INTRODUCTION TO PSYCHOLOGY
This course is a prerequisite for the Psychology Major, as well as for most other Barnard PSYC courses (be sure to check all course information before enrolling in a course).
The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: UN1001 The Science of Psychology; and UN1021 Science of Psychology: Explorations/Applications.
- TR 9 a.m.-12:10 p.m.
-
Instructor:
Kathleen M Taylor
CULPA: 78 Info - 3 points
INTRODUCTION TO PSYCHOLOGY
This course is a prerequisite for the Psychology Major, as well as for most other Barnard PSYC courses (be sure to check all course information before enrolling in a course).
The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: UN1001 The Science of Psychology; and UN1021 Science of Psychology: Explorations/Applications.
- TR 9 a.m.-12:10 p.m.
-
Instructor:
Kathleen M Taylor
CULPA: 78 Info - 3 points
Earth and Environmental Science in Today
EARTH & ENVIRO SCIENCE TO
In responding to the environmental issues we face today, it is critical to recognize the science behind them. This course will teach students the basic concepts in earth science/geology essential to understanding the mechanisms of our current climate crisis. These foundational concepts are crucial for any student who is interested in not only the natural sciences, but for those who wish to pursue careers related to environmental justice, sustainability, and other social science fields. Students will explore how and where natural resources form, as well as how we are rapidly depleting these reserves. Students will also learn about natural disasters and how these affect certain communities more than others. Students will gain an understanding of the formation of rocks and minerals and their economic significance. Students will be able to use the cumulative knowledge they gained during the first weeks of class to have a better understanding of the global climate issues we face and to use this information to conduct presentations on an environmental topic of their choice. The format of the course will be as follows: Primarily lecture, followed by class discussions, group activities and at least one lab component.
- TR 1 p.m.-4:10 p.m.
-
Instructor:
Sedelia Rodriguez
CULPA: 1 Info - 3 points
Earth and Environmental Science in Today
EARTH & ENVIRO SCIENCE TO
In responding to the environmental issues we face today, it is critical to recognize the science behind them. This course will teach students the basic concepts in earth science/geology essential to understanding the mechanisms of our current climate crisis. These foundational concepts are crucial for any student who is interested in not only the natural sciences, but for those who wish to pursue careers related to environmental justice, sustainability, and other social science fields. Students will explore how and where natural resources form, as well as how we are rapidly depleting these reserves. Students will also learn about natural disasters and how these affect certain communities more than others. Students will gain an understanding of the formation of rocks and minerals and their economic significance. Students will be able to use the cumulative knowledge they gained during the first weeks of class to have a better understanding of the global climate issues we face and to use this information to conduct presentations on an environmental topic of their choice. The format of the course will be as follows: Primarily lecture, followed by class discussions, group activities and at least one lab component.
- TR 1 p.m.-4:10 p.m.
-
Instructor:
Sedelia Rodriguez
CULPA: 1 Info - 3 points
DESIGN FUTURES: NEW YORK CITY
How does design operate in our lives? What is our design culture? In this course, we explore the many scales of design in contemporary culture -- from graphic design to architecture to urban design to global, interactive, and digital design. The format of this course moves between lectures, discussions, collaborative design work and field trips in order to engage in the topic through texts and experiences.
- MW 1 p.m.-4:10 p.m.
-
Instructor:
Michael E Schissel
Info - 3 points
DESIGN FUTURES: NEW YORK CITY
How does design operate in our lives? What is our design culture? In this course, we explore the many scales of design in contemporary culture -- from graphic design to architecture to urban design to global, interactive, and digital design. The format of this course moves between lectures, discussions, collaborative design work and field trips in order to engage in the topic through texts and experiences.
- MW 1 p.m.-4:10 p.m.
-
Instructor:
Michael E Schissel
Info - 3 points
NEW YORK CITY IN FILM
This course will explore the representation of New York City in film. We will examine the way that film portrays social problems and either creates or responds to “social panics.” We will also examine the way in which film actively creates an idea of “New York” through cinematography, directing, acting and other aspects of filmmaking. Some topics to be considered are utopia/dystopia, race, ethnicity, class, gender, sexuality, art, immigration, houselessness, and gentrification. The course follows three main themes: 1. How the filmmaking process (camera movements, lighting, dialogue, acting, etc.) is used as a method to describe space (filmmaking as a geographic method). 2. How various genres of film have been used to portray the social geography of New York City (the geography of film). 3. The relationship between the viewer’s “place” and the places portrayed in the film (communication geography). Finally, we will also consider how our personal sense of place towards New York City has altered throughout the course.
- MW 5:30 p.m.-8:40 p.m.
-
Instructor:
Ross T Hamilton
CULPA: 25
Info
- 3 points
NEW YORK CITY IN FILM
This course will explore the representation of New York City in film. We will examine the way that film portrays social problems and either creates or responds to “social panics.” We will also examine the way in which film actively creates an idea of “New York” through cinematography, directing, acting and other aspects of filmmaking. Some topics to be considered are utopia/dystopia, race, ethnicity, class, gender, sexuality, art, immigration, houselessness, and gentrification. The course follows three main themes: 1. How the filmmaking process (camera movements, lighting, dialogue, acting, etc.) is used as a method to describe space (filmmaking as a geographic method). 2. How various genres of film have been used to portray the social geography of New York City (the geography of film). 3. The relationship between the viewer’s “place” and the places portrayed in the film (communication geography). Finally, we will also consider how our personal sense of place towards New York City has altered throughout the course.
- MW 5:30 p.m.-8:40 p.m.
-
Instructor:
Ross T Hamilton
CULPA: 25
Info
- 3 points
BAD LOVE
This seminar reads stories of love gone bad, of romances that end catastrophically, that damage lovers or leave victims along the way. We will illuminate the consuming fantasy of the romance genre in its quest for “true love,” as well as a range of emotions – rage and revenge, narcissism and self-protection, obsession and oblivion – that surface in its wake. We will also look at shifting interpretations of “bad love,” from Plato, to the Galenic theory of the humors, to the sociology of court-culture, to Freudian and finally contemporary neurobiological explanations of feelings. Students are welcome to propose texts of their own interests to open this course to the widest range of interests. In addition to seminar discussion, there will be weekly individual tutorials with Professor Hamilton as well as zoom interviews with a neurobiologist and a psychologist if it can be arranged.
- MW 1 p.m.-4:10 p.m.
-
Instructor:
Ross T Hamilton
CULPA: 25
Info
- 3 points
BAD LOVE
This seminar reads stories of love gone bad, of romances that end catastrophically, that damage lovers or leave victims along the way. We will illuminate the consuming fantasy of the romance genre in its quest for “true love,” as well as a range of emotions – rage and revenge, narcissism and self-protection, obsession and oblivion – that surface in its wake. We will also look at shifting interpretations of “bad love,” from Plato, to the Galenic theory of the humors, to the sociology of court-culture, to Freudian and finally contemporary neurobiological explanations of feelings. Students are welcome to propose texts of their own interests to open this course to the widest range of interests. In addition to seminar discussion, there will be weekly individual tutorials with Professor Hamilton as well as zoom interviews with a neurobiologist and a psychologist if it can be arranged.
- MW 1 p.m.-4:10 p.m.
-
Instructor:
Ross T Hamilton
CULPA: 25
Info
- 3 points
THE JAZZ OF CHEMISTRY
The contribution of chemistry to everyday life is immense. The applications of chemistry in medicine, petrochemicals, cosmetics, and fertilizers are readily apparent. However, the knowledge and applications of chemistry come in handy in many other fascinating fields, some of which may be less than obvious. Examples of areas in which chemistry plays a key role include forensic science; art restoration and forgery detection; and flavors and fragrances in food, beverages and other consumer products. The goal of this course is to provide insights and spur discussion of several areas and applications of chemistry, while gaining hands-on experience in techniques used in these fields.
- MW 1 p.m.-4:10 p.m.
-
Instructor:
Meenakshi S Rao
CULPA: 24 Info - 3 points
THE JAZZ OF CHEMISTRY
The contribution of chemistry to everyday life is immense. The applications of chemistry in medicine, petrochemicals, cosmetics, and fertilizers are readily apparent. However, the knowledge and applications of chemistry come in handy in many other fascinating fields, some of which may be less than obvious. Examples of areas in which chemistry plays a key role include forensic science; art restoration and forgery detection; and flavors and fragrances in food, beverages and other consumer products. The goal of this course is to provide insights and spur discussion of several areas and applications of chemistry, while gaining hands-on experience in techniques used in these fields.
- MW 1 p.m.-4:10 p.m.
-
Instructor:
Meenakshi S Rao
CULPA: 24 Info - 3 points
STATISTICS LECTURE AND RECITATION
STATISTICS LECTURE&RECITATION
Prerequisite (or co-requisite): PSYC BC1001. Lecture course and associated recitation section introducing students to statistics and its applications to psychological research. The course covers basic theory, conceptual underpinnings, and common statistics. The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: STAT UN1001 Introduction to Statistical Reasoning; STAT UN1101 Introduction to Statistics; STAT UN1201 Introduction to Statistics.
- MW 1 p.m.-5 p.m.
-
Instructor:
Mariel Roberts
h-index: None Info - 4 points
STATISTICS LECTURE AND RECITATION
STATISTICS LECTURE&RECITATION
Prerequisite (or co-requisite): PSYC BC1001. Lecture course and associated recitation section introducing students to statistics and its applications to psychological research. The course covers basic theory, conceptual underpinnings, and common statistics. The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: STAT UN1001 Introduction to Statistical Reasoning; STAT UN1101 Introduction to Statistics; STAT UN1201 Introduction to Statistics.
- MW 1 p.m.-5 p.m.
-
Instructor:
Mariel Roberts
h-index: None Info - 4 points
EDUCATIONAL FOUNDATIONS
Introduction to the psychological, philosophical, sociological, and historical foundations of education as way to understand what education is, how education has become what it is, and to envision what education should be.
- TR 11 a.m.-3 p.m.
-
Instructor:
Nora M Gross
Info - 4 points
EDUCATIONAL FOUNDATIONS
Introduction to the psychological, philosophical, sociological, and historical foundations of education as way to understand what education is, how education has become what it is, and to envision what education should be.
- TR 11 a.m.-3 p.m.
-
Instructor:
Nora M Gross
Info - 4 points
DEAD MOTHERS AND WICKED STEPMOTHERS: THE
DEAD MOTHER-WICKED STEPMO
You know them well: on one side, the scheming, jealous stepmother, obsessed with her fading youth. On the other, her husband’s virginal, naive, and beautiful daughter – whose own mother is usually dead. The conflict between them is so familiar that it feels inevitable. Where, though, did these nearly universal figures come from? Why are they so ingrained in the imaginations of people around the world and across the millennia? In this course, we’ll explore the roots of the maternal in folk and fairy tales. We’ll analyze a variety of stories and films to investigate the “absent mother,” “virginal daughter,” and “wicked stepmother” from different critical perspectives, paying special attention to analytical psychology and feminist psychoanalytic theories, to try to figure out why these figures are so compelling, so ubiquitous, and so hard to shake.
- TR 9 a.m.-12:10 p.m.
-
Instructor:
Wendy C Schor-Haim
CULPA: 11
Info
- 3 points
DEAD MOTHERS AND WICKED STEPMOTHERS: THE
DEAD MOTHER-WICKED STEPMO
You know them well: on one side, the scheming, jealous stepmother, obsessed with her fading youth. On the other, her husband’s virginal, naive, and beautiful daughter – whose own mother is usually dead. The conflict between them is so familiar that it feels inevitable. Where, though, did these nearly universal figures come from? Why are they so ingrained in the imaginations of people around the world and across the millennia? In this course, we’ll explore the roots of the maternal in folk and fairy tales. We’ll analyze a variety of stories and films to investigate the “absent mother,” “virginal daughter,” and “wicked stepmother” from different critical perspectives, paying special attention to analytical psychology and feminist psychoanalytic theories, to try to figure out why these figures are so compelling, so ubiquitous, and so hard to shake.
- TR 9 a.m.-12:10 p.m.
-
Instructor:
Wendy C Schor-Haim
CULPA: 11
Info
- 3 points
MIND/BRAIN DISORDERS
Mental disorders have historically been distinguished from other medical illnesses because they affect the higher cognitive processes that are referred to as the “mind”. Neuroscience offers one way for understanding mental disorders, asserting that the mind is a manifestation of brain activity, thereby categorizing these disorders as essentially brain disorders. This course explores the ongoing search for the brain correlates of mental disorders and the significant impact this search has had on our contemporary understanding of mental health. Engaging with review and research papers on schizophrenia, autism spectrum, and mood disorders, students will learn to interpret experimental evidence in Neuroscience and to evaluate known theories through both supporting and non-supporting evidence. While the course acknowledges neuroscience's progress in understanding mental disorders, it also considers some of the problems encountered in viewing them as essentially biological phenomena: Can brain-based explanations capture the lived experience of mental disorders? Could these disorders also originate from outside the brain? How should they be treated, and should they be always treated?
NOTE: The course desctiption is the same for the fall/spring course and the summer course.
MIND/BRAIN DISORDERS
Mental disorders have historically been distinguished from other medical illnesses because they affect the higher cognitive processes that are referred to as the “mind”. Neuroscience offers one way for understanding mental disorders, asserting that the mind is a manifestation of brain activity, thereby categorizing these disorders as essentially brain disorders. This course explores the ongoing search for the brain correlates of mental disorders and the significant impact this search has had on our contemporary understanding of mental health. Engaging with review and research papers on schizophrenia, autism spectrum, and mood disorders, students will learn to interpret experimental evidence in Neuroscience and to evaluate known theories through both supporting and non-supporting evidence. While the course acknowledges neuroscience's progress in understanding mental disorders, it also considers some of the problems encountered in viewing them as essentially biological phenomena: Can brain-based explanations capture the lived experience of mental disorders? Could these disorders also originate from outside the brain? How should they be treated, and should they be always treated?
NOTE: The course desctiption is the same for the fall/spring course and the summer course.
Drawing in the City
Course Description:
This course will provide an opportunity to experience New York City through drawing. It will focus on drawing as a way of experiencing and viewing the world and as a way of expressing concepts. The class takes place both in the studio and in the city itself, including in cultural institutions, parks, cafes and the street. In sketchbooks and journals, students will document and elaborate upon their encounters with the city. The class will incorporate different themes, including: history, community, intimacy, exchange, structure, motion, architecture, nature. We will learn about different drawing techniques and uses of drawing. Exercises will at times intersect with quotidian urban activities. We will, for example, document a walk through the park or sit in a cafe working out visual ideas. Students will fill their sketchbook with drawn records of their experience of the city and will learn about the history of depicting the city through the eyes of different artists such as Edward Hopper, Martin Wong, Faith Ringold, Alice Neel, Florine Stettheimer and Mina Loy.
Readings, critiques and individual tutorials will be interspersed throughout the working sessions. Students will be required to write or draw in their journals inside and outside of class, and to share ideas and insights in a time allocated to this at the beginning of each class. Materials list will be provided and should be brought to class from the second class on.
- TR 1 p.m.-5 p.m.
-
Instructor:
Annabel M Daou
Info - 3 points
Drawing in the City
Course Description:
This course will provide an opportunity to experience New York City through drawing. It will focus on drawing as a way of experiencing and viewing the world and as a way of expressing concepts. The class takes place both in the studio and in the city itself, including in cultural institutions, parks, cafes and the street. In sketchbooks and journals, students will document and elaborate upon their encounters with the city. The class will incorporate different themes, including: history, community, intimacy, exchange, structure, motion, architecture, nature. We will learn about different drawing techniques and uses of drawing. Exercises will at times intersect with quotidian urban activities. We will, for example, document a walk through the park or sit in a cafe working out visual ideas. Students will fill their sketchbook with drawn records of their experience of the city and will learn about the history of depicting the city through the eyes of different artists such as Edward Hopper, Martin Wong, Faith Ringold, Alice Neel, Florine Stettheimer and Mina Loy.
Readings, critiques and individual tutorials will be interspersed throughout the working sessions. Students will be required to write or draw in their journals inside and outside of class, and to share ideas and insights in a time allocated to this at the beginning of each class. Materials list will be provided and should be brought to class from the second class on.
- TR 1 p.m.-5 p.m.
-
Instructor:
Annabel M Daou
Info - 3 points
Architectural Design Summer Studio: Envi
Arch Design: Envr Mediato
This architectural design summer studio course explores modes of visualization, technologies of mediation, and
spaces of environmental and material transformations. These explorations will be used as catalysts for
architectural analysis and design experimentation.
Introducing design methodologies that allow us to perceive and reshape spatial and material interactions in new
ways, the studio will focus on how architecture negotiates, alters or redirects multiple forces in our world:
physical, cultural, social, technological, political etc. The semester progresses through two projects that examine
unique atmospheric, spatial and urban conditions with the aid of multimedia visual techniques; and that employ
design to develop critical and creative interventions at different scales. Learning analog and digital drawing
techniques, physical model-making, and multimedia image production, students will work in the studio and
digital architecture lab. The course includes site visits and field trips in the city.
NOTE: The course may be used to fulfill major requirements. It can replace: ARCH 2101 Architectural Design:
Environment Mediations OR ARCH 2103 Architectural Design: Systems and Materials. OR students may use it as
an additional optional studio course to complement their overall studies in the major. Preference will be given
to students who have completed one studio course or Design Futures course.
- MW 9 a.m.-1 p.m.
-
Instructor:
Kadambari Baxi
Info - 4 points
Architectural Design Summer Studio: Envi
Arch Design: Envr Mediato
This architectural design summer studio course explores modes of visualization, technologies of mediation, and
spaces of environmental and material transformations. These explorations will be used as catalysts for
architectural analysis and design experimentation.
Introducing design methodologies that allow us to perceive and reshape spatial and material interactions in new
ways, the studio will focus on how architecture negotiates, alters or redirects multiple forces in our world:
physical, cultural, social, technological, political etc. The semester progresses through two projects that examine
unique atmospheric, spatial and urban conditions with the aid of multimedia visual techniques; and that employ
design to develop critical and creative interventions at different scales. Learning analog and digital drawing
techniques, physical model-making, and multimedia image production, students will work in the studio and
digital architecture lab. The course includes site visits and field trips in the city.
NOTE: The course may be used to fulfill major requirements. It can replace: ARCH 2101 Architectural Design:
Environment Mediations OR ARCH 2103 Architectural Design: Systems and Materials. OR students may use it as
an additional optional studio course to complement their overall studies in the major. Preference will be given
to students who have completed one studio course or Design Futures course.
- MW 9 a.m.-1 p.m.
-
Instructor:
Kadambari Baxi
Info - 4 points
Industrial Organizational Psychology
Study of behavior in organizational and business-related settings. Examination of such topics as employee motivation and satisfaction, communication patterns, effective leadership strategies, and organization development.
- TR 5:30 p.m.-8:40 p.m.
-
Instructor:
Joshua M Feinberg
Info - 3 points
Industrial Organizational Psychology
Study of behavior in organizational and business-related settings. Examination of such topics as employee motivation and satisfaction, communication patterns, effective leadership strategies, and organization development.
- TR 5:30 p.m.-8:40 p.m.
-
Instructor:
Joshua M Feinberg
Info - 3 points
COLONIAL ENCOUNTERS
Examines the shaping of European cultural identity through encounters with non-European cultures from 1500 to the post-colonial era. Novels, paintings, and films will be among the sources used to examine such topics as exoticism in the Enlightenment, slavery and European capitalism, Orientalism in art, ethnographic writings on the primitive, and tourism.
- MW 1 p.m.-4:10 p.m.
-
Instructor:
Lisa Tiersten
CULPA: 45
Info
- 3 points
COLONIAL ENCOUNTERS
Examines the shaping of European cultural identity through encounters with non-European cultures from 1500 to the post-colonial era. Novels, paintings, and films will be among the sources used to examine such topics as exoticism in the Enlightenment, slavery and European capitalism, Orientalism in art, ethnographic writings on the primitive, and tourism.
- MW 1 p.m.-4:10 p.m.
-
Instructor:
Lisa Tiersten
CULPA: 45
Info
- 3 points
WITCHES
What is this course about? Well, it’s about witches…but what are witches about? Witches are about
gender, sexuality, morality, fear, and authority, among other things. For millennia, female spirituality
and female sexuality have been paired in ways that reveal deep-seated anxieties about the female
body and its power. From ancient Mesopotamian goddess worship to the frenzied witch hunts of
early modern Europe to the child-devouring crones of folk tales from cultures around the world,
we’ll delve into what the witch and those who name and pursue her reveal about deeply-held cultural
beliefs, desires, and anxieties. We’ll work together to analyze the figure of the witch across time and
space and develop our own ideas about why she is so constantly compelling. We’ll also look at our
own sociocultural moment and connect what we learn about witches to the world around us.
- TR 9 a.m.-12:10 p.m.
-
Instructor:
Wendy C Schor-Haim
CULPA: 11
Info
- 3 points
WITCHES
What is this course about? Well, it’s about witches…but what are witches about? Witches are about
gender, sexuality, morality, fear, and authority, among other things. For millennia, female spirituality
and female sexuality have been paired in ways that reveal deep-seated anxieties about the female
body and its power. From ancient Mesopotamian goddess worship to the frenzied witch hunts of
early modern Europe to the child-devouring crones of folk tales from cultures around the world,
we’ll delve into what the witch and those who name and pursue her reveal about deeply-held cultural
beliefs, desires, and anxieties. We’ll work together to analyze the figure of the witch across time and
space and develop our own ideas about why she is so constantly compelling. We’ll also look at our
own sociocultural moment and connect what we learn about witches to the world around us.
- TR 9 a.m.-12:10 p.m.
-
Instructor:
Wendy C Schor-Haim
CULPA: 11
Info
- 3 points
Functional Human Anatomy
Careers in health care require an in depth knowledge of the anatomy of the human body. However, anyone can gain from an appreciation of the complexity of their own body. With this class, students will gain an understanding of how anatomical form and function are intertwined from the microscopic to macroscopic levels. Though any anatomy course necessarily involves the memorization of structures, this course has a strong focus on the functions of those structures as applied to everyday life! Rather than rote memorization, students will work to understand the anatomical, biomechanical, and physiological principles that govern how we move, feel, and think.
- TR 1 p.m.-4:10 p.m.
-
Instructor:
Jordan Balaban
Info - 3 points
Functional Human Anatomy
Careers in health care require an in depth knowledge of the anatomy of the human body. However, anyone can gain from an appreciation of the complexity of their own body. With this class, students will gain an understanding of how anatomical form and function are intertwined from the microscopic to macroscopic levels. Though any anatomy course necessarily involves the memorization of structures, this course has a strong focus on the functions of those structures as applied to everyday life! Rather than rote memorization, students will work to understand the anatomical, biomechanical, and physiological principles that govern how we move, feel, and think.
- TR 1 p.m.-4:10 p.m.
-
Instructor:
Jordan Balaban
Info - 3 points
World Dance History
A survey of the major dance traditions of Africa, Asia, Europe, India, the Middle East, and the Americas. Lectures and discussions address primary written and visual sources, ethnographic and documentary films, workshops, and performances.
- MW 9 a.m.-12:10 p.m.
-
Instructor:
Paul A Scolieri
CULPA: 19
Info
- 3 points
World Dance History
A survey of the major dance traditions of Africa, Asia, Europe, India, the Middle East, and the Americas. Lectures and discussions address primary written and visual sources, ethnographic and documentary films, workshops, and performances.
- MW 9 a.m.-12:10 p.m.
-
Instructor:
Paul A Scolieri
CULPA: 19
Info
- 3 points
Cookbook: Food as Art
This course examines food as a medium in contemporary art. To nourish by providing healthful food experiences creates communities and a sense of belonging, care and pleasure. This course and part take in vibrant community of artist chefs in New York City and the Hudson Valley. We will start by tracing the histories of representation of food as well as collaborations between artists, chefs and food growers and proceed to visit kitchens and farms led by artists. The class will cook, bake, pickle and taste food, grow food, serve food and develop its own community of curious Epicureans. Each student will develop, design, print and bind their own cookbook/travelogue, based on their culinary heritage and experiences in class.
No prior knowledge of any medium is required.
- MW 1 p.m.-5 p.m.
-
Instructor:
Irena Haiduk
Info - 4 points
Cookbook: Food as Art
This course examines food as a medium in contemporary art. To nourish by providing healthful food experiences creates communities and a sense of belonging, care and pleasure. This course and part take in vibrant community of artist chefs in New York City and the Hudson Valley. We will start by tracing the histories of representation of food as well as collaborations between artists, chefs and food growers and proceed to visit kitchens and farms led by artists. The class will cook, bake, pickle and taste food, grow food, serve food and develop its own community of curious Epicureans. Each student will develop, design, print and bind their own cookbook/travelogue, based on their culinary heritage and experiences in class.
No prior knowledge of any medium is required.
- MW 1 p.m.-5 p.m.
-
Instructor:
Irena Haiduk
Info - 4 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.
- MW 1 p.m.-5 p.m.
-
Instructor:
Fawziah Qadir
Info - 4 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.
- MW 1 p.m.-5 p.m.
-
Instructor:
Fawziah Qadir
Info - 4 points
Race, Gender, and Medicine: Social Justi
RACE,GENDR,MED: POLS OF H
Why is racism so prevalent in hospitals and other health care settings? What unique challenges do trans and gender-diverse youth face as a result of recent transphobic laws and policies? How are community organizers advocating for the end of medical neglect, abuse, and torture in prisons and migrant detention facilities? How do efforts to decolonize museums connect with grassroots struggles for environmental justice? In a (largely) seminar format, we will explore these questions and many others. By centering issues of gender, race, and sexuality, political approaches to medicine and public health challenge and expand contemporary debates in the medical humanities. This class provides an overview of the theoretical landscape and social movements that ground recent developments in the field, especially as it engages feminist theory, disability justice movements, critical race theory, queer theory, anti-colonial thought, and trans liberation movements. Special attention is paid to the structuring force of anti-Blackness in various clinical and research settings, the development and racialization of transgender medicine, and what it means to view state violence as an issue in public health and the medical humanities. The course will feature a key experiential learning component that includes visits to the American Museum of Natural History, the Sylvia Rivera Law Project, the Black Alliance for Just Immigration, and key sites where the Young Lords and Black Panther Party engaged in community health organizing.
- MW 1 p.m.-4:10 p.m.
-
Instructor:
Roberto Sirvent
Info - 3 points
Race, Gender, and Medicine: Social Justi
RACE,GENDR,MED: POLS OF H
Why is racism so prevalent in hospitals and other health care settings? What unique challenges do trans and gender-diverse youth face as a result of recent transphobic laws and policies? How are community organizers advocating for the end of medical neglect, abuse, and torture in prisons and migrant detention facilities? How do efforts to decolonize museums connect with grassroots struggles for environmental justice? In a (largely) seminar format, we will explore these questions and many others. By centering issues of gender, race, and sexuality, political approaches to medicine and public health challenge and expand contemporary debates in the medical humanities. This class provides an overview of the theoretical landscape and social movements that ground recent developments in the field, especially as it engages feminist theory, disability justice movements, critical race theory, queer theory, anti-colonial thought, and trans liberation movements. Special attention is paid to the structuring force of anti-Blackness in various clinical and research settings, the development and racialization of transgender medicine, and what it means to view state violence as an issue in public health and the medical humanities. The course will feature a key experiential learning component that includes visits to the American Museum of Natural History, the Sylvia Rivera Law Project, the Black Alliance for Just Immigration, and key sites where the Young Lords and Black Panther Party engaged in community health organizing.
- MW 1 p.m.-4:10 p.m.
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Instructor:
Roberto Sirvent
Info - 3 points
Economics of Work and Play
In 1930 Keynes predicted a 15-hour work week by the 21st century because he expected we would be at the foothills of the "economic promised land." He was more than right about technological progress and staggering productivity growth –– but dead wrong about the role work would play in our lives. Here we are, working 40+ hour weeks in mostly drab jobs, often under precarious employment conditions.
This course is centered on the concept of "work." The broad objectives of the course are: first, to facilitate a critical understanding of the meaning and significance of work for human life; second, to develop a set of theoretical and analytical tools to dissect and analyze specific work arrangements that we in fact encounter in the real world; and third, and perhaps more importantly, to imagine alternative arrangements of work life that might be better suited for human flourishing.
We begin with some of the central ideas in modern labor economics, including definition of work, labor supply and demand, market mechanisms of wage determination, human capital theory and incentive-based management. We then assess the underlying assumptions implied in this body of knowledge –– for example, from labor as input in production to profit maximization and utility maximization based on stable consumer preferences over material goods and services and leisure time. The springboard for this critical analysis is a set of alternative viewpoints on what constitutes "work activity" from various other academic disciplines including philosophy, anthropology, linguistics and psychology. These readings, with their origins in different historical and intellectual settings and founded on different conceptions of human nature, stand in sharp contrast to this neoclassical economic view of "man" and "work.”
The course will have a two-part structure. The first half of the course will consist of a series of lectures on modern labor economic models emphasizing the assumptions, theories and labor market “facts” that these models are designed to explain. The second half of the course will shift to a more discussion-based format that is better suited to a close "exegesis" of the required texts as critique of this neoclassical paradigm of work.
- MW 1 p.m.-4:10 p.m.
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Instructor:
Lalith Munasinghe
CULPA: 33 Info - 3 points
Economics of Work and Play
In 1930 Keynes predicted a 15-hour work week by the 21st century because he expected we would be at the foothills of the "economic promised land." He was more than right about technological progress and staggering productivity growth –– but dead wrong about the role work would play in our lives. Here we are, working 40+ hour weeks in mostly drab jobs, often under precarious employment conditions.
This course is centered on the concept of "work." The broad objectives of the course are: first, to facilitate a critical understanding of the meaning and significance of work for human life; second, to develop a set of theoretical and analytical tools to dissect and analyze specific work arrangements that we in fact encounter in the real world; and third, and perhaps more importantly, to imagine alternative arrangements of work life that might be better suited for human flourishing.
We begin with some of the central ideas in modern labor economics, including definition of work, labor supply and demand, market mechanisms of wage determination, human capital theory and incentive-based management. We then assess the underlying assumptions implied in this body of knowledge –– for example, from labor as input in production to profit maximization and utility maximization based on stable consumer preferences over material goods and services and leisure time. The springboard for this critical analysis is a set of alternative viewpoints on what constitutes "work activity" from various other academic disciplines including philosophy, anthropology, linguistics and psychology. These readings, with their origins in different historical and intellectual settings and founded on different conceptions of human nature, stand in sharp contrast to this neoclassical economic view of "man" and "work.”
The course will have a two-part structure. The first half of the course will consist of a series of lectures on modern labor economic models emphasizing the assumptions, theories and labor market “facts” that these models are designed to explain. The second half of the course will shift to a more discussion-based format that is better suited to a close "exegesis" of the required texts as critique of this neoclassical paradigm of work.
- MW 1 p.m.-4:10 p.m.
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Instructor:
Lalith Munasinghe
CULPA: 33 Info - 3 points
Studying New York Museums: History on Di
In this course, we will use some of New York City’s many museums to introduce students to museum studies, a field of inquiry which looks at the process and politics of publicly displaying objects for “educational” purposes. We will use individual museums as case studies of particular issues in museology, from antiquities and the art market at the Metropolitan Museum of Art to racism and cultural appropriation at the American Museum of Natural History. We will also look at “alternative” museums, such as the Mmuseumm and the Treasures in the Trash Museum to consider how they resist and rewrite traditional museum narratives. Class time will be divided between class discussions, museum visits, student presentations, and digital workshops.
- TR 1 p.m.-4:10 p.m.
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Instructor:
Kristina Milnor
CULPA: 21
Wikipedia
h-index: 10
Info
- 3 points
Studying New York Museums: History on Di
In this course, we will use some of New York City’s many museums to introduce students to museum studies, a field of inquiry which looks at the process and politics of publicly displaying objects for “educational” purposes. We will use individual museums as case studies of particular issues in museology, from antiquities and the art market at the Metropolitan Museum of Art to racism and cultural appropriation at the American Museum of Natural History. We will also look at “alternative” museums, such as the Mmuseumm and the Treasures in the Trash Museum to consider how they resist and rewrite traditional museum narratives. Class time will be divided between class discussions, museum visits, student presentations, and digital workshops.
- TR 1 p.m.-4:10 p.m.
-
Instructor:
Kristina Milnor
CULPA: 21
Wikipedia
h-index: 10
Info
- 3 points
Art & Performance in the Time of AIDS
Art & Perf in the Time of
This seminar explores the varied ways artists responded to the AIDS crisis of the 1980s and 90s through performance, theatre, and activist art. As government indifference persisted and deaths soared, artists became radicalized and contemporary art and performance became a vehicle for activism. We will follow different tactics in artwork responding to AIDS including the use of gay desire as a weapon and emblem of the fight for visibility. The work we will view, think about, discuss, and write about is political, often angry, and always suffused with loss. Because AIDS affected marginalized communities whose histories are still being told, we will examine a range of artists and materials that includes but also moves beyond the gay white male perspective. We will spend time with theatre work by Reza Abdoh, Tony Kushner, and María Irene Fornés, videos by Juanita Mohammad, visual art by Kia LaBeija, Felix González-Torres, Martin Wong, and David Wojnarowicz, music by Mark Adamo and Diamanda Galás, among other lesser known artist/activists. We will approach these works alongside critical and creative writing by José Esteban Muñoz and Audre Lorde among others. The final project will be a research paper, built in stages throughout the semester, that engages critically with artwork that intersects with AIDS activism.
- TR 1 p.m.-4:10 p.m.
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Instructor:
Alice A Reagan
CULPA: 1 Wikipedia Info - 3 points
Art & Performance in the Time of AIDS
Art & Perf in the Time of
This seminar explores the varied ways artists responded to the AIDS crisis of the 1980s and 90s through performance, theatre, and activist art. As government indifference persisted and deaths soared, artists became radicalized and contemporary art and performance became a vehicle for activism. We will follow different tactics in artwork responding to AIDS including the use of gay desire as a weapon and emblem of the fight for visibility. The work we will view, think about, discuss, and write about is political, often angry, and always suffused with loss. Because AIDS affected marginalized communities whose histories are still being told, we will examine a range of artists and materials that includes but also moves beyond the gay white male perspective. We will spend time with theatre work by Reza Abdoh, Tony Kushner, and María Irene Fornés, videos by Juanita Mohammad, visual art by Kia LaBeija, Felix González-Torres, Martin Wong, and David Wojnarowicz, music by Mark Adamo and Diamanda Galás, among other lesser known artist/activists. We will approach these works alongside critical and creative writing by José Esteban Muñoz and Audre Lorde among others. The final project will be a research paper, built in stages throughout the semester, that engages critically with artwork that intersects with AIDS activism.
- TR 1 p.m.-4:10 p.m.
-
Instructor:
Alice A Reagan
CULPA: 1 Wikipedia Info - 3 points
Capitalism and Climate Change
Current patterns of economic growth are no longer environmentally sustainable. Global industrialization and the associated transference of carbon from the ground to the air are leading to a rapid exhaustion of resources and a warming of the planet. These changes have triggered a set of dangerous climactic transformations that are likely to cause massive ecological disruptions and disturbances of food production systems. These changes, in turn, might have a profound impact on poverty, migration, and geopolitics. To better understand how we have arrived at the present predicament, this seminar explores the history of how social and economic theorists have conceptualized the interaction between the economy and nature. The focus will be on the concept of scarcity as a way of understanding the relationship between economic growth and environmental sustainability. The course begins in the Renaissance and traces the evolution of the nature/economy nexus to the present.
- TR 1 p.m.-5 p.m.
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Instructor:
Carl Wennerlind
CULPA: 30 Info - 4 points
Capitalism and Climate Change
Current patterns of economic growth are no longer environmentally sustainable. Global industrialization and the associated transference of carbon from the ground to the air are leading to a rapid exhaustion of resources and a warming of the planet. These changes have triggered a set of dangerous climactic transformations that are likely to cause massive ecological disruptions and disturbances of food production systems. These changes, in turn, might have a profound impact on poverty, migration, and geopolitics. To better understand how we have arrived at the present predicament, this seminar explores the history of how social and economic theorists have conceptualized the interaction between the economy and nature. The focus will be on the concept of scarcity as a way of understanding the relationship between economic growth and environmental sustainability. The course begins in the Renaissance and traces the evolution of the nature/economy nexus to the present.
- TR 1 p.m.-5 p.m.
-
Instructor:
Carl Wennerlind
CULPA: 30 Info - 4 points
UNUSUAL STORIES: CLUBBED THUMB PLAYWRITI
CLUBBED THUMB PLAYWRITING
Clubbed Thumb commissions, develops and produces funny, strange and provocative new plays by living American writers. Clubbed Thumb’s plays vary in style and content, but are always 90 minutes or under. They feature substantial and challenging roles for all genders, are questioning, formally inventive, theatrical, and exhibit a sense of humor. Since its founding in 1996, the company has presented over 100 productions, and has been awarded 5 Obies, including the Ross Wetzsteon award for sustained excellence.
This playwriting course will use Clubbed Thumb’s work and aesthetic as a launching point. The students will see all three of the plays in the 2023 Summerworks Festival, and will read several published scripts from previous Clubbed Thumb festivals. We will look at the stylistic and aesthetic choices of these plays, and students will engage in a series of writing assignment inspired by Clubbed Thumb’s work, culminating in a “Clubbed Thumb bakeoff” (a longer play written in a short period of time). The students will have the opportunity to engage with Clubbed Thumb artists, including the artistic leadership of Clubbed Thumb: Maria Striar and Michael Bulger.
- MW 9 a.m.-12:10 p.m.
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Instructor:
Andrew Bragen
Info - 3 points
UNUSUAL STORIES: CLUBBED THUMB PLAYWRITI
CLUBBED THUMB PLAYWRITING
Clubbed Thumb commissions, develops and produces funny, strange and provocative new plays by living American writers. Clubbed Thumb’s plays vary in style and content, but are always 90 minutes or under. They feature substantial and challenging roles for all genders, are questioning, formally inventive, theatrical, and exhibit a sense of humor. Since its founding in 1996, the company has presented over 100 productions, and has been awarded 5 Obies, including the Ross Wetzsteon award for sustained excellence.
This playwriting course will use Clubbed Thumb’s work and aesthetic as a launching point. The students will see all three of the plays in the 2023 Summerworks Festival, and will read several published scripts from previous Clubbed Thumb festivals. We will look at the stylistic and aesthetic choices of these plays, and students will engage in a series of writing assignment inspired by Clubbed Thumb’s work, culminating in a “Clubbed Thumb bakeoff” (a longer play written in a short period of time). The students will have the opportunity to engage with Clubbed Thumb artists, including the artistic leadership of Clubbed Thumb: Maria Striar and Michael Bulger.
- MW 9 a.m.-12:10 p.m.
-
Instructor:
Andrew Bragen
Info - 3 points
THE ART OF THE ESSAY
What makes the essay of personal experience an essay rather than a journal entry? How can one's specific experience transcend the limits of narrative and transmit a deeper meaning to any reader? How can a writer transmit the wisdom gained from personal experience without lecturing her reader? In The Art of the Essay, we explore the answers to these questions by reading personal essays in a variety of different forms. We begin with Michel de Montaigne, the 16th-century philosopher who popularized the personal essay as we know it and famously asked, “What do I know?,” and follow the development of the form as a locus of rigorous self-examination, doubt, persuasion, and provocation. Through close reading of a range of essays from writers including Annie Dillard, George Orwell, Jamaica Kincaid, and June Jordan, we analyze how voice, form, and evidence work together to create a world of meaning around an author's experience, one that invites readers into conversations that are at once deeply personal and universal in their consequences and implications.
- TR 1 p.m.-4:10 p.m.
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Instructor:
Alexandra P Watson
CULPA: 16 Info - 3 points
THE ART OF THE ESSAY
What makes the essay of personal experience an essay rather than a journal entry? How can one's specific experience transcend the limits of narrative and transmit a deeper meaning to any reader? How can a writer transmit the wisdom gained from personal experience without lecturing her reader? In The Art of the Essay, we explore the answers to these questions by reading personal essays in a variety of different forms. We begin with Michel de Montaigne, the 16th-century philosopher who popularized the personal essay as we know it and famously asked, “What do I know?,” and follow the development of the form as a locus of rigorous self-examination, doubt, persuasion, and provocation. Through close reading of a range of essays from writers including Annie Dillard, George Orwell, Jamaica Kincaid, and June Jordan, we analyze how voice, form, and evidence work together to create a world of meaning around an author's experience, one that invites readers into conversations that are at once deeply personal and universal in their consequences and implications.
- TR 1 p.m.-4:10 p.m.
-
Instructor:
Alexandra P Watson
CULPA: 16 Info - 3 points
PSYCHOBIOLOGY OF SLEEP
This seminar will explore sleep and circadian rhythms, emphasizing how these factors and their disruption influence human health, disease, function, and well-being. Topics will include the physiologic and neurobiological generation of sleep and circadian rhythms, and the interaction between these systems with cognitive, behavioral, endocrine, metabolic, and mood/psychiatric variables in humans, as well as sleep disorders and their treatment.
NOTE: The course description is the same for the fall/spring course and the summer course.
- TR 1 p.m.-5 p.m.
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Instructor:
Ari Shechter
CULPA: 2 h-index: 23 Info - 4 points
PSYCHOBIOLOGY OF SLEEP
This seminar will explore sleep and circadian rhythms, emphasizing how these factors and their disruption influence human health, disease, function, and well-being. Topics will include the physiologic and neurobiological generation of sleep and circadian rhythms, and the interaction between these systems with cognitive, behavioral, endocrine, metabolic, and mood/psychiatric variables in humans, as well as sleep disorders and their treatment.
NOTE: The course description is the same for the fall/spring course and the summer course.
- TR 1 p.m.-5 p.m.
-
Instructor:
Ari Shechter
CULPA: 2 h-index: 23 Info - 4 points
COMPARATIVE URBAN CHALLENGES: GLOBAL SOU
COMP URBAN CHALLENGES
In this course we will explore some of the key challenges facing cities and their residents in both the Global South and Global North. The course adopts a political economy perspective highlighting how the interplay of political and economic power and inequality creates opportunities for, as well as constrain, the exercise of human agency, individual and collective. The course examines the key aspects of urbanization that impacts the welfare of non-elite households and individuals in cities of the Global South, as well as North America (with a focus on the US and New York City). Students will gain a better understanding of the function of cities, the forces causing patterns of urbanization across the planet, the key debates around sprawl versus compactness and the ways these dimensions impact areas such as the quality and standard of living of ordinary households, issues of justice and equity, climate change, and roles of markets and government in managing cities. The course delves into the challenges of the governance of cities, the opportunities, and obstacles to strengthening local democracy and accountability to all social classes, and the challenges of achieving just and equitable outcomes for all city residents. Case studies cover several cities in the Global South, as well as a focus on US cities which include possible assignments and field trips in NYC.
- TR 1 p.m.-4:10 p.m.
- 3 points
COMPARATIVE URBAN CHALLENGES: GLOBAL SOU
COMP URBAN CHALLENGES
In this course we will explore some of the key challenges facing cities and their residents in both the Global South and Global North. The course adopts a political economy perspective highlighting how the interplay of political and economic power and inequality creates opportunities for, as well as constrain, the exercise of human agency, individual and collective. The course examines the key aspects of urbanization that impacts the welfare of non-elite households and individuals in cities of the Global South, as well as North America (with a focus on the US and New York City). Students will gain a better understanding of the function of cities, the forces causing patterns of urbanization across the planet, the key debates around sprawl versus compactness and the ways these dimensions impact areas such as the quality and standard of living of ordinary households, issues of justice and equity, climate change, and roles of markets and government in managing cities. The course delves into the challenges of the governance of cities, the opportunities, and obstacles to strengthening local democracy and accountability to all social classes, and the challenges of achieving just and equitable outcomes for all city residents. Case studies cover several cities in the Global South, as well as a focus on US cities which include possible assignments and field trips in NYC.
- TR 1 p.m.-4:10 p.m.
- 3 points