a range of
approaches to bear on the study of humor: wit and wordplay; the phenomenon of laughing; satire and
irony; jokes and joking; sexual humor and the taboo; parody; humor in performance, including stand-up;
the question of gender; obstacles that confront female humorists; religious humor; ethnic humor,
especially Jewish; queer camp humor; Black humor; the differences between verbal wit and visual humor;
humor and comedy as a refusal of the tragic: literature with a comic surface and tragic depth. Throughout
the semester, we will study literary works from Shakespeare to the present day as well as theater history,
performance, film, television, stand-up comedy, cartoons, etc. Works by psychologists, philosophers,
anthropologists, and sociologists will supplement our analysis.

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Freshman Seminar 65F Section: 00

The Good, the Bad, and the Beautiful: The Ethics of Art (220405)
Patrick White
What, if anything, is the relationship between art and morality? Can art be immoral? Or is it a mistake to
evaluate a work of art in such terms? Can the moral of a content of a work bear on its aesthetic value, that
is, whether it is good art? What of the moral status of artists—does the (im)morality of an artist bear on the
success of her work? Should art serve as an instrument of moral education? A force for liberation? A
method of unifying people? How do the arts shape who and what is seen? And how should we think of the

representation (or appropriation) of race, gender, and culture in the arts? This seminar will challenge
students to grapple with questions of art, ethics, and the human condition alongside contemporary and
historical thinkers alike—from Plato to Confucius to Tolstoy. In addition to philosophical texts, we will
engage with a wide variety of art, including poetry, film, theater, painting, sketch comedy, classical music,
rock and roll, and games. And maybe most importantly, we will engage with one another—this is a class in
which all of us will be doing philosophy together, working through what we think about fundamental
questions of art and ethics. The seminar will meet in the Harvard Art Museums and include a trip to the
MFA, providing opportunities to see many of the seminar's central artworks in person and consider
questions about the ethically and politically significant work of art collection and exhibition.

Attribute Value(s)

The World of Tomorrow: Constructing and Inhabiting the 21st Century (203389)
Arthur Segel
"Today, we are shapers of the world of tomorrow. There is no way we can duck the responsibility, and there is no reason
why we should." - —Walt Disney
The built environment has profound effects on both our daily lives as well as 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, cultural, and generational 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 a myriad of stakeholders
and considerations: cultural, societal, financial, even philosophical. 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 will contribute to building the
future. 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, and economic inequality affect us as both
inhabitants and constructors of tomorrow's world. Week by week, students will partake in conversation and
debate surrounding some of the most pressing issues of the future.
At the end of the seminar, students will integrate both ideological and practical considerations to design a
new city from scratch and put together applicable, real-world perspectives on best practices for the City of
Tomorrow. As part of this dual process of investigation and application, students will have the opportunity
to meet with world-renowned academics and executives, while taking excursions into Cambridge, Boston,
and beyond.
Course Notes:
There will be two required trips on the afternoons of Tues, Oct 18 & Oct
25, 12:30-5pm. Please check that these trips fit into your schedule.

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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?

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The Heart of Medicine: Patients & Physicians & Experience of Serious Illness in the Age of COVID-19 (207777)
Susan Block
Sickness and death are universal human experiences. Although the COVID-19 pandemic has brought this
reality home, in many difficult ways, to all of us over the past 2 years, thinking about our own losses and

vulnerability and that of people we love is often uncomfortable. This terrible year has also created many
opportunities for us to grow, as individuals and as a society. Building on our collective experiences of the
past year, we will explore our own perspectives and experiences with serious illness and death; examine
the vulnerabilities in our health system and our society that also contribute to the challenges in dealing
with serious illness and death, and seek to process these perspectives and experiences as a way of
learning to live a more meaningful life, strengthening relationships, helping us be better caretakers of
people we love, and of people whom we serve in a professional role. We will use our experiences and
observations during the COVID-19 pandemic as one source of data to inform a larger understanding of how
humans deal with loss and vulnerability by examining, 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, including numerous
readings related to COVID-19 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.
Course Notes:
If circumstances permit, additional field learning opportunities (e.g.,
participation in hospital-based teaching rounds) will also be available
outside of class.

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Dilemmas in the World's Economy (212698)
Elhanan Helpman
Standards of living vary greatly across countries, they rise fast in some and slowly in other. Economic
growth has historically been related to the expansion of international commerce as well as industrialization
and institutional reforms. How does a country's well-being and growth depend on its trade partners? Is
globalization in the form of international integration desirable? Do all income classes benefit from
globalization? What role do trade policies play in shaping the benefits and costs of globalization? We will
discuss the historical evidence on economic growth, the expansion of commerce, and the evolution of
trade policies. We will also discuss the nature of these processes and the interdependence between them.
Using this knowledge, we shall discuss the pros and cons of globalization and the tradeoffs faced by policy
makers. These tradeoffs will be illustrated with contemporary policy debates concerning tariffs and free
trade agreements. Finally, we will discuss the impact of globalization on inequality within countries and in
the world economy.
Course Notes:
This seminar will meet for only 2 hours within the time block.

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Rituals and Living the Good Life (212785)
Michael Norton
Why do we knock on wood for good luck? Why do we put birthday candles on cakes? Why do some
cultures use black at funerals while others use only white? Why do teams perform team cheers before
games? This class will explore the psychology of rituals – those odd, seemingly meaningless behaviors
that research shows influence our psychology in profound ways, making the mundane meaningful: dull
morning routines can instead get us "ready for our day" and rote work meetings can instead improve team
cohesion and performance. We will explore rituals in domains ranging from performance anxiety to team
effectiveness, from enhancing consumption to improving health—in our daily lives, our work lives, and
even when trying to cope with family during the holidays.

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Freshman Seminar 72D

Democracy and Education in America (216285)
Rob Willison
Cheerful illusions and wish fulfillment have dominated both popular and scholarly thought about
democracy for two centuries. Democratic theory has sailed along as if no iceberg had struck and the engine
room were not taking on water…Our view is that conventional thinking about democracy has collapsed in
the face of modern social-scientific research.
(Achen and Bartels, Democracy for Realists, 2010)
Democracy is in crisis. The problems we face—pandemic, environmental destruction, economic and

technological upheaval, global migration—are far too complex for the average citizen to grasp in detail.

Meanwhile, the tools of disinformation and manipulation are more powerful than ever. Set aside, for a
moment, any default faith in democracy you've grown up with: do you really believe you can trust your
fellow citizens to make wise decisions about how to approach these issues? In this seminar, we'll put to the
test the most powerful answer to such worries that democracy's defenders can offer: education. If we are
not now the well-informed, open-minded, scientifically literate, engaged citizens that a healthy democracy
requires, can our educational institutions be designed to bring us sufficiently close to that ideal? Or, as so
often seems to be the case in contemporary America, are our schools doomed to reproduce the divisions
and inequalities that they inherit? To address these guiding questions, we'll attack philosophical questions
about the very nature of democracy and human cognition, and draw on the best research contemporary
social science has to offer. Our companions in inquiry will be some of history's greatest theorists of
education—Plato, Dewey, Freire—but also leading thinkers of today (many of whom are members of
Harvard's faculty): Susan Carey, Danielle Allen, Daniel Koretz. By the seminar's end you'll make your own
original contribution to this collective intellectual effort by completing, in collaboration with your
classmates, a project of your own design.

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Freshman Seminar 72I Section: 01

Everyday I'm Hustlin': Pop Culture, Youth, and the African City (217842)
Daniel Agbiboa
Cities today face broad challenges ranging from public health emergencies (e.g. Covid-19), to anti-police brutality
protests (e.g. #ICan'tBreathe), and unemployment. Stuck in a frustrating period of "waithood" or waiting for
adulthood, urban youths in Africa are increasingly devising enterprising ways to improvise their livelihoods and
assert their right to the city. One creative way in which youths are responding to everyday uncertainty and
frustrations is through the power of pop culture, which includes creating new artistic, musical, performance, and
fashion forms that extend across and beyond African cities. Consider, for example, the cross-cultural power and
global appeal of Afrobeats. Notable American musicians, from Beyoncé to Pharrell Williams and Chris Brown, are
fast integrating African pop music into their sounds as part of the upward trend of the "Afro-Cool" in the United
States. This, of course, raises important questions about the boundaries between what is cultural appreciation and
what is cultural appropriation.
In this seminar, we ask: In the face of the contradictions of modern city life in Africa, in which people's
opportunities and expectations are simultaneously broadened and constrained, how do young people fashion new
ways of being and interacting with society? In what ways can crisis become opportunity? To address these
questions, we will watch films, listen critically to music, analyze written texts, take virtual tours, and visualize
fashion and popular art forms that shed new light on the "hustle economy" in urban Africa, its relationship with
pop culture in American cities, and the innovative ways in which young people are making their voices heard in
the city.

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Implicit Bias: Science and Society (218479)
Mahzarin Banaji
We coined the term implicit bias in the mid-1990s to capture the idea that bias, i.e., a deviation from
accuracy or values can be implicit, i.e., operate without conscious awareness or conscious control. The
idea emerged from basic research on implicit social cognition (ISC), an area of scientific psychology that
explores the hidden aspects of mental representations of self, other, and social groups. Today, almost 30
years later, the term implicit bias has transcended academic psychology and permeated contemporary
culture where it is used and contested every day. In this course, we will study the science of implicit bias,
with a focus on disparities that emerge along the lines of social categories of age, gender, sexuality, race,
ethnicity, socioeconomic class, physical attributes, religion, politics, language and culture, geographic
region, and nationality. The course will cover topics such history break from orthodoxy, basic theoretical
concepts, dominant methods, noteworthy discoveries, criticisms (by experts), implications for policy and
law. Additionally, the course will provide an opportunity to explore the societal impact of implicit bias in
domains such as employment, healthcare, education, and law. Beyond these content-specific goals, the
course is designed to (a) sharpen analytic and ethical thinking, and (b) develop the capacity to build
educational materials that can render the science accessible to policy makers and the public (see https:
//outsmartingimplicitbias.org).

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Political Violence and Power (218503)
William Whitham
You were likely born after September 11th, 2001, the day of one of the deadliest terrorist attacks in world
history. Since then, publics have often perceived terrorists as shadowy jihadis striking across state
borders, armed with high-tech weapons and encrypted messaging apps. Yet political violence, practiced by
the Zealots in the Holy Land two millennia ago as well as by white nationalists in contemporary America, is
neither new nor foreign. What is political violence or "terrorism"? Why do people choose to use violence in

pursuit of political change—and when, if ever, is that choice rational or justifiable? How do practitioners of
political violence maintain organizations, forge transnational networks, exploit media attention, and (in
some cases) come to power? And how can states prevent political violence, rather than foster it or even
participate in it? In this seminar, we'll explore the ethics, psychology, and sociology of political violence
over the past 150 years. After studying the structures of modern nation-states and empires, we'll examine
fin-de-siècle anarchists, communist regimes across Eurasia, German Nazism and Italian fascism, anti-
colonial struggles in Algeria and Palestine, the rise of jihadi networks and far-right "lone wolves," and
debates about police brutality in today's America. Students will read original historical documents,
watch The Battle of Algiers, and familiarize themselves with social-scientific analysis. They'll debate
contentious topics, cultivate empathy, and, in a final project, analyze a terrorist network, group, or regime
of their choosing. Above all, they'll learn about the nature of power.

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Corporate Power & Human Rights—Community Resistance and Social Movements (218514)
Tyler Giannini
How do the seemingly most marginalized take on the most powerful corporations in the world and win? In
this seminar, we will delve into this question and what drives community resistance and social movements
in the face of frequently daunting odds. We will zero in on community resistance in its many forms when
confronting abusive corporations and authoritarian governments often supporting them. Through case
studies involving natural gas in Myanmar, gold mining in Papua New Guinea, and chocolate in West Africa,
we will discuss both the harms communities experience and how communities can have a seat at the table
to demand their rights and take on oppressive systems. We will also look at how North America is
implicated in these cases and consider the power dynamics between communities, advocates, businesses,
and states that span borders and different cultures. We will also look at ways that communities can build
their own power through the solidarity economy and how advocates cannot only combat economic
injustice but build their visions of economic justice for the future.

Attribute Value(s)

Mindfulness: A Path to Success, Happiness and Health (220113)
Ellen Langer

Although unaware of it, most people are mindless much of the time. No matter what we are doing, we are
doing it mindfully or mindlessly. Mindfulness is easy, fun, and energy begetting and it doesn't require
meditation. We will read and discuss the what, the why and the how of being mindful and will learn a new
way of approaching our lives.
Some 40 years ago, researchers were concerned with how people were thinking. At that time, we
discovered that much of the time, many of us are not thinking at all. Thus began the study of mindlessness
and mindfulness, characterized simply as the process of actively noticing new things. When you do that, it
puts you in the present. It makes you more sensitive to context and perspective. It's the essence of
engagement. We come to understand that thinking is not stressful; what's stressful is all the mindless
negative evaluations we make, that we won't be able to solve problems, that the world is unstable, etc. We
believe that if only we could keep things the same, we'd be able to control them. But since everything is
always changing, that doesn't work. Instead, we study increasing mindfulness to increase our well-being,
success, and health.
This seminar uses the lens of socio-cognitive mindfulness (without meditation) to explore rationality,
stress, risk-taking, helplessness, decision making, interpersonal relationships, health, and education.
Students will learn how to become more mindful and, as a result, less stressed, healthier, happier, and
more comfortable making decisions.

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Religion and the Black Protest Tradition (220240)
This seminar explores the long tradition of Black protest against racial discrimination and oppression in the
United States by focusing on the role of religion, as represented by selected individuals, institutions, and
movements for social change during the pre-Civil War Era, the Civil Rights and Black Power years of the
1950s through 1960s, and the struggle against legacies of systemic racial inequities today. From
abolitionist protest through Black Lives Matter, this protest tradition has always included more than African
Americans, and thus we will discuss the influence of individual white allies where relevant to specific
themes. Taking both a thematic and interdisciplinary approach, we will compare as well as contrast ideas
and strategies in the same time period and over different time periods. And we will engage a range of
secondary sources, survey data, and also primary sources, such as sermons, speeches, newspaper
articles, convention minutes, interviews, music, and the visual arts.

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We the Jury: Deliberation and Justice (220198)
Charles Nesson
Rebecca Nesson
A founding principle of the United States is that We the People, not a ruler or his designee, are to decide
issues of justice. The mechanism by which We exercise our power of justice is the jury, as guaranteed in
the Constitution.
Our founders declared the institutional role of the American Jury as the protector of liberty: "Article III,
Section 2: The Trial of all Crimes, except in Cases of Impeachment, shall be by Jury"
In this seminar we will investigate the power and limitations of the jury construct (a deliberative body
constituted to make a decision) as a mechanism for making just decisions. Our primary methodology will
be to constitute ourselves, the members of the class, as a jury each week to engage in deliberation and
reflect on the process and the results. We will deliberate both historical cases and current issues relevant
to student experience and society. At the beginning of the seminar, we will provide the deliberation
prompts, but as the seminar progresses students, working in pairs, will develop a prompt for deliberation
by the class. One hour of each class session will be devoted to deliberation.
As a conceptual framework for our deliberations, we begin the seminar with investigation of deliberative
practice, considering issues such as bias and unequal testimonial power and methods of counteracting it,
the art of listening and persuasion, and the wisdom of crowds. We will then examine how juries work using
the conception (and reality) of the American jury to investigate the role of a jury in determining justice, how
to interpret standards of proof, and the ability of juries to determine the truth of facts. One hour of each
class session will be devoted to class discussion and analysis of the readings and preparatory materials.

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#Adulting (220196)
Nancy Hill
Debates about when adolescence ends and adulthood begins often lead to judgements about how long
youth today are taking to reach adulthood and uncertainties about what it means to become an adult. The
transition from adolescence to adulthood is often fraught with anxieties about realizing one's dreams,
getting into college, succeeding in the job market, and finding a life partner. Have the definitions and

markers of adulthood changed across generations? Should these conceptualizations change or adapt to
the times? Are young people today trapped in an extended adolescence? Some experts and the popular
press contend that young people today are coddled and more resistant to growing up than were those who
came of age a generation or more ago. Conversely, other experts and many young adults today find that
growing up is harder—harder to launch a career, burdened by student loan debt, harder to find a
compatible life partner—in general, harder to achieve the life their parents have. Amid these debates, it is
unclear what is meant by adulthood and whether it can or should be defined by the same markers as have
been used in the past. Today's young adults are charting their own path…or are they?
In this seminar, students will define and redefine adulthood based in multiple contexts, considering
catalysts and impediments on the pathway to adulthood. Using a historical lens, we will examine and
understand the contexts that elicit longer and shorter pathways to adulthood, including the role of the
economic context, educational and occupational opportunities, gender, and the need to co-construct
adulthood with others. Whereas societal factors are often considered contextual, this seminar focuses on
societies as active agents in shaping adolescents' beliefs about adulthood and struggling with and
sometimes against adolescents as they navigate their place as adults. This seminar takes a global lens and
focuses on the ways in which the transition to adulthood is a dynamic and co-constructed concept and will
aid students in developing an integrative understanding on societal needs and pressures and young adults'
tools in navigating the path to adulthood.

Attribute Value(s)

Race, Science, and the Law: Knowledge and Power in the U.S. and Beyond (220243)
Sebastian Jackson
How have the natural and social sciences contributed to the cultural invention of "race" as a social fact of
modernity, and to the historical development of structural racism? How has seemingly "objective" scientific
knowledge concerning the diversity of humankind been politicized and weaponized to legitimize and
perpetuate chattel slavery, settler colonialism, economic exploitation, ecological destruction, and
genocide? Moreover, how have these scientifically sanctioned discourses of difference been encoded into
law? This seminar offers students a rigorous introduction to the history of race and racism in the United
States and other racialized societies. In addition to reading important historical texts, students will also
watch documentaries, peruse archival collections at the Harvard University Library, and take a field trip to
the Harvard Peabody Museum.

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Is Privacy Dead? Privacy, Surveillance, and Freedom in the Digital Age (220244)
Lowry Pressly
Suppose that someone is listening to your phone calls and reading your emails, but you never find out and
your life is never affected. What reason do you have to complain? Does it make a difference if it's a
neighbor, a lover, the state, or an algorithm listening in? What if you are the one posting the information on
Facebook? Do we have a right not to be tracked, photographed, or surveilled in public? In this seminar,
students will examine these questions and many more having to do with the value of privacy in the digital
age. They will have the opportunity to develop their own answers by drawing on a field of theories about
privacy, anonymity, and surveillance, and they can expect to leave the seminar with a better view of the
ethical and political problems facing their own era of technological change.
This seminar will serve as an introduction to the wide range of ethical and political questions concerning
privacy and technology, as well as an introduction to the practice of philosophy. We will take an
interdisciplinary approach to questions of privacy, surveillance, and freedom in the digital age, with
readings drawn from moral and political philosophy, computer science, sociology, law, media studies, and
the arts. Assessing what others have said and thought about privacy (writ large) will be important in
developing our own views. Just as important, however, we will refract these arguments and observations
through our own experiences with concealment and exposure, letting the theory inform our lives and vice
versa. This is what I mean when I say this seminar will offer an introduction to the practice of philosophy.
Students can expect to see improvement in their skills of critical reasoning and argumentative writing, and
to take away from the seminar a sharpened faculty of moral vision.

Attribute Value(s)

Holding Politicians Accountable (220245)
Julie Weaver
Across the world, massive street protests and growing disdain for politics not only suggest high citizen
dissatisfaction with politicians' performance—from poor public services, high corruption, and increasing
crime—but highlight the difficulty of holding politicians accountable to the voters who put them in office.
Democracies are designed with certain mechanisms to generate political accountability. Re-elections are
meant to give voters a tool to reward or punish incumbents for their behavior in office, government
oversight agencies like auditing institutions are intended to police politicians from within, and so on.
Despite this range of methods for keeping politicians accountable, why is there still so much corruption
and impunity within government? Why don't politicians provide the policies and public services people
seem to want? What are the barriers citizens and civil society face in engaging in politics? What can we

learn from citizen efforts to reign in politicians even within authoritarian regimes? Most importantly, what
policies could we implement to reduce impunity and strengthen accountability?

Attribute Value(s)

General Education
Subject: General Education
General Education 1011

Contemporary Developing Countries: Entrepreneurial Solutions to Intractable Problems (107464)
Tarun Khanna
Satchit Balsari
How do you successfully design and implement solutions to intractable social and economic problems in
the developing world?
What problems do developing countries face, and how can individuals contribute to solutions rather than
awaiting the largesse of the state or other actors? Intractable problems – such as lack of access to
education and healthcare, forced reliance on contaminated food, deep-seated corruption – are part of the
quotidian existence of the vast majority of five of the world's seven billion people. Developing societies
suffer from what we refer to as 'institutional voids' that make organized activities of all sorts difficult;
think of the mundane but important physical infrastructure that allows us to get to work or school in the
developed world, as well as our access to higher-order institutions such as the availability of information at
our fingertips or the security of the rule of law. The course demonstrates that reflecting upon the nature of
the developing world's intractable problems through different lenses helps characterize candidate
interventions to address them. The scientist's hypothesis-driven and iterative experimentation, the artist's
imagined counterfactuals through putting oneself in others' shoes literally and theatrically, and the planner'
s top-down articulation of boundary conditions, all tailor the ultimate solution.

Attribute Value(s)
FAS General Education Histories, Societies, Individuals

The Art and Politics of Propaganda: The Nazis and Their Legacy (108580)
Eric Rentschler
Why did Nazi sights, sounds, and propaganda prove to be so captivating and compelling for German
audiences of a modern nation and how do we explain the continuing impact of Nazi images and fantasies to
this very day, which is to ask, what do "they" have to do with "us"?
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.

Attribute Value(s)
FAS General Education Aesthetics and Culture

How to Build a Habitable Planet (118517)
Charles Langmuir
The relationship between human beings and Earth is the central problem of our time; can an understanding
of Earth's history reveal a place for us in a process of planetary evolution that might influence our
behavior?
The aim of this course is to place human beings in a universal and planetary context. You will learn where
we come from beginning with the Big Bang and ending with modern human civilization and our relationship
to the planet from which we have evolved and on which we depend. You will understand the factual
evidence for the Big Bang, the origin of the elements, plate tectonics, evolution and climate change. From
this story a process of planetary evolution emerges and we will consider whether this process is likely to
be common or a unique accident. Earth history has been punctuated by a series of revolutions where the
planet molts to a new level of functioning. Viewed in this context, human civilization is the latest molting of
the planet, giving Earth the possibility of a conscious presence to itself and in the galaxy. Are we as human
beings an agent of planetary evolution, or instead a parasite or cancer to planetary systems? This question
provides a novel perspective on current environmental problems and how we might deal with them, and
moves the question from technology to personal philosophy and behavior. It also casts a different light on
the likelihood of alien civilizations and whether we need to fear them. Climate change is seen in a much
broader perspective of the relationship between people and Earth, and how our personal behavior is not
trivial, but central. Readings include the book How to Build a Habitable Planet, short recorded lectures to
deliver the scientific content, and discussion sessions each week to address any difficulties and explore
the broader implications for human beings of what we are learning. At the end of this course, you will have
a greater understanding of the past, present, and future of the planet we call home, and the planetary
consequences of your life decisions.

Attribute Value(s)
FAS General Education Science and Technology in Society

The Caribbean Crucible: Colonialism, Capitalism and Post-Colonial Misdevelopment In The Region (118290)

Orlando Patterson
How does the growing inequality between and within nations—which is the major global issue of our
times—impact the Caribbean region and, in turn, its U.S. neighbor?
This course explores the complex, formative role of the Caribbean in the development of Western
colonialism and capitalism and the consequences for the peoples of the region. Four major themes will be
examined. First, the importance of the region in the origin and early development of Western imperialism
and capitalism: Why did both Western Europe and America begin their imperial and colonial expansion in
this region and to what degree did the region's slave-based economies influence the nature and
development of Western capitalism? Second, what were the consequences of imperialism for the
demographic and socio-cultural fate of indigenous and African populations? Is genocide a proper
designation of the fate of exploited peoples of the region up to the end of the period of slavery? Third, we
examine the post-colonial consequences of this history for the socio-political, economic and cultural
development of the region. What have been the main paths toward sustainable development in the modern
Caribbean? Why in spite of its long history of engagement with Western capitalism, has the region largely
faltered in its efforts to develop? We examine the different paths to development through five case
studies—neo-colonial dependency in Puerto Rico, communist dependency in Cuba, democratic socialism
in Jamaica, Barbados' neo-liberal strategy, and aid-dependency in Haiti. We also study the common
problem of migration and transnationalism and the degree to which this process undermines national
sovereignty. Fourth, we explore the distinctive features of racial classification and cultural representations
in the Caribbean. What do we learn about race as a social construction from the Caribbean experience?
How do Caribbean racism and colorism unsettle American notions of race and ethnic identities? Why has
globalization not led to cultural homogenization? How do we account for the unusual influence of
Caribbean music, especially that of Jamaica, on popular global culture?

Attribute Value(s)

Ignorance, Lies, Hogwash, and Humbug (204966)
Christopher Robichaud
Is truth dead? Time Magazine posed this question in bold red print on its April 3, 2017 cover. It's a
surprising concern, given that information of every sort imaginable is merely a click away on our phones,
access to educational resources is robust for both traditional students and online learners, and direct
interaction with public figures is more unencumbered than ever before with the help of social networks. Yet
we nevertheless find that "alternative" facts regularly compete on equal footing with actual facts, fake news
beats out mainstream news, and expert knowledge is sidelined for gut hunches and whatever feels correct.
Such is the so-called post-truth age. Can our democracy survive it? Contrary to what many of you may
think, it's not obvious that it can. Perhaps even more surprising, if it can survive, it may only be by way of
the much-maligned practice of politics. In this course, you'll interrogate the post-truth age, primarily within
the American context, through an interdisciplinary engagement with epistemology, political philosophy,

media studies, and the behavioral and social sciences.

Attribute Value(s)
FAS General Education Ethics and Civics

Happiness (218240)
Susanna Rinard
Should we pursue happiness, and if so, what is the best way to do it? This course will critically assess the
answers to these questions given by thinkers from a wide variety of different places, cultures, and times,
including Stoicism, Epicureanism, Buddhism, Daoism, and contemporary philosophy, psychology, and
economics.

Attribute Value(s)

Human Evolution and Human Health (112339)
Daniel Lieberman
How and why did humans evolve to be the way we are, and what are the implications of our evolved
anatomy and physiology for human health in a post-industrial world? Why do we get sick, and how can we
use principles of
evolution to improve health and wellbeing? To address these questions, this course reviews the major
transitions that occurred in human evolution, from the divergence of the ape and human lineages to the
origins of modern humans. Also considered are the many effects of recent cultural and technological shifts
such as agriculture and industrialization on human health.

Attribute Value(s)

Work, Life and Purpose in an Uncertain World (220116)
Nien-he Hsieh
Work is something hardly anyone can avoid. For some, it is a source of pride and purpose. For others, it is
simply a means to living. This course not only examines the ethical issues in the way work is organized,
compensated, and distributed around the world, but also helps students develop a framework to analyze
and address ethical challenges they will face at work. The inquiry takes as its starting point that the world
of work is quickly changing in the face of technological transformations, the need for new skills, artificial
intelligence, the rising gig economy, globalization, and demographic changes.
The course explores four themes.
Analyzing the World of Work: What should determine what people are paid for their work and who gets
what jobs? Does everyone have a claim to meaningful work? Should raising children or caring for our loved
ones be compensated? What should we do if AI eliminates most work?
Engaging with Work: What is and should be the role of work in our lives? What counts as success and a life
well lived?
Navigating the Workplace: What are our responsibilities at work and how can we act ethically at work? How
should we reconcile competing responsibilities? What should we do when our professional responsibilities
conflict with our personal beliefs?
Shaping the World of Work: What are the ways in which the changing world of work affects our economy,
politics, and society? As individuals, how can and should we shape the changing world of work?
The course draws broadly on a range of disciplines, including economics, politics, philosophy, psychology,
business ethics, and management studies.

Attribute Value(s)

The Philosopher and the Tyrant (107880)
David Damrosch
Philosophers and politicians alike struggle to set the terms for living a good life in a world of conflict.
Rulers seek guidance from their counselors, and philosophers have often dreamed of wielding real-world
influence. Reading a series of masterpieces of philosophical thought and literary expression, we will
examine some striking cases of relations between the pursuit of wisdom and the pursuit of power, from the
extremes of conflict (the executions of Socrates, Han Fei, Jesus, Sir Thomas More) to the opposite dream of
the philosopher king. How do seekers of wisdom speak truth to power? How do rulers understand their
ethical responsibilities toward their often fractious subjects? How do rulers and subjects alike weigh the

competing demands of liberty and order, self-fulfillment and self-restraint? Moving from ancient to modern
examples, this course will see how the insights and methods of Plato, Machiavelli, Shakespeare, and
Hannah Arendt can be useful in working through contemporary conundrums of wisdom and power.

Attribute Value(s)

Res Publica: A History of Representative Government (120049)
Daniel Carpenter
"A republic, if you can keep it." So did Benjamin Franklin characterize his hopes for American government.
What did Franklin and others mean by republic, and why did he and so many others worry that it might be
something hard to hold onto? This course will give you the theoretical basis and historical evolution of
republics so that you can understand the American system of a democratic republic, now spread widely
around the planet even as it is considered under threat. You will read Hamilton alongside Jefferson,
Machiavelli alongside Montesquieu, and Angelina Grimké alongside Frederick Douglass. You will consider
systems of governance in Republican Rome, medieval Europe, early modern England and France, Native
American nations and the United States. The thinkers and founders you will read thought long and hard
what freedom is, how to balance executive and legislative power, and why republics and democracies can
be unstable. As a democratic republic, the United States places great faith in the capacity of voters to
choose their rulers, who in turn make most of our policies. Is this faith misplaced? What is the role for
virtue in a republic, and what is virtue? How does inequality undermine republican stability, and what might
be done about it?
Screen reader support enabled.

Attribute Value(s)

Conflict Resolution in a Divided World (107669)
Daniel Shapiro

From the interpersonal to the international, are we destined to live in a world of destructive conflict—or can
we negotiate our way out?
How should we understand conflict in our own lives and in the world around us? At all levels of society,
people tend to approach conflict as an adversarial battle—communities polarize, ethnopolitical groups
clash, and nations and international institutions face daily political tensions. To prepare you for a lifetime of
civic engagement, this course empowers you with new pathways for examining enduring questions about
the roots of conflict and interdisciplinary approaches for resolving it. We will explore rational, emotional,
and identity-based perspectives on conflict resolution and connect these aspects to your own life
challenges and to conflicts ranging from on-campus divisions to large-scale political disputes. Because
conflict resolution often involves tough decisions and moral dilemmas, we also will examine models for
understanding its broader sociopolitical and ethical dimensions. The hope is that, by the end of this course,
you will have a deeper understanding of conflict resolution and will be better equipped to navigate its many
contours to advance the vision of a more peaceful world.
Class Notes: This course has an enrollment cap, so to be considered, you must
request permission to enroll and rank your choices through my.
harvard by 11:59 p.m. EDT Wednesday, August 24. The Gen Ed lottery
will run Thursday, August 25 with approvals and denials sent out no
later than 11:59 p.m. that day via your my.harvard account. Visit https:
//gened.fas.harvard.edu/fall-2022 for more information and step-by-step
instructions.

Attribute Value(s)
FAS Lottery FAS Lottery

Experiments that Changed Our World (212854)
Philip Sadler
Facing the edifice of preexisting knowledge, how are breakthrough scientific discoveries made that
contradict the existing canon? Twelve great experiments that have transformed our understanding of
nature will guide us, first through immersion in the scholarship and popular beliefs of the time. Next, how
did the discoverer prepare? What were the motivations, prior experiences, and training that led to the
threshold of a fruitful advance? Then, to the degree possible, we will carry out the exact same
investigations, building our own simple equipment from scratch, duplicating the challenges of wresting
patterns from noisy and incomplete data. Students will compare their results to both private and published
versions of the original research. The course will examine the magnitude of the cognitive shifts
experienced and the often uphill battle to acceptance. We will build an understanding of the nature of
scientific progress, examining how the mastery of natural phenomena leads to new technologies and how
these can contribute to further scientific discovery.
Experiments are drawn from the natural sciences, ancient to modern, from Eratosthenes measuring the
earth's size to Rosalind Franklin determining the structure of DNA. We will consider how these discoveries
continue to impact society, as well as the many ethical questions raised. The course will examine the

difficulty of accepting new experimental evidence falsifying accepted scientific paradigms and how this
remains an issue that plays out in current society. By unpacking these 12 experiments, students will be
able to better prepare for their own future discoveries and contributions.

Attribute Value(s)

Sleep (212896)
Charles Czeisler
Frank Scheer
How does sleep affect your health, your safety, and our society?
What is sleep? Why do we sleep? Why don't we sleep? How much sleep do you need? What are circadian
rhythms? How do technology and culture impact sleep? This course will explore the role of sleep and
circadian timing in maintaining health, improving performance and enhancing safety. We will evaluate the
causes and consequences of the epidemic of sleep disorders and deficiency in our society, with particular
attention to impacts on brain (learning and memory, mood and cognition) and body (appetite and
metabolism, hormones and heart) functions. Personal and public policy approaches to issues such as
drowsy students, drowsy drivers and drowsy doctors will be addressed.
instructions.

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Higher Education: Students, Institutions, and Controversies (212844)
Manja Klemencic

Enrolling in higher education is an aspiration of ever more people. Within a generation there has been an
extraordinary global expansion of higher education, in all but the poorest countries. This remarkable
transformation raises questions about the effects of higher education on students and its broader societal
impact, access to higher education and its role in addressing social inequalities, and how governments,
markets and individuals and institutions shape higher education. This course explores contemporary
higher education institutions, their students and controversies through international comparative
perspective and diverse multidisciplinary approaches.
We read what leading international scholars from the interdisciplinary field of higher education studies
have written about higher education. We seek to understand the workings of different types of higher
education institutions by conducting a field visit outside the Harvard bubble. We look deep into our own
experiences of higher education and explore the behind-the-scenes of Harvard. We do so with insights from
guest speakers from Harvard administration, personal reflection and collective exploration. The centerpiece
of this course is a trilogy of student essays or a capstone research paper critically examining and
proposing solutions to higher education issues you care about at Harvard or beyond. This is an opportunity
to gain perspectives on established and emerging areas of higher education research, insights into today's
changing higher education landscape, and the tools to explore the most pressing higher education issues.
This course helps you develop agency to navigate and shape the higher education spaces we belong to
and to design your own pathway through higher education.

Attribute Value(s)

Anime as Global Popular Culture (125611)
Tomiko Yoda
What can anime's development in Japan and its global dissemination teach us about the messy world of
contemporary media culture where art and commerce, aesthetic and technology, and producers and
consumers are inextricably entangled with each other?
In this course, students will learn to engage Japanese or Japanese-style animation (sometimes known as
anime) through two-pronged approaches. First, the students will learn to evaluate the aesthetic and socio-
cultural relevance of anime in relation to the criteria and perspectives developed through the study of more
established artistic forms such literature, cinema and visual arts. We will cover topics including, anime's
generic conventions, formal aesthetic, and narrative motifs. Secondly, students will learn to address the
cultural value of anime in manners that recognize the specificity of its media ecology, encompassing the
modes of production, distribution, and consumption. In particular, we will pay close attention to the ways
media technology, industrial production of anime, marketing, and fan culture are integral facets of anime
eco-system. In this sense, we will study anime as a node in the global network, involving diverse
commercial as well as non-commercial medias such as graphic novels, live-action films, video games,
character merchandises, and fanzines and other fan practices. The course as a whole suggests that we
need to work between these two approaches in order to understand anime as a medium of global popular
culture today.

Attribute Value(s)

Deep History (205088)
Dan Smail
Matt Liebmann
Who are we, how did we get here... and how far back in time do we have to go to start asking the question?
When does history begin? To judge by the typical history textbook, the answer is straightforward: six
thousand years ago. So what about the tens of thousands of years of human existence described by
archaeology and related disciplines? Is that history too? This introduction to human history offers a
framework for joining the entirety of the human past, from the long ago to the present day, in a single
narrative that stretches across many disciplines. We will explore a series of interrelated themes each of
which invites questions that travel across time and space. The material presented through lectures,
discussions, and activities will not only guide students through a collaborative exploration of human
experience, but will also encourage them to contemplate how such experiences mirror and contrast with
their own. To help anchor ourselves in the timeline of past and present, we will engage with the world-class
collection of artifacts in Harvard's museums, giving students a unique, hands-on opportunity to experience
human history through material remains. Course notes: No prior college-level course in archaeology,
history, or a related field is required or assumed, and First-year students are welcome. Because the course
touches on ideas in many disciplines beyond history and archaeology, including art, economics, human
evolutionary biology, psychology, and religion, we welcome a range of students who can bring unique
perspectives and expertise to class discussion.
instructions.

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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 "Golden Monkey Awards"—a class screening of final projects with Oscar-
like awards in various categories.
As a General Education course, East Asian Cinema will help students develop aesthetic responsiveness
and interpretive ability to moving images in an increasingly media-saturated world. While becoming
acquainted with some analytical vocabulary and critical approaches to cinema, students will also gain
insights into East Asian cultures and histories, aesthetic traditions and ethical values, as well as the
politics and economics that went into the films' production and reception. Above all, the course will
encourage students to be creative and enterprising with the digital media technologies at our disposal, to
engage in collaborative teamwork and experiment with unorthodox ways of looking at the world through
amateur filmmaking.
Course Notes:
All films subtitled in English. No prior knowledge of East Asian history
or film studies necessary.

Attribute Value(s)

Act Natural (215893)
David Levine
"To thine own self be true," runs the famous line in Hamlet. But which self? And why? And who's judging?
Does this injunction to be authentic even make sense today, when profiles proliferate online and
surveillance is ubiquitous? Acting—the art of creating and reproducing selves—can help us navigate these
questions. Just as every century's approach to acting tells us something about their idea of personhood,
so too can our own era's quandaries around empathy, personae, identity, work, art-making and politics be
explored through our approach to acting. The course will examine the construction of private and public
selves across eras and disciplines, through a combination of lectures, screenings, readings, and talks.
Sections and examinations will be practice-based, focused on a single basic task: students will be asked to
turn into each other over the course of the term.

instructions.

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Race in a Polarized America (116248)
Jennifer Hochschild
How do we manage issues of race, ethnicity, and immigration in a polarized political era? What role did
race play in the election of President Trump, after eight years of the presidency of Barack Obama? How can
we be good citizens of the world when Americans have such mixed views and take such mixed actions in
engaging with racial hierarchy, identity, or interaction?
This course addresses these questions by examining policy disputes around issues such as incarceration
and policing, free speech, the role of biology in ancestry and medical care, electoral politics, activism, and
movement across borders. We will examine class, nationality, and gender differences within and across
groups, and how group boundaries are made stronger or weaker. We will consider how to reduce
unproductive polarization, and how you --the new generation of citizens of the world -- can promote a better
America even, or especially, when we do not agree on just what "better" entails.
Course readings range from public speeches and interviews to works in political science, sociology,
economics, and a bit of genomic science. You will learn how and where the United States has progressed
in promoting group equality and fairness, as well as where it has not or has even moved backwards. You
will end the course with a deeper understanding of the core American paradox of the persistence of group
hierarchy in a country dedicated to democracy, equality, and liberty, and what people such as yourselves
can do to resolve that paradox.

Attribute Value(s)

The Global Heart Disease Epidemic: Stopping What We Started (215875)
Richard Lee
What are you willing to do for the health of others?

Heart diseases have killed occasional humans since ancient times, but only in the past century have heart
diseases become epidemic throughout the world. In fact, the first description of a heart attack in a human
was not until 1912. In the current century, heart diseases will be the leading global cause of death, and the
majority of those heart disease deaths will actually occur in the developing world. The epidemic of heart
disease has been driven by many social, economic and technological events. Some of these events have
been dramatically detrimental to human health, such as the accidental invention of the American cigarette
by a slave in North Carolina in the 19th Century—an invention that is projected to kill one billion people
between 2000 and 2100. Other events, such as advances in public health and safety, have been beneficial
by extending lifespan and preventing early death, but they have also allowed age-related heart diseases to
explode. Technological advances have improved our economic productivity but also led to changes in our
lifestyles that promote heart diseases. In this course, we will consider the complex relationship of health
and society by examining the epidemic in common heart diseases. We will explore how major lifestyle
factors such as tobacco, alcohol, exercise and diet affect health, and we will also consider how economics
and politics powerfully influence health. We will also discuss the role of government and our obligations to
each other, and to future generations.
instructions.

Attribute Value(s)

Moral Inquiry in the Novels of Tolstoy and Dostoevsky (220117)
Justin Weir
This course considers how Tolstoy and Dostoevsky take up moral inquiry in their fiction, introduces
students to philosophical texts that informed their major fiction, and asks why the novel as a literary genre
may be a good forum for the discussion of ethics. We will read Tolstoy's Anna Karenina,
Dostoevsky's Notes from Underground and The Brothers Karamazov, as well as selected texts from
Rousseau, Schopenhauer, Nietzsche, and others.

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World Health: Challenges and Opportunities (126193)
Sue J. Goldie
Extraordinary changes in the world present both risks and opportunities to health—unprecedented
interconnections across borders, rapidly shifting global demographics, and changing patterns of diseases
and injuries. This course will challenge your assumptions about the world's populations, as you discover
surprising similarities and unexpected differences between and within countries. Approaching the concept
of health as a fundamental prerequisite for building strong societies, we will explore its connection to
human rights, international relations, and sustainable development. Using case examples of contemporary
health challenges, we explore the influence of social, political, and environmental determinants on health,
particularly transnational risks associated with globalization. We consider solutions from an array of
perspectives, contributions from within and outside the health sector, and interventions at the local,
national and global levels. By the end of the course, you will be equipped to thoughtfully analyze important
health challenges and appreciate how evidence is contextualized and translated to policy and action.

Attribute Value(s)

Brains, Identity, and Moral Agency (109360)
Steven Hyman
Advances in brain science have the potential to diminish many forms of human suffering and disability that
are rooted in disordered brain function. But what are the ethical implications involved in altering the
structure and function of human brains? What's at stake when we have the ability to alter a person's
narrative identity, create brain-computer interfaces, and manipulate social and moral emotion? In this
course, you will ask and attempt to answer these questions, and discuss the implications of mechanistic
explanations of decision-making and action for widely-held concepts of moral agency and legal culpability.
This course will prepare you to be a thoughtful citizen of a world characterized by rapidly emerging
understandings of human brain function, and by new technologies intended to repair or influence human

brains.
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

Attribute Value(s)

Creativity (215890)
David Atherton
Geniuses are said to possess it. Self-help books offer to teach it. Both the arts and the sciences celebrate
it. It sits at the heart of some of our oldest myths and is the subject of up-to-the-minute neuroscientific
research. Some say it comes in momentary flashes; others call it a way of life. Some identify it as the key to
deep fulfillment; others claim that it entails intense suffering. Many agree that it sets us apart as a
species—but does it? What is creativity? How have humans made sense of it across centuries and
cultures, and what role might it play in our lives today? Exploring creativity takes us into the very question
of what makes us human, and the answers we discover can help equip us for the lives we will lead beyond
the classroom. This course casts a wide net, crossing disciplines as it takes us from ancient treatises on
the art of poetic composition to modern brain scans, and from centuries-old debates over intellectual
property to present-day questions of artificial intelligence. Is creativity the same as originality? Can
plagiarism be creative? Should one own the fruits of one's creative labor? What happens in the brain at
moments of creative insight? Can creativity be "hacked"? We will hear directly from practicing artists and
experts as we explore these questions through regular, small-stakes creative experiments and a creative
final project. By course's end, you will have a deeper sense of where creativity belongs in your own life—
and of how you might share what you have discovered with others.

Attribute Value(s)

Faith and Authenticity: Religion, Existentialism and the Human Condition (109861)
Courtney Lamberth
David Lamberth
This course engages some of the most fundamental questions of human existence through the
philosophical, theological and literary works of 19th and 20th century authors many of whom are
associated with the movement called "existentialism." What is an authentic individual life? How does one
find meaning in light of modern challenges to claims about the nature of God, revelation and the soul? Is
religious faith compatible with an understanding of historicity and the threat of nihilism? With a life of
integrity and freedom? Of what use are philosophical and theological reasoning in establishing meaning?
This course introduces central questions in Western philosophy of religion through close reading of
fundamental texts in existentialism with attention to selected philosophical and theological sources. The
course focuses especially on the themes of authenticity and absurdity, finitude and death, faith and
ambiguity, and the quest for freedom and responsibility.

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African Spirituality and the Challenges of Modern Times (212849)
Jacob Olupona
What can African spiritual traditions contribute to human flourishing in the contemporary age?
Taking the Marvel blockbuster Black Panther as a starting point, the course will explore the African spiritual
heritage both on the continent and the diaspora communities (Black Atlantic diasporas). We will begin by
spelling out the features of African indigenous religious traditions: cosmology, cosmogony, mythology,
ritual practices, divination, healing ceremonies, sacred kingship, etc. We will then explore how these
traditions have traveled across the oceans to the new world and how they have contributed to the
emergence of new forms of black identities in Brazil, the Caribbean, the USA, and more. This class will
equally look at African religious encounters with Islam and Christianity on the continent, resulting in what
we often call "Africa's Triple Heritage." It then considers African religious sensibilities in the contemporary
period, as they relate to the issues of modernity, economic and social development, ethnic and cultural
identities, class, and community relations. Finally, we will look at the status of African religion as a global
tradition, not necessarily in competition with other religious traditions, but in its relationship to other world
religions.

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Video: The Medium of Everyday Life (220115)
Karthik Pandian
In this hybrid lecture/production course, students will tune into the aesthetic, social, and political
frequencies of video through individual and collaborative study, creation, and performance. Art history will
commingle with social media as we put works of video art from the 1970s to the present into conversation
with gifs, memes, and other forms of contemporary viral transmission. In-person lectures, discussions,
technical demonstrations, and collective workshops will be punctuated by virtual gatherings on Zoom
where we will host guest presentations and experiment with video as a medium of livestreamed
performance. Together we will examine and develop a range of approaches to thinking, feeling, and making
with video, creating space to reflect on the instability of our times through its signature medium. Students
will respond to this collective inquiry by creating and sharing one short video per week.

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The Ancient Greek Hero (113501)
Gregory Nagy
How did ancient Greek heroes, both male and female, learn about life by facing what all us have to face, our
human condition?
How to face death? Concentrating on this central human question, we will explore some of the greatest
works of ancient Greek literature in English translation. For the Greeks, a special way to address the
problem of death was to think long and hard about what they called heroes in their myths. Our purpose in
this course is to extend that kind of thinking to the present. Assignments invite you to engage in personal
reflections on the meaning of life and death in the light of what we read in Greek literature about the ordeals
of becoming a hero.

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Equity and Excellence in K12 American Schools (107341)
Katherine K. Merseth
How does the U.S. K12 education system reflect, reinforce, and reshape American society?
Each year, between September and June some 52 million students attend public schools in America. But
why? Why do we have K-12 schools in America? What is their purpose? What we do expect schools to
accomplish? Headlines decrying the failed state of our nation's schools and clarion calls for the improved
quality and reach of American schooling in the 21st century are commonplace. Against this backdrop, the
course grapples with questions that have defined American K-12 education throughout history. What
constitutes educational excellence? Is it realistic or naïve to strive for both equity and excellence for all
students? Who are we educating and how important are student identities to schooling outcomes? Given
that educators, families, politicians, and the courts often disagree vehemently about the answers to these
questions, the course explores these debates and considers who and what will define the future of
American K-12 education and its role in society.
instructions.

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Why Is There No Cure for Health? (125932)
David Cutler
Given all our technological advances, why are we still not able to prevent preventable diseases, provide
affordable healthcare for millions of people, and deliver cures for curable diseases?
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 address epidemics? 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.

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How Music Works: Engineering the Acoustical World (205412)
Robert Wood
Music and technology are two dimensions of humanity that have been interdependent for tens of
thousands of years; what can this intersection teach us about our past and our future?
How does Shazam know what song is playing? Why do some rooms have better acoustics than others?
How and why do singers harmonize? Do high-end musical instruments sound better than cheap ones? How
do electronic synthesizers work? What processes are common in designing a device and composing a
piece of music? How is music stored and manipulated in a digital form? This class explores these and
related themes in an accessible way for all concentrators, regardless of technical background. The class is
driven by hands-on 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
and historical 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.
instructions.

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Permanent Impermanence: Why Buddhists Build Monuments (207917)
Jinah Kim
Eugene Wang
Everything changes. This is, in its simplest and most fundamental formulation, one of the essential
teachings of Buddhism. Buddhist communities throughout history have preached, practiced, and written
about the ephemerality and illusoriness of our everyday lives and experiences. Ironically, however, many of
these same communities have attempted to express these teachings in the form of monumental structures
meant to stand the test of time. Some of the world's greatest cultural heritage sites are a legacy of this
seeming contradiction between the impermanence that is a central presupposition of Buddhist thought and
the permanence to which these same monuments seem to aspire. If the world is characterized by
emptiness and the Self is illusory, how does one account for the prodigious volume of art and architecture
created by Buddhists throughout history? This Gen Ed course takes a multicultural and reflective
engagement with the challenges presented by this conundrum through a study of Buddhist sites scattered
throughout time and space. Pertinent topics such as cosmology, pilgrimage, materiality, relics, meditation,
and world-making will be explored. Through these Buddhist monuments in South and Southeast Asia, the
Himalayas, Central Asia, China, Korea, and Japan, students will learn about the rich, diverse world of
Buddhist practice and experience.

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The First Nine Months (212874)
David Haig
What makes a human? A baby develops from a single cell during the nine months of gestation, but the
process that begins so simply has complications that stretch beyond the womb into questions of human
identity and individuality. This course will explore the process of embryonic and fetal development,
highlighting complicated questions such as the medical dilemma of maternal-fetal conflict, which occurs
when doctors must evaluate the competing health needs of both fetus and mother. You will study disorders
of pregnancy such as gestational diabetes and preeclampsia, as well as types of nonstandard fetal
development, like monozygotic twins or microchimerism, that result in human diversity. The course will
also consider the kinds of families made possible by ovum donation, sperm donation, surrogate
pregnancies, and the like, as well as the questions of bioethics raised by such assistive reproductive

technologies.

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The Border: Race, Politics, and Health in Modern Mexico (204416)
What can histories of tension and cooperation at the U.S.-Mexico border tell us about our own nation's
public health programs and national racism?
Why does the Mexico-U.S. border continue to be a space for debate and controversy? This course
examines how the creation of the U.S.-Mexico border in 1848 shaped modern Mexican society from the
nineteenth century to our present. For many, the border served (and serves) as a protective barrier from
poverty, violence, and, especially, disease. By the early twentieth century many Mexican bodies were
perceived as "alien," "illegal," and in need of patrolling. Yet these descriptions were also used by Mexican
politicians to describe and isolate groups such as Indigenous and Chinese within Mexico. By examining,
for example, Mexican public health campaigns, response to epidemics, and how Mexican ideas of race and
health played out within Mexico we can better understand the U.S.-Mexico border today.
instructions.

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What Is a Book? From the Clay Tablet to the Kindle (212857)
David Stern

You have spent much of your life since kindergarten (and perhaps earlier) reading books; and you will
spend much of your time at Harvard continuing to read them. But do you even know what a "book" is? Is it
merely a conveyor, a platform, for presenting a text? Can a book have a use other than being read? Does
the nature of the material artifact inscribed with words shape or influence the way you understand their
meaning? Do people read a scroll differently than they do a book with pages? Or a digital text on a screen?
Why does the physical book persist in the digital age? To answer these questions, we will study the many
different material forms in which texts have been preserved—from tablets to e-books—and the
technologies that have enabled their creation. We will also explore every possible aspect of the object we
know as a "book," from the title page to the index, and from the layout of a page to the use of illustrations
and decorations—and what each of these features of the book can tell us about its historical role, how
readers have used the book, and what it has meant to them. Books we will look at will range from the Bible
to Vesalius, from Homer to Harold and His Purple Crayon. We will make regular use of the manuscripts and
rare printed books in Houghton Library, even if remotely. If necessary, simulated contact with books as
material objects will be the focus of the course. The capstone project of the course will be the creation of a
(short) book by each student and an accompanying paper explaining its place in the history of the book in
the West.

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Classical Chinese Ethical and Political Theory (121778)
Michael J. Puett
What if many of our assumptions about the self and about how to live fully are limiting and even dangerous,
and what other possibilities might we be able to find in classical Chinese philosophy?
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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Who Lives, Who Dies, Who Cares? Reimagining Global Health (124127)

Arthur Kleinman
Salmaan Keshavjee
Anne Becker
How can health care systems be restructured to provide high quality care even to the poorest and most
vulnerable people on our planet?
If you are sick or hurt, whether you live or die depends not only on biological factors, but social ones: who
you are and where you are, what sort of healthcare system is available to help you survive, and what kind of
care is available to help you recover, if society believes you deserve it. The global coronavirus pandemic
illustrates with dramatic urgency the role social forces play in patterning health inequities and determining
individual fates. The vulnerabilities of those most likely to get sick and to die from Covid-19 stem from the
ongoing effects of systemic racism on racialized subjects, the devaluation of eldercare and precarity of low-
paid work under neoliberal forms of governance, and enduring material effects of colonial-era power
structures that render health care systems dangerously weak or inaccessible for many communities. Now,
as ever, it is imperative to develop frameworks and methodologies to identify and to intervene effectively in
harmful social configurations that cause illness and suffering.
Most medical research narrowly focuses on the biological basis of disease, but this course takes a novel
biosocial approach to reveal how governments, institutions, and histories shape health and well-being, how
poverty and racism get into someone's lymph nodes, how cost- saving measures manifest as tuberculosis
in someone's lungs. In doing so, the course challenges conventional assumptions within the field of global
health—examining how interventions influence what happens after a catastrophe in unexpected ways, how
the persistence of health inequalities over centuries can be explained, how the structures of powerful
institutions influence the policies they develop, how the poor deserve not only health care but high quality
health care, and how caregiving and global health are urgent moral practices.

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Confronting Climate Change: A Foundation in Science, Technology and Policy (126633)
Daniel Schrag
How can we address the issue of climate change, reducing the damages by preparing for impacts already
underway and fixing the problem by transforming our energy system?
This course will consider the challenge of climate change and what to do about it. Students will be
introduced to the basic science of climate change, including the radiation budget of the Earth, the carbon
cycle, and the physics and chemistry of the oceans and atmosphere. We will look at reconstructions of
climate change through Earth history to provide a context for thinking about present and future changes.
We will take a critical look at climate models used to predict climate change in the future, and discuss their
strengths and weaknesses, evaluating which forecasts of climate change impacts are robust, and which are
more speculative. We will spend particular time discussing sea level rise and extreme weather (including
hurricanes, heat waves, and floods). We will look at the complex interactions between climate and human
society, including climate impacts on agriculture and the relationship between climate change, migration
and conflict. We will also discuss strategies for adapting to climate change impacts, and the implications of
those strategies for sub-national and international equity.
The last half of the class will consider what to do about climate change. First, we will review the recent
history of greenhouse gas emissions, as well as various national and international efforts to limit them in
the future. We will discuss reducing carbon emissions using forestry, agriculture and land use, and then
focus on how to transform the world's energy system to eliminate CO2 emissions. We will conclude by
examining different strategies for accelerating changes in our energy systems to limit greenhouse gas
emissions.
The course is intended as a foundational course on climate change for students from around the university,
preparing them for more specialized courses in their individual concentrations or degree programs. No
prerequisites are required; students will be encouraged to apply their different preparations and interests to
the various individual and group assignments. The course emphasizes the scientific and technological
aspects of climate change (including the clean energy transition), but in the context of current issues in
public policy, business, design and public health.

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Tradition, Performance, and Culture (125216)
Stephen Mitchell
Does folklore inhibit or inspire individual expression?
What is culture, and how does it shape us? This class explores how folklore (a broad term
meant to include all aspects of tradition, custom, and heritage) and its expressive
manifestations shape national, regional, and ethnic identities. In particular, we examine the
function of folklore within the communities that have, perform and use these cultural
goods, as well as the ways traditions are expressed and performed in daily life. In this
course, you will study major forms of folklore (e.g., myths, legends, beliefs, rituals,
festivals), as well as the theoretical approaches (e.g., performance theory, the ethnography
of communication) used to interpret cultural documents drawn from the world of
traditional expression and ritualized behavior.

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Natural Disasters (112430)
Brendan Meade
From Mexico to India, San Francisco to Tokyo, natural disasters have shaped both the surface of our planet
and the development of civilizations. These catastrophes claim thousands of lives and cause tens of
billions of dollars in damage each year, and the impact of natural disasters is only increasing as a result of
human population growth and urbanization. This course uses the methods and skills associated with earth
science to help you to develop an understanding of both the causes and impacts of these events. Readings
will be assigned from the textbook Natural Disasters by Patrick Abbott (11th edition), to deliver the
scientific content - recorded lectures will be available throughout the course, and live lectures and
discussion sessions will be held each week to address any difficulties with the material, to facilitate
discussion, and to provide an opportunity for interacting with fellow students and the teaching staff. By the
end of this course, you will be able to understand the ways in which societies can systematically anticipate
and prepare for the kinds of natural disasters which many people have come to assume are inevitable.

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Pyramid Schemes: What Can Ancient Egyptian Civilization Teach Us? (126641)
Peter Manuelian
How much of your impression of the ancient world was put there by Hollywood, music videos, or orientalist
musings out of the West? How accurate are these depictions? Does it matter? This course examines the
quintessential example of the "exotic, mysterious ancient world" – Ancient Egypt – to interrogate these
questions. Who has "used" ancient Egypt as a construct, and to what purpose? Did you know that
pyramids, mummies, King Tut, and Cleopatra represent just the (overhyped) tip of a very rich civilization
that holds plenty of life lessons for today? Combine the ancient Egyptians' explanations of the world's
natural forces with all the social complexity of human interaction and you have a fully formed society—

about four millennia of accumulated experience! Can investigating the "real" ancient Egypt unpack our
current misconceptions about the land of the pharaohs? Hardly morose, tomb-building "zombies," the
Egyptians embraced life in all its messy details. Piety and corruption, imperialism and isolationism, divinity
and mortality all played significant roles in life along the Nile. What can we learn about the nature of politics
and society in our time by seeing the parallels between the ancient past and today? We will explore
archaeology, modern Egyptomania, repatriation, new digital visualization technologies, and international
politics. What was ancient Egyptian racism? What is modern archaeological racism? Who owns the past?
Who needs it? We will take excursions into Egyptian art, history, politics, religion, literature and language
(hieroglyphs), plus the evolution of Egyptology as a discipline. (Most likely virtual) field trips to the Museum
of Fine Arts, Boston, the Peabody Museum, and the Harvard Museum of the Ancient Near East (formerly
Harvard Semitic Museum) are included, along with the famous Giza Pyramids in 3D. Students will gain a
transformative appreciation for the outstanding monuments and intellectual traditions of ancient Egypt.
And with newly broadened horizons, we will debunk many popular myths.

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The Two Koreas in the Modern World (116999)
Carter Eckert
How and why did there come to be two competing and adversarial states on the Korean peninsula in our
contemporary world, one a prosperous capitalist democracy of global reach, and the other an impoverished
dictatorship, bordering on theocracy and almost totally estranged from the international community—both
claiming exclusive rights to speak for the Korean people and the Korean "nation" as a whole? In this
course, we will explore not only the two contemporary Korean societies, North and South, but also to
Korea's pre-modern and colonial periods, and to explore together the roles played by China, Japan, the
United States, and Russia (Soviet Union) in shaping modern Korean history. We will look beyond the
headlines to come to a more complex and nuanced understanding of the conflict on the Korean peninsula
as one grounded in the history and legacies of the past hundred years. By showing the tumultuous
changes, some good, some ill, on the Korean peninsula since the late 19th century, the course challenges
us to confront the constantly shifting nature of historical forces, and to examine the ethical dimensions of
particular historical choices. Readings will include primary source materials from each period, and
assignments will culminate in a research paper or other capstone project that engages with the individual
actors, historical forces, and global politics that have shaped the two Koreas.

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Making Change When Change is Hard: the Law, Politics, and Policy of Social Change (212858)
Cass Sunstein
How does social change happen?

How does change happen? When, why, and how do people, and whole nations, come to
together to influence large-scale policies and actions on issues like the environment,
equality, criminal justice? Why do revolutions occur? This course will try to answer these
questions, and do so by exploring a diversity of efforts related to societal change. In an
effort to draw general lessons for those interested in making change, we will assess a
range of political and legal approaches; examine mass movements and the leadership by
organizations, governments, and individuals; and attempt to gauge outcomes. Using
research from psychology, political science, and economics, and focusing on case
studies, the course will explore the ideas behind several arguments: 1) big problems are
rarely resolved with comparably big solutions, but instead are better met with small acts
of reform; 2) coalition-building among strange bedfellows is usually indispensable; 3)
agents of change fare best when they look to measure their impact and never lose sight
of the real world results they seek, rather than the expressive highs along the way; 4)
informational "cascades" are possible and critical, as people follow one another; and 5)
group polarization can be both desirable and dangerous, as groups become more heated
and more extreme.

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Living in an Urban Planet (215916)
Bruno Carvalho
Diane Davis
It has become a cliché to say that more than half of the world's population now lives in cities. The speed
and scale of urbanization over the past century has been stunning, and we tend to underestimate the extent
to which built environments and natural landscapes have become entangled. As both lived and imagined
spaces, cities will continue to shape life on our planet. In fact, if we consider the flow of resources (and
refuse), energy systems, the circulation of people and cultures, where do our cities actually end? This
class starts from the premise that the urban today represents a worldwide condition in which nearly all
political, economic, cultural, and socio-environmental relations are enmeshed.

We will focus on multiple aspects of urbanization, including debates around housing, transportation, and
the production of inequalities. We will cover the history of urban planning, and how processes of the past
converge in the present. We will discuss the aspirations of individuals and groups that have made cities,
often seeking to escape roles assigned to them based on gender, race, ethnicity, nationality, and social
class. We will reflect on metropolitan and regional asymmetries, as well as ideas about global cities or
megacities. And we will consider the ecological dimensions of urbanization, including research on compact
cities as more environmentally sustainable than sprawling settlements.
Urbanization has been an expression of the notion that humans can reshape the built environment, as well
as their own destinies. Throughout modernity, people have experienced and imagined cities as places of
possibility and frustration. Our aim is to engage a wide range of perspectives on the contemporary global-
urban condition and on how we got here, with the hope of opening up alternative possibilities for the
future.
instructions.

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Science and Cooking: From Haute Cuisine to Soft Matter Science (126638)
Pia Sorensen
David Weitz
How can science make us better cooks, and how can cooking make us better scientists?
Food and cooking are part of your everyday life. Whether you are a skilled chef or a home-cook, what you
do in the kitchen is deeply rooted in science. This class brings together top chefs and Harvard scientists to
explore how everyday cooking and haute cuisine can illuminate basic principles in physics and chemistry.
Throughout the semester you will watch as chefs reveal the secrets behind some of their most famous
culinary creations. Inspired by such cooking mastery, we will then explore the science behind the recipes.
Students will gain a solid understanding of the properties and fundamental behaviors of soft matter
materials. All food is made of soft materials, and cooking relies on many of their fundamental properties.
Topics will include: emulsions, illustrated by aioli; elasticity, exemplified by the done-ness of a steak; and
diffusion, revealed by the phenomenon of spherification, the culinary technique pioneered by Ferran Adria.
The course includes laboratory work where students develop their skills as experimental scientists. Other
assignments include weekly homeworks, in-class exercises, and a final project where students explore the
science of a culinary topic of their choosing.
Course Notes:
Occasionally there will be an optional 15-30 minute question and
answer session with visiting chefs.
instructions.

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Can We Know Our Past? (112378)
Rowan Flad
Jason Ur
In a time when histories are being contested, monuments removed, and alternative facts compete with
established orthodoxy, how do we evaluate competing narratives about what really happened in the past?
What happened in the past? How do you know? Even though today we take great pains to document every
major event that occurs, more than 99% of human history is not written down. How, then, can we determine
with any certainty what people did, let alone thought about, hundreds, thousands, and even millions of
years ago? This course addresses these and other fundamental questions: Can we ever really know what
happened in the past? If the past is "dead and gone," how do we know what we (think we) know about it?
And what is our degree of certainty about the past societies and cultures that historians, archaeologists
and others study today? Through hands-on interaction with artifacts, experiments and other analytical
methods you will consider how these approaches relate to different "stakeholders" – groups of people
whose understanding of themselves is rooted in a connection to history. By the end of this course, you will
have a sense of how your knowledge of the seemingly-distant past is, in fact, intimately tied to your
experiences in the contemporary world.
instructions.

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Classical Mythology: Myth in Antiquity and Today (126004)
Rachel Love
The myths of ancient Greece and Rome embody both our worst nightmares and our most fabulous
fantasies. Heroism, happy endings, and everlasting love blend with disturbing themes of parricide,
cannibalism, incest, misogyny, and unthinkable violence. The resulting stories have fascinated
generations of artists, writers, and thinkers, and this course will serve as an introduction to this
distant but strangely familiar world. We will move from the very first works of Greek literature through
the classic Greek tragedies and the Roman tales in Ovid's Metamorphoses. Along the way, we will ask
these fundamental questions: What is "mythology"? What can these ancient stories tell us about
ourselves as human-beings, and why are they still so resonant thousands of years later? And how
does mythology both ancient and modern continue to reflect and shape our world view today? We will
use examples from classical mythology to see how a society can re-remember and revise traditional
stories to fit changing cultural circumstances and political ideologies. Our discussions will consider
ancient rationalizations of myth, psychoanalytic approaches to myth, the use of myth in politics, and
the reception of classical myth in the modern world.

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Prediction: The Past and Present of the Future (212919)
Alyssa Goodman
Human beings are the only creatures in the animal kingdom properly defined as worriers. We are the only
ones who expend tremendous amounts of time, energy, and resources trying (sometimes obsessively) to
understand our futures before they happen. While the innate ability of individual people to predict has not
changed much in the past few millennia, developments in mathematical and conceptual models have
inordinately improved predictive systems. These systems have integrated comparisons to past results and
quantified how "certain" we can be about various aspects of the future -- processes that were, in many
cases, inconceivable at one point in the past. This course is a coordinated investigation of the history and
future of prediction, beginning with Ancient Mesopotamians reading signs in sheep entrails and ending
with modern computer simulations for climate, health, wealth, and the fate of our Universe. In this class,

you will design your own predictive systems to critically engage with assumptions about how the world
works and situate your explorations in a study of how motivations and techniques for divining the future
have changed–and not changed–throughout human history.
Course Notes:
For more information, please see the Prediction Project website at
http://predictionx.org.

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Race, Gender, and Performance (122277)
Robin Bernstein
Performance surrounds us. We see performances online, in movies and on TV, on the sports field, in the
theatre, in activism, and in everyday life. How do these performances produce or disrupt race and gender?
This class provides analytical tools by which to answer this question. Texts include works by Anna Deavere
Smith, David Henry Hwang, Bertolt Brecht, Guillermo Gómez-Peña, and Judith Butler; topics include AIDS
activism, politics of public bathrooms, and weddings.

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Painting's Doubt: A Studio Course (212855)
Matt Saunders
How does a hands-on practice of image making (painting) lead us to perceive, represent and inhabit our
world differently?
Painting is an engagement between the self and the world. It is a practice of embodied making, and, as a
language outside of words, can think around conditioned understanding. This introductory studio art
course proposes learning to paint as a new experience of relating to the world, and through painting we will
investigate not only what we have to say, but what we have to see.

Studio assignments in small sections are complemented by weekly lectures, visiting artist presentations,
readings and visits to Harvard's collections. The primary materials for this course will be oil on canvas,
with some excursions into drawing and work on a paper. No experience is necessary, except a willingness
to make a mess.
Class Notes: Studio sections will be scheduled for W 9am-1pm, Th 9am-1pm, F 9am-
1pm, W 3-7pm, Th 3-7pm, or F 3-7pm. You must be able to attend one
of these sessions to enroll in the course. If you are granted permission
to enroll, you will be able to select your section based on a first-come,
first-served process at the time of enrollment.
instructions.

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Human Trafficking, Slavery and Abolition in the Modern World (214486)
Orlando Patterson
We often think of slavery as being a dark chapter in our past, but this is a tragic oversimplification. What
defines slavery in the modern world, and what are the moral, political and social implications of its
continued existence? As we explore its underpinnings, we discover that all of us may be in some way
complicit in its survival. This course surveys the nature, types and extent of modern servitude such as
transnational and domestic prostitution, forced marriage, labor trafficking and forced domestic labor, child
soldiering and other forms of enslavement of children, organ trafficking and other health aspects of
trafficking, debt-bondage, and the forced exploitation of other vulnerable groups such as refugees and
stateless persons. Throughout the course, but especially in the final part, we examine anti-trafficking and
anti-slavery measures and movements and ways in which you can increase awareness or become involved.
You will, by the end of our exploration, be able to trace the moral and ethical arguments surrounding
human slavery in its various forms, understand the ways in which this problem still affects so many people,
and what can and should be done about it.

Attribute Value(s)

The Political Economy of Globalization (107821)
Lawrence H. Summers
Robert Lawrence
How can a globalizing world of differing countries – rich and poor, democratic and authoritarian – best
promote inclusive growth and human security by meeting the challenges of inequality, climate change,
rising populism, war, and global disease?
Why is populism becoming pervasive - and is there a revolt against global integration? What is the right
balance between national sovereignty and international integration? Is the US equipped to sustain its role
as a global leader? How does international trade affect prosperity and inequality? Should we regulate multi-
national companies who move their factories to countries with lower labor standards? How should the IMF
respond to financial crises in Europe and the developing world? How will the rise of China change the
world system? This course uses basic economic logic to illuminate the choices - and trade-offs - faced by
governments, international institutions, businesses, and citizens as the global economy evolves. Our
course is based on the premise that passion without careful reason is dangerous and that reliance on solid
analytics and rigorous empirical evidence will lead to a better world. Policy issues are debated in class by
the professors and guest speakers, and students will participate in simulated negotiations on US climate
policy and the US-China economic relationship, experiencing the issues firsthand, as well as illustrating the
importance of decisions made by individual actors for the evolution of the global system.

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Economic Justice (159809)
Mathias Risse
Which is more just: capitalism or socialism? And how does that question intersect with racial justice?
Capitalism has long reigned as the ideological solution to organizing society, but it is also clear that the
pursuit of seemingly boundless material gain for some comes at the expense of others. The US and other
countries have seen growing discontent around an ever-widening gap between rich and poor, and around
the racial dimensions of that situation. Socialism addresses this wealth gap, but has a complex relationship
with racial justice, and has had a checkered past around the world. So what is the answer? In this course,
you will reflect on social justice in industrial societies over the last 250 years and grapple with potential
answers to questions of economic justice, covering classics in the field while also paying special attention
to often neglected African-American thinkers.

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Artificial & Natural Intelligence (215896)
Venkatesh Murthy
What is intelligence? An inquiry into the nature of intelligence can take different forms – philosophical,
biological, mathematical or technological. In this course, we will use machine intelligence (everything from
voice recognizing smartphones to game-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. As machines increasingly perform tasks that were once thought to be solely in the
domain of humans, there is an urgent need for discussions of the moral and societal implications of
artificial intelligence. This course targets students interested in brains and computers in equal measure, are
comfortable discussing ethical concerns.

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Power to the People: Black Power, Radical Feminism, and Gay Liberation (108482)
Michael Bronski
How does understanding political activists and movements in the past help us radically change the world
today?
An introduction to the radical American social change movements of the 1960s and 70s. We will examine
the specific historical conditions that allowed each of these movements to develop, the interconnections
and contradictions among them, and why their political power faded, only to reemerge in new
manifestations today. Along with historical analysis, we will examine primary source materials, manifestos,
autobiographies, and media coverage from the period, as well as relevant films, music, and fiction. The
class will be a mixture of lecture and discussion. Midterm and final assignments will include options for
engaged scholarship with community engagement projects.

instructions.

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Loss (212841)
Kathleen Coleman
How are we to cope with the inevitability that some of what we most love in life we will lose?
Loss is an inevitable fact of human existence. Small losses most of us learn to bear with equanimity. But
enormous, wrenching, life-changing losses open voids in our lives for which we can never feel adequately
prepared, even if we can see them coming. This course tries to understand the nature of loss on a physical
and emotional level, to give us some framework for coping with it and to help us develop some empathy in
those very difficult situations when someone else has faced a loss and we do not know how to react. Our
main focus will be upon the loss of someone "close" to us, through either death or a personality-changing
accident or illness ("close" is in quotation marks, because some of these losses may be of public figures
whom we have never met personally, but whose loss makes an impact on our entire society). We will
compare this form of loss with others, such as loss of country through exile or forced migration and loss of
part of oneself through amputation. Our approach will be threefold: we will try to understand the
physiological and psychological effects of loss; we will study the rituals that different societies have
evolved to mark loss and memorialize the lost; and we will analyze textual, artistic, and musical
expressions of loss, chiefly "great works," but also some more humble attempts to record the
emotional rupture that loss entails. We will work on a broad canvas, both spatially and chronologically,
looking at personal testimonies as various as Cicero's reactions to the death of his adult daughter; the
diary of the nineteenth-century Japanese poet, Kobayashi Issa, charting his father's last days; two great
twentieth-century authors, C. S. Lewis and Joan Didion, writing about the loss of their life partners; and
many others. We will encounter tombstones with simple inscriptions commemorating the death of family
pets from the Roman world and set these in the context of scientific research on the human-animal bond,
as manifested by both humans and animals reaching the end of their life. We will study prayers for the dead
in the major faith traditions, and visit (virtually) the Rothko Chapel in Houston, Texas, to consider the
therapeutic effects of the somber walls of its octagonal interior. We will listen to two Requiem Masses, one
religious and one secular. We will examine mourning rituals in the Shona culture of Zimbabwe, to see how
pre-colonial beliefs and practices have become melded with the religious practices of the colonizers. By the
end of the course, which will have ranged far beyond these few examples, we will have gained a deeper
understanding of the effects of loss on us both individually and collectively, and of the rituals and therapies
that different societies have developed over time to mark and memorialize it.

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Is the U.S. Civil War Still Being Fought? (128327)
John Stauffer
Most of us were taught that the Civil War between the Confederacy and the Union was fought on battlefields
chiefly in the American South between the years of 1861-1865. In this narrative, the North won and the
South lost. But what if the issues that resulted in such devastating bloodshed were never resolved? What if
the war never ended? This course demonstrates the ways in which the United States is still fighting the
Civil War, arguably THE defining event in U.S. history. In each class, we connect current events to readings
and themes in the course, highlighting how and why the war is still being fought. From Nat Turner's slave
rebellion in 1831 to the recent riot (or battle) in Charlottesville, we trace how and why the South was in
certain respects the victor, even though the Confederacy was destroyed and the Constitution amended. We
explore the different kinds of war—ideological, political, cultural, military, and para-military—that placed the
unfreedom of blacks—as slaves, serfs, and prisoners—at the center of larger conflicts over federal versus
state and local rule, welfare, globalization, and free trade. We analyze the Civil War in literature, art, politics,
photography, prints, film, music, poetry, speeches, and history, while also discovering how these cultural
forms worked to shape our memory of the event itself. By the end of the course, we will be able to show
how and why contemporary U.S. debates are rooted in this defining narrative, and we will better understand
the dilemmas the nation faces today.

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Understanding Islam and Contemporary Muslim Societies (108890)
Ali Asani
People from diverse religious backgrounds are in closer contact with one another than ever before. Yet,
without the intellectual tools needed to engage with and understand religious difference, this closer contact
often has resulted in misunderstanding and stereotypes. Using Islam as a case study, this course offers a
methodology for analyzing and engaging with religious diversity. The course introduces 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.
Course Notes:

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The Challenge of Human Induced Climate Change: Transitioning to a Post Fossil Fuel Future (120031)
Michael McElroy
Human induced climate change has the potential to alter the function of natural ecosystems and the lives of
people on a global scale. The prospect lies not in the distant future but is imminent. Our choice is either to
act immediately to change the nature of our global energy system (abandon our dependence on fossil
fuels) or accept the consequences (included among which are increased incidence of violent storms, fires,
floods and droughts, changes in the spatial distribution and properties of critical ecosystems, and rising
sea level). The course will be designed to provide students with an understanding of relevant physical,
technical and social factors including an historical perspective. In the latter half of the course, the plan will
be to engage students in an interactive dialogue on possible responses recognizing explicitly differences in
motivations for different constituencies - for developed as distinct from developing economies for example.
We plan to explore options for a zero carbon future energy system including the challenges involved in
implementing the necessary transition. If we fail to abandon our dependence on fossil fuels - and the time
scale over which we must do so to realize even the minimal objectives outlined in the recent Paris climate
accord is as brief as a couple of decades or even less – might we need to explore possibilities for
geoengineering, for purposeful intervention in the global climate system? Arguments for and against such
options will be discussed and debated. We will expect students to be actively involved in exploring,
researching and debating responses to any and all of these interrelated issues.
Course Notes:
Students who have taken Science A-52 may not take this course for
credit.
Recommended Prep:
Students are expected to have a background of high school algebra
and trigonometry.

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Borders (215894)
Mary Lewis
How have borders been formed historically, and what are the ethics of border construction, defense,
expansion or transgression?
As a society, we pay particular attention to borders when incidents such as children separated from their
asylum-seeking parents or tear-gas being used to deter entry throw the legal divide between two nation
states into sharp relief. But seldom do we stop to think about what a border is, or when and why some
borders are defended more aggressively than others.
This course looks at the modern history of borders, broadly construed, from national boundaries between
sovereign countries, to supranational agreements such as the European Union. It considers how borders
are erected and dissolved, both legally and materially. And it queries the legal, diplomatic, social, and
ethical considerations that ensue from drawing a line between one side and another, and defending that
line. We will also consider how actors within societies create internal (often racialized) boundary lines such
as "gated communities" or "redlined zones," that are sometimes extra-legal or even illegal, but have
profound effects on the everyday lives of individuals and groups.
instructions.

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Mental Health and Mental Illness Through Literature and the Arts (220118)
Karen Thornber
Mental health experts believe that globally, more than 1 billion people have a mental illness. And yet the
biases and misperceptions surrounding mental illness, not to mention the dehumanization and abuse in
many communities of individuals with a mental illness, remains acute. This course uses literature and the
arts to help students learn more about some of the prevalent biases/misperceptions/myths/stigmas against

individuals with mental illness and how these biases can be (or in the past have been) ameliorated.
Weekly assignments combine readings of literature/film screenings, etc. with a range of secondary
sources. For the final project, students have the option of a traditional paper or a creative project. Writing
assignments give students the option of traditional papers or creative assignments. The course will
include visits to the Harvard Art Museums and other local resources.

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Race and Justice (212856)
Tommie Shelby
We all agree that racism is wrong. Yet beneath this abstract consensus we find deep
disagreements about what to do about it, and even about what racism is. We will address these
questions by thinking about some very specific issues, drawing on work in philosophy, law,
history, and the social sciences. Is racism best understood as a system of beliefs or social
structures? What makes racial discrimination wrongful? Should we seek to discourage hate
speech, and if so, should it be regulated by law or through informal social norms? Is a just
society colorblind? If so, how should we think about the justice of desegregation, affirmative
action and reparations for slavery, all of which aim to use racial categorization to address
racism? On the other hand, if a just society need not be colorblind, is it wrong for police
departments to use racial profiling where profiling enables them to deploy resources more
efficiently? All of these are important questions for us to confront, for the very answers that seem
obviously right to some us will seem obviously wrong to others.
This course will require us to probe our convictions about some deeply held beliefs on significant
issues. Students will seek out the best arguments that can be marshaled on behalf of their own
moral and political views, identify the vulnerabilities of these arguments, and seek to understand
those who disagree by considering the strongest arguments for the views they reject. Our
understanding of our own values will deepen and may shift in the process. We will emerge from
this investigation with a clearer grasp of what racism is, why it is wrong, and what a world without
racism might look like.

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Moctezuma's Mexico Then and Now: The Past, the Present and Pandemics in North America (112754)
Davíd L. Carrasco
William Fash
How does Mexico's rich cultural past shape contemporary Mexico and the US in the face of today's
pandemics, protests and other challenges of the borderlands?
This course provides students with the opportunity to explore how the study of pre-Hispanic and Colonial
Mexican and Latina/o cultures provide vital context for understanding today's changing world. The
emphasis is on the mythical and social origins, glory days and political collapse of the Aztec Empire and
Maya civilizations as a pivot to the study of the sexual, religious and racial interactions of the Great
Encounter between Mesoamerica, Africa, Europe, and the independent nations of Mexico and the United
States. The study of the archaeology, artistic media, cosmovision, capital cities, human sacrifice and the
religious devotions of ancient Mesoamerica illuminate the Day of the Dead and Virgin of Guadalupe
phenomena today. Hands-on work with objects at the Peabody Museum aids in examining new concepts of
race, nation and the persistence of Moctezuma's Mexico in Latino identities in the Mexico-US Borderlands.
One of the biggest student/museum events at Harvard is the Day of the Dead celebrations at the Peabody
Museum, which provides the opportunity for students to work directly with the materiality of the longue
duree of Mexico's storied history and evocative worldview. The museum objects and sections exercises
provide the students with ways to integrate their classroom work to the collections and public program of
the museum, plus experience community both locally and across cultural boundaries and physical borders.
This course empowers our students to evaluate the ways the U.S. is changing and struggling to define itself
in relation to Latin America and especially the migration of peoples, ideas, arts, music, food from and
through Mexico.

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Science of Stress (218238)
Katie McLaughlin
Stress is a universal human experience. What is stress and why do we experience it? How does stress
influence our emotions and the way we think and behave? What are common causes of stress in our
modern world? What are the consequences of stress for our health and well-being? Why are some people
more vulnerable to developing stress-related illnesses than others? And perhaps most importantly – what
are the most effective strategies for coping with stress?
This course will address these questions with a particular focus on translating advances in the science of
stress to help students learn how to manage stress more effectively in their lives. Students who take this

course will: Develop knowledge of the stress response, including the neurobiological systems that govern
our responses to stress and how they can influence our emotions, cognition, and behavior; Learn to
identify causes of stress in the environment and the types of experiences that are likely to trigger a stress
response; Develop an understanding of the long-term effects of stress on our health and well-being and
how stressful experiences might contribute to disparities in health; Learn skills for adapting to stress—by
actively testing a series of evidence-based stress management skills, students will develop a toolkit of
strategies for responding to stress effectively in their own lives; Become informed consumers of the
scientific literature on stress.

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Pluralism: Case Studies in American Diversity (118775)
Diana Eck
How does our society deal with religious, ethical, and cultural diversity, and what challenges do we face as
people of different faith communities encounter one another in cities and public institutions, schools and
businesses, neighborhoods and families?
Who do we mean when we say "we?" How does a society deal with religious, ethical, and cultural diversity?
What challenges do we face as people of different communities encounter one another in cities and public
institutions, schools and businesses, neighborhoods and families? These are urgent questions in many
nations today, but in this course we focus on the United States. We explore, discuss, and analyze the
changing multi-cultural and multi-religious landscape of America with an eye to the growing Muslim,
Buddhist, Hindu, and Sikh communities in the most recent period of post-1965 immigration. In what
contexts do these and other minority communities encounter America's secularism, its commitment to
religious freedom, and its long-dominant Christian and Jewish communities? Our approach will be through
the study and in-class discussion of case-studies enabling you to enter into some of the controversies and
dilemmas that confront schools, universities, town councils, zoning boards, and places of work. You will be
challenged to take the perspective of mayors and concerned citizens, teachers and executives, religious
and civic leaders –all confronting the choices and changes of a dynamic society. You will inevitably
consider your own perspective on the issues we engage. You will gain a deeper understanding of the
religious complexity of America and a new sense of the challenges confronting "we the people."
instructions.

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Life and Death in the Anthropocene (218234)
Naomi Oreskes
What does it mean for us --both as a society and as individuals -- to live in a world radically remade by the
human hand?
In 2019, geologists voted to make the Anthropocene a time unit in the Geological Time scale. For scientists,
this means that future geologists will be able to see the effects of human activities in the stratigraphic
record and thereby distinguish this epoch from the ones that came before. But what does this mean for us,
as humans living at a time where millions of species are threatened with extinction, where lead pollution
reaches every corner of the globe, where endocrine-disrupting chemicals threaten our sexual identity, and
climate change potentially threatens the end of the world as we know it? How will we live in a world where--
as the United Church of Christ Minister James Antal has
put it--nature appears to have turned against us and it may feel as if we are truly alone? Is it ethical to be
happy while the world around us is falling apart? Is it possible? This course will explore the diverse
meanings of the Anthropocene, from scientific, technological, literary, philosophical, cultural, theological
and personal perspectives, in an attempt to answer the question: What will it mean to live and die in the
Anthropocene?

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Vaccines: History, Science, Policy (218475)
Allan Brandt
Ingrid Katz
Galit Alter
Can vaccines solve the problem of infectious global pandemics?

Vaccination is among the oldest and most effective of medical interventions, yet paradoxically, it is also
one of the most controversial. In its modern form, it has been used for centuries to prevent some of the
most virulent infectious scourges of our time. Today, immunization is one of the most successful and
effective interventions available tomedicine and public health, reducing morbidity and mortality across the
world. In this interdisciplinary course, you will examine the history of vaccination using a number of

specific episodes in which it was utilized to prevent illness, disability and death, as well as the social and
political controversies that vaccines have generated.You will also beintroduced to the modern science of
immunology and virology, examining the research that has resulted in the development of effective
vaccines. Additionally, you will explore current scientific theories and techniques for developing new
vaccines and enhancing their durability. Finally, this course will investigate the complex ethical and policy
issues that vaccines continue to generate. What is the nature of compulsory measures for vaccination,
vaccine hesitancy and skepticism, and anti-vaccination movements? What are the moral and ethical
principles for ensuring equitable access to vaccines in local communities,nations, and globally? The
course will encourage a broad interdisciplinary exploration of vaccines to inform our current understanding
of the Covid-19 pandemic, while also examining critical issues in science, life-saving technologies,
questions of individualism and the good of the community, as well as fundamental issues of global health
equity.

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Language in Culture and Society (112218)
Nicholas Harkness
Steven C. Caton
How are language, culture, and society related? The relation is complicated rather than simple, problematic
rather than straightforward. To begin to explore this question, we discuss key theoretical issues and
illuminating examples that begin to sketch out an approach to linking language, culture, and society.
Specifically, we consider the following problems:
• How is language use a kind of social action? (It is something we do; it has social effects.)
• How does language organize and provide access to shared concepts and beliefs? (It has
something to do with the way we collaborate, socially, to represent, reflect upon, and think
about the world.)
• How do speakers think about and reflect upon language, and how do these reflections affect
how they use it? (We have presuppositions about what language is and rely on these notions to
orient to and situate ourselves within social worlds).
Throughout the course, we develop a set of powerful analytical tools for studying both language and
culture and, ultimately, for defining their role in social life.

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Mexico and the Making of Global Cuisine (219656)
Jennifer Carballo
We all need to eat and drink each day to nourish our bodies. Yet how often do you pause to think deeply
about why you eat what you eat? Your food habits are likely influenced by family traditions, but also by a
range of other factors like income, age, ethnicity, religion, politics, and the environment. What does the
food we eat tell us about ourselves—as individuals, communities, and countries—and how has humanity's
relationship with food changed over time? This course focuses on Mexico and its diversity of food, drink,
and cultures across time and space to explore these questions. You will examine evidence from
archaeology, anthropology, climatology, botany, genetics, history, and more, to investigate how, when,
where, and why various changes in Mexican cuisine took place. The origins of menu items like tacos,
burritos, guacamole, and margaritas reveal critical changes in global foodways—not just in Mexico—that
continue to shape our everyday lives and the world as we know it today. You will leave this course with a
better understanding of where your own food comes from, and how you have been impacted by changes in
food and food culture, both in the distant past and more recently.

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Psychotherapy and the Modern Self (219657)
Elizabeth Lunbeck
What does psychotherapy offer our distressed selves that friends, family, self-help, and
psychopharmacological remedies do not? The demand for therapy is currently at an all-time high,
bolstering its century-long dominance as the preferred antidote to human unhappiness and misery, even as
it is under sustained attack from critics characterizing it as self-indulgent as well as from platforms that
would replace human therapists with chatbots and analysts with algorithms. This course explores the
conflicts and controversies that characterize today's psychotherapeutic landscape, addressing questions
concerning its present condition and future prospects. We will look at the development, methods, aims,
efficacy, and limitations of a range of psychotherapeutic modalities—among them psychoanalytic,
psychodynamic, cognitive, behavioral, manualized, evidence-based, and AI-informed treatments as well as
family, sex, and group therapies—and explore how each took shape, who it is intended to treat, and how
clinicians evaluate its effectiveness. We will examine therapy's long-overdue, on-going reckoning with
racial issues, gendered identities, and access to treatment. We will explore the various modern selves
envisioned by psychotherapy, from the highly relational to the independently sovereign. You will leave the
course prepared to recognize and evaluate claims regarding therapy's rationale and impact in a range of
sites, from the clinician's office to the modern workplace to the media, as well as to assess the ways in
which happiness, contentment, and satisfaction in life are subject—or not—to therapeutic intervention.
Does psychotherapy work, and, if so, how? Do we suffer less and enjoy greater self-knowledge one

hundred years after the invention of the talking cures?

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Meritocracy and Its Critics (220022)
Michael Sandel
If a society achieved truly equal opportunity, so that everyone could rise as far as their effort and talent
would take them, would it be a just society?
Suppose a society achieved truly equal opportunity, so that everyone could rise as far as their effort and
talent would take them. Would this be a just society? Would those on top deserve their success? Should
social roles, honors, and rewards be allocated according to merit? If so, how should merit be defined? To
what extent is American society a meritocracy? Do universities promote opportunity or reproduce
privilege? The course will explore these and other questions related to equality, mobility, and the American
dream.
instructions.
Class Notes: All students offered a seat in this course through the lottery must
attend the first class meeting, and any students on the waitlist must
attend the first class in order for their petition to be considered.

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Novel Thought: Being (In)Human (220024)
Annabel Kim
French novelist Émile Zola famously conceived of the novel as a laboratory: a space to experiment with
characters, treated as human subjects, and discover truths about humanity and society. This course takes
seriously the idea that the novel constitutes a kind of laboratory that enables us to apprehend things about
humankind that cannot be understood save through the experience of reading fiction. The novel allows us
to know what we cannot know, to experience what we haven't experienced, and in so doing, sheds light on
parts of ourselves that we might otherwise want to leave hidden and unexamined, such as the end of the
human species, the radicalization into fascist ideology, the violence of incest, the humiliation of poverty,
the ravaging of one's body through disease, the mystery of death as our human condition, and even things
as fragile and enduring as hope and love. Where the social sciences and hard sciences produce empirical
data, the novel produces experience and holds open a space of possibility between the world as it is and
the world as it might be. By reading a broad range of novels from the past century, you will hone your
critical analytical and interpretative skills as a reader and come away with a better understanding of the (in)
humanity behind the mass production, mass consumption, mass war, and mass death that led to the
twentieth century shattering what humanity had been and making us what we are today. We will approach
these questions through the lens of French literature because France, and French culture, is different
enough from the US context, establishing a critical distance that will better enable us to perceive things
about ourselves that we might not be able to see otherwise, while also being similar enough to the United
States for us to be able to make connections and apply the insights we derive from reading French
literature to our own American context. In other words, the Frenchness of our corpus will allow us to
approach our own Americanness with fresh eyes, drawing important contrasts and connections as we
explore the inhumanity that lies within our humanity and the humanity that continually resists our
inhumanity.

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The English Language Today, Yesterday, and Tomorrow (220023)
Daniel Donoghue
How does the English language shape our world, and how does the world shape English?
How does the English language shape our world? And how does the world shape English? Our "world"
includes our most intimate thoughts and feelings, but it also can expand into an ever-widening social
network; either way, whether personal or global, the English language has a profound and reciprocal
relation with its speakers. This is not a traditional grammar course, warning against dangling participles.
Instead, you will discover that notions of correct grammar have a surprising and whimsical history. But our
inquiry goes much further: Why is English spelling so weird? Is the language morphing online? Will
innovations in HipHop and Spanglish become standard? How did an obscure medieval dialect expand to
become a world language? What did Shakespeare sound like? How do we know? Is the spread of world
Englishes endangering its coherence as a language? Is that a problem? The course is guaranteed to
unsettle some common assumptions, and the English already familiar to you will become more quirky and
fascinating. Besides thrilling your inner word geek, the knowledge you gain will sharpen your writing skills
and make you a more perceptive reader. You will also gain greater confidence about the place of your
English in your world.

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Germanic Languages and Literatures
Subject: Scandinavian
Scandinavian 55 Section: 1
One Hundred Years of Scandinavian Cinema (159715)
Agnes Broome
W 1200 PM - 0115 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.
Course Notes:
Conducted in English.

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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.
Course Notes:

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FAS: Meets Foreign Lang Req Danish
Scandinavian 90R.A
Danish (126647)
Agnes Broome
Individualized study of Danish at the elementary, intermediate and advanced levels. Contact hours with
language coach. Emphasis on literacy.
Topic: Beginning Danish
Course Notes:

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Scandinavian 90R.A
Danish (126647)
Agnes Broome
Topic: Beginning Danish
Course Notes:

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Scandinavian 90R.A Section: 002
Danish (126647)
Agnes Broome
Topic: Intermediate Danish
Course Notes:

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Danish (126647)
Agnes Broome
Topic: Intermediate Danish
Course Notes:

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Danish (126647)
Agnes Broome
Topic: Advanced Danish
Course Notes:

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Danish (126647)
Agnes Broome
Topic: Advanced Danish
Course Notes:

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Scandinavian 90R.B
Finnish (126649)
Agnes Broome
Individualized study of Finnish at the elementary, intermediate, and advanced levels. Contact hours with a
Course Notes:

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FAS: Meets Foreign Lang Req Finnish
Scandinavian 90R.B
Finnish (126649)
Agnes Broome
Topic: Beginning Finnish
Course Notes:

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Scandinavian 90R.B Section: 002

Finnish (126649)

Agnes Broome
Course Notes:

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Finnish (126649)
Agnes Broome
Topic: Intermediate Finnish
Course Notes:

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Finnish (126649)
Agnes Broome

Course Notes:

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Finnish (126649)
Agnes Broome
Topic: Advanced Finnish
Course Notes:

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Scandinavian 90R.C
Norwegian (126650)
Agnes Broome
Individualized study of Norwegian at the elementary, intermediate and advanced levels. Contact hours with

Topic: Beginning Norwegian
Course Notes:

Attribute Value(s)
FAS: Meets Foreign Lang Req Norwegian
Scandinavian 90R.C
Norwegian (126650)
Agnes Broome
Topic: Beginning Norwegian
Course Notes:

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Scandinavian 90R.C Section: 002

Norwegian (126650)
Agnes Broome

Topic: Intermediate Norwegian
Course Notes:

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Norwegian (126650)
Agnes Broome
Topic: Intermediate Norwegian
Course Notes:

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Norwegian (126650)
Agnes Broome
Topic: Advanced Norwegian

Course Notes:

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Norwegian (126650)
Agnes Broome
Topic: Advanced Norwegian
Course Notes:

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Scandinavian 90R.D
Icelandic (219556)
Agnes Broome
Topic: Beginning Icelandic

Attribute Value(s)
Scandinavian 90R.D Section: 002

Icelandic (219556)
Agnes Broome
Topic: Intermediate Icelandic

Attribute Value(s)
Scandinavian 90R.D Section: 003

Icelandic (219556)
Agnes Broome
Topic: Advanced Icelandic

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Scandinavian 91R
Agnes Broome
Course Notes:
Permission of the Director of Undergraduate Studies for Scandinavian
required.

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HCOL: Foreign Lang Citation Swedish
Scandinavian 91R
Agnes Broome
TBD
Course Notes:
required.

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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.

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Scandinavian 97
Agnes Broome
Group or individual tutorial designed to supplement course work and acquaint students with appropriate
analytical methods.
Course Notes:

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Scandinavian 98
Agnes Broome
Group or individual tutorial designed to supplement course work and to develop analytical techniques.
Course Notes:

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Scandinavian 98
Agnes Broome
Group or individual tutorial designed to supplement course work and to develop analytical techniques.
Course Notes:


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Scandinavian 99A
Agnes Broome
Open to concentrators writing an honors thesis under faculty supervision. Students are expected to enroll
for the entire year. Part one of a two part series.
Course Notes:
required.

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Scandinavian 99B
Agnes Broome
for the entire year. Part two of a two part series.
Course Notes:
required.

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Scandinavian Folklore: Trolls, Trolldom and the Uses of Tradition (127810)
Stephen Mitchell
Examines Nordic folklore and folklife, with an emphasis on narratives, supernatural beliefs, and material
culture from the 17th to the early 20th centuries, interpreted against additional sources of information
drawn from the archaeological and historical records. Key strategies used in the fields of folklore, literature,
and cultural history to interpret such texts discussed in detail, and applied in analyzing our materials. Also
carefully considered, the history and development of folklore studies in Scandinavia and the role of folklore
(and folklore studies) as, and in, anti-colonial and nation-building movements.
Course Notes:
Enrollment limited to 12. Preference given to students who have
declared a Concentration or Secondary Field in Scandinavian and/or
Folklore & Mythology.

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The Vikings and the Nordic Heroic Tradition (122444)
Stephen Mitchell
Examines the historical events in Europe A.D. 800 to A.D. 1100, and the resulting heroic legacy in medieval
Icelandic sagas. The course focuses on Viking Age figures as warriors, kings, poets, outlaws and
adventurers; pre-Christian religion and mythology, the Viking raids, and the Norse experience in "Vinland"
carefully considered.
Course Notes:
All readings and discussions in English. May be repeated for credit
with the permission of the instructor. This course is equivalent to
Folklore & Mythology 1xx. Credit may be earned for Scandinavian 150
or Folklore & Mythology 1xx, but not both.

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Scandinavian 191R
Agnes Broome
Advanced readings in topics not covered in regular courses.

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Scandinavian 191R
Agnes Broome
Advanced readings in topics not covered in regular courses.

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Scandinavian 300
Special Reading Programs and Research Problems for Advanced Students (131310)
Stephen Mitchell

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Scandinavian 300
Stephen Mitchell

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Subject: German
German AX Section: 1
German for Reading Knowledge (120599)
William Stewart
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 Section: 1

Beginning German (113802)
Lisa Parkes
An introduction to German language and culture for students with no knowledge of the language. Students
develop basic communication competencies (spoken and written), with an emphasis on interpersonal
communication. Instruction is supplemented by a variety of texts, including poetry, songs, and visual
media. 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.
Course Notes:

Not open to auditors. Students must complete both terms of this
course (parts A and B) in order to receive credit.

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Lisa Parkes
Course Notes:

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Lisa Parkes
Course Notes:

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German 10AB
Beginning German (Intensive) (124093)
Lisa Parkes
F 0900 AM - 1100 AM
A complete first-year course in one term for students with little or no knowledge of German. Provides an
introduction to language and culture of the German-speaking countries. Students develop basic
communication competencies (spoken and written), and will be able to understand and use high-frequency
vocabulary and basic grammatical structures. Instruction is supplemented by a variety of texts, including
poetry, songs, and visual media.
Course Notes:

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German 10AB
Beginning German (Intensive) (124093)
Lisa Parkes
F 0900 AM - 1100 AM
A complete first-year course in one term for students with little or no knowledge of German. Provides an
introduction to language and culture of the German-speaking countries. Students develop basic
communication competencies (spoken and written), and will be able to understand and use high-frequency
vocabulary and basic grammatical structures. Instruction is supplemented by a variety of texts, including
poetry, songs, and visual media.
Course Notes:

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German 10B Section: 1

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. Students must complete both terms of this course (parts A and B) within the same
Requirements: Pre-requisite: GERMAN 10A

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Lisa Parkes

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Lisa Parkes

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German 20A
Intermediate German (112920)
Lisa Parkes
This third-semester language course offers a thorough review and practice of grammar and an expansion
of vocabulary. Focus on enhancing students' communicative competencies in all four skill areas.
Introduction to various cultural topics of the German-speaking countries through the use of literary and
non-literary texts, current news, and contemporary film.
Course Notes:
Conducted in German. Not open to auditors.

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HCOL: Foreign Lang Citation German

Lisa Parkes
This third-semester language course offers a thorough review and practice of grammar and an expansion
of vocabulary. Focus on enhancing students' communicative competencies in all four skill areas.
Introduction to various cultural topics of the German-speaking countries through the use of literary and
non-literary texts, current news, and contemporary film.
Course Notes:

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German 20AB
Intermediate German (Intensive) (122029)
Lisa Parkes
F 0900 AM - 1100 AM
A complete second-year course in one term for students with basic knowledge of German. Focus on
enhancing students' communicative competencies in all four skill areas. Introduction to various cultural
topics of the German-speaking countries through the use of literary and non-literary texts, current news,
and contemporary film.
Course Notes:
Recommended Prep:
German 10a, German 10ab (Formerly German A, B, ab), 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) (122029)
Lisa Parkes
F 0900 AM - 1100 AM
A complete second-year course in one term for students with basic knowledge of German. Focus on
enhancing students' communicative competencies in all four skill areas. Introduction to various cultural
topics of the German-speaking countries through the use of literary and non-literary texts, current news,
and contemporary film.
Course Notes:
Recommended Prep:
German 10a, German 10ab (Formerly German A, B, ab), a score of 450
or above on the Harvard placement test, or permission of the
instructor.

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German 20B
Lisa Parkes
This second-semester intermediate course is a continuation of 20a. Further review and practice of grammar
and expansion of vocabulary. Focus on enhancing students' communicative competencies. Introduction to
various cultural topics of the German-speaking countries through the use of literary and non-literary texts,
current news, and contemporary film.
Course Notes:
Prerequisite: German 20a or permission of the instructor.

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German 20B
Lisa Parkes
This second-semester intermediate course is a continuation of 20a. Further review and practice of grammar
and expansion of vocabulary. Focus on enhancing students' communicative competencies. Introduction to
various cultural topics of the German-speaking countries through the use of literary and non-literary texts,
current news, and contemporary film.
Course Notes:
Prerequisite: German 20a or permission of the instructor.

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German 61 Section: 1
Advanced Grammar and Reading (122031)
Peter Burgard
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, Novalis, Kleist, Nietzsche, Freud, Mann, Kafka) prepares students for any
courses, internships, or work requiring advanced German reading skills.
Recommended Prep:
Prerequisite: German 20B (Intermediate German) or the equivalent.

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Advanced Conversation and Composition: Berlin Stories (120838)

Lisa Parkes
This course is designed to further students' spoken and written German at the advanced level. Students
will analyze and practice the stylistic and rhetorical features of various written and spoken genres. By
focusing on aspects of contemporary society in the German-speaking countries, students will broaden and
refine their vocabulary and idiom, become sensitized to different registers, as well as hone points of
grammar.
Course Notes:
Conducted in German.
Recommended Prep:
German 61, equivalent preparation, or permission of the instructor.

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Anyone's Germany: Redefining Identity in Contemporary German Fiction (220582)
William Stewart
What does it mean to be German today? Contemporary German society abounds with Grenzüberschreiter
of varying kinds: generations who were raised in a divided Germany but came of age in a reunified,
globalized Bundesrepublik; communities of multi-generational German nationals whose identities
nevertheless inherit the problematic international labor-politics of both the East and the West; voices
demanding greater visibility of Germany's postcolonial legacy and sparking viral
debates around #meinNazihintergrund; a youth culture that takes for granted a social-democratic welfare
state, fixates on American media, and prioritizes environmental justice as much as sexual liberation. Today'
s Germany exists as a product of multiple in-betweens, and German identity emerges against critical
examinations of gender, race, class, geography, and history.
This course explores contemporary Germany through a study of prose fiction. Concentrating on four
novels from the past decade, we will map the complexities of national identity, inherited traditions,
intersectional communities, and political responsibility within the German social fabric. With a focus on
works by Jenny Erpenbeck, Khuê Pham, Saša Stanišić, and Leif Randt, we will see just how wide and
diverse the notion of "Germanness" is, as we study the social, cultural, and aesthetic forces that drive
German life in the 21st century. In a place where ethnic belonging, linguistic expression, domestic lifestyle,
and digital personhood are growing ever more fluid, it's anyone's Germany.
Course Notes:
This course will be conducted in German.

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German 90R
Germanic Language Tutorial: Dutch (109271)
Lisa Parkes
Individualized study of a Germanic language not ordinarily taught. Contact hours with language tutor.
Emphasis on literacy.
Topic: Beginning Dutch
Course Notes:

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FAS: Meets Foreign Lang Req Dutch
German 90R
Lisa Parkes
Course Notes:

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German 90R Section: 002
Lisa Parkes
Topic: Intermediate Dutch
Course Notes:

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Lisa Parkes
Course Notes:

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Lisa Parkes
Topic: Advanced Dutch
Course Notes:

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Lisa Parkes
Course Notes:

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German 91R
Lisa Parkes
Course Notes:
Permission of the Director of Undergraduate Studies is required.

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German 91R
Lisa Parkes
Course Notes:
Permission of the Director of Undergraduate Studies is required.

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German 99A
Lisa Parkes
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
Lisa Parkes
for the entire year. Permission of the Director of Undergraduate Studies is required. Part two of a two-part
series.

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German 99C Section: 1

Lisa Parkes
Senior capstone tutorial for concentrators in German. Permission of the Director of Undergraduate Studies
is required. One term.
Course Notes:
Permission of the Director of Undergraduate Studies is required. One
term.

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Introduction to German Literature and Thought (220182)
John T. Hamilton
A survey course on major works in German literature, philosophy, and critique from the mid-eighteenth
century to the twentieth century. Close reading of representative texts opens onto broader ramifications in
cultural and intellectual history with further consideration of societal and political tensions. Periods and
themes covered include the Enlightenment and the rise of the Bourgeoisie, Romanticism, Idealism, and the
Problem of Identity, Realism and Nationhood, Language and Political crises, and the guilt, responsibility,
and existential angst that mark the postwar period.
Course Notes:
This course is equivalent to Comparative Literature 100. Credit may be
earned for German 100 or Comparative Literature 100, but not both.

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German Literature, Politics, and Society (159603)
Christian Struck
In this survey course, we will trace the history of the country and the concept of Germany from around 1750
to today's world by reading short texts or excerpts and watching films that remain foundational: from
Immanuel Kant and Johann Wolfgang von Goethe through Karl Marx and Friedrich Nietzsche to Hannah
Arendt and contemporary authors such as Terézia Mora and Olivia Wenzel or filmmakers like Rainer Werner
Fassbinder and Thomas Arslan. We will focus on topics such as: nation and democracy, language and the
psyche, the metropolis, writing after the Holocaust, the inner-German separation and reunification, as well
as the current debates on issues like neoliberalism, migration, and racism as they are reflected in literature,
theory, and film.
Course Notes:
Readings and discussion in German.

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Translating German (215682)
Lisa Parkes
This seminar introduces the methodology and practice of translating German into English. By working
through the fundamental issues, strategies, and ethical responsibilities of the translator, students will
encounter the delights and dilemmas of mediating between two different languages and cultures.
Workshops address specific linguistic and cultural challenges across a range of text types, including
journalistic, scientific, technical, literary, and consumer-orientated texts. Special attention is given to the
many challenges of translation, such as audience and purpose, literal and connotative meaning, semantic
and cultural distinctions, dialect, social and tonal registers, as well as issues of subtitling and dubbing.
Course Notes:

Note: Conducted in English.
Recommended Prep:
Prerequisite: Advanced German (60-level) or equivalent (or permission
of the instructor).

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Great Works, Short Texts: German Poetry (216056)
Peter Burgard
Close reading of poems by Gryphius, Jandl, Goethe, Hölderlin, Eichendorff, Brentano, Droste-Hülshoff,
Heine, Mörike, Hofmannsthal, George, Rilke, Trakl, Lasker-Schüler, Brecht, Benn, Eich, Celan, Bachmann,
Enzensberger, Huchel, Kirsch, Brinkmann, and Kling. While the course focuses entirely on the close
reading of outstanding texts in the German literary tradition, ancillary reading situates these texts in the
history of German culture.
Course Notes:
Readings in German, discussions in English.

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Culture of Convenience (220179)
John T. Hamilton
Digitization has had many consequential effects in our personal, social, and political lives. How might we
understand these effects? How might we distinguish between the beneficial and the detrimental? Has
digital technology equalized the world and made it more transparent and more just? If our lives are thereby
more efficient, more productive, and easier, how might we assess the limits of convenience or evade the
pitfalls of complacency? The course considers these and related questions through a careful review of
literary texts and artworks, alongside social, political, and philosophical critiques.
Course Notes:

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Geist & Maschine: Technology and Reality in German-Speaking Cinema (220568)
Anne Dymek
From the early 20th century to the present, German cinema offers a substantial selection of films that
theorize the broad implications of technological advancement. From Fritz Lang to Maria Schrader, myriad
German filmmakers raise questions such as "What does it mean to be human in the face of technological
progress?", "Is reality one unchangeable phenomenon?", and "Can robots love/can we love robots?" As
we put these films into dialogue with excerpts from Kant, Heidegger, Benjamin, and Kittler, among others,
we will seek to explore structures of reality that are still in a state of becoming.
Course Notes:
Readings, screenings, and discussion in German.
Recommended Prep:
Prerequisites: 60-level course in Germanic Languages and Literatures
or permission of instructor.

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Aesthetics of Resistance: Experimentation & Creative Protest in Avantgarde Theater &
Performance Art (220184)
Nadine Schwakopf
This course seeks to address the most crucial shifts and transformations that theater and performance
practices have undergone since the advent of the literary and artistic avantgarde movements at the end of
the 19th century. Through the study of examples from across Europe and the United States, we will
examine phenomena such as the declining importance of "word theater" and the pre-scripted theatrical
text; the éclatement of a clearly demarcated performance space and the proliferation of performance as an
art form in its own right (whether in the public sphere, or elsewhere); the innovation of stage design and the
significance of new media; various re[1]conceptualizations of acting techniques and the prioritization of the

performer's corporeality; the mobilization of avant-gardist theater and performance art for revolutionary
political aims, agitation, and collective action against cultural hegemonies and oppressive state power. We
will thus investigate how avantgarde theater and performance art engage with the political and societal
conflicts of their time, and how their radical aesthetics have proven conducive to the channeling of creative
protest and resistance. To ground our thought process throughout the semester, we will draw on artists,
works, and performances from, amongst others: Futurism, Bauhaus, Surrealism, Epic Theater, Fluxus,
Postdramatic Theater, Body Art, Feminist Performance Art, or Radical Contemporary Performance.
Readings and discussions will be in English.

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Cold War Germany: Art & Politics on Both Sides of the Wall (218470)
Nadine Schwakopf
This course provides a survey of the history and culture of divided Germany during the Cold War. It
examines the conditions leading to the foundation of two separate states, the role of the Allied Powers in
East and West Germany, the ideological conflicts between them, and their different responses to dealing
with a shared fascist past. Drawing on sources from literature, film, radio, theater and art, we will engage
with key political debates and societal changes, such as the "economic miracle," rearmament/the arms
race, the instauration of socialism and its demise, the Berlin Wall and the erection of the inner German
border, the student movement, the rise of feminism and environmentalism, pacifism and the "Peaceful
Revolution" of 1989. We will look into how writers and artists interfered in, or even shaped, these debates;
and we will study how specific literary and artistic genres and media helped fuel political counter-
discourses and protest on both sides of the Wall.
Course Notes:
Readings and discussions will be in German. Assignments must be
submitted in German.

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Just Law? Truth, Trial & Error in German Literature (160435)
Nadine Schwakopf
This course examines the intersections of law and literature from both a historical and a theoretical point of
view. We will engage with literary and philosophical texts written by German[1]speaking authors that have

become central for the understanding of this interdisciplinary field of study. With the help of readings
spanning the time between the 18th and the 21st centuries, we will reflect on the manifold representations
of questions of law in literature. How do literary texts articulate the rule of law and/or its failure, how do
they depict legal procedure and "due process?" How is the complex relationship between violence, law and
justice negotiated in philosophical discourse? What are the limits of the law and its authority, and what is
the role of morality both in law-making and the subsequent execution of the law, as it becomes manifest in
trial procedures, judgments and measures of retribution? Authors studied in this course may include:
Goethe, Kleist, Büchner, Fontane, Kraus, Arendt, Jelinek, Zeh. Readings and discussions will be in English.
Course Notes:
Readings and discussion will be in English.

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Text – Sound – Image: Intermediality in Modern and Contemporary German Poetry (218347)
Nadine Schwakopf
This course explores the vast range of poetic practices that have emerged in the German-speaking
countries since the end of the 19th century. We will first engage with the hybrid forms of poetry
characteristic of the early artistic and literary avant-gardes, such as sound poems, visual poems, collage-
poems, and object-poems. We will also examine examples of collaborative works aimed at dismantling the
boundaries between poetry and the other arts: illustrated books, painting/drawing, film, and opera. Finally,
we will reflect on the impact of analog and digital technologies on the further diversification of poetic
practices in the second half of the 20th century and inquire into the changing significance of the human
body in the making of poetry. Authors and artists studied in this course may include: Ball, Arp, Schwitters,
Brecht, Jandl, Mayröcker, Grass, Pastior, Heiner Müller, Achleitner, Faktor, Herta Müller, Kling.
Course Notes:
Readings and discussions will be in German. Interested students with
reading knowledge in German should contact the instructor to inquire
about the potential opening of an English-language discussion
section.

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Artificial Intelligences: Body, Art, and Media in Modern Germany (220183)
William Stewart
Our world is deluged in "tech"—big tech, biotech, tech innovation and disruption—but how much do we
really know about what "technology" means? What does it tell us about the difference between the real and
the artificial, the mechanical and the organic, the body and the prosthetic? And how is technology
imbedded in things like art, media, race, and the performance of gender? This course considers how these
questions, far from being new, have in fact been broached continuously over the past 150 years,
particularly in the context of German-speaking Europe. We will study the way that the stuff we make—our
technology—makes us, and study what happens when that technology expresses itself in so-called
"humanistic" realms like art, politics, and sexuality. Through a mix of critical works of theory and
groundbreaking works of art, architecture, and film—including many that we will discuss in person at the
Harvard Art Museum—we will gain a vocabulary to analyze the forces that shape our existence in a world of
screens, machines, and artificially sentient beings. Body, art(ifice), and media: concepts that are at once
impossible to fully delimit and yet inextricably linked to each other and to the question of what it means to
be a person in the modern world.
This course, which provides an introduction to visual cultures, media theory, psychoanalysis, and gender
studies, will be conducted in English.
Course Notes:
Taught in English.

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Freedom: A Transatlantic Affair (220187)
Daniel Carranza
The brilliantly witty German physicist and satirical author Georg Christoph Lichtenberg once remarked that
"The American who first discovered Columbus made a horrible discovery" ("Der Amerikaner, der den
Kolumbus zuerst entdeckte, machte eine böse Entdeckung."). Taking inspiration from the insightfully
eccentric perspectives that another culture might have on our own (and our own on it), this course
interrogates the dynamics of transnational cultural transfer by examining case studies of bidirectional
German-American intellectual exchange with an eye in particular to how the concept of freedom migrates
across literature, philosophy, and political thought. Such cases span a broad historical range, from
Alexander von Humboldt's exploration of the New World and Hegel or Kleist's fascination with the Haitian
revolution to the origins of Transcendentalism in New England and the writings of wartime German-Jewish
émigrés in Californian exile. Throughout this series of exemplary cases, we will continually return to the
question of how the practice of quotation refigures conceptions of freedom, actualizing otherwise
unrealized potentials of meaning by situating source texts in new contexts. What does it mean, for example,
for Margaret Fuller, in arguably the first American essay on women's rights, or for W.E.B. Du Bois, who
studied Hegel in Germany, to quote Schiller (in German) at key moments in their arguments? After
examining key moments in this history of transatlantic exchange, students will develop a case of their own
devising for their final research projects.

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Baroque (144773)
Peter Burgard
European Baroque art and German Baroque literature. Revolutions of excess and devolutions of system in
architecture, painting, sculpture, poetry, drama, narrative. Actual course meeting time is 12:30-2:30pm.
Course Notes:
Readings in German, discussions in English.
Qualified undergraduates welcome.

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Goethe as Interdisciplinary Thinker (220186)
Daniel Carranza
"He seems to see out of every pore of his skin." What could Emerson have meant when he made this
perplexing claim about Goethe? Goethe's life was one of relentless observation and 'interdisciplinary'
inquiry at an historical moment before the institutionalization of distinct disciplinary borderlines. Without
committing to a coherent 'theory' or worldview, Goethe's anti-systematic approach to the observation of
nature, art, and society rested on the premise that "alles Faktische ist schon Theorie." This course provides
an overview of Goethe's work across literary genres and disciplinary discourses with a particular focus on
reconstructing Goethe's art of natural-scientific observation in his morphological writings. A recurrent
theme will be the afterlife of Goethean morphological thought in modernity in the work of figures such as
Walter Benjamin, Georg Simmel, Ludwig Wittgenstein, Claude Lévi-Strauss.

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Post-War Confessions: Albert Camus and Günter Grass (220180)
John T. Hamilton
The seminar closely examines two major novels depicting life during the Second World War and its
aftermath from a French and a German perspective: Camus, The Fall (1956)and Grass, The Tin Drum (1959).
Themes include power, aggression, and complicity; resistance and impotence; existential guilt, shame, and
madness. Texts available in the original French and German, as well as in English translation. Discussion in
English.
Course Notes:

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The German Ecological Imagination (220185)
Daniel Carranza
It is common to read in the paper about the coming climate crisis, framed as a matter of saving the
environment or planet. Less often invoked, however, is an older, more metaphysical notion of 'nature
naturing' actively (natura naturans). When (if ever) did the concept of the 'environment' replace that of
nature? What are the exact differences between the terms we use to refer to the planet as our shared home,
whether 'nature,' '(e/E)arth,' 'world,' 'environment,' 'planet,' or 'globe'? And what ramifications might the
semantic shifts between these six terms have for current environmental debates?]
This interdisciplinary course asks these questions by examining three phases in the history of the idea of
nature as instigated by key German poets, thinkers, and visual artists. Beginning with the period around
1800, we will reconstruct the tensions animating Romanticism's holistic conception of nature by reading
works by Kant, Goethe, Schelling, and Alexander von Humboldt, while the landscape paintings of Caspar
David Friedrich will furnish our artistic case study. Turning to the first half of the twentieth century, we will
encounter the first use of the German term Umwelt ('environment') in its modern sense in the work of
theoretical biologist Jakob von Uexküll, who was friends with the poet Rainer Maria Rilke. We will
reconstruct Martin Heidegger's critique of modern technology and compare and contrast his conception of
the artwork's ties to 'earth' and 'world' vis-à-vis comparison to Schelling's theory of the artwork's relation to
nature. Our exemplary artist for this second phase is Paul Klee, who grounded his aesthetic vision in
nature's formative processes. Approaching our contemporary moment, we will read literary works by W.G.
Selbald while attending to the political and communicative vicissitudes of coming to societal awareness of
a transhistorical phenomenon such as climate change. Joseph Beuys's politico-aesthetic agitations and the
first photos of the Earth taken from outer space provide our last artistic case studies. German students and
majors will meet in an additional weekly section to discuss excerpts of select texts in German.

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Questions of Theory (203281)
Nicole Suetterlin
Doris Sommer
To explore key literary, cultural and critical theories, we pose questions through readings of classic and
contemporary theorists, from Aristotle to Kant, Schiller, Arendt, Barthes, Foucault, Glissant, Ortiz, Kittler,
and Butler, among others. Their approaches include aesthetics, (post)structuralism, (post)colonialism,
media theory, gender theory, ecocriticism. Each seminar addresses a core reading and a cluster of
variations. Weekly writing assignments will formulate a question that addresses the core texts to prepare
for in-class discussions and interpretive activities.
Course Notes:
Conducted in English. This course is also offered as Romance Studies
201. Credit may be earned for German 291 or Romance Studies 201,
but not both. Cross-listed with Comparative Literature.

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German 300
Dissertation (113307)
Eric Rentschler

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German 300
Eric Rentschler


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John T. Hamilton

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John T. Hamilton

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Stephen Mitchell


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Stephen Mitchell

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Peter Burgard

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Peter Burgard


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Nicole Suetterlin

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Nicole Suetterlin

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Alison Frank Johnson


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German 310
Teaching (208304)
Eric Rentschler

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Teaching (208304)
Eric Rentschler

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German 320
Course-Related Work (208305)
Eric Rentschler

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Course-Related Work (208305)
Eric Rentschler

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German 330
Research-Related Work (208306)
Eric Rentschler

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German 330
Research-Related Work (208306)
Eric Rentschler

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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.
Course Notes:

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FAS: Meets Foreign Lang Req Swedish
Swedish 10B
Beginning Swedish Language and Literature (126648)
Agnes Broome
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.
Course Notes:

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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.

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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.

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Swedish 20B Section: 2

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.

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Subject: Germanic Philology
Germanic Philology 300

Peter Burgard

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Germanic Philology 300

Eric Rentschler

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Global Health and Health Policy
Subject: Global Health & Health Policy
Global Health & Health Policy 30

Global Oral Health: Healthy Teeth, Healthy Societies (216336)
Brittany Seymour
2022 Fall (4 Credits) Schedule: MF 1030 AM - 1145 AM
Did you know that one of the strongest indicators of a healthy society is the health of its teeth? Everyone
has teeth, but most people in the world don't have access to affordable dental care. This discussion-based
course assesses current global health policies and approaches for addressing pressing health challenges
despite resource constraints and severe political neglect. It aims for students to be competent in
incorporating the global burden of oral diseases into foundational concepts of global health and world
development. These include how oral diseases are associated with globalization, poverty, infectious and
non-communicable diseases, maternal and child health, mental health, nutrition, tobacco, alcohol, urban
and rural infrastructures, climate change, and the environment. This course demonstrates how complete
health and an end to global poverty are not possible without including oral health in the global health and
development agenda.
Course Notes:
Students who complete GHHP 30 may apply to participate in an
experiential learning opportunity in San Vito, Costa Rica. Since slots
are limited, there will be a lottery.

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The Quality of Health Care in America (114957)
Anupam Jena
Offers information and experiences regarding the 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 42.

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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—even during the COVID pandemic.
Through interactive discussions and case studies, students will learn how aid workers interact with
governments, militaries, and civil society to provide refugee aid. Students will also have the opportunity to
learn about Boston-area response from interactions with a local refugee resettlement agency. At the end of
the course, students can opt to participate as a 'refugee' in a large, three-day outdoor humanitarian
response training exercise with other students and professional aid workers from around the world.
Course Notes:
Lotteried course, enrollment limited to 30.

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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
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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

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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. GHHP 99 is primarily taught by graduate students in
the PhD in Health Policy program. It may not be taken pass/fail.

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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. GHHP 99 is primarily taught by graduate students in
the PhD in Health Policy program. It may not be taken pass/fail.

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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, freedom, deliberation, and participation? What
are the moral responsibilities of citizens - whose representatives exercise political power in their name? Is
democracy a human right? How do themes of race and globalization intersect with democratic theory?
Readings integrate contemporary work in political philosophy from thinkers ranging from Chris Lebron to
Karuna Mantena with canonical thinkers, including Plato, Aristotle, Rousseau, W.E.B. DuBois, John Rawls,
Robert Nozick, Judith Shklar, and Charles Mills. Sections will be structured with thematic focus areas, and
students will be asked to rank choices: options will include federalism and equality; civic agency; and race
and democracy.
Class Notes: theory_subfield

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Government 20
Foundations of Comparative Politics (117853)
Yuhua Wang
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.
Course Notes:
comparative_subfield
Class Notes: comparative_subfield

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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.
Course Notes:
american_subfield
Class Notes: american_subfield

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Government 40
International Conflict and Cooperation (126258)
Stephen Chaudoin
This course is an introduction to the analysis of the causes and character of international conflict and
cooperation. The course covers core theoretical models for why and how countries bargain, fight, and
cooperate. The first half of the course focuses on conflict and international security. The second half
focuses on international political economy and international organizations.
Class Notes: IR_subfield

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Government 50
Data Science for the Social Sciences (115859)
Matthew Blackwell
Data is a fundamental part of studying the social, political, and economic world. How
can we measure racial discrimination in job hiring? What is the best way to predict
election outcomes? What factors drive the onset of civil wars? Is it possible to
determine what members of Congress are more or less liberal given their voting
record? These are just a few of the numerous questions that social scientists in
academia and industry are tackling with quantitative data. In this course, you will
learn the fundamentals of data science as applied to the social sciences: visualization,
wangling, causal inference, prediction, and inference. All the while you will learn how
to communicate your findings to a broad audience and how to use the professional
tools of the trade such as R, tidyverse, and GitHub. Each student will complete a final
project to showcase their acquired skills. No previous experience with statistics or
statistical computing required.
Class Notes: data_science
tech_science

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Government 51
Data Analysis and Politics (123443)
Naijia Liu
How can we measure racial discrimination in job hiring? What is the best way to predict election
outcomes? What factors drive the onset of civil wars? The goal of this course is to give you the ability to
understand, explain, and perform research on the most pressing social and political issues with a special
focus on data analysis and causal reasoning. You will be able to read and understand the methodology of
most academic articles in the social sciences while also learning the core ideas and tools of data science
used across many industries.
Course Notes:
This course must be taken for letter grade.

tech_science

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Government 62
Research Practice in Qualitative Methods (108287)
Frances Hagopian
With the goal of preparing students to undertake original research, this course introduces students to basic
principles and tools of qualitative research in political sciences. Focus is on framing research, 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, how to test hypotheses, and the
potential of mixed methods. Research techniques covered are process tracing, natural experiments,
archival research, and interviews.

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Government 63
Topics and Resources in Political Theory (108285)

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
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 92R
Faculty Research Assistant (108639)
Nara Dillon
Course Notes:

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Government 92R
Faculty Research Assistant (108639)
Nara Dillon
Course Notes:

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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.
Class Notes: tech_science
Requirements: Prerequisite: GOV 1430

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Government 93CJ
Criminal Justice Policy Practicum (217866)
Jennifer Halen
This course provides students with the opportunity to do participatory, community-based policy
research. The course will have three major components. Students will (1) learn about the policy-
making process and how to do academic research on policy, (2) engage in public service research on
juvenile justice and prison education, and (3) explore ways that remote technologies, especially
virtual reality, can be used to provide incarcerated youth with more robust and consistent
educational opportunities.

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Government 94BF
#AbolishPolice: The Politics of Public Safety in the Age of Social Media (216449)
Jennifer Halen
Recent examples of police brutality have ignited unforeseen momentum for police and prison abolition. Online activism
has helped to fuel this unprecedented moment, sparking heated debates about equitable public safety. We'll discuss
these debates as well as questions like: what would police abolition look like in practice? How does #AbolishPolice relate
to parallel/complementary movements like #DefundPolice, #AbolishIce, #BlackLivesMatter, and others? And how do
online campaigns affect the speed, intensity, and content of social movements? Topics will also include the intellectual
roots and history of the carceral abolition movement, activist tactics and technologies, and institutional design and
change.

public_policy

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Government 94BK
Democratic Citizenship and Education (220146)
Kathy Bickmore
This course addresses contrasting politics and practices of education for democracy and democratization,
in state-funded schooling and the lives of youth, focusing on theories and cases in Canada and the USA in
comparative transnational context. Participants will examine what shapes and constrains how democratic
citizenship may be taught, learned, and changed, in challenging contexts of pluralism, polarization, and
demands for justice. Themes include local and transnational political agency in relation to social conflicts
and social structures; participation, dissent, and peacebuilding through political institutions; territorial and
ecological authority amidst climate change; and public dialogue around inter-identity relationships, rights,
community and justice.
Class Notes: public_policy

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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
Class Notes: Students will be admitted to Gov 94 seminars through a departmental

organized lottery. The last day to submit your application is Monday,
August 22nd by 6 pm. For more information, please visit the following
link: https://undergrad.gov.harvard.edu/gov-94-seminars

Class Notes: comparative_subfield/IR_subfield

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Government 94DC
Democracy in Crisis in Latin America (220114)
Frances Hagopian
Not in decades have so many aspiring autocrats come so close to power in Latin America. Parties that have
governed democracies for decades are losing popular support, institutions that check presidents are under
attack, and ordinary people are protesting what they perceive are failed policies and exclusionary
democratic rules. This course asks why democracy is in crisis. It examines common themes – ethnic,
racial, and class divisions; distributive policies; the role of media and social movements in political
polarization, and the resilience of democratic institutions – in countries that are no longer democracies,
those in peril, and those that remain relatively stable.

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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 94DT
The Authoritarian Turn in Central and Eastern Europe: What Can Be Done About It? (217644)
Grzegorz Ekiert
Provides overview of contemporary politics in Central and Eastern Europe with the
focus on threats to liberal democracy in the region. Students will develop group
research projects to devise strategies of defending liberal democracy and preventing
the authoritarian takeover.

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Government 94EK
Globalization and Private Governance (125573)
Michael Hiscox
This research seminar examines the impacts of globalization on attempts to address key social, political,
and environmental problems, including climate change, focusing in particular on the roles played by
multinational corporations. Topics include: international institutions and agreements and how these affect
regulatory standards set by governments; the potential (and limits) of corporate responsibility and
sustainability initiatives; the effectiveness of activist campaigns, including consumer boycotts; the impacts
of voluntary certification and labelling schemes, such as Fair Trade, and; the prospects for social
enterprise and purposeful business.
Class Notes: political_economy


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Government 94EM
Crime, responsibility, and the law (213657)
Gabriel Katsh
One of the central questions of any political system is how to respond to those who violate the legally
enforced norms of behavior that make up the criminal law. In this seminar, we will consider the
philosophical justifications that have been given for the operation of the criminal justice system and,
in particular, for the practice of punishing offenders. We will focus on the contrasting ideologies of
retributivism and consequentialism and how those systems address moral principles such as
responsibility, agency, blame, and desert as well as more practical concerns such as deterrence and
public safety. Readings will be drawn from a wide range of sources, primarily political theory and
law, but also the philosophy of mind, sociology, history, and neuroscience.

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Government 94GD
Africa: Power and Politics (218732)
Christopher Rhodes
This course examines the countries of Africa in comparative perspective. Instead of

merely focusing on the various problems facing the continent, this course looks at
examples of both the successes and failures of African states in addressing the
challenges they face. Through a combination of case studies, academic scholarship
and journalism, the course analyzes the independent and colonial histories of African
nations; explores the development of modern African states, societies and economies;
and examines the impacts of current international influences on African states.


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Government 94GK
The Politics and Ethics of Health Care (109731)
Gabriel Katsh
This course looks at contemporary debates about health care, with a focus on the ways in which political
theory can inform our understanding of its moral and political dimensions. 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, medical privacy, and the right to refuse care. The
Fall 2022 iteration of the course will focus in particular on ethical and policy dilemmas that have arisen in
the context of the coronavirus pandemic, including questions about the distribution of scarce resources,
the health effects of inequality, and balancing the needs of public health with concerns about individual
freedom. Readings include classics of moral and political philosophy, writings by contemporary medical
ethicists, Supreme Court decisions, and some empirical and historical studies.


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Government 94GO
Politics of Religion in Liberal Democracies: America and the European Union (108915)
George Soroka
This course examines the various ways, normative and practical, in which politics interact with religion in
the U.S. and select EU-member countries. Structuring it are three main tasks: to examine the utility of
secularization theory in explaining changes on the political landscape; to compare and contrast American
and European experiences with religion in the public sphere; and to consider the political implications of
increasing religious/ideological pluralism within these societies.


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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 94JH
American Cyber Politics (213604)
Jennifer Halen
This class explores the ways internet-based and computational technologies

are changing political behavior and governing institutions and processes.
This includes discussing technologies, such as social media, that influence
partisanship, civic participation, and activism, as well as technologies
adopted within government, such as pretrial risk assessment software. In
addition to analyzing the effects of basic automation and the internet, we
will also be focusing on emerging computational technologies including the
Internet of Things, Augmented Reality, Advanced Robotics, Machine
Learning, and Artificial Intelligence.

Class Notes: American_subfield

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Government 94JP
Democracy and Misinformation (220624)
Justin Pottle
Many worry American democracy has spiraled into a crisis of misinformation. But what is misinformation?
Where does it come from? And what challenges does it pose for democratic values and functioning? This
course investigates why false beliefs flourish in American politics and the ideological, cognitive, linguistic,
and structural mechanisms that spread them. Drawing connections across political theory and empirical
research, we will place debates about digital misinformation in broader historical and normative context,
with a special focus on the relationship between misinformation and inequality.


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Government 94JW
Democracy in Practice in the Global South (216772)
Julie Weaver
This seminar explores how democracies operate on the ground in low- and middle-
income countries today. What is the reality of how democracy works in practice
versus how it is conceived and designed? What are developing countries' major
democratic challenges and successes? How does a country's income level impact, and
in turn is impacted by, democratic participation? Main themes to be covered include
overarching issues like representation, institutions and state strength, as well as more
specific areas of democratic practice such as participatory democracy, civil society,
corruption, and managing diversity.

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Government 94KA
Thinking Out of the Box - Exploring New Insights into North Korea (109735)
John Park
The course's objective is to hone students' critical thinking skills by exploring new insights into North
Korea through the lens of recent interviews with defectors. The course will focus on deepening ties
between the Workers' Party of Korea and the Communist Party of China; increasing commercialization in
the elite regime circle (1%) through state trading company activities and among the masses (99%) through
black markets; and how financial sanctions actually bolster North Korean procurement networks.


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Government 94KN
Propaganda and Politics: Past and Present (218295)
George Soroka
Propaganda has always been a factor in politics, but in an age when social media has made disseminating
ideas easier than ever and the terms "fake news" and "alternate facts" have entered the popular lexicon, it
appears particularly pernicious. Studying what propaganda is, as well as by whom (and how) it is
disseminated and what its goals are, is therefore particularly relevant today. This course will begin by
looking at the history of the term, distinguishing it from related but nevertheless distinct forms of
persuasive speech (e.g., advertising, op-eds, polemics) and outright misinformation. Next, we will examine
various examples of propaganda, historical as well as current. The class will conclude by considering the
normative implications of political propaganda.

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Government 94ML
Ethnic and Identity Politics (220121)
Mashail Malik
This class will examine the varied relationships between identities and political behavior. Over the course
of the semester, we will investigate questions such as: What is identity and how does it affect social and
political outcomes? Why are some identities salient for particular people or groups while others are not?
Can we change our identities, and if so, under what circumstances and to what end? How do forces outside
of us – such as the state or society – determine which identities are ascribed to us? And what are the
causes and consequences of what we term "identity politics"? While the primary focus of this course is on
ethnic and racial identity, we will also explore gender, class, and nationality. The capstone project of this
course is a research paper by each student on an identity-related topic of their choice.


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Government 94MN
Politics of Nationalisms in the Two Koreas (220151)
Katharine Moon
Various forms of nationalism thrive in South Korea and North Korea and have shaped their respective
ideological, economic, military, and cultural developments. Both Koreas use nationalism as a weapon
against each other and against bigger powers such as Japan, China, and the United States. South Korea is
also experimenting with new notions of citizenship and civic nationalism as migration and demographic
changes challenge traditional ideas of nation and national identity. The course analyzes specific issues
around nationalism such as the legacy of Japanese colonialism, national sovereignty and identity politics,
presence of U.S. military bases in South Korea, territorial disputes, and economic conflicts over cultural
products. Students will gain a rich understanding of how history, political institutions and elites, mass
movements in North Korea and social activism in democratic South Korea absorb and produce
nationalisms. Students are encouraged to explore relevant comparisons with other East Asian countries.

Attribute Value(s)
Government 94ND
Global Cities in East Asia (216184)
Nara Dillon
This seminar examines urbanization and globalization in East Asia. We will first
focus on the history and geography of globalization. The second part of the course
turns to theoretical debates about contemporary globalization and a range of
controversies surrounding global cities. Why are some cities more "global" than
others? Is globalization increasing inequality in urban society? Is globalization
making cities more similar to each other in urban planning and architecture? We

will focus on several East Asian global cities, including Tokyo, Beijing, Bangkok, and
Manila, among others.

political_economy

Attribute Value(s)
Government 94NF
Japan and Globalization (220655)
Nicholas Fraser
The main objective of this course is to provide students with a deeper understanding of how Japan has
been impacted by and responded to structural changes brought about by globalization as a developed
democratic polity situated in East Asia. Topics include Japan's rise as a middle power, the idea of a liberal
international order, trade, human rights, environment, territorial disputes, migration and refugees, gender
inequality, and challenges posed by the Trump presidency.


Attribute Value(s)
Government 94NS
Nation and Nationalism (218598)
Dan Epstein

Nationalism is a powerful force whose importance is only growing. This course
addresses the concept of nation, how it holds legitimacy over peoples, and the origins
of nationalism as an intellectual project and ideology in early liberal ideas, as well as
more recent illiberal manifestations, including in the United States. Case studies
consider the possibility of benign nationalism (Czech), imperial nationalism
(Russian), and nationality the post-colonial context (Democratic Republic of Congo).
The semiotic concept of "myth" will be key, especially when addressing the US case,
and we'll engage with film and novels in addition to traditional academic reading.

Attribute Value(s)
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.

political_economy

Class Notes: American_subfield

Attribute Value(s)
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, Northern Ireland, 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 religious symbols and abortion.


Attribute Value(s)
Government 94PF
The Great Food Transformation (220161)
Sparsha Saha
This course will explore the costs, politics, and solutions in our global food system, with a focus on the
United States. This course is partnered with UC Berkeley's Plant Futures Initiative's Challenge Lab. It is also
an 'engaged' course, affiliated with Harvard's Mindich Program in Engaged Scholarship, meaning there are
outside events and speakers who will be brought into the class.
The course will have three units. In the first unit, students will learn about the environmental, health, and
ethical costs of our food system (with a global focus, though the United States will be highlighted). In the
second unit, we will investigate the politics behind the problems overviewed in the first unit. Our final unit
is intended to showcase the vast array of actors who are part of the food systems shift, which is bubbling
with activity in private markets (the burgeoning alternative proteins sector), in politics, in health, in
advocacy, and in science/academia. There are opportunities to be a part of this shift, and the engaged
aspects of this course are designed to expose you and connect you to all the different groups and
stakeholders, across a vast array of sectors, who are working to make the Great Food Transformation a

reality.
Instead of weekly discussions, you will be enrolled in a parallel (challenge) lab through the Plant Futures
Initiative. The Plant Futures Challenge Lab is an applied learning experience in plant-centric food systems.

Attribute Value(s)
Government 94RC
Race in Comparative Perspective (218734)
Christopher Rhodes
The predominant western conception of race is a relatively recent idea formed in the
context of European imperialism, trade, exploration and slave trading and developed
by many of the most important Enlightenment figures of the 17th and
18th centuries. This course explores various analogues to "race" that developed in
other civilizations; focuses on the context and thinkers that were key to the European
development of race and racism in the modern era; and examines the variations in
"race" that developed in contexts including the United States, Brazil, South Africa
and the colonial empires of Spain, Britain and France.

Attribute Value(s)
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.

Attribute Value(s)
Government 94SF
Ideologies in Conflict: Fascism, Socialism, Nationalism (220133)
Dan Epstein
Do ideas themselves have power, or does their influence merely depend on the right actors and situations?
This course will examine Fascism, Socialism, and Nationalism, their conflicts, and also their contest with
the ideas of Liberalism, Capitalism, and Democracy. We'll study them first in the context of the 20th
century with a tour of regimes and political movements in Central, Eastern, and also Western Europe in the
years leading up to World War II, and its aftermath. Then we'll move on to consider contemporary politics
in Europe as well as the United States, to contemplate these ideas' resurgent (or abiding) influence.

Attribute Value(s)
Government 94TR
The Politics of Economic Inequality (216213)
Thomas Remington

This seminar investigates the political factors contributing to rising economic inequality in the United States, other
developed democracies, transition countries, and globally. The first half will focus primarily on the United States
and the second half will examine inequality in comparative and global perspective. We will review the major
theories of inequality and examine the consequences of economic inequality for political equality, social mobility,
and the differential impact of the COVID-19 pandemic. Throughout, we will relate political to economic factors that
drive economic inequality, identifying commonalities and differences across countries.

Attribute Value(s)
Government 94UN
United Nations (220119)
Christoph Mikulaschek
An interactive discussion of the origins, present work, and future prospects of the United Nations. The UN
is the only international organization with global scope and nearly universal membership, and it is a central
component of the rules-based international order. The seminar critically examines whether the UN lives up
to the promise of promoting peace and prosperity. We analyze its inner workings and its impact on world
politics by surveying recent international relations scholarship, practitioner accounts by diplomats, and
journalistic works. Topics include peacekeeping, sanctions, the use of force, human rights, international
justice, economic development, and climate change mitigation.


Attribute Value(s)
Government 94WT
The Politics of Urban Inequality in the United States (220169)

This course is an introduction to the political causes and outcomes of urban inequality in the United States.
This includes examination of governing structures, racial and socioeconomic segregation, and political
participation in urban America. In addition, this course will investigate the relationship between public
policies (including housing, policing, and education) and urban inequality. Finally, we will use the concepts
and arguments learned in this course to analyze contemporary political events in cities in the United
States.

Attribute Value(s)
Government 94ZD
Dilemmas of Democracy (216191)
Daniel Ziblatt
Democracy is under siege in the U.S. and across the globe. This course asks: Is democracy worth
defending? Can it survive?`

Attribute Value(s)
Government 97
Daniel Ziblatt
The Government Sophomore Tutorial takes an innovative approach to introducing sophomores to research
in political science. Students will choose a section in a topic of interest while building on a common
curriculum of learning how to research and write a research paper. In addition, writing workshops and

sessions on learning research methods will be held throughout the semester.

Attribute Value(s)
Government 99R
George Soroka
Course Notes:
Taken as two half courses by those who have elected the honors
program and in order to write their senior theses.
Recommended Prep:
Two half courses of Government 94.

Attribute Value(s)
Government 99R
George Soroka
Course Notes:
Taken as two half courses by those who have elected the honors
program and in order to write their senior theses.
Recommended Prep:
Two half courses of Government 94.

Attribute Value(s)
Government 1004
Political Economy (121724)
Peter Buisseret
This class is an introduction to political economy. We study how individuals and groups pursue their goals
in a variety of political contexts, and how their strategic interactions give rise to social dilemmas. We apply
our theoretical tools to real-world political competition and policymaking. Topics include the size of the
state, political polarization, electoral accountability, and the persistence of inefficient policy.

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.

Attribute Value(s)
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.

Attribute Value(s)
Government 1015
Strategic Models of Politics (216089)
Sarah Hummel
This class explores the use of strategic models in the field of political science. Students learn basic game
theoretic tools, from individual choice through normal form games and beyond. The class explores
applications of these models in contemporary political science research on topics ranging from
international cooperation to interest group lobbying.

Attribute Value(s)
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.

Attribute Value(s)

Government 1022
Community Based Survey Research Practicum (216451)
Chase Harrison
Surveys are used by a variety of community and government organizations to gather

information and answer policy questions. This practicum will provide students with
the opportunity to develop their knowledge of survey research by designing and
conducting an original survey for an actual client based in the community. Students
will learn how to listen to, understand, and evaluate organizational needs and goals,
how to translate those goals into an effective survey research design, how to develop,
design, and pilot a survey to provide actionable data to improve social processes or
answer useful questions.
Recommended Prep:
Prerequisite: GOV 1010, or an introductory course in social science
research methodology, or previous experience working with surveys
or survey data.

Attribute Value(s)
Government 1023
Conservatism and its Critics (216332)
Eric Nelson
What is conservatism? Is it merely a temperament or sensibility? Or is it a coherent approach to political

theory and practice? Should conservatives defend free markets? Must they reject the discourse of natural
rights? Can a liberal be conservative? Can a socialist? This course will explore such questions and
others like them through a close reading of conservative writers and their critics. We will begin with the
rise of conservatism as a political force in the wake of the French Revolution and follow its fortunes across
the next two centuries, in works of political theory as well as literature. Authors will include Edmund Burke,
Mary Wollstonecraft, Samuel Taylor Coleridge, Ford Madox Ford, Friedrich Hayek, Michael Oakshott, Robert
Nozick, and Tom Stoppard. We will be interested throughout in asking what, if anything, is conservative
about the Conservative Movement in contemporary American politics.

Attribute Value(s)
Government 1032
Democracy and Inequality (220103)
Harvey Mansfield
In what ways are we equal, in what ways unequal or different? Which are more essential? How much
should we be guided by our equality, how much by inequality? Can democracy do justice to both? These
questions are considered and answered by reading Plato's Republic, Hobbes' Leviathan, and Tocqueville's
Democracy in America: three beautiful books presenting the best argument for aristocracy, the most
realistic basis for equality, and the best analysis of democracy.

Attribute Value(s)
Government 1041
Justice by Means of Democracy (220129)
Danielle Allen
For much of the 20th century John Rawls' Theory of Justice has provided a normative framework for much
policy-making in the U.S. and elsewhere. In this course, students explore an alternative theory of justice
that places greater emphasis on democracy, and look at concrete examples of the application of this
alternative policy-making framework to concrete domains like housing, good jobs and the economy,
education, and climate. The course helps highlight the tight connection between underlying philosophical
and ethical frameworks and policy-making methodologies, helps students understand reigning policy-
making paradigms, and invites students to consider alternatives that are more powerfully supportive of
democracy and inclusive empowerment.

public_policy
Class Notes: Also offered by HKS as DPI 247.

Attribute Value(s)

Government 1060
Ancient and Medieval Political Philosophy (114754)
Richard Tuck
The course is a study of the greatest works of classical political philosophy in Plato,
Aristotle, Cicero and Thomas Aquinas, with a focus on natural right (justice), both
for and against.

Attribute Value(s)
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.

Attribute Value(s)
Government 1082
What is Property? (120653)
Eric Nelson
This course will investigate the major theories of property in the Western political tradition and address
such key questions as: How do we come to own things? What claims do others have on the things we
own? Is the community the ultimate owner of all goods? Do property rights really exist, and, if so, what is

their source? Readings will include the Bible, Plato, Aristotle, Cicero, More, Harrington, Locke, Marx, and
Nozick.

Attribute Value(s)
Government 1114
Law and Inequality (220148)
Alisha Holland
Democracies promise that all citizens are equal before the law. But the law also can be used to reinforce
inequalities and hollow out democracy. This course serves as an introduction to issues of law and
inequality in global perspective. We will consider how laws are designed and enforced with respect to
some of the issues most central to the poor's lives—work, housing, migration, crime, drugs, and social
welfare—as well as how the powerful design and evade the law. Readings are drawn from around the world
to offer a comparative perspective on the promise and perversions of legal equality.

Attribute Value(s)
Government 1115
Protest Movements from Chartism to BLM (127064)
Grzegorz Ekiert
This course focuses on understanding protest movements in various socio-political

and historical contexts. It will provide introduction to the secondary literature on
protest movements and contention.
Course Notes:
comparative_subfield

tech_science

Attribute Value(s)
Government 1125
The Success and Failure of Protest Movements (220048)
Sarah Hummel
Protest is an important force for change throughout the world. Protest movements can pressure political
leaders to reform policy, bring previously hidden or marginalized issues into the spotlight, and occasionally
develop into the kinds of people-power movements that upend regimes. This class grapples with two
related questions. First, what does it mean for a protest to succeed or fail? Second, why do some protests
achieve success and others do not? The class takes a broadly comparative approach, exploring these
questions with reference to protest movements from different time periods in both democratic and
authoritarian regimes.

Attribute Value(s)
Government 1134
Civil Resistance: How It Works (217384)
Erica Chenoweth
Civil resistance is the application of unarmed civilian power using nonviolent methods such as protests,
strikes, boycotts, demonstrations, without using or threatening physical harm against the opponent. The
use of civil resistance has been increasing around the world in recent decades in places as diverse as
Sudan, Algeria, Russia, Serbia, Spain, Egypt, Iran, Maldives, the Niger Delta, the West Bank, Thailand,
Myanmar, and the United States, among others. Because civil resistance can have profound effects, it is
essential to understand the causes, dynamics, outcomes, and consequences of civil resistance campaigns.
Such questions also have clear practical implications for those seeking to use, support, or assist such
movements – as well as those who would seek to undermine them.
This course serves as a primer on the topic of civil resistance, introducing students to the primary
explanations for how and why civil resistance works, as well as the practical implications of empirical
research on the topic for observers, activists, and policymakers alike. The five primary goals of the course

are to: (1) present leading explanations, concepts, approaches, and discourses for understanding civil
resistance; (2) explore and recover in-depth cases to better understand how civil resistance succeeds and
fails; (3) apply empirical research to current questions and controversies that dominate activist and
organizer circles; (4) provide students with opportunities to synthesize their knowledge; and (5) allow
students to deepen their knowledge about several historical cases around the globe, particularly neglected
cases that can offer up novel insights and perspectives.
Course Notes:
Jointly offered with HKS as IGA 147.

Attribute Value(s)
Government 1199
Negotiating Post-Soviet Conflict: The Geopolitics of Eastern Europe and the Caucasus (212603)
Arvid Bell
This undergraduate course will use case studies and virtual immersive negotiation simulations to explore
the dynamics underpinning hot spots in the post-Soviet space with a focus on Georgia, Eastern Ukraine
and US-Russia relations. Students will not only gain a deeper understanding of current political events in
Eurasia, but they will also improve their individual negotiation and conflict management skills.

Attribute Value(s)
Government 1203
Capitalism and Democracy in Central and Eastern Europe (117151)
Grzegorz Ekiert
This course examines critical periods in Central and East European history and politics: the emergence and
experiences of newly restored independent states in the aftermath of the First World War, the devastations
of the Second World War and subsequent imposition of communist regimes, their evolution and their rapid
and largely unanticipated collapse in 1989, subsequent transitions to democracy and a market economy,
the accession to the European Union and the recent slowdown in economic reforms, democratic

backsliding, and the largely unexpected authoritarian turn in some of the new EU member states.

political_economy

Attribute Value(s)
Government 1243
Politics and Power in Post-Soviet Russia (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 1249
Authoritarianism (213430)
Sarah Hummel
This class identifies similarities and differences among authoritarian regimes. The first half identifies the
tools authoritarian leaders use to stay in power, and the second half examines the biggest threats to the
stability of authoritarian regimes. Students have the opportunity to explore one authoritarian regime in
greater detail as part of a semester long research project.

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 1290
Democracy and Authoritarianism (204959)
Steven Levitsky
This course explores the roots of democratic success and failure across the world. After introducing
alternative theories of democratization, including those centered on economic, cultural, institutional,
international, and leadership factors, the course explores how democracy first emerged in Europe, asks
why twentieth century democracies collapsed in Europe and South America, and seeks to explain the
success and failure of recent democratization efforts in Latin America, Africa, Asia, Eastern Europe/former
Soviet Union. The course also asks why dictatorships persist in China and the Middle East and introduces
new forms of authoritarianism emerging in Hungary, Russia, Turkey, and Venezuela. Finally, the course
examines the current global democratic crisis, asking whether established democracies—including U.S.
democracy--are at risk.

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 1300
Congress: Power and Preferences (111698)
James Snyder
This course examines the structure and operation of the U.S. Congress, with an emphasis on policy
making, representation, and the internal distribution of power. Topics include: the electoral connection,
constituency relations, reapportionment, the changing role of committees, subcommittees, and party
leaders, the influence of lobbyists and interest groups, and congressional relations with the executive and
judicial branches.
Class Notes: american_suubfield

Attribute Value(s)
Government 1338
Governance in Native America (216175)
Daniel Carpenter
Examines the challenges and strategies of advocacy, sovereignty building and institutional development
among Native Nations in the U.S. Includes engaged scholarship working with Native Nations on these
issues.

Attribute Value(s)
Government 1347
Election Analytics (216268)
Ryan Enos
This data-driven course seeks to understand how elections are won in the United States. We will study
research on campaigns and voting behavior and examine data from the current and past elections to
understand what will happen in 2020 and future elections. Students will learn data analysis skills and will
work on a data-oriented final project with an opportunity to participate in the next iteration of the Harvard
Political Analytics Conference. Before enrolling students should have completed Gov 50 or an equivalent
course.

Attribute Value(s)
Government 1430
Tech Science to Save the World (110053)
Latanya Sweeney
In this course, we "save the world" and teach you to do the same using scientific experimentation and
writing. During the weeks of the semester, we explore ways to create and use technology to assess and
solve real-world societal, political and governance problems. In a hands-on lab format, we jointly tackle
three real-world technology-society clashes and provide timely solutions or interventions. As the weeks

unfold, we relax the structure, so by the end of the semester, you design and implement your own
experiments that have real-world impact. Students in this class have often published papers that have
modified practices in big tech companies and inspired legal and regulatory change. This course assumes
no computer science or data science background, includes a project fair at the end of the term, and has
collaborative interactions with students in a similar course at the Harvard Kennedy School.

tech_science

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.

tech_science

Attribute Value(s)
Government 1540
The American Presidency (114432)
Roger Porter
This course analyzes the development and modern practice of presidential leadership
in the United States by: (1) examining the evolution of the modern presidency, the
process of presidential selection, and the structure of the presidency as an institution;
(2) considering the ways in which presidents make decisions and seek to shape
foreign, economic, and domestic policy; and (3) exploring the relationship of the
presidency with other major government institutions, organized interest groups, the
press, and the public. Its primary concern is with the political resources and
constraints influencing the president's ability to provide leadership in the U.S.
political system.
Course Notes:
Offered jointly with the Kennedy School as DPI-115.

Attribute Value(s)
Government 1722
Politics of the Environment and Climate Change (218296)
Dustin Tingley
Stephen Ansolabehere
Climate change has evolved over the past four decades into one of the most pressing
challenges to the sustainable development of human societies. This course takes a
realistic look at the effects of climate change and of climate change policies, at local,
national, and international levels. How will climate change affect water resources,
food supplies, and conflict? How will policies affect fossil-fuel dependent economies?
How are people, companies, and governments responding? Climate politics reflect
well-established environmental and economic perspectives, but also raise new, unique
issues.
american_subfield
public_policy

Attribute Value(s)

Government 1734
Ethics and War (160373)
Stephen Rosen
What is the origin, character, and impact of ethical constraints on war? The course will review major
theoretical discussions of this subject in readings and lectures. Students will then engage in in-class
debates on the ethical status of actions taken in war based on historical cases.

public_policy

Attribute Value(s)
Government 1735
Controlling the World's Most Dangerous Weapons (147213)
Matthew Bunn
Preventing nuclear war is one of the truly existential challenges facing the human species -- but the danger
is rising, as tensions among nuclear powers increase, nuclear agreements are challenged, and new
technologies and arms competitions create new uncertainties. From Iran to North Korea, from U.S.-Russian
and U.S.-Chinese nuclear competition to Syria's deadly chemical assaults, decisions about nuclear,
chemical, and biological weapons can make the difference between war or peace and between safety or
grave danger for people around the world. This course will give students an understanding of these
weapons and the global efforts to prevent their use and control their spread. The course covers policy
tools from treaties and diplomacy to sanctions and war. This year, particular attention will be paid to
emerging great-power competition and its implications for deterrence and arms control. Students will learn
to use an integrated, risk-informed approach to assessing policy options when difficult choices need to be
made in the face of large uncertainties. This will help prepare students for careers dealing with choices
about these deadly weapons.

public_policy

Attribute Value(s)

Government 1737
Evaluating the Impacts of Public Policies: How to Design and Implement Randomized Controlled Trials (218749)
Michael Hiscox
In a randomized controlled trial, a policy intervention or program participation is

allocated among study subjects by random assignment, then differences in subsequent
outcomes (e.g., health, academic performance, income) are compared across the
groups. Such trials have become a favored method for empirical research across the
social sciences in recent years and the methodology has also altered the way
governments approach development, health, welfare, and education policies. The aim
of the course is to provide students with training in how to design and implement
randomized controlled trials to evaluate policies and programs. We will discuss
working with government and non-government partners, ethics, sampling, the use of
online and digital platforms, and the analysis and interpretation of results.
public_policy

Attribute Value(s)
Government 1740
International Law and Institutions (118526)
An introduction to public international law for students of international relations. The primary purpose is to
enhance students' understanding of the ways in which international law orders international politics.
Emphasis is on the substantive rules of international law, the relationship between law and politics, and
cases that illustrate the issues. Topics include international human rights law, international economic law
and institutions, the use of force, war crimes, and terrorism.
Course Notes:
IR_subfield

public_policy

Attribute Value(s)
Government 1742
Psychology of International Relations (220047)
Joshua Kertzer
This class investigates the intersection of international relations and political psychology, exploring how
leaders make decisions in foreign policy, and how publics make sense of the world around them. Topics
explored include: how do leaders' previous experiences before coming to power shape how they behave
once they're in office? Are reputations worth fighting for? When are apologies successful in international
politics? Why are some territorial disputes so hard to resolve? What role do emotions and identity play in
international relations?

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.
Course Notes:
IR_subfield

public_policy
political_economy

Attribute Value(s)
Government 1780
International Political Economy (111906)
William Clark
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.
Course Notes:
IR_subfield

public_policy
political_economy

Attribute Value(s)
Government 1783
Central Asia in Global Politics (207984)
Nargis Kassenova
The course is designed as an in-depth study of the place of Central Asia in Eurasian
and global politics, and the policies of key external actors, such as Russia, the United
States, China, the 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 how developments there are
intertwined with bigger contexts and stories, ranging from nuclear non-proliferation
and democracy promotion to authoritarian consolidation and infrastructure
development. We will define similarities and differences in the foreign policies of
Central Asian states and discuss the future prospects of the region.
Course Notes:
IR_subfield

Attribute Value(s)
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.
Course Notes:
IR_subfield

tech_science
public_policy

Attribute Value(s)
Government 1796
Central Challenges of American National Security, Strategy, and the Press (113210)
Graham Allison
David Sanger
Derek Reveron

From the rise of China and resurgence of Russia, to the ongoing war in Ukraine, and North Korea and Iran's
advancing nuclear weapons programs, challenges in the Middle East, Central Asia, East Africa, and
emergence of cyber conflict, this course examines the central challenges to American national security.
Through a series of mini cases, students address these issues as if they were professionals at the National
Security Council working for the President or an assistant to the Secretary of State or Defense. In response
to specific assignments, students write Strategic Options Memos that require analyzing the challenge,
assessing the current strategy, and identifying alternative strategies for protecting and advancing national
interests.
Assignments require strategic thinking: analyzing dynamics of issues, formulating key judgements, and
developing feasible strategies. In the real world of Washington today, this means thinking clearly about
what the US is attempting to achieve in the world in the midst of a swirl of a government whose
deliberations are often discombobulated by leaks, press reports, tweets, and fake news. A sub-theme of the
course explores ways in which pervasive press coverage intrudes, sometimes informing, sometimes
distorting, national security decision making.
In addition, the course will include several related side bars where we will discuss Applied History, "behind
the veil" at a major newspaper, strategy (as taught at the Naval War College), structured analytical
techniques, and basic numeracy.
This course is open by instructor consent. Students interested in taking the course should email Chris Li
(christopher_li@hks.harvard.edu) and Michael Miner (miner@g.harvard.edu) with a copy of their resumes to
request the required student information form. Resumes and completed application forms are due by 12:
00PM on Wednesday, August 31.
Course Notes:
IR_subfield

public_policy

Attribute Value(s)
Government 2001
Quantitative Social Science Methods I (124780)
Gary King
This class introduces students to quantitative methods and how they are applied to political science
research. It has two overarching goals. First, we focus on the theory of statistical inference - using facts
you know to learn about facts you don't know - so that you can truly understand a wide range of methods
we introduce, feel comfortable using them in your research, digest new ones invented after class ends,
implement them, apply them to your data, interpret the results, and explain them to others. Second,
students learn how to publish novel substantive contributions in a scholarly journal. A substantial portion
of those in this class publish a revised version of their class paper as their first scholarly journal article.
Please see http://j.mp/G2001 for details.

tech_science

Attribute Value(s)
Government 2002
Quantitative Social Science Methods II (111530)
Matthew Blackwell
This course provides a rigorous foundation necessary for quantitative research in the social sciences. After
reviewing the basic probability theory, we offer a systematic introduction to the linear model and its
variants -- the workhorse models for social scientists. We cover the classic linear regression model, least
squares estimation and projection, fixed and random effects models, principal components analysis,
instrumental variables, flexible regression models, and regularization for high dimensional data. In covering
these topics, we deepen our knowledge of fundamental concepts in statistical inference while also
demonstrating how these methods are applied in political science.
Recommended Prep:
Basic probability and statistical inference, familiarity with R.
Requirements: Prerequisite: Gov 2001 or the permission of the instructor.

Attribute Value(s)
Government 2003
Causal Inference with Applications (160566)
Kosuke Imai
Substantive questions in empirical scientific and policy research are typically causal.
This class introduces students to both statistical theory and the practice of causal
inference. As theoretical frameworks, we discuss potential outcomes, causal graphs,

randomization and model-based inference, sensitivity analysis, and partial
identification. We also cover important methodological tools, including randomized
experiments, regression discontinuity designs, matching, regression, instrumental
variables, difference-in-differences, and dynamic causal models.
Course Notes:
Course Requirements: Gov 2001 and 2002 or the permission of the
instructor.

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Government 2005
Formal Political Theory I (110953)
Peter Buisseret
This course is a rigorous introduction to tools and models that are used to analyze
political behavior in strategic contexts. Its objective is to provide students with a
sufficient knowledge of game theory to read applied research papers, and to prepare
students for advanced coursework. Topics include individual choice, and static and
dynamic games of complete and incomplete information.
Requirements: Course open to Doctoral Students Only

Attribute Value(s)
Government 2006
Formal Models of Domestic Politics (116295)
Peter Buisseret
We explore a selection of advanced topics in game theory and applied modeling, and

survey applications of formal theory to political science and political economy. Topics
include: global games, strategic information transmission, delegation, elections and
electoral institutions, legislative policymaking, lobbying, accountability, bureaucracy,
and decentralization.
Requirements: Prerequisite: Government 2005 AND for Doctoral Students only

Attribute Value(s)
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 2032
Capitalism and its Critics (107798)
Katrina Forrester

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 2071
Democratic Theory (206814)
Eric Beerbohm
This seminar considers the justification of democracy, with a special focus on how political polarization
challenges democratic institutions. Topics will include political equality, procedural fairness, majority and
super-majority rule, representation, and the relationship between electoral campaigns and lawmaking

Attribute Value(s)
Government 2080
The Political Philosophy of Jonathan Swift (111536)
Harvey Mansfield
A study of Gulliver's Travels. Swift, a great thinker as well as a great and very funny writer. His comedy

leads to flagrant indecencies about shameful things. Why are humans ashamed and what is their dignity?
Gulliver visits four imaginary regimes and compares them. Which is best, and why is Gulliver always
dissatisfied? In a scientific academy mocked by Swift the question raised is how modern science
reconciles its materialism with human dignity. Three timely themes examined and appreciated with Swift's
matchless satire and irony.
Course Notes:
Open to undergraduates.

Attribute Value(s)
Government 2082
Marx (118419)
Richard Tuck
Studies the origins of Karl Marx's ideas and their connection to traditional views of democracy, property,
and the economy; and how far his theories were misunderstood or misrepresented in the twentieth century.

Attribute Value(s)
Government 2093
Political Theory Field Seminar (126347)
Michael Rosen
Designed to acquaint Ph.D. candidates in Government with central topics in Political

Theory. Topics are organized under four main headings: Justice and Equality;
Democracy, Representation and the State; Identity, Culture and Politics; and
Approaches to the Study of Politics.

Attribute Value(s)

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 2160
Politics and Economics (119573)
Pia Raffler
Torben Iversen
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 2170
State-Building (203483)
Daniel Ziblatt
Investigates state-building in comparative perspective. With focus on developing and developed worlds,
topics include: What is the state? What theoretical approaches best explain strong and weak states? What

are consequences of these variations?

Attribute Value(s)
Government 2285
Political Science and China (110836)
Elizabeth Perry
This graduate seminar gives students control over the secondary literature on Chinese politics, with special
attention to competing theoretical and methodological approaches.
Course Notes:
Requires background in contemporary Chinese history/politics.

Attribute Value(s)
Government 2305
American Government and Politics: Field Seminar (111410)
Paul Peterson
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 2312
Public Opinion (204539)
This class examines key questions in the study of public opinion, such as the role of knowledge and
information, the stability of attitudes, and how public opinion shapes political decision making of leaders.
The class also teaches students how to design and analyze public opinion surveys. During this class we
will design, conduct and analyze 3 national sample surveys, using a professional survey firm.

Attribute Value(s)
Government 2328
Electoral Politics (126001)
James Snyder
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 2337
Urban Politics (220418)

This course surveys the field of American urban politics. It explores debates about representation,
participation, institutional fragmentation, and inequality. It also covers several policy areas in depth,
including elections, housing, land use, and education.
Class Notes: Gov 2337 "Urban Politics" will be taught by Prof. Katherine Einstein.

Attribute Value(s)
Government 2340A
Proseminar on Inequality and Social Policy I (128283)
Maya Sen
Susan Dynarski
The first doctoral seminar in the Inequality and Social Policy three-course sequence. Open to second-year
Social Policy PhD students and Inequality & Social Policy PhD fellows.
Course Notes:
Jointly offered with Harvard Kennedy School as SUP 921.
Offered in some years as Soc 296a.

Attribute Value(s)
Government 2340B
Proseminar on Inequality and Social Policy II (156458)
Jennifer Hochschild
Second doctoral seminar in the Inequality and Social Policy three-course

sequence. Open to second-year Social Policy PhD students and Inequality &
Social Policy PhD fellows.

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:
Jointly offered with HKS as SUP 448. Permission of instructor required
for all undergraduates.
Recommended Prep:
Background in statistics expected.

Attribute Value(s)
Government 2710
International Relations: Field Seminar (123375)
Joshua Kertzer
Stephen Chaudoin
A survey of the field.
Course Notes:
Suitable for Government graduate students preparing for general
examinations.

Attribute Value(s)
Government 2757
Violent and Non-Violent Conflict (220590)
William Clark
Politics is what happens when humans attempt to influence each other's behavior because they have
conflicting goals. Influence can occur by violent or non-violent means, but it always occurs in the shadow
of violence. States are purveyors of violence but their propensity to use it, against other states or their own
or foreign citizens, varies across time and space. In this seminar we will endeavor to understand why. To
this end we will explore many topics, including: interstate war, rebellion, terrorism, trade, peace-keeping,
state building, ethnic rivalry, humans rights violations, foreign intervention, sanctions, and foreign aid.

Attribute Value(s)
Government 2887
International Politics in the Post-Soviet Space (127382)
Timothy Colton
Examines trends in international relations and transnational processes among the fifteen post-Soviet
states, with special attention to the role of Russia, intra-regional cooperation and conflict, the involvement
of outside players, and domestic determinants.

Attribute Value(s)
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.

Attribute Value(s)


Attribute Value(s)

Eric Beerbohm

Attribute Value(s)

Thom Wall

Attribute Value(s)

Eric Beerbohm

Attribute Value(s)

Katrina Forrester

Attribute Value(s)
Matthew Blackwell

Attribute Value(s)

Matthew Blackwell

Attribute Value(s)

Daniel Carpenter

Attribute Value(s)

Daniel Carpenter

Attribute Value(s)

Timothy Colton

Attribute Value(s)

Timothy Colton

Attribute Value(s)

Stephen Chaudoin

Attribute Value(s)

Grzegorz Ekiert

Attribute Value(s)

Grzegorz Ekiert

Attribute Value(s)

Ryan Enos

Attribute Value(s)

Ryan Enos

Attribute Value(s)

Jeffry Frieden


Attribute Value(s)

Jeffry Frieden

Attribute Value(s)

Claudine Gay

Attribute Value(s)

Claudine Gay


Attribute Value(s)

Peter Hall

Attribute Value(s)

Peter Hall

Attribute Value(s)


Jennifer Hochschild

Attribute Value(s)

Jennifer Hochschild

Attribute Value(s)

Torben Iversen

Attribute Value(s)

Torben Iversen

Attribute Value(s)

Alastair Johnston

Attribute Value(s)

Alastair Johnston

Attribute Value(s)
Joshua Kertzer

Attribute Value(s)

Joshua Kertzer

Attribute Value(s)

Gary King

Attribute Value(s)

Gary King

Attribute Value(s)


Attribute Value(s)



Attribute Value(s)

Steven Levitsky

Attribute Value(s)

Steven Levitsky

Attribute Value(s)

Harvey Mansfield

Attribute Value(s)

Harvey Mansfield

Attribute Value(s)

Eric Nelson

Attribute Value(s)

Eric Nelson


Attribute Value(s)

Elizabeth Perry

Attribute Value(s)

Elizabeth Perry

Attribute Value(s)

Paul Peterson


Attribute Value(s)

Paul Peterson

Attribute Value(s)

Susan Pharr

Attribute Value(s)


Thom Wall

Attribute Value(s)

Christina Davis

Attribute Value(s)

Pia Raffler

Attribute Value(s)

Michael Rosen

Attribute Value(s)

Michael Rosen

Attribute Value(s)

Stephen Rosen

Attribute Value(s)

Stephen Rosen

Attribute Value(s)

Kosuke Imai

Attribute Value(s)

Michael Sandel

Attribute Value(s)
Michael Sandel

Attribute Value(s)

Kenneth Shepsle

Attribute Value(s)

Theda Skocpol

Attribute Value(s)

Theda Skocpol

Attribute Value(s)

Daniel Smith

Attribute Value(s)

James Snyder

Attribute Value(s)

James Snyder

Attribute Value(s)

Latanya Sweeney

Attribute Value(s)

Latanya Sweeney


Attribute Value(s)

Dustin Tingley

Attribute Value(s)

Dustin Tingley

Attribute Value(s)

Richard Tuck


Attribute Value(s)

Richard Tuck

Attribute Value(s)

Daniel Ziblatt

Attribute Value(s)

Daniel Ziblatt


Attribute Value(s)

Melani Cammett

Attribute Value(s)

Melani Cammett

Attribute Value(s)

Danielle Allen

Attribute Value(s)

Danielle Allen

Attribute Value(s)

Michael Hiscox

Attribute Value(s)

Harvey Mansfield

Attribute Value(s)

Michael Hiscox

Attribute Value(s)

Yuhua Wang

Attribute Value(s)

Jon Rogowski

Attribute Value(s)

Yuhua Wang

Attribute Value(s)

Katrina Forrester

Attribute Value(s)

Xiang Zhou

Attribute Value(s)

Stephen Chaudoin

Attribute Value(s)

Christina Davis


Attribute Value(s)

Pia Raffler

Attribute Value(s)

Kosuke Imai

Attribute Value(s)
Government 3002A
Teaching and Communicating Political Science (143023)
Thom Wall

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.

Attribute Value(s)
Government 3002B
Teaching and Communicating Political Science (220061)
Thom Wall
This is an optional course for Government PhD students at any point in the program. The course meets
approximately 6 times during the semester to cover topics relating to teaching and professional
development, such as effective advising, teaching statements for the job market, and syllabus design. The
ultimate goal of this course is to help you to continue to grow as a teacher and scholar.
Course Notes:
Limited to and required of all first time teaching fellows in Government.

Attribute Value(s)
Government 3003A
Direction of The Doctoral Dissertation (207729)
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.

Attribute Value(s)
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.

Attribute Value(s)
Government 3004A
Research Workshop in American Politics (123991)
Ryan Enos
Taeku Lee
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.

Attribute Value(s)

Government 3004B
Research Workshop in American Politics (159811)
Jennifer Hochschild
Taeku Lee
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;
to receive credit.
Requirements: Pre-requisite: GOV 3004A

Attribute Value(s)
Government 3005A
Research Workshop in International Relations (107770)
Stephen Chaudoin
Dustin Tingley
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)

Attribute Value(s)

Government 3005B
Research Workshop in International Relations (159813)
Dustin Tingley
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)

Attribute Value(s)
Government 3006A
Research Workshop in Comparative Politics (125452)
Torben Iversen
Pia Raffler
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.

Attribute Value(s)
Government 3006B
Research Workshop in Comparative Politics (159814)

Torben Iversen
Pia Raffler
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.

Attribute Value(s)
Government 3007A
Research Workshop in Political Economy (127704)
Mashail Malik
A forum for the presentation and discussion of research in progress by graduate students, faculty, and
visiting scholars. Anyone working on Political Economy is welcome. Part one of a two-part course;
to receive credit.

Attribute Value(s)
Government 3007B
Research Workshop in Political Economy (159968)
Mashail Malik

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.

Attribute Value(s)
Government 3008A
Research Workshop in Political Theory (121718)
Eric Beerbohm
Michael Sandel
to receive credit.

Attribute Value(s)
Government 3008B
Research Workshop in Political Theory (159969)
Eric Beerbohm
to receive credit.

Attribute Value(s)
Government 3009A
Research Workshop in Applied Statistics (111844)
Kosuke Imai
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

Attribute Value(s)
Government 3009B
Research Workshop in Applied Statistics (159970)
Matthew Blackwell
Kosuke Imai
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

Attribute Value(s)
Health Policy
Subject: Health Policy
Health Policy 2000A

Core Course in Health Policy (113988)
Meredith Rosenthal
This course provides a foundational, interdisciplinary understanding of health policy for students who will
undertake research that advances knowledge and leads to improvements in health. Topics include the
determinants of health, insurance coverage, health care delivery, health data, and research methods.
Disciplinary perspectives include ethics, political science, economics, statistics, management science, and
decision science.
Course Notes:
Required of doctoral candidates in Health Policy and open to others by

Attribute Value(s)
Health Policy 2000B

Core Course in Health Policy (159614)
Meredith Rosenthal
This course provides a foundational, interdisciplinary understanding of health policy for students who will
undertake research that advances knowledge and leads to improvements in health. Topics include the
determinants of health, insurance coverage, health care delivery, health data, and research methods.
Disciplinary perspectives include ethics, political science, economics, statistics, management science, and
decision science.
Course Notes:
Required of doctoral candidates in Health Policy and open to others by

Attribute Value(s)
Health Policy 3000

Sara Bleich

Attribute Value(s)
Health Policy 3000

David Cutler

Attribute Value(s)
Health Policy 3000 Section: 002

Jane Kim

Attribute Value(s)

Tim Layton

Attribute Value(s)

David Cutler

Attribute Value(s)

Mary Beth Landrum

Attribute Value(s)

Michael McWilliams

Attribute Value(s)

Robert Huckman

Attribute Value(s)

Robert Huckman

Attribute Value(s)

Mary Beth Landrum

Attribute Value(s)

Michael McWilliams

Attribute Value(s)

Tim Layton

Attribute Value(s)

Jane Kim

Attribute Value(s)

Health Policy 3001
Coursework and Research (208354)

Student is engaged in coursework and/or non-dissertation research.

Attribute Value(s)
Health Policy 3001

Coursework and Research (208354)

Student is engaged in coursework and/or non-dissertation research.

Attribute Value(s)
Health Policy 3002

Graduate Research Course: Mental Health Policy (207864)
Haiden Huskamp
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.
Course Notes:

Attribute Value(s)
Health Policy 3003

Teaching (210876)

Student is engaged in teaching.

Attribute Value(s)
Health Policy 3003

Teaching (210876)

Student is engaged in teaching.

Attribute Value(s)
Health Policy 3004

Dissertation Research (210877)

Student is engaged in dissertation research.

Attribute Value(s)
Health Policy 3004

Dissertation Research (210877)

Student is engaged in dissertation research.

Attribute Value(s)
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

Attribute Value(s)
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

Attribute Value(s)
Health Policy 3070

Graduate Reading Course: Economics (119673)
Tim Layton
Graduate reading course covering major topics in health economics and policy for health policy research.
This course is designed to help students in the Economics track of the Health Policy PhD program prepare
for their concentration exam.

Attribute Value(s)
Health Policy 3080A

Graduate Reading Course: Methods for Policy Research (119678)
Mary Beth Landrum
Michael 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.

Attribute Value(s)
Health Policy 3080B

Graduate Reading Course: Methods for Policy Research (160640)
Mary Beth Landrum
Michael 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.

Attribute Value(s)

History
Subject: History
History 12G Section: 01

Atlantic Slave Wars (216003)
Vincent Brown
This course explores how the violence of imperial expansion and transatlantic enslavement
remade the history of Europe, Africa, and the Americas. European imperial conflicts extended the
dominion of capitalist agriculture. African battles fed captives to the transatlantic trade in slaves.
Masters and their subalterns struggled with one another continuously. These clashes amounted
to a borderless slave war: war to enslave, war to expand slavery, and war against slaves,
precipitating wars waged by the enslaved against slaveholders, but also between slaves
themselves. Examining how conflicts in one part of the world travel and take root in another will
enhance our understanding of the relationship between European, African, and American history.

Attribute Value(s)
History 12Y Section: 01

Capitalism, Crime, and Punishment in American History (218496)
Aaron Bekemeyer
This course explores how capitalism and the criminal justice system have shaped each other
throughout U.S. history, since the mid-nineteenth century. You will investigate how social
conflicts along lines of race, class, and labor fostered new notions of crime and criminality and
fueled the development of police, court, and prison institutions—the carceral state—to control
those marked as criminal. You will also examine the political economy of carceral institutions,
assessing their systemic role in regulating capitalist property and political relations. Finally, the
course encourages you to interrogate the relationship between and mutual evolution of White
supremacy and capitalism.

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History 12Z Section: 01
The History of American Conservatism from William F. Buckley, Jr., to Donald Trump (218587)
Aaron Bekemeyer
What is conservatism: a commitment to tradition or the defense of privilege? How does

conservatism relate to other forms of right-wing politics? In this course, you will take up these
questions through the study of American conservatism. You will explore its anti-New Deal origins
in the 1940s and 1950s and explain how conservatives captured of the Republican Party in the
following decades. You will interrogate the relationship between mainstream conservatism and
"far-right" groups like the John Birch Society and Q-Anon. And you will decide what, if anything,
Trumpism has to do with the history of this influential political movement.

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History 15B Section: 01

Quad Lab: Histories of Technology, Society, and Everyday Life at Harvard (220042)
Ian J. Miller
Everything has a history. The food that we eat, the heat that warms us, the gardens we pass through, the
buildings that give us shelter all bring us into complex, vital relationships with the past. This course
converts the Radcliffe Quad into a laboratory for the exploration of those relationships. Our purpose is to
develop a set of methods suited to writing the history of the present. We will explore archives and boiler
rooms, databases, and rooftops. Course meetings will be split between Cabot House and the Schlesinger
Library.
Class Notes: The course will meet in the Cabot House Private Dining Room.

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History 15C Section: 01

Thinking About History (220070)
Sidney Chalhoub
We live in a world of post-truth politics. 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. This seminar is an attempt to interpret the history of thinking about history from the
Enlightenment to the present, through the reading of some key texts and authors. Reflecting upon the
history and the complexity of historical knowledge is important to understand the present epistemological
and political crisis.

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History 15D Section: 01

Benjamin's Paris (220071)
Peter Gordon
This weekly undergraduate seminar will wander through the streets of Paris in the company of Walter
Benjamin, the cultural and literary critic. With close attention to his study of the Parisian 'arcades' (the so-
called Passagenwerk), we will seek to understand why Benjamin saw these walkways as paradigms of
modern urban experience. Topics will include: Benjamin's life as a German-Jewish intellectual in exile; the
rise of mass politics in France (Communism, Fascism, and the Popular Front); the encounter with
surrealism; the relationship with Brecht, Scholem, and the Frankfurt School; and theories of literature,
photography, and film.

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History 15E Section: 01

Writing Histories of Climate Change (220075)
Emma Rothschild
Victor Seow

Explores different ways of writing about the history of climate change. The course will emphasise
connections between large-scale data and local or micro-histories. It will consider the causes of human-
induced climate change in particular places and times, and ways of averting them. Students will write short
texts drawing on economic history, literature, environmental history, the history of science, and opinion
writing.
Course Notes:
The course is open to all undergraduate students, 1st and 2nd-year
students as well as juniors and seniors. This course is also offered
through the History of Science Department as HISTSCI 1630. Credit
may be earned for either HISTSCI 1630 or History 13E, but not both.
Class Notes: Requirements: Weekly responses, and at least four short pieces of
writing based on evidence or data discussed in class.

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History 15F Section: 01

Political Violence in the Twentieth Century (220157)
David Spreen
The events of January 6, Dylan Roof and countless shooters, police shootings, broken windows in
Minneapolis and all around the United States; violence is seemingly ubiquitous at the beginning of the
twenty-first century. But over the course of the twentieth century, the meanings of violence have shifted.
This course uses episodes in the history of political violence to challenge you to think historically (and
hence critically) about the ways in which violence functions in contemporary politics. This class is writing-
intensive and involves multiple writing workshops and scaffolded assignments leading to a major research
paper.

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Resistant Masculinity: Evolving Notions of Black Masculinities in U.S. History (220260)
Thomas Blakeslee
This seminar explores the relationships between gender, race, power, and violence from the foundation of
the American republic through the modern era. We will examine scholarly texts and primary sources
(memoirs, letters, photographs, illustrations, films, etc.) in order to chart the evolution of racialized
masculine ideals across eras, class distinctions, and regions. Moreover, we will discuss how African
Americans adhered to and challenged conventional notions of "manhood" through their words and actions.
Course Notes:
This course is open to undergraduates of all concentrations and
academic interests. No prior knowledge of African American history or
gender studies is required.

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History 15H Section: 01

Harvard and Native Lands (220261)
Philip Deloria
Alan Niles
Harvard's beginnings included a promise to educate both "English and Indian youth," but from its outset
Harvard's endowment included Native lands expropriated through war, theft, and coercion. This class will
conduct original research on these histories, seeking to contribute a new understanding of Harvard's
institutional development and its historic and continuing impact on Native American peoples. We will work
hands-on with Harvard's archives, developing research skills in navigating collections, reading early
handwriting, and interpreting colonial documents. We will situate our research in readings and class
activities on New England colonialism, the long history of European and U.S. dispossession of Native
lands, and the political struggles of Native American communities today. Through close examinations of
texts including poems, speeches, short stories, and deeds, we will explore the centrality of land and
environment in colonial writings and in Native literature today. Our course will result in two products:
working collaboratively, we will produce both a new database of Harvard land transactions and a set of
detailed research projects on individual sites. Drawing inspiration from Harvard's own Legacy of Slavery
initiative and the Land-Grab Universities website, we hope to come up with both new data and new
narratives for describing Harvard's pasts and possible futures.
Course Notes:
This course is also offered through the English Department as
ENGLISH 90LN. Credit may be earned for either ENGLISH 90LN or
History 15H, but not both.

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History 15J Section: 01
Suburban Wars: The American Suburb in the Twentieth Century (220407)
Jacob Anbinder
For as long as suburbs have existed, they have been battlefields—sites of contestation where Americans
have fought over their social significance, their place in the political economy of urban areas, and their role
in the nation's identity. This undergraduate seminar explores questions about the meaning of suburbs,
their relationship with cities, and the ways that suburbs have intersected with the histories of race, class,
gender, capitalism, architecture, political ideology, and the environment. Students will develop a
sophisticated understanding of the role of these "suburban wars" in modern American history and in the
crises of inequity that plague cities today.

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History 15K Section: 01

Race & US Empire Since 1898 (220144)
Ida Yalzadeh
This course is meant to familiarize students with the histories of U.S. colonization and racial formation
since 1898. We will explore the intersection of U.S. diplomatic history, society, and culture over the course
of the nation's development, paying special attention to the intersection of empire and race. How did the
United States become a global power? How has political ideology impacted the constructions of U.S. racial
hierarchy? What gendered and racializing mechanisms have created justifications for U.S. colonial
ambition, and how have these mechanisms then played out in the domestic context?

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History 15L Section: 01

US Labor and Working Class History, 1886-1967 (220262)
Rebecca Lossin

This course will introduce students to US labor and working class history from the violent confrontations of
1886 to the uprisings of the late 1960s. Together we will approach the labor question as an integrated part
of the economic and social development of the United States. From 19th century anarchist demands for an
eight-hour day, through calls for the abolition of housework and the nuclear family, to the ways that
organized labor shaped U.S. imperialism and was shaped by immigration policies, this class will give
students a new appreciation for the role of ongoing labor conflict in the shaping of legal doctrine,
consumer culture, domestic life, state violence, and social justice.

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History 15M Section: 01

Disability in American History (220259)
Madeline Williams
This course explores disability as a crucial aspect of power and identity in modern American history. Over
the course of that history, legal, built environmental, and cultural structures have been elaborated which
render some people's bodies and minds as disabled. Furthermore, debilitating and maiming forces have
produced impairment in the bodies and minds of groups and individuals in unequal ways. In this course we
consider some of these disabling structures and debilitating forces. Through applying a disability lens, as
well as methods developed in studies of intersectionality, we will explore the complex relationships
between disability and race, gender, sexuality, and class in United States politics and life. Alongside our
inquiry into structural, systemic, and attitudinal forms of ableism in historical context, we will learn how
disabled people and their allies have challenged powerful forces throughout U.S history, from demands for
rights and recognition to mutual aid to rejections of ableism's hierarchies and exclusions through kin-
building, community-formation, and identity-claiming. Students engage disability's rich history through
primary sources, scholarly texts, films, images, and other cultural products.

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History 15N Section: 01

Modern Jewish Politics: Between Power and Powerlessness (220437)
Scott Ury

This undergraduate seminar will examine the political strategies that different Jewish individuals adopted
and implemented as members of minority communities across the eighteenth, nineteenth and twentieth
centuries. The seminar will begin by looking at traditional means of political interaction in early modern
times, continue by examining the response of different Jewish communities to liberal politics, and move on
with an analysis of modern means of political thinking, organization and action, in particular nationalism,
socialism, orthodoxy, and internationalism. While many of the cases studied will focus on Central and
Eastern Europe, developments in North America and Israel/Palestine will also be addressed.

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History 74N Section: 01

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 84H Section: 01

The Northern Side of the Civil Rights Movement (123222)
Examines the movement for racial equality outside the South from the 1940s and into the early 1970s, and
will examine integrationist efforts, as well as competing ideologies of black power through weekly urban
case studies.

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History 89J Section: 01

The United States and China: Opium War to the Present (107972)
Erez Manela
This research seminar will focus on the history of Sino-American relations and interactions since the
Opium War (1840s). It will examine major episodes such as the Boxer intervention, the first and second
world wars, the Korea and Vietnam wars, the Mao-Nixon rapprochement, and the post-Mao transformations,
and explore central themes such as immigration, trade, culture, diplomacy, and security.

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History 91R
Ian J. Miller
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
Ian J. Miller
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)
Gabe 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)
Gabe 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)
Maya Jasanoff
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:
Required of all History concentrators in the spring term of their
sophomore year and open to all secondary field students. This course
may not be audited or taken Pass/Fail. It enrolls prior to shopping
period through the History concentration. Please contact the ADUS in
History if you wish to enroll without being a concentrator in History.

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"What is Legal History?" (110444)
Dan Smail
Legal historians study the rules and practices that have regulated human societies in the past and seek to
understand both change and continuity in legal behavior. The history of law comes in many different
flavors, ranging from highly technical studies of positive law to histories of justice both afforded and
denied. This section introduces students to the art of legal history through the close reading of individual
cases, emphasizing the skills required to set those cases in appropriate historical contexts.
Course Notes:

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History 97L Section: 01

"What is Atlantic History?" (204987)
Mary Lewis
We live in a world of intense exchange across borders and seas, yet most history is still taught from a
national or regional perspective. By studying inter-regional developments of societies around the Atlantic
Ocean, we will examine how the histories of Europe, North America, Latin America and Africa are
intertwined. What methods have historians used to study the trade, migration, inter-imperial competition
and revolutionary upheaval that together have helped create an "Atlantic World"? Topics include trade in
commodities and slaves, the Atlantic and Haitian Revolutions, and the ecological impact of exchange,
among other themes.
Course Notes:

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History 97M Section: 01
"What is International History?" (207519)
Jamie Martin
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.
Course Notes:
Required of all History concentrators and offered every spring
semester. Typically taken in the spring term of sophomore year, but
first-semester sophomores planning to concentrate in History are
encouraged to take it at the first opportunity. Open to students taking a
secondary field in History and to students in other concentrations
(space permitting). This course may not be audited; it may not be taken
Pass/Fail for concentration credit. It enrolls prior to shopping period
through the History concentration. Please contact the ADUS in History
or the admin tutor in History 97 if you wish to enroll without being a
regular-sequence concentrator in History, preferably by Thanksgiving.

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History 97P Section: 01

"What is Indigenous History?" (215835)
Philip Deloria
While some first peoples prefer culturally specific identities over the general term "indigenous," others
embrace indigeneity as an opportunity to establish global connections, explore overlapping colonialisms,
assert political identities, or seek redress through international institutions. This seminar investigates the
challenges and opportunities to be found in indigenous history. Drawing from the Americas, the Pacific,
the Arctic, Asia and elsewhere, we will consider settler colonialism, genocide, slavery and survivance,
representational politics, and a range of common challenges such as language loss, climate change, and
reconciliation. We'll explore colonial archives and oral histories, political tracts and legal cases,
autobiographies, protest movements, and more.
Course Notes:


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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 1002 Section: 01

The 20th Century United States: Politics, Society, Culture (212669)
Lisa McGirr
This course charts key developments in the history of the 20th century United States beginning with United
States emergence as a leader of global capitalism. Topics include World War I, twenties culture wars, the
New Deal, World War II, the Cold War, sixties social movements, neo-liberalism, and the rise of mass
incarceration. The contest over the meaning of American freedom at all levels of American societyfrom
Congressional debates to the picket lineforms a central theme. The course includes discussion of high
and low politics, political economy, and shifting patterns of culture. The course has two goals: First, to
provide the foundational knowledge about past political struggles that will help students understand the
roots of issues still wrestled with today; and second to introduce students to historical thinking and
interpretation through the analysis of primary and secondary sources. No prerequisites are required and
the course is open to all undergraduates.
Course Notes:
No prior college level History is required or assumed. Students
seeking to fulfill their Social Sciences distribution requirement, first-
years, and others are welcome.

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History 1006
Native American and Indigenous Studies: An Introduction (207523)
Philip Deloria
Laura Johnson
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.
Course Notes:


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Afro-Indigenous Intersections in Early America (220135)
Tiya Miles
In ways both charged and complex, Native Americans and African Americans together contributed the
ground/work of the U.S. nation and the European colonies that preceded it. This course traces intertwined
historical lines among Indigenous peoples and African-descended people within the borders of the present-
day United States. We will discuss multiple regions, tribal nations, Black communities, and "mixed-race"
families across the seventeenth, eighteenth, and nineteenth centuries as well as contemporary memories,
representations, and political dilemmas stemming from histories of colonization, enslavement,
environmental degradation, and resistance. We will explore contacts, conflicts, relationships,
collaborations, meanings of this multifaceted history to communities now, and historical aspects of Afro-
futuristic and Indigenous-futuristic imaginings. Our readings will include primary documents, historical
studies, cultural studies, memoirs, and novels.

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History 1023
Japan in Asia and the World (142657)
Andrew Gordon
David Howell
Japan is a collection of islands, but its past and present unfolds through continuous interaction with wider
worlds. This course places Japan in contexts of Asian and global history. It begins with the people,
institutions, and ideas of premodern Japan, from the emergence of a court-centered state 1500 years ago to
a warrior-dominated society centuries later. We then examine the tumultuous process of change from the
19th century through the present and explore how people in Japan have dealt with the dilemmas of
modernity that challenge us all.
Course Notes:


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History 1024
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.
Course Notes:

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The Black American Experience since 1865 (220062)
Myisha Eatmon
This course examines the social, cultural, economic, and political life of Black people in the United States
since 1865. This course explores United States History from the perspective of Black Americans. We will
explore themes and moments in Black American history that are triumphant and others that are dark. The
goal is for the student to identify, study, and summarize Black American history themes that resonate with
Black Americans and have shaped American history.

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Early Modern Britain, 1485-1714 (218065)
Flynn Cratty
With its dramatic personalities and catastrophes, the history of Tudor and Stuart Britain has
inspired countless novels, films, and television shows. In addition to bodice rippings and
beheadings, however, it also witnessed the formation of ideas and institutions that the British
would eventually export across the world. This course will survey these developments with
special attention to the ways men and women sought to imagine new worlds in times of
instability. Topics include the English and Scottish Reformations, magical and scientific cultures,
Puritanism and Arminianism, the Civil Wars, the growth of the public sphere, and the evolving
British political constitution.
Course Notes:

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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.
Course Notes:

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History 1036
Modern South Asia (116237)
Sugata Bose
This course provides the historical depth in which to understand modern and contemporary South Asia in
broad Indian Ocean and global contexts. 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.
Course Notes:

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Modern Southeast Asia (218151)
Sugata Bose
A lecture survey of the modern history of Burma (Myanmar), Thailand, Malaysia, Singapore,
Indonesia, Vietnam, Cambodia, Laos and the Philippines from 1800 to the present comparing the
experience and aftermath of British, French, Dutch, Spanish and US imperialism in the region.
Course Notes:

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Australia and the Economic Development of Settler Colonial Societies (220077)
Simon Ville
Australian experience provides a lens from which to cast a wide historical view of the development of
settler societies over two centuries, drawing comparisons with Canada, Argentina, Uruguay, South Africa
and New Zealand. Despite their common focus on natural resources production and close engagement with
the international economy, the experience of these economies often differed. Themes include: geography
versus institutions as development determinants; colonialism's impact on indigenous economy; and the
nature of capitalist production. It locates settler economies within modern debates about the nature of
economic history and the convergence-divergence framework, and informs economic with social, cultural
and political perspectives.

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History 1075
The Jews of Eastern Europe, 1700-1939 (220387)
Scott Ury
Focusing on developments from 1700-1939, this undergraduate lecture course will use background
readings, secondary sources and cultural artifacts to examine key chapters in East European Jewish
history including: the nature and breakdown of traditional Jewish society, the rise of Hasidism, the advent
of the Jewish enlightenment (the Haskalah), and breakneck urbanization alongside increasing social
integration. Other central themes that will be discussed over the semester include efforts by local
governments to integrate Jews into modernizing societies, the impact of ethnic and religious tensions
(including periodic outbreaks of violence), and the rise, if not flourishment, of modern Jewish politics and
culture.

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Postwar or Postcolonial Germany: The Three Germanies after 1945 (220158)
David Spreen
This course surveys the political, cultural, and social history of the three Germanies following Germany's
defeat in 1945. We will explore a multitude of different perspectives within and about German history.
Students will learn about the ways in which identity, belonging, and "Germanness" were negotiated and
renegotiated in the postwar period. To this end, the course will embed Germany's Cold War in the broader
contexts of the postwar order, the liberation of Europe's former colonies, and the violent and economic
upheavals of the global Cold War.
Course Notes:

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Reasoning from the Past: Applied History and Decision Making (213257)
Fredrik Logevall
This course provides a basis for using history as a tool for analyzing foreign, security, and scientific policy.
It also calls attention to some common fallacies in reasoning from history and discusses ways to avoid
them. Along the way, we will consider the evolution of the modern international system and particularly the
evolving role of the United States.
Course Notes:
Offered jointly with the Kennedy School as IGA 125.

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The Great Migration: The Exodus that Transformed Black America and the United States (218495)
Aaron Bekemeyer

This course explores the history of the Great Migration, in which millions of African Americans
moved from the U.S. South to the urban North and West during and after World War I and World
War I. You will trace the Migration from its origins to its completion and reversal in the 1970s. You
will learn how it transformed not only Black life and culture but also American society and
politics, from the Black Freedom Struggle to the rise of mass incarceration. Finally, you will
explore the connections between the Great Migration and other forms of migration within the
African diaspora.
Course Notes:

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History 1223
The American Century?: A History of the United States since World War II (218586)
Aaron Bekemeyer
In this course, you will explore the history of the United States since it became the world's
preeminent economic and military power. Since 1945, the country moved from a "Golden Age" of
capitalism to the neoliberal era of inequality and erratic growth; from immigration restriction to
attracting people from across the world; from the hegemony of liberalism to the ascendance of
conservatism; and from the Cold War to the War on Terror. You will analyze the causes and
consequences of this dynamic history by studying the social movements, political parties, and
international forces that propelled an ever-changing nation.
Course Notes:

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History 1270
Frontiers of Europe: Ukraine since 1500 (124506)
Serhii Plokhii

The history of Ukrainian territory and its people within a broad context of political, social and cultural
changes in Eastern Europe in the course of the half of a millennium. Special emphasis on the role of
Ukraine as a cultural frontier of Europe, positioned on the border between settled areas and Eurasian
steppes, Christianity and Islam, Orthodoxy and Catholicism, as well as a battleground of major imperial and
national projects of modern era.

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History 1281
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.
Course Notes:

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Hegel and Marx (212689)
Peter Gordon
Philosophy, wrote Hegel, "is its own time comprehended in thought." In this lecture course we
will seek to understand the transition from Hegel to Marx through careful philosophical

reconstruction but also with some attention to the German historical context. We will explore
major philosophical themes in Hegel's Phenomenology of Spirit, The Philosophy of Right, and the
lectures on the Philosophy of History; we will then consider Marx's thought as an attempt both to
fulfill and to overcome Hegel's philosophical legacy in major works such as The Economic and
Philosophic Manuscripts, the Critique of Hegel's Philosophy of Right, "On the Jewish Question,"
The Communist Manifesto, and Capital.

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History 1390
Democracy: The Long View and the Bumpy History (120921)
Alex Keyssar
This course will explore key episodes and turning points in the history of democracy from ancient Athens
to the present. It is shaped by two overarching and compelling questions: What circumstances, conditions,
and forces are conducive to the development, deepening, and preservation of democratic ideas, values,
and institutions? And conversely, what are the conditions or forces that tend to inhibit or threaten the
emergence, strengthening, or even survival of democracy? Among the historical episodes to be examined
are: ancient Greece and the Near East; the American Revolution; Europe during industrialization; Latin
America in the 19th and 20th centuries; India and Pakistan; the "third wave" of democratization; and the
challenges facing democratization in the last thirty years.
Course Notes:
Offered jointly with the Kennedy School as DPI 703. The enrollment for
FAS students is 8.

Attribute Value(s)
History 1412
African Diaspora in the Americas (109423)
Vincent Brown
Africans and their descendants in the Americas have drawn upon their experiences to create enduring
cultural forms that seem simultaneously to be thoroughly American and distinctly African. How can we best
understand these diverse cultural practices? From where did they derive? How are they related to each

other? The course explores how transnational affinities have been articulated, debated, and put to use from
the Transatlantic slave trade to the present.
Course Notes:

Attribute Value(s)
History 1465
The United States and World Order since 1900 (117932)
Erez Manela
Since the turn of the 20th century, as the United States became a major economic and military power,
Americans have tried to mold and manage international order. In this course, we will explore and assess
these efforts through the rise of US overseas expansion, two world wars, the Cold War, and into the 21st
century.
Course Notes:

Attribute Value(s)

History of Modern Latin America (108533)
Kirsten Weld
This course surveys Latin America from its 19th-century independence movements through the present
day. How did the powerful legacies of European colonialism, and the neocolonial economic order that
emerged to replace it, shape the Americas' new nations? Themes include nationalism and identity,
revolution and counterrevolution, populism, state formation, race and ethnicity, gender and sexuality,
social movements, the role of foreign powers, inequality and social class, dictatorship, democratization,
and human rights.

Course Notes:

Attribute Value(s)
History 1602
Modern China: 1894-Present (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.
Course Notes:

Attribute Value(s)

East Asian Environments: China, Japan, Korea (205113)
Ian J. Miller
The future is not what it used to be. Nowhere is this more evident than in the natural world, where climate
change and fading biodiversity, energy anxieties and environmental disasters have undermined the
bedrock of history: the assumption of a stable continuity between past, present, and future. This class
visits East Asia—China, Japan, and the Koreas, vibrant economies and agents of historical change, to
explore the transformation of the natural world in modern times. We will analyze nuclear power plants and

cruise rivers, explore industrial ruins and debate public policy as we define Asia's role in the global
environmental future.
Course Notes:

Attribute Value(s)
History 1700
The History of Sub-Saharan Africa to 1860 (124404)
Emmanuel Akyeampong
Survey of sub-Saharan Africa to 1860, with attention to the range of methodologies used in writing early
African history, including oral history, archaeology, and anthropology. Will address themes of the impact of
climate change on migration and settlement, trade and commerce, state formation, slavery, and the impact
of Islam and Christianity on the continent. Will provide a methodological and historiographical framework
in which more specific historical processes and events may be placed and understood.
Course Notes:

Attribute Value(s)
History 1800
A Critical Introduction to the Study of the Middle East (220729)
Cemal Kafadar
This course introduces students to the medieval and modern history of the Middle East while exploring
diverse theoretical frameworks, methodological approaches, and critical debates in the field of Middle East
studies. Beginning with the idea of "the Middle East" itself, various aspects of the field will be scrutinized
from the perspective of different disciplines and methodologies. Readings and discussions will also focus
on key categories of analysis such as orientalism, modernity, capitalism, gender, (post)colonialism,

nationalism, anthropocene.
Class Notes: This course will meet at CMES, 38 Kirkland Street, Room 102.

Attribute Value(s)
History 1878A Section: 01

The Ottoman Empire and the World, ca.1000-1550 (142695)
Cemal Kafadar
Surveys the emergence of the Ottoman state from a frontier principality into a world empire in its social,
political and cultural dimensions. Topics include pre-Ottoman Anatolia; frontier society; methods of
conquest; centralization and institutionalization of power; land regime and peasantry; urbanization;
intercommunal relations; religion and learning; architecture and literature. Relations with Byzantium as well
as Islamic and European states are examined.

Attribute Value(s)

Nationalism, Political Independence, and Economic Development in Africa (220134)
Emmanuel Akyeampong
This course examines the nature of African nationalism, the attainment of political independence in the
mid-20th century, and the challenge of economic development. It transcends the Western paradigms by
which African nationalism has been understood to interrogate African histories and the oral and visual
cultures that have shaped nationalism, and the culture of power that has informed African understandings
and expectations of sovereignty. The first two decades of independence witnessed the popular
endorsement of the "developmental" state, which had rapid economic growth as its objective. The failure of
the developmental state, both socialist and capitalist, overlapped with the rise of authoritarianism, and
ushered in Africa's lost decade of the 1980s – one of marked decline in agricultural productivity and
reverses in industrialization. The informal economy assumed a dominant position in most African national
economies. In the post-1980s, the West, and now Asia, have assumed leading roles in Africa's
developmental agenda. Why has "development" proved so elusive in Africa?

Class Notes: Freshman welcome

Attribute Value(s)
History 1902
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.

Attribute Value(s)

How Societies Remember (and Forget) (212673)
Kirsten Weld
As the adage goes, "All wars are fought twice: the first time on the battlefield, the second time in
memory." This seminar interrogates the relationship between history and memory by analyzing
how modern societies have chosen to remember – and to forget – their histories of war, conquest,
violence, and dispossession. We examine cases from across the Americas and diverse strategies
of memorialization and redress, including museums, monuments, reparations, and exhumations,
to understand how contested pasts generate both political challenges and political possibilities.

Attribute Value(s)

History 1945
Slavery and Public History (212674)
Tiya Miles
Confronting vexed historical meanings and present-day uses of the past is the special charge of
public historians. This course explores the theme of slavery through the lenses and methods of
public history, a field of historical inquiry and applied knowledge production that stresses past-
present connections, community engagement, collaborative work, and audiences beyond the
academy. As a foundational element in the structure of U.S. society, slavery has made a lasting
imprint on social, cultural, political, and economic relations. Nevertheless, American public
culture has avoided sustained exploration of the broad and complex history of racialized slavery
and instead maintains a stance of discomfort, distance, and ambivalence. We will discuss change
over time in public representations of slavery while also addressing the tensions of collaboration
and audience engagement.

Attribute Value(s)
History 1948
Trading and Exchanging Nature. The Entangled Mobility of Nineteenth-Century Science (220076)
Simon Ville
Today, natural history museums across the world are burdened with zoological specimens collected during
the nineteenth century boom that are physically atrophying and lack clear provenance. Working together,
historians, anthropologists, scientists, and museum curators are seeking to resurrect these 'lost'
specimens. Interrogating their original 'journey' draws together the skills of economic, scientific, social,
and colonial historians. Collection building was one of several intertwined motives for specimen mobility or
'trading nature'. Colonialism, personal networks, scientific knowledge, and globalization all shaped their
international pathways. Rich primary and secondary evidence exists and the opportunity to hear from
several key researchers.

Attribute Value(s)

The Soviet Empire, 1917-1991 (215999)
Terry Martin
This course will analyze the Soviet Union as a multi-national state and ask to what extent it
functioned as an empire and how its strategies of national rule evolved from the revolution to
1991. It will also analyze Soviet foreign policy towards other Communist states in eastern Europe
and in Asia and ask to what extent these were imperial. Finally, it will look at how strategies of
domination over non-Russians in the USSR and abroad interacted in the collapse of European
Communism.

Attribute Value(s)

The Nuclear Age: An International History (216004)
Serhii Plokhii
This course discusses the history of nuclear weapons as a defining factor in international politics
of the second half of the twentieth century. It offers a reexamination of what has become known
in historiography as the first nuclear age at a time when the world is entering a new nuclear age
marked by the collapse of Cold War-era arms control treaties and the renewal of the nuclear arms
race. The readings discuss the impact of nuclear weapons on strategic thinking during the Cold
War, failed attempts to establish international control over nuclear weapons, the birth of the non-
proliferation regime, and the limited success of denuclearization since the Cold War.

Attribute Value(s)
History 1993
Introduction to Digital History (156564)
Gabe 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.

Attribute Value(s)
History 2035
Topics in Byzantine History: Seminar (202985)
Dimiter Angelov
The seminar introduces graduate students to advanced research in the field of Byzantine history. Special
attention is paid to critical methods of historical analysis as well as to new approaches and methodologies.

Attribute Value(s)
History 2050
Medieval Societies and Cultures: Proseminar (143662)
Dan 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.

Attribute Value(s)
History 2272
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.

Attribute Value(s)

Philosophies of Enlightenment: Seminar (220572)
Peter Gordon
2023 Spring (4 Credits) Schedule: M 0945 AM - 1230 PM
This graduate seminar will explore philosophical, historical, and social-theoretical perspectives on the
legacy of the Enlightenment as refracted through interpretations of Kant.

Attribute Value(s)
History 2444
U.S. Politics and the State in the Twentieth Century: Seminar (220074)
Lisa McGirr
Examines approaches to U.S. politics and state-building across the twentieth century. The course looks at
seminal debates about the changing character of the American state and American political developments

in what has been called by some the "American century." Students will be expected to hone a research
question and to write an article length paper on a topic of their choosing.

Attribute Value(s)

Constitutions, Law, and Empire: Seminar (213656)
Annette Gordon-Reed
Peter Onuf
What is a Constitution? Why, and under what circumstances, do people make them? What about the United
States and its written constitution: Exactly when and how was it made? This seminar will consider these
and other questions as we read literature on constitutional developments in the British Empire, with a focus
on settler constitutionalism in North America, the constitutional origins of the American Revolution, the
development of state constitutions and the Federal Constitution, the law of nations (international law) with
respect to slavery, colonization, and territorial expansion, Manifest Destiny, and the crisis of
constitutionalism and law that led to the American Civil War.
Course Notes:
Offered jointly with the Law School as HLS 2412. This course will meet
at the Harvard Law School. The enrollment for FAS students is 11.

Attribute Value(s)
History 2455
The Global Cold War: Seminar (220073)
Erez Manela
For many, the "Cold War" brings to mind the Soviet Union, the Iron Curtain, or the Berlin Wall. But the Cold
War shaped the world far beyond Europe, reverberating across the Global South in the postwar decades.
This seminar will introduce students to major themes in the history and historiography of the global Cold
War and invite them to contribute to it through their own research.
Course Notes:

Graduate seminar. Advanced undergraduate students welcome with
instructor permission.

Attribute Value(s)

The Constitution in American History: Seminar (220072)
Jill Lepore
Kenneth Mack
This course will examine the political and legal history of the U.S. Constitution, with an eye toward
considering how ordinary people have fought to participate in the acts of constitutional amendment and
interpretation. Readings will focus on constitutional conventions, alternative constitutions, constitutional
amendments, U.S. Supreme Court cases, and the constitutional objectives of political movements, across
history, and across the political spectrum. Offered jointly with HLS and open to law school students,
graduate school students, and, with the consent of the instructor, advanced undergraduates.
Course Notes:
Graduate seminar. Advanced undergraduate students welcome with
instructor permission. This course is jointly-offered with the Law
School as HLS 3173. The course will meet on the Law School campus.

Attribute Value(s)
History 2530A
The Making of Inequalities in Latin America: Seminar (220078)
Sidney Chalhoub
This new iteration of the Latin American History Workshop will examine recent historiography on the region
focusing on the making of social, racial and gender inequalities. The seminar will explore three main areas
of scholarship: first, slavery and other forms of forced labor and its relationship with the emergence of
racial ideologies; second, gender inequalities, especially in regard to struggles to obtain labor and
reproductive rights; third, the enduring struggles for democracy in the region, comprising resistance to
dictatorships, military interventionism, and right-wing extremism. The workshop also intends to open

ample space for the discussion of work in progress by the students (from prospectuses and scholarly
articles to dissertation chapters). Students must complete both terms of this course (parts A and B) within
the same academic year in order to receive credit.

Attribute Value(s)

The Making of Inequalities in Latin America: Seminar (220079)
Sidney Chalhoub
This new iteration of the Latin American History Workshop will examine recent historiography on the region
focusing on the making of social, racial and gender inequalities. The seminar will explore three main areas
of scholarship: first, slavery and other forms of forced labor and its relationship with the emergence of
racial ideologies; second, gender inequalities, especially in regard to struggles to obtain labor and
reproductive rights; third, the enduring struggles for democracy in the region, comprising resistance to
dictatorships, military interventionism, and right-wing extremism. The workshop also intends to open
ample space for the discussion of work in progress by the students (from prospectuses and scholarly
articles to dissertation chapters). Students must complete both terms of this course (parts A and B) within
Requirements: Pre-requisite: HIST 2530A

Attribute Value(s)
History 2538
Introduction to Islamic Law (214429)
Intisar Rabb
This course will survey core concepts of Islamic law (sharia) in historical and comparative modern
contexts. Popular perceptions of this legal system imagine it to be a static code from 7th-century Arabia.
Islamic law is in fact a dynamic legal tradition, with a rich history that reveals processes of "legislation" and
interpretation analogous to our own. It also developed substantive rulings and out of institutional

structures quite different from our own. Those laws and structures evolved over time, with notable changes
accompanying the breakup of the Islamic empire in the 10th and 12th centuries, colonial interventions in
the 18th and 19th centuries, and independence movements in the 20th and 21st centuries. How and why did
Muslim jurists, judges, and political leaders define or operate within the grammar of Islamic law? Did the
law impose religious-moral values or reflect cultural and socially constructed ones? What explains the
recent appeal of shari?a in the last few decades and how might we understand Islamic law in our times?
This course will equip students with tools to examine these questions in the course of conversations about
five core subjects: Islamic legal theory, family law, criminal law, property and contract law, and
constitutional law. We will relate each to the central-most question in law of any system today, through
focus on Islamic law as a compelling subject of legal history and comparative law with a widespread
contemporary reach: how and why do shifts in institutional structures, moral values, and the legal process
affect law? Students may opt for a long paper or four short papers for an additional credit.* Students need
not have prior knowledge of Islamic law.
Course Notes:
This course is jointly offered with the Harvard Law School. The FAS
enrollment limit for students is 11.

Attribute Value(s)
History 2638
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.

Attribute Value(s)

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.
Course Notes:
This course is equivalent to Anthropology 2725 . Credit may be earned
for either History 2725 or Anthropology 2725, but not both.

Attribute Value(s)
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
Course Notes:
Open to advanced undergraduates with permission of the instructors.

Attribute Value(s)

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
Course Notes:
Open to advanced undergraduates with the permission of the
instructors.

Attribute Value(s)
History 3000
Emmanuel Akyeampong

Attribute Value(s)
History 3000
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)

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)

Rosie Bsheer

Attribute Value(s)

Rosie Bsheer

Attribute Value(s)

Sidney Chalhoub

Attribute Value(s)

Sidney Chalhoub

Attribute Value(s)

Joyce Chaplin

Attribute Value(s)

Joyce Chaplin

Attribute Value(s)

Lizabeth Cohen

Attribute Value(s)

Lizabeth Cohen

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)

Myisha Eatmon

Attribute Value(s)

Myisha Eatmon

Attribute Value(s)

Caroline Elkins

Attribute Value(s)

Caroline Elkins

Attribute Value(s)

Mark Elliott

Attribute Value(s)

Mark Elliott

Attribute Value(s)

Drew Faust

Attribute Value(s)

Drew Faust

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

Attribute Value(s)


Attribute Value(s)


Attribute Value(s)

Elizabeth Hinton

Attribute Value(s)

Elizabeth Hinton

Attribute Value(s)

David Howell

Attribute Value(s)

David Howell

Attribute Value(s)

Maya Jasanoff

Attribute Value(s)

Maya Jasanoff

Attribute Value(s)


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)

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)

Erez Manela

Attribute Value(s)

Erez Manela

Attribute Value(s)

Jamie Martin

Attribute Value(s)

Jamie Martin

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)

Tiya Miles

Attribute Value(s)

Tiya Miles

Attribute Value(s)

Ian J. Miller

Attribute Value(s)

Ian J. Miller

Attribute Value(s)

Afsaneh Najmabadi

Attribute Value(s)

Afsaneh Najmabadi

Attribute Value(s)

Derek Penslar

Attribute Value(s)

Derek Penslar

Attribute Value(s)

Serhii Plokhii

Attribute Value(s)

Serhii Plokhii

Attribute Value(s)

Intisar Rabb

Attribute Value(s)

Intisar Rabb

Attribute Value(s)

Emma Rothschild

Attribute Value(s)

Emma Rothschild

Attribute Value(s)

Dan Smail

Attribute Value(s)

Dan Smail

Attribute Value(s)

David Spreen

Attribute Value(s)

David Spreen

Attribute Value(s)

Michael Szonyi

Attribute Value(s)

Michael Szonyi

Attribute Value(s)

Kirsten Weld

Attribute Value(s)

Kirsten Weld

Attribute Value(s)

Khaled El-Rouayheb

Attribute Value(s)

Khaled El-Rouayheb

Attribute Value(s)
History 3001
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.

Attribute Value(s)

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.

Attribute Value(s)
History 3002
Research (208299)

Student is engaged in research, but has not begun to focus exclusively on their dissertation.

Attribute Value(s)

Research (208299)

Student is engaged in research, but has not begun to focus exclusively on their dissertation.

Attribute Value(s)
History 3003
Course Work (208300)

Student is engaged in coursework.

Attribute Value(s)

Course Work (208300)

Student is engaged in coursework.

Attribute Value(s)
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.

Attribute Value(s)
History 3010
Emmanuel Akyeampong
Course Notes:

Attribute Value(s)

Dimiter Angelov
Course Notes:

Attribute Value(s)

Dimiter Angelov
Course Notes:

Attribute Value(s)

David Armitage
Course Notes:

Attribute Value(s)

David Armitage
Course Notes:

Attribute Value(s)

Sven Beckert
Course Notes:
Attribute Value(s)

Sven Beckert
Course Notes:

Attribute Value(s)

Ann Blair
Course Notes:

Attribute Value(s)

Ann Blair
Course Notes:

Attribute Value(s)

Sugata Bose
Course Notes:

Attribute Value(s)

Sugata Bose
Course Notes:

Attribute Value(s)

Vincent Brown
Course Notes:

Attribute Value(s)

Vincent Brown
Course Notes:

Attribute Value(s)

Tomiko Brown-Nagin
Course Notes:

Attribute Value(s)

Tomiko Brown-Nagin
Course Notes:

Attribute Value(s)

Rosie Bsheer
Course Notes:

Attribute Value(s)

Rosie Bsheer
Course Notes:

Attribute Value(s)

Sidney Chalhoub
Course Notes:

Attribute Value(s)

Sidney Chalhoub
Course Notes:

Attribute Value(s)

Joyce Chaplin
Course Notes:

Attribute Value(s)

Joyce Chaplin
Course Notes:

Attribute Value(s)

Lizabeth Cohen
Course Notes:

Attribute Value(s)

Lizabeth Cohen
Course Notes:

Attribute Value(s)

Course Notes:

Attribute Value(s)

Course Notes:

Attribute Value(s)

Philip Deloria
Course Notes:

Attribute Value(s)

Philip Deloria
Course Notes:

Attribute Value(s)

Emma Dench
Course Notes:

Attribute Value(s)

Emma Dench
Course Notes:

Attribute Value(s)

Myisha Eatmon
Course Notes:

Attribute Value(s)

Myisha Eatmon
Course Notes:

Attribute Value(s)

Caroline Elkins
Course Notes:

Attribute Value(s)

Caroline Elkins
Course Notes:

Attribute Value(s)

Mark Elliott
Course Notes:

Attribute Value(s)

Mark Elliott
Course Notes:

Attribute Value(s)

Drew Faust
Course Notes:

Attribute Value(s)

Drew Faust
Course Notes:

Attribute Value(s)

Arunabh Ghosh
Course Notes:

Attribute Value(s)

Arunabh Ghosh
Course Notes:

Attribute Value(s)

Andrew Gordon
Course Notes:

Attribute Value(s)

Andrew Gordon
Course Notes:

Attribute Value(s)

Peter Gordon
Course Notes:

Attribute Value(s)

Peter Gordon
Course Notes:

Attribute Value(s)

Annette Gordon-Reed
Course Notes:

Attribute Value(s)

Annette Gordon-Reed
Course Notes:

Attribute Value(s)

James Hankins
Course Notes:

Attribute Value(s)

James Hankins
Course Notes:

Attribute Value(s)

Tamar Herzog
Course Notes:

Attribute Value(s)

Tamar Herzog
Course Notes:

Attribute Value(s)

Course Notes:

Attribute Value(s)

Course Notes:

Attribute Value(s)

David Howell
Course Notes:

Attribute Value(s)

David Howell
Course Notes:

Attribute Value(s)

Maya Jasanoff
Course Notes:

Attribute Value(s)

Maya Jasanoff
Course Notes:

Attribute Value(s)

Course Notes:

Attribute Value(s)

Course Notes:

Attribute Value(s)

Walter Johnson
Course Notes:

Attribute Value(s)

Walter Johnson
Course Notes:

Attribute Value(s)

Cemal Kafadar
Course Notes:

Attribute Value(s)

Cemal Kafadar
Course Notes:

Attribute Value(s)

Jane Kamensky
Course Notes:

Attribute Value(s)

Jane Kamensky
Course Notes:

Attribute Value(s)

William Kirby
Course Notes:

Attribute Value(s)

William Kirby
Course Notes:

Attribute Value(s)

Jill Lepore
Course Notes:

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Jill Lepore
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Mary Lewis
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Mary Lewis
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Fredrik Logevall
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Fredrik Logevall
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Erez Manela
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Erez Manela
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Jamie Martin
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Jamie Martin
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Terry Martin
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Terry Martin
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Michael McCormick
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Michael McCormick
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Lisa McGirr
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Lisa McGirr
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Tiya Miles
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Tiya Miles
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Ian J. Miller
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Ian J. Miller
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Afsaneh Najmabadi
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Afsaneh Najmabadi
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Derek Penslar
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Derek Penslar
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Serhii Plokhii
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Serhii Plokhii
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Intisar Rabb
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Intisar Rabb
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Sophus Reinert
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Sophus Reinert
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Emma Rothschild
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Emma Rothschild
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Dan Smail
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Dan Smail
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David Spreen
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David Spreen
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Michael Szonyi
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Michael Szonyi
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Kirsten Weld
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Kirsten Weld
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History 3900
Writing History: Approaches and Practices (110673)
Mary Lewis
Required of and limited to first-year doctoral students in History, HMES, and HEAL.

Attribute Value(s)

History 3920A
Colloquium on Teaching and Professional 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 and Professional Practices (160386)
Dimiter Angelov
Required of and open only to all third-year history department graduate students. Students must complete

Attribute Value(s)
History 3940
The Academic Job Market for Historians: Skills and Strategies (220190)
David Spreen
The academic job search can be a harrowing experience in the best of times. In this workshop-like
seminar, students currently on the academic job market will assemble a full dossier for the job market, take
mock zoom interviews with faculty with recent experience either as job candidates or on job search
committees, and learn about applying to different kinds of institutions. Class participants are expected to
attend mock job talks organized for their peers who are preparing for campus visits.

Course Notes:
Limited to Graduate Students in History, HMES, and HEAL.

Attribute Value(s)

History and Literature
Subject: History & Literature
History & Literature 10

Introduction to American Studies (218309)
Philip Deloria
American Studies is an interdisciplinary effort to understand the complicated social and cultural lives of
people in—and in relation to—the United States, both past and present. The intersections of History and
Literature shape much of American Studies, but the field has also been marked by forays into music, arts,
ethnic studies, economics, anthropology, journalism, and even forestry and climate science. This course
will introduce students to the history and methods of the field, exploring evocative cases with a range of
guest faculty.
Open to all undergraduates; first-year students are especially encouraged to enroll.

Attribute Value(s)
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 90DR

American Speeches (212821)

Drew Faust
This course will explore speeches across the sweep of American history, examining them both as windows
into their own era and as texts created to inform and persuade. We will ask who speaks and how and the
ways that has evolved over time, and we will seek to identify the enduring and changing elements of
effective oratory from Jonathan Edwards to Frederick Douglass to contemporary commencement
addresses and campaign speeches. Assignments include the composition and delivery of a speech.

Attribute Value(s)
History & Literature 90DV

Red Scares (212825)
Steven Biel
Lauren Kaminsky
The specter that haunted Europe when the Communist Manifesto was published in 1848 continues to shape
American political discourse to this day. "From the very get-go," wrote a Mississippi newspaper columnist
recently, "COVID was used by the leftists in this country to seize power, fundamentally change our nation
and usher in totalitarian socialism." This course reveals how charges of fealty to radical "foreign"
ideologies have operated as rhetorical and political strategies for much of U.S. history. The so-called First
Red Scare, precipitated by World War I and the Bolshevik Revolution in Russia, followed on fears and
persecution of anarchists, socialists, and other labor radicals in the late-19th and early-20th centuries. In
the Second Red Scare after World War II, the House Un-American Activities Committee (HUAC), Senator
Joseph McCarthy, the FBI, and others conducted widespread investigations of suspected communists and
purged "subversives" from all levels of government, the entertainment industry, public and private schools,
colleges and universities. Beginning with mid 19th-century fears that revolutionary uprisings could spread
from Europe to the United States, "Red Scares" explores anxieties about subversion and perversion in
American politics and culture. Readings will include texts by Karl Marx, Lucy Parsons, Emma Goldman,
Eugene V. Debs, Sacco and Vanzetti, John Dos Passos, Claude McKay, Langston Hughes, Richard Wright,
and Lillian Hellman, as well as films such as On the Waterfront, My Son John, Salt of the Earth, and The
Manchurian Candidate.

Attribute Value(s)
History & Literature 90EJ

Espionage: A Cultural History (216232)

Duncan White
Over the course of the twentieth century the spy thriller became a central part of our culture, changing the
way people imagined how the state operates in secret. Why are we attracted to stories of paranoia and
conspiracy? What is the history of this genre, and how is it intertwined with the history of espionage? Does
espionage fiction glamorize the work of spy agencies? Or help challenge it? The course is divided into four
units. The first will consider the origins of the spy thriller and how the obsession with espionage fiction was
connected to the creation of the Secret Services in Britain, reading stories by Baroness Orczy, Arthur
Conan Doyle, and Rudyard Kipling. The second unit shift its focus to British spies in the Cold War and,
against the backdrop of Soviet penetration of MI5 and MI6, will explore the different ideas of espionage
offered by the glamor of James Bond and the "insider" fiction of Elizabeth Bowen and John le Carré. The
third unit focuses on American spying, and considers the way the CIA has been represented on page and
screen, and the relationship of these fictions to the actual operations of the agency, including political
subversion, covert action, and targeted assassinations. In doing so we will also consider how writers like
Viet Thanh Nguyen, Lauren Wilkinson, and Mohsin Hamid have challenged the conventions of the spy
thriller genre. In the final unit we will explore the role of espionage in the "War on Terror," and reflect on
how surveillance techniques developed by intelligence agencies have become part of our everyday lives.

Attribute Value(s)
History & Literature 90EO

The Reinvention of New York City (216237)
Michael King
The recent history of New York City is one of crisis, resilience, and rebirth. From the terrorist attacks of 9/11
to the devastation of the pandemic, New Yorkers have experienced tragedy and reinvented their city in its
aftermath. This is a cycle with a deeper history: in this course we will focus on how New York City
reinvented itself in the Seventies and Eighties. On October 16, 1975, New York City was on the brink of
bankruptcy. With nearly five hundred million dollars of debt due the next day and only thirty-four million in
its bank, catastrophe seemed inevitable. Fortunately, the city was able to raise funds and avoid bankruptcy.
Nevertheless, New York City was and had been a space on fire—both literally and figuratively speaking—for
at least a decade prior. Landlords burned down buildings to collect insurance; Black, Latinx and LGBTQ
communities fought for the right to claim space and protections. In the midst of these fires, however, many
different communities seized upon cheap rent and abandoned spaces in order to use them as sites of
profound community- and art-making. This course will explore the social and historical contexts under
which the residents of New York City contended with precarity in order to create vibrant spaces of living. In
order to understand how individuals and communities both understood and created the city around them,
students will look at a wide variety of texts, including but not limited to songs, visual art, performance
pieces, editorials, and oral histories. Students will be encouraged in how the New York City they know was
shaped by this history and what lessons can be drawn from this period of unprecedented creativity as the
city once again faces a precarious future.

Attribute Value(s)
History & Literature 90EQ

Nuclear Imperialisms (216239)
Rebecca Hogue
This course will examine nuclear narratives in global contexts as reminders and remainders of empire. Are
nuclear futures only tied to whims of unpredictable world leaders, or are they already part of our daily
realities? Whose stories of nuclear proliferation are told, and whose are suppressed? Drawing on
government propaganda, activist writing, television, fiction, photography, poetry, and film from 1945 to the
present, this course will explore the cultural and material legacies of radiation around the world. From
American "atomic culture" of the 1940s and '50s to Cold War era peace movements in the Pacific Islands to
nuclear disasters like Chernobyl and Fukushima, we will assess whether nuclear cultures have changed
over time by using a place-based investigation of nuclear research, uranium mining, atomic bombs, "clean"
energy, and anti-nuclear resistance. Course texts will include poetry by Kathy Jetnil-Kijiner and Craig
Santos Perez, fiction by Ruth Ozeki and Robert Barclay, documentaries such as The Atomic Café and The
Return of Navajo Boy, as well as popular film and television like Dr. Strangelove (1964), Star Trek (1967),
and Godzilla (1954).

Attribute Value(s)
History & Literature 90ES

Prison Abolition (216326)
Thomas Dichter
Is prison abolition a serious proposal, an aspirational ideal, a trendy slogan, or a blueprint for social
transformation? This interdisciplinary and community-engaged course situates the prison abolition
movement in deep historical context and explores its current relation to the politics of criminal justice
reform. We will study the movement's connections to slavery abolitionism, anti-lynching activism,
Indigenous struggles for sovereignty, and the Black Power movement. We will examine the emergence of
the modern prison abolitionist movement in the 1970s, as well as more recent developments concerning
immigration detention, Black Lives Matter, and COVID-19. Our readings will include interdisciplinary
scholarship on the carceral state in addition to protest writings and activist materials. A major component
of the course will be collaborative activities and service with community organizations focused on
incarceration and the criminal legal system, through which we will consider what prison abolitionist ideas
might look like in action. There will be opportunities for dialogue with scholars and activists as we

investigate prison abolition not as a singular policy, but as a rich and challenging set of questions for
rethinking matters of violence, inequality, and social change.

Attribute Value(s)
History & Literature 90EV

Sound and Color: Music, Race, and US Cultural Politics (218272)
Lucy Caplan
Although race is often presumed to be a visual phenomenon, it is also created and produced through
sound. But what does race sound like? What might we learn when we attune our ears to the music and
noise that race makes in popular music, on the stage, and in literature? How can texts like songs, films, and
novels both reinforce and challenge cultural hierarchies and arrangements of social power? This course
explores the sonification of race and the racialization of sound, music, and noise in the United States from
the late nineteenth century to the present. The first unit will consider examples ranging from blackface
minstrel shows (the nineteenth-century nation's most popular form of entertainment) to the noise
ordinances that governed sonic life in urban immigrant neighborhoods at the turn of the twentieth century.
In the second unit, we turn our attention to two important postwar genres, the novel and the Broadway
musical. Investigating works like Ralph Ellison's majestic Invisible Man (1952) and shows like West Side
Story (1957), we'll ask how mid-century artists and writers re-imagined the relationship between race and
sound. The third and final unit focuses upon a selection of contemporary case studies; for instance, Pixar's
Soul (2020), or the Afrofuturist worldmaking of Janelle Monáe. As we delve into these cultural texts, we'll
listen closely to how they represent race in relation to other analytical categories such as gender, class,
sexuality, and citizenship. In addition to developing skills in interdisciplinary analysis and close reading,
students will also have the opportunity to pursue creative projects.

Attribute Value(s)
History & Literature 90EZ

The Global South Asian Diaspora (218276)
Vikrant Dadawala
Over the course of the nineteenth and twentieth centuries, people of South Asian heritage emigrated out of
their ancestral homelands in vast numbers, giving rise to one of the world's largest and most
geographically scattered diasporas. An estimated thirty million people of South Asian heritage live outside

the Indian subcontinent today, with significant communities in the United Kingdom, the United States, the
Caribbean, Southeast Asia, East Africa, and the Middle East. How and why did South Asians choose to
settle in new countries? In what ways did the act of emigration transform their sense of religious, ethnic,
caste, and racial identity? How did their lives become bound up with those of other displaced or colonized
people – in Africa, the Caribbean, and in the Americas? This course is divided into two units. We will begin
by analyzing the "old" South Asian diaspora in countries in Africa, the Caribbean, and Southeast Asia.
Consulting a mix of primary sources from the colonial archives, historical scholarship, memoirs, and recent
fiction, we will reconstruct the life-worlds of indentured laborers, sailors, soldiers, and migrant traders in
the nineteenth century. The second unit shifts focus to more recent history: postcolonial migration from
South Asian countries to the United States, United Kingdom and the Middle East. Reconstructing the
history of immigration law in these countries, we will analyze memoirs, films, and literary texts that explore
the ambiguous place of desis in the 'First world'. Besides celebrated contemporary writers like Salman
Rushdie, Jhumpa Lahiri, and Mohsin Hamid, we will also engage with the work of lesser-known figures like
Gaiutra Bahadur, Peggy Mohan, and M.G. Vassanji.

Attribute Value(s)
History & Literature 90FB

Asian America in Popular Culture (218311)
Karen Huang
The release of Crazy Rich Asians in 2018 was a significant cultural moment for Asian America: the first
major Hollywood picture with a predominantly Asian American cast in over twenty years, the film was an
immediate box office success, and followed by a proliferation of mainstream Asian American productions,
including The Farewell, Indian Matchmaking, and Minari. This recent growth of Asian American media is
especially remarkable, given that Asian America has been relatively invisible in the history of American
popular culture. What stereotypes and assumptions about Asian America have been produced through the
historically limited range of representations, and how do we consider the significance of contemporary
iterations of Asian American popular culture in this context? In this class, we will explore the origins and
evolutions of Asian America in U.S. popular culture, examining themes such as romance, friendship, family,
and solidarity. We will look at a wide range of cultural productions, including films, TV shows, graphic
novels, and popular music, in order to examine the new and expanding ways that Asian American histories,
identities, and experiences are mediated and narrativized through the versatile forms of contemporary
popular culture.

Attribute Value(s)

History & Literature 90FI
Race and Empire in the Americas (220439)
Hannah Waits
This course explores the culture and politics of imperialism in the Americas from the early 19th century to
the present, with particular attention to race and ethnicity. We ask how formal and informal imperial
relationships developed by looking at French, British, and especially United States imperialism across the
Caribbean, Central America, and South America. Focusing on topics like revolution, migration, military
occupation, tourism, climate change, and humanitarianism, we examine how empire functioned on the
ground for those who imposed it and those who resisted, appropriated, or accommodated it. Course texts
include theory from Frantz Fanon and Gloria Anzaldúa, fiction by Jamaica Kincaid, documentaries like No
Más Bebés and Aftershocks of Disaster, and primary sources like imperial maps from the Pusey library
collection, Central American political cartoons about the US, and oral history accounts by Bracero workers.

Attribute Value(s)
History & Literature 90FJ

Modern Europe and Migration (220440)
Matthew Sohm
Outsiders, newcomers, and minorities played a central role in shaping contemporary Europe. In th

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African & African Amer Studies 10

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African & African Amer Studies 11

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African & African Amer Studies 20

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

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Additional Course Attributes:

African & African Amer Studies 98

Additional Course Attributes:

African & African Amer Studies 98

Additional Course Attributes:

African & African Amer Studies 98 Section: 002

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African & African Amer Studies 98A

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African & African Amer Studies 98A

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African & African Amer Studies 99A

Additional Course Attributes:

African & African Amer Studies 99B

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African & African Amer Studies 115Y Section: LEC

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African & African Amer Studies 115Z

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Additional Course Attributes:

African & African Amer Studies 123Z

Additional Course Attributes:

African & African Amer Studies 128X

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Additional Course Attributes:

African & African Amer Studies 130X

Additional Course Attributes:

African & African Amer Studies 130Y

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Additional Course Attributes:

African & African Amer Studies 136X

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African & African Amer Studies 160X

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Class Notes: media capabilities needed

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African & African Amer Studies 170Y

Additional Course Attributes:

African & African Amer Studies 174X

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Additional Course Attributes:

African & African Amer Studies 180Y

Additional Course Attributes:

African & African Amer Studies 180Z