Spring 2027 Honors Courses

TR, 9:30 am – 10:45 am . Instructor(s): Carol Magee. Enrollment = 24.
When and how do you encounter visual images? Both artworks and the interpretation of them engage myriad senses (seeing, hearing, touching, etc.) including the ways in which we move. This class examines this engagement in a holistic manner, considering questions around these from multiple perspectives and disciplinary orientations. Among the questions we will consider are: What sensory interactions are being depicted or evoked in a work of art? Does a work ask us to engage with it using more than just our eyes?  Are you aware of your body when you do so? How do you move? What sounds are you aware of? How do you sit, stand, hold your phone, look at your computer, flip through your social media accounts? How do you move through a museum to look at a work of art? How does that impact your experience of that artwork? Does the space of the museum itself impact your experience? How do you stand or sit when you arrive at what you want to see? How do, or should, you account for these things when you are interpreting the work? How does or should one register movement and the senses in the processes of interpreting art? How does understanding our own movements help us better understand what we see depicted? We will investigate these questions in this class. To help refine the answers to these questions we will examine a variety of art forms, the content (meaning) and context (for production and consumption). To enhance this, I will incorporate Feldenkrais Lessons in Somatic Education®; these movement lessons heighten self-awareness, and like art, ask us to consider our orientation to the world. Although we will be examining these questions in the context of art and art history, you will be asked to move through your own specific worlds, apply what you are learning to your own disciplinary knowledge and bring your own expertise, experiences, and local contexts to bear on our conversations.

Carol Magee is a specialist in the history of African visual culture with an emphasis on photography. Dr. Magee’s teaching and research emphasizes the vital role that movement plays in our lives; to this end her current research theorizes the interpretation of lens-based and sound art as it aligns with the theories and practices of the Feldenkrais Method®. As with all her projects, she asks questions about how encounters with visual culture shape experiences of lives, about how knowledge is generated, and who is involved in the production of that knowledge.

TR, 11:00 am – 12:15 pm. Instructor(s): Maria Servedio. Enrollment = 24.
This course teaches students how scientists use mathematics to approach questions in evolutionary biology and ecology. Students learn both biological and mathematical concepts, taught using an array of pedagogical approaches. There are two group projects over the course of the semester, one involving the development of an original mathematical model.

PREREQUISITES: BIOL 101 & MATH 231. PERMISSION OF INSTRUCTOR REQUIRED FOR STUDENTS LACKING THE PREREQUISITES.

Dr. Servedio’s research centers on determining the evolutionary mechanisms that produce and maintain biodiversity. She is currently concentrating on the evolution of species-specific mate choice in animals, on the evolutionary effects of learning, and on the evolution of male mate choice. Dr. Servedio addresses these questions through the development of mathematical models of evolution.

MW, 3:30 pm – 4:50 pm. Instructor(s): Laura Lee. Enrollment = 24.
To provide you with the core principles of genetics and molecular biology.
The lecture/discussion sessions and the book will provide the basic content. We will take an historical approach at times to discuss seminal experiments and how they were done. We will examine the basic “rules” of genetics and molecular biology. After this class you will be prepared to do research in a lab on campus and to build upon this content with upper-level genetics courses and/or molecular biology courses.
Skills —
· Build hypotheses to answer a specific scientific question, design an experiment
using an appropriate technique/assay to answer the question, predict and analyze the results of the experiment
· Give examples of how advances in genetics and molecular biology, from the discovery of DNA’s structure to the sequencing of individual genomes, have changed the world (e.g. recombinant insulin, personalized medicine, transgenic crops)
· Prepare and deliver a short presentation based on reading and research

Concepts —
· Explain the term “allele” for a single gene at a population, organismal, cellular and molecular level; explain how dominance and recessiveness are expressed at these levels
· Explain where genetic variation comes from in a population (e.g. meiosis, mutation and epigenetic changes)
· Predict genotypic and phenotypic ratios of offspring in defined genetic crosses and work these problems in reverse (i.e. when given data about offspring determine the genotypes and phenotypes of parents)
· Deduce modes of inheritance (e.g. autosomal dominance, X-linked recessive) from genetic pedigrees and explain how incomplete penetrance and variable expressivity complicate these analyses
· Distinguish single gene traits from polygenic traits and the influence of environment on traits
· Explain how DNA is replicated normally and abnormally, and how these concepts are utilized in polymerase chain reaction (PCR)
· Understand the mechanism of recombination and its impact on genetic variability
· Compare and contrast the consequences of germline errors during meiosis (such as non-disjunction and translocations) and somatic errors during abnormal mitosis (such as non-disjunction and cancer)
· Explain the flow of genetic information based on the central dogma from DNA to proteins and how mutations are carried through this flow of information
· Describe the nature of the genetic code
· Describe the general organization of prokaryotic and eukaryotic genomes, including the identification and significance of the different parts of a gene (i.e. regulatory/nonregulatory, exons/introns, transcription start site, translation start site, UTRs)
· Explain how a gene can be regulated transcriptionally and post-transcriptionally and how this leads to limited expression under different conditions (e.g. different environments, during the course of development or under disease conditions)
· Predict the outcome of experimental manipulations in genes
· Describe the basic steps in gene cloning
· Design a transgenic animal/bacteria where a protein of interest is specifically produced
· Explain the significance of research in genetic model organisms to understand fundamental biological phenomena

Laura Lee did her PhD at Stanford University where she worked in Dr. Dominique Bergmann’s lab to characterize the epigenetic basis of cell fate commitment in the stomatal lineage. Then, as an NSF PRFB Fellow in Dr. Kenneth Birnbaum’s lab at New York University, she studied the molecular basis of organ regeneration in the Arabidopsis root apical meristem. That work demonstrated that glutathione accumulation in the nucleus caused by injury was necessary to trigger rapid cell divisions that are required for organ regeneration. Now, her lab at UNC Chapel Hill is working to uncover the mechanistic basis between nuclear glutathione and cell cycle progression.

TR, 11:00 am – 12:15 pm. Instructor(s): Jason Reed. Enrollment = 24.
Recent advances in plant molecular biology, genetics, development, and biotechnology, and their potential relevance to agriculture. The course will include lectures, reading and discussions of papers from the primary literature, and student presentations.
Prerequisites, BIOL 202; or BIOL 271; or BIOL 103, BIOL 104, and BIOL 220; or permission of the instructor for students lacking the prerequisites.

The course will focus on several themes that will illustrate methodological approaches and intellectual questions in plant biology. These themes may differ in different years, and may include plant growth control, plant reproduction, and responses to pathogens and abiotic stresses. Students will:
i) learn about current methodologies and questions of scientific interest in plant molecular biology;
ii) practice reading and evaluating papers from the scientific literature;
iii) consider how discoveries in these areas may be useful to develop new crop varieties.

In our lab we study how plants control their growth through signaling by endogenous hormones and environmental cues, transcriptional response pathways, and cell biological mechanisms.  Some discoveries in these areas may have potential utility, such as in allocating growth to desired organs.

TR, 12:30 pm – 1:45 pm. Instructor(s): Arzu Ozoguz. Enrollment = 45.
This course provides essential tools that anybody interested in business should know. We will analyze theory and practice of the major financial decisions made by corporations. The goal of the class is to teach you 1) how to value firms and project opportunities using methods drawn from the theory of corporate finance 2) to develop an appreciation of how financing decisions impact project and firm value and 3) how to develop effective ways to visualize and communicate spreadsheet analyses. By definition, the course is designed to be “hands-on”.

Prerequisite: BUSI 408 with minimum grade of C

TR, 12:30 pm – 1:45 pm. Instructor(s): Scott Maitland. Enrollment = 50.
The goals of this course are to give the students a broad understanding of the field of entrepreneurship and to introduce the important tools and skills necessary to create and grow a successful new venture. The course is designed to simulate the real life activities of entrepreneurs in the start-up stage of a new venture. Students, in teams, will develop a new venture concept and determine if a demand exists for their product or service. Importantly, the course facilitates networking with entrepreneurs and other students who are considering becoming entrepreneurs.

Scott Maitland is a combat veteran who graduated in 1988 from West Point and in 1995 from the UNC School of Law. He conceived of Top of the Hill Restaurant & Brewery during his second year in law school and geared his third year in law school around the project. Top of the Hill opened in 1996. It is the fifth oldest brewpub in North Carolina and it has won over 70 Best of the Triangle Awards. Scott is also the founder or co-founder of three other restaurants, two law firms and a distillery. He recently developed an app called “Where’s the Throw” to teach young kids baseball tactics. He has served as the Chair of the UNC Board of Visitors, Chapel Hill Carrboro Chamber of Commerce and the Chapel Hill Downtown Partnership. He has taught entrepreneurship related classes at UNC for over twenty years. He recently became a pilot and laments the fact that the University closed Horace Williams airport.

Scott is married to the former Ashly Blalock who teaches 3rd grade. They have three kids: Kaylee (15), Austin (14) and Andrew (9).

TR, 12:30 pm – 1:45 pm. Instructor(s): Scott Maitland. Enrollment = 50.
The goals of this course are to give the students a broad understanding of the field of entrepreneurship and to introduce the important tools and skills necessary to create and grow a successful new venture. The course is designed to simulate the real life activities of entrepreneurs in the start-up stage of a new venture. Students, in teams, will develop a new venture concept and determine if a demand exists for their product or service. Importantly, the course facilitates networking with entrepreneurs and other students who are considering becoming entrepreneurs.

Scott Maitland is a combat veteran who graduated in 1988 from West Point and in 1995 from the UNC School of Law. He conceived of Top of the Hill Restaurant & Brewery during his second year in law school and geared his third year in law school around the project. Top of the Hill opened in 1996. It is the fifth oldest brewpub in North Carolina and it has won over 70 Best of the Triangle Awards. Scott is also the founder or co-founder of three other restaurants, two law firms and a distillery. He recently developed an app called “Where’s the Throw” to teach young kids baseball tactics. He has served as the Chair of the UNC Board of Visitors, Chapel Hill Carrboro Chamber of Commerce and the Chapel Hill Downtown Partnership. He has taught entrepreneurship related classes at UNC for over twenty years. He recently became a pilot and laments the fact that the University closed Horace Williams airport.

Scott is married to the former Ashly Blalock who teaches 3rd grade. They have three kids: Kaylee (15), Austin (14) and Andrew (9).

TR, 2:00 pm – 3:15 pm. Instructor(s): Jeffrey Mittelstadt. Enrollment = 40.
Students will learn how to apply full triple bottom line sustainability in business to drive simultaneous improvement of impacts on people, the environment and our economy. They will explore how business fits into the greater sustainability landscape and the importance of cross-sector collaboration and partnership. This course concentrates on sustainability in established businesses of all sizes (multinational, regional, local, family, etc.), rather than starting new entrepreneurial ventures. Students will learn how to evaluate existing businesses and industries using ESG metrics (environment, social and governance), the triple bottom line framework (TBL = simultaneously improving impact on people, planet, and profit), lifecycle assessment, stakeholder understanding and other timely standards/frameworks. Work will compare how established businesses address sustainability incrementally versus using it to innovate, and how those companies market sustainability and are viewed within existing indices and rating systems. Learning will emphasize driving profitability through addressing current global social and environmental challenges highlighted by the United Nations Sustainable Development goals; including climate change, social justice, supply chains, economic mobility, water scarcity and much more.

Jeff Mittelstadt teaches courses in sustainable enterprise and is executive director of the Ackerman Center for Excellence in Sustainability.

He is a career sustainability professional dedicated to using the triple bottom line and breakthrough capitalism concepts to drive profitable business opportunities for positive social and environmental impact.

He founded the non-profit WildSides, which creates educational and documentary multimedia, including the award-winning film “Staring Down Fate.” He also founded a multimedia and consulting firm, Rootspective, to help consumers and companies make decisions based on their unique social, environmental/human health and economic values.

Professor Mittelstadt was Davidson College’s first director of sustainability. He worked for the U.S. EPA’s Office of Inspector General in Research Triangle Park evaluating national air quality programs. He was a vice president and senior analyst at Bank of America working on green building, sustainable purchasing, green cleaning and renewable energy.

He designed, implemented, and managed a national sustainable manufacturing initiative for the National Council for Advanced Manufacturing (NACFAM). During his work there, the U.S. Department of Commerce appointed him to the Organisation for Economic Co-operation and Development’s Advisory Expert Group on Sustainable Manufacturing and Eco-Innovation.

Professor Mittelstadt taught communication courses at Winston-Salem State University and food and sustainability course at Davidson.

He earned his MBA from UNC Kenan-Flagler, concentrating in sustainable enterprise and entrepreneurship. He also received his MA in mass communication and journalism from UNC-Chapel Hill, his MEM from Duke University, concentrating in resource economics and policy, and his BA in psychology from Davidson.

T, 3:30 pm – 6:15 pm. Instructor(s): Ted Zoller. Enrollment = 30.
This course explores the key issues associated with the entrepreneurial career and the lessons of success and failure with a goal to reinforce a high-performance entrepreneurial mindset. The course is designed for students who are committed and currently engaged actively in pursuing an entrepreneurial career path, either during their program, immediately after graduation, or over the course of their early career. This is a required course for Adams Apprentices.

APPLICATION REQUIRED.

F, 9:00 am – 10:30 am. Instructor(s): Karin Cochran. Enrollment = 30.
This course is a live management consulting project that leverages and integrates other UNC Kenan-Flagler course curricula. Teams of 5-7 MBA and undergraduate students and 1 faculty member work with major corporations or not-for-profit entities over the course of the semester to solve complex business challenges. Teams create four major deliverables (kick off deck, preliminary findings report, storyline document and the final recommendations deck), and participate in corporate partner meetings and presentations. All teams are guided by both a faculty advisor with significant business consulting/corporate experience and a company executive. The program utilizes the TEAM FOCUS framework and emphasizes skill development in teamwork, analysis and presentations. Teams meet twice weekly for 1-2 hours during times scheduled by the team. Team members also work individually for approximately 5-10 hours per week. This course counts for 4.5 credit hours.

STAR projects and teams are selected through a competitive application process. You will be asked in your application to describe the type of experience, interest, and expertise you possess that qualifies you for a particular type of project and to provide information that permits the STAR Selection Committee to configure teams well matched to the client and their needs. The undergraduate business program staff will enroll accepted students in the course. For more information and the online application, visit www.star.unc.edu.

ENROLLMENT REQUIRES APPLICATION AND PERMISSION OF KFBS.
PRE OR CO-REQUISITE: BUSI 554.

Karin Cochran is a consulting faculty member at UNC Kenan-Flagler Business School and Executive Director of STAR, an action-based experiential consulting program in which MBA and Undergraduate Business students work with real organizations on complex business challenges. She teaches Consulting Skills and Frameworks in the MBA, MSM, and Undergraduate programs drawing on more than 25 years of experience in strategy, mergers and acquisitions, organizational change, and building organizational capability. Prior to joining UNC, she served as Chief Deputy Secretary of the North Carolina Department of Natural and Cultural Resources, where she led strategic planning across 20 divisions and managed a $1 billion organizational merger. She previously worked in strategy and operations consulting at Deloitte Consulting and in corporate strategy at Blue Cross Blue Shield of North Carolina, and was a portfolio manager and equity research analyst at BlackRock. She holds an MBA from UNC Kenan-Flagler and a BA in Asian Studies from Hamilton College.

TR, 2:00 pm – 3:15 pm. Instructor(s): Saman Lagzi. Enrollment = 40.
This course examines the strategic and tactical challenges of managing operations in service organizations and digital platforms. Emphasis is placed on designing effective service systems, balancing demand and capacity, and using data and technology to improve operational performance. The course integrates strategic, design, and analytical perspectives across six modules: introduction to service and platform operations, queuing analysis, employee management, revenue management, artificial intelligence for services, and platform operations.

Prerequisite: BUSI 403 with minimum grade of C

R, 2:00 pm – 5:00 pm. Instructor(s): Karin Cochran. Enrollment = 30.
**Application and Permission Required for This Course (See Below)*

Consulting Skills and Frameworks is an intensive skill-based course dedicated to teaching key business and consulting skills of critical thinking, problem solving, teamwork, analysis and creating and delivering executive level presentations.  While designed particularly for students interested in consulting, any students are welcome.  Students who are interested in applying will need to submit an application at https://unc.az1.qualtrics.com/jfe/form/SV_8220p8x19EVXfJc?Q_CHL=qrby October 29, 2026.  The application requires you to upload your resume (including current GPA) and a brief cover letter (with interest and capabilities)and section preference for 2pm or 6pm on Thursdays, if any).

Note that there are limited seats in the course. *Note: This course is NOT restricted to Honors students, but Honors students may use the course towards their program requirements.
This course is designed to complement the technical and diagnostic skills learned in the other courses at KFBS. A basic premise is that the manager needs analytic skills as well as interpersonal skills to effectively manage groups. The course will allow students the opportunity to develop these skills experientially and to understand team behavior in useful analytical frameworks.
This course is designed to complement the technical and diagnostic skills learned in the other courses at KFBS. A basic premise is that the manager needs analytic skills as well as interpersonal skills to effectively manage groups. The course will allow students the opportunity to develop these skills experientially and to understand team behavior in useful analytical frameworks.

Karin Cochran is a consulting faculty member at UNC Kenan-Flagler Business School and Executive Director of STAR, an action-based experiential consulting program in which MBA and Undergraduate Business students work with real organizations on complex business challenges. She teaches Consulting Skills and Frameworks in the MBA, MSM, and Undergraduate programs drawing on more than 25 years of experience in strategy, mergers and acquisitions, organizational change, and building organizational capability. Prior to joining UNC, she served as Chief Deputy Secretary of the North Carolina Department of Natural and Cultural Resources, where she led strategic planning across 20 divisions and managed a $1 billion organizational merger. She previously worked in strategy and operations consulting at Deloitte Consulting and in corporate strategy at Blue Cross Blue Shield of North Carolina, and was a portfolio manager and equity research analyst at BlackRock. She holds an MBA from UNC Kenan-Flagler and a BA in Asian Studies from Hamilton College.

R, 6:00 pm – 9:00 pm. Instructor(s): Karin Cochran. Enrollment = 30.
**Application and Permission Required for This Course (See Below)*

Consulting Skills and Frameworks is an intensive skill-based course dedicated to teaching key business and consulting skills of critical thinking, problem solving, teamwork, analysis and creating and delivering executive level presentations.  While designed particularly for students interested in consulting, any students are welcome.  Students who are interested in applying will need to submit an application at https://unc.az1.qualtrics.com/jfe/form/SV_8220p8x19EVXfJc?Q_CHL=qrby October 29, 2026.  The application requires you to upload your resume (including current GPA) and a brief cover letter (with interest and capabilities)and section preference for 2pm or 6pm on Thursdays, if any).

Note that there are limited seats in the course. *Note: This course is NOT restricted to Honors students, but Honors students may use the course towards their program requirements.
This course is designed to complement the technical and diagnostic skills learned in the other courses at KFBS. A basic premise is that the manager needs analytic skills as well as interpersonal skills to effectively manage groups. The course will allow students the opportunity to develop these skills experientially and to understand team behavior in useful analytical frameworks.
This course is designed to complement the technical and diagnostic skills learned in the other courses at KFBS. A basic premise is that the manager needs analytic skills as well as interpersonal skills to effectively manage groups. The course will allow students the opportunity to develop these skills experientially and to understand team behavior in useful analytical frameworks.

Karin Cochran is a consulting faculty member at UNC Kenan-Flagler Business School and Executive Director of STAR, an action-based experiential consulting program in which MBA and Undergraduate Business students work with real organizations on complex business challenges. She teaches Consulting Skills and Frameworks in the MBA, MSM, and Undergraduate programs drawing on more than 25 years of experience in strategy, mergers and acquisitions, organizational change, and building organizational capability. Prior to joining UNC, she served as Chief Deputy Secretary of the North Carolina Department of Natural and Cultural Resources, where she led strategic planning across 20 divisions and managed a $1 billion organizational merger. She previously worked in strategy and operations consulting at Deloitte Consulting and in corporate strategy at Blue Cross Blue Shield of North Carolina, and was a portfolio manager and equity research analyst at BlackRock. She holds an MBA from UNC Kenan-Flagler and a BA in Asian Studies from Hamilton College.

MW, 9:30 am – 10:45 am. Instructor(s): Riccardo Colacito / Gill Segal. Enrollment = 40.
The main objective is to expose students to the fundamental concepts of investment theory and financial markets. This course will be highly quantitative and include topics like arbitrage, portfolio selection, the Capital Asset Pricing Model, fixed income securities, and option pricing. An overview of financial instruments, securities markets and trading is also presented. A distinctive feature of the course is its strong focus on current events: developments in financial markets are discussed throughout the semester, and investment strategies are analyzed using current market data. Students will leave the course with a substantially improved understanding of how to manage a portfolio of securities.

PREREQUISITE: BUSI 408 WITH A MINIMUM GRADE OF “C”.

Riccardo (Ric) Colacito is Professor of Finance and Sarah Graham Kenan Scholar at UNC Kenan-Flagler Business School, a Research Associate of the National Bureau of Economic Research, and Editor of the Review of Asset Pricing Studies. His research studies how global risks, exchange rates, climate exposure, and macroeconomic forces are priced in financial markets, combining economic theory with empirical and econometric methods to analyze international markets, risk premia, and the measurement of financial uncertainty. He has taught undergraduate, master’s, and doctoral courses at UNC for 20 years and is the recipient of several teaching awards. More information is available at https://drric.web.unc.edu.

Gill Segal is an Associate Professor of Finance at UNC Kenan-Flagler Business School, where he leads the MBA concentration in Capital Markets and Investments. His research examines how uncertainty and production networks shape economic growth, risk, and asset prices. His work has been published in the Journal of Finance, the Journal of Financial Economics, and the Review of Financial Studies, among other journals. He teaches investments to undergraduate and MBA students, as well as a doctoral course on asset pricing in macroeconomic models. He received his PhD in Finance from the Wharton School at the University of Pennsylvania. More information is available at www.gillsegal.com.

MW, 11:00 am – 12:15 pm. Instructor(s): Riccardo Colacito / Gill Segal. Enrollment = 40.
The main objective is to expose students to the fundamental concepts of investment theory and financial markets. This course will be highly quantitative and include topics like arbitrage, portfolio selection, the Capital Asset Pricing Model, fixed income securities, and option pricing. An overview of financial instruments, securities markets and trading is also presented. A distinctive feature of the course is its strong focus on current events: developments in financial markets are discussed throughout the semester, and investment strategies are analyzed using current market data. Students will leave the course with a substantially improved understanding of how to manage a portfolio of securities.

PREREQUISITE: BUSI 408 WITH A MINIMUM GRADE OF “C”.

Riccardo (Ric) Colacito is Professor of Finance and Sarah Graham Kenan Scholar at UNC Kenan-Flagler Business School, a Research Associate of the National Bureau of Economic Research, and Editor of the Review of Asset Pricing Studies. His research studies how global risks, exchange rates, climate exposure, and macroeconomic forces are priced in financial markets, combining economic theory with empirical and econometric methods to analyze international markets, risk premia, and the measurement of financial uncertainty. He has taught undergraduate, master’s, and doctoral courses at UNC for 20 years and is the recipient of several teaching awards. More information is available at https://drric.web.unc.edu.

Gill Segal is an Associate Professor of Finance at UNC Kenan-Flagler Business School, where he leads the MBA concentration in Capital Markets and Investments. His research examines how uncertainty and production networks shape economic growth, risk, and asset prices. His work has been published in the Journal of Finance, the Journal of Financial Economics, and the Review of Financial Studies, among other journals. He teaches investments to undergraduate and MBA students, as well as a doctoral course on asset pricing in macroeconomic models. He received his PhD in Finance from the Wharton School at the University of Pennsylvania. More information is available at www.gillsegal.com.

W, 3:30 pm – 6:20 pm. Instructor(s): Ranjit Thomas. Enrollment = 15.
Application/Permission Required for this Course (see below)*
Prerequisites: 408, core-requisite: 407

This is a UBP/MBA cross-listed course that follows the second year MBA calendar. It is a course with minimal instruction, where students apply what they have learned to manage a real money portfolio, with feedback on their work from instructors.
Two consecutive terms, earning 6 credit hours OR one term, earning 3 credit hours.
Eligibility:
· Prereqs: BUSI 407 (financial accounting) and 408 (corporate finance)
· Recommended: BUSI 580 (investments) and 584 (financial modeling)
· Observe MOD 4 section prior to official fall enrollment, if possible.
· Preference for students entering final year, who have completed a number of finance courses.
· Familiarity with company financial results and ability to analyze income statement, balance sheet and cash flow.

To apply:
Application will only open during Spring semester.
https://drric.web.unc.edu/im-concentration/aim-applications/aim-application-for-bsba-students/

To apply visit: https://drric.web.unc.edu/teaching/im-concentration/aim-applications/aim-application-for-bsba-students/

Ranjit Thomas has served as a faculty advisor to the Applied Investment Management (AIM) class since 2019. He is a portfolio manager at Spice Capital Advisors, an investment management firm in Raleigh. Prior to this, he was a Partner at Tracer Capital, a long-short equities fund in New York. He has also worked at the private equity unit of Swiss Re and at the Boston Consulting Group in New York and Asia.

Ranjit graduated with an MBA from the Indian Institute of Management Calcutta and a bachelor’s degree in electrical engineering from the Indian Institute of Technology Madras. He is a CFA charterholder and serves on the Board of the CFA Society of North Carolina.

TR, 2:00 pm – 3:15 pm. Instructor(s): Evangeline Arapoglou. Enrollment = 40.
Prerequisite: BUSI 408 or 580H with a grade of C
Credit markets stood at the epicenter of the recent financial and European sovereign debt crises and at the center stage of many banking regulation and monetary policy debates over the last decade.
In an environment where the markets for fixed income products are continuously expanding both in size and variety, it is essential to get i) a solid grasp of the fundamental concepts underlying securities pricing and hedging and ii) a broad understanding of the overall functioning of these markets.
This is an introductory course in fixed income aiming at developing relevant knowledge to achieve both of these objectives. The first part of the course covers basics on traditional fixed income instruments and derivatives, bond valuation, and interest rate risk management, with a focus on concepts, quantitative tools, and real-world applications. The second part covers various topics including mortgage markets, corporate bonds, sovereign debt, and monetary policy.
While the course is rigorous and relatively quantitative in nature, it is designed to be relevant not only for students considering a career in finance (more specifically, in sales and trading, financial institution lending and credit analysis, and asset management), but also for those generally interested in deepening their knowledge in capital markets and macroeconomics.

TR, 3:30 pm – 4:45 pm. Instructor(s): Evangeline Arapoglou. Enrollment = 40.
Prerequisite: BUSI 408 or 580H with a grade of C
Credit markets stood at the epicenter of the recent financial and European sovereign debt crises and at the center stage of many banking regulation and monetary policy debates over the last decade.
In an environment where the markets for fixed income products are continuously expanding both in size and variety, it is essential to get i) a solid grasp of the fundamental concepts underlying securities pricing and hedging and ii) a broad understanding of the overall functioning of these markets.
This is an introductory course in fixed income aiming at developing relevant knowledge to achieve both of these objectives. The first part of the course covers basics on traditional fixed income instruments and derivatives, bond valuation, and interest rate risk management, with a focus on concepts, quantitative tools, and real-world applications. The second part covers various topics including mortgage markets, corporate bonds, sovereign debt, and monetary policy.
While the course is rigorous and relatively quantitative in nature, it is designed to be relevant not only for students considering a career in finance (more specifically, in sales and trading, financial institution lending and credit analysis, and asset management), but also for those generally interested in deepening their knowledge in capital markets and macroeconomics.

TR, 9:30 am – 10:45 am. Instructor(s): Vrinda Mittal. Enrollment = 45.
This course provides a top-down view of how real estate, as an asset class, fits into the capital markets. Topics include the risk-return profile of residential and commercial real estate investments, real estate as a component of a well-diversified investment portfolio, derivative markets for real estate investments, mortgages and their timing options, mortgage-backed securities, and the market for Real Estate Investment Trusts.

PREREQUISTIE: BUSI 408

Vrinda Mittal is an Assistant Professor of Finance at University of North Carolina Chapel Hill, Kenan-Flagler Business School. She graduated with a Ph.D. and M.Phil. in Finance and Economics from Columbia Business School in 2023. Her research interests include private capital markets, specially, private equity, real estate, and asset pricing. She studies investors’ allocation decisions in private assets, and implications of private assets for the real economy. Previously, Professor Mittal graduated from MIT Sloan School of Management with a Master of Finance in 2016, and completed her Bachelor of Arts in Economics with Honors Distinction from Lady Shri Ram College for Women, Delhi University in 2015. She also spent time at the Federal Reserve Bank of New York and the Federal Reserve Board as a dissertation intern during her Ph.D. Professor Mittal teaches corporate finance and real estate to undergraduate students, and real estate to MBA students at Kenan-Flagler.

TR, 9:30 am – 10:45 am. Instructor(s): Vrinda Mittal. Enrollment = 45.
This course provides a top-down view of how real estate, as an asset class, fits into the capital markets. Topics include the risk-return profile of residential and commercial real estate investments, real estate as a component of a well-diversified investment portfolio, derivative markets for real estate investments, mortgages and their timing options, mortgage-backed securities, and the market for Real Estate Investment Trusts.

PREREQUISTIE: BUSI 408

Vrinda Mittal is an Assistant Professor of Finance at University of North Carolina Chapel Hill, Kenan-Flagler Business School. She graduated with a Ph.D. and M.Phil. in Finance and Economics from Columbia Business School in 2023. Her research interests include private capital markets, specially, private equity, real estate, and asset pricing. She studies investors’ allocation decisions in private assets, and implications of private assets for the real economy. Previously, Professor Mittal graduated from MIT Sloan School of Management with a Master of Finance in 2016, and completed her Bachelor of Arts in Economics with Honors Distinction from Lady Shri Ram College for Women, Delhi University in 2015. She also spent time at the Federal Reserve Bank of New York and the Federal Reserve Board as a dissertation intern during her Ph.D. Professor Mittal teaches corporate finance and real estate to undergraduate students, and real estate to MBA students at Kenan-Flagler.

MW, 3:35 pm – 4:50 pm. Instructor(s): Huong Kratochvil. Enrollment = 30.
Chemistry 101 is the first half of a yearlong overview of the exciting field of chemistry, the study of the properties and changes of matter and energy. Students will be exposed to many new concepts, techniques and phenomena including atomic and molecular structure, stoichiometry, conservation of mass and energy and thermochemical changes. Chemistry 101 (or 101H) is a pre-requisite for Chemistry 102, and together, Chemistry 101 and 102 are the gateway to all courses in chemistry.

FIRST YEAR STUDENTS ONLY.

Dr. Huong Kratochvil has been an assistant professor in the chemistry department since 2023.  Her research group focuses on engineering new proteins for materials and therapeutic applications. She is excited to share her love of all things chemistry with students and show them why it is the central science!

TR, 2:00 pm – 3:15 pm. Instructor(s): Todd Austell. Enrollment = 35.
CHEM 102H is recommended by the Chemistry Department for STEM majors who have excelled in their fall Chem 101/101H classwork and who have an interest in pursuing chemistry or another STEM field as an academic major at UNC.  Students who excelled in CHEM 101 will also be considered. CHEM 102H is the second half of a yearlong overview of the exciting field of chemistry, the study of the properties and changes of matter and energy. Students will be exposed to many new concepts, techniques and phenomena including thermodynamics, kinetics, and chemical equilibrium. Chemistry 101 (or 101H) taken at UNC is a pre-requisite for Chemistry 102, and together, Chemistry 101 and 102 are the gateway to all courses in chemistry

STUDENTS ELIGIBLE FOR ENROLLMENT IN CHEM 102H:   Students who performed highly in their CHEM 101 at UNC-CH may email Professor Austell (tlaustell@unc.edu) to be considered for enrollment in CHEM 102H.  Students who have earned AP, IB or TR credit in CHEM 101 may also email to be considered for CHEM 102H, but priority for the seats will be selected from fall 2026 Chem 101/101H students.  Because the roster will not be set until later this Fall, it is recommended that students enroll in a regular CHEM 102 section until they hear from the CHEM 102H instructor regarding their enrollment status for CHEM 102H.

INSTRUCTOR CONSENT REQUIRED (tlaustell@unc.edu)
Complete the survey to be considered for all Honors CHEM courses: https://unc.az1.qualtrics.com/jfe/form/SV_6zJ1EsblxarPQrQ

Todd Austell is a Teaching Professor and currently serves as the Associate Director of U’grad Studies for the Department of Chemistry. He serves as an academic advisor for STEM and pre-health science majors in UNC Academic Advising.  Prof. Austell received his BS in Chemistry in 1987 (requirements for BS in Biology) and his PhD in Chemistry in 1996, all at UNC. He spent one year working in the pharmaceutical industry prior to graduate school and another year as an Assistant Professor at the United States Air Force Academy prior to returning to his current position in 1998. As an undergraduate, he participated in the Department of Energy and American Chemistry Society’s Summer School in Nuclear Chemistry. Topical studies in nuclear chemistry have been a hobby of his since that time. His graduate research involved separation science, and he is currently involved in curriculum development within the chemistry department as well as in STEM OUTREACH to elementary school students. His hobbies include hiking, camping, disc golf and gardening as well as following all UNC athletics.  He has two young daughters whom he says are “his greatest accomplishment” and a wife who works as a physical therapist.

TR, 5:00 pm – 6:15 pm. Instructor(s): Gary Glish. Enrollment = 30.
Analytical separations, chromatographic methods, spectrophotometry, acid-base equilibria and titrations, fundamentals of electrochemistry.

PREREQUISITE: CHEM 102 OR 102H
DEPARTMENT OF CHEMISTRY CONSENT REQUIRED.

Professor Glish does research in the area of mass spectrometry. His research group designs and builds mass spectrometers and develops mass spectrometry methods for the analysis of biomolecules, aerosols, and explosives.

TR, 2:00 pm – 3:15 pm. Instructor(s): Jeffrey Johnson. Enrollment = 30.
Molecular structure of organic compounds, and the correlation between structure and reactivity including the theoretical basis for these relationships; classification of “reaction types” exhibited by organic molecules using as examples molecules of biological importance.  This course will be similar to CHEM 261 with a greater emphasis on class discussion, problem-solving, and the investigation of organic chemistry research at UNC.

PREREQUISITES: CHEM 102 OR CHEM 102H. GPA OF 3.600 OR HIGHER.
PERMISSION OF INSTRUCTOR REQUIRED. EMAIL chemus@unc.edu.

Jeffrey Johnson earned his B.S. at the University of Kansas in 1994, graduating with Highest Distinction and Honors in Chemistry. He performed graduate research as an NSF Predoctoral Fellow in the laboratories of Professor David Evans at Harvard University from 1994-1999, working in the area of enantioselective catalysis employing bis(oxazoline) copper(II) complexes. After receiving his Ph.D. in 1999, he was an NIH Postdoctoral Fellow in the laboratories of Professor Robert Bergman at the University of California at Berkeley, where he investigated Ti(IV)-catalyzed amination reactions. He joined the faculty at the University of North Carolina at Chapel Hill as an assistant professor in 2001. He was promoted to associate professor in 2006 and full professor in 2010. His research interests lie in new reaction design, discovery, and development.

TR, 2:00 pm – 3:15 pm. Instructor(s): Simon Meek. Enrollment = 30.
Continuation of CHEM 261H with particular emphasis on the chemical properties of organic molecules. This course will be similar to CHEM 262, but with a greater emphasis on class discussion and on discussion of contemporary research problems.

PREREQUISITE: CHEM 261 OR 261H.
INSTRUCTOR CONSENT REQUIRED.

Simon Meek is Associate Professor of Chemistry. Researchers in Dr. Meek’s group are involved with the discovery, design, and development of new chiral catalysts and catalytic methods for chemical synthesis. They focus on developing practical and effective catalysts that enable the use of simple and abundant starting materials for useful carbon-carbon and carbon- heteroatom bond forming reactions. Researchers are interested in understanding reaction mechanisms (efficiency and selectivity) as well as demonstrating and challenging catalytic transformations (reliablility) in efficient enantioselective total synthesis of complex biologically important molecules. Areas of interest in Dr. Meek’s research program include catalysis, stereoselective organic synthesis, and organometallic chemistry.

TR, 11:00 am – 12:15 pm . Instructor(s): Elizabeth Brunk. Enrollment = 30.
How does understanding life at the molecular level help us explain disease, develop treatments, and design new biological technologies? CHEM 430H combines a strong foundation in biochemical principles with exploration of the discoveries changing how we understand and work with living systems. You will learn essential concepts while connecting them to current research and to scientific advances that could shape your life and future career.
The course brings a modern approach to biochemistry by integrating conceptual learning with opportunities to explore real biological data, interpret scientific evidence, and use AI and other computational tools. The goal is to understand not only what we know, but how we discover something new. Whether your interests lead toward medicine, engineering, biotechnology, or another discipline, you will develop the scientific understanding and data literacy to evaluate new findings, ask informed questions, and approach unfamiliar problems with confidence.

DEPARTMENT OF CHEMISTRY CONSENT REQUIRED. CONTACT THE DEPARTMENT VIA EMAIL AT chemus@unc.edu. PLEASE INCLUDE YOUR NAME, EMAIL, AND REQUEST FOR CHEM 430H ENROLLMENT IN THE MESSAGE.

Dr. Brunk is an Assistant Professor of Biological and Genome Sciences whose research connects the biological sciences, data science, and artificial intelligence to understand how cancer cells adapt and resist treatment. She brings that same connection between life science and technology into the classroom, helping students see how the concepts they learn can help answer fundamental questions about human health and disease.
Dr. Brunk has designed biochemistry coursework to combine foundational concepts with hands-on exploration of real biological data. Her goal is to help students move beyond learning what scientists have discovered to understanding how they make discoveries (and developing the skills to make their own!) Students practice asking meaningful questions, interpreting evidence, and using AI/computational tools with confidence. In the past, undergraduate students in her courses have participated in capstone research-based projects that they have successfully presented at the Undergraduate Research Symposium! Whether they are headed toward medicine, research, biotechnology, or still exploring, she wants them to be able to evaluate scientific claims, think critically about AI-generated answers, and tackle unfamiliar problems. Her approach makes these skills accessible without prior computational experience, emphasizing curiosity and learning by doing.

TR, 9:30 am – 10:45 am . Instructor(s): Marcey Waters. Enrollment = 40.
Concurrent to CHEM 460 with increased emphasis on primary literature.

PREREQUISITE: CHEM 262 OR 262H.
TO REGISTER FOR CHEM 460H, YOU MUST BE REGISTERED FOR CHEM 460 FIRST. ONCE YOU ARE REGISTERED FOR CHEM 460, PLEASE EMAIL chemus@unc.edu REGARDING YOUR INTEREST IN REGISTERING FOR CHEM 460H.

Professor Waters’ research interests are at the interface of organic chemistry and biochemistry. The overarching goal of her research is to design molecules to control biomolecular recognition for biomedical applications.

MW, 9:05 am – 10:20 am. Instructor(s): Jack Snoeyink. Enrollment = 24.
Underlying the many applications of computers in our daily life are discrete structures like Boolean logics, relations, finite state machines, graphs, and networks that have mathematical specifications.
This class introduces these discrete structures and the formal proof techniques that support the production, verification, and maintenance of correct software, often using puzzles, games, or magic tricks.

This is a language class: you will learn vocabulary and idioms of a language that is more precise and less ambiguous than the languages that we usually speak or write. With any new language, you may at first struggle to make yourself understood, but by frequent immersion and fearless practice you can become comfortable thinking and expressing yourself creatively in the language. Students pick up languages at different rates, so work to teach each other. All can gain fluency with effort and a willingness to make mistakes. And fluency will help all your computer science endeavors – precise and unambiguous language helps you catch mistakes early, when they are cheaper to fix.

Math381, Discrete Mathematics, shares many of our goals of teaching formal reasoning and mathematical rigor, but they do so by delving deeply into number theory. We will find our examples more broadly, so that we can also provide students with a toolbox of mathematical techniques and concepts that are fundamental in most areas of computer science.

The honors section is for students who want mastery of this language.
In addition to participating in the regular lectures, honors students will be asked to use this language to develop proofs of more advanced material using the Moore method. For graph theory in particular, the textbook has a series of definitions and questions for which students are asked to provide answers; similar material is being developed for game theory.

PREREQUISITES: MATH 231 or MATH 241; a grade of C or better is required

Prof. Jack Snoeyink (Ph.D. Stanford, 1990) works on computational geometry, which is a branch of the theory of computer science that designs and analyzes algorithms and data structures for problems best stated in geometry form. His main application areas are in terrain modeling in geographic information systems, molecular structure validation and improvement in biochemistry, as well as computational topology, computer graphics, and information visualization.

TR, 2:00 pm – 3:15 pm. Instructor(s): Tessa Joseph-Nicholas. Enrollment = 24.
COMP 380 explores historical, social, and ethical issues and narratives raised by individuals’, groups’, and societies’ design, deployment, and use of computers, the Internet, and artificial intelligence.

Tessa Joseph-Nicholas, MFA/PhD, is a Teaching Professor in the Department of Computer Science. Her teaching and research explore the intersection of computing technologies and human culture with a blend of approaches and methods from the computational to the creative. Specific interests include Internet histories, cultures, and communities; digital literatures, arts, and poetics; inclusive, accessible web design and development; net neutrality and open cultures; and technology ethics.

TR, 12:30 pm – 1:45 pm. Instructor(s): Brent Munsell. Enrollment = 24.
Course Description
Operating systems are a core part of modern computing, powering everything from phones and cars to everyday appliances. This course focuses on general-purpose, time-shared operating systems, examining how they connect users, applications, and hardware. Core topics include:
· Processes, communication, and synchronization
· CPU scheduling
· Memory and virtual memory management
· Secondary storage management
· File systems
· Deadlock detection and prevention
· Distributed systems and services
The Honors section emphasizes implementation: students will study Linux OS services and conduct experiments using kernel modules developed using the C programming language.
Prerequisites
Courses: COMP 301 and COMP 311 (no exceptions)
Skills: Proficiency in C programming and Linux development.

NON-HONORS STUDENTS REQUIRE INSTRUCTOR CONSENT TO ENROLL IN THIS SECTION

Proficiencies will be assessed in an interview during the first week. Students who do not qualify will be placed in COMP 530 (non-Honors), which meets at the same time and location.
Honors Requirements
Honors assignments, including exams and projects, will include additional questions, programming assignments, and/or presentations related to Linux operating system design and implementation

 

Brent Munsell is a Teaching Associate Professor of Computer Science at the University of North Carolina at Chapel Hill, with more than a decade of academic experience. He has taught over 60 undergraduate and graduate courses and mentored more than 30 student research projects, with a focus on machine learning, computer vision, high-performance computing, and medical image processing. His notable achievements include two undergraduate teaching awards, a research mentorship award, and significant contributions to undergraduate computing initiatives. With expertise in computer vision and high-performance computing, backed by NIH-funded research and a U.S. patent, Brent combines his research scholarship with teaching to promote collaborative learning environments.

TR, 11:00 am – 12:15 pm. Instructor(s): Karen Tucker. Enrollment = 15.
Writing intensive. Early short assignments emphasize elements of dramatic scene with subsequent written practice in point-of-view, dialogue, characterization, and refinement of style. Assigned short stories with in-depth analysis of technique, craft, and literary merit. Students will write and revise two stories which will be workshopped by instructor and class. Revision in lieu of final exam. The course is informal but stringent; students may be asked to write each class meeting. Vigorous class participation in workshop is expected. This course (or ENGL 130) serves as a prerequisite for other courses in the fiction sequence of the creative writing program (ENGL 206, 406, 693H).

FIRST YEAR HONORS CAROLINA STUDENTS ONLY

Karen Tucker is the author of the novel Bewilderness (2021). Her short fiction appears in The Yale Review, The Missouri Review, Boulevard, Tin House, Epoch, and American Literary Review, among other places. The recipient of an Elizabeth George Foundation Grant for Emerging Writers and a PEO Scholar Award, she earned her PhD in English and Creative Writing from Florida State University.

TR, 12:30 pm – 1:45 pm. Instructor(s): Daniel Wallace. Enrollment = 15.
Writing intensive. Early short assignments emphasize elements of dramatic scene with subsequent written practice in point-of-view, dialogue, characterization, and refinement of style. Assigned short stories with in-depth analysis of technique, craft, and literary merit. Students will write and revise two stories which will be workshopped by instructor and class. Revision in lieu of final exam. The course is informal but stringent; students may be asked to write each class meeting. Vigorous class participation in workshop is expected. This course (or ENGL 130) serves as a prerequisite for other courses in the fiction sequence of the creative writing program (ENGL 206, 406, 693H). Textbook:  TBD.

FIRST YEAR HONORS CAROLINA STUDENTS ONLY

J. Ross MacDonald Distinguished Professor of English. Daniel Wallace is author of six novels, including Big Fish(1998), Ray in Reverse (2000), The Watermelon King (2003), Mr. Sebastian and the Negro Magician (2007), The Kings and Queens of Roam (2013), and most recently Extraordinary Adventures (May 2017).  His children’s book, published in 2014, and for which he did both the words and the pictures, is called The Cat’s Pajamas, and it is adorable. In 2003 Big Fish was adapted and released as a movie and then in 2013 the book and the movie were mish-mashed together and became a Broadway musical. His work has been published in over two dozen languages, and his stories, novels and essays are taught in high schools and colleges throughout this country. His illustrations have appeared in the Los Angeles Times, Italian Vanity Fair, and many other magazines and books. A memoir, This Isn’t Going to End Well, was published in 2023, and a collection of short fictions, Beneath the Moon and Long Dead Stars, will be released in May, 2025.

TR, 3:30 pm – 4:45 pm. Instructor(s): Gabby Calvocoressi. Enrollment = 15.
In Honors: Intro to Poetry Writing is a careful study of a wide range of published poems and the basic terms and techniques of poetry. Throughout the course, students will compose, discuss, and revise original poems. Topics include image, metaphor, diction, syntax, and rhetoric, and students will explore how writing successful poems utilizes skills needed in many other areas of their lives and careers.

FIRST YEAR HONORS CAROLINA STUDENTS ONLY.

Gabrielle Calvocoressi is the author of The Last Time I Saw Amelia Earhart, Apocalyptic Swing (a finalist for the LA Times Book Prize), and Rocket Fantastic, winner of the Audre Lorde Award for Lesbian Poetry. Calvocoressi is the recipient of numerous awards and fellowships including a Stegner Fellowship and Jones Lectureship from Stanford University; a Rona Jaffe Woman Writer’s Award; a Lannan Foundation residency in Marfa, TX; the Bernard F. Conners Prize from The Paris Review; and a residency from the Civitella di Ranieri Foundation, among others. Calvocoressi’s poems have been published or are forthcoming in numerous magazines and journals including The Baffler, The New York Times, POETRY, Boston Review, Kenyon Review, Tin House, and The New Yorker. Calvocoressi is an Editor at Large at Los Angeles Review of Books, and Poetry Editor at Southern Cultures. An Associate Professor at UNC Chapel Hill, Calvocoressi lives in Old East Durham, NC, where joy, compassion, and social justice are at the center of their personal and poetic practice. Calvocoressi is the Beatrice Shepherd Blane Fellow at the Harvard-Radcliffe Institute for 2022 – 2023 and the recipient of the 2023 Lucille Clifton Legacy Award.

MW, 5:05 pm – 6:20 pm. Instructor(s): Michael Gutierrez. Enrollment = 15.
HONORS INTRODUCTION TO CREATIVE NONFICTION:
Put on your boots. In this class, we’ll be roaming. We’ll start with an exploration of our own world: our childhoods and our families; our fans and our enemies; our lovers and our friends. Our quirks, our fears, our desires. Next, we’ll investigate other worlds. Like roller derbies, bingo halls, and bail bond agencies. Then we’ll create new worlds by reinterpreting the ordinary as extraordinary—through graphics, lyricism, mosaics, and objects lost and found. Along the way, we’ll read scintillating works that take risks both in content and in form, and then we’ll strive, strive, strive to do the same. We’ll write testimonios. Memoirs. Travelogues. Portraits. Lyric essays galore. We’ll be artists. Seekers of truth. Arbiters of the dynamic Fourth Genre. We’ll write words that matter.

FIRST YEAR HONORS CAROLINA STUDENTS ONLY.

Michael Keenan Gutierrez is the author of The Trench Angel (Leapfrog) and earned degrees from UCLA, the University of Massachusetts, and the University of New Hampshire. His work has been published in The Guardian, The Delmarva Review, The Collagist, Scarab, The Pisgah Review, Untoward, The Boiler, Pacifica, and Crossborder. His screenplay, The Granite State, was a finalist at the Austin Film Festival and he has received fellowships from The University of Houston and the New York Public Library. He was a faculty fellow at the Institute of Arts & Humanities in 2019. Originally from Los Angeles, he has been teaching at the University of North Carolina since 2012.

TR, 12:30 pm – 1:45 pm. Instructor(s): Chris Mumford. Enrollment = 24.
The course is designed to help students turn an idea into an enterprise. We will execute a design sprint to reinforce the understanding of the ideation and validation process. Students develop high resolution ideation and marketing skills. We delve into classic strategy principles by applying them given new market and technology trends. Finally, we develop a street smart version of finance through cash flow forecasting and core fund raising techniques. By the end of class, students will be able to discover ideate, validate and accelerate ventures.
Grading will largely be determined by student effort. The class is taught mostly in a flipped classroom, group experiential learning environment. Class participation and being a solid group contributor are essential for grading success. The class will use tutorials, examples and templates extensively. Low stakes quizzes will be used as a recall tool. The primary communication tool is Slack.

Prerequisite: ECON 125.

Chris Mumford is a professor of practice at the Shuford Entrepreneurship program, Kenan-Flagler Business School and School of Education. He is the co-founder of Launch Chapel Hill and 1789 Venture Lab. He is the managing partner of a pro soccer team and mixed use real estate project in Wilmington, NC. Mumford also advises muncipalities on sports entertainment facilities and live-work-play projects. He is the author of Sports Entrepreneurship – Beyond the Big Leagues published by Columbia Business School Press.

During the last 25 years, Mumford founded several businesses in the US and Asia. He served in roles as chief executive officer, chief financial officer, chief operating officer, vice president of sales and vice president of design, while raising more than $30 million from angel, venture capital and private equity investors for several projects. He was an investment banker for seven years. His experience includes consumer products, technology, education and social networks. His current interests include education, technology, apparel and health care.

Mumford grew up in Chapel Hill, NC where he graduated from UNC-Chapel Hill with a bachelor’s degree in philosophy with honors. He has two children with his wife Joelle Permutt. He enjoys competing in pickup soccer, cycling, fly fishing and coaching. One day, he hopes to finish editing his novel about his experiences wandering around the world.

TR, 3:30 pm – 4:45 pm. Instructor(s): Jaden Chen. Enrollment = 24.
This course discusses topics in microeconomic theory not normally covered in ECON 410. This course introduces social networks and their applications in economics. Tools of graph theory and game theory will be taught and then used to analyze networks. In this course, we will cover topics like group behavior, contagion, information aggregation, voting and social choice theory.

Pre or Co-Requisites: ECON 400 and 410; a grade of C or better in ECON 400 and 410 is required.

NO INSTRUCTOR BIO ON FILE

MWF, 10:10 am – 11:00 am. Instructor(s): Amy Cooke. Enrollment = 24.
Water supply is a critical component of food and energy production, good health, and sanitation.  Yet globally, access to clean water is still not assured, even within developed nations like the United States.  Following the leadership of the UN Declaration of Human Rights, an increasing number of countries are adopting the position that access to water is a human right.  What barriers to nations and individuals have to guaranteeing water access?  Given the critical nature of water to good health and nearly all of human economic activity, what constraints do people have to negotiate globally to maintain sufficient stocks of this crucial resource for the earth’s population?

This course examines these questions.  To do this we will use a variety of mediums: film, books, scientific research, lectures, and discussions.  We will endeavor to not only outline the constraints and conflicts over this increasingly limited resource but also suggest some paths & frameworks towards sustainable water use in the future.  Each of you will also have the opportunity to investigate solutions to a particular water conflict of your choice.

Dr. Amy Cooke has been teaching and working on African and environmental issues for over 2 decades. These interests began as a Peace Corps volunteer in the 1990s and are currently focused on the ecology of food production and the health of water systems. She received her doctorate in ecology from the University of North Carolina-Chapel Hill in 2007, after completing research on land use change in Tanzanian savannas. Since 2009 she has been teaching and advising students in the Curriculum for the Environment and Ecology at UNC, and is currently the Director of Undergraduate Studies for the Curriculum.

TR, 9:30 am – 10:45 am. Instructor(s): Cindy Current. Enrollment = 25.
Space adventure, aliens, funky forms of identity, and apocalyptic worlds are familiar territories for science and fantasy fiction; but the novels we read this semester will ask us to reconsider and redefine all of these concepts. We’ll start first with the name of the genre itself:  science fiction. Under Course Reserves you’ll find works, such as Adam Roberts book on science fiction, that those of you particularly interested in the genre of science fiction might like to read.
But let’s start here. We’re going to use the term speculative fiction because it covers science fiction, fantasy, and even many forms of standard literature. Speculative fiction, in this course, includes novels that present alternative conceptions of the worlds we know through critiques of science, society, and identity. Speculative fiction asks us not only to think about where our worlds are heading technologically, environmentally, and politically, but also interrogates where we are now and where we have come from.
The goals for this course include more than basic reading and discussion. In other words, this class not a book club, and we’re not here to write book reports. Quizzes, group work, speaking your thoughts in class, and formal writing assignments are structured upon the skills of analysis and critique. More than ever, in a world in which we worry about AI, and in a data-driven and image-dominated world, the ability to read, write, and critically analyze are vitally important (and let’s also add the ability to focus). Certainly, the featured authors believe in this deeply, and so, for those of you interested in fully participating in your careers and in your culture, this course is important. Not only will we have fun reading challenging books, but we will also come away with a different eye on the world and an understanding of why that lens matters.
As a final note, the materials in this course are purposely challenging. Some works include difficult contemporary social and cultural content. This course also strives to be inclusive in any number of ways from form to content.
The classroom and textual selection are meant to draw out diverse ideas based on mutual respect for each other. My goal is that all students’ perspectives are valued. I broadly define diversity to include race, gender, national origin, ethnicity, religion, social class, age, sexual and gender identity, and physical and learning ability. I strive to make this classroom an inclusive space for all minority student groups. I value your input to improve the climate of my classroom.

I’ve been at UNC as a professor since 2012. I have a previous career as a critical care nurse, so I have both a medical and medical technology/research background and graduate studies/research in literature and academics. As a graduate student, I studied late 19-20th c American literature, slave narratives, and t he cultural impacts of science, medicine, and technology. I have loved science fiction since my earliest days as a reader and count teaching ENGL 146 as one of my best experiences as a college professor. I also teach in the Health Humanities with a special focus on ENGL 370 Race, Health, and Narrative. Between teaching 105 Writing in Health and Medicine and ENGL 370, I have worked with countless students in allied health fields, health humanities, and honors fiction.

MWF, 2:30 pm – 3:20 pm. Instructor(s): María DeGuzmán. Enrollment = 24.

Want to become a better, more subtle, observer, reader, writer, and creative thinker? Curious about relationships between outer and inner realities, between histories, environments, and states of consciousness, between the manifest and the latent (often the suppressed), the known and the unknown, the “what” and the “how”? If so, this course might be for you. It examines major U.S. novels and their night optics. These novels of the night perform a deep questioning of the “American Dream” and the novelistic task of giving form to chaos and refiguring the social order. Required reading: F. Scott Fitzgerald’s Tender is the Night (1934), Djuna Barnes’s Nightwood (1936), William Styron’s Lie Down in Darkness(1951), Ralph Ellison’s Invisible Man (1952), John Rechy’s City of Night (1963), Toni Morrison’s Jazz (1992), Paul Auster’s Oracle Night (2003), and Manuel Muñoz’s What You See in the Dark (2011) in combination with ongoing reading of sections of Dr. DeGuzmán’s Buenas Noches, American Culture: Latina/o Aesthetics of Night and Understanding John Rechy. FC-AESTH or FC-KNOWING.

Dr. María DeGuzmán is Eugene H. Falk Distinguished Professor of English & Comparative Literature and the Founding Director of the UNC Latina/o Studies Program at The University of North Carolina, Chapel Hill. She has published three scholarly books: Spain’s Long Shadow: The Black Legend, Off-Whiteness, and Anglo-American Empire (Minnesota Press, 2005); Buenas Noches, American Culture: Latina/o Aesthetics of Night (Indiana University Press, 2012); and Understanding John Rechy (University of South Carolina Press, 2019) as well as articles and essays on Latina/o/x lived experiences and cultural production. She is also a conceptual photographer, creative writer, and music composer / sound designer. In among other journals, she has published photography in The Grief Diaries, Coffin Bell, Typehouse Literary Magazine, Map Literary, Two Hawks Quarterly, Harbor Review, The Halcyone, Gulf Stream Literary Magazine, Ponder Review, Alluvian, streetcake: a magazine of experimental writing, New Delta Review, Lumina, Grist, The Petigru Review, Inverted Syntax, Hole in the Head Review, and Multiplicity Magazine; several creative nonfiction photo-text pieces in venues such as Oyster River Pages, La Piccioletta Barca, and Solstice Literary Magazine ; photo-text flash fiction in Bombay Gin; photo prose poetry in Landlocked Magazine; poetry in Empty Mirror; and short stories in Mandorla: New Writing from the Americas, Huizache: The Magazine of Latino Literature, Sinister Wisdom, and Obelus Journal. Her SoundCloud website may be found at: https://soundcloud.com/mariadeguzman.

TR, 12:30 pm – 1:45 pm. Instructor(s): Mel Cowdery. Enrollment = 24.
Modern readers sometimes assume that poetry is not political—that it is a type of literature more concerned with beauty and its own inner logic than with the political and social world that has produced it. In this course, we will challenge this idea by studying the politically and socially inflected work of four great medieval poets: Geoffrey Chaucer, William Langland, John Gower, and the anonymous Pearl-poet. These writers, who are often called the “Ricardian poets,” lived and worked during the reign of Richard II, a time when England was shot through with conflict. During this period, the plague decimated the English population; the king sought to seize new and authoritarian powers from parliament; the English church was riddled with corruption; rural peasants and urban laborers staged an uprising; and an unpopular and bloody war with France seemed to drag on without end. All these issues and more appear in the works of these four poets, and by reading them, we will learn about the complex relationship between literature and history during the fourteenth century. We’ll also learn about the formal qualities that make Ricardian poetry distinctive; about medieval views on aesthetics and beauty; about the sound of Middle English; and about the lines of influence that run from the earliest English literature up to later writers working in Britain.

Mel Cowdery is Associate Professor of Middle English in the Department of English and Comparative Literature at UNC. She is the author of Matter and Making in Early English Poetry, which was published by Cambridge University Press in 2023, along with several articles on Middle English poetry, gender and sexuality, and premodern poetics. She is currently working on an article about a premodern trans woman named Eleanor Rykener in addition to several articles on the poetry on the fifteenth-century English monk and poet John Lydgate and a scholarly edition of Lydgate’s minor poetry.

MWF, 10:10 am – 11:00 am. Instructor(s): Mary Floyd-Wilson. Enrollment = 24.
How did genre (tragedy, comedy, romance, or history) shape the concerns of Shakespeare’s plays? This class will read a range of Shakespeare’s works to to help us investigate a series of questions about his culture and society. What, for example, do comedies reveal about controversies concerning marriage or the status of gender roles? What do tragedies say about religious and cultural perceptions of the origins of evil? What do they suggest about current theories of governance? We will situate the plays within their historical contexts by reading them alongside social histories and non-dramatic primary texts (such as handbooks, popular pamphlets, ballads, and diaries). For each play we will also review some of the current critical debates, sorting through the controversies to form interesting and relevant research questions.

Mary Floyd-Wilson is the Mann Distinguished Professor of English and Comparative Literature.  A two-time recipient of a National Humanities Center Fellowship, she is the author of English Ethnicity and Race in Early Modern Drama (2003), and Occult Knowledge, Science, and Gender on the Shakespearean Stage (2013).  She is the co-editor of Reading the Early Modern Passions: A Cultural History of Emotions (2004), Embodiment and Environment in Early Modern England (2007), Contagion and the Shakespearean Stage (2019), and Geographies of Embodiment in Early Modern England (2020).  She has published scholarship on the following Shakespeare plays: Romeo and Juliet, A Midsummer Night’s Dream, Henry V, Twelfth Night, Hamlet, Macbeth, All’s Well That Ends Well, King Lear, Othello, Cymbeline, and Antony and Cleopatra.  She is currently writing a book titled The Tempter or the Tempted: Demonic Causality on the Shakespearean Stage about the distinct influence of the Protestant devil in early modern culture.

MWF, 1:25 pm – 2:15 pm. Instructor(s): Denise Xu. Enrollment = 24.
In the field of environmental studies, the prefix “eco-” appears in words ranging from ecocriticism and ecofeminism to ecocide and ecotourism. Why has this prefix become so prevalent? This course returns to the building blocks of environmental studies by focusing on the most basic sense of “eco” (from the Greek word oikos) as a mobile dwelling place. We will consider major American authors from the nineteenth century (Henry David Thoreau, Frederick Douglass, and Emily Dickinson) alongside contemporary ecological theorists (Donna Haraway, Anna Tsing, and Robin Wall Kimmerer). By examining essays, poems, and administrative reports, we will follow a key set of questions. How did natural historians attempt to classify life, and how did unruly forms of life refuse classification? How have empire, capital, and race influenced ecological discourse? How does the figure of the mobile dwelling place help us understand the past and present states of our environment? This course is suitable for students who are interested in environmental literature and histories of science. This course can also be used to fulfill requirements for the English Department’s “Medicine, Literature, and Culture” minor.

Professor Denise Xu specializes in transoceanic literatures of the nineteenth-century Americas, critical ethnic studies, and environmental humanities. Her current book project, Enchanted Stems: Human Vegetizing in the Long Nineteenth Century, reveals how writers of the period formed varying conceptions of race and personhood according to their understandings of vegetal life. In her teaching, she emphasizes two methodological practices: she shows students how reading can be a mode of invention, and she encourages students to consider revising received accounts of knowledge production. Accordingly, her classes integrate archival materials and feature field trips to libraries and gardens.

TR, 9:30 am – 10:45 am . Instructor(s): Simon Weschle. Enrollment = 2.
This course focuses on key political features that are widely and varyingly used in European democracies, such as multi-party systems, parliaments, and proportional representation. It also focuses on key issues that are causing much debate in Europe today, including migration, nationalism, citizenship and populism. An important element of the class is to explore the interaction between these features and issues, how they developed historically especially since 1945, and what might lie ahead for them and for Europe. This class encourages students from a wide range of backgrounds, experiences and perspectives to enroll because it benefits significantly from such diversity. No prior knowledge or experience is needed; instead, students need to be ready to dig deeply into the complicated issues raised in the materials and in our discussions of them.

CROSSLISTED W/ POLI 239H.

Simon Weschle is an Associate Professor in the Department of Political Science. His research and teaching focus on democratic representation and accountability, with a geographic focus on Europe.

TR, 9:30 am – 10:45 am. Instructor(s): Johna Register-Mihalik. Enrollment = 24.
This course provides an introduction to neuromuscular control and motor learning through a general understanding of neuroanatomy/neurophysiology, sensory contributions to human movement, initiation and regulation of voluntary movement, and the acquisition of motor skills.  Course topics will include central and peripheral nervous system functions in the production and regulation of human movement, neural pathways and control mechanisms, and enhancement of motor learning in the rehabilitation and training settings.   The course will include interactive discussions, class group work, unit content activities, research article reviews, exams, and a culminating case study project.

PREREQUISITE: EXSS 155 or EXSS 175.

Johna Register-Mihalik, PhD, LAT, ATC, FACSM, FNATA is a Professor in the Department of Exercise and Sport Science.  She is the Co-Director, alongside Dr. Adam Kiefer, of the STAR Heel Performance Laboratory and is  founding and core faculty in the Matthew Gfeller Center. She also serves as Core Faculty with the Injury Prevention Research Center and as the Traumatic Division Director for the National Center for Catastrophic Sport Injury Research. She completed her undergraduate work at the University of Alabama in Athletic Training and her master’s, Athletic Training, doctoral, Human Movement Science, and postdoctoral, Neuroscience, training at UNC-Chapel Hill. Prior to joining the faculty in Exercise and Sport Science, she served as the Senior Research Associate in the Emergency Services Institute at WakeMed Health & Hospitals in Raleigh, NC. Dr. Register-Mihalik’s research interests include the negative consequences, prevention, education and clinical management of sport and recreational TBI. Her primary work centers on novel behavioral and clinical interventions to improve the prevention and care for concussion across the lifespan. She has been the recipient of several research grants to pursue this line of work and has taught several neuron-related classes her at UNC-CH. Her work has been published in a variety of journals across the sports medicine and brain injury literature. Dr. Register-Mihalik is also an active member of many professional organizations including the National Athletic Trainers’ Association, NATA, and the American College of Sports Medicine, ACSM. In addition, she currently serves on the NATA’s Convention Program Committee and the NATA Research and Education Foundation’s Pronouncements and Research Committees. Dr. Register-Mihalik was the 2018 recipient of the NATA Research and Education Foundation’s New Investigator award and is a fellow of the American College of Sports Medicine and the National Athletic Trainers’ Association.

R, 2:00 pm – 4:50 pm. Instructor(s): Michal Osterweil. Enrollment = 20.
NOTE: While there are no pre-requisites for the course, this is not an introductory course. If you are not sure if this class is a good fit, please feel free to reach out to the instructor: osterwei@email.unc.edu”

This course seeks to explore the intersections of love and freedom understood socio-politically, and spiritually. The pursuit of freedom can be described as a socio-political endeavor, or a spiritual one. Rarely, however, do scholars look at the ways these two dimensions of liberation work intersect, overlap, contradict or lead to new political and spiritual insights. This course explores this intersection in relation to a relatively contemporary set of movements that emerged during and in the aftermath of the Alterglobalization movement of the late 1990s and early 2000s and continue in different ways through to the present.

We will engage this intersection primarily from two angles: First, we will look at the empirical histories and realities of contemporary social movements employing “new” frameworks, practices and theories that are premised on categories that evade traditional political categorization, and that many have come to see as spiritual. Notably, not all of these frameworks are new. MLK Jr’s concept of the “Beloved Community” and “two-sided transformation” as well as the influence of Gandhian non-violence, among others have been revisited as important frameworks for pursuing holistic change. Second, the course will look at the perspectives on liberation from different spiritual (sometimes religious)
traditions—mostly focusing on those the movements themselves draw on. These include Buddhism, Christianity and mystical wings of three Abrahamic religions, as well as the spiritual perspectives of Indigenous groups in North and South America.

The course will toggle between the ways in which these ideas are used by activist groups, and the spiritual/religious perspectives themselves. There will
be a particular emphasis on coming to understand how diverse religious/spiritual perspectives address key problematics or issues such as hierarchy, difference, power, oppression, equality, money, and liberation. In
addition to exploring these diverse perspectives on liberation, we will also engage controversial topics like cultural appropriation, romanticism, essentialism, and universalism. An important component of this course will be to explore how activist or movement knowledges—through their own words, texts, websites, blogs, speeches, and books—differ from and or compliment academic research and writing.

FC-KNOWING

Michal Osterweil is a Teaching Associate Professor in the Curriculum in Global Studies at UNC Chapel Hill.  Her PhD is in Cultural Anthropology with a Certificate in Cultural Studies.  Her courses and research focus on new paradigms of social change, in particular those emerging from various social movements as well as other sources of relational or non-dualist thought and action ranging from anti-capitalist social movements like the Zapatistas, and various indigenous movements,  to complexity and systems theory in science, as well as spiritual philosophies and practices including Buddhism and various forms of religious and mystical thought. In her writing, research and teaching she has focused on what she understands as a “new political imaginary” or a new paradigm of social change being simultaneously discovered and created in a variety of spaces and movements. She is co-convenor with Arturo Escobar of UNC’s seminar, Theory and Politics of Relationality, and currently involved with community projects aimed at making visible and viable alternative ecological ways of being.

T, 2:00 pm – 4:50 pm. Instructor(s): Jonathan Weiler. Enrollment = 24.
This course explores some of the many interesting relationships between sports and globalization. The course will proceed thematically, exploring race, poverty, gender, nationalism and other issues related to tensions around globalization and also topically, focusing on major events like the Olympics, World Cup and the global spread of particular sports, including soccer, basketball and baseball.

In examining these themes and topics, we will delve into sports both as important social and cultural practices in and of themselves and as reflective of larger social, cultural, economic and political forces. At all times we’ll be scrutinizing carefully the construction of the arguments presented in the readings, the evidence used, and the underlying premises – racial, gendered and otherwise – that inform and influence the perspectives we’ll encounter, as well as our own understandings of the meaning of the games we watch and play.

It counts for the FC-Global Focus Capacity.

Jonathan Weiler received his PhD in political science from UNC Chapel Hill. He has written four books, including Authoritarianism and Polarization in American Politics (Cambridge University Press, 2009), co-authored with Marc Hetherington), which won the Philip Converse award from the American Political Science Association in 2016, in recognition of the book’s lasting impact on the field, and Prius or Pickup: How the Answers to Four Simple Questions Explain America’s Great Divide (2018), also co-authored with Marc Hetherington. He teaches courses on economic globalization, sports and globalization and human rights.

TR, 12:30 pm – 1:45 pm. Instructor(s): Jens-Uwe Guettel. Enrollment = 24.
This course looks at German history from the founding of the modern German nation state in 1871 until the end of WWII through the lenses of colonialism and genocide thus exploring possible ties between German and European colonialism in the 19th century and the Holocaust. It allows students to take an in-depth look at European expansionism, specifically the so-called “scramble for Africa,” and the various developmental strands that lead from nineteenth- and early twentieth-century European colonial policies first to World War I, then to the genesis of fascism as a political movement during the 1920s, and finally to Nazi expansionist and exterminatory policies in the European East.

Required Texts:

Sebastian Conrad, German Colonialism: A Short History (available as Ebook from our library)

Mark Mazower, Hitler’s Empire (on reserve)

David Blackbourn, The Long Nineteenth Century: A History of Germany, 1780 – 1918 (on reserve)

Lora Wildenthal, German Women for Empire (on reserve)

Jens-Uwe Guettel is Associate Professor of History at the University of North Carolina – Chapel Hill. His first monograph, German Expansionism, Imperial Liberalism, and the United States, 1776–1945, analyzes the intersections of U.S. and German imperialism. His second book project takes a broad look at opposition groups, street politics, and violence in the German Kaiserreich and the Weimar Republic. Guettel has published on the domestic ramifications of empire and colonialism for Germany and the United States; on political scandals in the German Empire; and on National-Socialist expansionism and genocide.

MW, 3:35 pm – 4:50 pm. Instructor(s): Sarah Shields. Enrollment = 24.
This course came about as a result of my time with the Honors Study Abroad Program in Cape Town, South Africa. My goal is to introduce students to the history of empire, the role of race in creating and sustaining it, and the ways that people have resisted the imposition of outsider control. It will also focus on the methods historians use to understand the past. No prerequisites are required. We will together figure out how best to present our own research on these topics to broader audiences. By the end of the course, I hope that you will not only have learned about the history of race, imperialism, and resistance, but also developed the analytical skills you will need to present your ideas effectively and coherently.

Sarah Shields teaches courses on the modern Middle East, the history of Iraq, the Israel-Palestine conflict, and the development and consequences of nationalism and borders in the region. She has been named a “Favorite Geek” by the Independent Weekly. Shields has taken ten outstanding UNC students to Turkey as part of the Burch Field Research Seminar program, and directed the Honors Study Abroad Programs in London and Cape Town. Shields is a Carolina Parent, and both her daughter and her son were part of the Honors Carolina cohort. In addition to her new focus on water issues in the region, she is currently researching the long-term impact of the League of Nations on the Middle East.

TR, 12:30 pm – 1:45 pm. Instructor(s): Katherine Turk. Enrollment = 24.
The law has always shaped how Americans work, socialize, and understand ourselves and each other—affecting our most basic identities and intimate lives.   At the same time, Americans across the centuries have invoked the law to claim political rights and to challenge or reinforce divisions among us.  This course will explore how the law in America has defined and regulated gender and sexuality.  Through readings, discussions, and written assignments, we will evaluate how assumptions about men and women have influenced the development of the law.  We will consider how seemingly neutral laws can have different effects upon men and women across race and class divides, challenging some differences while naturalizing others.  Finally, we will examine the power and shortcomings of appeals to legal equality waged by diverse groups and individuals.  In so doing, we will begin to explore how to use legal evidence as a window into the past.  We will cover topics ranging from marriage, reproduction and the family to suffrage, work, and social movements.

Katherine Turk is Associate Professor of History. She teaches courses on women, gender and sexuality; law, labor and social movements; and the twentieth century United States. Her first book, Equality on Trial: Gender and Rights in the Modern American Workplace, was published in 2016. She is currently writing a history of the National Organization for Women.

TR, 3:30 pm – 4:45 pm . Instructor(s): Benjamin Waterhouse. Enrollment = 24.
In the fall of 2008, the world nearly ended. Even though you were too young to understand what was going on, you most likely have grown up knowing that something historic—and historically bad—went down. Words like “meltdown,” “crisis,” and “economic catastrophe” were everywhere. Billions of dollars of wealth disappeared nearly overnight. Entire countries went bankrupt. So what actually happened? How did the “worst financial disaster since the Great Depression” come to pass in the first place? Weren’t there smart people in charge who should have prevented this? And now, looking back on it from today, how can we put the financial crisis—its causes and its effects—into historical context? What did it mean?
This course will investigate the immediate causes, historical background, and long-term repercussions of the worldwide economic and financial crisis that began in 2007, climaxed in 2008, and continues to shape the political and economic destiny of the world today. We will consider such themes and issues as the American housing bubble, the role of large and interdependent financial institutions, the challenges and possibilities of financial regulation, and the way economic crisis shapes political philosophies and ideologies.

Benjamin C. Waterhouse is a historian of the culture and politics of business in the modern world. He teaches courses on American business and finance, global capitalism, and the political and social history of modern America. He is the author of One Day I’ll Work for Myself: The Dream and Delusion that Conquered America (Norton, 2024); The Land of Enterprise: A Business History of the United States (Simon & Schuster, 2017); and Lobbying America: The Politics of Business from Nixon to NAFTA (Princeton University Press, 2014).

MW, 3:35 pm – 4:50 pm. Instructor(s): Lisa Lindsay. Enrollment = 24.
Oil dominates every aspect of our lives. It fuels our cars, it is used in the production of our plastic goods, the electricity for our homes and factories and can even be found in the fertilizer for the soil in which our food grows.
Our world is dominated by the need to control oil. It has been the cause of coups, wars, and espionage. Oil can make nations, or their elites, wealthy, while shortages can bring economies to their knees. Oil has transformed ordinary life, but in our quest for it, humans have also damaged ecosystems and endangered our planet.
This course considers the world oil industry from the nineteenth century to the present from political, economic, cultural, and environmental perspectives. How and why did oil become the most powerful international business of the last 160 years? How and why did struggles over oil become central to world politics? How has oil transformed consumer culture and ordinary lives, in the United States and globally? How have people in different nations wrestled with the trade-offs between the unprecedented wealth and prosperity generated by oil development and the social, economic, and environmental costs that have come with it?
Through interactive mini-lectures, discussions, and assignments this semester, students will have multiple opportunities to explore and debate the answers to these questions, learning about the history of oil while honing your critical thinking and communication skills.

Lisa Lindsay (https://history.unc.edu/person/lisa-a-lindsay/) specializes in the history of Africa and its global connections.  She has taught at UNC for more than twenty years, served as Chair of the History Department, and directed semester-long Study Abroad programs in Cape Town and London.  She has published books and articles on the history of colonial Nigeria, gender in modern Africa, and the transatlantic slave trade.

MW , 3:35 pm – 4:50 pm. Instructor(s): Camille Goldmon. Enrollment = 24.
Behind every drink, there is a story. Where the liquor came from, whether it was produced legally or illegally, who poured it, and in what setting it was consumed all tell stories of American history. Whether it happens at dive bars, speakeasies, breweries, juke joints, or cocktail parties, alcohol consumption in America is tied to societal norms and many cases, has served as a socially acceptable excuse to violate those norms. This course uses cocktails and alcohol consumption as a window to gaze into America’s social and cultural history from 1850 through the present.

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MWF, 9:05 am – 9:55 am. Instructor(s): Emily Burkhead. Enrollment = 35.
This course serves as a transition from computational to more theoretical mathematics, designed to provide you with the fundamental skills necessary for success in situations that require you to read, write, and reason precisely when working with mathematics. Special emphasis is given to improving your fluency in the use of mathematical vocabulary and notation when writing and critiquing mathematical proofs. Topics are from the foundations of mathematics: logic and proof techniques, set theory, relations and functions, counting methods, and basic number theory. In many ways, this will be the first “abstract” math course in your academic career. Although we will explore specific, concrete examples whenever possible, this course requires you to hone your ability to analyze and articulate the logical essence of the problems being studied. In other words, you will be expected to learn how to communicate coherently and persuasively using the language and the grammar of mathematics.  PREREQUISITE: is MATH 232 or a B or better in MATH 231 or MATH 210.

Emily Burkhead holds an M.S. and a Ph.D. in Mathematics from the University of North Carolina at Chapel Hill.  She has been teaching collegiate mathematics since 2002 and won the Goodman-Petersen Award for Excellence in Teaching, presented by the UNC Mathematics Department, for the 2020 – 2021 academic year. Her professional focus is on mathematics education and best practices in teaching, with research interests in discrete dynamical systems.

MWF, 1:25 pm – 2:15 pm. Instructor(s): Pedro Sáenz. Enrollment = 35.
The main topic of this course is ordinary differential equations (ODEs) from two points of view. The first point of view is how ODEs model a wide range of applications from biology, chemistry, engineering and physics. In particular, the laws of chemistry, physics and Nature are not given as “formulas”, rather, they are typically given in terms relations between a function and its derivatives. Classic examples include “population” models where the population might be humans, bacteria, radioactive species, or many other populations. The evolution of the population size is governed by rates for growth versus decay. The second point of view is the methods to solve ODEs, studying a wide range of ODEs for which we exact solution methods are known as well as an even larger range of ODEs for which we must use approximate or numerical solution methods.
The honors section will place greater emphasis than other sections on understanding how the behavior of solutions is tied to the properties of the structure of the ODE itself. E.g., if the ODE is “linear” or “nonlinear” in the unknown function and its derivatives, how does that influence both the methods of solution and the behavior of solutions. This perspective allows one to understand the limitations or successes in how well a given model describes the application it was derived for.
The honors section will be graded on the basis of homework, in-class exams, and a semester project that the instructor and student agree upon ahead of time. Depending on one’s present major, the project may be more mathematical (e.g., methods of proof or underlying mathematical concepts for qualitative behavior or quantitative solutions), or it can involve how ODEs are used in an area of application of interest to the student (e.g., biology, chemistry, economics, finance, marine sciences, social sciences). It is possible for a pair of students to create a team project.
Prerequisites: A grade of B+ or higher in Math 233 or 233H at UNC, or permission of the instructor in special cases.

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MWF, 2:30 pm – 3:20 pm. Instructor(s): Mark Williams. Enrollment = 35.
The real numbers, continuity and differentiability of functions of one variable, infinite series, integration. This honors section will explore the listed topics in greater detail, and additional topics, such as the contraction mapping theorem and existence and uniqueness for ODEs,  will  be covered. Moreover, assignments of greater depth will be given.    An important difference between this section and most other sections of Math 521 is that we will introduce metric spaces early and use them throughout the course.

PREREQUISITES: MATH 233 AND 381. A GRADE OF A- OR BETTER IN STOR 215 MAY SUBSTITUTE FOR MATH 381.
FIRST YEAR STUDENTS MAY REGISTER WITH INSTRUCTOR PERMISSION ONLY.

Mark Williams does research in partial differential equations with an emphasis on wave phenomena such as shock waves, detonation fronts, boundary layers, and diffraction.

, . Instructor(s): Lucinda Austin. Enrollment = 18.
Today’s communication and media professionals are called upon to work with diverse markets, audiences, publics, and stakeholders from around the world. To help prepare you for a career in the dynamic international world of communication, this class will introduce you to the British media market. You will learn about the history of media and communication industries in the United Kingdom, exploring both similarities and differences with those in the United States. You will consider how media industries interact with political, economic, and cultural forces. Over spring break, you will travel to London to engage with and learn from communication and media professionals in news and strategic communication companies. You will also interact with students and faculty at City St. George’s, University of London in an effort to expand your global perspectives about the complexities of communication messages and strategies. During the course, you will focus on your chosen area of specialization (journalism, advertising/public relations), but you will also be fully engaged with students who are specializing in other areas. In addition to pre-departure classes led by Dr. Austin, students will take part in field trips to agencies and media outlets in London, have daily debriefs while there, and complete a final project upon returning to North Carolina.
*Students must apply to enroll in the course due to limited capacity: https://go.unc.edu/mejo447application. Applications due Oct. 9. More information about the course and trip can be found at: https://go.unc.edu/london27​.

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M, 12:20 pm – 12:50 pm. Instructor(s): Leyla Mangual-Santiago. Enrollment = 20.
This course is entirely hands-on. Under the direction of the newsroom managers, students will write, produce, and broadcast a weekly TV news program and provide news content for other MJ-school platforms. Students will fill all normal newsroom positions.

PRE-REQUISITE: MEJO 522.001

INSTRUCTOR CONSENT REQUIRED.

Leyla Santiago joined the UNC Hussman School of Journalism and Media in the fall of 2023 as the Daniels Executive-In-Residence. Santiago has worked in local, national and international newsrooms as a broadcast journalist. Most recently, she was a correspondent for CNN, based in Miami, and was at the forefront of CNN’s coverage on natural disasters, immigration, the Covid-19 pandemic, politics, and the relationship between the United States and Latin America.

After her extensive coverage of Hurricane Maria in Puerto Rico, Santiago was nominated for a Peabody Award and her team won an Edward R. Murrow award. She was one of the first to reach some of the most remote parts of the island after the hurricane. Officials added more cases to the list of hurricane-related deaths after her investigation exposed inaccuracies in the government’s low death toll.

In 2020, Santiago joined CNN’s political team to report from the campaign trail. She covered the presidential bids of Congressman Beto O’Rourke and Senator Elizabeth Warren and captured the campaigns’ courtship of voters, focusing on the issues that mattered most to communities across the country.

In April of 2018, Santiago spent nearly a month traveling through Mexico with a caravan of migrants thrust into the national spotlight after President Trump tweeted about the group. Santiago introduced viewers to the families of the caravan and explained the complexities of U.S. immigration laws. She also garnered the prestigious Alfred I. DuPont award for the documentary, “The Journey Alone,” about the surge of unaccompanied minors from Central America and Mexico crossing the U.S southern border in 2014.

Santiago was named to Crain NewsPro’s “12 to Watch in TV News” in 2019.

Before joining CNN, She reported as a journalist for WRAL in Raleigh, North Carolina; KBAK/KBFX in Bakersfield, California, KTUU in Anchorage, Alaska; and NBC29 in Charlottesville, Virginia.

M, 9:05 am – 12:15 pm. Instructor(s): Charles Tuggle. Enrollment = 20.
This course is entirely hands-on. Under the direction of the newsroom managers, students will write, produce, and broadcast a weekly TV news program and provide news content for other MJ-school platforms. Students will fill all normal newsroom positions.

PRE-REQUISITE: MEJO 522.001

INSTRUCTOR CONSENT REQUIRED.

C.A. Tuggle — Dr. T to his students — enjoyed a 16-year career in local television news and media relations before returning to academia to educate and train a new wave of broadcast journalists. He spent 11 years at WFLA-TV, the NBC affiliate in Tampa/St. Petersburg, the nation’s 13th largest media market. He has held many newsroom titles, but he spent most of his career as a sports reporter/producer.

His forte as a teacher is developing storytellers — journalists who can use the language and all the tools available to them to turn out memorable broadcast reports. Broadcast and electronic journalism students broadcast one live installment of the TV news program Carolina Week, one live episode of the radio newscast Carolina Connection and one live installment of the sports highlights, analysis and commentary show SportsXtra per week.

Tuggle is the recipient of an Edward Kidder Graham superlative faculty award, the David Brinkley Teaching Excellence Award and the Ed Bliss Award, which is a national honor for broadcast journalism educators who have made significant and lasting contributions to the field throughout their careers.

W, 2:30 pm – 3:45 pm. Instructor(s): Adam Hochberg. Enrollment = 20.
A practicum class in which students work under faculty guidance to produce news stories, features, interviews, sports stories, podcasts, and other audio content. Student work is broadcast on “Carolina Connection” — a weekly radio program — and is distributed on Spotify and other digital platforms. Students in 523H.003 also work as producers and mentors for the weekly program, setting each week’s coverage agenda and assigning other students to cover stories as needed.

PRE-REQUISITE: MEJO 426.

INSTRUCTOR CONSENT REQUIRED.

Adam Hochberg teaches journalism at the University of North Carolina School of Media and Journalism. Students in his practicum class produce a weekly radio newsmagazine and podcast. In 2017, 2018, 2020, and 2021, the program received the prestigious Edward R. Murrow Award from the Radio-Television Digital News Association, which named it the nation’s top student newscast. Five times, the program has received the top national collegiate award from the Society of Professional Journalists.
Hochberg has also taught accountability journalism and journalism ethics. He is often interviewed in the media on issues of ethics and journalistic standards.
Hochberg is a veteran journalist and educator with over two decades of experience in national news. A former correspondent for NPR, he has won multiple national journalism awards, including an Edward R. Murrow Award for national investigative journalism in 2013.
Hochberg leads “The American Homefront Project,” a nationwide collaboration of public radio newsrooms that produce in-depth journalism on military and veterans issues.
A native of Chicago, Hochberg received his master’s degree in 1986 from the University of North Carolina at Chapel Hill. He graduated from Ohio University in 1985. He lives with his wife and daughter in Chapel Hill.

MW, 12:20 pm – 1:35 pm. Instructor(s): Charles Tuggle. Enrollment = 20.
This is a serious course for serious students. This course is entirely hands-on. Under the direction of the instructor, students from the School’s various specialty areas will work together to find, produce and market stories that would attract the attention of professional media partners throughout the state and region, and at times, the nation. We will produce multiple versions of each story and expect each to be at a level of quality to warrant publication. We expect you to be an expert on your particular platform, and conversant enough with the other platforms to earn the title of APJ. (all-platform journalist) We will look for stories with broad appeal. We will concentrate on trends and developments that many news organizations don’t have the manpower to cover. The course will involve and require substantial field work from all students enrolled.

The majority of the work in this class will be fieldwork — from chasing down leads to investigating tips, securing sources, performing print, audio or video interviews, capturing video and audio, pitching stories to news directors, promoting the students’ work regionally, etc. Each week, every student on every team will spend a majority of his or her time working outside the classroom to capture and gather the raw materials necessary to turn these packages into professional-quality work. The stories will involve local, regional and national issues, and the teams will pitch all the completed packages to professional news outlets across the state, region and country.
This is not your typical college course, so don’t treat it like one. This will mimic the professional journalist’s work environment more than any other class in the School of Media and Journalism.

The marketing team is charged with coordinating with the content teams so that we might keep our professional partners apprised as we move through the newsgathering, production, and delivery phases of the work. As a team, the marketing group will produce contact lists for media outlets across the state, building on the strong relationships established in earlier semesters. The marketing team will also continue to brand the Media Hub initiative, chart pickups by professional outlets, develop best practices, and contribute to the degree possible to content creation.

INSTRUCTOR CONSENT REQUIRED.

C.A. Tuggle — Dr. T to his students — enjoyed a 16-year career in local television news and media relations before returning to academia to educate and train a new wave of broadcast journalists. He spent 11 years at WFLA-TV, the NBC affiliate in Tampa/St. Petersburg, the nation’s 13th largest media market. He has held many newsroom titles, but he spent most of his career as a sports reporter/producer.

His forte as a teacher is developing storytellers — journalists who can use the language and all the tools available to them to turn out memorable broadcast reports. Broadcast and electronic journalism students broadcast one live installment of the TV news program Carolina Week, one live episode of the radio newscast Carolina Connection and one live installment of the sports highlights, analysis and commentary show SportsXtra per week.

Tuggle is the recipient of an Edward Kidder Graham superlative faculty award, the David Brinkley Teaching Excellence Award and the Ed Bliss Award, which is a national honor for broadcast journalism educators who have made significant and lasting contributions to the field throughout their careers.

TR, 9:30 am – 10:45 am. Instructor(s): Joshua Carlton. Enrollment = 20.
The contemporary digital information environment is creating new opportunities for marketers and advertisers to communicate with and engage consumers. This course provides the practical knowledge and insights on current and emerging digital technologies and experiences. Students will gain knowledge about various opportunities for strategically implementing digital media into communications plans through case study analysis and hands-on projects. Students will be required to establish digital marketing objectives and strategies, properly select digital media platforms, and monitor and measure the results of those efforts. While the course provides a framework of how to evaluate and construct digital communication strategies and plans, its focus is on applying critical reasoning skills through assignments and a progressive digital campaigns project. Possessing the skills to evaluate and create digital marketing and advertising is valuable for students planning careers in communications, branding, marketing, or consulting, and is a fundamental function across all industries and organizations.

Pre-Req – MEJO 379

Josh Carlton joins UNC Hussman with more than two decades of experience in brand strategy, marketing communications and customer insights consulting. He has worked with more than 140 brands across most industries, including automotive, retail, CPG and technology.  Carlton has held leadership roles at agencies including The Martin Agency and McKinney. He served as an adjunct professor at Virginia Commonwealth University from 2008-10 and was initially introduced to UNC Hussman as an adjunct instructor from 2014-21. He specializes in uncovering human insights through data and translating them into actionable strategies.  Carlton earned a B.A. in psychology from the University of Richmond and holds an M.A. in advertising, communications and account planning from the University of Texas at Austin. At UNC Hussman, he teaches advertising and strategic communication courses; mentors students; and directs the school’s M.A. in Digital Communication program.
Bio link

TR, 11:00 am – 12:15 pm. Instructor(s): Matthew Taylor. Enrollment = 24.
“How is solving a crime like diagnosing an illness? Why do descriptions of diseases follow narrative patterns? What’s behind the rhetoric of “battling” disease, and why are social problems often characterized as “ills,” “plagues,” and “cancers”? How have notions of “health” and “normality” resulted in such things as forced sterilization and genocide? What are the cultural meanings associated with “life” and “death”? What do the stories we create—about disability and disease, about who (and what) has the power to heal, about the fear of death and desire for transcendence—tell us about our culture, our history, and the experience of being human? This course will provide an introduction to Health Humanities, a new area of study that combines methods and topics from literary studies, medicine, cultural studies, and anthropology. We’ll read novels, screen films and television episodes, learn about illnesses and treatments, and explore multidisciplinary perspectives as we investigate the close affinities among literary representation, medical science, and clinical practice. We’ll also play close attention to how ideas about sickness have changed over time and across cultures. Topics will include the doctor-patient relationship, medical detection, the rise of psychiatry, illness and social exclusion, pandemics and the “outbreak narrative,” government eugenics programs, the quest for immortality, and end-of-life care.”

Prerequisites: This course welcomes students from all fields—especially humanities majors and those interested in careers in healthcare and health affairs.

Class format:  “There will be two discussion-based meetings per week. During some meetings we may take occasional field trips to on-campus sites such as the Ackland and the Greenlaw Gameroom.”

Texts:  Literary works may include Kazuo Ishiguro’s Never Let Me Go, a science fictional exploration of the lives of medical clones; first-person narratives of illness; and movies such as How to Survive a Plague. Nonfiction works will include articles drawn from journalism, medicine, anthropology, and history. We’ll conclude with selections from Atul Gawande’s Being Mortal, a powerful reflection on longevity and humane care for those at the end of life.

Assignments: “Two short response essays, reading quizzes, an illness narrative, and a take-home final. The illness narrative is a research project that focuses on the cultural, literary, and biological aspects of any medical condition of the student’s choosing.”

My research focuses on the intersections among environmental humanities, critical theory (including posthumanism, biopolitics, science and technology studies, and critical race theory), and nineteenth- and twentieth-century American literature. My first book, Universes without Us: Posthuman Cosmologies in American Literature (Univ. of Minnesota Press), examines cosmologies that challenge the utopianism of both past and present attempts at fusing self and environment.

MWF, 9:05 am – 9:55 am. Instructor(s): John Roberts. Enrollment = 24.
Mathematical logic, a.k.a. symbolic logic, is a family of formal systems that were originally developed with the goal of shedding light on the philosophical foundations of mathematics.  But it is also used to serve other purposes, including the analysis of philosophical arguments, the study of the structures of languages, and the study of the possibilities for automating different kinds of reasoning processes (and what we now call “computer science” started out as a branch of mathematical logic).  In the standard PHIL 155 course, students are introduced to two systems of logic, called “propositional logic” and “first-order predicate logic.”  In the Honors version, we will cover those two systems much more quickly, leaving time to move on to other topics.  In particular, we will look at some attempts to use symbolic logic to provide a foundation for mathematics, and we will learn the “Incompleteness Theorem” of Godel.

John T. Roberts received his BS in Physics from the Georgia Institute of Technology and his PhD in philosophy from the University of Pittsburgh. He has been teaching philosophy at Carolina since 1999. His book The Law-Governed Universe was published by Oxford University Press in 2009.

TR, 12:30 pm – 1:45 pm. Instructor(s): Markus Kohl. Enrollment = 24.
This course examines philosophical attempts to come to terms with issues that are central to our modern human condition, such as: our self-awareness that we are finite beings and that death is inevitable for us; the impression that life has no objective meaning; the (for some exciting, for others frightening) sense that there is no room for binding moral principles in a secular world (“if God is dead, then everything is permitted”); and, the powerful threat that modern science poses to human values and culture. These issues will be considered from both theistic and atheistic perspectives.

The main focus of the class will be on central ideas in the writings of Søren Kierkegaard, Friedrich Nietzsche, Jean-Paul Sartre, Simone de Beauvoir, and Albert Camus. We will also consider existentialist themes in literature (e.g. Camus, Dostoyevski) and, time permitting, film (Ingmar Bergman’s The Seventh Seal).

This course has no prerequisites; no previous courses in philosophy are required.

Markus Kohl grew up in Germany. He studied philosophy and literature in Oxford, and obtained his PhD in philosophy from UC Berkeley in 2012. He has been teaching at UNC since 2017 and is now Professor and Director of Undergraduate Studies in the Department of Philosophy. His interests focus on modern philosophy and literature, especially on writers such as Dostoyevsky, Kafka, Kant, and Nietzsche.

MWF, 11:15 am – 12:05 pm. Instructor(s): Andrew Rubner. Enrollment = 24.
This course covers several topics in metaphysics. These include: Can we be certain that there is an external world? How is your conscious mind related to your brain? Can we change the past? What is the nature of time? Can we travel in time? What is a person? How do persons persist? Could you be teletransported? Do people have free will? In this course, students will be introduced to the methods of contemporary philosophy.

MW, 3:35 pm – 4:50 pm. Instructor(s): Luc Bovens. Enrollment = 24.
We will investigate the major ideological forces that drive contemporary US politics, viz. democratic socialism, liberalism, conservativism, and national populism. We will read manifestos and accounts of these movements and study how they are represented in the media landscape.

Luc Bovens graduated from the Department of Philosophy in the University of Minnesota in 1990. He taught in CU at Boulder from 1990 until 2003 and in the London School of Economics and Political Science from 2003 until 2017. He has been a Professor in the Department of Philosophy and a core faculty member in the Philosophy, Politics and Economic program at UNC at Chapel Hill since January 2018. He is the author of the open-source book Coping: A Philosophical Guide (2021). His areas of research are Moral Psychology, Philosophy and Literature, Philosophy and Public Policy, Philosophy of Economics, Public Choice, and Formal Epistemology and Rationality.

TR, 11:00 am – 12:15 pm . Instructor(s): Jess Keiser. Enrollment = 19.
This course serves as an introduction to the ways in which the methods and tools of philosophy may be fruitfully employed to engage with, and carefully respond to, questions and issues concerning the meaning and place of sex and gender in society. We will investigate how concepts like “sex”, “gender”, “sexual orientation”, and “gender identity” have historically been employed in philosophy. We will also examine how systems of power and oppression relate to these categories, and how associated norms and institutions influence what we expect of ourselves and others and what we come to value. Topics will include (but are not limited to) adaptive preferences, gendered division of labor, and masculinity.

CROSSLISTED WITH WGST 275H.

Jessica Keiser is an Associate Professor of Philosophy, whose research interests are located at the intersection of language and social/political philosophy

TR, 2:00 pm – 3:15 pm. Instructor(s): Stefan Jeglinski. Enrollment = 24.
Physical Computing is an introduction to embedded systems, primarily focusing on the microcontroller (uC) archetype. Embedded systems are ubiquitous but mostly hidden in our lives – they are the brains of almost anything electronic that you interact with. Virtually all appliances, vehicles, and consumer products that require any sort of input/output display, remote connection or automation, or some degree of computation, are embedded systems at their core.

Embedded systems often center around the uC as an electronic interface to the outside environment – sensors and actuators, support electronics, and programming are synthesized to facilitate measurements of the environment and then control or respond to the environment as needed. The environment can be either local (e.g., adjusting the speed of an automobile engine in response to an accelerator pedal) or remote (e.g., sensing the presence of a person in a room on the other side of the world and turning a light on in response). Modern embedded systems are powerful enough to blur the line between simple computation and agentic/autonomous operation.

Students that finish this course will be able to prototype basic embedded systems using uCs, sensors, actuators, and support electronics, and write code that ties the pieces together. Honors students will perform extra course projects that extend these prototypes.

The course features in-person recorded lectures and scheduled in-person or remote office hours and lab support. The majority of labs will be performed by students on their own time and in their own setting. In addition to the lecture and lab activities, all students will learn the mechanics of writing a “feasibility proposal” suitable for research grant submissions. A special assignment will require all students to analyze and write such a proposal.

This course has prerequisites because it is an elective for several departments; however, the instructor waives all such prerequisites and permission is granted to all who want to take the course, with only a few caveats. No experience is necessary – the course is designed to teach students the basics of electronics and programming needed to accomplish the course objectives.

In a previous 30-year engineering career, Stefan Jeglinski designed and built instrumentation, learned to program from scratch, and performed research and development for large and small companies. For five years he was an actual rocket scientist, so when he says “this ain’t rocket science,” he knows what he’s talking about! He broke away from rockets to complete his PhD in experimental condensed matter physics at the University of Utah, and then returned to industry where he spent over 15 years in all aspects of product development for electron microscopy.

Dr J (as he is known to students) arrived at UNC in 2010 and helped transform the introductory sequence of physics courses, developed a First Year Seminar in Mechatronics, and created his favorite course, Physical Computing, as a annual deep dive into the latest microcontroller technology. Now an emeritus professor, he focuses on sharing everything he knows about the rapidly evolving field of embedded systems.

TR, 11:00 am – 12:15 pm. Instructor(s): Cecilia Martinez-Gallardo. Enrollment = 24.
This course provides an introduction to the study of Latin American politics. It is aimed at students with no prior knowledge of the area or the study of comparative politics, but a desire to understand how Latin American societies and governments are organized and what the major problems are that these societies are facing. In particular, this course will explore the establishment of democracy and the prospects for the consolidation of democratic regimes in the countries of the region. Throughout the twentieth century, economic, social, and international factors contributed to political instability in the region and the establishment of non-democratic forms of rule. Although a wave of democratic transitions in the 1980s and 1990s transformed most Latin American countries into electoral democracies, the extent to which countries can be said to have fully democratic regimes varies widely today. In this course, students will gain an overview of the evolution of democracy and its prospects for survival in contemporary Latin America. In addition, students will also gain deeper knowledge of a few select cases including Chile, Brazil, Colombia, El Salvador, and Mexico.

Prof. Martinez-Gallardo was born in Mexico City. She received her B.A. from the Instituto Tecnologico Autonomo de Mexico (ITAM) in Mexico City (1995), and both an MA and a Ph.D. from Columbia University (2005). She is now a Professor of Political Science at the University of North Carolina at Chapel Hill. Cecilia’s teaching and research interest are in Latin American political institutions and political behavior. She is a collaborator with the Executive Approval Project, as well as a co-coordinator of the Chapel Hill Expert Survey.

TR, 9:30 am – 10:45 am . Instructor(s): Simon Weschle. Enrollment = 22.
The course is designed to familiarize you with European politics. It introduces you to the political institutions and policies of the European countries and the European Union. The course is divided into three sections. The first part focuses on the domestic politics of European countries, and explores topics like voter behavior, political parties, electoral systems, and welfare states. The second part focuses on the history and institutions of the European Union (EU). Finally, we will examine some of the most important challenges and opportunities that European countries and the EU are facing. No prior knowledge or experience is required to enroll.

CROSSLISTED W/ EURO 239H.

Simon Weschle is an Associate Professor in the Department of Political Science. His research and teaching focus on democratic representation and accountability, with a geographic focus on Europe.

W, 3:35 PM – 6:20 PM. Instructor(s): Niklaus Steiner. Enrollment = 22.
While the global movement of products, services, ideas, and information is increasingly free, the movement of people across borders remains tightly controlled by governments. This control over international migration is a highly contested issue, and it is complicated by the fact that never before have so many people had the ability to move from one country to another while at the same time governments have never had so much power to control this movement. This class explores the moral, economic, political, and cultural dimensions of this movement across international borders. The class is based on discussions (as opposed to lectures) and tackles thorny questions like: do we have an obligation to let poor people into our rich country? what constitutes persecution? how do foreigners affect national identity?  how should citizenship be allocated? We will pay particular attention to the distinction between migrants who move voluntarily (immigrants) and those who are forced to flee (refugees) – is this an important distinction to make, and does one group deserve admission more than the other?  No prior knowledge or experience is needed; instead, students need to be ready to dig deep into all sides of migration issues through reading, writing and discussion. This class encourages students from a wide range of backgrounds, experiences and perspectives to enroll because it benefits significantly from such diversity.

One goal of this class is to build your confidence to read, write and discuss without the assistance of AI. Therefore, we will usually leave our laptops closed in class, and you will write the midterm and the final in class. I will ask you to print out many of the articles and bring them to class, so mark them up to facilitate our discussions. From my experience, you will not do well in this class if you rely on AI to do the readings for you.

Niklaus Steiner is a Teaching Professor in Political Science. A native of Switzerland who moved to the U.S. in his youth, Steiner has had the good fortune of moving between cultures all his life, and this experience shapes his academic focus. Steiner earned a B.A. with Highest Honors in International Studies at the University of North Carolina – Chapel Hill and a Ph.D. in Political Science at Northwestern University. His research and teaching interests include migration, refugees, nationalism, and citizenship.

TR, 9:30 am – 10:45 am. Instructor(s): Matt Weidenfeld. Enrollment = 24.
Democracy, it seems, has become the only defensible political system throughout much of the world.  This point becomes clear when we focus on recent events; America’s occupation of Iraq, for instance, was defended largely in terms of democracy, the Arab spring was hoped to mark a flowering of Democracy in the middle-east, and the elections in November of this year will mark an important moment when “the people” choose representatives.  What seems like a simple concept (i.e. democracy) and a simple goal (i.e. promoting democracy both in the United States and abroad) become complicated when we ask ourselves a few, simple questions: What is democracy?  Is it a set of institutions?  If it is a set of institutions, how is democracy best institutionalized? Is it a way of life?  How does rule by the people protect the rights of minorities?  What are democracies to do with intolerant or undemocratic minorities?  Is democracy the best system of government?  The problem here is that when we pose these questions, we soon find a number of competing and contradictory answers.  Democracy, as it turns out, is a rather ambiguous concept.

This course will take an original approach to these and similar questions.  We will approach democratic theory by focusing on the democracy in ancient Athens through the lens of its most enigmatic citizen, Socrates.  In 399 BCE, Socrates was put to death by the people of Athens for the crime of impiety.  To many modern Americans, this seems to be a case of, at best, intolerance, or, at worst, stupidity on the part of the Athenians. This course will examine who the historical Socrates was and what about his teachings may have seemed so dangerous to the Athenians.  In the process, we will explore classical Athenian culture, encounter the most damning critique of democracy available to us, Plato’s, and explore the value of and difficulties involved with democratic decision making through a simulation of Athens in 403 BCE.

The second half of the course will not proceed in the normal lecture/discussion method of learning; instead, it will rely on actually recreating and engaging with the ideas and arguments of these times.  “Reacting to the Past” (RTTP) consists of elaborate games, set in the past, in which students are assigned roles informed by classic texts in the history of ideas. Class sessions are run entirely by students; instructors advise and guide students and grade their oral and written work. It seeks to draw students into the past, promote engagement with big ideas, and improve intellectual and academic skills.  The course will be extremely hard work, but should also be intellectually engaging and, to put it simply, a good deal of fun.

For an example of Dr. Weidenfeld’s use of role-immersive simulations in another course context, please follow this link.

TR, 9:30 am – 10:45 am . Instructor(s): Peter Gordon. Enrollment = 24.
Primarily focuses on vision and audition, with some coverage of the other senses. Receptor mechanisms, psychophysical methods, and selected perceptual phenomena will be discussed.

PREREQUISITE: PSYC 101.

I am a cognitive scientist who takes an interdisciplinary approach to studying how people take in and use information from the world. A major focus of my work is the interface between perception and language comprehension, a topic that I have pursued by examining the role of higher-level auditory processing in the recognition of spoken language and the manner in which visual and oculomotor factors shape reading comprehension.

TR, 11:00 am – 12:15 pm . Instructor(s): Annette Brown. Enrollment = 24.
Global issues have sources, impacts, and solutions that extend beyond the borders of any one country. This course serves as an introduction to several of the most pressing issues facing populations around the world and the challenges of designing and implementing policies to address these issues. Emphasis will be placed on students’ ability to critically evaluate the causes, consequences, and most promising policy responses to each challenge. Students will learn about global policy issues by reading scholarly literature, engaging in class activities, such as debates and simulations, and completing several written assignments that build on the in-class activities. Students will be encouraged to build the analytical and communication skills necessary to investigate and advocate on the most salient policy issues facing our world today, either in further study or in career paths.

Dr. Annette N. Brown is Professor of the Practice in the Public Policy department. An economist and former executive with more than 25 years of experience in the field of international development, she was recently the Chief Strategy and Evidence Officer at FHI 360, a large international development company. Her research and program experience spans most development sectors, including economic growth, democracy and governance, and global health. Brown has worked in more than thirty countries and advised government policy makers in all regions of the world. Her publications include dozens of peer-reviewed journal articles, book chapters, and public reports. She taught in the economics department at Western Michigan University and at the Harris School of Public Policy at the University of Chicago. She received her Ph.D. in economics and Masters in Russian and East European Studies from the University of Michigan as a National Science Foundation Fellow.

TR, 9:30 am – 10:45 am. Instructor(s): Fenaba Addo. Enrollment = 24.
This course will introduce students to public policy as a discipline and the policy analysis process. The process involves defining a public problem and understanding stakeholders and their perspectives; describing public problems with quantitative data; understanding market failures and other rationales for government involvement; selecting criteria relevant for decision-making; constructing policy alternatives; evaluating the different alternatives against the stated policy criteria; and making and communicating a recommendation. This is a research-based and communication-intensive course, which requires the completion of a policy brief in several, iterative steps. The course incorporates current events and relevant case studies to motivate and explain the policy analysis process.

Fenaba R. Addo is a professor in the department of public policy. Her work examines debt and wealth inequality with a focus on family and relationships and higher education, racial stratification, and union formation and economic strain as a social determinant of health and well-being.  She received her Ph.D. in Policy Analysis and Management from Cornell University and holds a B.S. in Economics from Duke University.

MWF, 1:25 pm – 2:15 pm. Instructor(s): Lucia Vitale. Enrollment = 24.
Public policy shapes nearly every aspect of daily life, from the quality of the air we breathe and the schools we attend to the health care we receive and the technologies we use. Although public policies are often presented as emerging from a technocratic process involving evidence, expertise, and/or administrative decision making, they are also shaped by politics. Questions about which problems deserve government attention, which solutions are adopted, whose voices are represented, and how policies are implemented are fundamentally questions of politics and political forces.

This course introduces students to the politics of public policy in three acts. During ACT I: WHAT?, we will “set the stage” by learning about the major ideas that structure policymaking, including power, democracy, federalism, and state capacity. ACT II: WHO? introduces students to the “characters” of the politics of public policy through an analysis of stakeholders. We will cover the roles that voters, political parties, lobbyists, and social movements play in shaping policy outcomes. During ACT III: WHERE?, students bring these concepts and actors together through a series of policy case studies, exploring how political dynamics influence policy development and implementation in areas such as health, reparations, immigration, and artificial intelligence.

By the end of the semester, students should be able to move beyond asking whether a policy is “good” or “bad” and instead ask broader political questions: Why did this issue receive political attention while others did not?; Who had the power to shape the policy?; Which actors influenced the outcome?; and, Who benefits from the policies governments ultimately adopt?

Lucia Vitale is an interdisciplinary political scientist who uses comparative, mixed methods to study the politics of primary healthcare access in border spaces. ​She is an Assistant Teaching Professor in the Department of Public Policy at the University of North Carolina, Chapel Hill. Her broader work has engaged topics of intellectual property rights in health and medicine, and the promises and pitfalls of artificial intelligence for global health. She is an active member of the International Studies Association’s (ISA) Global Health Section, and the American Political Science Association’s (APSA) Health Politics and Policy, and Migration and Citizenship Sections.

​Lucia was a Fulbright Scholar to the Dominican Republic from 2022-2023 working alongside migrant rights organization, Caribbean Migrants Observatory (OBMICA). Her work has appeared in Social Science and Medicine, the Journal of Health Politics, Policy, and Law, and Politics, and she has spoken at venues including Kaiser Permanente’s Grand Rounds in California, and at the Dartmouth School of Medicine in New Hampshire. She has held research residencies at the APSA Centennial Center in Washington, DC; the Brocher Foundation in Geneva, Switzerland; and at the German Institute of Development and Sustainability (IDOS) in Berlin, Germany.

MWF, 12:20 pm – 1:10 pm . Instructor(s): Joshua Preiss. Enrollment = 24.
PLCY 340H examines arguments about justice in public policy, considering the ethical foundations of both the means and ends of policy choices. We first focus on the means used to implement policies.  In the pursuit of important public goals, is it legitimate for officials to use means that would otherwise be unethical?  We then explore the ends of policies.  How are we to know whether a policy is just?  Upon what normative foundations can our consideration of individual policies rest?  Those who complete this course will be able to identify ethical issues in public policy, analyze them through established theoretical frameworks, and relate them to specific cases in current events.

Joshua Preiss is Teaching Associate Professor of Public Policy and a member to the Core Faculty in Philosophy, Politics, and Economics (PPE) at UNC. Prior to coming to Chapel Hill tin 2025, He was Professor of Philosophy and Director of the PPE Program at Minnesota State University, Mankato. His research and teaching is in ethics, politics, and public policy. Particular areas of interest include (1) justice and the future of work (2) freedom and markets (3) political economy (4) American politics and (5) the philosophy of economics. His research considers the implications of this analysis across numerous domains of public policy, including: financial regulation, trade, labor market, tax, childcare, business, education, environmental, and industrial policy.

TR, 8:00 am – 9:15 am. Instructor(s): David Lambert. Enrollment = 24.
In this course, students learn to read the Hebrew Bible/Old Testament through a number of different interpretive lenses. They begin the course by analyzing the text as historical-critics have done with an attempt to place the text in its ancient Israelite context. They then turn to a study of the Bible’s earliest actual interpreters who lived around the turn of the Common Era and are challenged to discover that these early readers’ approach to the text was quite different from that of the historical critics. For all intents and purposes, they were reading a different Bible. Their mode of reading must be seen as a product of their own time and place and not any intrinsic meaning in the biblical text itself. In fact, students will recognize that their own interpretive assumptions can often be seen as a complex mix of these two different approaches to the biblical text. The course is thus designed to make students adept at switching the interpretive lenses with which they approach a literary work, identifying the historical sources of those lenses, as well as understanding the complex history of the text (AIS). It is also designed to make students aware of their own assumptions and biases at work in their approach to the biblical text (WK). Students become adept at combining close reading of original, primary source material with a recognition of the assumptions with which they approach such reading. Small in-class group work and on-line posting will allow students to experiment with a variety of reading practices. They are asked in the final project to reflect explicitly on their own assumptions and their own interpretive approaches going into the course and the various other interpretive frameworks that we analyze over the course of the semester. They are also asked to reflect explicitly on the multifaceted nature of the Bible as a literary work ultimately dependent on its communities of readers for not only determining its meaning but its very nature. Final presentations will require students to provide a close explication of texts before the classroom.

My work is in the Hebrew Bible and its history of interpretation. My goal is to further elucidate the Bible by making readers aware of the interpretive tendencies that they bring to bear on the biblical text. In that vein, I look to bring historical critical approaches to the Hebrew Bible into closer conversation with the history of biblical interpretation.

This theme comes to the fore in my book, How Repentance Became Biblical: Judaism, Christianity, and the Interpretation of Scripture (Oxford University Press, 2016), which was awarded the 2016 AAR Award for Excellence in the Study of Religion in the category of Textual Studies. It considers how the primacy accorded repentance within Hellenistic Judaism leads to the development of a series of interpretive practices whereby Jewish and Christian communities read repentance back into Scripture. It asks what it might mean to read the Bible without this penitential lens and, through a close reading of a series of biblical and extrabiblical passages, offers alternative descriptions of a variety of ancient Israelite practices and phenomena: fasting, appeal, confession, the phrase, “return to YHWH,” and prophecy, as well as redemptive expectations among sectarians in the Second Temple period.

I am now focusing on a series of studies that aim to assess more broadly how modern Western notions of the subject have shaped biblical interpretation and, especially, translation practices. In 2017-2018, I was on leave pursuing these questions as a fellow at the Institute for Advanced Studies in Jerusalem as part of a research group working on “The Subject of Antiquity: Contours and Expressions of the Self in Ancient Mediterranean Culture.” Articles on the topic include: “The Book of Job in Ritual Perspective,” Journal of Biblical Literature 134:3 (2015); “Refreshing Philology: James Barr, Supersessionism, and the State of Biblical Words,” Biblical Interpretation 24:3 (2016); and “‘Desire’ Enacted in the Wilderness: Problems in the History of the Self and Bible Translation” in Self, Self-Fashioning and Individuality in Late Antiquity (2019).

In my teaching, I also aim to integrate historical critical approaches with attention to the history of interpretation in such courses as “Introduction to the Hebrew Bible/Old Testament Literature” (Reli 103) and “The Bible and its Translation” (Reli 603). My main pedagogical goal is to train students to become critical readers of texts by gaining awareness of their own interpretive presuppositions.

Finally, Reli 602, “What is Scripture? Formations of the Hebrew Bible/Old Testament Canon?” represents for me another research interest, namely, in the formation of the Hebrew Bible as Scripture. What is Scripture, and how did we arrive at the concept? Is Scripture a uniform idea and was there, therefore, a singular canonical process, or is the very idea of Scripture itself contested and multiform? This project will be appearing as a monograph, “Is Bible Scripture? Assembling the Biblical in Ancient Judaism and Beyond” with Yale University Press. An initial article on the topic has been published: “How the ‘Torah of Moses’ Became Revelation: An Early, Apocalyptic Theory of Pentateuchal Origins,” Journal for the Study of Judaism 47:1 (2016).

TR, 2:00 pm – 3:15 pm. Instructor(s): Zlatko Pleše. Enrollment = 24.
This multidisciplinary course offers a comprehensive survey of ancient Christian ‘Gnosticism’, one of the earliest and most long-lived branches of early Christianity, notorious for its promise of personal salvation through a firsthand knowledge (gnosis) of the divine. Principal readings are drawn from the famous “Nag Hammadi Library,” a manuscript hoard buried at the time of official suppression of ‘heretical’ sects around 350 CE and discovered in 1945 by two Egyptian locals. In this course, students are expected to develop expertise, in textual analysis and broad interpretation, of ancient Gnostic myth and to acquaint themselves with various denominations within Gnostic Christianity, their doctrines, and their ritual practices. We will situate the ancient Gnostics in a complex network of early Christian groups and their conflicting ideas about orthodoxy, authority, and canon, as well as identify religious, philosophical, and literary traditions that helped to inform the basic tenets of ancient Gnosis. The course concludes by focusing on modern uses and misuses of the term ‘gnosticism’—a broad category including the poetry of William Blake, the fiction of Kafka and Melville, psychoanalysis, the New Age movement, and various brands of postmodernism.

No previous knowledge of the subject is required, and there are no formal prerequisites for this course. Although there will be some informal lecturing to provide historical and religious background for the course subject, most of our time will be dedicated to an in-depth group discussion of the assigned weekly readings. Special emphasis will be placed on developing multiple skills required for the analysis of Gnostic texts, from their cultural and ideological contextualization to a variety of literary-critical and rhetorical approaches.  Each student is required to (a) give at least one short in-class presentation on any subject covered during the semester, (b) actively engage in our class discussions and team projects, (c) and undertake an individual research project (10-12 pages) determined upon consultation with the instructor.

 

Zlatko Pleše, Ph.D. in Classics, Yale University, is Professor of Greco-Roman Religion and Early Christianity in the Department of Religious Studies. He has published articles on ancient Greek and Roman philosophy, Gnosticism, apocryphal gospels, and Coptic literature. His monographs include Poetics of the Gnostic Universe: Narrative and Cosmology in the Apocryphon of John (2006), The Gospel of Thomas (2017), and, in collaboration with Bart D. Ehrman, The Apocryphal Gospels (2011) and The Other Gospels (2014).

MWF, 9:05 am – 9:55 am. Instructor(s): Brandon Bayne. Enrollment = 24.
This course engages literature, performing, and visual arts to explore the relationship between religion and culture in America. Letters, poetry, novels, films, plays, dance, painting, cartoons, and music will act as windows that open to the religious worlds of Americans and address major themes in the history of this country. Individually and collectively, we will attend events at the Ackland Art Museum, Playmakers Theater, and Carolina Performing Arts as a central part of our learning experience. Other media will cover diverse topics, including indigenous storytelling, missions, slavery, revivalism, nativism, civil rights, and immigrant experience. We will also chart thematic tropes including martyrdom, redemption, apocalypse, horror, iconography, and sacrifice. Along with these historical and thematic subjects, students will learn about literary and cinematic techniques such as mythology, propaganda, surrealism, allegory, and satire to track shifting representations of religion in popular culture.

Brandon Bayne is an Associate Professor in the Department of Religious Studies, where he also serves as the Director of Undergraduate Studies and holds additional appointments in Latin American Studies and American Indian and Indigenous Studies. His first book, Missions Begin with Blood: Suffering and Salvation in the Borderlands of New Spain (Fordham University Press, 2021) was awarded the Frank and Elizabeth Brewer Prize by the American Society of Church History for outstanding scholarship in the history of Christianity. His current research focuses on race, religion, memory, and erasure in modern celebrations of “pioneer” missionaries, including Fathers Eusebio Kino, Junipero Serra, Damien of Molokai, and Stanley Rother. He also serves as the Americas editor for the scholarly journal, Church History. Bayne teaches courses on Religion in the US, Religion in Latin America, Religion and Violence, and Native American Religions. Before UNC, he taught at Fordham University, Indiana University, and Claremont School of Theology.

M, 3:35 PM – 6:20 PM. Instructor(s): Todd Ochoa. Enrollment = 24.
This course is an introduction to Black Atlantic discourses from ethnographic and cultural studies perspectives. Building on the Black Atlantic paradigm, we will explore contemporary ramifications of the Atlantic Slave Trade in the Creole societies of Cuba, Haiti, Brazil and other New World contexts. Central to this course will be the problem of possession (“spirit possession,” “possession of property,” “possession of slaves,” “possession of freedom”) in the community-making and healing practices of Black Atlantic communities. We will approach the problem of possession with resources made available to us by critical theory and performance studies. Readings will privilege African-inspired performance and aesthetic forms as these are produced in religious practice while giving attention to political, medical, and musicological concerns.

Todd Ramón Ochoa is a cultural anthropologist who writes about Latin American religions inspired by enslaved Africans and their descendants, especially in Cuba. His research has led him to pay close attention to religions organized by the powers of the dead, and how these recombine with those oriented by divine powers. By extension, his work involves re-thinking sacrifice, sorcery, and possession.

TR, 11:00 am – 12:15 pm. Instructor(s): Adam Cohn. Enrollment = 19.
This course is designed for students in the Honors Program, who have been recommended by their SPAN 261 instructor, or who have received the approval of the SPAN 301 course coordinator. The course prepares students to analyze texts in at least three different genres (theater, poetry, essay, narrative, or film), within a cultural context. In this process, students will improve their language proficiency in Spanish as they are exposed to different world views through the study of literature and culture. SPAN 301H offers a more rigorous and varied experience than in SPAN 301. For instance, writing assignments will incorporate the use of literary criticism. Additionally, students will think across genres by reading a novel, viewing its film adaptation, and then making their own original adaptation (a short story set in the novel’s world, a graphic text, or a performance).

Adam Cohn is Assistant Professor of Spanish and the JMA and Sonja van der Horst Fellow in Jewish Studies. He publishes on modern and contemporary Spanish cultural production, focusing on the work of Federico García Lorca, Spanish Civil War literature, and Jewish writing from Spain. At UNC, he teaches at the intersection of Hispanic and Jewish Studies, covering topics from the Middle Ages to the present. He is also the faculty coordinator for SPAN 301-302.

TR, 2:00 pm – 3:15 pm. Instructor(s): Richard Smith. Enrollment = 24.
This course teaches data analysis methods with a primary focus on linear regression. Linear regression is the starting point for all more advanced statistical tools that aim to predict one “response” variable based on a number of other variables known as covariates. It is very widely used in medical and public health applications, social sciences including economics, and applications in biological and environmental sciences. More advanced techniques such as generalized linear models, survival analysis, longitudinal data analysis, etc., all require a basic foundation in linear regression. Therefore, a sound understanding of linear regression is essential for anyone seeking to use advanced statistical methods in almost any context.
Compared with the non-Honors version of this course, STOR 455, the aim of this course is to go into much more detail about the mathematical foundations of the subject, but still with  focus on computational applications in R as in the current STOR 455. Desirable mathematical background includes the basic undergraduate calculus sequence and an introductory course in linear algebra such as Math 347.

Richard L. Smith, Department of Statistical and Operations Research. https://rls.sites.oasis.unc.edu/

TR, 11:00 am – 12:15 pm . Instructor(s): Jess Keiser. Enrollment = 5.
This course serves as an introduction to the ways in which the methods and tools of philosophy may be fruitfully employed to engage with, and carefully respond to, questions and issues concerning the meaning and place of sex and gender in society. We will investigate how concepts like “sex”, “gender”, “sexual orientation”, and “gender identity” have historically been employed in philosophy. We will also examine how systems of power and oppression relate to these categories, and how associated norms and institutions influence what we expect of ourselves and others and what we come to value. Topics will include (but are not limited to) adaptive preferences, gendered division of labor, and masculinity.

CROSSLISTED WITH PHIL 275H.

Jessica Keiser is an Associate Professor of Philosophy, whose research interests are located at the intersection of language and social/political philosophy