Advance Registration Guide (Fall 2024)

ADVANCE ADVANCE REGISTRATION REGISTRATION GUIDE GUIDE

March 21, 2024

Table of Contents

Five easy classes to take in the fall 2024 semester

Penn Netter Center receives anonymous gift to establish faculty director position

OPINION | You should take an ethics class at Penn

Penn Global Seminars announces offerings for next academic year, adds several new courses

OPINION | Rethinking College sector requirements

Top of the Class - top rated classes and professors

Africana Studies class studies history of Black students, faculty, and staff at Penn

Penn to become first Ivy League school to offer undergraduate degree in artificial intelligence

Double count courses for fall 2024 semester

Five easy classes to take in the fall 2024 semester

GRETTA MAGUIRE Senior Reporter

Are you still seeking out one final class to complete your spring 2024 schedule?

Look no further, as The Daily Pennsylvanian has collected a list of easy classes for next semester — all of which have difficulty ratings of less than 2.1, according to Penn Course Review.

ITAL 1900: Italian History on Screen: How Movies Tell the Story of Italy

This class, taught by Filippo Trentin, will delve into the portrayal of Italy on screen throughout history and in the present day. It will include reading literary and historical texts and watching movies — and all lectures and readings are in English.

With a 1.90 difficulty on Penn Course Review, it fulfills both the CrossCultural Analysis and Arts and Letters requirements

in the College of Arts and Sciences. It is cross-listed with the Cinema and Media Studies Department, and will be held from 1:453:15 p.m. on Tuesdays and Thursdays.

Trentin has previously worked as a postdoctoral fellow at the ICI Berlin Institute of Cultural Inquiry from 2013 to 2015. Trentin’s research interests include 20th-century Italian literature and cinema, queer studies, and psychoanalysis.

ANTH 1238: Introduction to Medical Anthropology

This introductory course — which will be taught by Emily Ng — focuses on applying central concepts of anthropology to human health and illness with a focus placed on contemporary applications. It is cross-listed between the

Anthropology and Health and Societies Departments.

The course's lecture section will be held from 1:45 - 2:45 p.m. on Mondays and Wednesdays, and students are also required to register for a recitation section.

Although not yet reviewed for Ng, previous Penn Course Reviews have included difficulty levels of 1.92 and 1.80.

ENGL 0755: Listening in Trying Times

This Stavros Niarchos Foundation Paideia course will be taught by Aaron Levy and focus on connecting with other spaces and times through the theories and histories of listening. Its description on Path at Penn calls listening “an essential skill that can help us find solace and community together, connecting what is singular in us with what binds us to another.”

The course — which will meet once a week on Wednesdays from 12 - 2:59 p.m., and has seats for fifteen students — has a Penn Course Review difficulty rating of 1.33.

FNAR 0020:

Contemporary Art Studio

This class will be taught by Matthew Neff and is an introduction to studiobased art practices. It will include numerous multidisciplinary projects, and will include visiting lectures and field trips. It has a Penn Course review difficulty level of 1.44.

The class, which has 12 available seats for students, is offered from 1:45 - 4:45 p.m. on Mondays and Wednesdays.

Neff is the director of the undergraduate program in Fine Arts and his artistic work focuses on power negotiations of both the

present and past.

SAST 0001: Introduction to Modern India

This course, which is taught by Daud Ali, is cross listed between both the South Asian Studies and History departments. It will focus on Indian history from the 16th through 21st centuries and multiple themes, including trade between India and the West in the 17th century, the creation of the Indian middle class, and India's nuclearization.

The course will be taught from 12 - 1:29 p.m. on Mondays and Wednesdays. It has a difficulty rating of 2.02 and counts for both the Cross Cultural Analysis and History & Tradition College requirements.

PHOTO BY CHENYAO LIU

Penn Netter Center receives anonymous gift to establish faculty director position

GABRIEL HUANG Contributing Reporter

The Netter Center for Community Partnerships received an anonymous endowment to establish a new faculty director position.

1970 College graduate

Ira Harkavy, who is the Center's founding director, will become the Barbara and Edward Netter Director, according to the Penn Almanac announcement. The title was named in honor of Barbara Netter and 1953 College graduate Edward Netter, who endowed the Center in 2007. The announcement did not disclose the amount of the anonymous donation.

The Netter Center, which recently celebrated its 30-year anniversary, was formed in 1992 to dedicate

Penn’s resources to supporting West Philadelphia. The Center aims to promote civic engagement and develop community partnerships between Penn and the surrounding community.

In 2007, the Netter Center was renamed following a $10 million gift from Edward Netter and his wife Barbara — for whom the new faculty director position is named.

Harkavy, who holds a master's degree and Ph.D. from Penn, has served as director of the Netter Center since 1992. He also taught undergraduate and graduate courses in the School of Arts and Sciences, Perelman School of Medicine, Weitzman School of Design,

and the Graduate School of Education. Throughout his professional career, he has written extensively on urban university-community-school partnerships and the civic missions of higher education.

Under Harkavy’s leadership, the Netter Center has strengthened three initiatives for community engagement. These include Academically Based Community Service courses, which seek to connect Penn students and faculty to communities in West Philadelphia, and partnerships with public schools in alignment with the UniversityAssisted Community School model. The Center also aims to develop Penn's role

as an anchor institution for the local community.

Netter Center initiatives have served as blueprints for university-community partnerships at schools like Duke University and the University of California, Los Angeles. In this new role, Harkavy will continue to develop and implement “democratic, mutually transformative, place-based partnerships between Penn and West Philadelphia,” according to the announcement.

In previous interviews with The Pennsylvania Gazette, Harkavy has expressed a desire to continue expanding Netter Center initiatives to schools and communities beyond Penn

and West Philadelphia.

“You can’t bring change just in Philadelphia, West Philadelphia, and Penn; you need to, in fact, share those ideas and spread them to the rest of the country and around the world,” he said.

The donation comes amid ongoing struggles over affordable housing and displacement in West Philadelphia. The Daily Pennsylvanian has profiled the history of Black Bottom — a predominantly AfricanAmerican community in University City — and Penn's role in the gentrification of the neighborhood.

PHOTO BY JESSE ZHANG

OPINION | You should take an ethics class at Penn

ZARA TENA Columnist

This semester, I somehow ended up with four out of my five classes being either directly or indirectly about ethics. As a political science major, I was really excited to take these classes, since whenever people talk about ethics nowadays, it mostly has to do with politics or international relations.

At a time when our reality changes so rapidly because of technology, and when we are faced with a number of global challenges, some people have forgotten about the importance of acting morally. Especially at a place like Penn, where everyone seems to be extremely worried about their future and their careers, people often disregard these values when they are caught up by the competitive en-

vironment. Because of this, one would think that ethics classes would be extremely beneficial for all, but do they actually contribute to making students more ethical individuals?

According to my professors, they don’t.

In all four ethics classes, my professors started the semester by telling us that ethics classes will not make most of us more ethical. I sat there, listening to all of them, and I just could not understand why they would say something like that. If

I wasn’t going to learn anything, what was the point of taking these classes?

That’s where I was wrong: I have been learning a lot. While perhaps the main goal of ethics classes is not to turn students into

more ethical people, they definitely give us the tools we need to critically engage with ethical dilemmas. By taking these classes, I might not become a better person, but they have given me a space where I can explore, discuss, and reflect about where I stand on so many issues and what my beliefs about morality actually are. Ethics is not a subject that can be forcefully taught through lectures and readings. There is no way that we can sit down for three hours every week and magically become more ethical just because we memorize theories and read long papers written by old white men. The goal of these classes is not to tell us what is ‘right’ or ‘wrong,’ but to give us the skills to navigate

the gray areas in ethical decision making.

These classes encourage self reflection and personal growth. Even when analyzing big case studies or exploring different theories, students are pushed to question their own values, beliefs, and biases. While this may not guarantee that we will completely transform our moral compasses, the self awareness that comes from these reflections creates a great foundation for understanding why we act the way we do and also invites us to try to understand others.

The fact that ethics classes begin with a warning — that you won’t become more ethical by taking them — should not stop anyone from giving them a chance.

The ability to think critically, understand different values and perspectives, and have the skills to self reflect are essential parts of any college education. They prepare students for the complicated moral dilemmas they might face in their personal and professional lives — especially when most people at Penn will end up with jobs that are notorious for their ethical scandals!

ZARA TENA is a College sophomore studying political science from Puebla, Mexico. Her email is zaratena@sas.upenn.edu.

PHOTO BY IPEK OBEK

Penn Global Seminars announces offerings for next academic year, adds several new courses

JAKE KONIGSBERG Contributing Reporter

Penn Abroad announced 18 Penn Global Seminar courses for the 2024-25 school year, adding new offerings that will travel to countries including Brazil, Malawi, and Bulgaria.

The new courses for next year span five continents and a wide variety of disciplines, from engineering to foreign policy. These include "Global Jewish Communities," "Bicycles: The Mechanical Advantage," "Science Accessibility in India," "European Foreign and Security Policy in Times of Crisis," "Perspectives in Afro-Luso-Brazilian Culture," "Global Aging — Challenges and Opportunities," "Policy Task Force on U.S.-China Relations," "Global Business Communi-

cation for Impact," and "Before Netflix: The Past and Present of Latin American Television."

Penn Global Seminars are a general classification of courses that contain a travel component. Associate Director of Penn Abroad Arielle Schweber said that the travel portion aims to deepen students' understanding of topics discussed in the classroom.

“One of PGS’ goals is to travel to destinations that we are typically underrepresented in study abroad,” Schweber said. “This year, we were thrilled to receive proposals from faculty to travel to new locations.”

One new offering, “Bicycles: The Mechanical Advantage," is the first course

in collaboration with Penn's School of Engineering and Applied Science that also has an Academically Based Community Service designation through the Netter Center for Community Partnerships. Students will learn about bicycle design and develop practical skills, culminating in a trip to the Netherlands over spring break.

Another new course is “Global Jewish Communities,” taught by Edmund J. and Louise W. Kahn Endowed Term Professor in the Humanities Peter Decherney and senior lecturer in Critical Writing Sara Byala. Students will learn about the history of the Abayudaya — a Jewish community in Uganda —

and spend time engaging with community members over winter break.

“In Uganda, we will partner with members of the Abayudaya communities to amplify their stories through short video profiles,” Decherney said. “The videos will also be easily shareable through social media, empowering the Abayudaya and others to disseminate the videos that they make with us.”

Another new course offering is “Policy Task Force on U.S.-China Relations'' taught by Penn Project on the Future of U.S.-China Relations Director Neysun Mahboubi. Students will develop policy recommendations for United States-China relations in

coordination with students at Tsinghua University in Beijing.

According to Mahboubi, the course’s goal is to contribute to discussions of “U.S.-China [policy] in meaningful and substantive ways” by writing “policy papers that are workshopped on campus and then presented in the fall to policymakers in DC.”

Other destinations for PGS courses next year include the United Kingdom, Mexico, Egypt, Italy, and India. Financial aid can be applied to the flat fee of $950 for the travel component. Applications for the fall 2024 offerings will close April 8.

PHOTO BY ERIC ZENG

OPINION | Rethinking College sector requirements

FRANKLIN LI Columnist

If you ask an upperclassman in the College of Arts and Sciences who is neither a biology nor a psychology major, chances are they have taken PSYC 0001, “Introduction to Experimental Psychology” to satisfy the Living World sector requirement. If they are not a physics or chemistry major — and they are not on the pre-med track — ask what they have taken to satisfy the Physical World sector requirement. It is a good bet that they had taken either EESC 1000, “Earth Systems Science” or ENVS 1000, “Introduction to Environmental Science.”

The contrast is interesting. While more than 30 courses satisfy each of the other sector requirements in the College every semester, there are only around a dozen that fulfill the Living World and the Physical World requirements, respectively.

Many among these are known to be difficult classes, such as introductory physics, chemistry, and biology courses. “It’s just hard, you know, that class. I think it serves as a weeder,” College first year Abraham Medina, a neuroscience major, testified about a chemistry course that satisfies the Physical World requirement. Other classes often delve into niche topics that may not be interesting to a non major. This leaves a non major, who wishes to enhance their GPA with general education courses and have a great experience, with only a few choices.

College first year Victor Xu, a mathematical economics major, explains his rationale for taking PSYC 0001. “Honestly, there are not many courses that satisfy the Living World require-

ment. I thought psychology would be interesting, and many upperclassmen have taken this course and said that grades are good, so I decided to take it. But if I did not have the Living World requirement, I probably would not take this class, or maybe take it later as an elective.”

The College advocates on its website that the curriculum has a “flexible structure” composed of general education, major, and elective courses. This is true in general. I genuinely appreciate the College’s flexible curriculum, which allows many electives, and Penn offers various opportunities for interdisciplinary explorations.

But the Physical and Living World sector requirements seem strangely rigid, compared to both other College sector requirements

and other undergraduate schools’ general education requirements. Why doesn’t the College add more courses that satisfy these two sectors? Or why not combine the two into a Natural World requirement so that there are more choices?

What I had found concerning was crowding in certain courses such as PSYC 0001. Oftentimes, I have felt that crowding is a worrisome phenomenon: It pushes people to make choices blindly and diminishes diversity. In the context of course selection, it also exhausts spots for certain courses while leaving others largely unused, creating imbalanced experiences of either being in extra large or small classes.

While the College unintentionally created this crowding, other universities deliberately limit students’

choices. Columbia, for example, gives students no choice for all of the six sectors in its famous core curriculum. Though students have found the core burdensome, the curriculum, according to the school website, establishes an “intimate intellectual community that spans disciplines and interests.”

It may be hard to create such tight-knit intellectual communities given the curriculum policy at the College. But, we could argue that these crowded general education courses have helped us form new friend groups. We could also have these “crowded” courses to thank as conversation starters during coffee chats with upperclassmen and alumni. At the very least, we expanded our knowledge into a realm that we might not otherwise dabble in.

PHOTO BY BAMELAK DUKI

And what is wrong about learning a bit more about psychology or environmental science along with other students at Penn?

The way to make everyone satisfied would probably still be to expand course choices for the Physical World and the Living World requirement, or to cancel them completely. But since this is unlikely to happen when we are at Penn, we might instead just appreciate these crowded classes for creating a shared body of knowledge among us.

FRANKLIN LI is a College first year from Beijing. His email is liyuzhou@sas. upenn.edu.

Top of the Class

These are (some of) the top rated courses and professors according to Penn Course Review data.

1. 2. 3.

FREN 5990: Teaching and Learning

The course focuses on diverse areas of Foreign Language and Second Language Acquisition research and theories and how they apply to foreign language teaching. Students will familiarize themselves with the major foreign language methodologies and approaches, as well as the ACTFL standards and proficiency guidelines for foreign language learning. Similarly, students will analyze the resources and tools for planning instruction in a second language based on Backward Design and the Universal Design for Learning. Furthermore, students will research and discuss the most effective ways to promote diversity, inclusivity, and equity; enhance learning experiences and outcomes through technology; foster engagement and active learning; and build a sense of community in the foreign language classroom

NURS 8410: Transformational Leadership

Transformational leaders create an organizational vision, inspire and motivate others from diverse backgrounds to actualize strategic goals even during uncertainty. Developed and presented by expert Wharton Executive Education faculty in a one-week synchronous online session (or an on-campus intensive as possible) with asynchronous online modules, students explore strategic planning and execution, stakeholder analysis, negotiation and influence, resource allocation, organizational culture and change management. On the path to becoming purpose-driven leaders, students learn of cutting-edge research on the qualities and behaviors of both successful and unsuccessful work environments and how this research can be applied to practical, real-life workplace situations.

IPD 5000: Product Engineering Basics

The course targets non-engineering majors interested in understanding engineering approaches to product fabrication. The course covers a broad variety of engineering topics including mechanical, electrical, computer and material science. Many of these topics would normally be full courses in themselves. This course intends to teach familiarity with a focus on hands-on practice as applied to products. Students will briefly use equipment such as MTS materials testing machines, mills, lathes, oscilloscopes, laser cutters, photodiodes, motors, servos, microcomputers as well as engineering software such as Solidworks, C compilers, Labview, Matlab, and Cambridge Engineering Selector. The class concludes with independent projects

4.

FNAR 1060: Sculpture I

As an introduction to traditional and contemporary three-dimensional practice, this course is concerned with the concepts and methodologies surrounding three-dimensional art making in our time. Students experiment with a variety of modes of production, and develop some of the fundamental techniques used in sculpture. In addition to these investigations, assignments relative to the history and social impact of these practices are reinforced through readings and group discussion. Processes covered include use of the Fab Lab, wood construction, clay, paper, mixed media, and more.

5.

SOCI 2310 Anxious Times: Social Change and Fear

This class will discuss the meaning, significance, and causes of anxiety. What is anxiety? How is anxiety different from depression, another common form of psychological distress? What does it mean to say we’re in an “age of anxiety”? And are we now, in fact, in one? Although this class is rooted in the sociological study of anxiety, we will also approach the topic from the standpoint of other disciplines, including psychology, psychiatry, history, and biology. We will discuss the development of anxiety as a concept; trends in anxiety over time and between cohorts; biological and social scientific research on anxiety’s causes; the cognitive dimensions of anxiety; and how anxiety is treated in medical settings. Some specific topics include the significance of status anxiety in the 21st century, social comparison processes, relationships, family, and attachment styles, and how social media has undermined mental health.

Top rated professors

6.

Kaitlin Kylie. Pomerantz (VLST)

Amelia M. BenschSchaus (CLST)

2. 7.

Ryo Nakayama (JPAN)

Natalie Kuenzi (FNAR)

3. 8.

Yohannes Hailu (AMHR)

Anne Marie Cammarato (THAR)

Donovan O. Schaefer (RELS)

Raki Desai (GUJR)

Craig Snyder (COMM)

1. Holly Pittman (ARTH)

Africana Studies class studies history of Black students, faculty, and staff at Penn

ELEA CASTIGLIONE AND MAX ANNUNZIATA Senior Reporter and Staff Reporter

“A transformative experience” is how students describe one Africana Studies class that explores Black history, culture and life at Penn and beyond.

AFRC 1187: “The History of People of African Descent at the University of Pennsylvania” focuses on the stories of Black individuals on campus and around the world, drawing on University texts and archival records. Professors and students currently enrolled spoke with The Daily Pennsylvanian about how the course impacted their experience at Penn.

The class is co-taught by 2000 College graduate and University Chaplain Rev. Charles Howard and 1998 Wharton graduate and

Director of Penn Spectrum Programs & Shared Interest Groups Daina Richie-Troy. Students visit the Penn Archives, conduct interviews, and hear from guest speakers to imagine what the University was like at different points in history, according to Brian Peterson, the director of Makuu: The Black Cultural Center.

Peterson wrote in a statement to the DP that Howard brought the idea for the class to him 15 years ago. He originally co-taught the class with Howard, and Richie-Troy joined as a teaching assistant and later a co-teacher.

“[AFRC 1187] helps students think more critically about their current Penn experience and what they

want to see,” Peterson wrote. “It’s brought together students of all backgrounds, and has created opportunities to think about other seminars and ideas to reach other communities.”

Richie-Troy became involved in the class after attending a few sessions with students she knew in her former role as associate director of Makuu. She said that Howard and Peterson taught Penn's Black history in a way she had “never been introduced to before.”

“The way the class is framed is finding people who have been involved and walked the halls [of Penn] from the beginning, but also talking about where society was at the time,” RichieTroy said in an interview.

College senior Taussia Boadi, who is currently taking AFRC 1187, said that the course has been on her list of classes to take while at Penn since before her first year.

“I'm learning about my people and being taught by my people,” Boadi said. “I think that's really important because in history in high school, I was being taught about Black people by white people. And they will never be able to fully articulate the true experiences.”

Lynn Larabi, a senior in the College, took the class during the spring of her first year. She described the class as “a working and interactive archive” of Penn stories.

Students in the class are

able to explore a wide range of topics. In past classes, students have compiled guides to Penn that talk about elements of Black life that “may not be in a brochure,” according to RichieTroy. Previous students have explored questions like “Where's your favorite place to get a Jamaican patty? Where do you get your haircut? If you want to go to a drum circle, where do you go?”

When she took the class, Larabi was able to look into the founding of predominantly Black student groups on campus that she belongs to, including The Inspiration Acapella and senior honor society Onyx.

She is currently the class’s TA for the second time,

PHOTO BY MAX MESTER

and told the DP that she returned to this course because “there's always something new [to learn].”

“We’ve had these really great narratives told over time about what it's like to be in different pockets at Penn,” she added.

Boadi explained that the class has helped her reflect on her experience at Penn more holistically, informing her independent study project.

“Coming into Penn, I really hated my natural hair. I felt as though it wasn't professional enough, and I felt as though I wouldn't be taken seriously,” Boadi said. “I'm a Black woman and I didn't want to stand out more in this space that wasn't made for me.”

“As I entered my sophomore and junior year, I was

like, whoa, like, [I] actually really love my hair. Why have I been trying to hide it?” she continued.

Her project, titled “Strandscendence: A Historical Odyssey of Black Hair Narratives and Campus Resilience,” explores the development of people's relationship with their hair in college, specifically at a predominantly white institution.

College senior Tarah Paul used her project to research 1985 College graduate and former chairman of Penn’s Black Student League Dr. Dwayne Everett.

In collaboration with a classmate, Paul searched the Penn archives for information on Everett. While Everett’s name often appeared in old DP articles, they struggled to find

information on him until coming across him in an old yearbook.

Paul said that she and her classmate aimed to honor Everett, which made the project enjoyable. Everett eventually visited the class on their invitation and told stories from his time at Penn.

Paul added that the course partly contributed to the 2022 revival of a Black student publication at Penn, Faces of Black Penn, of which she is co-editor. She explained that The Vision Newspaper, which was the focus of a project by students in AFRC 1187, served as an inspiration for the new magazine.

“Because I'm able to honor the Black population at Penn, I'm also able to look around and say who

was accounted for and who isn't accounted for," RichieTroy said about the class.

Boadi said that the class has been a way to learn more about the history of the University she attends, understanding where she comes from and "where we should be going."

For Larabi, AFRC 1187 was a place for “thinking critically about what it means to be at Penn and what your impact as a student can look like.”

Richie-Troy explained that, initially, most of the students enrolled in the class were Black undergraduate students, but as more students heard about the class, it became more diverse. Graduate students and alumni have also historically been able to audit the class, which Richie-Troy

said has introduced them to “an element of Penn that they didn't get while they were here.”

Paul said that taking AFRC 1187 was a “transformative experience," and the focus on Black Penn alumni introduced her to new stories she would never been aware of.

Boadi encouraged more students to take AFRC 1187, explaining that it “provides the necessary history that we need to appreciate the people who walk around this campus.”

“This is a class for everyone. It's a class to learn, and to share, and to understand, and to listen and gain empathy, which is something I think we lack a lot at Penn,” she said.

AFRC 1187 is offered every spring.

You know that one senior who never fails to bring a smile to everyone’s face? Who always has the craaaaziest stories? Who you’re going to miss so much when they graduate? It’s time to give them the recognition they deserve. Ego of the Week seeks to showcase seniors, not for their grades or other fake academic construct, but for who they are as a person and the joy they bring to the people around them!

Nominate your favorite Penn Seniors for Ego of the Week!

Penn to become first Ivy League school to offer undergraduate degree in artificial intelligence

Penn’s School of Engineering and Applied Science announced on Tuesday that it was launching a bachelor's degree in artificial intelligence.

The Raj and Neera Singh Program in AI — which will become available to students in fall 2024 — is the first of its kind offered in the Ivy League, and one of the first AI undergraduate engineering degree programs offered at a major United States university. The curriculum consists of courses in machine learning, computing algorithms, cognitive science, and electrical and systems engineering, among others.

According to an Engineering School press release, students in the program will be “empowered to develop responsible AI tools that can harness the full knowledge available on the internet,” allowing them to make transformative scientific discoveries and health care breakthroughs.

The program’s courses will be taught in Penn Engineering’s newest building, Amy Gutmann Hall.

Students pursuing the degree choose at least one course unit from several AI-specific categories, according to Penn Engineering’s website. Options include Introduction to AI, Machine Learning, Signals & Systems, Optimization & Control, Vision & Language, and AI Project — in which 30% of the course grade is awarded for an AI development.

Students can also concentrate in robotics, vision/ language, machine learning, data/society, and health/ systems.

GABRIEL STEINBER Staff Reporter

Carnegie Mellon University was the first U.S. university to offer a bachelor's degree in AI in 2018.

Several students and faculty members voiced excitement and anticipation of the news of the new major.

“We are thrilled to offer a cutting-edge undergraduate program that will empower Penn Engineering students to become leaders and innovators in AI,” UPS Foundation Professor of Transportation in Penn Engineering George Pappas — who will be leading the program — said.

Pappas added that in addition to foundational AI skills, the curriculum will educate students on the widespread impacts of AI in engineering.

Associate Dean of Undergraduate Education in Penn Engineering and the Andrea Mitchell University Professor Robert Ghrist said that

the program represents Penn’s forward-thinking mentality.

“This is in keeping with Penn Engineering being ahead of the curve — we led the way with early programs in computer science, in computer engineering, and in bioengineering. We are future-oriented, and AI is part of our future,” Ghrist said.

While programs at other universities offer concentrations in AI, Ghrist said that Penn’s AI major is a “unique fusion” of efforts from CIS and ESE that allows students to go “all-in” on AI in engineering.

Zachary Ives — the chair of the department of Computer and Information Science — told The Daily Pennsylvanian that the new major is meant to recognize artificial intelligence as its own discipline and distinct from other fields.

Vijay Kumar, the Nemirovksy Family dean of Penn Engineering, wrote to the DP that he sees the new program as an opportunity to tackle the challenges that face society, ranging from health care to urban infrastructure. He wrote that AI will soon be used to discover new materials, synthesize new antibiotics, and design novel chips and circuits.

Engineering sophomore Emma Twitmyer shared her excitement at the opportunity to major in AI.

“A lot of our existing programs already lead students in the direction of AI, but it’s super exciting to have all of your coursework and your degree reflect that specific interest,” Twitmyer said.

Engineering junior Cody Hopkins said that it is great to see Penn on the forefront of innovation.

PHOTO BY ABHIRAM JUVVADI

“The infrastructure of professors and research they already have within data science and computer science departments gives them a great platform to build this new major off of,” Hopkins said.

Ives and Kumar agreed that the AI degree offers an opportunity for education on responsible use of AI. Ives said that AI needs to be trained to minimize bias and maximize its ability to behave in a safe and responsible way.

Ghrist added that while many people imagine a worst-case scenario where AI eliminates job opportunities, AI will need to be integrated into all professions in the future.

“The demand for educated leaders is sky high,” Ghrist said.

Here are the fall 2024 College courses that double count

Advance course registration for fall 2024 opens on March 25, and many students are searching for courses that "double count" by fulfilling two separate College requirements: a Foundational Approach and a Sector Requirement.

Course Name

Anthro, Race, Modern World

Courses may also be double counted between a Foundational Approach and the major, but not among two or more courses within the Foundational Approach requirement. According to the University's guidelines, Writ-

ing, Quantitative Data Analysis, Formal Reasoning and Analysis, Cross-Cultural Analysis, Cultural Diversity in the United States, and Foreign Language requirements must all be completed through separate courses.

The Daily Pennsylvanian compiled a comprehensive guide to the courses that double count, based on data provided on Path@Penn. Advance course registration ends April 8.

Course Code Sector Foundation

Strife: A History of the Greeks

Jews & Judaism in Antiquity

Harlem Renaissance Seminar

Masterpieces of French Cinema

BFS: Postcolonial Literature

Introduction to Cinema Studies

ANTH-0020 HIST-0720

ANCH-0101 MELC-0350

Cross Cultural Analysis

Cross Cultural Analysis

RELS-1600 FREN-1230

HIST-1600 CIMS-1230

CLST-0101 JWST-1600 ENGL-0525 SAST-0519 ENGL-0519

CIMS-1001

III:

III:

IV:

III:

Cross Cultural Analysis

Cultural Diversity in the US

Cross Cultural Analysis

Cross Cultural Analysis

Cross Cultural Analysis

DESIGN BY LILIAN LIU

Course Name

Course Code Sector Foundation

CIS-1400

LING-1005

PSYC-1333

PHIL-1840

Intro Cognitive Science

East/West: Modern World History

History of Modern China

Gender, Sexuality & Religion

The American South

1000 Years of Musical Listening

Asian Americans in Contemporary Society

Ways of Reading

Comparative Medicine

World Art Before 1400

Love & Loss: Japanese Literary Traditions

Globalization

Intro to Sociology

Art/Civilization in East Asia

Architect and History

Portraits of Old Russia

Narrative Across Cultures

History of the Middle East Since 1800

COGS-1001

SAST-0063

ANTH-0063

HIST-0550

EALC-0730

RELS-0050

GSWS-0050

AFRC-1121

HIST-1121

MUSC 1300

SOCI-1140

ASAM-1500

SPAN-1900

STSC-0490

HSOC-0490

ARTH-1010

GSWS-1242

EALC-5242

EALC-1242

SOCI-2910

ANTH-0120

SOCI-1000

AFRC-1000

VLST-2330

EALC-0100

ARTH-1030

ARTH-1060

HIST-0724

REES-6100

REES-0100

THAR-1025

SAST-1124

MELC-1960

COML-1025

ENGL-0039

MELC-0650

HIST-0360

VII: Natural Sciences Across Disciplines

Formal Reasoning & Analysis

IV: Humanities and Social Science

II: History and Tradition

IV: Humanities and Social Science

II: History and Tradition

IV: Humanities and Social Science

I: Society

III: Arts and Letters

II: History and Tradition

III: Arts and Letters

Cross Cultural Analysis

Cross Cultural Analysis

Cross Cultural Analysis

Cultural Diversity in the US

Cultural Diversity in the US

Cultural Diversity in the US

Cross Cultural Analysis

Cross Cultural Analysis

Cross Cultural Analysis

III: Arts and Letters

IV: Humanities and Social Science

I: Society

III: Arts and Letters

IV: Humanities and Social Science

Cross Cultural Analysis

Cross Cultural Analysis

Cultural Diversity in the US

Cross Cultural Analysis

Cross Cultural Analysis

II: History and Tradition

Cross Cultural Analysis

III: Arts and Letters

II: History and Tradition

Cross Cultural Analysis

Cross Cultural Analysis

THURSDAY,

Course Name

Rise & Fall of Russian Empire

French Literature: Love & Passion

Modern Hebrew Literature & Film

Ottoman Empire

World Musics & Cultures

Popular Music

Italian History on Screen

Survey of the Universe

Intro to Mediterranean Archaeology

Colonial Latin America

Gender & Society

Origin & Culture of Cities

Ancient Mediterranean Empires

Jews in the Modern World

Study of a Theme

Asian American Literature

Intro to Modern India

Masterpieces 19c Russian Lit

Intro to East Asia: China

Intro Environmental Science

Intro to Indian Philosophy

Course

HIST-0240

REES-0310

COML-1231

FREN-1231

CIMS-0320

COML-0320

MELC-0320

JWST-0320

HIST-0310

MELC-0450

ANTH-1500

MUSC-1500

MUSC-1420

ITAL-1900

CIMS-1900

ASTR-0001

CLST-1300

ANTH-1300

AFRC-0400

HIST-0400

LALS-0400

GSWS-0002

ENGL-0159

URBS-0003

MELC-0003

ANTH-0103

CLST-1100

ANCH-1100

RELS-1710

HIST-1710

MELC-0360

JWST-1710

COML-0022

ENGL-0022

ENGL-1270

ASAM-0103

HIST-0850

SAST-0001

REES-0410

EALC-0020

ENVS-1000

RELS-0055

II: History and Tradition

III: Arts and Letters

Cross Cultural Analysis

Cross Cultural Analysis

III: Arts and Letters

II: History and Tradition

III: Arts and Letters

III: Arts and Letters

III: Arts and Letters

VI: Physical World

II: History and Tradition

Cross Cultural Analysis

Cross Cultural Analysis

Cross Cultural Analysis

Cultural Diversity in the US

Cross Cultural Analysis

Quantitative Data Analysis

Cross Cultural Analysis

II: History and Tradition

I: Society

Cross Cultural Analysis

Cultural Diversity in the US

II: History and Tradition

II: History and Tradition

Cross Cultural Analysis

Cross Cultural Analysis

II: History and Tradition

III: Arts and Letters

III: Arts and Letters

II: History and Tradition

III: Arts and Letters

II: History and Tradition

VI: Physical World

II: History and Tradition

Cross Cultural Analysis

Cross Cultural Analysis

Cultural Diversity in the US

Cross Cultural Analysis

Cross Cultural Analysis

Quantitative Data Analysis

Cross Cultural Analysis

Course Name

Physics for Architects II

Emergence of Modern Europe

Ideas in Mathematics

Texts and Contexts

Transform of Urban America

Music of Africa

Intro Molecular Biology of Life

Intro to Indian Philosophy

Proving Things: Analysis

Honors Physics I

Africa Before 1800

General Physics: Electromagnetism, Optics

Intro Modern Hebrew Literature

African American History

Earth Systems Science

Dostoevsky

India's Literature

The Big Bang and Beyond

Intro Africana Studies

Getting Crusaded

Islam in Modern World

Russian Short Story

Social Stratification

Performing Arts of South India

French History and Culture to 1774

Principles I

General Physics: Mechanics, Heat and Sound

Principles II

World Musics & Cultures

Natural Disturbances and Disasters

Course Code Sector Foundation

PHYS-0009

HIST-0200

MATH-1700

SPAN-1800

HIST-1153

URBS-1153

AFRC-1510

MUSC-1510

BIOL-1121

SAST-0050

PHIL-1252

MATH-2020

PHYS-0170

HIST-0300

AFRC-0300

PHYS-0102

JWST-1310

MELC-5400

MELC-1310

COML-1311

HIST-1127

AFRC-1176

EESC-1000

COML-2007

REES-0480

SAST-0004

COML-0004

ASTR-0007

AFRC-1001

MELC-0400

SAST-1460

RELS-1460

MELC-0555

REES-0471

SOCI-1050

SAST-0005

FREN-1226

PHYS-0150

PHYS-0101

PHYS-0151

AFRC-1500

EESC-1060

VII: Natural Sciences Across Disciplines

II: History and Tradition

VII: Natural Sciences Across Disciplines

IV: Humanities and Social Science

I: Society

III: Arts and Letters

V: The Living World

II: History and Tradition

VII: Natural Sciences Across Disciplines

VI: Physical World

II: History and Tradition

VI: Physical World

III: Arts and Letters

II: History and Tradition

VI: Physical World

III: Arts and Letters

III: Arts and Letters

VII: Natural Sciences Across Disciplines

IV: Humanities and Social Science

II: History and Tradition

IV: Humanities and Social Science

III: Arts and Letters

I: Society

III: Arts and Letters

II: History and Tradition

VI: Physical World

VI: Physical World

VI: Physical World

III: Arts and Letters

VII: Natural Sciences Across Disciplines

Quantitative Data Analysis

Cross Cultural Analysis

Formal Reasoning & Analysis

Cross Cultural Analysis

Cultural Diversity in the US

Cross Cultural Analysis

Quantitative Data Analysis

Cross Cultural Analysis

Formal Reasoning & Analysis

Quantitative Data Analysis

Cross Cultural Analysis

Quantitative Data Analysis

Cross Cultural Analysis

Cultural Diversity in the US

Quantitative Data Analysis

Cross Cultural Analysis

Cross Cultural Analysis

Quantitative Data Analysis

Cultural Diversity in the US

Cross Cultural Analysis

Cross Cultural Analysis

Cross Cultural Analysis

Cultural Diversity in the US

Cross Cultural Analysis

Cross Cultural Analysis

Quantitative Data Analysis

Quantitative Data Analysis

Quantitative Data Analysis

Cross Cultural Analysis

Quantitative Data Analysis