2024-2025 Academic Catalog
Welcome to Virginia Tech! We are excited that you are here planning your time as a Hokie.
Welcome to Virginia Tech! We are excited that you are here planning your time as a Hokie.
Introduction to the College of Liberal Arts and Human Sciences: discover majors, minors, and degree requirements in the College of Liberal Arts and Human Sciences. Introduction to academic skills and career options. Review of policies and procedures for academic planning and success. Review of University programs and services that support students and promote student development.
Helps students on academic probation and/or returning from academic suspension to develop academic skills, behaviors and motivation towards success; focuses on the development and application of college-level study skills, personal success strategies, and the use of campus resources that enhance individual student achievement. Credit not applicable to meeting degree requirements.
Interdisciplinary survey and examination of Hip Hop aesthetic and cultural expressions, history, and scholarship and their contexts in the U.S. and globally; including how Hip Hop comments on, responds to and reflects, and mediates intersectional identities, space, place, traditions, and histories of inequity and power in the U.S. and globally. Critical analysis and creation of multimedia texts in response to and synthesizing diverse perspectives in Hip Hop. Opportunities to engage and participate in a variety of campus and community organizations and resources.
Examines key concepts, ideas, and technologies in global population displacement, including categorization, distribution and governance of displaced groups. Introduces displacement drivers such as natural disaster, climate change, civil unrest, infectious disease, and forced relocation. Identifies digital infrastructures used for, by, and against displaced populations. Describes experiences of displaced people.
Introduces concepts, skills, and problems related to Public Interest Technology, an emerging field of comprehensive approaches to ensure that technology—broadly conceived to encompass digital, genomic, agricultural, financial, and other sectors—works for the benefit of public interest. Focuses on introducing basic concepts and frameworks in Public Interest Technology, including social justice, inclusive design, the politics of design and production, technology policy, and stakeholder identification and participation.
Honors
Capstone experience in in communicating and engaging with science. Transdisciplinary collaboration cooperating with peers in STEM and non-STEM fields. Engagement—via digital, performative, written, and visual approaches—with audiences with diverse levels of scientific understanding. Discussion of methods for assessing the impact of science communication. Senior standing required.
Two-semester experiential learning course sequence, which serves as experiential learning studio course, which serves as culminating capstone experience for the planned Tech for Humanity minor. Immerses students in teams working with stakeholders to identify a sociotechnical problem regarding a technology for which the stakeholder group has less access, awareness, adoption, or benefit compared to the broader population; conduct humanistic and social scientific research to better understand the problem; evaluate different policy and design solutions to the problem and how they contribute to social justice, including enhancing diversity, equity, access, and inclusion; and create a concrete prototype of a solution to the identified problem. LAHS 4115 In the first semester of the two-course sequence, students work with an external stakeholder partner (e.g., business, nonprofit organization, community group, or government) to identify a pressing sociotechnical problem experienced by the partner or its users, customers, or constituents. Students apply humanistic or social/behavioral scientific research methods (e.g., historical documentary analysis and focus group interviews) to better understand the nature and causes of the problem. Students evaluate potential solutions to the problem in light of what they found through their research and the potential for increasing social justice. LAHS 4116 In the second semester, student teams prioritize design and prototyping process, working through difficulties and constraints any potential solution faces, and assessing strengths and weaknesses of proposed solutions in dialogue with their stakeholders. Students prototype potential solutions, whether a technological or process design or proposed policy or legislation, and have their prototype assessed, tested, and critiqued by both the instructor and representatives from the stakeholder group.
Two-semester experiential learning course sequence, which serves as experiential learning studio course, which serves as culminating capstone experience for the planned Tech for Humanity minor. Immerses students in teams working with stakeholders to identify a sociotechnical problem regarding a technology for which the stakeholder group has less access, awareness, adoption, or benefit compared to the broader population; conduct humanistic and social scientific research to better understand the problem; evaluate different policy and design solutions to the problem and how they contribute to social justice, including enhancing diversity, equity, access, and inclusion; and create a concrete prototype of a solution to the identified problem. LAHS 4115 In the first semester of the two-course sequence, students work with an external stakeholder partner (e.g., business, nonprofit organization, community group, or government) to identify a pressing sociotechnical problem experienced by the partner or its users, customers, or constituents. Students apply humanistic or social/behavioral scientific research methods (e.g., historical documentary analysis and focus group interviews) to better understand the nature and causes of the problem. Students evaluate potential solutions to the problem in light of what they found through their research and the potential for increasing social justice. LAHS 4116 In the second semester, student teams prioritize design and prototyping process, working through difficulties and constraints any potential solution faces, and assessing strengths and weaknesses of proposed solutions in dialogue with their stakeholders. Students prototype potential solutions, whether a technological or process design or proposed policy or legislation, and have their prototype assessed, tested, and critiqued by both the instructor and representatives from the stakeholder group.
Capstone in displacement studies. Promotes social justice through community engaged research. Work with a research or cultural center on campus or a community organization off campus. Academy of Transdisciplinary Studies advisor approval. Pre: Junior Standing.
Honors
Honors
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