Influenced by students’ interests in creating original stories about climate change, this new, interdisciplinary, project-based course exposes students to approaches in environmental humanities and in science communication. Students will study the practices of science-based and place-based storytelling by engaging with archives of historical and contemporary environmental stories – from real-time narratives to vlogs and podcasts. Students will work on a semester-long collaborative project about the impact of climate change in or near Princeton, with the ultimate goal of producing a public-facing story with a range of media.

This redesign of an existing course will reimagine Asian American studies by introducing more interconnected historical and discursive approaches to the study of Asian Americans, Native Hawaiians, and Pacific Islanders. With the goal of supporting students in developing critical thinking skills and responsible civic consciousness, this course will incorporate activities and assignments that encourage collaboration, community engagement, and multimodal communication. The semester will culminate in a final “group expressive project” where students will translate class what they’ve learned into an accessible multi-media and social media format for a broader audience. 

With a particular focus on community-engaged scholarship and experiential learning opportunities, this new course will examine death as a social process with high moral and political stakes. In the first part of the course, students will develop a comparative perspective on death and morality by exploring death rituals in a wide variety of cultural and historical contexts. The second part will encourage students to critically examine the legal and medical management of death, with special attention to the structural determinants of “good” and “bad” deaths. Students will engage in a semester-long project on a particular “death setting” – such as a hospice organization, a cemetery or burial ground, or an online grief forum – studying the discourses and practices of disposition, mourning, and commemoration in these settings. 

This redesigned gateway course for Native American and Indigenous Studies will provide increased international coverage and thematic breadth to attract students from across disciplines. The course will offer Indigenous perspectives on areas that are not commonly associated with Indigeneity, such as climate adaptation, health, international affairs and diplomacy, economics and development, philosophy, and computer science. With the goal of teaching students how to interact with radically different epistemologies in practice, this course will provide students with opportunities to engage with knowledge-holders from Indigenous communities in fields ranging from law to healthcare, to climate change and economic development.

The revised version of this course will introduce students from different disciplines to computational thinking and programming for design, engineering, and scientific research. The course will integrate real-world design and engineering scenarios with problem-solving coding exercises and group assignments that offer opportunities for interdisciplinary interactions. 

By combining training in hand drawing – as an excavator’s observational tool – with critical analysis of the visual media of archaeology, this new interdisciplinary, hybrid studio/seminar course bridges Princeton's archaeology and visual arts offerings. This course will focus on the challenges of reconstructing fragmentary evidence, representing uncertainty, and visualizing our ancestors. Students will experience the unique opportunity to build a drawing portfolio and to delve into archaeological artifacts from the University's collections.

This interdisciplinary course, which includes guest lectures and excursions, focuses on providing students from diverse academic backgrounds an entrypoint into understanding the complex challenges modern infrastructure systems face. Students will engage in a collaborative and immersive game development project that simulates real-world challenges. This project-based approach requires students to integrate engineering principles, mathematical concepts, and computer science knowledge into a playable proof-of-concept that explains the notion of reliable and sustainable infrastructures for children ages 12 to 16.

CEE262 will be reimagined to examine present and future challenges that our civil infrastructure systems face, particularly those imposed by our changing climate. In previous iterations of the course, students analyzed structures from three perspectives: efficiency, economy, and elegance. In the new version of the course, students will learn about “sustainable” construction practices that respect our environment and design solutions that adapt to climatical changes. 

Building on the department’s recent success in expanding its disciplinary boundaries beyond the Greco-Roman Mediterranean in the story of the classical world, this new course will help students contextualize ongoing contemporary debates about how different cultures can learn to dialogue across borders. Students will produce an ancient text in cuneiform with clay, learn how modern editors produce an edition, and experience the challenges of translation. 

This new course will introduce students to the vocabulary of film production and criticism, the nuances of affective response, and the complexities of Asian American representation in a diasporic context. Students will engage in a set of progressive short written assignments – such as still image analysis, shot analysis, sequence analysis, sound analysis, and affective image annotation – and produce a culminating video essay.

This re-envisioned co-taught class will be tailored for students with three or more years of advanced training who aspire to enhance their modern Chinese proficiency. In order to focus on practical language application in both professional and academic settings, students in the course will travel to Macau, Taiwan, and Singapore to conduct interviews on a topic of their choice. Upon their return, students will share their findings in multimedia formats at a class forum.

The reimagined engineering sequence will accommodate larger (150+ students) class sizes and address a significant training gap for first year B.S.E. students from under-resourced high schools. The new sequence creates accessible pathways for students without advanced math and physics preparation through cohort learning experiences, exposure to guest speakers, and opportunities to engage in engineering applications of foundational scientific concepts.

This new course explores the methods and practices of comics as a medium, rather than as a particular genre or literary tradition. With a focus on comics literacy, this course will support students in developing the dispositions to ask a first-order question when they read any kind of comics: How am I creating meaning (or being asked to create meaning) from this sequential layout of text and images? Students will be exposed to the fundamentals of visual communication as they learn about the building blocks of comics’ communicative strategies and reflect on the habits of reading, visual comprehension, and material engagement that comics demand of us as a medium. 

Part of a large-scale curricular and co-curricular project – the Data and Culture Initiative – this new course will introduce students who have a broad range of interests to the key concepts, issues, and approaches to using data-driven methodologies in humanities and social science contexts. Focused on five core concepts of “humanistic data science” – contextualization, close reading, critical thinking, collaboration, and communication – the course will emphasize that humanities offer an essential (and not extra, optional, or co-curricular) component to understanding data.  

A new program across three Molecular Biology courses (MOL214, MOL320, and MOL350) will coach and guide students in effective teamwork through introducing a structured program to teach leadership, cooperation, and collaboration skills. Based on a critical need to provide training for effective teamwork skills in STEM courses, the program aims to empower all students to identify themselves as leaders and ultimately to increase the diversity and inclusivity of leadership in the STEM field. Instructors will design highly structured team-based assignments through allocating different student roles, and guide and coach students in effective team-building and organization. 

This global learning, community-engaged summer course will focus on the ways in which community stakeholders, partners, and activists attempt to address issues related to language rights, identity, cultural expression, and preservation of nature in the Basque Region. Co-organized with an on-site institutional partner – the Bureau des Ecoles Thématiques at the Université de Pau et des Pays de l’Adour (UPPA) – this course will include a combination of classroom learning, on-site visits, field work, guest speakers, participant observation, and active participation in cultural events in Bayonne. 

As part of a larger expansion of language course curricula in the Department of German, the second-year German courses GER 105 and GER 107 will incorporate use of a customized course website. The website, which will include voice recordings, review videos, and a unified vocabulary resource, will provide an increased range of activities and exercises for students. 

This new interdivisional lecture course will provide an accessible overview of the history of philosophical study of technology, communication, and media for students in STEM fields who are seeking theoretical approaches to their own work as scientists, designers, engineers, and other technical makers. There are two goals of this class: to ground humanistic speculation in the concrete experience of making and doing and to confront the presentism of the sciences with the critical and historical perspectives of the humanities. Assignments will combine social annotation, brief reading responses, and longer analytical writing exercises with practical work (e.g., generating models, maquettes, or other experimental devices for testing theoretical principles) in the StudioLab or other campus makerspaces. 

Understanding how content and meaning is embedded in photographic forms is an essential part of a liberal arts education. The goal of this large introductory lecture/lab class is to effectively and efficiently teach the theory and practice of photography to a broad array of students and allow students the possibility of taking an art making class with less restricted enrollment than those currently offered. This course will highlight inquiry, teaching photography as a cultural phenomenon rather than a skill to be mastered. 

The goal of this project is to continue developing, enhancing, and assessing Codon Learning for implementation in MOL 214. Codon Learning is an innovative courseware platform dedicated to improving student learning in biology courses by encouraging metacognition. Integrating Codon Learning into the curriculum will provide students with opportunities to connect lesson-level learning objectives with formative assessment questions, to assess their own learning in the course, and to identify areas of strength and weakness.

This new seminar will cover advanced topics in Electronic Music and also deepen undergraduate engagement in the Princeton Laptop Orchestra (PLOrk). Students will discuss the history and theory of electronic music, learn about different composers and how they think about music, engage in programming assignments, and collaboratively build software and hardware instruments. The course will include a workshop with a guest artist and a culminating performance in which students will perform in the public PLOrk concert. 

This collaboration between the Music and German department will result in a new summer program that immerses students in the rich musical, historical, and linguistic environment of Leipzig, Germany. The course will coincide with the annual international Bach-Festival, allowing students to study the music on that year’s festival program; experience and reflect on the concerts together with Princeton Music faculty; and develop their skills through a final public performance. Concurrent with the musical offerings, students will take part in the rigorous language-learning program offered by interDaF, with additional instruction by German faculty

This co-developed course will provide students with the opportunity to assess and understand the pervasive, rising levels of antisemitism, especially on American college campuses. With a focus on crossing historic, geographic, cultural, and linguistic boundaries, this course will engage both classic and recent scholarship on antisemitism enabling students to see how the scholarly view of the phenomenon has changed and been debated over time.

The goal of this project is to create a series of videos to help students in introductory physics courses become more expert-like in their understanding of an approach to physics. This video series will convert teaching strategies – founded in Physics Education Research (PER) – into a format that is more accessible to a large number of students, at Princeton and beyond. Each “bite-sized” video will focus on one strategy at a time and 1-2 videos will be assigned per week as supplemental “reading.” After watching the video series, students will be able to identify the processes involved in a novel physics problem or situation, apply the relevant processes to solve the problem, and connect each idea in the course to their everyday life.

This co-developed course series will engage students in an examination of differences in citizens’ experiences with democratic governance in the United States. Students will visit government archives and collect data, developing their research skills as they build a public good – the first democracy index of the United States that accounts for differences in experiences of democracy due to racial climate and institutional context.

Through engagement with theory and methods spanning various fields – neuroscience, psychology, economics, anthropology, philosophy, and science and technology studies – students in this revised course will learn how to critically evaluate research examining the boundaries between self and society and to think imaginatively about what the scientific method can reveal about humans, both now and in the future. Lectures will model integrative and interdisciplinary thinking, while panel discussions will bring together scientists and humanists working on similar topics from different angles. At the end of the course, students will conduct an autoethnographic analysis of their experience as a research participant in an ongoing research project.

This course will examine the phenomenon of halakha – a regimented, habitual system of embodied practices that constructs individuals and communities as its subjects – as a test case to better understand what religion is and how it functions in the world. The course will draw on ancient and medieval texts, material objects and scenes from television shows and films, along with theoretical writings on religion, everyday life, habits, ritual, social control, and gender. To experience the power of mundane practices, students will formulate a requirement or prohibition – an everyday practice they will commit to observing daily for four weeks – and reflect on the experience. 

As a reconceptualized version of SOA/ARC 580: Living Room: Gender, Architecture, Theory for a larger group of students from a variety of fields, this interdisciplinary humanities and design seminar will center queer theory and urban studies. This course will provide students with the opportunity to delve into the intersections of urban studies, design, and queer theory and to collaborate with existing LGBTQIA+ organizations to advance guided oral history projects. Students will discuss critical literature, produce free-writes and graphics, conduct interviews, and create a digital zine.

This comprehensive overhaul of SPA107–the final course of the Spanish language requirement–has several goals, among them to engage students with authentic written, audio, audiovisual, and visual materials; to expand the thematic content beyond the context of the U.S. Latino community; and to reinforce the development of reading and writing skills, as well as critical thinking and autonomy in language learning. The project will also seek to better integrate Aprendo, the course’s online language-learning platform, and Canvas, and explore new functionalities for Aprendo such as an improved search function and index.

This project will use survey data to assess how well the Princeton undergraduate engineering curricula prepares students for understanding global challenges, conducting engineering research intended to confront those challenges, and creating innovation for greatest humanitarian impact. The assessment results will be used to identify both strengths and weaknesses of the CEE curricula that can inform future improvements.