Online Summer Undergraduate Courses

This course focuses on building understanding of the culture of engineering while preparing students to communicate effectively with the various audiences with whom engineers interact. Working from a base of contemporary science writing (monographs, non-fiction, popular literature and fiction), students will engage in discussion, argument, case study and project work to investigate: the engineering culture and challenges to that culture, the impacts of engineering solutions on society, the ethical guidelines for the profession, and the ways engineering information is conveyed to the range of audiences for whom the information is critical. Additionally, students will master many of the techniques critical to successful communication within the engineering culture through a series of short papers and presentations associated with analysis of the writings and cases. No audits. WSE juniors and seniors or by instructor approval.

A writing-intensive course (W) engages students in multiple writing projects, ranging from traditional papers to a wide variety of other forms, distributed throughout the term. Assignments include a mix of high and low stakes writing, meaning that students have the chance to write in informal, low-pressure--even ungraded--contexts, as well as producing larger, more formal writing assignments. Students engage in writing in the classroom through variety of means, including class discussions, workshop, faculty/TA lectures, and class materials (for instance, strong and weak examples of the assigned genre). Expectations are clearly conveyed through assignment descriptions, including the genre and audience of the assigned writing, and evaluative criteria. Students receive feedback on their writing, in written and/or verbal form, from faculty, TAs, and/or peers. Students have at least one opportunity to revise.

This course introduces the basic tools of macroeconomics and teaches how they are applied to real world economic policy. Throughout the course, the main goals will be to a) study economic aggregates such as the overall price level, the unemployment rate, and the GDP, and b) understand how they relate to each other. Attention will be given to fiscal and monetary policies. We will also analyze the recent COVID crisis and its impact on the economic activity.

This online course is primarily delivered asynchronously; however, your instructor may schedule live interactions as well. Please refer to your syllabus for these opportunities and for important course deadlines.

An introduction to the economic system and economic analysis with emphasis on demand and supply, relative prices, the allocation of resources, and the distribution of goods and services, theory of consumer behavior, theory of the firm, and competition and monopoly, including the application of microeconomic analysis to contemporary problems.

This online course is primarily delivered asynchronously; however, your instructor may schedule live interactions as well. Please refer to your syllabus for these opportunities and for important course deadlines.

Introduces students to basic sociological concepts and perspectives, and applies them to a variety of topics including family, work, and the dynamics of class, gender, and racial/ethnic inequalities in the United States and globally.

Topological spaces, connectedness, compactness, quotient spaces, metric spaces, function spaces. An introduction to algebraic topology: covering spaces, the fundamental group, and other topics as time permits.

Prerequisite: AS.110.202 (Calculus III) or AS.110.211 (Honors Multivariable Calculus).

A flexible weekly schedule accommodates all student schedules and time zones, and courses include pre-recorded lectures, notes, and interactives to help students learn the material. Assessments include computer-scored items for immediate feedback as well as instructor-graded assignments for personalized learning. Students have access to instructors through email or individual reviews, and weekly instructor-led synchronous problem-solving sessions are recorded for viewing at any time. Students should expect to work a minimum of 5-10 hours per week.

Students will be introduced to the history of Leadership Theory from the "Great Man" theory of born leaders to Transformational Leadership theory of non-positional learned leadership. Transformational Leadership theory postulates that leadership can be learned and enhanced. The course will explore the knowledge base and skills necessary to be an effective leader in a variety of settings. Students will assess their personal leadership qualities and develop a plan to enhance their leadership potential.

A meeting with the instructor and your teammates for projects will be required weekly. These will be established the first week of class to cater to internships, time zones, etc.

A writing-intensive course (W) engages students in multiple writing projects, ranging from traditional papers to a wide variety of other forms, distributed throughout the term. Assignments include a mix of high and low stakes writing, meaning that students have the chance to write in informal, low-pressure--even ungraded--contexts, as well as producing larger, more formal writing assignments. Students engage in writing in the classroom through variety of means, including class discussions, workshop, faculty/TA lectures, and class materials (for instance, strong and weak examples of the assigned genre). Expectations are clearly conveyed through assignment descriptions, including the genre and audience of the assigned writing, and evaluative criteria. Students receive feedback on their writing, in written and/or verbal form, from faculty, TAs, and/or peers. Students have at least one opportunity to revise.

This course teaches students to communicate effectively with a wide variety of specialized and non-specialized audiences. To do this, students will write proposals in response to JHU-, Baltimore-, or Maryland-based initiatives that focus on a specific area of interest. Potential topics include initiatives to improve urban sustainability, resiliency, health disparities, social justice, mental health/well-being, government/municipal services, and other relevant areas. The class emphasizes writing clearly and persuasively, leveraging evidence effectively, working with key stakeholders, creating appropriate visuals and infographics, developing oral presentation skills, working in collaborative groups, giving and receiving feedback, and simulating the real-world environment in which most communication occurs. Projects include resumes, cover letters, memos, proposals, technical reports, and slides. This course is open to students in any discipline or major.

A writing-intensive course (W) engages students in multiple writing projects, ranging from traditional papers to a wide variety of other forms, distributed throughout the term. Assignments include a mix of high and low stakes writing, meaning that students have the chance to write in informal, low-pressure--even ungraded--contexts, as well as producing larger, more formal writing assignments. Students engage in writing in the classroom through variety of means, including class discussions, workshop, faculty/TA lectures, and class materials (for instance, strong and weak examples of the assigned genre). Expectations are clearly conveyed through assignment descriptions, including the genre and audience of the assigned writing, and evaluative criteria. Students receive feedback on their writing, in written and/or verbal form, from faculty, TAs, and/or peers. Students have at least one opportunity to revise.

This course is designed for students of all backgrounds to provide a mathematical introduction to social choice theory, weighted voting systems, apportionment methods, and gerrymandering. In the search for ideal ways to make certain kinds of political decisions, a lot of wasted effort could be averted if mathematics could determine that finding such an ideal were actually possible in the first place. The course will analyze data from recent US elections as well as provide historical context to modern discussions in politics, culminating in a mathematical analysis of the US Electoral College. Case studies, future implications, and comparisons to other governing bodies outside the US are used to apply the theory of the course. Students will use Microsoft Excel to analyze data sets. There are no mathematical prerequisites for this course.

A flexible weekly schedule accommodates all student schedules and time zones, and courses include pre-recorded lectures, notes, and interactives to help students learn the material. Assessments include computer-scored items for immediate feedback as well as instructor-graded assignments for personalized learning. Students have access to instructors through email or individual reviews, and weekly instructor-led synchronous problem-solving sessions are recorded for viewing at any time. Students should expect to work a minimum of 5-10 hours per week.

A writing-intensive course (W) engages students in multiple writing projects, ranging from traditional papers to a wide variety of other forms, distributed throughout the term. Assignments include a mix of high and low stakes writing, meaning that students have the chance to write in informal, low-pressure--even ungraded--contexts, as well as producing larger, more formal writing assignments. Students engage in writing in the classroom through variety of means, including class discussions, workshop, faculty/TA lectures, and class materials (for instance, strong and weak examples of the assigned genre). Expectations are clearly conveyed through assignment descriptions, including the genre and audience of the assigned writing, and evaluative criteria. Students receive feedback on their writing, in written and/or verbal form, from faculty, TAs, and/or peers. Students have at least one opportunity to revise.

This introductory course seeks to examine the politics of China, Japan, Korea, and Taiwan as part of a distinct region. We will seek to understand how individual polities responded to regional developments and trends, such as the tide of colonialism, socialism, regional economic developments, and democracy. The course will introduce students to the most pressing questions concerning the rise of China, the future of the innovation economy, and intra-regional tensions.