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Spring 2019 BFS Seminars

Sector information can be found in the Spring 2019 BFS Seminars course chart: 

BFS students in Nursing should consult Dr. Georgia Kouzoukas,, to determine whether a BFS course fulfills a Nursing requirement.

BFS students in Engineering should consult with their Engineering Advisor to determine whether a BFS course fulfills an Engineering requirement.

BFS Seminars offered each semester may also be found on Penn InTouch by using the "Course Search" feature, selecting "Show more search criteria," and selecting "Ben Franklin Seminars" under "Program."

(Our course and section sort is temporarily out of order and will be fixed soon.  Please use the "Seminar Category" drop-down filter below to find Benjamin Franklin Scholars courses or Italian courses.  You may also scroll to the bottom of the page to locate the courses in those categories.)

Ancient History

ANCH 303-401
BFS Sector II

We imagine ancient Greece and Rome as the cradles of democracy and republicanism, early Judea as a pious theocracy, but monarchy was the most common and prevalent form of government in antiquity (and the premodern world in general). In this class, we will take a special look at kingship among the Jews, Greeks, and Romans to assess and discuss similarities, differences, and mutual influences. In all these cultures, the king was a polarizing figure in reality and in conception. On the one hand, some revered the monarch as ideal leader, and monarchy provided the language with which to describe and even imagine the very gods. On the other, monarchs were widely reviled in both theory and practice, from the Greek tyrants to biblical Saul. The Emperor Augustus loudly denied his own affinity to the office of king, even as he ruled alone and was revered as a god. In other words, kings stood both for the ideal and the worst form of government. This class confronts the paradox of monarchical rule and will, through the lens of the king, explore ideas of god, government, human frailty, and utopianism.

Natalie Dohrmann will co-teach this course.


ANTH 260-301
BFS Sector IV

Science and technology figure centrally in the economic, political, and socio-cultural changes that impact on our worlds. Happenings in the life sciences, including the discovery of new genes and genomic processes, pathways, and processes, are redrawing concepts of the body and human nature and re-figuring social and political relations. The seminar starts from the premise that scientific facts are made, not things existing a priori in the world and that are merely picked up by researchers and consumed by lay audiences. Likewise, technologies are created through a process of intense negotiation between producers and their sophisticated users.

Focusing on the biological, clinical, and laboratory sciences, we explore the production of science and technical knowledge and how they 1) affect individuals, self-identities, subjectivity, and social relationships; 2) have interacted with or reinforced political programs, racial classifications, unequal access to knowledge, and patterns of social injustice; 3) inform contemporary institutional structures, strategies of governance, and practices of citizenship. We will combine methods and perspectives from social and cultural anthropology, the philosophy and history of science, and the social studies of science and technology, in addition to relying on historical case studies, ethnographies of science, scientific and medical journals, documentary films and media reports.

ANTH 347-301
BFS Sector I

Modern business corporations can be characterized as having their own internal cultures, more or less distinct from one another.  They also exist within encompassing cultures and cultural flows.  At the same time, corporations are producers and disseminators, and thus have effects on their surrounding environments, effects that extend from the local to the global.  This course examines modern corporations from these three perspectives through theoretical and ethnographic readings, guest speakers from the corporate world, and independent research conducted by the students.  Course requirements include student presentations of their research and readings; and a final research paper.


ARCH 318-301

In much the same way that literacy is both cultivated and preserved in books, cultural memory obtains legible shape in buildings, persisting as long as they do. In a time when so much in life seems in flux social norms, family structures, political allegiances, and so on the power of architecture to give practical affairs orientation and stability is especially important. This course will study how architectural settings provide palpable structure for the events of our lives, particularly those events that occur in cities and their institutions, for cities have always been and remain culture's most efficient and eloquent articulation.

The course will be structured in two parts. The first part, much shorter than the second, will be thematic and a-historical. In the opening lectures the basic topics of the course will be introduced, as will be the questions to be asked of the writings, images, buildings, and cities taken up in part two. The second group of studies will look at a number of cities in Europe, the USA, and China. To make the volume of study materials manageable, we will concentrate on developments in the last hundred to hundred and fifty years. The writings of author architects will provide us with some insight into the ways architecture has served a "narrative" function in these cities, but we will also read stories, poems, and parts of novels that augment and enrich those architectural accounts. The idea is that stories about spaces will clarify the ways that spaces are stories.

This course will argue a simple thesis: that the spaces of our lives record the stories of our lives. Architecture and literature will be studied, through built works and texts, the latter from both author-architects and fiction writers (novelists, short story writers, and poets). Urban settings throughout the world will occupy our attention, in Berlin, New York, Paris, Milan, London, Venice, Vienna, Chicago, and Shanghai.

Unlike literature, film, or advertising, architecture performs its signifying role rather quietly and unobtrusively; but this fact does not diminish its capacity to allow us to feel "at home" in many and varied settings. This will be clear to non-architects as soon as they reflect on the role played by domestic arrangements, for even the most prosaic events cannot unfold unless the settings in which they are to occur are "in order." Less clear perhaps, but no less important is the role that architecture plays in our understanding and experience of community, civility, and the common good.

Classical Studies

CLST 310-401
BFS Sector II

Constitutionmaking reemerged as an urgent issue with the transformation of colonial empires after World War II, the collapse of the Soviet empire in 1991, and nationalist movements in the Balkans, the British Isles, and the European Union. It has remained important as competition for control of Central Asia, the Middle East, and Northern Africa has reintensified. The written constitution has been hailed by some as the vehicle for changing long established cultures, but its success has been uneven when it comes to reducing political conflict and to reforming if not improving customs, character, habits, and actions. What might explain this uneven success? Is an explanation to be found by going back to what appear to be the roots of constitutionmaking? This course builds on contemporary scholarship to reconstruct what we may call the constitutionmaking tradition as it develops in the main ancient texts, which are read in English translation. The course traces this tradition through the classically trained thinkers of the Seventeenth Century, the American colonial compacts and covenants, the so-called state constitutions, and the debates in the U.S. Constitutional Convention up to recent efforts in, for example, Zimbabwe (2013) or Egypt (2014.)

CLST 345-301

Admission to this course is by application only. It is a collaboration between Penn and Yale-NUS in Singapore. It will require travel to study in Singapore during Penn's Spring Break 2019. Seminars on both campuses will focus on five complete epics, Gilgamesh, the Iliad, Odyssey, Ramayana, and Aeneid. In addition to regular class times, it will also require additional evening meetings for plenary sessions via teleconference with Singapore. We will work with a mix of lectures, discussions, and group work with teams drawn from both campuses. Yale-NUS will travel to Philadelphia to join Penn students in face-to-face class sessions, and in additional cultural of events, at Penn and in Philadelphia, including work in the Penn Museum. Penn students will also fly over to meet Yale-NUS students for a week that mirrors the Philadelphia experience, with attendance in classes, and cultural events, including the Asian Civilizations Museum. Part of the expectation for the classis that each group will help host the others as they visit. Course grades will consist in a combination of sole-authored papers and collaborative projects. There will be a limited amount of grant money available to subvene travel for students. We will work with financial aid to determine need. Up-to-date passports are required for the course.

CLST 396-401

This is a course on the history of literary theory, a survey of major debates about literature, poetics, and ideas about what literary texts should do, from ancient Greece to examples of modern European thought. The first half of the course will focus on early periods: Greek and Roman antiquity, especially Plato and Aristotle; the medieval period (including St. Augustine, Dante, and Boccaccio), and the early modern period (such as Philip Sidney and Giambattista Vico). In the second half of the course we will turn to modern concerns by looking at the literary (or "art") theories of some major philosophers and theorists: Kant, Hegel, Marx, Nietzsche, Freud, and Walter Benjamin. We end the course in the mid-twentieth century.  The purpose driving this course is to consider how this tradition generated questions that are still with us, including: how transparent is language? what is the act of interpretation and in what and with whom does its power lie? what is the "aesthetic” and why is the term problematic?  why are the concepts of “mimesis” and representation open to debate? how do we account for intention? how do we assess the principle of “form”? and what do we classify as “literary”?

Computer and Information Science

CIS 398-001

The purpose of this course is to introduce students to quantum computation and quantum information science. This course is meant primarily for juniors and seniors in Computer Science, Mathematics, and Physics.  The prerequisites are:  Mathematics 312 and Physics 141.  No prior knowledge of quantum mechanics is assumed. Enrollment is by permission of the instructor.


ENGL 378-401

This course explores a broad media landscape through new critical and conceptual approaches. This course maps the footprints of television at a global scale. Adopting comparative approaches, we will be studying TV's formation of national and global discourses, and thereby recognizing not only television's impact on processes of globalization, but also the ability of television to matter globally. Working through concepts of "broadcasting," "flow," "circulation," and "circumvention," the course examines the movement of (and blocks encountered by) television programs and signals across national borders and cultures. The course particularly focuses on how global television cultures have been transformed due to shifts from broadcasting technologies to (Internet) streaming services? Navigating from United States and Cuba to India and Egypt, the readings in the course illuminate how particular televisual genres, institutions, and reception practices emerged in various countries during specific historical periods.

We shall be addressing a range of questions: what kind of global phenomenon is television? Can we study television in countries where we do not know the existing local languages? In what different ways (through what platforms, interfaces, and screens) do people in different continents access televisual content? What explains the growing transnational exports of Turkish and Korean TV dramas? What is the need to historically trace the infrastructural systems like satellites (and optical fiber cables) that made (and continue to make) transmission of television programming possible across the world? How do fans circumvent geo-blocking to watch live sporting events? Assignments include submitting weekly discussion questions and a final paper.

Environmental Studies

ENVS 406-401
BFS Sector VII

From the fall of the Roman Empire to Love Canal to the epidemics of asthma, childhood obesity and lead poisoning in West Philadelphia, the impact of the environment on health has been a continuous challenge to society. The environment can affect people's health more strongly than biological factors, medical care and lifestyle. The water we drink, the food we eat, the air we breathe, and the neighborhood we live in are all components of the environment that impact our health. Some estimates, based on morbidity and mortality statistics, indicate that the impact of the environment on health is as high as 80%.

These impacts are particularly significant in urban areas like West Philadelphia. Over the last 20 years, the field of environmental health has matured and expanded to become one of the most comprehensive and humanly relevant disciplines in science. This course will examine not only the toxicity of physical agents, but also the effects on human health of lifestyle, social and economic factors, and the built environment. Topics include cancer clusters, water borne diseases, radon and lung cancer, lead poisoning, environmental tobacco smoke, respiratory diseases and obesity. Students will research the health impacts of classic industrial pollution case studies in the US. Class discussions will also include risk communication, community outreach and education, access to health care and impact on vulnerable populations. Each student will have the opportunity to focus on Public Health, Environmental Protection, Public Policy, and Environmental Education issues as they discuss approaches to mitigating environmental health risks.

This honors seminar will consist of lectures, guest speakers, readings, student presentations, discussions, research, and community service. The students will have two small research assignments including an Environmental and Health Policy Analysis and an Industrial Pollution Case Study Analysis. Both assignments will include class presentations. The major research assignment for the course will be a problem-oriented research paper and presentation on a topic related to community-based environmental health selected by the student. In this paper, the student must also devise practical recommendations for the problem based on their research.


HIST 212-301
BFS Sector II

Western thinkers from the ancient Greeks to the present have speculated about what the ideal human society would look like. We can study the resultant utopias as works of literature, philosophy, religion, psychology or political science; we must understand them in their historical contexts. This seminar will take a multidisciplinary approach to utopian thought from Plato's Republic to the ecological utopias of the 1980s.

Works to be examined include More's Utopia; seventeenth century scientific utopias like Bacon's New Atlantis; the political theory of Rousseau (Social Contract); visions of the French utopian socialists, including Étienne Cabet’s Icaria ; the American socialist Bellamy’s Looking Backward and the English response in Morris' News from Nowhere; Gilman's feminist blueprint, Herland; BF Skinner's psychological utopia, Walden Two; and the utopian science fiction of Ursula LeGuin. Huxley's dystopia, Brave New World, will be set against his later utopia, Island.

HIST 216-301
BFS Sector II

Over the last five centuries, European and American powers developed changing strategies of empire designed to order societies at home and overseas.  The practice of empire spurred worldwide debates that continue today: how did imperialism operate, what purposes did it serve, could it come to an end, and what might replace it?  Over the course of two hundred years, these questions inspired some of the world’s great historical writing, and this seminar introduces students to a sample of it.  Together we’ll explore varied forms of political, economic, military, and cultural power involved in imperial expansion; the experience and consequences of empire for both colonized and colonizer; and the emergence of anti-imperialist movements.

Legal Studies and Business Ethics

LGST 100-301

This course introduces students to important legal and ethical challenges they may face in business. Its focus includes theories of ethics and their application to case studies in business, including current business ethics events. We begin with questions about individual value, purpose, and responsibility. We then look at concrete questions about the obligations of corporations, managers and employees. Do corporations have any obligations besides making money for their shareholders? If a multinational operates in a country where child labor is the norm, does that make it acceptable for the company to hire children?
The material covered is intended to help prepare students to recognize and manage ethical issues as they arise. Class sessions will consist of collaborative case discussions, exercises, debates, and discussions of theoretical frameworks for interpreting ethics. An emphasis will be placed on class discussion.


LGST 101-301

This course presents law as an evolving social institution, with special emphasis on the legal regulation of business in the context of social values.  It considers basic concepts of law and legal process, in the U.S. and other legal systems, and introduces the fundamentals of rigorous legal analysis. An in-depth examination of contract law is included.


MGMT 224-001

People in the workplace are constantly interacting with peers, managers, and customers with very different backgrounds and experiences. When harnessed effectively, these differences can be the catalyst for creative breakthroughs and the pathway to team and organizational learning and effectiveness; but when misunderstood, these differences can challenge employees' values, performance, workplace relationships, and team effectiveness. This course is designed to help students navigate diverse organizational settings more effectively and improve their ability to work within and lead diverse teams and organizations. It also offers students the opportunity to develop their critical thinking on topics such as identity, relationships across difference, discrimination and bias, equality, and equity in organizations and society and how they relate to organizational issues of power, privilege, opportunity, inclusion, creativity and innovation and organizational effectiveness.

Class sessions will be experiential and discussion-based. Readings, self-reflection, guest speakers from organizations, case studies and a final project will also be emphasized. By the end of this course, you should be able to: 1 )Evaluate the aspects of your identity and personal experiences that shape how you interact and engage with others and how they interact and engage with you in organizations 2 )Explain how issues of power, privilege, discrimination, bias, equality, and equity influence opportunity and effectiveness in organizations 3) Propose ways to make relationships across difference in organizations more effective 4) Describe current perspectives on the relationships among diversity, inclusion, creativity, and innovation in organizations 5) Analyze a company's current approach to leading diversity and use content from this course to propose ways to enhance learning and effectiveness in that company.


MATH 280-301

Syllabus for MATH 280-281: linear algebra, including eigenvalues and eigenvectors, calculus of several variables through Stokes' theorem for surfaces in R3 cubed, an introduction to Fourier series, and an introduction to ordinary and partial differential equations. This course is considerably more theoretical than Mathematics 240-241.

Prerequisites: MATH 141 and permission of the instructor

Near Eastern Languages & Culture

NELC 257-401

The Hebrew Bible stands as the basis of the three most influential monotheistic religions. In recent years these religions have come under attack for promoting misogyny and advancing a patriarchal worldview. The extent to which the allegations of misogyny and promulgation of a patriarchal power structure can be traced back to the Bible will be investigated in this course. This is done by investigating the role women play in the narratives and legal materials found in the Bible. Utilizing modern biblical criticism, we analyze stories such as the expulsion from Eden, the matriarchs, and the rape of Dinah. We also examine the status of women as sisters, wives and mothers while taking into consideration the contributions women made to prophecy and leadership. Finally, a more abstract conceptualization of the feminine in poetry and wisdom writings will be explored. The study of biblical women will not only allow for a renewed appreciation of the feminine in the Bible, it will also lead to an improved understanding of male characters against which the women of the Bible are often cast.

NELC 383-401

This course explores attitudes toward monotheists of other faiths, and claims made about these "religious Others" in real and imagined encounters between Jews, Christians and Muslims from antiquity to the present. Strategies of "othering" will be analyzed through an exploration of claims about the Other's body, habits and beliefs, as found in works of scripture, law, theology, polemics, art, literature and reportage. Attention will be paid to myths about the other, inter-group violence, converts, cases of cross-cultural influence, notions of toleration, and perceptions of Others in contemporary life. Primary sources will be provided in English.

NELC 235-301
BFS Sector II

In the tenth century, a scholar named Ibn Sayyar al-Warraq produced an Arabic manuscript called Kitab al-Tabikh (“The Book of Cooking”.)  This volume, which compiled and discussed the recipes of eighth- and ninth-century Islamic rulers (caliphs) and their courts in Iraq, represents the oldest known surviving cookbook of the Arab-Islamic world.  Many more such cookbooks followed; in their day they represented an important literary genre among cultured elites. As one food historian recently noted, “there are more cookbooks in Arabic from before 1400 than in the rest of the world’s languages put together”.

This course will take the study of Ibn Sayyar’s cookbook as its starting point for examining the cultural dynamics of food in the Middle East across the sweep of the Islamic era, into the modern period, and until the present day.  It will use the historical study of food and “foodways” as a lens for examining subjects that relate to a wide array of fields and interests.  These subjects include politics, economics, agricultural and environmental studies, anthropology, literature, religion, and public health.  With regard to the modern era, the course will pay close attention to the social consequences of food in shaping memories and identities – including religious, ethnic, national, and gender-based identities – particularly among people who have dispersed or otherwise migrated.

Physics and Astronomy

PHYS 171-301
Sector VI and QDA

This course parallels and extends the content of PHYS 151, at a somewhat higher mathematical level. Recommended for well-prepared students in engineering and the physical sciences, and particularly for those planning to major in physics. Electric and magnetic fields; Coulomb's, Ampere's, and Faraday's laws; special relativity; Maxwell's equations, electromagnetic radiation. Credit is awarded for only one of the following courses: PHYS 009, PHYS 102, PHYS 151, or PHYS 171. Students with AP or Transfer Credit for PHYS 092 or PHYS 094 who complete PHYS 171 will thereby surrender the AP or Transfer Credit.

Registration also required for Laboratory (PHYS 171-102 or 103 or 104.)

Prerequisites: Math 114 or Math 116 and Phys 150 or Phys 170, or permission of the instructor

Corequisites: MATH 240, MATH 260 or permission of instructor

Russian and East European Studies

RUSS 202-401
BFS Sector III

Few authors have ever been able to combine their moral and artistic visions as closely as Tolstoy. Over the course of the semester, we will plot how Tolstoy’s ethical concerns changed over the course of his life and how this was reflected in works, which include some of the greatest prose ever written. We will begin by surveying the majestic and far-reaching world of his novels and end with some of Tolstoy’s short later works that correspond with the ascent of “Tolstoyism” as virtually its own religion.

Theatre Arts

THAR 275-402
BFS Sector III

The focus of this practical course, offered in partnership with the Ben Franklin Scholars Program and the Netter Center, will be on the construction of a public art and performance space in West Philadelphia.  Students will conduct research into the recent history and current state of public performance art, particularly work created in close collaboration and dialogue with local communities.  Much of the work of the course will be engaging the West Philadelphia community—neighborhood groups, schools, and arts organizations in a discussion about what form the public art space will take, what works it will include, and in what location it will be installed.  The general frame for the work will be the shared life of West Philadelphia, a celebration of its history, traditions, and inhabitants.  Students will be integrally involved in all aspects of the conception, design, and construction of the art space, including addressing the critical issue of the appropriation of public space.

Urban Studies

URBS 178-401
Cultural Diversity in the US

One of the seminar’s aims is to help students develop their capacity to solve strategic, real world problems by working collaboratively in the classroom and in the West Philadelphia community. As members of research teams, students identify how Penn can help to contribute to solving universal problems (e.g., poverty, poor schooling, inadequate health care, etc.) as they are manifested in the university’s local geographic community of West Philadelphia.          

Another goal of the seminar is to help students develop proposals as to how a Penn undergraduate education might better empower students to produce, not simply “consume,” societally-useful knowledge, as well as function as lifelong, active, contributing democratic citizens of a democratic society.

Additionally, seminar students are expected to work approximately 1.5 hours/week at one of the Netter Center’s partner high schools (Paul Robeson High School).   They will be matched with juniors or seniors at the high school and work one-on-one on issues of college access, including the college application process.

Benjamin Franklin Seminars

BENF 227-301

This course considers various theoretical approaches to global justice and global governance and analyzes their implications for global health. The course includes two parts. The first part examines accounts of cosmopolitanism, nationalism and other theories of global justice, critically assessing duties ascribed by each that may be owed universally to all persons or confined within associative boundaries of communities or nations. The second part explores applications to global health governance encompassing consideration of human rights and the operation and accountability of global institutions such as the United Nations, the World Bank, and the World Health Organization and national health systems. The course scrutinizes the relevance of global justice for governing the global health realm, proposes a new theory of global health justice, provincial globalism, and of global health governance, shared health governance, evaluating the current global health system and proposals for reforming it in light of these alternative theoretical frameworks.

BENF 228-401

A course permit from the instructor is required. For the permit, please contact Jodi McClees via and send a short note of your interest in international development as well as a resume or CV.

Educational development is central to national and international policies across the globe, and to the well-being and human development of children, youth and adults everywhere.

With increased globalization, climate change, population migration, technological advancements, and the exchange of information across geographical and political boundaries, there is growing interest in the way educational systems are organized and experienced around the world. In high-income (OECD) countries, educators and policy makers seek to understand how they often fail to address the educational needs of their own diverse student populations. Low-income (developing) countries seek to create educational systems that meet the needs of their students who often lack basic and good quality education. To examine these educational challenges, we will both zoom in to particular parts of the world—such as South Africa—and zoom out to look at the larger contexts that set goals and priorities, such as United Nations Sustainable Development Goals (SDGs).

This course will explore the nature of “development” (both human development and international development), and will compare and contrast educational models, as they affect the lives of children, youth and adults, with an emphasis on low-income countries. Issues include a range of social, economic and ethno-linguistic dimensions in the provision of quality education across age and context. The course will work from primary and secondary research and resource materials on theories, policies, and applications used to promote human development and basic education. Materials used will come from a variety of sources. These include first-hand accounts and stories of lives experienced in various developing countries, both in literature and in film. In addition, we will cover reports from multinational agencies (e.g., World Bank, Unicef, UNESCO, and USAID), as well as from intermediary organizations (e.g., NGOs and universities). Both qualitative and quantitative methodological approaches will be covered.

In recent years the construct of international “development” has come under increasing scrutiny, leading some scholars and practitioners to wonder whether development remains a useful concept. In this course, we will actively engage in this debate.

This course will likely appeal to undergraduate students who have a passion for global issues and who may already have had cross-cultural and international experiences.

Italian Studies

ITAL 333-401
BFS Sector III

In this course we will read the Inferno, the Purgatorio and the Paradiso, focusing on a series of interrelated problems raised by the poem: authority, fiction, history, politics and language. Particular attention will be given to how the Commedia presents itself as Dante's autobiography, and to how the autobiographical narrative serves as a unifying thread for this supremely rich literary text. Supplementary readings will include Virgil's Aeneid and selections from Ovid's Metamorphoses. All readings and written work will be in English. Italian or Italian Studies credit will require reading Italian text the original language and writing about their themes in Italian. This course may be taken for graduate credit, but additional work and meetings with the instructor will be required.


WH 297-001
0.5 cu BB

This program will feature visits to tech-sector businesses, lectures at Wharton | San Francisco, extracurricular activities, and networking opportunities with alumni in the Bay Area.

The program will focus on entrepreneurship and technology, new product development, and the finance of innovation. It is designed to:

  • Provide students with an understanding of the Bay Area’s entrepreneurial and technology-focused business environment.
  • Help students gain a working knowledge of tech-sector business practices through lectures at Wharton | San Francisco and direct interaction with business managers.
  • Help prepare students for careers in the tech sector.
  • Connect students with alumni in the industry.

The program will run in January 2-7, 2019.

Applications are closed for Spring 2019 for WIE - San Francisco. For information about other WIEP courses, please visit

This course will be co-taught by Lee Kramer,

WH 297-010
0.5 cu BB

This 0.5 CU Industry Exploration Program will focus on public policy research and run Wednesday May 8th through Friday May 10th, 2019.  Freshmen, sophomores, and juniors from any of Penn’s undergraduate schools are eligible to apply, and up to 25 will be selected to participate through a competitive application process. Seniors are not eligible to apply.

Students admitted into this short-term course will participate in research seminars at various DC agencies within the public policy sector and enjoy informal interactions with policy researchers. Research is an important activity at public policy agencies to support their core policy-assessment and policy-making activities. The tentative list of participating agencies includes the Federal Reserve Board of Governors, Congressional Research Service,  Consumer Financial Protection Bureau, RAND Corporation, and U.S. Agency for International Development. The program will also incorporate extracurricular activities in the Washington, DC, area, including an alumni networking dinner.

The program is designed to:

  • Foster an interest in the public policy sector.
  • Help students understand the role of research in the activities of public policy agencies.
  • Provide information that will help students prepare for careers in the public policy sector.

For additional information, visit  Applications will open in January 2019.

WH 150-301; 302

WH 150 provides an introduction to all stages of the research process for business topics. In the first third of the course, we discuss theory building, hypothesis development, and research design choices particularly in casual research. In the second third, we discuss data collection methods (e.g., surveys, experiments, case studies and fieldwork) and the use of archival databases. This part of the course emphasizes the interplay between research design and sampling/data collection methods. In the final third of the course, we introduce data analysis and interpretation, including methods for converting raw data into measurable constructs suited to statistical analysis.