INFRASTRUCTURES

Infrastructures are the built networks moving goods, commodities, people, energy, waste organizing human action in modern societies. This course critically examines the work of infrastructures globally. It examines issues of urbanism, racial infrastructures, infrastructural breakdown and emergency, postcolonial infrastructures, climate change, and extraction.

• Department: Anthropology @Barnard
• T 12:10 p.m.-2 p.m.
• Instructor: Brian Larkin
  CULPA: 16 Info
• 4 points

LABORATORY IN MICROBIOLOGY

Enrollment limited to 16. Provides experience in the isolation, cultivation, and analysis of pure cultures of microorganisms. Methods used for the study of cell structure, growth, physiology, and genetics of microbes will be incorporated into laboratory exercises.

• Department: Biological Sciences @Barnard
• R 1:10 p.m.-6 p.m.
• Instructor: Gabrielle Corradino
  Info
• 3 points

CONSUMER CULTURE IN MOD EUROPE

The development of the modern culture of consumption, with particular attention to the formation of the woman consumer. Topics include commerce and the urban landscape, changing attitudes toward shopping and spending, feminine fashion and conspicuous consumption, and the birth of advertising. Examination of novels, fashion magazines, and advertising images.

• Department: History @Barnard
• Instructor: Lisa Tiersten
  CULPA: 45 Info
• 4 points

INTRO ORGANIC CHEMISTRY-LAB

Prerequisites: (CHEM BC2001) General Chemistry I with lab. Corequisites: CHEM BC3230 Basic techniques of experimental organic chemistry. Principles and methods of separation, purification, and characterization of organic compounds. Selected organic reactions.

• Department: Chemistry @Barnard
• 2.5 points

NOW. Moving in the Moment: An Introducti

Intro to Dance Improvisat

There are as many reasons to improvise as there are cultures. People from all over the world have turned to improvised dance for personal, social, and political reasons. Improvisation is equally as useful in developing self-expression as it is in forming community and mutual understanding. It can be a vehicle for discovering more about our world by heightening our senses and awareness. It can be a mind-puzzle, as practitioners devise creative constraints for the purposes of producing structure and clarity. Whatever the reason for improvising, all practitioners share a sense of questioning and curiosity. This course will cover five units of study, each one aimed at exploring a different function of improvisation: self- expression; music and space; our bodies and environment; structure and cognition; and community-building. Learning in the classroom will rely on reading texts and viewing images and videos, written work, peer-to-peer learning and self-directed inquiry. In the studio, students will be given different exercises and prompts to explore and refine. By the end of the semester students will understand how improvisation occurs and how it differs from codified or prescriptive work, and why different people choose to improvise. They will also be able to develop and perform their own improvisatory work, drawing from the skills learned over the semester.

• Department: Dance @Barnard
• W 1:10 p.m.-2:25 p.m.
• Instructor: Caroline Fermin
  Info
• 3 points

MODERN V

This contemporary technique class invites students into an embodied practice focusing on a daily physical experimentation and challenge. Emphasis will be placed on corporeal ways to explore questions around propelling, listening, connecting, healing, and action. This course offers a chance for students to use their sensatorial experience to reflect on individual pathways/ desires for expression while, challenging the body to take risks and practice as their movement knowledge expands. Emphasis on sensation, initiation, and weight will be introduced in a floor or standing warm-up that will expand to a standing exploration of the transition between form and space. A focus will be to continue our development of a strong-grounded technique with healthy placement that moves with ease in and out of the floor. We will continue to develop our true embodied relationship to environment, people, and time.

• Department: Dance @Barnard
• MW 1:10 p.m.-2:25 p.m.
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Francesca Dominguez
  Info
• Instructor: Colleen Thomas
  CULPA: 6 Info
• 2 points

MODERN TECH-ORGANIC CHEM LAB

Prerequisites: (CHEM BC3328) or (CHEM BC3230) CHEM BC3328 with a grade of C- or better and CHEM BC3230. Corequisites: CHEM BC3231,CHEM BC3334 Advanced experimental organic techniques and introduction to qualitative and quantitative organic analysis. Emphasis on instrumental and chromatographic methods. Selected reactions. Students enrolling in this course must register for CHEM BC3334x.

• Department: Chemistry @Barnard
• 3 points

MODERN TECH-ORGANIC CHEM LAB

Prerequisites: (CHEM BC3328) or (CHEM BC3230) CHEM BC3328 with a grade of C- or better and CHEM BC3230. Corequisites: CHEM BC3231,CHEM BC3334 Advanced experimental organic techniques and introduction to qualitative and quantitative organic analysis. Emphasis on instrumental and chromatographic methods. Selected reactions. Students enrolling in this course must register for CHEM BC3334x.

• Department: Chemistry @Barnard
• 3 points

IMPROVISATION

Improvisation is an open level, movement based class in which students will learn collaborative improvisation tools, skills, practices, and mindset through experience, reflection, practice, and generation. Deep play, support for others, and a willingness to experiment and reflect are key in this discovery based course.

• Department: Dance @Barnard
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Caroline Fermin
  Info
• 2 points

MODERN VI

This contemporary technique class invites students into an embodied practice focusing on a daily physical experimentation and challenge. Emphasis will be placed on corporeal ways to explore questions around propelling, listening, connecting, healing, and action. This course offers a chance for students to use their sensatorial experience to reflect on individual pathways/ desires for expression while, challenging the body to take risks and practice as their movement knowledge expands. Emphasis on sensation, initiation, and weight will be introduced in a floor or standing warm-up that will expand to a standing exploration of the transition between form and space. A focus will be to continue our development of a strong-grounded technique with healthy placement that moves with ease in and out of the floor. We will continue to develop our true embodied relationship to environment, people, and time.

• Department: Dance @Barnard
• MW 4:10 p.m.-5:25 p.m.
• TR 8:40 a.m.-9:55 a.m.
• Instructor: Lisa Boudreau
  Wikipedia Info
• Instructor: Tamisha Guy
  Info
• 2 points

CONTACT IMPROVISATION

Prerequisites: Limited to twenty people. Examination of the gender-neutral partnering technique that is now common in contemporary dance. Focus is placed on recent improvisatory forms, sensation building, center connection and risk. Emphasis is placed on listening and sensing rather than controlling or leading.

This course will introduce the exploration of a partnering technique that is enriching for the mind and body. Contact Improvisation is not only an important tool for the dancer as it informs the body how to move with weight and connection and is required by most contemporary styles – it is also a technique that informs the artist in us all as it emphasizes listening, trust, and spontaneous creativity. In this course, students will use contact to support the creation of most duets, trios, and larger group dance.   Focus is placed on recent improvisatory forms, sensation building, center connection, and finding the safe edges of risk as well as applying these studies to creation and expression. Students in this course will explore their own weight and how it relates to other bodies by listening as well as employing emotional, psychological, and cultural structures to their improvisation. Emphasis is placed on listening and sensation rather than controlling or leading. Students will explore the dynamic ride and risk taking of improvisation and trusting another body by giving and taking weight. Contact Improvisation is open to all students.

• Department: Dance @Barnard
• TR 9 a.m.-10 a.m.
• Instructor: Colleen Thomas
  CULPA: 6 Info
• 2 points

Pop Cultures: The Art of the Ordinary

POP CULTURES

Explores facets of modern Pop Culture by discussing historical developments, international range, literary and audiovisual representation of an aesthetics of the ordinary in the 20th/21st centuries. Emphasis on questions of public appreciation, pleasure, taste, consumption, and impact in examinations of prose, poetry, film, music, and the arts. Course taught in German.

• Department: German @Barnard
• Instructor: Erk Grimm
  CULPA: 10 Info
• 3 points

HISPANIC CULTURES I (SP)

Prerequisites: L course: enrollment limited to 15 students. Completion of language requirement, third-year language sequence (W3300). Provides students with an overview of the cultural history of the Hispanic world, from eighth-century Islamic and Christian Spain and the pre-Hispanic Americas through the late Middle Ages and Early Modern period until about 1700, covering texts and cultural artifacts from both Spain and the Americas.

• Department: Spanish and Latin American Culture
• Instructor: Alexandra V Mendez
  Info
• 3 points

HISPANIC CULTURES I (SP)

Prerequisites: L course: enrollment limited to 15 students. Completion of language requirement, third-year language sequence (W3300). Provides students with an overview of the cultural history of the Hispanic world, from eighth-century Islamic and Christian Spain and the pre-Hispanic Americas through the late Middle Ages and Early Modern period until about 1700, covering texts and cultural artifacts from both Spain and the Americas.

• Department: Spanish and Latin American Culture
• Instructor: Alexandra V Mendez
  Info
• 3 points

IN OTHER WORDS: WORLD POETRY & COSMOPOLI

WORLD POETRY & COSMOPOLIT

What is “world poetry”? This course will try to give an answer to this vexing question. You are being introduced to a number of influential poets who have entered a dialogue about what it means to write, read, translate and appreciate poetry in a global context. The impact of globalization is most visible in a number of anthologies which made considerable efforts to move beyond the existing range of national representatives and to make an English-speaking audience familiar with the names and works of poets who are bilingual or who write in their native language. Throughout the semester, we will read English translations of these poems (but feel free to read the original if you know the language). Secondly, the global context is of great importance for understanding each poet’s vision of the world since poets are involved in processes of “world-making” as well as reacting to the world’s past and present. s the semester progresses you will see that the poets are part of a larger conversation; some themes, forms and issues we discovered at the beginning will return in the middle or toward the end of the term. The selection of poets is based on considerations of gender, race, age and religious affiliation; many of the poets whose works we are going to discuss are iconic figures; in studying other cases, you will be exposed to new voices (for example, young South African poets) whose significance will emerge in a critical discussion of the anthologists’ rationale and criteria for selecting poets and marginalizing others.

• Department: Comparative Literature and Society @Barnard
• Instructor: Erk Grimm
  CULPA: 10 Info
• 3 points

HISPANIC CULTURES II (SP)

This course surveys cultural production of Spain and Spanish America from the eighteenth to the twenty-first centuries. Students will acquire the knowledge needed for the study of the cultural manifestations of the Hispanic world in the context of modernity. Among the issues and events studied will be the Enlightenment as ideology and practice, the Napoleonic invasion of Spain, the wars of Spanish American independence, the fin-de-siecle and the cultural avant-gardes, the wars and revolutions of the twentieth century (Spanish Civil War, the Mexican and Cuban revolutions), neoliberalism, globalization, and the Hispanic presence in the United States. The goal of the course is to study some key moments of this trajectory through the analysis of representative texts, documents, and works of art. Class discussions will seek to situate the works studied within the political and cultural currents and debates of the time. All primary materials, class discussion, and assignments are in Spanish. This course is required for the major and the concentration in Hispanic Studies.

• Department: Spanish and Latin American Culture
• Instructor: Ronald D Briggs
  CULPA: 4 Info
• 3 points

HISPANIC CULTURES II (SP)

This course surveys cultural production of Spain and Spanish America from the eighteenth to the twenty-first centuries. Students will acquire the knowledge needed for the study of the cultural manifestations of the Hispanic world in the context of modernity. Among the issues and events studied will be the Enlightenment as ideology and practice, the Napoleonic invasion of Spain, the wars of Spanish American independence, the fin-de-siecle and the cultural avant-gardes, the wars and revolutions of the twentieth century (Spanish Civil War, the Mexican and Cuban revolutions), neoliberalism, globalization, and the Hispanic presence in the United States. The goal of the course is to study some key moments of this trajectory through the analysis of representative texts, documents, and works of art. Class discussions will seek to situate the works studied within the political and cultural currents and debates of the time. All primary materials, class discussion, and assignments are in Spanish. This course is required for the major and the concentration in Hispanic Studies.

• Department: Spanish and Latin American Culture
• 3 points

DEVELOPMENT

Introduction to animal developmental biology and its applications. This course will examine the basic mechanisms through which animal bodies organize themselves, from an integrative perspective at the levels of genes and gene networks, cell properties and behaviors, coordinated interactions of cells in developing tissues, organs and organ systems, and the role of developmental processes in morphological evolution. Topics include: fertilization, cleavage and gastrulation, establishment of body axes, neural development, organ formation, tissue and organ regeneration, stem cells and medical applications, evolution of developmental programs, and teratogenesis.

• Department: Biological Sciences @Barnard
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Rishita Shah
  Info
• 3 points

BIOCHEMISTRY LAB TECHNIQUES

BIOCHEMISTRY LAB TECHNIQUES -

Prerequisites: Organic II lab (CHEM BC3333, BC3335, or equivalent); Quantitative analysis lab (BC3338, BC3340, or equivalent); Biochemistry (CHEM BC3282y, CHEM C3501, or equivalent).

Theory and application of fundamental techniques for the isolation, synthesis and characterization of biological macromolecules including proteins, lipids, nucleotides and carbohydrates. Techniques include spectroscopic analysis, gel electrophoresis, chromatography, enzyme kinetics, immunoblotting, PCR, molecular cloning and cell culture, as well as modern laboratory instrumentation, such as UV-Vis, GC-MS and HPLC.

• Department: Chemistry @Barnard
• 5 points

Reproductive Biology

Seminar - Reproductive Bi

This course will explore developing topics in mammalian reproductive biology. Using textbooks and primary literature sources we will explore the molecular and physiological nature of reproduction, including fertilization, assisted reproductive technologies, and physiological changes to the reproductive system during and after birth. These topics will be further discussed in the context of medicine and society, with a particular focus on healthcare disparities in local communities.

• Department: Biological Sciences @Barnard
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Rishita Shah
  Info
• 3 points

Adv Chemical Synthesis & Reactivity Lab

ADV CHEM SYNTHESIS LAB

Prerequisites: CHEM BC3333, CHEM BC3271, and CHEM BC3338 Corequisites: CHEM BC3253 Multistep and multi-day experiments in organic and inorganic synthesis via advanced synthetic methods. Experiments include solution phase, solid state, and photochemical syntheses. Products will be analyzed and characterized by a variety of methods, including: IR, NMR, and UV-Vis spectroscopy, and also by polarimetry, chiral GC, and GC/MS.

• Department: Chemistry @Barnard
• 5 points

CELLULAR & MOLECULAR NEUROSCIENCE

This upper-level lecture course provides an in-depth analysis of neuroscience at the molecular and cellular levels. Topics include: the structure and function of neuronal membranes, the ionic basis of the membrane potential and action potential, synaptic transmission, synaptic plasticity, and sensory transduction.

• Department: Neuroscience & Behavior @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Alexis S Hill
  Info
• 3 points

RETHINKING SPANISH TRANSLATION

Through special attention to translation method and practice, this course aims to develop a solid foundation on which to build the full set of competences required to become thoughtful, alert, self-critical translator while extending and improving the students competence of Spanish through complex translation tasks of a wide range of texts presented with a progressive overall structure and thematic organization. With a professional approach, it focuses on translation as a cross-cultural and crosslinguistic communicative activity that integrates areas such as interlanguage pragmatics, discourse analysis and transfer.

• Department: Spanish and Latin American Culture
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Javier Perez Zapatero
  CULPA: 2 Info
• 3 points

Comparative Vertebrate Anatomy

Vertebrates have been around for millions of years. In that time, they have evolved morphological attributes to live in the sea, on land, and in the air; hunt or scavenge food; escape from predation; and more. Yet despite the vast differences that have evolved, vertebrates (including humans) share many common traits. In this course, we will explore the evolution of the vertebrate body plan, focusing specifically on the evolution of form and function in many body systems. We will examine the evolution of homologous structures and identify how vertebrates have evolved a wide array of adaptations within the constraints of evolution. Though anatomy courses necessitate memorization of some key structures, we will focus more on the function of those structure, the broad principles of evolution, and the research techniques used in the related field of functional morphology rather than memorizing large lists of terms.

• Department: Biological Sciences @Barnard
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Jordan Balaban
  Info
• 3 points

Visual Neuroscience: From the Eyeball to

VISUAL NEUROSCIENCE

By absorbing electromagnetic radiation through their eyes, people are able to catch frisbees, recognize faces, and judge the beauty of art. For most of us, seeing feels effortless. That feeling is misleading. Seeing requires not only precise optics to focus images on the retina, but also the concerted action of millions of nerve cells in the brain. This intricate circuitry infers the likely causes of incoming patterns of light and transforms that information into feelings, thoughts, and actions. In this course we will study how light evokes electrical activity in a hierarchy of specialized neural networks that accomplish many unique aspects of seeing. Students will have the opportunity to focus their study on particular aspects, such as color, motion, object recognition, learning, attention, awareness, and how sight can be lost and recovered.  Throughout the course we will discuss principles of neural information coding (e.g., receptive field tuning, adaptation, normalization, etc.) that are relevant to other areas of neuroscience, as well as medicine, engineering, art and design.

• Department: Neuroscience & Behavior @Barnard
• W 10:10 a.m.-noon
• Instructor: Alex White
  h-index: 13 Info
• 4 points

ADOLESCENT PSYCHOLOGY

Prerequisites: BC1001 and BC1129 Developmental Psychology or permission of the instructor. Enrollment limited to 20 senior majors. Barnard students receive priority. Examines adolescent development in theory and reality. Focuses on individual physiological, sexual, cognitive, and affective development and adolescent experiences in their social context of family, peers, school, and community. Critical perspectives of gender, race and ethnicity, sexuality, and teen culture explored.

• Department: Psychology @Barnard
• Instructor: Erica Musser
  Info
• 4 points

TOPICS IN NEUROETHICS

Prerequisites: BC1001 and one of the following: Neurobiology, Behavioral Neuroscience, Fundamentals of Neuropsychology, or permission of the instructor. Enrollment limited to 20 students. Recent advancements in neuroscience raise profound ethical questions. Neuroethics integrates neuroscience, philosophy, and ethics in an attempt to address these issues. Reviews current debated topics relevant to the brain, cognition, and behavior. Bioethical and philosophical principles will be applied allowing students to develop skill in ethical analysis.

• Department: Neuroscience & Behavior @Barnard
• R 9 a.m.-10:50 a.m.
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• 4 points

MODELS OF NEUROPSYCHIATRIC DISORDERS

MODELS NEUROPSYCHIATRIC D

This course is a seminar designed to enhance students understanding of the methods used in primary research to inform how we study and understand the neural basis of both normative and pathological behavior in humans through the use of model systems. Through this course students will read and discuss primary research papers, debate the merits, limitations, and applicability of various approaches for advancing our understanding of the human condition, gain skills in presentation of scientific data, and a richer understanding of the scientific process. Topics covered will include the study of depression, anxiety, aging, memory, evolution, developmental disorders, and genetics (among others).

• Department: Neuroscience & Behavior @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Kevin G Bath
  Info
• 4 points

CANINE COGNITION

Prerequisites: PSYC BC1001 and one other Psychology course. Enrollment limited to 15 students. Permission of the instructor is required. An examination of the scientific study of the domestic dog. Emphasis will be on the evolutionary history of the species; the dogs social cognitive skills; canid perceptual and sensory capacities; dog-primate comparative studies; and dog-human interaction.

• Department: Psychology @Barnard
• T 12:10 p.m.-2 p.m.
• Instructor: Alexandra C Horowitz
  CULPA: 23 Wikipedia Info
• 4 points

RESEARCH SEMINAR IN HISTORY I

Prerequisites: Open to Barnard College History Senior Majors. Individual guided research and writing in history and the presentation of results in seminar and in the form of the senior essay. See Requirements for the Major for details.

• Department: History @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Angelo Caglioti
  h-index: 2 Info
• Instructor: Dale Booth
  Info
• Instructor: Abosede A George
  CULPA: 14 Wikipedia Info
• Instructor: Lisa Tiersten
  CULPA: 45 Info
• Instructor: Thai S Jones
  CULPA: 1 Info
• Instructor: Alfonso Salgado
  Info
• 4 points

RESEARCH SEMINAR IN HISTORY I

Prerequisites: Open to Barnard College History Senior Majors. Individual guided research and writing in history and the presentation of results in seminar and in the form of the senior essay. See Requirements for the Major for details.

• Department: History @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Alfonso Salgado
  Info
• 4 points

PSYCHOBIOLOGY OF STRESS

• Department: Neuroscience & Behavior @Barnard
• R 2:10 p.m.-4 p.m.
• Instructor: Russell D Romeo
  CULPA: 9 Info
• 4 points

NEURODEVELOPMENTAL DISABILITIES

INTERVENTIONS DEVELOP DISABIL

The purpose of this course is to introduce students to the history of disability as a construct, as well as major models of disability. Both medical and social models (as well as others) will be examined across each of the major neurodevelopmental disabilities explored, including: ADHD, autism, intellectual disability, specific learning disability, and communication/language/speech and motor disabilities. We will examine the ways in which disability is rooted in disparities associated with power and resources, political rights, and social status. We will also utilize an intersectional lens in approaching disability to examine intersections with class, ethnicity, gender, race, sexuality, and more. For each disability, we will examine cultural, historical, and socio-political context; diagnostic criteria; epidemiology; etiology; assessment; and interventions/common accommodations. For each disability, we will also engage with several first-person, lived experience accounts and attempt to identify links to the different models and theories of disability, as well as theories of intersectionality.

• Department: Psychology @Barnard
• R 2:10 p.m.-4 p.m.
• Instructor: Erica Musser
  Info
• 4 points

American Studies Methods: Archive Fever

AMST Methods: Archive Fev

Introduction to the theoretical approaches of American Studies, as well as the methods and materials used in the interdisciplinary study of American society. Through close reading of a variety of texts (e.g. novels, films, essays), we will analyze the creation, maintenance, and transmission of cultural meaning within American society.

• Department: American Studies @Barnard
• Instructor: Jennie Kassanoff
  CULPA: 20 Info
• 4 points

SOUND DESIGN

Prerequisites: Permission of instructor given at first class meeting. Studies the art and practice of designing sound and scoring music for dramatic performance. Students study the relationship between concert and incidental music, and read plays toward the production of a score for live theatre. Students also read broadly in the fields of sound, music, acoustics, and the cultural analysis of sound as a component of performance. Background in music or composition not essential. .

• Department: Theatre @Barnard
• M 1:10 p.m.-4 p.m.
• Instructor: Daniel Baker
  Info
• 3 points

SCENE DESIGN

Prerequisites: Enrollment limited to 12 students. Permission of instructor given at first class meeting. Introduction to designing for the theatre. The course will focus on set design, developing skills in script analysis, sketching, model making, storyboarding and design presentation. Some investigation into theatre architecture, scenic techniques and materials, and costume and lighting design.

• Department: Theatre @Barnard
• F 11 a.m.-1:50 p.m.
• 3 points

SEMINAR IN CLINICAL PSYCHOLOGY

PersonalityDisorders

This course offers an in-depth examination of depressive disorders, including major depressive disorder, persistant depressive disorder, post-partum depression, premenstrual dysmorphic disorder, and pediatric depression.   Topics include historical perspectives, current understanding of diagnoses and symptoms, neural changes associated with the disorders, and research on effective treatments.  Emphasis will be placed on the impact of depressive disorders on families and communities, as well as gender and cultural differences in diagnosis, treatment and outcomes.

• Department: Psychology @Barnard
• Instructor: Kathleen M Taylor
  CULPA: 78 Info
• 4 points

STAGE MANAGEMENT

Prerequisites: Permission of the instructor, given at first class meeting. This course explores the role of the stage manager and production manager in theatrical production. Students undertake hands-on exercises to develop the practical and collaborative skills essential to working both as a stage manager and production manager--script analysis; production timeline and rehearsal management; technical rehearsal; budgeting; working with directors and designers; working with unions; health and safety codes; house management; box office.

• Department: Theatre @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Michael Banta
  Info
• 3 points

PRIVACY IN A NETWORKED WORLD

The ubiquity of computers and networks in business, government, recreation, and almost all aspects of daily life has led to a proliferation of online sensitive data: data that, if used improperly, can harm the data subjects. As a result, concern about the use, ownership, control, privacy, and accuracy of these data has become a top priority. This seminar course focuses on both the technical challenges of handling sensitive data, the privacy implications of various technologies, and the policy and legal issues facing data subjects, data owners, and data users.

• Department: Computer Science @Barnard
• Instructor: Rebecca N Wright
  Wikipedia h-index: 34 Info
• 4 points

USABLE SECURITY AND PRIVACY

This course explores human factors in computer security and privacy, primarily through in-class activities and discussions, research readings, and a course research project. In this course, we discuss fundamental concepts in the field of Usable Security and Privacy, including why we, as computer scientists, must understand users' security and privacy perceptions, experiences, and contexts in order to design and deploy security and privacy mechanisms. We explore both classical and current-day research, covering topics like usable authentication, developers as a user group, security and privacy advice for the "general population," user perceptions of and reactions to (in)security on the web, and security and privacy for vulnerable users. Throughout our study of research topics, we also cover human-centered research methodology (and the ethical application of these methods), focusing on interviews as a methodology for the final project. Homework assignments include reading, short writing assignments, and data analysis. Students propose and complete a course project, which will be a mini research project on a usable security and privacy topic of their choice.

• Department: Computer Science @Barnard
• Instructor: Lucy Simko
  Info
• 3 points

LANGUAGE & REVOLUTION

Prerequisites: Third-year bridge course (W3300), and introductory surveys (W3349, W3350). Kants Enlightenment motto, sapere aude, took on political significance for Spanish American revolutionaries who made their case in prose, pushing against the constraints of the essay. This course traces the genres evolution from the transatlantic debate over political independence to the exuberant declarations of intellectual independence that would follow.

• Department: Spanish and Latin American Culture
• Instructor: Ronald D Briggs
  CULPA: 4 Info
• 3 points

NEIGHBORHOOD & COMMUNITY DVLP

New York City is made up of more than 400 neighborhoods. The concept of neighborhoods in cities has had many meanings and understandings over time. Equally complex is the concept of community used to describe the people attached to or defined by neighborhood. While neighborhood can be interpreted as a spatial, social, political, racial, ethnic, or even, economic unit; community often refers to the group of stakeholders (i.e. residents, workers, investors) whose interests directly align with the conditions of their environment. Community development is “a process where these community members come together to take collective action and generate solutions to common problems” that result from the changing contexts in their neighborhoods. Using a variety of theories and approaches, residents organize themselves or work with community development practitioners on the ground to obtain safe, affordable housing, improve the public realm, build wealth, get heard politically, develop human capital, and connect to metropolitan labor and housing markets. To address the ever-changing contexts of neighborhoods, community development organizations are taking on new roles and adapting (in various cases) to larger forces within the city, region and nation such as disinvestment, reinvestment, increased cultural diversity, an uncertain macroeconomic environment, and changes in federal policy. For more than a century, city-dwellers—and especially New Yorkers—have been tackling these challenges. This course will examine both historic and contemporary community building and development efforts, paying special attention to approaches which were shaped by New York City. This urban center, often described as a “city of neighborhoods,” has long been a seedbed for community-based problem-solving inventions. The course will focus on the theories (why?), tools (how?), and actors (who?) within the field of community development practice and is organized around important sectors (housing, econom

• Department: Urban Studies @Barnard
• Instructor: Faculty
  h-index: 37 Info
• 3 points

Field Work & Research Seminar: Toddler C

FLDWRK-RSRCH SEM-BAR TOD CNTR

PSYC BC1129/2129 (with or without lab) as well as permission of the instructor.

The Barnard Toddler Center provides the focus for this seminar and research in applied developmental psychology, an amalgam of developmental, educational, and clinical psychology. The seminar integrates theory and research and for AY 20-21 will use daily recordings of the toddler sessions as the centerpiece for understanding early development. The unique context of Covid19 will be used to understand risks in development, especially for vulnerable children and families. Second term students will also conduct research on parenting during the pandemic.

• Department: Psychology @Barnard
• T 2:10 p.m.-4 p.m.
• Instructor: Anna Shusterman
  Info
• 4 points

HIST APPROACHES FEMINIST QUES

Comparative study of gender, race, and sexuality through specific historical, socio-cultural contexts in which these systems of power have operated. With a focus on social contexts of slavery, colonialism, and modern capitalism for the elaboration of sex-gender categories and systems across historical time.

• Department: Women's, Gender, Sexuality Studies @Barnard
• Instructor: Lisa Duggan
  Info
• 4 points

WATER WORLDS IN LITERARY IMAGINATION

WATER WORLDS LITERARY

This interdisciplinary course surveys literary, cinematic, historical and other archival text representations of time and change in and around waterways in the Global South—oceanic, riverine, at the littoral and in hinterlands. It is animated by questions of how people live with water as horizon, resource, life-giving source, as ancestral boundaries and threat. We do so now in a time when climate change refocuses our dependencies upon, and vulnerabilities to, water.

Our themes are shaped by water’s influence on the rhythms of lives, and how these rhythms have been changed and are changing—deliberately, as in dam building and its aftermaths in lives, and through climate change.

• Department: Africana Studies (AFSB)
• R 12:10 p.m.-2 p.m.
• Instructor: Yvette Christianse
  Wikipedia Info
• 4 points

STUDIES IN U.S. IMPERIALISM

Historical, comparative study of the cultural effects and social experiences of U.S. imperialism, with attention to race, gender and sexuality in practices of domination and struggle.

• Department: Women's, Gender, Sexuality Studies @Barnard
• Instructor: Neferti Tadiar
  CULPA: 10 Wikipedia Info
• 4 points

GLOBAL LITERATURES IN ENGLISH

The title of this course suggests that there are literatures across the “globe” written in English, and that we will study them. But this statement rests on a series of assumptions: the
a priori
existence of a globe with latitudes, longitudes, and borders; a singular category of “literature” produced in different geographical locations across the globe; and finally, that these literatures are written in English. During the course of the semester, we will investigate and (occasionally overturn) all three of these assumptions. 

In order to do so, we will read across different literary genres (short stories and novels, plays, poetry, and essays), while also reading texts that move between these genres or defy them altogether. We will read texts that were originally written in English, as well as texts that have been translated into English, and we will learn and discuss the term “global anglophone” along with the ways in which this term has been challenged. During our collective readings and discussions, we will map the locations that arise in each text
and
the locations out of which these texts arise. We will study the relationship between literature, translation, and mapping, and we will learn and discuss the concept of planetary thinking and writing as an alternative to border and global thinking.

• Department: English @Barnard
• Instructor: Atefeh Akbari Shahmirzadi
  Info
• 3 points

Senior Seminar I (Barnard)

SENIOR SEMINAR I

Student-designed capstone research projects offer practical lessons about how knowledge is produced, the relationship between knowledge and power, and the application of interdisciplinary feminist methodologies.

• Department: Women's, Gender, Sexuality Studies @Barnard
• Instructor: Manijeh Moradian
  Info
• 4 points

JUNIOR SEMINAR IN URBAN STUDIES

JUNIOR SEMINAR URBAN STUD

Prerequisites: Non-majors admitted by permission of instructor. Students must attend first class. Enrollment limited to 16 students per section. Introduction to the historical process and social consequences of urban growth, from the middle of the nineteenth century to the present.

• Department: Urban Studies @Barnard
• R 2:10 p.m.-4 p.m.
• T 4 p.m.-6 p.m.
• Instructor: Nick R Smith
  h-index: None Info
• Instructor: Angela Simms
  Info
• 4 points

QUEER HARLEM

This course explores representations of queer Harlem in African American literature, sonic culture, and performance. We will consider the history and making of Harlem, key figures of the Harlem Renaissance, and the aesthetic innovations of writers and artists who defied the racial, sexual, and gendered conventions of their time. We will be guided by an intersectional approach to the study of race, gender, and sexuality and the methods of Black queer studies, African American and African diaspora literary studies, as well as sound and performance scholarship. We will ask when, where, and what was/is gay Harlem; how we might excavate its histories; map its borders; and speculate on its material and imagined futures.

• Department: Africana Studies (AFSB)
• Instructor: Maleda Belilgne
  Info
• 4 points

SCREENDANCE:COMPOSITION

Prerequisites: Must have taken a Dance Department Composition course, have some dance training. This experiential, hands-on course requires all students to choreograph, dance, and film. Focusing on single-shot film-making, the duet of the camera and the dance will create an understanding of the interaction between the two, enabling students to create a final short film.

• Department: Dance @Barnard
• TR 11 a.m.-12:50 p.m.
• Instructor: Gabri Christa
  CULPA: 1 Info
• 3 points

DANCES OF INDIA

A range of dance genres, from the traditional to the innovative, co-exist as representations of Indianness in India, and beyond. Identities onstage and in films, morph as colonial, national, and global contexts change. This course zooms from micro to macro views of twentieth century staged dances as culturally inflected discourse. We review how Indian classical dance aligns with the oldest of performance texts, and with lively discourses (rasa as a performance aesthetic, Orientalism, nationalism, global recirculations) through the ages, not only in India but also in Europe, Britain and America. Throughout the course, we ask:- How is culture embodied? How do historical texts configure dance today? How might they affect our thinking on mind-body, practice-theory, and traditional-contemporary divides? How does bodily patterning influence the ways that we experience our surroundings and vice versa? Can cultural imaginaries instigate action? How is gender is performed? What are dance discourses?

• Department: Dance @Barnard
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Uttara Coorlawala
  CULPA: 4 Info
• 3 points

DANCE CRITICISM

This course offers intensive practice in writing on dance and explores a range of
approaches to dance criticism from the 1940s through today. Starting from the premise
that criticism can be an art form in itself, we ask: What are the roles and responsibilities
of a critic? How do our own identities and experiences inform how we see and write?
With the proliferation of dance in digital spaces, what new possibilities arise for dance
criticism? Class meetings include discussion, writing exercises, and peer workshops.
Assignments involve viewing performances outside of class.

• Department: Dance @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Siobhan F Burke
  CULPA: 2 Info
• 3 points

HISTORY OF SOCIAL DANCING

• Department: Dance @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Seth S Williams
  CULPA: 1 Info
• 3 points

Anti-Apartheid Solidarity Movement

This course examines the struggle against South African apartheid with a particular focus on the global solidarity movement in the 20th century. The class will examine key turning points in the movement, its connection with broader anti-colonial and anti-racist struggles, gendered constructs of apartheid and feminist leadership in the movement, and the circulation of theories of racial capitalism. Students will understand how and why apartheid became a global concern. Students will work on a project using the primary source material available on the African Activist Archive Digital Project at Michigan State University.

• Department: History @Barnard
• R 4:10 p.m.-6 p.m.
• Instructor: Premilla Nadasen
  CULPA: 10 Wikipedia Info
• 4 points

SR SEM IN BIOLOGY

Required for all majors who do not select the year-long Senior Thesis Research & Seminar (BIOL BC3593 & BC3594) to fulfill their senior capstone requirement. These seminars allow students to explore the primary literature in the Biological Sciences in greater depth than can be achieved in a lecture course. Attention will be focused on both theoretical and empirical work. Seminar periods are devoted to oral reports and discussion of assigned readings and student reports. Students will write one extensive literature review of a topic related to the central theme of the seminar section. 
Topics vary per semester and include, but are not limited to:
 Plant Development
, 
Animal Development & Evolution,
 Molecular Evolution, Microbiology & Global Change, Genomics, Comparative & Reproductive Endocrinology, and Data Intensive Approaches in Biology.

• Department: Biological Sciences @Barnard
• F 12:10 p.m.-2 p.m.
• Instructor: Rafael Marcondes
  Info
• 4 points

GUIDED RESEARCH & SEMINAR

This year-long course is open to junior and senior Biology majors and minors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give a poster presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills two upper-level laboratory requirements for the Biology major or minor. This course must be taken in sequence, beginning with BIOL BC3591 in the Fall and continuing with BIOL BC3592 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3593-BIOL BC3594.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

GUIDED RESEARCH & SEMINAR

This year-long course is open to junior and senior Biology majors and minors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give a poster presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills two upper-level laboratory requirements for the Biology major or minor. This course must be taken in sequence, beginning with BIOL BC3591 in the Fall and continuing with BIOL BC3592 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3593-BIOL BC3594.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

SENIOR SEMINAR

Research and scholarly writing in chosen topics relating to dance. Methods of investigation are drawn from prominent archival collections and personal interviews, as well as other resources. Papers are formally presented to the Dance Department upon completion.

• Department: Dance @Barnard
• T 10:10 a.m.-noon
• T 12:10 p.m.-2 p.m.
• Instructor: Paul A Scolieri
  CULPA: 19 Info
• 4 points

NEUROSCIENCE GUIDED RESEARCH

This lab-based course introduces students to advanced methods in cognitive neuroscience, focusing on the application of electroencephalography (EEG) for real-time recording of brain activity. Unlike traditional approaches that study how the brain responds to different external stimuli or task demands, this course centers on spontaneous brain activity that occurs during rest or just before experimental events. Whether or not spontaneous brain activity is just meaningless noise remains an active area of research in cognitive neuroscience. Some researchers believe that spontaneous brain activity may be an important factor shaping our subjective experience of the world. However, the underlying mechanisms remain elusive in part due to the challenges in objectively defining and measuring subjective experience.

In this course, students will address this challenge by developing methods to study the relationship between spontaneous brain activity and subjective experience, with a particular focus on mind-wandering and the sensory phenomena elicited by Ganzflicker and Ganzfeld stimulation. The course culminates in independent research projects where students test their hypotheses by collecting and analyzing behavioral and EEG data. Key questions to address include: can spontaneous fluctuations in brain activity account for why people sometimes zone out while performing a task? Can the same fluctuations explain why people sometimes have different sensory experiences despite constant external stimuli? Do individual variations in spontaneous brain activity help explain why some people are more likely to report such experiences?

Note: The course involves weekly in person meetings as well as asynchronous work on data acquisition, analysis, and primary article readings for approximately 6 additional hours per week (on average).

• Department: Neuroscience & Behavior @Barnard
• M 1 p.m.-5 p.m.
• Instructor: Kara Pham
  CULPA: 9 Info
• 4 points

SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

This year-long course is open to senior Biology majors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give an oral presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills the senior capstone requirement for the Biology major. This course must be taken in sequence, beginning with BIOL BC3593 in the Fall and continuing with BIOL BC3594 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3591-BIOL BC3592.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

This year-long course is open to senior Biology majors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give an oral presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills the senior capstone requirement for the Biology major. This course must be taken in sequence, beginning with BIOL BC3593 in the Fall and continuing with BIOL BC3594 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3591-BIOL BC3592.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

RSRCH/SEM-NEUROSCNCE&BEHAVIOR

Prerequisites: Open to senior Neuroscience and Behavior majors. Permission of the instructor. This is a year-long course. By the end of the spring semester program planning period during junior year, majors should identify the lab they will be working in during their senior year. Discussion and conferences on a research project culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution. Successful completion of the seminar substitutes for the major examination.

• Department: Neuroscience & Behavior @Barnard
• R 4:10 p.m.-6 p.m.
• Instructor: Russell D Romeo
  CULPA: 9 Info
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Alex White
  h-index: 13 Info
• Instructor: Kevin G Bath
  Info
• 4 points

SENIOR SEMINAR

A research and writing workshop designed to help students plan and execute a major research project, and communicate their ideas in a common scholarly language that crosses disciplinary boundaries. Content is determined by students thesis topics, and includes general sessions on how to formulate a proposal and how to generate a bibliography. Students present the fruits of their research in class discussions, culminating in a full-length seminar presentation and the submission of the written thesis.

• Department: Slavic Languages @Barnard
• Instructor: John Wright
  CULPA: 1 h-index: 44 Info
• 4 points

GUIDED RESEARCH

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research 
without 
a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A 
Project Approval Form
 must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research 
before
 you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year.

• Department: Biological Sciences @Barnard
• Instructor: Rafael Marcondes
  Info
• Instructor: Hilary Callahan
  CULPA: 4 h-index: 17 Info
• Instructor: John Glendinning
  CULPA: 23 h-index: 39 Info
• Instructor: Jordan Balaban
  Info
• Instructor: Jj L Miranda
  CULPA: 3 Info
• Instructor: Alison Pischedda
  CULPA: 3 h-index: 11 Info
• Instructor: Jonathan Snow
  CULPA: 7 h-index: 18 Info
• Instructor: Brian Morton
  CULPA: 21 Info
• Instructor: Jennifer H Mansfield
  CULPA: 2 h-index: 15 Info
• Instructor: Gabrielle Corradino
  Info
• Instructor: Jessica Goldstein
  CULPA: 14 Info
• Instructor: Emlyn J Resetarits
  Info
• 1-4 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• Instructor: Christian Rojas
  CULPA: 24 Info
• Instructor: Marisa C Buzzeo
  CULPA: 2 Info
• Instructor: Dina C Merrer
  CULPA: 24 Info
• Instructor: Andrew C Crowther
  CULPA: 1 Info
• Instructor: Michael Campbell
  Info
• Instructor: Rachel Austin
  CULPA: 18 Wikipedia h-index: 28 Info
• Instructor: Christina Vizcarra
  CULPA: 1 Info
• Instructor: Rebecca Donegan
  Info
• Instructor: Meenakshi S Rao
  CULPA: 24 Info
• 2 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• 2 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• Instructor: Christian Rojas
  CULPA: 24 Info
• Instructor: Marisa C Buzzeo
  CULPA: 2 Info
• 4 points