Moody College-Excel for Business

Because skills in Microsoft Excel are so valuable in businesses today, Communication Career Services has teamed with Cengage to design a series of self-paced online Microsoft Excel courses. Thanks to General Mills, we are able to offer Moody College-Excel for Business to 40 Moody students for FREE upon completion of the program. For students interested in broadening their knowledge and continuing to make themselves a competitive individual in the professional community, have them visit to see how they can get started!

Please let me know if you have any questions about the program.

Thank you,

Victor Casas
VICTOR CASAS, Administrative Services Coordinator
The University of Texas at Austin | Communication Career Services | 512-471-9421 | BMC 2.302 |

Peers for Pride: call for new logo design!

We are searching for a new inspiring logo for the Peers for Pride program!
Peers for Pride is proud to announce our call for logos sponsored by the Gender and Sexuality Center: Serving Women and LGBTQA+ Communities and the Center for Women’s and Gender Studies.

What is Peers for Pride?
Peers for Pride is the peer facilitation program of the Gender and Sexuality Center with support from the Center for Women’s and Gender Studies. Each spring, students apply to the year-long program to take two WGS/TD/AFR/MAS/SW classes where we learn about LGBTQA+ oppression and activism and name how LGBTQA+ people’s experiences of oppression are interconnected with racism, classism, and ableism. Students in the program create and facilitate the performance-based Queer on Campus workshops to make campus safer for & among LGBTQA+ folks.

How will artists be chosen and recognized?
We invite UT Austin undergraduate and graduate students to submit an original design.  The selected logos will be determined by a committee of people connected to the Gender and Sexuality Center.

We will select three logos, one will receive a $100 honorarium, and two will receive a $50 honorarium. Design chosen will be featured in publicity online, in print, and around campus, as well as on Peers for Pride shirts worn by students in the program. The winning
artist(s) will be recognized and credited on the Gender and Sexuality Center website (if they want to be credited). (Teams of people are encouraged.)

How do I submit a design?
Artists must adhere to the following specifications in submission design:
· Size:  Max 12”x12”; Minimum: 11”x11”
· Maximum Colors: 3 (black counts as a color)
· Must Include Peers for Pride
· Digital images must be at least 300 dpi

*Please note that the winning designs become sole property of the UT Gender and Sexuality Center.

Designs will only be accepted in electronic form. Artists should submit entries in electronic form, and any questions, to

Deadline: December 5th

“Introduction to Public Health” Unrestricted in Spring



No prerequisites! Unrestricted!  Open to all UT students!

Two sections:  TTH 8 – 9:30 am and TTH 9:30 – 11 am

Carries the Ethics and Leadership Flag


Counts in the Pre-Health Professions certificate,

in the NEW Business of Healthcare certificate AND

in the Bridging Disciplines Program


Learn about the exciting field of public health and career opportunities

Meet public health professionals and “do” public health in the community


This is the gateway to the Public Health major – Discover Public Health!

Diane E. Larson
Senior Program Coordinator for Public Health
School of Human Ecology
GEA 319






Art History course descriptions spring 17

ARH 301: Introduction to the Visual Arts

19920, MWF 9-10am, ART 1.120

Assistant Instructor

Flag: Global Cultures: VAPA

A broad survey of selected traditions of art with an emphasis upon understanding their visual elements and cultural significance.


ARH 301: Introduction to the Visual Arts

19925, TTH 9:30-11am, ART 1.110

Dr. Moyo Okediji

Flag: Global Cultures : VAPA

Artists explore various mediums, themes and styles to conduct engaging and fictive dialogues with works addressing matters of race, sexuality, and gender, across time and space. With critical and imaginative readings, the seminar will discuss the elements and principles of these dialogues with the languages of images, literatures and musicality. Seminar will discuss the objective and subjective variables of emotional contexts, intellectual rationales, aesthetic desires, hegemonic idioms, economic conditions, (post)colonial contingencies, geographic dimensions, technological innovations, and stylistic variations, among other factors driving these exchanges.

ARH 301: Introduction to the Visual Arts

19930, MWF 12-1pm, ART 1.120

Dr. Astrid Runggaldier

Flag: Global Cultures : VAPA

A broad survey of selected traditions of art with an emphasis upon understanding their visual elements and cultural significance. Students will study selections of artworks in a wide range of media and from all time periods, ancient to contemporary, to develop visual literacy skills and enrich their visual vocabulary.Three lecture hours or two lecture hours and one discussion hour a week for one semester.


ARH 301: Introduction to the Visual Arts

19935-19990, TTH 1-2pm (plus discussion sections), ART 1.102

Dr. Jeffrey Smith

Flag: Global Cultures : VAPA

This is a one-semester survey of some of the principal monuments and artists mainly, but not exclusively, of the western cultural tradition.  The class will teach the student how to look at art and how to understand painting, sculpture, prints, and architecture.  This course does not pretend to offer a complete survey.  Instead we shall focus on specific buildings (eg. – the Parthenon or Chartres Cathedral), or cities (eg. – Rome under Emperor Trajan or Paris during the nineteenth century), artists (eg. – Michelangelo, Rembrandt, Picasso, or Frank Lloyd Wright), or ideas (eg. the evocative line or iconoclasm and censorship) as case studies for understanding the dynamics of each period.  This course includes a small discussion section each week in which original works from the art and architecture at the University are analyzed.

There will be two tests, two short papers, and a discussion section grade.


ARH 302: Survey of Ancient through Medieval Art

19995, MWF 12-1pm, ART 2.204

Assistant Instructor

Flag: Global Cultures : VAPA

A study of selected visual works throughout the world from prehistoric time to 1400 CE.


ARH 302: Survey of Ancient through Medieval Art

20000, MWF 1-2pm, ART 1.110

Dr. Joan Holladay

Flag: Global Cultures : VAPA

This course examines works of art from the prehistoric period to the Early Renaissance (ca. 1300) in Europe and the Middle East with emphasis on both style and cultural context.  The arts–architecture and city planning, sculpture, painting, metalwork, and ceramics–of ancient Egypt, Greece, Rome, Islam, and the Middle Ages are included.  The control of the viewer’s experience, the political use of art, the meaning of style, the functions of art in public and private life, and the role of art in expressing the cultural values of its patron(s) will be among the major themes considered.  This is also an introduction to the discipline of art history, training students in basic vocabulary and techniques of close looking and analytical thinking about visual material.

1 required text

1 short take-home essay; 4 in-class exams


ARH 302: Survey of Ancient through Medieval Art

20010-20060, TTH 12-1pm (plus discussions sections), ART 1.102

Dr. Stephennie Mulder

Flag: Global Cultures : VAPA

In candlelight 30,000 years ago, a group of early humans gathered inside a cave and painted exquisite, lifelike images of animals on the walls.  Thousands of years later and on the other side of the world, a solitary Chinese potter threw an elegant celadon bowl, bound for shipment along the Silk Route to a Middle Eastern market hungry for such objects. At the same time, in southern India, a temple is rising, its walls an exuberant display of joyous, intertwined human figures. In a monastery in northern France sometime during the thirteenth century, monks bent over codices bound with animal hide and applied paper-thin gold leaf to delicate, jewel-toned manuscript paintings.

Images, objects, and buildings tell stories which are immediate, profound, and deeply evocative of the human condition. Our object this semester will be to learn how to look, and how to communicate about what we see and experience when we are looking. To do this we will begin with the premise that works of art are visual conversations, and that each part of a work of art is one element in an ongoing dialogue between the maker and the viewer, each conversation ultimately an attempt to express something about what it means to be alive. In this course we will explore this dialogue across time and space. While we will look closely at the European artistic tradition, we will also broaden our understanding of artistic possibility by exploring the visual output of a number of key world civilizations.  How and why we have constructed our history as heirs of this “European” tradition will be an important question we return to, again and again.


ARH 303: Survey of Renaissance to Modern Art

20065, TTH 8-9:30am, ART 1.120

Assistant Instructor

Flag: Global Cultures : VAPA

A study of selected visual works throughout the world from 1400 CE to the present.


ARH 303: Survey of Renaissance to Modern Art

20070, TTH 2-3:30pm, DFA 2.204

Assistant Instructor

Flag: Global Cultures : VAPA

A study of selected visual works throughout the world from 1400 CE to the present.


ARH 303: Survey of Renaissance Through (Post) Modern Art

Course taught ONLINE and at the BLANTON Museum of Art

20075-20170, MW 10-11am (plus discussion sections)

Dr. Ann Johns

Flag: Global Cultures : VAPA

This course will be a unique blend of convenient, online lectures, quizzes, and tests with actual, experiential visits to UT’s Blanton Museum of Art. As a class, we explore an extraordinary array of art and architecture from across the globe, including art of Europe, the Americas, Africa, Asia, and the Pacific Cultures. Our course begins c. 1300, in the early Renaissance of Western Europe, and concludes with global artistic trends of the early 21st century. While we will concentrate on the familiar media of painting, sculpture, and architecture, we will also be looking at drawings, prints, photography, the decorative arts, garden planning, ceramics, textiles, interior design, earthworks, and installation art.

Students will electronically access lectures twice a week (MW 10-11 or 2 hours) via Canvas; students will log on during class times to participate in tests, quizzes, class discussions, etc. Faculty and TAs will hold both onsite and online office hours.

Students will be enrolled in an additional hour for visits to the Blanton Museum of Art. These sessions will be a hybrid of occasional TA-led classes and electronically prompted lessons. For each of these sessions, students will submit written responses through Canvas.

Students will take all quizzes and tests online and submit all Blanton responses online through Canvas. There will be no final exam.

Readings: We will be reading Stokstad and Cothren’s Art History, volume II, 5th edition. Students may purchase either a hard copy or an electronic copy, as long as it’s the correct edition.

Grade Distribution:

Three in-class cumulative tests: 15% test I; 20% for tests II and III (55%)

Responses to Blanton visits: 25% (attendance, short responses, a few longer response papers, participation)

In-class mini-quizzes: 20 at 1% for 20%


ARH 329J: Byzantine Art

20180, TTH 8-9:30am, DFA 2.204

Dr. Glenn Peers

Flag: Ethics, Global Cultures, Writing : VAPA

This course examines the art and architecture of the eastern Mediterranean from the end of Late Antiquity until the end of the Byzantine Empire in 1453.  It begins with an examination of the Late Antique context out of which a truly Byzantine culture had emerged.  Having defined itself against its Classical past, Byzantium in the seventh century underwent fundamental changes, which produced a medieval, that is a fully Christian, view of the world.  This course then deals with the different expressions of this culture through the upheavals of iconoclasm in the eight and ninth centuries and the so-called Renaissances of the Macedonian (tenth century), Comedian (twelfth century) and Palaiologan periods (thirteenth to fifteenth century).  It will look at different media: architecture, fresco, mosaic, panel painting, coins, and seals.  Finally, the course will examine art produced within the cultural orbit of Byzantium: Norman, Crusader, Islamic, Syrian, Armenian and Georgian.

This class also aims to introduce undergraduate students to the development and experience of 3D virtual models for historical monuments. Students will generate 3D models using structure-from-motion (SfM) techniques based on a large number of high-resolution photographs of the actual historical monument to be reconstructed virtually. They will later visualize the 3D models with 3D presentation software.  The course will teach students highly marketable skills in 3D digital capture and reconstruction as they create and render visually stunning 3D models of historical significance.  It will also deepen their expertise in the genre of historical artifacts of which the students’ chosen monument is the focal point. On the one hand, the class provides grounding in technical aspects of virtual 3D reconstruction; on the other, it gives insight into historical understandings and experiences of art and its exhibition, with special consideration of the preservation and presentation of Byzantine art.


ARH 329R: Romanesque Art and Architecture

20185, MWF 10-11am, DFA 2.204

Dr. Joan Holladay

Flag: Global Cultures : VAPA

The end of the eleventh century saw the rebirth of monumental architecture and a corresponding interest, for the first time since ancient Rome, in large-scale sculpture in stone integrated into the fabric of the church building.  This course will concentrate on the developments in these two media in the period between about 1080 and 1145.  Lectures will set the stage for a more intense interaction with a series of problems, prompted by selected recent readings, chosen in part to allow a discussion of the historiography of the field.  Among the questions that will be addressed are the priority of Spain or France in the “re-invention” of architectural sculpture, the nature and meaning of the interaction with Roman models, and a series of problems surrounding the great Benedictine abbey at Cluny, including reconstruction and chronology.

1 required text + articles (on Canvas, JSTOR, etc.)

10 short (1-page) position papers, 1 4- or 5-page paper, 2 in-class exams, class discussion


ARH 331P: Art and the City in Renaissance Italy

20190, MWF 2-3pm, ART 1.110

Dr. Ann Johns

Flag: Global Cultures

Florence, Venice, Siena: the cultural landscape of Italy is dominated by a series of cities so unique and rich in artistic treasures that any one example is worthy of a whole course of study. We begin, as a class, with the most famous and paradigmatic of all the Renaissance city-states, Florence. We will explore the development of art and architecture in a number of settings: civic, ecclesiastic, monastic, palatial, and private. This encompasses such grand projects as Brunelleschi’s dome for the Cathedral as well as private, secular decoration in the Davanzati Palace. We will also examine the cities of Venice and Siena; each of these cities is distinguished by its own unique style of painting, architecture, and issues of urban planning. At the end of the semester, we will study some of Italy’s lesser-known cities, such as Ferrara, Padua, Mantua, and Urbino. In each case, we observe the unique art and architecture that distinguishes the communities; in the process, we will also discover some of the cultural, artistic, and urban commonalities of these very diverse Italian cities. In the last portion of the class, students will have the opportunity to write a research paper on some aspect of one of these smaller cities as a substitute for the third exam. Throughout the semester, students will work in small groups and present selected material to their classmates.


We will be reading Gene Brucker’s classic study, Renaissance Florence, Patricia Fortini Brown’s Art and Life in Renaissance Venice, Alison Cole’s Art of the Italian Renaissance Courts, and additional readings posted on Blackboard.

Grade distribution:

Exam I: 20%; Exam II: 20%; Exam III (or individual project): 20%;

Short Assignments and group work (25%);

Reading Responses (15%)


ARH 332K: Northern Renaissance Art, 1350-1500

20195, TTH 9:30-11, DFA 2.204

Dr. Jeffrey Smith

Flag: Global Cultures : VAPA

This course traces the origins and first flowering of the Renaissance in Northern Europe from the late Gothic course of France and Bohemia to the apocalyptic visions of Hieronymus Bosch.  The class will concentrate upon Netherlandish art, especially the works of Jan van Eyck, Rogier van der Weyden, and Hieronymus Bosch.  Since much of the surviving art is religious, we shall examine its liturgical and theological functions and how the art relates to the ideas of Thomas à Kempis and the Modern Devotion movement.  This brilliant period witnessed the invention of prints and book publishing, developments that transformed contemporary attitudes about art and its purposes.
There will be two tests and a 10-page research paper.

Text:  Jeffrey Chipps Smith, The Northern Renaissance plus readings to be assigned.


ARH 335J: Nineteenth Century Art

20200, TTH 11-12:30pm, ART 1.110

Dr. Michael Charlesworth


This course studies Romanticism, Medievalism and transgressions of morality in 19th century European art, especially with reference to Britain and France. The Pre-Raphaelite painters and thinkers, including Burne-Jones and William Morris, will be central. The course emphasizes the revolutionary value of the idea of ‘Art for Art’s Sake’. In France, the poetry and essays of Charles Baudelaire were crucial to the development of both French and British culture. Paul Gauguin’s anti-colonial paintings provide a culmination of these 19th century themes.


ARH 337K: 20th Century European Art to 1940

 20201, TTH 3:30-5pm, DFA 2.204

Dr. Linda Henderson

Flag: Global Cultures: VAPA

With a particular emphasis on cultural context, this course surveys the development of modern art in Europe, starting with a review of the Post-Impressionists Seurat, Cézanne, Van Gogh, and Gauguin and concluding with Surrealism.  The primary emphasis, however, is on the major artists and movements of the early 20th century, including Fauvism, German Expressionism, Cubism, Futurism, Vorticism, Russian Suprematism and Constructivism, De Stijl, the Bauhaus, Dada, and Surrealism.  Although painting is the major focus of the class, we will also consider sculpture and architecture. In addition to lecture, class discussion forms an important part of the course.

GRADING: Two exams and a final, each 30% of the grade; class participation, 10%; optional paper may replace one of the exams or the final.


ARH 338M: Art and Culture: 1968 and After:  Performing Bodies

20203, TTH 12:30-2pm, RLM 7.114

Dr. Kate Green

Flag: Cultural Diversity: VAPA

How did we get to the point in the institutional art world where in 2010 Tino Seghal filled the Guggenheim’s rotunda galleries not with objects but with his “constructed situation” This Progress, in which visitors were guided up the museum’s ramp by “interpreters” hired and trained to dialogue with them about notions of progress? Over the semester we will answer this question by examining performing body—artist, spectators, others—in art since the 1960s, from Minimalism through Social Practice. We will examine artistic practices through texts by philosophers, artists, art historians, and critics that have framed the meaning of bodies in and to them. This course will involve class participation, daily written responses to texts, group presentations, and a final paper.


ARH 339Q: Modernism in American Design and Architecture

20210, TTH 2-3:30pm, ART 1.110

Dr. Jeffrey Meikle


This lecture course is intended to provide a broad knowledge of major issues in the history of American design and architecture from about 1880 to the present. The central assumption of the course is that our environments both shape us and reflect what manner of people we are. The word design is understood to include all elements of the built environment, ranging from the smallest artifacts and products through buildings (whether vernacular or elite) to the shape of suburban and urban landscapes. Students are encouraged to consider design in the context of social and cultural history, and as it relates to issues of functionality, civic responsibility, and community engagement on both regional and global levels. Among topics to be considered are methods of cultural analysis of material artifacts; the rise, triumph, and fall of functionalism and the International Style; the emergence of uniquely American varieties of commercial design in a consumer society; the interactions of technology, economics, and design; the impact of the automobile on all levels of design; the rise of postmodern design and deconstructive architecture as counters to the modernist tradition; and design for the information age. Among problems to be considered and discussed are tensions between tradition and novelty, between functional and expressive theories of design, between elite ideologies and popular desires, and between European and American design. Although lectures are well illustrated, this is not an image memorization course. Rather, students will need to develop critical thinking skills about what design means in society through the analysis, evaluation, and synthesis of material presented and discussed in class, through reading assignments, through a paper that emphasizes individual inquiry and analysis, and in exams.

Required reading included books like the following:

Le Corbusier, Towards a New Architecture

Carma Gorman, The Industrial Design Reader

Jeffrey Meikle, Design in the USA

John Kasson, Amusing the Million

Karal Ann Marling, As Seen on TV

Project on Disney, Inside the Mouse

Required written work includes two in-class exams (the first counts 15% of the finalgrade; the second counts 25%), a paper of 5-7 pages based on original observation (counts 30%), and a final exam (30%). Final grades are reported with pluses and minuses.

ARH 341P: Contemporary Latin American Art

20217, TTH 2-3:30pm, DFA 2.204

Dr. Adele Nelson

This course examines art in Latin America from 1900 to the present. Covering a period of tumultuous societal change in the region, from revolutions to economic booms and military dictatorships, discussions will focus on understanding the distinct contexts of artistic production in various Latin American centers and will examine how artists conceived of their work in relationship to local and international aesthetic and political debates. Students will read criticism and artists’ writing from the period as well as recent theory and historical analysis and attention will be placed on developing skills to analyze a range of media and styles, including figurative and abstract practices. We will visit and study works at the Blanton Museum of Art and Benson Latin American Collection.

ARH 345L: Diaspora Visions

20220, TTH 12:30-2pm, DFA 2.204

Dr. Moyo Okediji

Border crossing by cultures and groups from Africa, Asia, Europe, the Americas, and the Caribbean islands has generated the production of images by immigrants, exiles, and nomads in alien lands.  With examples drawn from various continents, class investigates art across borders in the contexts of the cultural circumstances that produced the diasporas. Students will investigate the arts of voluntary, forced, colonial, distant, and recent diasporas. Illustrations will draw on images, music, and videos.


ARH 347L: Mesoamerican Art & Culture

20225, TTH 12:30-2pm, ART 1.120

Dr. Julia Guernsey

Flag: Global Cultures : VAPA

This course surveys the art and architecture of the ancient civilizations of Precolumbian Mesoamerica, from the time of the Olmec through that of the Aztecs.  Analysis and interpretation of the art will be based primarily on its role as a transmitter of cultural information and worldview.  We will focus particularly on the continuities and shared ideologies that characterize and unite Mesoamerican civilizations, from the 2nd millennium BC until the arrival of the Spanish at the time of the Conquest.  The goal of this course is to provide students with a general knowledge of the chronology, traditions, major works, primary messages and functions of Mesoamerican artistic and cultural production.  We will explore the meanings of the art and architecture produced by various Mesoamerican scholars through a combination of class lectures and interactive group discussions.


ARH 347M: Maya Art and Architecture (Maymester Abroad)

20230 Guatemala

Dr. Astrid Runggaldier

Flag: Global Cultures : VAPA

This course is an introduction to the artistic traditions of the ancient Maya, tracing their development up to the times of European contact, the Spanish Colonial period, and the contemporary culture of ethnic Maya descendants in Guatemala and Belize.  Students will examine various important themes of Maya culture including history, ritual, and cosmology as revealed in sculpture, hieroglyphs, painting, and architectural design.  Students will also examine how the Maya of more recent times and people from other ethnic backgrounds still adapt to a changing global setting in these dynamic countries shaped by their Spanish and British Colonial histories. This course is based at Casa Herrera, UT Austin’s educational and research facility in the UNESCO World Heritage city of Antigua, Guatemala. It is part of the Maymester Study Abroad Program “Bridging Cultures in Latin America: Maya and Colonial Heritage in Guatemala and Belize.”


ARH 348N Buddhist Art

20235, TTH 5-6:30pm, DFA 2.204

Dr. Janice Leoshko

Flag: Global Cultures 

This course considers Buddhist art throughout the world with an emphasis upon South Asia where the religion originated and first developed.  We will look at practices that emerged in India, including pilgrimage to sites associated with the Buddha’s life such as Bodhgaya and Sarnath, and then consider how particular issues developed in the study of Buddhist art.  A focus upon how Indian art shaped the devotion of Indian Buddhists allows us to consider ways in which these artistic traditions and devotional practices were transformed and further developed elsewhere in the world.

Requirements: participation, 3 exams, 2 short writing assignments


ARH 348P: Art in the Himalayas

20240, MWF 1-2pm, DFA 2.204

Dr. Janice Leoshko

Flag: Global Cultures, Writing, Ethics

This course examines certain subjects and styles in order to comprehend the roles of art in shaping cultures and societies in the Himalayas, the area designated by the impressive mountain range that divides the plains of the Indian subcontinent from the Tibetan plateau. The course also considers the role of art in the complex political events that have occurred there.  Buddhism and Tibet are the major focus but other religions as well as distinct societies/cultures in the area will also be considered. While there are many aspects contributing to the cultural developments of this region, the course emphasizes three main themes: (1)  “Constructions” (“Art and Ritual”) (2) “Geographies” and (3) “Viewing” (Now and Then).

Requirements:  two exams, participation in presentations and debates, two short papers


The Museum on the Roof of the World by Clare Harris

A Historical Atlas of Tibet by Karl Ravec

Religions of Tibet in Practice, edited by Donald Lopez, Jr.


ARH 361: Apertures: Film and Photography in Greater Mexico

20245, TTH 11-12:30pm, DFA 2.204

Dr. George Flaherty

Flag: Global Cultures, Cultural Diversity

Artists, intellectuals and politicians have debated Mexico’s apertura throughout the twentieth-century, which means “opening” or “premiere” but also refers to the lens of a camera. This course explores historical (social, technological) and aesthetic linkages and affinities between filmmakers and photographers working in greater Mexico, including prominent visitors and Americans of Mexican descent. We will consider how Mexican culture is represented but also how borders between Mexico and the wider world—as well as among media—were blurred or brought into sharper focus by these exchanges.

ARH 362: Wine and Society in Ancient Italy

20247, MWF 11-12, ART 1.110

Dr. Michael Thomas

Flag: Global Cultures

Through the lens of visual culture and archaeology, this course explores the culture and consumption of wine in ancient Italy, from the eighth century BCE to the early Christian period (ca. fifth century CE). Assessing evidence from ancient Etruria, Rome and towns on the Bay of Naples, lectures will cover such topics as the use of wine in Etruscan religion and funerary ritual, the cult of Bacchus in Rome, and the role of wine in the Eucharist; the cultivation of vines, winemaking, shapes and functions of wine vessels, and wine commerce; and diverse types of wine consumption, in taverns, at the reclining banquet, in Roman houses, and in Roman villas.


ARH 366J: Psycho-Geography’s Prehistory

20250, TTH 3:30-5pm, DFA 2.506

Dr. Michael Charlesworth

Flag: Writing

This writing flag course will begin by understanding what ‘psycho-geography’ is, with the help of the French Situationist International of the 1950s and 60s, and the British psycho-geographers of the 1990s. The task after that will be to explore to what extent psycho-geography existed, un-named, in  Europe in the 1800s. We will read poetry and prose by Goethe, Byron, de Quincey, Gerard de Nerval and Charles Baudelaire. Students will write papers testing the question of to what extent an understanding of psycho-geography illuminates the works of European painters, sculptors and print-makers (even, optionally, architects and garden-makers) of the 19th century.


ARH 366P: Performing Art History

20255, TTH 11-12:30pm, DFA 2.506

Dr. Ann Reynolds

Flag: Writing, Independent Inquiry

This course has a number of overlapping goals: to engage with the work of the performance, film, video, and installation artist, Joan Jonas; to use Jonas’ work as a case study for developing ways of writing about time-based media, and to consider a wide variety of approaches both within and beyond art history that might provide tools for doing so.

You will be assigned weekly readings and several screenings and 2-3 page bi-weekly reading response papers based on these readings and screenings. You will also be expected to create an archive related to a specific work by Joan Jonas. Periodically, you will be asked to present aspects of your archival practice to the class. These contributions and your work on your archive will result in an in-class presentation, a written narrative of your practical and conceptual research process and a working outline of a larger project that it might become.

SELECTED TEXTS: a reader of selected essays; weekly screenings of films and videos.

ASSIGNMENTS: 2-3 page bi-weekly reading response papers; several short in-class group presentations about one work by Jonas; an archive related to a single work by Jonas; a written proposal for a larger project based on this archive.


ARH 375: Art Historical Methods for Undergraduates

20265, TTH 9:30-11am, DFA 2.506

Dr. Julia Guernsey

Flag: Writing, Independent Inquiry

This course, which carries Writing and Individual Inquiry Flags, provides an introduction to the discipline of art history and to some of the most significant methodological approaches to the study of art and visual culture.  This course does not follow a lecture format but instead focuses on class discussion, active participation, and collaborative learning.  Our goal is to become familiar with the fundamental characteristics and objectives of various methods and traditions in art history, and to create a productive environment in which to analyze, critique, compare, and utilize them.  Because this class carries both Writing and Individual Inquiry flags, emphasis will also be placed on a series of written assignments and papers that enable the student to more fully research and explore a topic of particular art historical interest to her or him.

Apply to be a Fall 2017 FIG/TRiG Mentor!

We are now recruiting FIG & TRiG Mentors for Fall 2017!  Please encourage your students to apply to be an FYE mentor for next year!

The application is now online and can be accessed at:

More information about the position and commitment is posted on our website.  You can also refer your students directly to our office if they have questions.
FIG Mentor Info:
TRiG Mentor Info:

The deadline to apply is Tuesday November 15 at 5 PM.  For NEW Mentors both the application and TWO recommendation forms must be submitted by the deadline.  The recommendation form can be filled out by a UT Student Leader, staff, or faculty member.  They must have a UT EID.  Students currently enrolled in FIGs are advised to ask their facilitator to fill out one of their recommendation forms.

Please encourage your current FYE Mentor to be a returning mentor!  They DO need to apply to return for Fall 2017.  The application can be accessed at the same link listed above.  The application form is the only item  needed when applying as a returning mentor.  No recommendation forms need to be submitted.

If you have any questions, please do not hesitate to ask!


Lisa Valdez
Senior Program Coordinator
First-Year Experience Office
School of Undergraduate Studies
University of Texas at Austin
FAC 338

Student Opportunity–IE Pre-Graduate School Internship Course

Dear UT Undergraduates:

With registration for next semester coming up in a few weeks, let me tell you about an exciting internship course.

Are you thinking about whether graduate school is in your future?  Are you uncertain about what it would be like to be a graduate student and what academic program may be suited best to your interests and career goals?

If your answer to these questions is yes, you may wish to consider undertaking the Intellectual Entrepreneurship (IE) “Pre-Graduate School Internship.”  This internship is open to students in all UT colleges/schools and departments.  You may earn one, two or three hours of academic credit (CMS 164M/264M/364M) by participating in the internship.

You may read more about this program (including FAQ’s, examples of internship activities and an easy to complete internship contract) on the web:

You may also be eligible for a Kuhn Intellectual Entrepreneurship Award.  This award is designed to encourage both first generation and economically disadvantaged undergraduate students to pursue their academic passions and to seriously consider graduate study.

The awards will be in the form of $1,000 stipends offered to a select number of qualified undergraduate interns. The award is intended to support and encourage students to pursue opportunities that further enrich the Pre-Graduate School Internship experience. (e.g., traveling to conferences, potential graduate school visits, research endeavors, supplies, books etc.)

In addition, each intern’s graduate mentor will be awarded a matching $1,000 stipend through the Division of Diversity and Community Engagement.  For more information about this award, please go to:

A wonderful video about IE is at:

If after examining these materials you have questions, please feel free to contact me at:

NOTE: Because of the generosity of several UT deans, undergraduates who do their pre-grad internship in programs in the following colleges will be eligible to receive travel grants to help cover part of the cost of attending an academic conference (with their grad mentor)– Law, Public Affairs, Communication, Information, Nursing, Architecture, Engineering, Liberal Arts, Pharmacy, Business, Social Work, Information, Nursing, Architecture, Education, Natural Sciences, Fine Arts.


Rick Cherwitz
Professor and IE Director

Richard Cherwitz, Ph.D.
Ernest S. Sharpe Centennial Professor, Moody College of Communication
Founder and Director, Intellectual Entrepreneurship  Consortium (IE)
Office of the Vice President for Diversity and Community Engagement
CMA 7.118B
The University of Texas 1 University Station A1105
Austin, Texas 78712
VOICE: (512) 471-1939   FAX: (512) 471-3504

College of Education (KIN) Fall Internal Transfer Sessions


Athletic Training and Kinesiology & Health Education

Internal Transfer Information Sessions

Fall 2016

A 3.0 overall UT GPA will be required for internal transfer students who want to pursue a major in the Department of Kinesiology and Health Education.  Transfer forms are processed after grades are verified at the end of each semester.  Students are required to attend one of the Internal Transfer Information Sessions before they can meet with an Academic Advisor.  Students with additional questions may call the Academic Advising office at (512) 475-6146.

Athletic Training Program (ATP)

A Bachelor of Science in Athletic Training can lead to a career as an athletic trainer for various sports teams, or a career in sports medicine.

Major Option:

Athletic Training


Kinesiology and Health (KHE)                     

A Bachelor of Science Degree in Kinesiology and Health will prepare students for careers in exercise and sport science, corporate fitness, community health promotion, sport business or entertainment and much more.

Major Options:

Applied Movement Science

Exercise Science

Health Promotion (Effective 16 – 18 Catalog: Health Promotion and Behavioral Science)

Physical Culture and Sports

Sport Management


Fall 2016 Information Sessions

Wednesday, November 9                            4:00 p.m.                           BEL 1005

Tuesday, November 29                                4:00 p.m.                            BEL 1005


For more information call 512-475-6146 or visit:

College of Education (ALD) Fall Internal Transfer Sessions


Applied Learning and Development and UTeach Urban Teachers Program

Internal Transfer Information Sessions

Fall 2016

A 2.0 overall UT GPA is required for internal transfer students who want to pursue a major in Applied Learning and Development.  Transfer forms are processed after grades are verified at the end of each semester.  Students are required to attend one of the Internal Transfer Information Sessions before they can meet with an Academic Advisor.  Students with additional questions may call the Academic Advising office at (512) 471-3223.

Applied Learning and Development (ALD)

A Bachelor of Science in Applied Learning and Development leads to elementary teacher certification, or preparation to work with children and youth in a variety of settings such as the YMCA, parks and recreation departments, day-care centers, after-school programs, government agencies, and non-profit organizations related to childcare or youth development.

Majors Options:

All-Level Generic Special Education

Early Childhood to Sixth Grade Bilingual Generalist

Early Childhood to Sixth Grade ESL Generalist

Youth and Community Studies

UTeach Urban Teachers Program (UTUT)

Undergraduate Secondary Social Studies and English Teacher Certification

UTeach Urban Teachers prepares English Language Arts and Social Studies educators to build upon the cultural and linguistic diversity of their future students, and to work for a better, more just social world. 
Our students become excellent teachers for young people in any context, but we pay special attention to youth who represent the American majority – those from low-income, racially and linguistically diverse backgrounds.

Fall 2016 Information Sessions

Wednesday, November 9                            4:00 p.m.                           SZB 524

Tuesday, November 29                                4:00 p.m.                            SZB 216


For more information call 512-471-3223 or visit:

Economics Internal Transfer Information

As we approach registration advising I wanted to let you know that the Economics Internal Transfer Application will open October 1st and close December 1st at 5pm and will be posted on our website.

As a reminder, the requirements are completion of the following courses with a grade of at least a C minus in each:
·         ECO 304K
·         ECO 304L
·         M 408K/C/N
·         M 408L/D/S

Students can attend an optional Information Session if they would like to learn more about our major before declaring. After attending an info session, they are free to meet with an Economics advisor:
·         Thursday, Oct 13 from 5:30-6:30 in CLA 1.302E
·         Tuesday, Oct 25 from 5:30-6:30 in CLA 1.302B
·         Monday, Nov 14 from  10-11 in CLA 1.302E

·         Oct. 1–application opens
·         Dec. 1 at 5pm–application closes
·         January 6 — admission decision sent via SAN
·         Starting January 9th — Registration access to restricted Eco courses for new admits
·         January 18th and 19th — required orientation session for new admits

Additionally, here are some FAQ’s that may be helpful:
Is admission to the Economics major competitive? Is there a GPA cut-off? No, currently there is no GPA requirement and approval is not on a competitive basis. Our goal is to accept all students who want Economics as their major as long as they have demonstrated basic competencies in economics and math by successfully completing the prerequisite coursework with a grade of at least C minus in each course. All applicants are also subject to the College of Liberal Arts internal transfer policies.

Do I need to take the required classes in-residence? No, transfer credit and credit-by-exam credit are accepted. All required courses must be posted with final grades (or “CR” in the case of credit-by-exam) by the end of the semester in which you apply in order for your application to be considered.

If I am currently taking the required courses can I submit an application? Yes, we will accept your application but will wait until after grades are posted to process it. If you are taking prerequisite courses over the summer, you must apply in the Fall semester.

Do I need to meet a minimum number of credit hours completed in-residence to apply? No, you may apply during your first semester. The major declaration will become official the following semester.

Is there a maximum number of hours taken or semesters completed to be eligible to apply? No. However, if it is not possible for you to graduate with the Economics major by your 9th semester in college, approval to declare may be subject to appeal.

Study Abroad Opportunities

Earn UT credit abroad with other UT students on the faculty-led programs in Dublin and Prague!

Pro-Social Public Relations in Ireland Maymester
·         Course taught by Dr. Brad Love
·         Earn UT in-residence credit for: PR 348 / PR 378
·         Attend an info session to learn more!
o   Wed, Sept 14, 4-5pm – BMC 4.204
o   Mon, Sept 26, 12-1pm – PAR 208
o   Wed, Oct 12, 4-5pm – BMC 4.212

Click here for Program details, costs and application (Application Deadline Nov. 1)

Documentary Photography Maymester
·         Course taught by Dr. Dennis Darling
·         Earn UT in-residence credit for: J330J / J395
·         Attend an info session to learn more!
o   Tues, Sept 27, 5-6pm – BMC 3.378A
o   Wed, Oct 12, 7-8pm – BMC 3.378A
o   Thurs, Oct 20, 5-6pm – BMC 3.378A

Click here for Program details, costs and application (Application Deadline Nov. 1)

UT Go: Barcelona, Spain – Summer Whole
·         Earn UT credit for:
o   ADV 334 / ARH 337K / ARH 338L / ARH 366N / COM 329S / ECO 319S / EUS 329S / EUS 346 / EUS 348 / GOV 365N / HIS 329S / HIS 362G / I B 320F / MKT 340S / RTF 345 / RTF 366K / SDS 329S / SOC 329S / SPN 312K / SPN 312L / SPN 329S / SPN 350K / SPN 357 / SPN 506 / SPN 507

Click here for Program details, costs and application (Application Deadline Dec. 1)