HISTORY OF THEATRICAL DANCING
Focuses on the history of theatre dance forms originating in Europe and America from the Renaissance to the present. Includes reading, writing, viewing, and discussion of sources such as film, text, original documentation, demonstration, and performance.
- Department: Dance @Barnard
- TR 2:40 p.m.-3:55 p.m.
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Instructor:
Seth S Williams
CULPA: 1 Info - 3 points
CLASSICAL WAVES - LECTURE + LAB
CLASSICAL WAVES -LECTURE
Prerequisites: Physics BC2002 or the equivalent. Corequisites: Calculus III. Nonlinear pendula, transverse vibrations-elastic strings, longitudinal sound waves, seismic waves, electromagnetic oscillations - light, rainbows, haloes, the Green Flash; polarization phenomena - Haidingers Brush, Brewsters angle, double refraction, optical activity; gravity - capillary waves; interference, diffraction, lenses - mirrors. PLEASE NOTE: Students who take PHYS BC3001 may not receive credit for PHYS BC3010.
- Department: Physics and Astronomy @Barnard
- F 10 a.m.-2 p.m.
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Instructor:
Timothy J Halpin-Healy
CULPA: 6 Info - 5 points
ACTING I
Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Course develops physical, vocal, and imaginative range and skills needed to approach the text of a play: text analysis, speech exercises, non-verbal behavior, improvisation designed to enhance embodiment, movement, and projection.
Gateway course to advanced courses; transfer students who have previous college-level course may be exempted with approval of Chair
.
May be retaken for full credit.
- Department: Theatre @Barnard
- MW 9:10 a.m.-11 a.m.
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Instructor:
Tina C Mitchell
CULPA: 1 Info -
Instructor:
Crystal Finn
Info -
Instructor:
Elena Zucker
Info -
Instructor:
David L Skeist
Info -
Instructor:
Gisela D Cardenas Ojeda
Info - 3 points
ACTING II
ACTING II: SCENE/CHARACTR STDY
Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Students must have taken Acting I or equivalent to be eligible for Acting II sections. Acting II will offer several different sections, focusing on a specific range of conceptual, embodiment, and physical acting skills. Please check with the Theatre Department website forspecific offerings and audition information. May be retaken for full credit. All sections of Acting II fullfull the “Arts and Humanities” Foundations requirement at Barnard College.
- Department: Theatre @Barnard
- TR 2:10 p.m.-4 p.m.
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Instructor:
Gisela D Cardenas Ojeda
Info - 3 points
ACTING II
ACTING II: SHAKESPEARE
Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Students must have taken Acting I or equivalent to be eligible for Acting II sections. Acting II will offer several different sections, focusing on a specific range of conceptual, embodiment, and physical acting skills. Please check with the Theatre Department website forspecific offerings and audition information. May be retaken for full credit. All sections of Acting II fullfull the “Arts and Humanities” Foundations requirement at Barnard College.
- Department: Theatre @Barnard
- MW 12:10 p.m.-2 p.m.
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Instructor:
Gisela D Cardenas Ojeda
Info - 3 points
ACTING II
ACTING II: DEVISED & SOLO
Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Students must have taken Acting I or equivalent to be eligible for Acting II sections. Acting II will offer several different sections, focusing on a specific range of conceptual, embodiment, and physical acting skills. Please check with the Theatre Department website forspecific offerings and audition information. May be retaken for full credit. All sections of Acting II fullfull the “Arts and Humanities” Foundations requirement at Barnard College.
- Department: Theatre @Barnard
- TR 2:10 p.m.-4 p.m.
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Instructor:
Kyle Decamp
Info - 3 points
ACTING II
ACTING II: SONDHEIM
Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Students must have taken Acting I or equivalent to be eligible for Acting II sections. Acting II will offer several different sections, focusing on a specific range of conceptual, embodiment, and physical acting skills. Please check with the Theatre Department website forspecific offerings and audition information. May be retaken for full credit. All sections of Acting II fullfull the “Arts and Humanities” Foundations requirement at Barnard College.
- Department: Theatre @Barnard
- TR 4:10 p.m.-6 p.m.
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Instructor:
Mana Allen
CULPA: 1 Info - 3 points
ACTING II
ACTING II: ACT FOR CAMERA
Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Students must have taken Acting I or equivalent to be eligible for Acting II sections. Acting II will offer several different sections, focusing on a specific range of conceptual, embodiment, and physical acting skills. Please check with the Theatre Department website forspecific offerings and audition information. May be retaken for full credit. All sections of Acting II fullfull the “Arts and Humanities” Foundations requirement at Barnard College.
- Department: Theatre @Barnard
- MW 12:10 p.m.-2 p.m.
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Instructor:
Kareem Lucas
Info - 3 points
COMPOSITION AND CONVERSATION
Prerequisites: Enrollment limited to 12 students. Discussions on contemporary issues and oral presentations. Creative writing assignments designed to improve writing skills and vocabulary development. FREN BC1204: French Intermediate II or the equivalent level is required.
- Department: French @Barnard
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Instructor:
Karen Santos da Silva
CULPA: 4
Info
- 3 points
Black Fashion and Dress Cultures
This class is a cultural history of Black fashion and dress through the lens of the current Metropolitan Museum of Art Costume Institute’s exhibition
Superfine: Tailoring Black Style
.
Superfine
presents a cultural and historical examination of Black dandyism, from Enlightenment England to contemporary incarnations in the cosmopolitan art and fashion worlds of Paris, London, and New York.
Historical manifestations of dandyism range from absolute precision in dress and tailoring to flamboyance and fabulousness in self-presentation. The
Superfine
exhibition uses dandyism to chronicle the ways in which Black people have used dress and fashion to transform the identities they were given and to propose new ways of embodying political and social possibilities. Interpreting Black dandyism as both an aesthetics and a politics, this class emphasizes the importance of sartorial style to Black identity formation in the Atlantic diaspora.
- Department: Africana Studies (AFSB)
- T 10:10 a.m.-noon
-
Instructor:
Monica L Miller
CULPA: 10
Info
- 4 points
METHODS FOR SOCIAL RESEARCH
Prerequisites: SOCI UN1000 The Social World or Instructor Permission Required for all Sociology majors. Introductory course in social scientific research methods. Provides a general overview of the ways sociologists collect information about social phenomena, focusing on how to collect data that are reliable and applicable to our research questions.
INEQUALITY AND POVERTY
Prerequisites: ECON BC3035 or ECON BC3033, or permission of the instructor. Conceptualization and measurement of inequality and poverty, poverty traps and distributional dynamics, economics and politics of public policies, in both poor and rich countries.
- Department: Economics @Barnard
- TR 11:40 a.m.-12:55 p.m.
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Instructor:
Ashley Timmer
CULPA: 1 Info - 3 points
THE ECONOMICS OF EDUCATION
Prerequisites: ECON BC3035 and ECON BC2411 or permission of the instructor. Analyzes education policies and education markets from an economic perspective. Examines challenges that arise when researchers attempt to identify the causal effects of inputs. Other topics: (1) education as an investment, (2) public school finance, (3) teacher labor markets, (4) testing/accountability programs, (5) school choice programs, and (6) urban public school reforms.
- Department: Economics @Barnard
- MW 2:40 p.m.-3:55 p.m.
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Instructor:
Randall Reback
CULPA: 17 h-index: 14 Info - 3 points
BROWNFIELDS
Prerequisites: One college level science course or permission of the instructor. Anyone who has taken EESC BC1002 Introduction to Environmental Science cannot take this course. Brownfields considers interconnections between groundwater contamination, toxics, human health, government, economics, and law using the award-winning interactive learning simulation Brownfield Action, Through a semester-long, laboratory exploration of a simulated brownfield, students engage in an environmental site assessment and development of a plan for remediation and revitalization.
- Department: Environmental Sciences @Barnard
- MW 4:10 p.m.-5:25 p.m.
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Instructor:
Sedelia Rodriguez
CULPA: 1 Info - 3 points
Advanced Translation
NEW CREATIONS, FOREIGN VOICES
Translation of French texts--both critical and literary, focusing on particular questions or themes. FREN BC1204: French Intermediate II or the equivalent level is required.
- Department: French @Barnard
-
Instructor:
Anne Boyman
CULPA: 16
Info
- 3 points
ENVIRONMENTAL MEASURMENTS
Prerequisites: Enrollment limited. Required field trip on first Friday of the semester. Hands-on approach to learning environmental methods. Students take a one-day cruise on the Hudson River to collect environmental samples. These samples are then analyzed throughout the semester to characterize the Hudson River estuary. Standard and advanced techniques to analyze water and sediment samples for nutrients and contaminants are taught.
- Department: Environmental Sciences @Barnard
- TR 10:10 a.m.-noon
-
Instructor:
Brian Mailloux
CULPA: 10
h-index: 36
Info
- 3 points
ADVANCED ORAL FRENCH
Prerequisites: At least one French course after completion of FREN BC1204: Intermediate II or permission of the instructor. Oral presentations and discussions of French films aimed at increasing fluency, acquiring vocabulary, and perfecting pronunciation skills.
- Department: French @Barnard
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Instructor:
Anne Boyman
CULPA: 16
Info
- 3 points
ENVIRONMENTAL DATA ANALYSIS
Prerequisites: One year of college science or EESC V2100 or permission of the instructor. Acquisition, analysis, interpretation, and presentation of environmental data, assessment of spatial and temporal variability. Focus on water quality issues and storm surges. Uses existing and student-generated data sets. Basic principles of statistics and GIS, uses standard software packages including EXCEL and ArcGIS. Includes a half-day field trip on a Saturday or Sunday. General Education Requirement: Quantitative and Deductive Reasoning (QUA).
ECONOMETRICS
Prerequisites: ECON BC3033 or ECON BC3035, and ECON BC2411 or STAT W1111 or STAT W1211, or permission of the instructor. Specification, estimation and evaluation of economic relationships using economic theory, data, and statistical inference; testable implications of economic theories; econometric analysis of topics such as consumption, investment, wages and unemployment, and financial markets.
- Department: Economics @Barnard
-
Instructor:
Morgan C Jr. Williams
Info - 4 points
MAJOR FRENCH TEXTS I
An exploration of the early periods of French literary creation (Medieval-17th century) through works of fiction, poetry, and theatre. Special attention is given to texts that use tradition to bring about change, to provoke, to contest social norms, and to test the expected parameters of literary expression.
- Department: French @Barnard
-
Instructor:
Caroline Weber
CULPA: 8
Wikipedia
Info
- 3 points
Digital Religion: Analyzing, Digitizing,
This course courses engages the interdisciplinary study of religion online and provides practical training to students on developing digital humanities projects, in partnership with the Digital Humanities Center and the Empirical Reasoning Center, and will incorporate analysis and critical reflection into their research on religious communities. The first portion of the course focuses on understanding methodologies in studying digital religion and exploring religious communities online. Case studies focus on ascriptive and affirmative identifications of religious communities, including how religious communities use online space to redefine their public
perceptions. The latter part of the course utilizes tools of digital humanities to develop projects responsive to student interests and that allows them to analyze digital expressions of religion.
- Department: Religion @Barnard
-
Instructor:
Hussein Rashid
CULPA: 3 Info - 3 points
FINANCIAL ECONOMICS
Prerequisites: ECON UN3211 and ECON UN3213 and STAT UN1201 Institutional nature and economic function of financial markets. Emphasis on both domestic and international markets (debt, stock, foreign exchange, eurobond, eurocurrency, futures, options, and others). Principles of security pricing and portfolio management; the Capital Asset Pricing Model and the Efficient Markets Hypothesis.
- Department: Economics @Barnard
-
Instructor:
Faculty
h-index: 37 Info - 3 points
ECON OF THE PUBLIC SECTOR
Prerequisites: (ECON BC3035 or ECON UN3211) The purpose of the course is to think about public policy issues through an economic lens. We will explore the basic economic foundations of individual decision-making and discuss the ways in which economists hypothesize that individuals respond to the incentives embedded within public policies. We will pay particular attention to the nature and detail of existing public policies, and use economic analysis to predict how these policies might influence behavior. We will also explore some of the relevant empirical literature on a set of policy topics, to see how these predictions hold up.
- Department: Economics @Barnard
- MW 1:10 p.m.-2:25 p.m.
-
Instructor:
Elizabeth O Ananat
CULPA: 2 h-index: 18 Info - 3 points
Digital Classics: History and Method
Digital Classics: Hist &
In this course, we will look critically at the broadly-defined field of Digital Classics—the meeting point of Digital Humanities (DH) and the study of cultures of the ancient Mediterranean—from its origins in the late 1940s through to the present day. In addition to becoming familiar with a range of Digital Classics projects and gaining hands-on experience with some of the core tools that make Digital Classics possible in the present day, we will read theoretical scholarship in both Digital Classics and DH more generally, to think about not just what has been and can be done, but also what should (and should not) be done. We also will think about where (and whether!) to define the boundaries of “Classics” and the boundaries of “digital.” There are no prerequisites: it is NOT NECESSARY for students to have a background in coding or the field of Classics (although knowledge of either or both is welcome!). This course, like the field itself, is multidisciplinary.
- Department: Classics @Barnard
-
Instructor:
Darcy Krasne
h-index: 5 Info - 3 points
Muslims of New York
Looking at both historical and lived realities of Muslims in NYC, moving from the African Burial Ground in lower Manhattan to Harlem as Mecca. The course would engage both with cultural production, such as music, plays, and street art, and living communities around the Barnard campus.
- Department: Religion @Barnard
-
Instructor:
Hussein Rashid
CULPA: 3 Info - 3 points
Economic History of Global Capitalism
ECON HIST OF GLOBAL CAPIT
The course is an introduction to the economic developments that gave rise to capitalist economies and economic globalization from 1500 to the 20th century. We apply economic and empirical reasoning to examine many transformations that have shaped the economies of the modern era—demographic, technological, and institutional changes. We compare the rise of Europe and other Eurasian civilizations, especially China. We examine the role of slavery and imperialism in global economic integration. We examine how the rise of modern capitalism influenced human material well-being and conflict and has led to the convergence and divergence of nations in the global economy.
CONTEMPORARY ISSUES IN EDUCATION: DOCUME
CONTEMPORARY ISSUES_EDUCA
Contemporary Issues in Education explores the critical and controversial issues confronting education today, including student well being, diversity, equity, access, technology, teaching methods, the teaching profession, and the future of education. In this course we will identify, explore, discuss, and debate these issues through ongoing, interactive dialogue and film-based activities drawing upon various educational theories, current research, and personal perspectives and experiences. This course is designed for students who intend to work as educators or in related fields; students interested in studying the dialectical relationship between education and major social, political, and/or historical trends; and students in film and media studies who want to explore the documentary film genre, including analysis, critique and production aspects.
The course will combine a seminar that centers documentary films about education as core texts for analysis and study with a workshop in film techniques to support the production of novel film projects. Students will learn how to read and critique documentary films selected to represent and foster multiple perspectives through their narratives, evidence, arguments, and technical elements. Additional readings will provide a contemporary context for the films and offer additional perspectives. With that said, the goal is not to be exhaustive of the range of perspectives on each issue, rather, they represent a starting point for class discussion and dialogue, and a launch pad for students to make their own short documentary films.
- Department: Education @Barnard
- 4 points
INTERMEDIATE MACROECONOMICS
Prerequisites: An introductory course in economics and a functioning knowledge of high school algebra and analytical geometry or permission of the instructor. Systematic exposition of current macroeconomic theories of unemployment, inflation, and international financial adjustments.
- Department: Economics @Barnard
- MW 1:10 p.m.-2:25 p.m.
- MW 11:40 a.m.-12:55 p.m.
-
Instructor:
Martina Jasova
CULPA: 7
h-index: 7
Info
-
Instructor:
Sarah M Gertler
Info - 4 points
Families, Communities, and Schools
FAMILIES, COMMUNITIES & S
This course seeks to examine the role families and communities play in P-12 public schools in the United States, with a focus on urban school systems. We will be using New York City as a case study, and comparing what we see happening in the nation’s largest public school district to other districts around the country. While much of our focus will be on the NYC Department of Education, which serves approximately 1.3 million students each year, students will be asked to look close to home to examine the relationships between families, communities, educators and educational institutions in their own communities.
- Department: Education @Barnard
- T 4:10 p.m.-6 p.m.
-
Instructor:
Lisa Edstrom
CULPA: 1 Info - 4 points
INTERMEDIATE MICROECONOMICS
Prerequisites: An introductory course in microeconomics or a combined macro/micro principles course (ECON BC1003 or ECON W1105, or the equivalent) and one semester of calculus or ECON BC1007, or permission of the instructor. Preferences and demand; production, cost, and supply; behavior of markets in partial equilibrium; resource allocation in general equilibrium; pricing of goods and services under alternative market structures; implications of individual decision-making for labor supply; income distribution, welfare, and public policy. Emphasis on problem solving.
- Department: Economics @Barnard
- MW 11:40 a.m.-12:55 p.m.
- None None-None
-
Instructor:
Elizabeth O Ananat
CULPA: 2 h-index: 18 Info -
Instructor:
John Park
CULPA: 4
Info
- 4 points
INTERMEDIATE MICROECONOMICS
Prerequisites: An introductory course in microeconomics or a combined macro/micro principles course (ECON BC1003 or ECON W1105, or the equivalent) and one semester of calculus or ECON BC1007, or permission of the instructor. Preferences and demand; production, cost, and supply; behavior of markets in partial equilibrium; resource allocation in general equilibrium; pricing of goods and services under alternative market structures; implications of individual decision-making for labor supply; income distribution, welfare, and public policy. Emphasis on problem solving.
INTERNATIONAL MONEY & FINANCE
Prerequisites: ECON BC3033. Introduction to balance of payments and exchange rate theory; capital mobility and expectations; internal and external adjustment under fixed and flexible exchange rates; international financial markets; capital mobility and expectations; international policy coordination and optimum currency areas; history of the international monetary system.
- Department: Economics @Barnard
- MW 10:10 a.m.-11:25 a.m.
-
Instructor:
Sarah M Gertler
Info - 3 points
ANTHROPOLOGICAL THEORY
Prerequisites: an introductory course in anthropology. Institutions of social life. Kinship and locality in the structuring of society. Monographs dealing with both literate and nonliterate societies will be discussed in the context of anthropological fieldwork methods. Required of all Anthropology majors (and tracks) within the Barnard Department. As of Fall, 2018, UN 3040 replaces the two semester sequence of 3040/4041 Anthropological Theory I/II). Intended only for Barnard majors and minors.
- Department: Anthropology @Barnard
-
Instructor:
Nadia Abu El-Haj
CULPA: 13
Wikipedia
Info
- 4 points
MIGRATION, GLOBALIZATION, AND EDUCATION
Globalization and mass migration are reconfiguring the modern world and reshaping the contours of nation-states. New technologies that facilitate the movement of information, goods and people across borders have made it easier for people to remain culturally, politically, economically and socially connected to the places from which they migrated. This seminar focuses on the experiences of the youngest members of these global migration patterns—children and youth—and asks: What do these global flows mean for educating young people to be members of the multiple communities to which they belong?
This seminar will explore the following questions: What is globalization and why is it leading to new patterns of migration? How do children and youth experience ruptures and continuities across contexts of migration? How do language policies affect young people’s capacity to be educated in a new land? What does it mean to forge a sense of belonging and citizenship in a “globalized” world, and how does this challenge our models of national citizenship? How are the processes by which young people are incorporated into their new country entwined with structures of race, class, and gender? Drawing on fiction, autobiography, and anthropological and sociological research this class will explore these questions from a variety of disciplinary perspectives.
- Department: Education @Barnard
- M 10:10 a.m.-noon
- 4 points
THEORETICL FOUNDTNS-POLIT ECON
Prerequisites: An introductory course in economics or permission of the instructor. Intellectual origins of the main schools of thought in political economy. Study of the founding texts in classical political economy, Marxian economics, neoclassicism, and Keynesianism.
- Department: Economics @Barnard
- TR 2:40 p.m.-3:55 p.m.
- None None-None
-
Instructor:
David Weiman
CULPA: 40 Info -
Instructor:
Faculty
h-index: 37 Info - 3 points
Making Change: Activism, Social Movement
Activism and Education
Summer and
Semester version:
Making Change: Activism, Social Movements and Education will look at the ways people power has pushed for change in the United States educational landscape. We will study historical and current social political education movements to answer questions such as: What does education/teacher activism look like? Who engages in educational social activism, and why? What do different models for organizing look like, past to present? We will learn from the examples of the Freedom Schools, the Chicago Teachers Union, the Tucson Unified School District fight for ethnics studies, BLM at Schools, Teacher Activist Groups and more. We will engage in readings, watch documentaries and hear from education activist guest lecturers.
Learning Outcomes:
You will explore the historical relationships between and across social movements in education and its social contexts.
You will reflect on major educational justice movements from across the country and analyze its impact and importance.
You will evaluate the changing role of education and schools in our society and propose actions that could be taken to improve education and schools in the future.
- Department: Education @Barnard
- W 4:10 p.m.-6 p.m.
-
Instructor:
Fawziah Qadir
Info - 4 points
EDUCATION AND SOCIAL CHANGE IN COMPARATI
EDU SOCIAL CHANGE CONTEXT
This course will examine the relationship between education and social change in different regions of the world, with a focus on vulnerable populations (e.g., indigenous
groups, street and working children, immigrants, women and girls; refugees).
- Department: Education @Barnard
- R 2:10 p.m.-4 p.m.
-
Instructor:
Fawziah Qadir
Info - 4 points
Introduction to Behavioral Economics
INTRO TO BEHAVIORAL ECON
This course reviews the assumption of rationality in microeconomic theory and presents evidence (primarily from experimental psychology and economics) of how judgement and decision-making systematically deviate from what rationality predicts.
MARKETIZATION & PRIVATIZATION IN EDUCATI
MARKETIZATION_IN EDUCATIO
It has become commonplace for governments to partner with the private sector to deliver public goods and services; this is seen as a way to increase efficiency and decrease costs. Often, this privatization goes hand in hand with an adoption of market values. Nowhere are these trends more evident – or important – than public education. Arguments for educational privatization are often thought of in terms of economics – does it save money? – or limited measures of student achievement - does it raise test scores? In this course, we acknowledge these questions, but we also go beyond them to explore the political and social dimensions of privatization. We ask: Who wins and who loses when public schools privatize? What happens when market values are normalized and prioritized in our schools?
The following questions frame our explorations:
·How does privatization in education differ from privatization in other sectors?
·What are the implications of educational privatization and marketization for democracy and the public good?
·Who profits from privatization and how does this support or interfere with educative goals?
·How are philanthropy, venture capital, and corporate partnerships reshaping the way schools serve students?
·Does privatization expand opportunities for marginalized students, deepen existing inequalities, or both?
·How does privatization affect the teacher workforce? How does it affect the nature of teachers’ work and student learning?
·How is privatization proceeding globally? How is privatization linked with global policy spread?
·What forms do resistance to privatization take? What ethical considerations should we take up around privatization?
This course includes an empirical research component which provides scaffolding and support for students who eventually plan to write a senior thesis.
- Department: Education @Barnard
- R 12:10 p.m.-2 p.m.
-
Instructor:
Rachel Throop
CULPA: 1 Info - 4 points
SCIENCE IN THE CITY
Prerequisites: the instructors permission. In partnership with the American Museum of Natural History students investigate science, science pedagogical methods, and ways to use New York City as a resource for science teaching and learning. Sessions will be held at Barnard and the museum. Field trips and fieldwork required. Non-science majors pre-service elementary students and first year students, welcome. Note: Students in the Childhood Urban Teaching Program may use this course as a pedagogical elective.
- Department: Education @Barnard
- F 10:10 a.m.-noon
-
Instructor:
Althea B Hoard
Info - 4 points
SEMINAR URBAN EDUCATION
SEMINAR IN URBAN EDUCATION
This seminar serves as the capstone course for students pursuing the Education Studies minor/special concentration or the Urban Studies major/concentration with an Urban Education Specialization. The Seminar in Urban Education explores the historical, political and socio-cultural dynamics of urban education in the U.S. context. Over time, a range of social actors have intervened in the “problem” of urban education, attempting to reshape and reform urban schools. Others have disputed this “problem” focused approach, arguing that policy makers, teachers, and researchers should start from the strengths and capacities located in urban communities. Despite decades of wide ranging reform efforts, however, many urban schools still fail to provide their students with an adequate, equitable education. Seminar in Urban Education investigates this paradox by pursuing three central course questions: 1) How have various social actors tried to achieve equity in urban schools over time? 2) What are the range and variation of assets and challenges found in urban schools? and 3) Considering this history and context, what would effective reform in a global city like NYC look like? Students will engage these questions not only through course readings and seminar discussions, but through a 40-hour field placement in a New York City public school classroom, extra-curricular program, or other education based site.
- Department: Education @Barnard
-
Instructor:
Fawziah Qadir
Info - 4 points
MULTICULTURAL ELEMENTARY PEDA
This seminar will engage prospective teachers in developing effective strategies for teaching at the elementary school level in ways that draw upon five specific domains of knowledge: knowledge of self, content, pedagogy, context and students. Students will be introduced to a variety of teaching approaches and develop ways to adapt them to teach various subjects to students in urban public school settings, understanding the intellectual, social and emotional needs of elementary school students. Students will learn to write lesson plans, develop assessments and practice teaching in “microteaching” sessions taught to peers. We will explore state standards, approaches to classroom management, and Universal Design for Learning as we develop approaches to create caring, democratic learning communities.
- Department: Education @Barnard
-
Instructor:
Lisa Edstrom
CULPA: 1 Info - 4 points
MULTICULTURAL SECONDARY PEDAG
What does it mean to be an excellent teacher? The Seminar in Secondary Multicultural Pedagogy will engage this question as you work to develop methods for teaching your subject(s) in ways that draw upon five specific domains of knowledge: knowledge of self, content, pedagogical methods, context, and students. You will be introduced to a variety of multicultural teaching approaches and develop ways to adapt them to your particular subject area and to the intellectual, social, and emotional needs of adolescent learners. Throughout the course, we will consider how to effectively differentiate instruction for and support ELL students and students with special needs. Seminar sessions will include discussions, presentations of lessons, group activities, and problem-solving issues teachers encounter in the classroom. We will explore culturally responsive approaches to: learning; learning standards; instruction and assessment; creating caring, democratic learning communities; selecting curriculum content, and engaging all students in learning. Assignments will ask you to reflect on the teaching/learning process in general, and on the particulars of teaching your academic discipline. We will accomplish this through lesson planning, practice teaching two mini-lessons, observing your peers teaching and offering feedback, and exploring stances and strategies for multicultural pedagogy in your content area.
- Department: Education @Barnard
- W 4:10 p.m.-7 p.m.
- 4 points
ARTS AND HUMANITIES IN THE CITY:CRITICAL
ARTS & HUMANITIES IN THE CITY
Using the theme of “Arts and Humanities in the City”, this seminar will build participants’ knowledge of critical literacy, digital storytelling methods, and ways to use New York City as a resource for teaching the Arts (Dance, Theatre, Music, and Visual Arts), Social Studies, and English Language Arts in grades K-12. Critical literacy is an approach to teaching and learning that focuses on developing students’ abilities to read, analyze, understand, question, and critique hidden perspectives and socially-constructed power relations embedded in what it means to be literate in a content area.
- Department: Education @Barnard
- R 10:10 a.m.-noon
-
Instructor:
Faculty
h-index: 37 Info - 4 points
SENIOR THESIS I
Prerequisites: Permission of the instructor and completion of all courses (except for the senior requirement) required for the economics track, political economy track, or economics and mathematics majors. Exceptions to these prerequisites may be granted by the chair of the department only. Tutorials and conferences on the research for and writing of the senior thesis. This is the 1st semester of a two-semester course sequence.
- Department: Economics @Barnard
- W noon-1:50 p.m.
- M 10:10 a.m.-noon
-
Instructor:
Linda Bell
Wikipedia h-index: 19 Info -
Instructor:
Randall Reback
CULPA: 17 h-index: 14 Info -
Instructor:
Sharon Harrison
CULPA: 38
h-index: 13
Info
- 4 points
SENIOR SEMINAR
Prerequisites: Permission of the instructor and the completion of all courses (except for the senior requirement) required for the economics track, political economy track, or economics and mathematics majors. Exceptions to these prerequisites may be granted by the chair of the department only. Seminar sections are limited to 15 students. A topic in economic theory or policy of the instructors choice. See department for current topics and for senior requirement preference forms.
- Department: Economics @Barnard
- W 10:10 a.m.-noon
- None None-None
-
Instructor:
Linda Bell
Wikipedia h-index: 19 Info -
Instructor:
Sharon Harrison
CULPA: 38
h-index: 13
Info
-
Instructor:
Rajiv Sethi
CULPA: 24
h-index: 33
Info
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Instructor:
Morgan C Jr. Williams
Info - 4 points
SEM: ISSUES URBAN TEACHING
CRITICAL INQUIRY URBAN TCHNG
Enrollment limited to student teachers enrolled in the Education Program. Designed to help student teachers develop as reflective practitioners who can think critically about issues facing urban schools, particularly how race, class and gender influence schooling; and to examine the challenges and possibilities for providing intellectually engaging, meaningful curriculum to all students in urban classrooms.
- Department: Education @Barnard
- T 4:10 p.m.-7 p.m.
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Instructor:
Faculty
h-index: 37 Info - 4 points
RESEARCH SEM ECONOMIC HISTRY I
Must be supervised by a faculty member approved by the program adviser. This is the 1st semester of a two-semester course sequence.
Growing Up Palestinian
This course explores broad questions about how sociopolitical contexts shape the development of children and youth, by focusing on the experiences of young Palestinians growing up across multiple geographies. We will read a variety of texts—primarily those narrated by Palestinians—including, memoir, film, and social science research to address the following questions: How do the various social, cultural, political, and legal contexts in which Palestinians grow up affect the experiences of growing up Palestinian? How (and why) do young people forge a sense of national identity across diverse territories, both within and outside of the borders of their historic homeland? How do socio-political contexts shape young people’s rights, including the right to education? How do children and youth shape their environments? How does a close examination of the Palestinian case challenge normative ideas about childhood and youth, while also supporting us to articulate universal conditions that would support the well-being of all young humans?
- Department: Education @Barnard
- T 4:10 p.m.-6 p.m.
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Instructor:
Thea R Abu El-Haj
Info - 4 points
INDIVIDUAL SENIOR PROJECTS
Prerequisites: Meets senior requirement. Instructor permission required. The instructor will supervise the writing of long papers involving some form of sociological research and analysis.
- Department: Sociology @Barnard
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Instructor:
Deborah Becher
CULPA: 8
h-index: 4
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Instructor:
Elizabeth Bernstein
CULPA: 27 Info -
Instructor:
Maricarmen Hernandez
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Instructor:
Debra Minkoff
CULPA: 6 h-index: 17 Info -
Instructor:
Mignon R Moore
CULPA: 9 h-index: 17 Info -
Instructor:
Jonathan Rieder
CULPA: 17
Info
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Instructor:
Angela Simms
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Instructor:
Amy Zhou
Info -
Instructor:
Faculty
h-index: 37 Info - 4 points
Senior Research Seminar: Methods of Inqu
SENIOR RESEARCH SEMINAR I
This course is the first semester of a year-long senior capstone experience for the Educational Studies major. Over the course of the year, students will design and carry-out an inquiry project, and they will report on this project through an appropriate medium, for a specific purpose and audience. To this end, we will address the following: the relationship between theory, experience, and the development of a research question; the research methods that are appropriate for our research; the purposes of our research; the consequences our research might have and for whom; how we analyze data; and how we communicate with the audience of our research.
- Department: Education @Barnard
- T 4:10 p.m.-6 p.m.
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Instructor:
Nora M Gross
Info - 4 points
ADV ELECTROMAGNETISM LAB
Classical electromagnetic wave phenomena via Maxwells equations, including: (i) Michaelson and Fabry-Perot Interferometry, as well as a thin-film interference and elementary dispersion theory; (ii) Fraunhofer Diffraction (and a bit of Fresnel); (iii) Wireless Telegraphy I: AM Radio Receivers; and (iv) Wireless Telegraphy II: AM Transmitters. Last two labs pay homage to relevant scientific developments in the period 1875-1925, from the discovery of Hertzian waves to the Golden Age of Radio. Complements PHYS W3008 Electromagnetic Waves and Optics.
- Department: Physics and Astronomy @Barnard
- F 10:30 a.m.-noon
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Instructor:
Stiliana Savin
CULPA: 4 Info - 3 points
ARTEMIS RISING SHORT COURSE IN FILMMAKIN
ARTEMIS COURSE IN FILMMAK
The Artemis Rising Short Course in Filmmaking is a two to four-week course offered each semester on a special topic of filmmaking presented by an Artemis Rising Foundation Filmmaker Fellow (ARFF). This series was endowed by the Artemis Rising Foundation to bring world-class filmmakers with hands-on experience and fresh perspectives to Barnard to connect with students interested in filmmaking as a vocation and media literacy.
It can only be taken for pass/fail for 1 point.
Students must attend all four class sessions and write a final paper in order to receive credit for this course.
To see the dates/times that the Artemis Rising Short Course will meet this semester, the current course description, and the biography of the visiting filmmaker, please visit the ARFF website:
https://athenacenter.barnard.edu/arff
.
- Department: Film @Barnard
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Instructor:
Faculty
h-index: 37 Info - 1 points
ARTEMIS RISING SHORT COURSE IN FILM PROD
ARTEMIS COURSE:FILM PRODU
The Artemis Rising Short Course in Film Production is a one-point credit short workshop presented by an Artemis Rising Foundation Filmmaker Fellow (ARFF). It consists of four workshops on a special aspect of film production and one final project. This series was endowed by the Artemis Rising Foundation to bring world-class filmmakers with hands-on experience and fresh perspectives to Barnard to connect with students interested in filmmaking as a vocation and media literacy.
It can only be taken for pass/fail for 1 point.
Students must attend all four class workshops and produce one final project in order to receive credit for this course.
To see the dates/times that the Artemis Rising Short Course will meet this semester, the current course description, and the biography of the visiting filmmaker, please visit the ARFF website:
https://athenacenter.barnard.edu/arff
.
- Department: Film @Barnard
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Instructor:
Faculty
h-index: 37 Info - 1 points
More than Real: Dreams, Imagination, and
More Than Real
This course is thematic, though a loose history of dreaming, imaginative praxis, and virtual reality environments across South Asia will emerge through the networked conversations across texts. The advantage of a thematic course allows us to cover various genres such as: ritual manuals; epic; poetry; philosophical argument; biographical accounts; prophecies; conversion stories; and medical textbooks to name a handful. At the end of the course, we will see how the texts encountered in the first part have been repurposed to speak to social justice movements around caste - both within South Asia and the diaspora population in the U.S. The thematic of dreaming and imagination also provides flexibility in method: because students will have the opportunity to study conversations between different historical actors across religious traditions about dreams, they will also have the opportunity to revise problematic accounts of religious pluralism and communalism in South Asia. Students will read primary texts from Islamic, Hindu, Buddhist, Zoroastrian, and Sikh traditions to name a handful. Students can look forward to reading about worlds within rocks; falling asleep and waking up as another person only to die in the dream world, wake up and then realize your dream-life family is somehow real and looking for you; how to finally interpret those pesky dreams about teeth falling out; dismembered bodies generating the universe; daydreaming about a cloud that thinks mountain peaks look like nipples; how to build a mind-temple that Shiva prefers to the physical one with fancy rock; and much more!
- Department: Religion @Barnard
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Instructor:
Meghan E Hartman
Info - 4 points
INDEPENDENT STUDY
This course can be worth 1 to 4 credits (each credit is equivalent to approximately three hours of work per week) and requires a Barnard faculty as a mentor who has to provide written approval. The course entails a scholarly component; for this, a research report is required by the end of the term. The research report can take the form that best suits the nature of the project. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits.
- Department: Neuroscience & Behavior @Barnard
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Instructor:
Elizabeth P Bauer
CULPA: 3 h-index: 21 Info -
Instructor:
Bj Casey
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Instructor:
Russell D Romeo
CULPA: 9
Info
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Instructor:
Alex White
h-index: 13 Info -
Instructor:
E'Mett McCaskill
CULPA: 38
Info
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Instructor:
Kara Pham
CULPA: 9
Info
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Instructor:
Gabrielle J Gutierrez
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Instructor:
Kevin G Bath
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Instructor:
Alexis S Hill
Info - 1-4 points
THE WRITER'S PROCESS
Enrollment limited to Barnard students. Application process and permission of instructor required:
https://writing.barnard.edu/become-writing-fellow
. Exploration of theory and practice in the teaching of writing, designed for students who plan to become Writing Fellows at Barnard. Students will read current theory and consider current research in the writing process and engage in practical applications in the classroom or in tutoring. The Writer’s Process is only open to those who applied to and were accepted into the Writing Fellows Program.
Note: This course now counts as an elective for the English major.
- Department: English @Barnard
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Instructor:
Alexandra P Watson
CULPA: 16 Info -
Instructor:
Pamela Cobrin
CULPA: 6
Info
- 4 points
LOVE & LITERATURE
LOVE AND LITERATURE
This course offers an in-depth study of love as it has been treated in a variety of French literary texts. These texts will be related to a number of important philosophical and theological approaches to love, particularly in respect of certain ideas concerning ethical love, erotic love, and religious faith as an act of loving God. The first objective of this class is to show how one can relate literature to philosophy and theology; the second is to gain a broad, but thematically focused familiarity with French literature, and with some literary works beyond the French tradition. FREN BC1204: French Intermediate II or the equivalent level is required.
- Department: French @Barnard
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Instructor:
Brian D O'Keeffe
CULPA: 28
Info
- 3 points
ACADEMIC WRITING INTENSIVE
Academic Writing Intensive is a small, intensive writing course for Barnard students in their second or third year who would benefit from extra writing support. Students attend a weekly seminar, work closely with the instructor on each writing assignment, and meet with an attached Writing Fellow every other week. Readings and assignments focus on transferable writing, revision, and critical thinking skills students can apply to any discipline. Students from across the disciplines are welcome. This course is only offered P/D/F. To be considered for the course, please send a recent writing sample to
vcondill@barnard.edu
, ideally from your First-Year Writing or First-Year Seminar course, or any other writing-intensive humanities or social sciences course at Barnard (no lab reports please).
- Department: English @Barnard
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Instructor:
Cecelia B Lie-Spahn
CULPA: 1 Info - 4 points
THE ART OF THE ESSAY
NOTE: Students who are on the electronic waiting list or who are interested in the class but are not yet registered MUST attend the first day of class.
Fall 2022 course description: Essay writing above the first-year level. Reading and writing various types of essays to develop one's natural writing voice and craft thoughtful, sophisticated and personal essays.
Summer 2022 course description: The Art of the Essay is a writing workshop designed to help you contribute meaningfully in public discourse about the issues that matter most to you. You will write three types of essays in this class, all of which will center personal experience as valuable evidence of larger phenomena or patterns. Your essays will build in complexity, as you introduce more types of sources into conversation about your topics as the semester goes on. You will hone your skills of observing, describing, questioning, analyzing, and persuading. You will be challenged to confront complications and to craft nuanced explorations of your topics. We will also regularly read and discuss the work of contemporary published essayists, identifying key writerly moves that you may adapt as you attempt your own essays. You will have many opportunities throughout the semester to brainstorm ideas, receive feedback from me and your peers, and develop and revise your drafts. At the end of the semester, you will choose a publication to which to submit or pitch one or more of your essays.
- Department: English @Barnard
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Instructor:
Wendy C Schor-Haim
CULPA: 11
Info
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Instructor:
Margaret R Ellsberg
CULPA: 54 Info -
Instructor:
Vrinda Condillac
CULPA: 28
Info
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Instructor:
Monica F Cohen
CULPA: 8
Info
- 3 points
Women Writers of Contemporary Middle Eas
WOMEN WRITERS MIDEAST AFR
Since the last decades of the twentieth century there has been a dramatic increase in the number of women writers from the Middle East and North Africa. This advanced course, which will be taught mainly in French, provides a window into this rich and largely neglected branch of world literature. Students will encounter the breadth and creativity of contemporary Middle Eastern and North African women’s literature by reading a range of twentieth- and twenty-first-century novels, short stories, memoirs and poetry available in French or in translation, and by viewing films that are from or about Iran, Lebanon, Algeria, and Egypt. How do Middle Eastern women authors address women’s oppression – both social and physical – and enunciate issues such as the tension between tradition and modernity, sexuality, identity and class from a female perspective? What literary traditions and models do they draw on? How different are those texts written in French for a global audience, as opposed to those written in Persian or Arabic? What are the effects of reading them in translation? Authors will include Marjane Satrapi, Shahrnush Parsipur, Assia Djebar, Maïssa Bey and Nawal El Saadawi.
- Department: French @Barnard
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Instructor:
Melanie Heydari
Info - 3 points
FICTION & PERSONAL NARRATIVE
Writing sample required to apply. Instructions and the application form can be found here:
https://english.barnard.edu/english/creative-writing-courses
. Short stories and other imaginative and personal writing.
- Department: English @Barnard
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Instructor:
Jhumpa Lahiri
Wikipedia Info -
Instructor:
Zaina F Arafat
Info - 3 points
INTRODUCTION TO FICTION WRITING
INTRO TO FICTION WRITING
Writing sample required to apply. Instructions and the application form can be found here:
https://english.barnard.edu/english/creative-writing-courses
.
This class is an introduction to writing fiction, with a focus on the short story. The initial weeks will focus on writing exercises and also deep reading of published short stories, in order to attempt to understand the space we enter when we enter a piece of fiction, what does it mean to move through it, how is it moving. Later, student work will become the main text as the focus shifts into workshop. Stories likely on the syllabus include Herman Melville’s “Bartleby, the Scrivener,” Octavia Butler’s “Speech Sounds,” Mieko Kanai’s “Rabbits,” Carmen Maria Machado’s “The Husband Stitch,” and the flash fiction of Lydia Davis.
- Department: English @Barnard
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Instructor:
Faculty
h-index: 37 Info - 3 points
THE AFRICANA COLLOQUIUM
CARIBBEAN WOMEN HERSTORIES
The Africana Studies Department offers special topics courses every year as colloquia. These colloquia provide opportunities for students to explore areas of particular interest within African Diasporic Studies in a seminar environment. Students earn 4 credits for these courses. There are multiple colloquia offered by the department every year. Some of the topics for these colloquia have included Critical Race Theory, Indian Ocean Diaspora, The New Black, Caribbean Women, and Black Shakespeare. As the topics change, students should check with the Chair of the Africana Studies Department if they have any questions about the topics for a particular academic year.
- Department: Africana Studies (AFSB)
- W 4:10 p.m.-6 p.m.
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Instructor:
Celia E Naylor
CULPA: 2 Info - 4 points
THE AFRICANA COLLOQUIUM
The Africana Studies Department offers special topics courses every year as colloquia. These colloquia provide opportunities for students to explore areas of particular interest within African Diasporic Studies in a seminar environment. Students earn 4 credits for these courses. There are multiple colloquia offered by the department every year. Some of the topics for these colloquia have included Critical Race Theory, Indian Ocean Diaspora, The New Black, Caribbean Women, and Black Shakespeare. As the topics change, students should check with the Chair of the Africana Studies Department if they have any questions about the topics for a particular academic year.
- Department: Africana Studies (AFSB)
- R 4:10 p.m.-6 p.m.
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Instructor:
Kim F Hall
CULPA: 1 Info - 4 points
INTRODUCTION TO POETRY WRITING
Writing sample required to apply. Instructions and the application form can be found here:
https://english.barnard.edu/english/creative-writing-courses
.
Spring 2026:
Section 1, taught by Angel Nafis: Poetry Belongs With Us
As legend Lucille Clifton said, “poetry began when somebody walked out of a cave and looked up at the sky with wonder and said, “Ahhh.” That was the first poem.” In this class we will be demystifying the fundamentals of writing poetry by sharpening our most natural sonic and narrative instincts. We will use these instincts to guide our insights as we explore and practice specific craft elements and structural gestures—from the Ode, Elegy, and Sonnet, to Ekphrasis and Erasure. We’ll study the work of contemporary luminaries like Gwendolyn Brooks, Kaveh Akbar, Sharon Olds, Jenny Xie, June Jordan, Ocean Vuong, and more; using their example to inspire us on how best to understand and command the poetic line. Class time will include weekly writing prompts and share-outs. Come prepared to take risks and foster curiosity.
Section 2, taught by Miranda Field:
This class approaches poetry as a practice energized as much by playful provocation as by engagement with urgent issues of the day. In-class writing and weekly prompts designed to provoke creative ingenuity will keep you writing, ensuring everyone has new poems to workshop regularly. A list of quotes headed “
What is This Thing Called Poetry?
” starts the class off with a discussion intended to open our minds and challenge pre-conceived notions on the topic. This will be followed by other, more focused questions and propositions, providing discussion topics for each class: How do artifice and raw reality intertwine in a poem’s making? In what ways can poems deepen our understanding of ourselves, each other, and the world we share? How do we, as poets, unlock the full potential of our chosen medium, language? What do we mean by “voice” in a poem, and when and how does “voice” emerge? Required readings are central to our work together, and specified titles and volumes must be acquired by the third week of the semester. Supplemental material will be provided as handouts and distributed in class.
- Department: English @Barnard
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Instructor:
Brionne Janae
Info -
Instructor:
Farnoosh Fathi
Info - 3 points