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This Interdisciplinary course will provide students with an introduction to Italian culture presented through an exploration of one of Italy's most appreciated aspects around the world: its food. A major focus will be on understanding the extraordinary significance of food in the definition of "Italianness" and the influence of of gastronomy in the creation of (a) national identity. Some of the questions that will guide our exploration will be: how has Italian cuisine changed from antiquity till today? How do national identity and national cuisine relate? How do historical, economic, and social factors shape Italy's culinary traditions and how do these factors reflect broader societal trends? How can food become a tool of political power? We will explore how can food become a tool of political power? We will explore how social categories such as race, ethnicity, gender, and class are intricately woven into the fabric of Italy's culinary traditions.

Students will learn through a combination of lectures, class discussions, presentations, hands-on experiences and research, and interactions with representatives of Italian food scene in St. Louis. Texts will include excerpts from literary works (such as Boccaccio's "Decameron" and Collodi's " Pinocchio" ), academic articles, food magazines and blogs, cookbooks, interviews, and films/documentaries. The course will be taught in English; no knowledge of Italian is required.

Academic Transitions & Thriving at WashU is a 1-credit accelerated course component of the WashU EdGE (Education, Growth, Empowerment) summer bridge program. The course is designed to support students in building the academic habits, strategies, and mindset needed to succeed in a highly rigorous, self-directed learning environment. Over two weeks, students explore how learning works, practice evidence-based academic skills, reflect on their academic purpose, and build a personalized Fall Academic Success Plan.

The course integrates structured instructional time with meaningful independent work, allowing students to experience a realistic rhythm of college learning. It is designed to complement — not duplicate — co-curricular programming focused on community, belonging, wellness, and social transition.

The course emphasizes reflection, growth, and self-directed learning — focusing on why students are in college and how they can learn effectively, persist through challenges, and thrive across disciplines. It serves as an academic enhancement experience designed to foster confidence, self-advocacy, and readiness for the WashU learning environment.

This course complements Bear Beginnings orientation programming and the Bearprints for Success course (GENST 1100) by focusing on academic readiness, learning science, self-management, and navigating college academic culture.
 

This upper-level writing course considers the strategies of argumentation emphasizing audience awareness, reflective thinking and strategic presentation. We will explore elements of argument such as enthymeme, the three appeals, claim types, and fallacies. Students will learn to evaluate a wide range of arguments (including their own), considering the rhetorical strategies that make for effective argumentative performance in a given situation. The course will involve regular practice in both written and oral argument.

Basic Korean I is designed to develop students' basic proficiency in all four language skill areas, listening, speaking, reading, and writing, while fostering intercultural competence.  Students will improve their Korean communication skills by engaging in various interactive activities throughout the course. The topics covered in the class include self-introduction, describing surroundings, discussing daily activities, and engaging in conversations about familiar objects and people. The course introduces relevant cultural topics to enrich students' understanding of Korean culture and language. This 3-credit, slower-paced course meets three times per week and requires less time commitment than the 5-credit course First-Level Modern Korean I. Upon completing Basic Korean I in the spring semester, students can enroll in Basic Korean II in the fall semester. After successfully finishing Basic Korean II, students can advance to First-Level Modern Korean II in the subsequent spring semester. It is important to note that Basic Korean 1 and Basic Korean 2 do not fulfill the language sequence requirement, nor the two-semester language requirement for the EALC minor.

This course equips you with the different writing skills you’ll need to succeed in a variety of classroom settings. During the summer session, we’ll practice writing personal narratives, analyzing pieces of art, and summarizing and responding to arguments. Our work will allow you to start developing your voice as a critical thinker. Along the way, you’ll learn how to effectively communicate in a college classroom by participating in large discussions, small-group activities, in-class writing exercises, and peer review workshops. Overall, this course prepares you to write for and in the college classroom.

This course is for students who wish to learn about the biology of the nervous system, and the scientific process of understanding how it works. Biology of the Brain will include lecture, discussion, and analysis of cutting edge research, so active participation will be important. We will discuss the gross anatomy and cellular composition of the brain. We will analyze how the brain develops, changes with experience to create memories, and recovers from injury. Along the way, we will discuss nervous system dysfunction a range of contexts such as Addiction, Alzheimer's disease, and Parkinson's disease. This course counts as a Natural Science and Mathematics (NSM) distribution requirement.

Continuation of MATH 1510. A brief review of the definite integral and Fundamental Theorem of Calculus. Techniques of integration, applications of the integral, sequences and series, Taylor polynomials and series, and some material on differential equations.

Multivariable calculus. Topics include differential and integral calculus of functions of two or three variables: vectors and curves in space, partial derivatives, multiple integrals, line integrals, vector calculus at least through Green's Theorem.

Students may use this course to expand on any 5xxx level Biology course by completing extra work approved by that course's instructor. The guidelines for this effort will be up to the course instructor but may include special writing assignments, literature reviews, or interviewing local scientists and or clinical researchers involved in related projects. Alternative options will be considered, such as attending a local symposium approved by the instructor and reporting on that experience. Must be enrolled in The Master's in Biology Program in the School of Arts and Sciences.

Introduction to ordinary differential equations: first-order equations, linear equations, systems of equations, series solutions, Laplace transform methods, numerical solutions.

An elementary introduction to statistical concepts, reasoning and data analysis. Topics include statistical summaries and graphical presentations of data, discrete and continuous random variables, the logic of statistical inference, design of research studies, point and interval estimation, hypothesis testing, and linear regression. Students will learn a critical approach to reading statistical analyses reported in the media, and how to correctly interpret the outputs of common statistical routines for fitting models to data and testing hypotheses. A major objective of the course is to gain familiarity with basic R commands to implement common data analysis procedures.  Students intending to pursue a major or minor in statistics or wishing to take 4000 level or above statistics courses should instead take SDS 3020 or SDS 3030.

Should hate speech be a criminal offense? Should it be illegal to burn the American flag? Should
college students be allowed to write and say things that are offensive to their peers? Is it
problematic for universities to prohibit on-campus protests that disrupt academic activities?
Should social media companies censor false or harmful content on their platforms? This course
will introduce students to contemporary issues of free speech, including hate speech, the freedom
to protest, and social media regulation, and provide a survey of the philosophical and legal history
of the principle of freedom of expression. We will study what Baruch Spinoza (1632 – 1677),
John Locke (1632 – 1704), John Stuart Mill (1807 – 1873), and the United States Supreme Court
have said about free speech over the years, before turning to contemporary debates about the
validity and scope of free speech.

Full-Time Graduate Research/Study

Full-Time Graduate Study in Absentia

Biochemistry involves the study of the molecular composition of living cells, the organization of biological molecules within the cell, and the structure and function of these biological molecules.  The biological macromolecules which this course focuses on are proteins, polysaccharides, fats, and nucleic acids, including the monomeric units of these macromolecules.  Other topics that will be discussed include bioenergetics, enzyme kinetics, metabolism, and the storage and maintenance of genetic information. Students choose a clinically-relevant biochemical disorder for further study and near the end of the semester prepare a presentation to the class on its cellular, molecular, and biochemical etiology, epidemiology, pathology, diagnosis, and current/future treatment options. Masters students must compose a review article to complement the oral presentation, focusing on an unresolved research question in the disease field of their choice. Exams, which attendance is required, will be administered on Monday, June 15; Friday, June 26; and Friday, July 10.

This course provides an introduction to basic laboratory techniques, the experimental method, and the presentation of scientific data, as well as direct experience with chemical principles and the properties and reactions of substances. The topics and experiments in this course complement the material covered in the first semester General Chemistry lecture courses.

Continuation of General Chemistry Laboratory I. The topics and experiments in this course complement the material covered in the second semester General Chemistry lecture courses.

The goal of the course is to help the non-biologist better understand what is happening inside their own body and to become a better informed consumer of science and medicine. We will explore common diseases and treatments, new drug discovery efforts, and research into health and longevity. By the end of the course, students will have the tools and understanding to better evaluate medical products and claims and headlines about medical advances.

The first half of a two-semester intermediate level sequence. Reviews basic knowledge and introduces advanced skills in grammar, reading, writing, culture, and vocabulary.

Anthropology majors may acquire professional experience outside the classroom by participating in a faculty-sponsored internship. Before work begins, the student and faculty sponsor must agree on a final written project, which is then approved by the Anthropology Academic Coordinator. Students will be evaluated by the faculty sponsor on the basis of the written project and input from the internship supervisor. Course may only be taken one time.

This course provides the student with the basics of biomolecules and their structures, bioenergetics, mechanisms, kinetics, and major metabolic processes.  The course assumes students have a strong foundational background in biology, general and organic chemistry.

Determination of prices; distribution of national income; theory of production. For a thorough introduction to economics, "Introduction to Macroeconomics" should also be completed.

This course introduces students to the basic concepts of statistics, including the design of experiments, data organization, and statistical inference. Students will learn how the selection of sampling method and design of data collection processes can reduce bias and allow for generalizability. Students will use descriptive statistics as well as tables, graphs and frequency distributions to summarize important characteristics of datasets. Students will apply an understanding of elementary probability, measures of variability, and randomness to interpret confidence intervals and hypothesis tests.

An introductory course in linear algebra that focuses on Euclidean n-space, matrices and related computations. Topics include: systems of linear equations, row reduction, matrix operations, determinants, linear independence, dimension, rank, change of basis, diagonalization, eigenvalues, eigenvectors, orthogonality, symmetric matrices, least square approximation, quadratic forms. Introduction to abstract vector spaces.

MedPrep II offers students a real world, behind-the-scenes experience of a life in medicine. For four hours every other week, students shadow physicians in the Charles F. Knight Emergency and Trauma Center of Barnes-Jewish Hospital, the main teaching hospital of the WashU School of Medicine. In addition to shadowing, there is a required class session every other week. Because of the orientation material presented, we strongly recommend in person attendance at first class/orientation. We cover critical information about the course and logistics regarding scheduling of shadowing shifts. If you have a conflict, please contact the course instructor before the date of orientation. There is no outside course work and no exams. A $25 course fee for a MedPrep shirt and other course-related items (e.g. AV items and other course-related items) will be charged to the student account. HIPAA training and TB testing are required for this course. Students have 30 days to complete these requirements after receiving instructions via email, or forfeit their spot in the course (extensions are granted for students who are studying abroad). For more information about course requirements, please see the MedPrep website at medprep.wustl.edu. Registration is now completed via Workday, no longer through the MedPrep website.

This is the lecture-portion of the first part of a two-semester survey of organic chemistry. The course will include an introduction to organic structures, reactions, and reaction mechanisms.

This is the lecture-portion of the second part of a two-semester survey of organic chemistry. The course will include an introduction to organic structures, reactions, and reaction mechanisms.

This is the laboratory portion of the first part of a two-semester survey of organic chemistry. The course will include an introduction to organic structures, reactions, and reaction mechanisms. The laboratory will include an introduction to laboratory methods in organic chemistry, including separation and methods of purification of organic compounds.

This is the laboratory portion of the second part of a two-semester survey of organic chemistry. The course will include an introduction to organic structures, reactions, and reaction mechanisms. The laboratory will include an introduction to laboratory methods in organic chemistry, including separation and methods of purification of organic compounds.

The first course in a two-semester, calculus-based introduction to the concepts, laws, and structure of physics. Topics include kinematics, Newton's laws, energy, linear momentum, angular momentum, the conservation laws, gravitational force, fluids, harmonic motion, wave motion and interference, sound, and special relativity. Small-group problem-solving exercises and active class participation are integral parts of the course. This course has evening exams, at which attendance is required. Previous or concurrent enrollment in Calculus I is required for this course, although previous or concurrent enrollment in Calculus II strongly recommended. Taking Introductory Physics as a first-year student is compatible with on-time completion of all pre-health requirements. 

Laboratory experience is an integral component of Introductory Physics. It is designed to provide a hands-on opportunity to explore concepts introduced in the lecture course and to develop careful measurement and documentation skills. Students may not take the lab without previous or concurrent enrollment in Physics I lecture.

The second part of a two-semester, calculus-based introduction to concepts, laws, and structure of physics. Topics include electromagnetic forces and fields, direct current circuits, capacitance and inductance, electromagnetic radiation, light, physical optics, interference and diffraction, early quantum theory, and nuclear physics. Small-group problem-solving exercises and active class participation are integral parts of the course. All textbook materials for this course will be billed as a separate course fee; students should not purchase their own textbooks. This course has evening exams, at which attendance is required. Concurrent enrollment in Calculus II is required for this course, although previous completion of Calculus II is very strongly recommended. Taking Introductory Physics as a first-year student is compatible with on-time completion of all pre-health requirements. 

Laboratory experience is an integral component of Introductory Physics. It is designed to provide a hands-on opportunity to explore concepts introduced in the lecture course and to develop careful measurement and documentation skills. Students may not take the lab without previous or concurrent enrollment in Physics II lecture.

 Systems physiology with emphasis on human physiology. (Biology Major Area B)

The Master of Arts in Statistics program at Department of Statistics and Data Science, Washington University in St. Louis, requires students to participate in extensive practical training as an essential component of the degree program. The program requires all full-time students to participate in practical training at least for one semester or summer session during their degree study. This requirement should be completed prior to the last semester in the degree program. The requirement does not require registration for additional credit but does require registration by ALL students, regardless of citizenship or visa status, for the zero-credit practical training course SDS 5910 for one semester or summer session in which a student participates in an internship or co-op. Practical training can be fulfilled by any one of the following three methods: 1. An off-campus Internship or Co-op position with an employer in the data science industry or data science related department of a company is STRONGLY RECOMMENDED as the most preferred component of the Practical Training. The position should be related to the Statistics curriculum and span at least four weeks in duration. The student is required to submit a written report after the internship ends. 2. On-campus research, or research project participation, where the research or project is related to data science under the sponsorship of one or more of a data science institution, industry practitioner or faculty member of Washington University in St. Louis. A detailed written report on the research or project participation should be submitted and approved by a faculty member in the Department of Statistics and Data Science. 3. Participation in the colloquium or statistics seminar in the Department of Statistics and Data Science, or other data science related research colloquium and seminar talks at Washington University in St. Louis. Students must attend talks regularly. A written report should be submitted to summarize the problems, ideas, approaches and results learned from at least four talks, and provide additional information from further reading and research of the topic.

The course provides an introduction to cell biology, biochemistry, and molecular biology. An understanding of cellular structure and mechanisms, and the properties of biological macromolecules are integrated with a discussion of the flow of genetic information within cells. Examples of how these concepts can be applied to selected areas in modern biology will be discussed. Weekly labs reinforce material from lectures and explore common laboratory techniques and computer-based resources. Completion of Chem 1601 or Chem 1701 and concurrent enrollment in Chem 1602 or Chem 1702 are strongly recommended but not required. The 48-student sections are taught in a flipped-classroom format and in active-learning classrooms (pending request). Students will be required to prepare for each class by watching a video and/or completing a short assignment, then will spend class time working in small groups on in-class activities. The 300-student sections will be taught in traditional lecture classrooms with both short lectures and in-class activities occurring during class time. All sections take the same exams and have the same accompanying lab.

A broad overview of genetics, including Mendelian assortment, linkage, chromosomal aberrations, variations in chromosome number, mutation, developmental genetics, quantitative genetics, population genetics, mechanisms of evolution, and phylogenetics. Three lecture/problem solving sections and one laboratory period per week. Does not fulfill the laboratory requirement of the biology major. This course must be taken for a grade to count towards the Biology major.

This course traces the development of chemistry from early atomic theory to modern descriptions of structure, bonding, and intermolecular interactions. Over the course of the semester, the students learn how macroscopic observations of stoichiometry, chemical reactions, the properties of elements and compounds, and chemical periodicity developed into the microscopic understanding of molecular structure and bonding. The semester begins with fundamentals related to stoichiometry, chemical reactions, solution chemistry, and gas properties, with an emphasis on quantitative problem solving. The octet rule, Lewis structures, and valence-shell-electron-pair repulsion (VSEPR) theory are then introduced as early efforts to describe the stability and structures of molecules. The localized electron model (LEM) and molecular-orbital theory (MOT) are next described as modern descriptions of chemical bonding. The course concludes with intermolecular forces such as hydrogen bonding and van der Waals interactions. This course will be a serious introductory series that requires and develops algebraic-computation and problem-solving skills.

This course covers chemical equilibrium, thermodynamics, and kinetics at a fundamental level, with an emphasis on in-class problem solving. Gas-phase reactions, heterogeneous (multi-phase) reactions, acid-base reactions, and solubility equilibria are introduced first. Chemical thermodynamics is then taught in its relation to chemical equilibrium. The course finishes with chemical kinetics and rate laws. The content is similar to that of Chem 1702, but advanced applications are omitted.

This course attends to how religion, religious groups, and religious practices have been historically represented in the American popular culture, specifically, film. This course will consider film as more than simple entertainment. We will examine not only how in the United States film has functioned as a means to establish what counts as religion, but also how and with what results imaginations of religion in film helped and continue to help to construct normative conceptions of gender, race, and ethnicity.

This course is designed to provide students with a historical perspective of the centrality of monuments and memory to nation building. The course is divided in three parts allowing for scrutinization of the cultural importance of statues in the crafting of national memories, their place in public spaces, and debate over their permanence after a society adopts a critical review of the past.

In this two-week program, students will deepen their engagement with Shakespeare’s work by gaining first-hand insights into the historical contexts, theatrical venues, and performance practices of his plays. Program participants will have the opportunity to learn from the artists and scholars of the Globe Theatre, who will introduce students to both early modern playing spaces and the techniques of performance and text analysis. They will also take classes given by WashU faculty, who will elaborate on the productions students attend at the Globe Theatre and the Royal Shakespeare Company in Stratford by holding pre- and post-play discussions on dramaturgical structures and production choices. Beyond seeing these theatrical productions, students will inhabit an array of early modern venues of Shakespearean performance as they enjoy guided tours of Middle Temple, Whitehall Palace, the George Inn, and the magnificent Hampton Court Palace. They will also become familiar with the impact that Shakespeare has had on the visual arts by visiting several museums, including the Tate Britain and the National Portrait Gallery, and by seeing his tributes at Westminster Abbey and Southwark Cathedral. In Stratford-upon-Avon, students will learn more about Shakespeare's biographical details by exploring the sites of his most significant life events, including his birthplace, his family home, his wife Anne Hathaway's cottage, his schoolroom, and his tomb at Holy Trinity Church. Ultimately, this course will not only provide participants with a deep understanding of the cultural, historical, and theatrical practices that informed Shakespeare’s creative process, but will also enable students to envision new directions for past and future productions of his work.