American Studies examines the breadth and diversity of the American experience. It is an interdisciplinary field that integrates the study of history, literature, popular culture, media, geography, politics, art, and religion in order to analyze critically American society, culture, institutions, and intellectual traditions. Students and faculty in American Studies question what constitutes American culture, and how cultural expressions reflect and reveal American values, beliefs, prejudices, pleasures, and perceptions.
American Studies courses are methodologically grounded in many different areas of cultural studies including media studies, material culture, visual literacy, critical race theory, and gender/sexuality studies. Students are expected to gain competency in American cultural studies by mastering the theoretical and intellectual frameworks of their concentrations and by learning to interpret and analyze primary documents.
Students in history, communication, anthropology, political science, sociology, English and interdisciplinary programs such as Women's and Gender Studies, African and Black Diaspora Studies, and LGBTQ Studies find it beneficial to double major or minor in American Studies. Students who pursue Americans Studies are well prepared for graduate work in the humanities as well as professional training in law, business, and other fields. Most of our graduates go on to pursue post-graduate degrees.
| Program Requirements | Quarter Hours |
|---|---|
| Liberal Studies Requirements | 84 |
| Major Requirements (Core + Concentration) | 48 |
| Open Electives | 60 |
| Total hours required | 192 |
Learning Outcomes
- Integrate a range of disciplinary approaches and methods into their written and oral projects;
- Find, use, and synthesize primary source material from multiple disciplines (including but not limited to textual sources, material culture, visual culture, music, and popular culture);
- Apply theories and methodologies drawn from cultural studies, cultural theory, or cultural criticism to their written and oral work;
- Analyze an event, source, idea or person within its historical context;
- Interprets or analyzes identities through an intersectional lens, where three or more areas of identity are examined in relationship to one another (such as the inter-workings of race, ethnicity, gender, sexuality, citizenship, class, ability, religion, etc.);
- Analyze historical and/or contemporary manifestations of inequality in power, resources, and access;
- Produce and communicate an interdisciplinary project that draws on primary and secondary source evidence to a broad audience.
College Core Requirements
Study in the Major Field
The student’s course of study in the College consists of three parts: Liberal Studies, the major field, and electives. Together these three parts contribute to the liberal education of the student which is the common purpose of all study in the College. By “liberal education” the College understands not only a deep and thorough knowledge of a particular area of study but a knowledge of the diverse areas of study represented by criticism, history, the arts, the behavioral and social sciences, philosophy, religious studies, the natural science, and mathematics.
The major field program generally is built upon a set of core courses and a specialized “concentration.” The number of courses required for a major varies by department. Most students go beyond the minimum requirements, electing additional courses which both broaden and deepen their understanding of their chosen discipline.
Because no academic major program is built in isolation, students are required to pursue a number of electives of the student’s choice. The inherent flexibility of this curriculum demands that the student consult an academic advisor at each stage in the total program and at least once prior to each registration.
Students will be prompted to visit the College Office for their official graduation check early in their senior year.
Declaration of Major, Minor and Concentration
All students in the College are required to declare a major field prior to beginning their junior year. The student will then be assigned a faculty advisor in the major field department or program and should make an appointment to see that advisor at his or her earliest convenience.
Students must declare or change majors, minors, and concentrations, via Campus Connection. However, for the purpose of exploring the possibility of changing a major field, the student should consult an academic advisor in the Office for Academic Advising Support.
The Modern Language Requirement (MLR)
All students will be required to demonstrate competence in a modern language (i.e., a language other than English) equivalent to the proficiency attained from one year of college-level language study. This Modern Language Requirement (MLR) may be demonstrated by:
- placing into 104 or above on the DePaul language placement exam
- completing the last course or earning AP/IB credit for the last course in the first-year college sequence of any language (e.g. 103 for DePaul language classes)
- completing a college course or earning AP/IB credit for a college course beyond the first-year level in any language (e.g. 104 or above for DePaul language classes)
- completing the final course of a four-year sequence of the same modern language in high school*
- completing a proctored exam by BYU and passing the exam (see the Department of Modern Languages website for registration details)
- completing a proctored Written Proficiency Test (WPT) by Language Testing International (LTI) and achieving a score of Beginner High or above (see the Department of Modern Languages website for registration details)
*Students are strongly encouraged to take the DePaul language placement exam even if they have met the MLR via study of a language in high school. This will ensure continuation of language study at the proper level.
Please note: Modern Languages courses with an E-designation are taught in English and may not be applied to the Modern Language Requirement.
Students who complete an Inter-College Transfer (ICT) to the College will abide by the MLR in place on the effective date of the ICT, regardless of when they first matriculated at DePaul.
Students who have met the MLR and wish to pursue further work in the language may elect the “Modern Language Option” (see below).
The Modern Language Option (MLO)
The Modern Language Option is available to all BA students who wish to study a modern language beyond the level required by their College, and to all other undergraduate students without a modern language requirement who wish to study a language at any level.
Students selecting the MLO may substitute a sequence of three courses in the same language for three domain courses.
The three MLO substitutions must be made in three different domains, and any substitutions must be consistent with the principle that students complete at least one course in each learning domain.
MLO substitutions may not be used to replace requirements in the Math & Computing, and Scientific Inquiry, domains.
Students majoring in one modern language may use the Modern Language Option for study of a second language at the Intermediate level or above.
Modern Languages courses with an E-designation are taught in English and may not be applied to the Modern Language Option.
NOTE: Please contact your college/school regarding additional information and restrictions about the Modern Language Option.
External Credit and Residency
A student who has been admitted to the College begins residency within the college as of the first day of classes of the term in which the student is registered. Students in residence, whether attending on a full-time or part-time basis, may not take courses away from DePaul University without the written permission of the college. Permission must be obtained in advance of registration to avoid loss of credit or residency in the college; see the LAS website for more information.
Liberal Studies Requirements
Honors program requirements can be found in the individual Colleges & Schools section of the University Catalog. Select the appropriate college or school, followed by Undergraduate Academics and scroll down.
| First Year Program | Hours | |
|---|---|---|
| Chicago Quarter | ||
| LSP 110 or LSP 111 | DISCOVER CHICAGO or EXPLORE CHICAGO | 4 |
| Focal Point | ||
| LSP 112 | FOCAL POINT SEMINAR | 4 |
| Writing | ||
| WRD 103 | COMPOSITION AND RHETORIC I 1 | 4 |
| WRD 104 | COMPOSITION AND RHETORIC II 1 | 4 |
| Quantitative Reasoning | ||
| MAT 120 | QUANTITATIVE REASONING 2 | 4 |
| Sophomore Year | ||
| Race, Power, and Resistance | ||
| LSP 200 | SEMINAR ON RACE, POWER, AND RESISTANCE | 4 |
| Junior Year | ||
| Experiential Learning | ||
| Required | 4 | |
| Senior Year | ||
| Capstone | ||
| AMS 301 | SENIOR SEMINAR 1,3 | 4 |
- 1
Students must earn a C- or better in this course.
- 2
Readiness for MAT 120 is determined by the math placement test taken online after admission. Students may need to take developmental coursework prior to MAT 120. Students who complete MAT 120 and both a Computational Reasoning course and a Statistical Reasoning course in the Math and Computing Learning Domain take one less Learning Domain course. Students may not apply the course reduction to any Domain where only one course is required, and cannot be applied to the Scientific Inquiry Learning Domain. The MAT 120 requirement may be waived by passing a dedicated proficiency exam or it may be fulfilled by credit for advanced math coursework earned in-residence at DePaul (MAT 135, MAT 136, MAT 147, MAT 148, MAT 149, MAT 150, MAT 151, MAT 152 MAT 155, MAT 156, MAT 160, MAT 161, MAT 162 MAT 170, MAT 171, MAT 172, or equivalent) or earned externally either as transfer credit from another college/university or as test credit through AP, CLEP, IB, or International A and A/S Level exams. Calculus course(s) may be used to fulfill any of the three QR/MCD requirements.
- 3
A student majoring in American Studies (AMS) is required to complete the Capstone offered by the AMS Department. AMS 301 may be waived for Honors students who are producing an Honors capstone thesis project and double majors when AMS is a student's secondary major and the student completes a thesis project through a capstone in their primary major; in these cases AMS 301 must be replaced with a 300 level AMS course. Students seeking these exceptions must discuss with the AMS Program Director in advance.
Learning Domains
Arts and Literature (AL)
- 3 Courses Required
Historical Inquiry (HI)
- 1 Course Required
Math and Computing (MC)
- 2 Courses Required
[1 CR Course, and 1 SR Course]
Philosophical Inquiry (PI)
- 2 Courses Required
Religious Dimensions (RD)
- 2 Courses Required
Scientific Inquiry (SI)
- 2 Courses Required
[1 Lab Course, and 1 SWK Course]
Social, Cultural, and Behavioral Inquiry (SCBI)
- 2 Courses Required
Notes
A student majoring in American Studies (AMS) is required to complete the Capstone offered by the AMS Department. AMS 301 may be waived for Honors students who are producing an Honors capstone thesis project and double majors when AMS is a student's secondary major and the student completes a thesis project through a capstone in their primary major; in these cases AMS 301 must be replaced with a 300 level AMD course. Students seeking these exceptions must discuss with the AMS Program Director in advance.
Courses offered in the student's primary major cannot be taken to fulfill LSP Domain requirements. If students double major, LSP Domain courses or Honors courses may double count for both LSP and Honors credit, respectively, and the second major. Students who choose to take an experiential learning course offered by the major may count it either as a general elective or the Experiential Learning requirement.
In meeting learning domain requirements, no more than one course that is outside the student’s major and is cross-listed with a course within the student’s major, can be applied to count for LSP domain credit. This policy does not apply to those who are pursuing a double major (see above) or earning BFA or BM degrees.
Major Requirements
The American Studies major requires thirteen courses, detailed below.
- Five (5) core courses form the foundation of the program. Ideally, majors should complete these prior to the start of their senior year.
- Foundational course, Critical American Studies: AMS 201 (generally offered Winter quarter);
- Introduction to Historical Methods and Sources: HST 298 (offered every quarter);
- U.S. history course (see first list below).
- Intersectional & Transnational Approaches course (from second list below)
- Additional Method/Theory course (from third list below). Ideally, this will be connected to the student’s concentration & selected in consultation with your Major Advisor.
- One (1) American Studies Capstone course
- AMS 301: During the fall quarter of their senior year, students should take AMS 301. Students will be sent instructions on how to prepare for the Senior Seminar by the Autumn Quarter instructor for the course. Students must earn a C- or better in this course. This course is waived for Honors students who are producing an Honors capstone thesis project and Double Majors when AMS is a student's secondary major AND the student completes a thesis project through a capstone course in their primary major; in these cases AMS 301 must be replaced with a 300-level AMS course. Students seeking these exceptions must discuss with the AMS Program Director in advance.
- Five (5) interdisciplinary courses are selected to form one of six (6) possible concentrations:
- Popular Culture and Media Studies;
- Standard Concentration
- Social and Literary Movements;
- Politics, Institutions and Values;
- Comparative Race and Ethnic Studies; or
- Material Culture and the Built Environment.
At least three of the concentration courses must be at the 300-level.
- Two (2) Major Elective courses are selected to complement one's work in American Studies.
- In consultation with an advisor, students select two additional courses from outside the concentration.
Distribution Requirements
- For the concentration and the electives, no more than three courses for the major should be from any one department outside of AMS.
- Also, from the combination of concentration courses AND elective courses at least three courses should carry an AMS designator.
- At least three of the concentration courses should be at the 300-level.
- In no instance may a course double count within the major; in other words, a course taken to fulfill the method or theory course requirement in the core may not also simultaneously fulfill credits within the concentration or electives, etc. Likewise, a course taken to fulfill the "Additional Method/Theory" requirement may not also simultaneously fill the "Intersectional & Transnational Approaches" requirement, etc.
-
Courses offered in the student's primary major cannot be taken to fulfill LSP Domain or Honors requirements. If students double major or minor in AMS, LSP Domain courses may double count for both LSP credit and the second major or the minor. Likewise, students in the Honors program may double-count Honors courses for the AMS double major or minor. To be eligible, these double-counted courses must be primarily U.S.-focused (have at least 50% U.S. content). If you are unsure whether a course may be eligible, please consult with the AMS Director.
To fulfill the U.S. History requirement, one of the following may be taken (please note that these courses may NOT double count to fulfill any other AMS requirement):
| Course | Title | Quarter Hours |
|---|---|---|
| AMERICAN SOCIAL HISTORY AND CULTURE (Recommended) | ||
| ASIAN AMERICAN HISTORIES | ||
| CHICAGO HISTORY, GEOGRAPHY, AND CULTURES | ||
| AMERICAN ETHNICITIES 1800-1945 | ||
| HISTORY OF SEX IN AMERICA 1: COLONIAL TO LATE NINETEENTH CENTURY | ||
| HISTORY OF SEX IN AMERICA 2: LATE VICTORIANS TO THE PRESENT | ||
| LGBTQ+ HISTORY IN THE UNITED STATES, WORLD WAR II TO THE PRESENT | ||
| INDIGENOUS AMERICAN HISTORY, 18TH CENTURY TO THE PRESENT | ||
| HISTORY AND U.S. POPULAR MEDIA | ||
| AMERICAN POPULAR CULTURE: 1890s - 1930s | ||
| UNITED STATES TO 1800 | ||
| UNITED STATES, 1800-1900 | ||
| UNITED STATES, 1900-PRESENT | ||
| AMERICAN SOCIAL HISTORY AND CULTURE | ||
| HISTORY OF CHICAGO | ||
| AFRICAN-AMERICAN HISTORY TO 1800 | ||
| AFRICAN-AMERICAN HISTORY, 1800-1900 | ||
| AFRICAN-AMERICAN HISTORY, 1900 TO PRESENT | ||
| LGBTQ+ AMERICAN HISTORY, WW2 TO THE PRESENT | ||
| MUSEUMS, MATERIAL CULTURE AND MEMORY: INTRODUCTION TO PUBLIC HISTORY | ||
| SEX IN AMERICA, PURITANS TO VICTORIANS | ||
| SEX IN AMERICA, LATE VICTORIANS TO PRESENT | ||
| WESTWARD EXPANSION IN U.S. | ||
| ASIAN-AMERICAN IMMIGRATION AND HISTORY, 1840-1965 | ||
| INDIGENOUS AMERICAN HISTORY, 18TH CENTURY TO THE PRESENT | ||
| HISTORY OF EDUCATION IN THE UNITED STATES | ||
| WOMEN IN UNITED STATES HISTORY | ||
| U.S. LABOR HISTORY | ||
| INTER-AMERICAN AFFAIRS | ||
| IMMIGRANT AMERICA | ||
| TOPICS IN AFRICAN-AMERICAN HISTORY | ||
| U.S. WOMEN'S HISTORY | ||
| US-MEXICAN BORDERLANDS | ||
| AMERICAN COLONIAL HISTORY | ||
| ANTEBELLUM AMERICA | ||
| EMERGENCE OF MODERN AMERICA, 1877-1914 | ||
| THE UNITED STATES SINCE 1940 | ||
| THE AMERICAN WEST IN THE 20TH CENTURY | ||
| AMERICAN POPULAR CULTURE 1890s-1930s | ||
| BORDERLANDS AND FRONTIERS IN AMERICA | ||
| UNITED STATES CONSTITUTIONAL HISTORY TO 1865 | ||
| THE COURT AND THE U.S. BILL OF RIGHTS | ||
| AFRICAN-AMERICAN URBAN HISTORY |
To fulfill the Intersectional & Transnational Approaches core requirement, one of the following may be taken (please note that these courses may NOT double count to fulfill any other AMS requirement):
| Course | Title | Quarter Hours |
|---|---|---|
| ABD 275 | BLACK FEMINIST THEORIES IN A U.S. CONTEXT | 4 |
| or WGS 275 | BLACK FEMINIST THEORIES IN A U.S. CONTEXT | |
| ABD 379 | BLACK FEMINIST THEORY | 4 |
| ABD 386 | BLACK WOMEN'S LIVES | 4 |
| or WGS 386 | BLACK WOMEN'S EXPERIENCES: VARIABLE TOPICS | |
| AMS 328 | MOBILITY & THE STATE | 4 |
| or CES 402 | MOBILITY AND THE STATE | |
| AMS 329 | POWER, OPPRESSION, RESISTANCE: APPROACHES TO CRITICAL RACE AND ETHNIC STUDIES | 4 |
| or CES 401 | CRITICAL ETHNIC STUDIES | |
| WGS 200 | WOMEN'S STUDIES IN TRANSNATIONAL CONTEXTS | 4 |
| WGS 250 | INTERSECTIONAL & TRANSNATIONAL FEMINIST FORMATIONS | 4 |
| WGS 314 | ANTIRACIST FEMINISMS | 4 |
| ABD 382 | TOPICS IN AFRICAN DIASPORA STUDIES (Afro feminism topic only) | 4 |
To fulfill the Methods/Theory core requirement, one of the following may be taken (please note that these courses may NOT double count to fulfill any other AMS requirement. Please consult your Major advisor so you might select a course that will complement your concentration):
| Course | Title | Quarter Hours |
|---|---|---|
| BLACK FEMINIST THEORIES IN A U.S. CONTEXT | ||
or WGS 275 | BLACK FEMINIST THEORIES IN A U.S. CONTEXT | |
| BLACK FEMINIST THEORY | ||
| TOPICS IN AMERICAN STUDIES THEORIES AND METHODS | ||
| POWER, OPPRESSION, RESISTANCE: APPROACHES TO CRITICAL RACE AND ETHNIC STUDIES | ||
or CES 401 | CRITICAL ETHNIC STUDIES | |
| ETHNOGRAPHIC RESEARCH METHODS | ||
| ARCHAEOLOGICAL FIELD METHODS | ||
| RESEARCH METHODS IN CRIMINOLOGY | ||
| LITERARY THEORY | ||
| GEOGRAPHIC INFORMATION SYSTEMS I: DIGITAL MAPPING | ||
| DOING LOCAL AND COMMUNITY HISTORY | ||
| ORAL HISTORY: MEMORY, METHOD AND PRACTICE | ||
| MEDIA AND CULTURAL STUDIES ACROSS THE AMERICAS | ||
| MEDIA AND CULTURAL STUDIES | ||
| POLITICAL ANALYSIS AND RESEARCH | ||
| SOCIOLOGICAL THEORY | ||
| URBAN ETHNOGRAPHY | ||
| RESEARCH METHODS IN SOCIOLOGY I | ||
| RESEARCH METHODS IN SOCIOLOGY II | ||
| INTERSECTIONAL & TRANSNATIONAL FEMINIST FORMATIONS | ||
| QUEER THEORY: AN INTRODUCTION | ||
To fulfill the AMS Major Electives Requirement, two of the following may be taken (please note that these courses may NOT double count to fulfill any other AMS requirement):
| Course | Title | Quarter Hours |
|---|---|---|
| ASIAN AMERICAN HISTORY | ||
| ASIAN AMERICAN ARTS AND CULTURE | ||
| GLOBAL ASIA | ||
| TOPICS IN ASIAN AMERICAN STUDIES | ||
| JAPANESE AMERICAN HISTORY IN THE US/CHICAGO | ||
| INTRODUCTION TO AFRICAN AND BLACK DIASPORA STUDIES | ||
| AFRICAN AMERICA: PEOPLES, CULTURES, IDEAS AND MOVEMENTS | ||
| RACE AND RACISM | ||
| ANTHROPOLOGY OF THE AFRICAN DIASPORA | ||
| THE AFRICAN AMERICAN RELIGIOUS EXPERIENCE | ||
| AFRICAN AMERICAN POLITICS | ||
| BLACKS AND LOVE | ||
| RACE, SCIENCE AND WHITE SUPREMACY | ||
| STEREOTYPES AND BLACK IDENTITY | ||
| PHILOSOPHY AND THE QUESTION OF RACE | ||
| MIXED RACE AMERICAN IDENTITY | ||
| SURVEY OF AFRICAN DIASPORIC INTELLECTUAL THOUGHT | ||
| BLACK AESTHETIC THOUGHT | ||
| HARLEM RENAISSANCE AND NEGRITUDE | ||
| BLACK FREEDOM MOVEMENTS | ||
| BLACK MUSIC IN AMERICAN CULTURE | ||
| RELIGIOUS DIMENSIONS OF THE AFRICAN DIASPORA | ||
| RACE AND ETHNICITY IN LITERARY STUDIES | ||
| JAZZ AND THE DIASPORIC IMAGINATION | ||
| AFRICAN-AMERICAN HISTORY TO 1800 | ||
| AFRICAN AMERICAN HISTORY, 1900 TO PRESENT | ||
| DIMENSIONS OF BLACK FAMILY LIFE | ||
| RADICAL AESTHETICS OF HIP HOP | ||
| WHAT IS BLACK CINEMA? | ||
| BLACK FEMINIST THEORIES IN A U.S. CONTEXT | ||
| PAN-AFRICANISM | ||
| AFRICAN AMERICAN SCIENCE FICTION | ||
| AFRICAN-AMERICAN POLITICAL THOUGHT | ||
| RECONSTRUCTION AND THE RISE OF JIM CROW | ||
| VOTING, REPRESENTATION, AND THE LAW | ||
| TOPICS IN PUBLIC LAW | ||
| AFRICAN- AMERICAN FICTION | ||
| AFRICAN AMERICAN DRAMA AND POETRY | ||
| TOPICS IN AFRICAN AMERICAN POETRY 1940-1960 | ||
| THE BLACK ARTS MOVEMENT | ||
| RACE, MEDIA, AND REPRESENTATION | ||
| BLACK FEMINIST THEORY | ||
| BLACK WOMEN'S LIVES | ||
| INTRODUCTION TO U.S. POPULAR MUSIC STUDIES | ||
| PERSPECTIVES ON AMERICAN IDENTITIES | ||
| AMERICAN SOCIAL HISTORY AND CULTURE | ||
| UNITED STATES POPULAR MUSIC HISTORY | ||
| AMERICAN BUDDHISMS: RACE AND RELIGIOUS DIVERSITY | ||
| ASIAN AMERICAN HISTORIES | ||
| CHICAGO HISTORY, GEOGRAPHY, AND CULTURES | ||
| IN THEIR OWN VOICES: AMERICAN AUTOBIOGRAPHY | ||
| AMERICAN ETHNICITIES 1800-1945 | ||
| PACIFIC WORLD: NORTH AMERICA AND THE PACIFIC, 1776 - 1945 | ||
| HISTORY OF SEX IN AMERICA 1: COLONIAL TO LATE NINETEENTH CENTURY | ||
| HISTORY OF SEX IN AMERICA 2: LATE VICTORIANS TO THE PRESENT | ||
| LGBTQ+ HISTORY IN THE UNITED STATES, WORLD WAR II TO THE PRESENT | ||
| POLITICS AND HISTORY OF THE VIETNAM WAR | ||
| HISTORY AND U.S. POPULAR MEDIA | ||
| AMERICAN VOICES: TO 1860 | ||
| AMERICAN VOICES: FROM 1860 ONWARD | ||
| TOPICS IN AMERICAN STUDIES THEORIES AND METHODS | ||
| TOPICS IN AMERICAN MATERIAL CULTURE AND THE BUILT ENVIRONMENT | ||
| TOPICS IN AMERICAN POLITICS, INSTITUTIONS, AND VALUES | ||
| SPECIAL TOPICS IN AMERICAN STUDIES | ||
| TOPICS IN AMERICAN POPULAR CULTURE AND MEDIA | ||
| TOPICS IN AMERICAN RACE AND ETHNIC STUDIES | ||
| TOPICS IN AMERICAN SOCIAL AND LITERARY MOVEMENTS | ||
| POWER, OPPRESSION, RESISTANCE: APPROACHES TO CRITICAL RACE AND ETHNIC STUDIES | ||
| AMERICAN POPULAR CULTURE: 1890s - 1930s | ||
| SEX, GENDER AND SOCIAL MEDIA | ||
| AMERICAN FILM | ||
| THE MATERIAL CULTURE OF MODERN AMERICA | ||
| MATERIAL CULTURE OF EARLY AMERICA | ||
| TELEVISION AND AMERICAN IDENTITY | ||
| ADVANCED TOPICS IN AMERICAN POPULAR CULTURE AND MEDIA | ||
| ADVANCED TOPICS IN GENDER AND SEXUALITY STUDIES IN THE U.S./AMERICAS | ||
| ADVANCED TOPICS IN AMERICAN SOCIAL AND LITERARY MOVEMENTS | ||
| INTERNSHIP | ||
| ADVANCED TOPICS IN AMERICAN MATERIAL CULTURE AND THE BUILT ENVIRONMENT | ||
| ADVANCED TOPICS IN AMERICAN POLITICS, INSTITUTIONS, AND VALUES | ||
| ADVANCED TOPICS IN AMERICAN STUDIES | ||
| AMERICAN STUDIES COLLOQUIUM | ||
| ADVANCED TOPICS IN AMERICAN RACE AND ETHNIC STUDIES | ||
| INDEPENDENT STUDY | ||
| ARCHAEOLOGICAL FIELD METHODS | ||
| MATERIAL CULTURE OF MODERN AMERICA | ||
| MATERIAL CULTURE AND DOMESTIC LIFE | ||
| HISTORICAL ARCHAEOLOGY OF CHICAGO | ||
| ARCHAEOLOGICAL FIELDWORK | ||
| ARCHEOLOGY OF CITIES | ||
| ANTHROPOLOGY AND MUSEUMS | ||
| MUSEUM EDUCATION | ||
| HERITAGE DISPLAYS AND MUSEUMS | ||
| AMERICAN SIGN LANGUAGE LITERATURE | ||
| ARTS IN THE DEAF COMMUNITY | ||
| DEAF CULTURE | ||
| DEAF-BLIND COMMUNITY | ||
| CRITICAL ETHNIC STUDIES | ||
| MOBILITY AND THE STATE | ||
| CITIES AND RACIAL FORMATION | ||
| BORDERS AND MIGRATION | ||
| RACE AND THE MEDIA | ||
| PERFORMANCE: COMMUNICATION, CREATIVITY AND THE BODY | ||
| ASIAN-AMERICAN MEDIA REPRESENTATIONS | ||
| PERFORMANCE OF GENDER & SEXUALITY | ||
| PERFORMANCE FOR SOCIAL CHANGE | ||
| PERFORMANCE OF HUMOR | ||
| THE LITERATURE OF IDENTITY | ||
| FEMINIST LITERATURE | ||
| INTRODUCTION TO THE CRIMINAL LEGAL SYSTEM | ||
| CRIME AND THE MEDIA | ||
| LAW ENFORCEMENT | ||
| CRIMINAL LAW AND PROCEDURE | ||
| CORRECTIONS | ||
| RACE, CLASS, GENDER AND THE CRIMINAL LEGAL SYSTEM | ||
| CRIMINAL INVESTIGATIONS | ||
| LATINOS AND THE CRIMINAL JUSTICE SYSTEM | ||
| CRIME AND PUNISHMENT | ||
| GANGS IN SOCIETY | ||
| COMMUNITIES AND CRIME | ||
| COMMUNITY NON-VIOLENCE | ||
| CRIMES OF THE STATE | ||
| SCHOOL VIOLENCE, DISCIPLINE AND JUSTICE | ||
| RESEARCH METHODS IN CRIMINOLOGY | ||
| STATISTICS IN CRIMINOLOGY | ||
| CRIMINOLOGICAL THEORY | ||
| 21ST CENTURY POLICING | ||
| US POLITICAL PRISONERS AND CRIMES OF CONSCIENCE | ||
| DRUGS AND SOCIETY | ||
| WHITE COLLAR AND CORPORATE CRIME | ||
| RESTORATIVE JUSTICE: ENGAGEMENT WITH THE PRISON | ||
| LAW AND POLITICS: PRISON POLICIES AND RESTORATIVE JUSTICE | ||
| COMMUNITY FOOD SYSTEMS | ||
| CRITCAL ISSUES IN PUBLIC EDUCATION: THE CHICAGO CONTEXT | ||
| ART IN THE SPANISH AMERICAN EMPIRE | ||
| HISTORY OF THE CATHOLIC CHURCH IN THE U.S. | ||
| URBAN ECONOMICS | ||
| MARKET STRUCTURE AND REGULATION OF BUSINESS | ||
| AMERICAN ECONOMIC HISTORY | ||
| LABOR ECONOMICS AND ORGANIZATION | ||
| ECONOMICS AND GENDER | ||
| DEVELOPMENT OF ECONOMIC THOUGHT | ||
| THE AMERICAN NOVEL | ||
| AFRICAN AMERICAN LITERATURE | ||
| LITERATURE AND IDENTITY | ||
| LATINX LITERATURE | ||
| LGBTQ LITERATURE | ||
| TOPICS IN EARLY AMERICAN LITERATURE | ||
| AMERICAN LITERATURE TO 1830 | ||
| 19TH-CENTURY AMERICAN LITERATURE | ||
| AMERICAN LITERATURE FROM 1865 TO 1920 | ||
| AMERICAN LITERATURE AFTER 1900 | ||
| TOPICS IN GENRE STUDIES | ||
| TOPICS IN 20TH-CENTURY FICTION | ||
| TOPICS IN AMERICAN STUDIES | ||
| TOPICS IN AMERICAN LITERATURE | ||
| TOPICS IN AFRICAN AMERICAN LITERATURE | ||
| MULTIETHNIC LITERATURE OF THE U.S. | ||
| NATIVE LITERATURE | ||
| STUDIES IN SHORT FICTION | ||
| WOMEN AND LITERATURE | ||
| TOPICS IN LATINX LITERATURE | ||
| TOPICS IN LGBTQ LITERATURE | ||
| IDEAS OF NATURE | ||
| NATIONAL PARKS HISTORY | ||
| CITIES AND THE ENVIRONMENT | ||
| URBANIZATION | ||
| URBAN GEOGRAPHY - EXPERIENTIAL LEARNING | ||
| GEOPOLITICS | ||
| RACE, JUSTICE, AND THE URBAN ENVIRONMENT | ||
| INTERNATIONAL ENVIRONMENTAL CONSERVATION | ||
| HISTORICAL GEOGRAPHY OF CHICAGO | ||
| CULTURAL AND POLITICAL ECOLOGY | ||
| SUSTAINABLE URBAN TRANSPORTATION | ||
| URBAN PLANNING | ||
| GEOGRAPHY, FOOD AND JUSTICE | ||
| INTRODUCTION TO ARTS OF THE AMERICAS | ||
| AMERICAN ART | ||
| HISTORY OF INTERIOR DESIGN | ||
| HISTORY OF PHOTOGRAPHY | ||
| MODERN ARCHITECTURE | ||
| MUSEUM AND NON-PROFIT ARTS MANAGEMENT | ||
| CHICAGO ARCHITECTURE AND URBANISM (WORLD CITIES) | ||
| THE EVOLVING MUSEUM: HISTORIES AND CONTEMPORARY CHALLENGES | ||
| UNITED STATES TO 1800 | ||
| UNITED STATES, 1800-1900 | ||
| UNITED STATES, 1900-PRESENT | ||
| HISTORY OF CHICAGO | ||
| HISTORY OF THE CATHOLIC CHURCH IN THE U.S. | ||
| AFRICAN-AMERICAN HISTORY TO 1800 | ||
| AFRICAN-AMERICAN HISTORY, 1800-1900 | ||
| AFRICAN-AMERICAN HISTORY, 1900 TO PRESENT | ||
| MUSEUMS, MATERIAL CULTURE AND MEMORY: INTRODUCTION TO PUBLIC HISTORY | ||
| WESTWARD EXPANSION IN U.S. | ||
| HISTORY OF US NATIONAL PARKS | ||
| IDEAS OF NATURE IN US HISTORY | ||
| ASIAN-AMERICAN IMMIGRATION AND HISTORY, 1840-1965 | ||
| HISTORY OF EDUCATION IN THE UNITED STATES | ||
| WOMEN IN UNITED STATES HISTORY | ||
| AMERICAN HISTORY AND FILM/TV | ||
| U.S. LABOR HISTORY | ||
| INTER-AMERICAN AFFAIRS | ||
| LATINOS IN THE UNITED STATES | ||
| THE OLD SOUTH | ||
| IMMIGRANT AMERICA | ||
| TOPICS IN AFRICAN-AMERICAN HISTORY | ||
| AFRICAN-AMERICAN INTELLECTUAL HISTORY | ||
| U.S. WOMEN'S HISTORY | ||
| DOING DIGITAL HISTORY | ||
| US-MEXICAN BORDERLANDS | ||
| SOCIAL MOVEMENTS IN LATIN AMERICA | ||
| REVOLUTIONS IN LATIN AMERICA | ||
| AMERICAN COLONIAL HISTORY | ||
| THE AMERICAN REVOLUTION | ||
| ANTEBELLUM AMERICA | ||
| THE CIVIL WAR ERA | ||
| EMERGENCE OF MODERN AMERICA, 1877-1914 | ||
| THE GREAT DEPRESSION AND THE NEW DEAL ERA | ||
| THE UNITED STATES SINCE 1940 | ||
| HISTORY OF POVERTY IN THE UNITED STATES | ||
| THE AMERICAN WEST IN THE 20TH CENTURY | ||
| RECONSTRUCTION AND THE RISE OF JIM CROW | ||
| GENDER, TECHNOLOGY AND CULTURE IN 20TH CENTURY AMERICA | ||
| AMERICAN POPULAR CULTURE 1890s-1930s | ||
| CHICAGO HISTORY MUSEUM EXPERIENCE | ||
| BORDERLANDS AND FRONTIERS IN AMERICA | ||
| TOPICS IN AMERICAN HISTORY | ||
| UNITED STATES CONSTITUTIONAL HISTORY SINCE 1865 | ||
| THE COURT AND THE U.S. BILL OF RIGHTS | ||
| TOPICS IN PUBLIC HISTORY | ||
| DOING LOCAL AND COMMUNITY HISTORY | ||
| PUBLIC HISTORY INTERNSHIP | ||
| AFRICAN-AMERICAN URBAN HISTORY | ||
| ORAL HISTORY: MEMORY, METHOD AND PRACTICE | ||
| IDENTITIES AND BOUNDARIES | ||
| MIGRATION AND FORCED MIGRATION | ||
| CULTURE AND INEQUALITY | ||
| GLOBAL EMPIRES | ||
| RACE, SEX, DIFFERENCE | ||
| NATURE, SOCIETY AND POWER | ||
| INTRODUCTION TO LESBIAN, GAY, BISEXUAL, TRANSGENDER, QUEER STUDIES [SSMW] | ||
| LGBTQ+ HEALTH MATTERS | ||
| LGBTQ+ HISTORY IN THE UNITED STATES, WORLD WAR II TO THE PRESENT | ||
| INTRODUCTION TO LGBTQ LITERATURE | ||
| QUEER PIONEERS: CULTURE, GENDER, AND POLITICAL ACTIVISM | ||
| LGBTQ POLITICS | ||
| SEXUAL JUSTICE: LESBIANS, GAYS AND THE LAW | ||
| ADVANCED TOPICS IN TRANSGENDER STUDIES | ||
| QUEER THEORY: AN INTRODUCTION | ||
| LATINO RELIGIOUS EXPERIENCE IN THE UNITED STATES | ||
| CONSTRUCTING LATINO COMMUNITIES | ||
| MEDIA AND CULTURAL STUDIES ACROSS THE AMERICAS | ||
| SPECIAL TOPICS IN LATIN AMERICAN STUDIES | ||
| THE U.S.-MEXICO BORDER. PEOPLE, RESOURCES, ENVIRONMENTAL WASTE, TECHNOLOGY | ||
| LATINO COMMUNITIES AND SOCIAL ENGAGEMENT | ||
| LATINO COMMUNITIES IN CHICAGO | ||
| GROWING UP LATINO/LATINA IN THE U.S. | ||
| MOTHERHOOD IN LATINO COMMUNITIES | ||
| SOCIAL ENGAGEMENT AND LATINO FAMILIES | ||
| SPECIAL TOPICS: LATINOS IN THE U.S. | ||
| LATINA/O SEXUALITIES | ||
| GLOBALIZATION IN THE AMERICAS | ||
| INDIGENOUS POLITICAL STRUGGLES | ||
| INTRODUCTION TO DOCUMENTARY STUDIES | ||
| MEDIA AND CULTURAL STUDIES | ||
| DIVERSITY AND INCLUSION IN CINEMA AND TELEVISION | ||
| COMICS STUDIES | ||
| HISTORY OF TELEVISION & RADIO | ||
| MEDIA ETHICS | ||
| THE SEXUAL REVOLUTION: HOLLYWOOD IN THE 1960S | ||
| TOPICS IN FILM GENRE | ||
| TOPICS IN FILM STUDIES | ||
| TOPICS IN TELEVISION STUDIES | ||
| TOPICS IN NEW MEDIA | ||
| TOPICS IN MEDIA STUDIES | ||
| SEX IN THE BOX: U.S. TELEVISION, SEX, AND SEXUALITY | ||
| TOPICS IN COMICS STUDIES | ||
| TOPICS IN CULT STUDIES | ||
| B-MOVIES | ||
| FANDOM & PARTICIPATORY CULTURE | ||
| BLACKNESS IN AMERICAN TV | ||
| TOPICS IN FAN STUDIES | ||
| MONSTERS IN POPULAR CULTURE | ||
| HORROR FILMS | ||
| SPORTS FANDOM | ||
| MUSIC INDUSTRIES AND CULTURE | ||
| TIME TRAVEL ON TELEVISION | ||
| ADAPTATION: MOVIES/TV/NOVELS/COMICS/TOYS/VIDEO GAMES | ||
| WRITING TELEVISION CRITICISM | ||
| AUDIO DOCUMENTARY | ||
| LATINO/A TELEVISION AND MEDIA | ||
| JAZZ | ||
| SOCIAL JUSTICE AND SOCIAL CHANGE | ||
| PHILOSOPHY AND RACE | ||
| AMERICAN PHILOSOPHY | ||
| PUBLIC POLICY AND URBAN ISSUES | ||
| ISSUES IN NEIGHBORHOOD DEVELOPMENT | ||
| URBAN POVERTY | ||
| APPLIED URBAN AND ENVIRONMENTAL ECONOMICS | ||
| PUBLIC POLICY AND POLITICS | ||
| INEQUALITY AND PUBLIC POLICY | ||
| PUBLIC SPACES AND SOCIAL CONTROL | ||
| THE AMERICAN POLITICAL SYSTEM | ||
| AMERICAN POLITICAL CULTURE | ||
| WOMEN AND POLITICS | ||
| AFRICAN-AMERICAN POLITICS | ||
| TOPICS IN POLITICAL CULTURE | ||
| CONGRESS AND THE LEGISLATIVE PROCESS | ||
| URBAN POLITICS | ||
| STATE POLITICS | ||
| AMERICAN FOREIGN POLICY | ||
| LAW AND THE POLITICAL SYSTEM | ||
| CONSTITUTIONAL LAW: FIRST AMENDMENT RIGHTS | ||
| CONSTITUTIONAL LAW: RIGHTS OF DEFENDANTS | ||
| CONSTITUTIONAL LAW: EQUAL PROTECTION OF THE LAWS | ||
| MASS MEDIA AND AMERICAN POLITICS | ||
| URBAN POLICYMAKING | ||
| CHICAGO GOVERNMENT AND POLITICS | ||
| INEQUALITY IN AMERICAN SOCIETY | ||
| PUBLIC OPINION | ||
| ADVANCED TOPICS IN AMERICAN POLITICS | ||
| AMERICAN POLITICAL THOUGHT | ||
| AFRICAN-AMERICAN POLITICAL THOUGHT | ||
| ADVANCED TOPICS IN POLITICAL THOUGHT | ||
| THE CRIMINAL JUSTICE SYSTEM | ||
| WOMEN AND THE LAW | ||
| IMMIGRATION LAW | ||
| PSYCHOLOGY OF THE AFRICAN-AMERICAN CHILD | ||
| THE AFRICAN AMERICAN RELIGIOUS EXPERIENCE | ||
| NATIVE AMERICAN RELIGIONS | ||
| BLACK INTELLECTUAL TRADITIONS | ||
| SLAVERY, RACE AND RELIGION | ||
| RELIGION AND POLITICS IN THE UNITED STATES | ||
| ISLAM IN THE UNITED STATES | ||
| SOCIAL WORK AND SOCIAL WELFARE | ||
| POLICING THE MARGINS | ||
| INTRODUCTION TO THE U.S HEALTH CARE SYSTEM | ||
| RACE AND ETHNICITY IN THE CITY | ||
| URBAN SOCIOLOGY | ||
| RESISTING WHITE SUPREMACY | ||
| SOCIOLOGY OF EDUCATION | ||
| LAW, POWER AND RESISTANCE | ||
| STREET GANGS | ||
| SOCIAL INEQUALITY | ||
| POLITICAL SOCIOLOGY | ||
| CLASS, POWER AND DECISION MAKING IN THE CITY | ||
| WOMEN'S LIVES:RACE/CLASS/GENDER | ||
| GROWING UP FEMALE IN THE U.S. | ||
| GENDER AND EDUCATION | ||
| INTERSECTIONAL & TRANSNATIONAL FEMINIST FORMATIONS | ||
| DECONSTRUCTING THE DIVA | ||
| BLACK FEMINIST THEORIES IN A U.S. CONTEXT | ||
| GENDER, VIOLENCE AND RESISTANCE | ||
| GENDER AND FAMILIES | ||
| ANTIRACIST FEMINISMS | ||
| REPRESENTATIONS OF THE BODY | ||
| WOMEN AND LAW | ||
| INTRODUCTION TO TRANSGENDER STUDIES | ||
| BLACK WOMEN'S EXPERIENCES: VARIABLE TOPICS | ||
| QUEER THEORY: AN INTRODUCTION |
Concentrations, tracks and specializations provide focus to the major. In addition to any college core requirements, liberal studies requirements and major requirements, students are required to choose one of the following:
- Comparative Race and Ethnic Studies Concentration, American Studies (BA)
- Material Culture and the Built Environment Concentration, American Studies (BA)
- Politics, Institutions and Values Concentration, American Studies (BA)
- Popular Culture and Media Studies Concentration, American Studies (BA)
- Social and Literary Movements Concentration, American Studies (BA)
- Standard Concentration, American Studies (BA)