CHEMISTRY OF CLIMATE

Pre-requisites Chem 1 and Calculus I ; Co-requisites Chemistry II (CHEM1404 or equivalent) and Calculus II (MATH UN2030 or equivalent)
By the end of this course, students will understand: The biogeochemical cycles driving the composition of trace gas and aerosol species that are both long- and short-lived in the atmosphere that influence climate by directly interacting with radiation (i.e. greenhouse gases (GHGs) such as carbon dioxide, methane, nitrous oxide, ozone, CFCs, aerosols) and those that do so mainly by altering the concentrations of other gases (OH, NOx, etc.); The effects of these gas and aerosol species on climate and atmospheric composition; Climate mitigation strategies that are being considered in response to climate warming.

This course is designed for undergraduate students seeking a quantitative introduction to climate and climate change science. EESC V2100 (Climate Systems) is not a prerequisite, but can also be taken for credit if it is taken before this course.

• Department: Earth and Environmental Sciences
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Roisin Commane
  h-index: 25 Info
• 3 points

Writing Machines and Machinic Literature

Writing Machines & Machin

At a moment when ChatGPT is transforming our relationship to writing, this class explores the place of the machine in the history of literature as fear, fantasy, and creative function: from literary representations of writing machines to automated textual production. Contemporary anxieties about machines usurping creativity will be shown to have ancient origins. We will move from Plato’s suspicion of inscription to Annie Dorsen’s AI-generated productions of Hamlet, via a survey of twentieth-century avant-garde attempts to write like a machine, from Modernist automatic writing and Dadaist cut-ups to postmodern hypertext. We will cover movements including Futurism, Surrealism, Dada, Fluxus, and Oulipo, reading works by Gertrude Stein, Mina Loy, Italo Calvino, John Cage, Alison Knowles, David Foster Wallace, and more. We will also read texts written by machines, including RACTER, ELIZA, PARRY and Claude. As well as reading, we will be playing early video games, chatting to some of the first chatbots, viewing machinic artworks, and listening to constraint-driven music. This class will widen our knowledge and critical faculties as readers, but also as writers: we will experiment with automatic writing, use games and constraints to generate text, and reflect on collaborating with writing machines.

There are no prerequisites for this course.

• Department: English and Comparative Literature
• M 2:10 p.m.-4 p.m.
• Instructor: Claudia G Grigg Edo
  Info
• 4 points

Worlding Otherwise: Speculative Fictions

Worlding Otherwise is a studio course exploring how artists use game engines to craft speculative and ecological narratives. Using tools like Unreal Engine and Blender, students will visualize alternate futures, mythologies, and socio-political realities through creating immersive virtual environments. Key questions include: How might the game environment lend itself to storytelling? How can speculative fiction act as a method of critique? What can we learn from artists who blend technology with mythology and alternative futures? The semester culminates in a final project: a short cinematic piece, interactive environment, or hybrid installation created within a game engine.

• Department: Art History @Barnard
• T 2:10 p.m.-5 p.m.
• Instructor: Jozefina Chetko
  Info
• 4 points

INTERMEDIATE MACROECONOMICS

Prerequisites: An introductory course in economics and a functioning knowledge of high school algebra and analytical geometry or permission of the instructor. Systematic exposition of current macroeconomic theories of unemployment, inflation, and international financial adjustments.

• Department: Economics @Barnard
• MW 10:10 a.m.-11:25 a.m.
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Martina Jasova
  CULPA: 7 h-index: 7 Info
• Instructor: Sarah M Gertler
  Info
• 4 points

Ethnographies of Youth Confinement, Cons

Youth Constraint & Resist

Being young can often mean being (or feeling) powerless, particularly within the large
institutions that structure youth’s lives. Couple this with experiences of marginalization due to
race, class, gender, or other social identities, and young people may experience profound
constraints in their choices or pathways. At the same time, youth – both individually and in
groups – often develop strategies to resist these sources of literal and figurative confinement to
seek out dignity, joy, and justice. Using sociological and ethnographic texts as our foundation,
this course will explore the way experiences of confinement and constraint show up in the lives
of young people, particularly as they move through educational institutions – and how youth
work to resist those forms of subordination.

In the first half of the semester, we will focus on policing and prisons and examine the ways
schools play a role in funneling youth into different forms of confinement. In the second half of
the semester, we will investigate college and college preparatory contexts in an effort to
understand the ways they may constrain opportunities by creating or foreclosing particular
pathways for students’ futures. Throughout the semester, we will emphasize the role of socially
constructed identity categories – race, gender, class, in particular, as well as the category of
youth itself – in these processes of confinement and constraint. We will also highlight youth and
community practices of resistance against these social and institutional forces. Along the way,
we will consider (and practice) the affordances and limitations of ethnography as a mode of
social research for studying confinement, constraint, and practices of resistance in educational
contexts.

LEARNING OBJECTIVES
Through this course, students will:

● Use a range of sociological, ethnographic, and multimodal texts to analyze youth’s
experiences of confinement, constraint, and resistance (expansively defined) and the
ways they play out in different institutional, educational, and social contexts.
● Explore the methodological approach of ethnography – its affordances, challenges, and
some of the major dilemmas in the field – and practice it by conducting a series of
scaffolded ethnographic projects.
● Write for multiple purposes, including exploratory and dialogic writing shared with peers

• Department: Education @Barnard
• M 12:10 p.m.-2 p.m.
• Instructor: Nora M Gross
  Info
• 4 points

COLL: THE AMERICAN PRESIDENCY

The origin and development of the contemporary roles of the President as a decision maker and the
importance of the presidency in the American Political System. Studies examining the selection process
and the relationship between presidents and other decision- making actors, such as the Congress,
interest groups, the courts and the bureaucracy, will be used to inform the students to help critically
analyze both continuity and changes in the influence of the office.
This course examines the American presidency from both an academic and applied perspective. The
executive branch of government has changed more than the others, especially over the past century.
As America has moved from a legislative centered government to an executive centered one, it
becomes important to understand the intricacies of presidents and of the presidency. This course
examines the individuals who have held this office and stand as the head of state and government,
along with the institutional structure of the executive branch that consists of departments, agencies,
offices that employ over two million people. The course covers the complexities and struggles
administrations have in navigating internal politics, along with public expectations and approval,
influencing relations with Congress and the courts, and navigating global politics around security and
economic interests.

• Department: Political Science @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Jonathan J Keller
  Info
• 4 points

INTERMEDIATE MICROECONOMICS

Prerequisites: An introductory course in microeconomics or a combined macro/micro principles course (ECON BC1003 or ECON W1105, or the equivalent) and one semester of calculus or ECON BC1007, or permission of the instructor. Preferences and demand; production, cost, and supply; behavior of markets in partial equilibrium; resource allocation in general equilibrium; pricing of goods and services under alternative market structures; implications of individual decision-making for labor supply; income distribution, welfare, and public policy. Emphasis on problem solving.

• Department: Economics @Barnard
• MW 10:10 a.m.-11:25 a.m.
• Instructor: John Park
  CULPA: 4 Info
• 4 points

THE AGE OF ENLIGHTENMENT

Dans ce cours, nous examinerons le phénomène qui domine—et révolutionne—le discours philosophique, religieux, sociologique et politique au 18e siècle en Occident: les Lumières. Visant les dogmes jusque-là incontestables d'un Etat monarchique et d'une Eglise catholique autoritaires, ce mouvement réclame la liberté de la pensée et du culte; condamne l'intolérance religieuse, l’iniquité politique et le préjugé culturel; expose et déplore l’inégalité sociale; examine les bases de l’autorité politique; et subvertit par ses propos l'idéo. A l'exception d'un texte de l'Allemand Immanuel Kant, nous nous bornerons à lire des écrits des principaux philosophes francophones des Lumières (Voltaire, Diderot, et Rousseau), aussi bien que deux romans "dystopiques” (Charrière et de Sade), et deux textes politiques parus durant la Révolution française.

• Department: French @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Caroline Weber
  CULPA: 8 Wikipedia Info
• 3 points

BAUDELAIRE, RIMBAUD, MALLARME

BAUDELAIRE RIMBAUD MALLARME

Through close readings of majors texts, an examination of how these 19th-century poets brought about a "revolution" in language and thought that gave rise to the Modernism that transformed literature and the arts and whose influence is still with us today.

• Department: French @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Anne Boyman
  CULPA: 16 Info
• 3 points

INTERNATIONAL MONEY & FINANCE

Prerequisites: ECON BC3033. Introduction to balance of payments and exchange rate theory; capital mobility and expectations; internal and external adjustment under fixed and flexible exchange rates; international financial markets; capital mobility and expectations; international policy coordination and optimum currency areas; history of the international monetary system.

• Department: Economics @Barnard
• MW 8:40 a.m.-9:55 a.m.
• Instructor: Sarah M Gertler
  Info
• 3 points

ENVIRONMENTAL & NATURAL RESOURCE ECONOMI

ENVRNMTL & NTRL RESOURCE

Prerequisites: ECON BC1003 or ECON W1105. Prerequisite for Economics majors: ECON BC3035. Link between economic behavior and environmental quality: valuation of non-market benefits of pollution abatement; emissions standards; taxes; and transferable discharge permits. Specific problems of hazardous waste; the distribution of hazardous pollutants across different sub-groups of the U.S. population; the exploitation of commonly owned natural resources; and the links between the environment, income distribution, and economic development.

• Department: Economics @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Thuy Nguyen
  Info
• 3 points

ENVIRONMENTAL LAW

Process-oriented introduction to the law and its use in environmental policy and decision-making. Origins and structure of the U.S. legal system. Emphasis on litigation process and specific cases that elucidate the common law and toxic torts, environmental administrative law, and environmental regulation through application and testing of statutory law in the courts. Emphasis also on the development of legal literacy, research skills, and writing.

• Department: Environmental Sciences @Barnard
• MW 6:10 p.m.-7:30 p.m.
• Instructor: Dana Neacsu
  h-index: 8 Info
• 3 points

THEORETICL FOUNDTNS-POLIT ECON

Prerequisites: An introductory course in economics or permission of the instructor. Intellectual origins of the main schools of thought in political economy. Study of the founding texts in classical political economy, Marxian economics, neoclassicism, and Keynesianism.

• Department: Economics @Barnard
• MW 1:10 p.m.-2:25 p.m.
• TR 5:40 p.m.-6:55 p.m.
• Instructor: Malte Dold
  Info
• Instructor: Kurt Semm
  Info
• 3 points

Austen and Her Antecedents

In the eighteenth century, a new and sensational kind of entertainment appeared: the novel. Disparaged and revered, this revolutionary form of storytelling soon subordinated other artistic genres and remains the single most important influence on modern-day film and television. To puzzle out how this came to be, we will place the development of the novel in the long eighteenth century within the history of art, philosophy, science, psychology, literary theory, sociology –even dance history-- by using four of Jane Austen’s novels to explore the narrative ingredients of what we recognize today as romantic comedy: adventure, the novel of manners, sentimentality, and gothic melodrama. (In addition to Jane Austen, readings will include Defoe, Diderot, Haywood, Mackenzie, Radcliffe, and the anonymous author of
The Woman of Colour.
)

• Department: English and Comparative Literature
• W 12:10 p.m.-2 p.m.
• Instructor: Monica F Cohen
  CULPA: 8 Info
• 4 points

GENDER, SEXUALITY, AND SCHOOL

GENDER SEXUALITY AND SCHOOL

Broadly, this course explores the relationship between gender, sexuality, and schooling across national contexts. We begin by considering theoretical perspectives, exploring the ways in which gender and sexuality have been studied and understood in the interdisciplinary field of education. Next, we consider the ways in which the subjective experience of gender and sexuality in schools is often overlooked or inadequately theorized. Exploring the ways that race, class, citizenship, religion and other categories of identity intersect with gender and sexuality, we give primacy to the contention that subjectivity is historically complex, and does not adhere to the analytically distinct identity categories we might try to impose on it.

• Department: Education @Barnard
• R 2:10 p.m.-4 p.m.
• Instructor: Ileana Jimenez
  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.

• Department: Education @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Fawziah Qadir
  Info
• 4 points

COMPLICATING CLASS: EDUCATION AND THE L

EDUCATION & LIMITS EQUITY

In this course, we start from the premise that a failure to understand what social class is and how social class matters in daily life stops us from having conversations about the possibilities and limitations of schooling and, as such, prevents us from doing what we can to improve the schooling experiences of poor and working-class students. Throughout the semester, we will work to “complicate class”, reconsidering what class is, why class matters, and how we can best think about the relationship between social class and schooling. You will develop a language for talking about class, considering the affordances and constraints of various conceptions of class. You will also leave with critical questions about the possibilities and limitations of relying on schools as a solution to social problems. Recognizing restraints, we will conclude by reflecting on how we might work toward creating more equitable learning environments for poor and working-class students.

• Department: Education @Barnard
• M 12:10 p.m.-2 p.m.
• Instructor: Rachel Throop
  CULPA: 1 Info
• 4 points

ART OF PRACTICE

Just as musicians practice scales, painters sketch, and dancers work at the barre, writers turn to exercises to build strength, technique, flexibility and fluency.

This course gives writers opportunity to isolate and deliberately practice a range of techniques, traversing the writing process from generation to revision.

In each meeting, you’ll work through a series of progressive exercises grounded in short readings and centered around a single theme. Weekly topics may include: establishing voice and point-of-view; writing beginnings and endings; playing with form; experimenting with genre; attending to sound; and drafting Big Moments.

Throughout the course, writers will experience the community, guidance and encouragement that supports risk-taking. In our final classes, you will develop and facilitate your own writing exercise, addressing questions of technique that arise from your own creative work. At semester's end, you’ll will write a reflective essay, drawing on examples from your ongoing creative writing, to demonstrate how you’ve applied these techniques.

• Department: Writing
• T 12:10 p.m.-2 p.m.
• Instructor: Keri E Bertino
  Info
• 3 points

Introduction to Behavioral Economics

INTRO TO BEHAVIORAL ECON

This course reviews the assumption of rationality in microeconomic theory and presents evidence (primarily from experimental psychology and economics) of how judgement and decision-making systematically deviate from what rationality predicts.

• Department: Economics @Barnard
• TR 11:40 a.m.-12:55 p.m.
• Instructor: John Park
  CULPA: 4 Info
• 3 points

Health Economics

HEALTH ECONOMICS

Health economics is an expansive and growing field within the larger microeconomic literature.  From examining the impact of Medicaid on health care utilization to the public health consequences of marijuana legalization, health economics offers a variety of profound economic insights and policy recommendations.  This course uses many familiar concepts from microeconomic theory and econometrics in order to better understand health and healthcare—with students engaging economic models describing the demand for health, addiction, medical care, health insurance, and risky behaviors in addition to interpreting important empirical evidence within these spaces.

• Department: Economics @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Morgan C Jr. Williams
  Info
• 3 points

DISCRETE TIME MODELS IN FINANC

Prerequisites: (MATH UN1102 and MATH UN1201) or (MATH UN1101 and MATH UN1102 and MATH UN1201) and MATH UN2010 Recommended: MATH UN3027 (or MATH UN2030 and SIEO W3600). Elementary discrete time methods for pricing financial instruments, such as options. Notions of arbitrage, risk-neutral valuation, hedging, term-structure of interest rates.

• Department: Mathematics
• MW 6:10 p.m.-7:25 p.m.
• Instructor: Mikhail Smirnov
  CULPA: 16 Info
• 3 points

Jimmy's Blues: Reading James Baldwin Now

This seminar explores the life and works of James Baldwin. Essayist, novelist, activist,
playwright, and orator, Baldwin is recognized today as one of the leading voices of the
American twentieth century. “I’m a witness,” Baldwin insisted, “That’s my responsibility.
I write it all down.” Guided by Black critical theory and sound studies, this course
examines Baldwin’s reflections on national and racial identity, love, memory, and craft
through the lens of sound. Texts include Baldwin's essays, short fiction, interviews,
debates, documentary films, and musical influences. Our aim is to listen to Baldwin and,
in listening, analyze what he bore witness to, how he understood the role of the writer,
and what his insights have to teach us today.

• Department: Africana Studies (AFSB)
• R 4:10 p.m.-6 p.m.
• Instructor: Maleda Belilgne
  Info
• 4 points

The City Jail

Municipal jails are one of the most impactful institutions of criminal justice in the United States; and yet many Americans do not even know the difference between a prison and a jail.  This course will investigate the conditions of mass incarceration in America by centering the municipal jail. Taking as objects of study both the jail itself and the practice of incarcerating people in local jails, this course will combine scholarly work on U.S. criminal justice with a variety of non-academic texts including legal decisions, contemporary journalism, and documentary film. The course is focused on jails writ large,  but as we are living in New York City, we will pay particular attention throughout the semester to our own municipal jail system.

• Department: Anthropology @Barnard
• R 2:10 p.m.-4 p.m.
• Instructor: Kaya N Williams
  Info
• 4 points

PROJECT LAB-MOLECULAR GENETICS

Multicellular animals contain a diverse array of cell types, yet start from a single cell. How do cells decide what kind of cell to be? In this lab course, we will use the tools of molecular biology and genetics to explore this fascinating question. We will use the nematode
Caenorhabditis elegans
, a powerful model organism used in hundreds of research labs. The course will be divided into three modules:
C. elegans
genetics, molecular cloning, and genetic screening. Laboratory techniques will include PCR, gel electrophoresis, restriction digest, ligation, transformation, RNAi, and
C. elegans
maintenance. Students will pursue original projects; emphasis will be placed on scientific thinking and scientific communication. SPS and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). Prerequisites: UN2005/UN2401 and UN2006/UN2402, or the equivalent at a different institution.

• Department: Biological Sciences
• MW 12:10 p.m.-4 p.m.
• Instructor: Michelle Attner
  Info
• 5 points

MATH & THE CITY

Prerequisites: the instructors permission. In partnership with NYC public school teachers, students will have opportunities to engage in mathematical learning, lesson study, curriculum development, and implementation, with a focus on using the City as a resource. Students will explore implications for working with diverse populations. Non-math majors, pre-service elementary students and first-year students welcome. Fieldwork and field trips required. Note: Students in the Childhood Urban Teaching Program may use this course as a pedagogical elective.

• Department: Education @Barnard
• M 4:10 p.m.-6 p.m.
• Instructor: Ishrat Ahmed
  Info
• 4 points

POLITICAL VIOLENCE

When is violence used against noncombatants in conflicts and what is the impact of such violence? This course focuses on violence against civilians by armed organizations, whether states or non-state actors. We will examine a variety of explanations for such violence, including rationalist, psychological/emotion-based, and organizational approaches. We will also discuss the impact of political violence. Does it get the job done, so to speak? Does violence move terrorist groups closer to their goals? Does indiscriminate violence by the state spur rebellion or suppress insurgencies? Does insurgent violence against civilians make them more or less effective? While we emphasize violence intentionally causing harm to civilians we will also consider collateral damage.

• Department: Political Science @Barnard
• TR 4:10 p.m.-5:25 p.m.
• Instructor: Marjorie Castle
  Info
• 3 points

ARTS AND HUMANITIES IN THE CITY:CRITICAL

ARTS & HUMANITIES IN THE CITY

Using the theme of “Arts and Humanities in the City”, this seminar will build participants’ knowledge of critical literacy, digital storytelling methods, and ways to use New York City as a resource for teaching the Arts (Dance, Theatre, Music, and Visual Arts), Social Studies, and English Language Arts in grades K-12. Critical literacy is an approach to teaching and learning that focuses on developing students’ abilities to read, analyze, understand, question, and critique hidden perspectives and socially-constructed power relations embedded in what it means to be literate in a content area.

• Department: Education @Barnard
• R 12:10 p.m.-2 p.m.
• Instructor: Madeleine Neufeld
  Info
• 4 points

Film Adaptation

This course will explore the transformation of literary texts onto the big screen of motion pictures.  Adaptation is an act of re-visioning, a way of expanding the reach of a given story while still upholding its unique, immutable grace and power.

That’s easier said than done. The screenwriter who is tasked with an adaptation reads that source text with an eagle eye for all that is embedded therein. They don’t need to be utterly faithful to the source. In fact, they can’t be. But the source is a holistic entity, a product of another literary mind (and soul). It’s a gestalt that demands respect and thoughtful creative interpretation. And like all strong works of art, it contains beautiful secrets, some of which good screenwriters will find and preserve.

And they must. Half of the feature films made in America are adaptations. Many of their sources are already beloved. Those that aren’t, deserve the wider audience that film can bring. All story forms have adapted each other since
Pyramus and Thisbe
sprung from Ovid’s
Metamorphoses
, later to inspire
Romeo and Julie
and
West Side Story.
Adaptation is how stories continue to inspire humans across time. It is therefore a core skill of the screenwriter’s art and livelihood.

Adaptation is a reflex of mind.  We “see” what we read, and we “read” what we see.

I have a dream.  I tell you about it.  Already, I’m adapting my own inner life into a spoken version of a dream I have salvaged from the chaos of dreaming.  And yet I’m compelled to relate that dream to you because it had some gravitational pull that made the story of that story well worth the telling.

To adapt any story for film is to make its original content visible and audible, through dialogue, behavior, theme and visual metaphor. It is to take the reflective and make it active, show more and talk less, imbed theme in plot, turn ideas and symbols into images, expand or condense it as needed, shape its new timeframe, and emphasize story at least as much as character.

Every source must be approached using different rules of engagement.  Literature, plays, and true-life stories all resist the morphology of adaptation in unique ways. But the great equalizer is film’s deliberately kinesthetic structure. Character and structure are one in the same. And movies must
move.
This is a process of translating the
char

• Department: Film
• W 9:30 a.m.-12:30 p.m.
• Instructor: Stephen Molton
  Info
• 3 points

Language, Power & Policy in Education

This course draws on a range of interdisciplinary scholarship - linguistic anthropology, sociolinguistics, applied linguistics, language policy and planning, and critical educational scholarship – to explore the complexities of language use and policy in formal schooling. The course is divided into two sections. Part I: Language, Ideology, and Inequality explores how ideas about language become ideas about people. We explore how certain ways of speaking come to be seen as correct or standard, while others are devalued, and we see how these linguistic judgments function in helping to construct race, class, gender and sexual identities. As we turn to Part II: Language Policy, Schooling, and Social Change, we explore what happens when ideas about languages and speakers are translated into educational policies and practices. We consider how schools classify speakers, organize language learning, and respond to multilingualism. We evaluate the affordances and constraints of different educational models and policies in comparative international perspective. We conclude by considering what all of this means for questions of educational equity and linguistic justice. 

Learning Outcomes: Students in this course will:

Explain how ideas about “good”, “appropriate” or “standard” language are socially and historically produced.

Understand how language practices become associated with social identities, including race, class, gender, and sexuality.

Define and use concepts from linguistic anthropology (e.g. register, indexicality, raciolinguistics) to analyze language in educational contexts.

Analyze language policy as a process rather than a product.  Explore how language policies in schools define problems and populations.

Compare language education policies across national and historical contexts.

Describe and critically evaluate a current language and education policy problem, communicating findings to both an academic and public audience.

• Department: Education @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Rachel Throop
  CULPA: 1 Info
• 4-6 points

PROJECT LAB IN MICROBIOLOGY

Prerequisites: one year of Intro Bio. An introductory biology or chemistry lab is recommended. Bacteria are not just unicellular germs. This lab course will broaden your awareness of the amazing world of microbiology and the diverse capabilities of microbes. The focus will be on bacterial multicellularity, pigment production, and intercellular signaling. Pigment-producing bacteria will be isolated from the wild (i.e. Morningside Campus or your skin), and characterized using standard genetic tools (PCR, DNA gel electrophoresis, transformation, screen) and microbiology techniques (isolation of bacteria and growth of bacterial colonies, media preparation, enrichment techniques for pigments). These techniques will also be applied in the study of bacterial multicellularity and signaling in the standard lab strain Pseudomonas aeruginosa. SCE and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). The form can be downloaded at the URL below, but must be signed by the instructor and returned to the office of the registrar. http://registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf

• Department: Biological Sciences
• TR 1:10 p.m.-5 p.m.
• Instructor: Lars E Dietrich
  CULPA: 1 Info
• 5 points

SENIOR THESIS II

Permission of the instructor and the completion of all courses (except for the senior requirement) required for the economics department majors. Exceptions to these prerequisites may be granted by the chair of the department only. Tutorials and conferences on the research for and writing of the senior thesis. This is the 2nd semester of a two-semester course sequence.

• Department: Economics @Barnard
• W 2:10 p.m.-4 p.m.
• None None-None
• W 2:10 p.m.-4 p.m.
• W 12:10 p.m.-2 p.m.
• Instructor: Linda Bell
  Wikipedia h-index: 19 Info
• Instructor: Randall Reback
  CULPA: 17 h-index: 14 Info
• Instructor: Sharon Harrison
  CULPA: 38 h-index: 13 Info
• Instructor: Thuy Nguyen
  Info
• 4 points

SENIOR SEMINAR

EMPIRICAL MACRO FINANCE

Prerequisites: Permission of the instructor and the completion of all courses (except for the senior requirement) required for the economics department majors.  Exceptions to these prerequisites may be granted by the chair of the department only. Seminar sections are limited to 16 students. A topic in economic theory or policy of the instructors choice. See department for current topics and for senior requirement preference forms.

• Department: Economics @Barnard
• M 12:10 p.m.-2 p.m.
• Instructor: Martina Jasova
  CULPA: 7 h-index: 7 Info
• 4 points

SENIOR SEMINAR

SR SEM: AMERCN WELL-BEING

Prerequisites: Permission of the instructor and the completion of all courses (except for the senior requirement) required for the economics department majors.  Exceptions to these prerequisites may be granted by the chair of the department only. Seminar sections are limited to 16 students. A topic in economic theory or policy of the instructors choice. See department for current topics and for senior requirement preference forms.

• Department: Economics @Barnard
• M 12:10 p.m.-2 p.m.
• Instructor: Randall Reback
  CULPA: 17 h-index: 14 Info
• 4 points

SENIOR SEMINAR

SR SEM: WOMN-LDRSHP&INNOV

Prerequisites: Permission of the instructor and the completion of all courses (except for the senior requirement) required for the economics department majors.  Exceptions to these prerequisites may be granted by the chair of the department only. Seminar sections are limited to 16 students. A topic in economic theory or policy of the instructors choice. See department for current topics and for senior requirement preference forms.

• Department: Economics @Barnard
• Instructor: Faculty
  h-index: 37 Info
• 4 points

SENIOR SEMINAR

SR SEM:WOM CHLDRN DEVECON

Prerequisites: Permission of the instructor and the completion of all courses (except for the senior requirement) required for the economics department majors.  Exceptions to these prerequisites may be granted by the chair of the department only. Seminar sections are limited to 16 students. A topic in economic theory or policy of the instructors choice. See department for current topics and for senior requirement preference forms.

• Department: Economics @Barnard
• R 12:10 p.m.-2 p.m.
• Instructor: Anja Tolonen
  CULPA: 3 h-index: 8 Info
• 4 points

STUDENT TEACHING/URBAN SCHOOLS

Prerequisites: completion of EDUC BC2052 or EDUC BC2062 and EDUC BC2055, with grades of B or better. NYCDOE Fingerprinting. Corequisites: EDUC BC3064. Enrollment limited. Supervised student teaching in elementary schools includes creating lesson plans, involving students in active learning, using cooperative methods, developmentally appropriate assessment, and meeting the needs of diverse learners in urban schools. Teaching skills developed through weekly individual and/or group supervision meetings (to be scheduled at the beginning of the semester), conferences, and portfolio design. Requires 100 hours of teaching at two different grade levels, full-time for one semester. Note: Students are only permitted to leave their student teaching placements early twice a week, once for EDUC BC3064 and one other day for one additional course having a start time of 2 pm or later. Students are only permitted to take one additional course while enrolled in EDUC BC3063 and EDUC BC3064.

• Department: Education @Barnard
• T 6:10 p.m.-8 p.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 6 points

SECONDARY STU TCHNG URB SCHLS

Prerequisites: Completion of EDUC BC2052 or EDUC BC2062 and EDUC BC2055, with grades of B or better. NYCDOE Fingerprinting required. Corequisites: EDUC BC3064. Enrollment limited. Supervised student teaching in secondary schools includes creating lesson plans, involving students in active learning, using cooperative methods, developmentally appropriate assessment, and meeting the needs of diverse learners in urban schools. Teaching skills developed through weekly individual and/or group supervision meetings (to be scheduled at the beginning of the semester), conferences, and portfolio design. Requires 100 hours of teaching at two different grade levels, full-time for one semester. Note: Students are only permitted to leave their student teaching placements early twice a week, once for EDUC BC3064 and one other day for one additional course having a start time of 2 pm or later. Students are only permitted to take one additional course while enrolled in EDUC BC3064 and EDUC BC3065.

• Department: Education @Barnard
• T 6:10 p.m.-8 p.m.
• Instructor: Madeleine Neufeld
  Info
• 6 points

RESEARCH SEM ECONOMIC HIST II

Must be supervised by a faculty member approved by te program adviser. This is the 2nd semester of a two-semester course sequence.

• Department: Economics @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Alan Dye
  CULPA: 19 Info
• Instructor: David Weiman
  CULPA: 40 Info
• 4 points

Advanced Econometrics: An Introduction t

Adv Econometrics: Causal

Claims of causality are nearly ubiquitous in scholarly work spanning the social sciences, journalistic products from media outlets, policy circles, and other social spaces.  However, many of these claims are often subject to some of the well-documented econometric concerns of bias—including omitted variable bias, simultaneity, and other confounding influences.  This course will introduce students to the fundamental concepts of causal inference and expose them to several contemporary econometric tools employed in an effort to make some of the aforementioned claims more credible.  With randomized controlled trials (RCTs) serving as the gold standard for empirical work, students will learn how many econometric techniques and “natural” experiments attempt to emulate the best characteristics of well-executed RCTs.

In addition to problem sets and an in-class midterm exam, students will carry out a group research project on a topic of their choosing (in consultation with the professor) in order to demonstrate their proficiency in several key course concepts.  This project remains critical to learning the scholastic (and practical) challenges in making rigorous causal claims, navigating the logistics of group collaboration, and learning how to critically evaluate empirical work.

• Department: Economics @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Morgan C Jr. Williams
  Info
• 3 points

Women's Voices from the Premodern World

Women's Voices/Premodern

This course samples works by women writers from the Middle Ages, interrogating questions of authorship and gender to situate these works in broader social histories. Selections center on western archives, where women’s voices have been extensively curated, but students will also survey non-western texts. This course is built around in-class discussion and the collaborative exploration of texts, complemented by a series of short papers in which students explore recurring themes. A visit to special collections and supplemental materials will also allow students to explore how premodern women projected their voices and views through manuscripts and visual culture. Students will select an additional text to explore individually for the final project, writing a short research paper and presenting a summary of their findings.

• Department: History @Barnard
• R 2:10 p.m.-4 p.m.
• Instructor: Matthew Delvaux
  Info
• 4 points

PHYSICAL CHEMISTRY II-LECTURES

Prerequisites: CHEM UN3079 Corequisites: CHEM UN3086 CHEM UN3080 covers the quantum mechanics of atoms and molecules, the quantum statistical mechanics of chemical systems, and the connection of statistical mechanics to thermodynamics. Although CHEM UN3079 and CHEM UN3080 are separate courses, students are expected to take both terms sequentially. A recitation section is required. Please check the Directory of Classes for details and also speak with the TA for the course.

• Department: Chemistry
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Milan Delor
  h-index: 16 Info
• 4 points

INTERMEDIATE LABORATORY WORK

Prerequisites: phys UN2601 or phys un2802 Primarily for junior and senior physics majors; other majors must obtain the instructors permission. Each experiment is chosen by the student in consultation with the instructor. Each section meets one afternoon per week, with registration in each section limited by the laboratory capacity. Experiments (classical and modern) cover topics in electricity, magnetism, optics, atomic physics, and nuclear physics.

• Department: Physics
• T 1:10 p.m.-5 p.m.
• R 1:10 p.m.-5 p.m.
• F 1:10 p.m.-5 p.m.
• Instructor: Dmitri Basov
  h-index: 83 Info
• Instructor: Sebastian Will
  h-index: 18 Info
• Instructor: Morgan May
  CULPA: 3 Info
• 2 points

DIGITAL SYSTEMS LABORATORY

Companion lab course for CSEE W3827. Experiments cover such topics as logic gates; flip-flops; shift registers; counters; combinational logic circuits; sequential logic circuits; programmable logic devices. The lab generally meets on alternate weeks.

• Department: Electrical Engineering
• M 4:10 p.m.-6:40 p.m.
• T 4:10 p.m.-6:40 p.m.
• F 1:10 p.m.-3:40 p.m.
• Instructor: Kenneth Shepard
  CULPA: 2 Wikipedia h-index: 64 Info
• 1 points

ELECTRONIC CIRCUITS LABORATORY

Companion lab course for ELEN E3331. Experiments cover such topics as macromodeling of nonidealities of opamps using SPICE; Schmitt triggers and astable multivibrations using op-amps and diodes; logic inverters and amplifiers using bipolar junction transistors; logic inverters and ring oscillators using MOSFETs; filter design using opamps. The lab generally meets on alternate weeks.

• Department: Electrical Engineering
• M 4:10 p.m.-6:40 p.m.
• T 4:10 p.m.-6:40 p.m.
• F 1:10 p.m.-3:40 p.m.
• Instructor: David G Vallancourt
  CULPA: 28 Info
• 1 points

ELECTRONICS LABORATORY

Prerequisites: PHYS UN3003 or PHYS UN3007 May be taken before or concurrently with this course. A sequence of experiments in solid-state electronics, with introductory lectures.

• Department: Physics
• MW 1:10 p.m.-4 p.m.
• Instructor: Georgia S Karagiorgi
  CULPA: 3 Info
• 3 points

Quantum Simulation and Computing Lab

Quantum Simul. & Computin

The “Quantum Simulation and Computing Lab” will give students hands-on experience in quantum optics, quantum simulation and quantum computing. The course combines lectures, tutorials, and two lab sections. In one lab section, students will do experiments with entangled photons. In the second lab section, students will program quantum computers and run algorithms on them using the IBM Qiskit platform.

The course starts with a recap of linear algebra and quantum mechanics, followed by an introduction to quantum optics and quantum information. Two-level systems, Bloch sphere, quantum gates, and elementary quantum algorithms will be discussed. Quantum teleportation and quantum key distribution will be introduced as applications of entanglement. The lecture content will be directly applied in experiments with entangled photons. In the following, state-of-the-art quantum algorithms will be discussed, related to cutting-edge research results in quantum computing. This includes quantum Fourier transform, quantum simulation of the Schroedinger equation, and the variational quantum eigensolver (VQE) algorithm. During the course students will do one experimental project with entangled photons and one quantum programming project. Students will be guided to implement a quantum algorithm of their choice and run it on a quantum computer (IBM, IonQ, QuEra).

• Department: Physics
• WF 1:10 p.m.-2:25 p.m.
• Instructor: Zhenjie Yan
  Info
• 3 points

PHYSICL-ANALYTCL LABORATORY II

Prerequisites: CHEM UN3085 , CHEM UN3080 is acceptable corequisite for CHEM UN3086. A student-centered experimental course intended for students who are co-registered or have complete CHEM UN3079 and CHEM UN3080. The course emphasizes techniques of experimental physical chemistry and instrumental analysis, including vibrational, electronic, and laser spectroscopy; electroanalytical methods; calorimetry; reaction kinetics; hydrodynamic methods; scanning probe microscopy; applications of computers to reduce experimental data; and computational chemistry. Students must also attend the compulsory Mentoring Session. Please check the Directory of Classes for details.

• Department: Chemistry
• T noon-6 p.m.
• Instructor: Luis A Avila
  CULPA: 22 Info
• 4 points

QUANTUM PHYSICS LABORATORY

Experiments illustrating phenomenological aspects of the early quantum theory: (i) Hydrogenic Spectra: Balmer Series - Bohr-Sommerfeld Model; (ii) Photoelectric Effect: Millikans Determination of h/e; (iii) Franck-Hertz Experiment; and (iv) Electron Diffraction Phenomena. Substantial preparation required, including written and oral presentations, as well as an interest in developing the knack and intuition of an experimental physicist. This course is best taken concurrently with PHYS BC3006 Quantum Physics.

• Department: Physics and Astronomy @Barnard
• W 4 p.m.-8 p.m.
• Instructor: Reshmi Mukherjee
  CULPA: 7 Wikipedia h-index: 63 Info
• 3 points

CONSERVATION BIOLOGY

Prerequisites: Science majors should have completed one introductory course that covers biology, ecology, evolution or conservation priort to taking this course. Non-science majors should have some exposure to these same topics but are not required to have taken courses in advance of this class.

• Department: Ecology, Evolution, and Environmental Biology
• M 6:10 p.m.-8 p.m.
• Instructor: Dustin Partridge
  Info
• 3 points

INDIVIDUAL SENIOR PROJECTS

Prerequisites: Meets senior requirement. Instructor permission required. The instructor will supervise the writing of long papers involving some form of sociological research and analysis.

• Department: Sociology @Barnard
• Instructor: Deborah Becher
  CULPA: 8 h-index: 4 Info
• Instructor: Elizabeth Bernstein
  CULPA: 27 Info
• Instructor: Maricarmen Hernandez
  Info
• Instructor: Debra Minkoff
  CULPA: 6 h-index: 17 Info
• Instructor: Mignon R Moore
  CULPA: 9 h-index: 17 Info
• Instructor: Jonathan Rieder
  CULPA: 17 Info
• Instructor: Angela Simms
  Info
• Instructor: Amy Zhou
  Info
• Instructor: Randa B Serhan
  CULPA: 2 Info
• 4 points

Senior Research Seminar: Inquiry

SENIOR RESEARCH SEMINAR I

This is the second semester of a year-long senior capstone experience for Educational Studies majors. Over the course of the year, you will design and carry-out an inquiry project, and you will report on this project through an appropriate medium, for a specific purpose and audience.

• Department: Education @Barnard
• R 12:10 p.m.-2 p.m.
• Instructor: Nora M Gross
  Info
• 4 points

ARTEMIS RISING SHORT COURSE IN FILMMAKIN

ARTEMIS COURSE IN FILMMAK

The Artemis Rising Short Course in Filmmaking is a two to four-week course offered each semester on a special topic of filmmaking presented by an Artemis Rising Foundation Filmmaker Fellow (ARFF). This series was endowed by the Artemis Rising Foundation to bring world-class filmmakers with hands-on experience and fresh perspectives to Barnard to connect with students interested in filmmaking as a vocation and media literacy.

It can only be taken for pass/fail for 1 point.
Students must attend all four class sessions and write a final paper in order to receive credit for this course. 
To see the dates/times that the Artemis Rising Short Course will meet this semester, the current course description, and the biography of the visiting filmmaker, please visit the ARFF website:
https://athenacenter.barnard.edu/arff
.

• Department: Film @Barnard
• R 10:10 a.m.-noon
• Instructor: Faculty
  h-index: 37 Info
• 1 points

Disability

This course centers
disability
in its many manifestations and meanings – as an embodied, social, and cultural experience, as an organizing discourse in local and global contexts, as an analytic framework, and as a position from which to approach, think about, and engage in the world. Together, we will seek to understand disability in diverse settings and contexts through ethnographic texts, autobiography, documentary film, and essays, drawing primarily from works in anthropology but also more broadly from the interdisciplinary traditions known as (Critical) Disability Studies.

Throughout the semester, we will move between considering disability in more and less specific and categorical terms. We will ask what the stakes are – intellectually, socially, politically -  for different ways of doing, thinking, and representing disability. What becomes apparent when we consider, say, the experiences of deaf young adults in India working together to learn Indian Sign Language, or physically disabled adults in the United States whose disabilities must be situated within histories of racialized poverty and urban neglect? What happens – what are the resonances and the tensions – when we put these settings into conversation? Through our engagements with materials analyzing these and many other instances, we will think together about what it means to study and think with disability from different disciplinary perspectives, different methods, and different media.

• Department: Anthropology @Barnard
• W 12:10 p.m.-2 p.m.
• Instructor: Elizabeth M Green
  CULPA: 2 Info
• 4 points

ARTEMIS RISING SHORT COURSE IN FILM PROD

ARTEMIS COURSE:FILM PRODU

The Artemis Rising Short Course in Film Production is a one-point credit short workshop presented by an Artemis Rising Foundation Filmmaker Fellow (ARFF).  It consists of four workshops on a special aspect of film production and one final project. This series was endowed by the Artemis Rising Foundation to bring world-class filmmakers with hands-on experience and fresh perspectives to Barnard to connect with students interested in filmmaking as a vocation and media literacy.

It can only be taken for pass/fail for 1 point. 
Students must attend all four class workshops and produce one final project in order to receive credit for this course. 
To see the dates/times that the Artemis Rising Short Course will meet this semester, the current course description, and the biography of the visiting filmmaker, please visit the ARFF website:
https://athenacenter.barnard.edu/arff
.

• Department: Film @Barnard
• M 6:10 p.m.-8 p.m.
• Instructor: Faculty
  h-index: 37 Info
• 1 points

SENIOR THESIS

French majors will write their senior thesis under the supervision of the instructor.

• Department: French @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Peter T Connor
  CULPA: 13 Info
• 4 points

SUPERVISED INDEPENDENT RES

Prerequisites: the instructors permission for entrance, and the departmental representatives permission for aggregate points in excess of 12 or less than 4. This course may be repeated for credit (see major and concentration requirements). Individual research under the supervision of a member of the staff. Research areas include organic, physical, inorganic, analytical, and biological chemistry. Please note that CHEM UN3098 is offered in the fall and spring semesters.

• Department: Chemistry
• Instructor: Vesna Gasperov
  CULPA: 1 h-index: 4 Info
• 4 points

INDEPENDENT STUDY

This course can be worth 1 to 4 credits (each credit is equivalent to approximately three hours of work per week) and requires a Barnard faculty as a mentor who has to provide written approval. The course entails a scholarly component; for this, a research report is required by the end of the term. The research report can take the form that best suits the nature of the project. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits.

• Department: Neuroscience & Behavior @Barnard
• Instructor: Peter D Balsam
  CULPA: 25 Info
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Bj Casey
  Info
• Instructor: John Glendinning
  CULPA: 23 h-index: 39 Info
• Instructor: Gabrielle J Gutierrez
  Info
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• Instructor: Kara Pham
  CULPA: 9 Info
• Instructor: Russell D Romeo
  CULPA: 9 Info
• Instructor: Alex White
  h-index: 13 Info
• Instructor: Alexis S Hill
  Info
• Instructor: Kevin G Bath
  Info
• 1-4 points

JUSTICE

The primary aim of this course is to help students develop a set of tools for thinking about justice. We will do this by examining a range of subjects, from criminal justice to distributive justice to the circumstances of war and peace and others. We will consider issues such as abortion, the criminalization of behavior, the death penalty, justice in sexual relationships, surrogate motherhood, global poverty, civil disobedience, and international conflict. We will also discuss the justice or injustice of legal and political systems in their entirety and a range of responses to systemic injustice.

• Department: Political Science
• MW 2:40 p.m.-3:55 p.m.
• Instructor: David C Johnston
  CULPA: 25 Info
• 4 points

FUNDAMENTALS OF GLOBAL HEALTH

Many of the greatest challenges in public health are global. This course uses a multidisciplinary approach to discuss the major underlying determinants of poor health and the relationship between health and political, social and economic development. Drawing upon the sciences, social sciences, and humanities, students will be introduced to the evolution of modern approaches to the setting of global health priorities, the functions and roles of health systems, an overview of current global health practices, and the major institutional players in global health. The first unit of the class will focus on establishing the foundations for a public health approach to understanding the challenges of global health. This will involve exploration of the factors shaping the global distribution of disease and their connection with issues of social, economic, and political development, as reflected in the Millennium Development Goals. The second unit will explore in further detail a number of major health priorities. A significant goal of the class will be to identify common sources of vulnerability and challenge across health risks, and the consequent need for a systemic approach to their being addressed. The third and final unit builds upon this analysis to demonstrate the multi-disciplinary, multi-level approach required to effectively address global health priorities, and the political and organizational cooperation required to achieve this. The class concludes with an analysis of the major challenges and threats to global coordination regarding such threats as pandemic influenza and emerging health threats related to climate change. Offered in the spring.

• Department: Columbia College
• MW 4:10 p.m.-5:25 p.m.
• Instructor: Rachel Moresky
  CULPA: 4 Info
• 3 points

OPEN FICTION WORKSHOP

Prerequisite: Student must have taken beginning workshop in any undergraduate creative writing concentration. Open workshops are for students who are acquainted with and have experience in at least one beginning workshop in creative writing. In Open Fiction Workshops, particular attention will be paid to the components of fiction: voice, perspective, characterization, and form. Students will be expected to finish several short stories, executing a total artistic vision on a piece of writing. The critical focus of the class will include an examination of endings and formal wholeness, sustaining narrative arcs, compelling a reader's interest for the duration of the text, and generating a sense of urgency and drama in the work. A portfolio of fiction will be written and revised with critical input from the instructor and workshop. Outside readings may be used to supplement and inform the exercises and written projects. Please visit
https://arts.columbia.edu/writing/undergraduate
for information about registration procedures.

• Department: Writing
• R 12:10 p.m.-2 p.m.
• T 12:10 p.m.-2 p.m.
• W 2:10 p.m.-4 p.m.
• R 2:10 p.m.-4 p.m.
• Instructor: Libby Flores
  Info
• Instructor: Marie G Lee
  CULPA: 3 Info
• Instructor: Samuel Lipsyte
  CULPA: 5 Info
• Instructor: Sofia Montrone
  Info
• 3 points

The Public Monument in Antiquity

Pub. Monument in Antiquit

This seminar will focus on the invention of the public monument as a commemorative genre, and the related concepts of time, memory and history in the ancient Near East (west Asia), Egypt, and Greece. Public monuments will be studies in conjunction with ancient texts (in translation) as well as historical criticism, archaeological and art historical theories. The seminar considers ancient monuments in relation to, and in the context of, modern concepts of monuments, history and heritage and the debates surrounding them. The seminar also introduces these methodologies and debates to students.

• Department: Art History and Archaeology
• W 4:10 p.m.-6 p.m.
• Instructor: Zainab Bahrani
  CULPA: 11 Wikipedia Info
• 4 points

INTRODUCTION TO LINGUISTICS

An introduction to the study of language from a scientific perspective. The course is divided into three units: language as a system (sounds, morphology, syntax, and semantics), language in context (in space, time, and community), and language of the individual (psycholinguistics, errors, aphasia, neurology of language, and acquisition). Workload: lecture, weekly homework, and final examination.

• Department: Cognitive Science @Barnard
• TR 5:40 p.m.-6:55 p.m.
• Instructor: Maya Barzilai
  Info
• 3 points

WOMEN WRITERS OF E EUR: BELARUS,UKR,&RUS

WOMEN WRITERS OF EASTRN E

The course addresses the works of women writers of Ukraine, Belarus, and Russia from the 19th century to the present. All assigned readings will be in English. The purpose of the course is to become familiar with the struggles and concerns of these authors, as well as the general features of their lives and cultural contexts. Most readings assigned are primary texts. These will be supplemented during course meetings: the instructor will bring in various materials that would be obscure if assigned to students outside of class, but with live explanations in-class, will enrich their understanding of the primary readings.

• Department: Slavic Languages @Barnard
• Instructor: John C Wright
  CULPA: 1 Info
• 3 points

SENIOR FICTION WORKSHOP

Seniors who are majors in creative writing are given priority for this course. Enrollment is limited, and is by permission of the professor. The senior workshop offers students the opportunity to work exclusively with classmates who are at the same high level of accomplishment in the major. Students in the senior workshops will produce and revise a new and substantial body of work. In-class critiques and conferences with the professor will be tailored to needs of each student. Please visit
https://arts.columbia.edu/writing/undergraduate
for information about registration procedures.

• Department: Writing
• W 4:10 p.m.-6 p.m.
• Instructor: Molly L McGhee
  Info
• 4 points

APPLIED MATHEMATICS II: PDE'S

Introduction to partial differential equations; integral theorems of vector calculus. Partial differential equations of engineering in rectangular, cylindrical, and spherical coordinates. Separation of the variables. Characteristic-value problems. Bessel functions, Legendre polynomials, other orthogonal functions; their use in boundary value problems. Illustrative examples from the fields of electromagnetic theory, vibrations, heat flow, and fluid mechanics.

• Department: Applied Physics and Applied Mathematics
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Drew C Youngren
  CULPA: 10 Info
• 3 points

ADVANCED DUTCH II

see department for details

• Department: Germanic Languages
• TR 1:15 p.m.-2:30 p.m.
• Instructor: Wijnie de Groot
  CULPA: 11 Info
• 3 points

ACADEMIC WRITING INTENSIVE

This course is designed for Barnard students in their second or third year who are seeking more practice with academic writing skills. In a small, supportive group, we will break down the core reading, writing, revision, and critical thinking skills that produce strong academic writing, no matter the discipline. You will get to know yourself deeply as a writer: when you get a writing assignment, what does your writing process look like -- how do you get started? When do you resist writing, and why? What do you do when you get stuck -- not only so you can get that paper done, but so you can learn from the process, too? Please note that in addition to the weekly seminar and regular one-on-one meetings with the instructor, students are also required to meet with an assigned Writing Fellow for one hour every other week (Writing Fellows will be assigned and meetings scheduled at the beginning of the semester). This course is only offered P/D/F. 
Instructor permission is required; to be considered for the course, 
please fill out this brief questionnaire
.

• Department: English @Barnard
• W 12:10 p.m.-2 p.m.
• Instructor: Vrinda Condillac
  CULPA: 28 Info
• 4 points