PROBLEMS IN CHEMISTRY
Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.
- Department: Chemistry @Barnard
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Instructor:
Rebecca Donegan
Info - 2 points
PROBLEMS IN CHEMISTRY
Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.
- Department: Chemistry @Barnard
- 2 points
PROBLEMS IN CHEMISTRY
Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.
- Department: Chemistry @Barnard
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Instructor:
Christian Rojas
CULPA: 24
Info
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Instructor:
Marisa C Buzzeo
CULPA: 2 Info -
Instructor:
Dina C Merrer
CULPA: 24
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Instructor:
Andrew C Crowther
CULPA: 1 Info -
Instructor:
Michael Campbell
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Instructor:
Rachel Austin
CULPA: 18
Wikipedia
h-index: 28
Info
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Instructor:
Christina Vizcarra
CULPA: 1 Info -
Instructor:
Rebecca Donegan
Info - 4 points
PROBLEMS IN CHEMISTRY
Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.
- Department: Chemistry @Barnard
- 4 points
REHEARSAL & PERFRMNCE IN DANCE
- Department: Dance @Barnard
- MW 6:10 p.m.-9 p.m.
- 1-3 points
REHEARSAL & PERFRMNCE IN DANCE
- Department: Dance @Barnard
- MW 6:10 p.m.-9 p.m.
- TR 6:10 p.m.-9 p.m.
- 1-3 points
REHEARSAL & PERFRMNCE IN DANCE
- Department: Dance @Barnard
- TR 6:10 p.m.-9 p.m.
- 1-3 points
INTL LAW & U.N. IN PRACTICE
Prerequisites: POLS UN1601 or HRTS UN3001 An equivalent course to POLS UN1601 or HRTS UN3001 may be used as a pre-requisite, with departmental permission. Examines the development of international law and the United Nations, their evolution in the Twentieth Century, and their role in world affairs today. Concepts and principles are illustrated through their application to contemporary human rights and humanitarian challenges, and with respect to other threats to international peace and security. The course consists primarily of presentation and discussion, drawing heavily on the practical application of theory to actual experiences and situations. For the Barnard Political Science major, this seminar counts as elective credit only. (Cross-listed by the Human Rights Program.)
- Department: Human Rights (HRTB)
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Instructor:
Martin S Flaherty
CULPA: 1 Wikipedia 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. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits. The expectations for each of these options are as follows: 1 credit, 3h/week commitment, 5-10 page "Research Report" at the end of the term; 2 credits, 6h/week commitment, 5-10 page "Research Report" at the end of the term; 3 credits, 9h/week commitment, 15-20 page "Research Report" at the end of the term; 4 credits, 12h/week commitment, 15-20 page "Research Report" at the end of the term. "Research Report" is a document submitted to the person grading the student, the instructor of record for the section in which the student has enrolled. If a student is working off-site, then input from the off-site research mentor will inform the grading. The "Research Report" can take a variety of forms: progress reports on data collected, training received, papers read, skills learned, etc.; or organized notes for lab notebooks, lab meetings, etc.; or manuscript-like papers with Intro, Methods, Results, Discussion; or some combination thereof, depending on the maturity of the project. Ultimately, this will take different forms for different students/labs.
- Department: Psychology @Barnard
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Instructor:
Robert Brotherton
CULPA: 1 Info -
Instructor:
Armita Ghobadi
Info -
Instructor:
Ken Light
CULPA: 17 h-index: 15 Info -
Instructor:
Koleen McCrink
CULPA: 6
h-index: 17
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Instructor:
Michelle Greene
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Instructor:
Robert E Remez
CULPA: 26 Wikipedia h-index: 23 Info -
Instructor:
Anna Shusterman
Info -
Instructor:
Ann Senghas
CULPA: 17
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Instructor:
Katherine Thorson
CULPA: 4
h-index: 7
Info
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Instructor:
Lisa K Son
CULPA: 25 Info -
Instructor:
Mariel Roberts
h-index: None Info -
Instructor:
Erica Musser
Info -
Instructor:
Kathleen M Taylor
CULPA: 78 Info -
Instructor:
Tara Well
CULPA: 4 Info -
Instructor:
E'Mett McCaskill
CULPA: 38
Info
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Instructor:
Kate M Turetsky
Info -
Instructor:
Alexandra C Horowitz
CULPA: 23
Wikipedia
Info
- 1-4 points
THE HISTORY OF AMERICAN JOURNALISM OF CO
US JOURNALISM OF CONSCIEN
From Frederick Douglass’s The North Star, which insisted that journalism could be a tool for liberation and collective conscience, to today’s digital-first platforms, American journalism has always been a site of struggle over truth, power, and representation. This course explores the power of journalism to shape public conscience — from the days when print was the Twitter of its time to the rise of radio, television, and digital media. At its core, this seminar centers the voices of journalists of conscience — those who speak truth to power, challenge dominant narratives, and reflect the full spectrum of human experience. We will approach journalism through a lens that foregrounds the perspectives of people of color, recognizing how mainstream media has historically erased, distorted, or marginalized their voices while also highlighting the powerful traditions of resistance and self-representation in journalism.
To foster meaningful connection and collaboration, students will be split into groups for the semester. These groups will meet in breakout rooms during each class session to workshop ideas, respond to prompts, and sometimes collaborate on short journalistic pieces. The goal is to make a large seminar feel intimate and to encourage peer-to-peer dialogue throughout the course.
Through weekly readings, in-class discussions, site visits, guest speakers, and multimedia projects, students will examine how journalism has both reflected and resisted dominant narratives across history. Students will also create original work that embodies conscience-based journalism.
- Department: English @Barnard
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Instructor:
Maria D Hinojosa
Info - 3 points
SENIOR RESEARCH THESIS
Discussions of the student's Independent Research project during the fall and spring terms that culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution.
- Department: Psychology @Barnard
- M 12:10 p.m.-2 p.m.
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Instructor:
Lisa K Son
CULPA: 25 Info - 1 points
INTRO CONTEMP CHINESE POLITICS
This undergraduate course is designed to introduce to students who have limited knowledge of China some basic aspects of political institutions and processes as well as major events in Chinese political life under the communists since 1949, focusing on the post-Mao reform period since 1978. It examines economic and political development in China--their causes, patterns, consequences, and implications--in a broader context of transition from authoritarianism and state socialism. In this class, we will apply some concepts and theories in comparative politics in analyzing Chinese politics. By taking this class, students are expected to gain substantial knowledge about contemporary Chinese politics and acquire some basic ability to apply such knowledge to relate to and analyze current affairs concerning China.
A Literary History of Marriage
From its origins, and to the present, marriage has been transactional, arranged, and rarely concerned with the desires or interests of the wife. In the eighteenth-century, and especially through the genre of the novel, women began to insist on right to choose their spouse, and the possibility of marrying for love. Perversely, it is at this point that the descriptions of some of the most disastrous and repressive marriages enter literature, and in the twentieth century film. If “the course of true love never did run smooth” this seminar follows its path, investigating the shifts and transformations of marriage. While the focus of the seminar will be on women, we will also consider men, same-sex marriage, questions of marriage and race in the United States, and marriage in China.
- Department: English @Barnard
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Instructor:
Daphne Miriam Merkin
Wikipedia Info - 4 points
TOPICS IN COGNITIVE SCIENCE AND PHILOSOP
TOPICS IN COG SCI & PHILO
This course will focus on one topic at the intersection of cognitive science and philosophy. Potential topics include free will, consciousness, modularity, mental representation, probabilistic inference, the language of thought, and the computational theory of mind.
- Department: Cognitive Science @Barnard
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Instructor:
Tyler Knowlton
Info - 3 points
MAFIA MOVIES
Examines representations of the mafia in American and Italian film and literature. Special attention to questions of ethnic identity and immigration. Comparison of the different histories and myths of the mafia in the U.S. and Italy. Readings includes novels, historical studies, and film criticism. Limit 25
- Department: Italian @Barnard
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Instructor:
Nelson Moe
CULPA: 10 h-index: 6 Info - 3 points
Disability Narratives in Latin America
Disability Narratives Lat
This course surveys Latin American literary texts that have deeply engaged with disability in the
20 th and 21 st century. Against the tendency to treat disability merely as a useful metaphor or to
simply import Global Northern vocabulary and methodologies of disability studies to other
locations, this course turns to Latin American literary texts by authors that have been directly
“touched” by disability to foreground the concerns, vocabularies, and commitments that their
texts reveal. This includes authors who either through their personal experience with disability
or as caretakers—as parents, siblings, or close friends of people with disabilities—have closely
grappled with the experience of non-normative bodies and minds in the Latin American
context. In this course we ask how are subjects with disabilities represented in a variety of
genres (novel, essay, poem, graphic novel) and what constraints and possibilities circumscribe
these subjectivities and their lives. Ultimately, we will ask what vision of disability justice
emerges from these localized experiences and creative interventions beyond now globalized
disability discourses of inclusion/access and independence/autonomy.
STRATEGY FORMULATION
This class is an introduction to strategic management and the decisions that firms make in their historical context. We look at the growth of the large multi-product firm in almost all countries in the world and the the process by which they internationalized their activities and, very often, were also forced to retreat from their international positions. We treat strategies as relation to two broad goals of the class: to understand why some companies are financially much more successful than others; and to analyze how managers can devise a set of actions (the strategy) and design processes and structures that allow their company to obtain a competitive advantage. You will learn the analytical tools developed in universities, in consulting and industrial firms, and even in the military. These tools include what companies do to outperform their rivals; to analyze the competitive moves of rival firms by game-theoretic concepts; and when it makes sense for companies to diversify and globalize their business. Applications will be to Walmart and Apple, European firms and to Asian firms, and developing country firms.
- Department: Mendelson Center
- R 10:25 a.m.-12:55 p.m.
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Instructor:
Len Sherman
Info - 3 points
Modern Library Resources for Scientific
Library Science Research
Guided exploration of chemistry research using modern library resources. Topics include: organization and evaluation of information, information ethics, the history of citation, and use of databases. Culminates in the creation of an online research guide on a specific chemistry topic, using a variety of carefully considered and annotated sources.
- Department: Chemistry @Barnard
- 1 points
MAJOR WOMEN FILMMAKERS
Traditional film history has consigned a multitude of cinema practices to an inferior position. By accepting Hollywood’s narrative model as central, film scholars have often relegated non-male, non-white, non-Western films to a secondary role. Often described as “marginal” or “peripheral” cinemas, the outcomes of these film practices have been systematically excluded from the canon. Yet… are these motion pictures really “secondary”? In relation to what? And according to whom? This course looks at major films by women filmmakers of the 20th Century within a tradition of political cinema that 1) directly confronts the hegemonic masculinity of the Hollywood film industry, and 2) relocates the so-called “alternative women’s cinema” at the core of film history. Unlike conventional feminist film courses, which tend to be contemporary and anglocentric, this class adopts a historical and worldwide perspective; rather than focusing on female directors working in America today, we trace the origins of women’s cinema in different cities of the world (Berlin, Paris, New York) during the silent period, and, from there, we move forward to study major works by international radical directors such as Lorenza Mazzetti, Agnès Varda, Forough Farrokhzad, Věra Chytilová, Chantal Akerman, Lina Wertmüller, Barbara Loden, Julie Dash, and Mira Nair. We analyse how these filmmakers have explored womanhood not only as a source of oppresion (critique of patriarchal phallocentrism, challenge to heteronormativity, etc) but, most importantly, as a source of empowerment (defense of matriarchy, equal rights, lesbian love, inter- and transexuality...). Required readings include seminal texts of feminist film theory by Claire Johnston, Laura Mulvey, Ann Kaplan, bell hooks, and Judith Butler. Among the films screened in the classroom are silent movies –
Suspense
(Lois Weber, 1913),
The Seashell and the Clergyman
(Germaine Dulac, 1928)—, early independent and experimental cinema –
Girls in Uniform
(Leontine Sagan, 1931),
Ritual in Transfigured Time
(Maya Deren, 1946)—, “new wave” films of the 1950s and 1960s –
Cléo from 5 to 7
(Varda, 1962),
Daisies
(Chytilová, 1966)–,
auteur
cinema of the 1970s –
Seven Beauties
(Wertmüller, 1974),
Jeanne Dielman
(Akerman, 1975)–, and documentary films –
- Department: Film @Barnard
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Instructor:
Sophia de Baun
Info - 3 points
SENIOR RESEARCH ESSAY SEMINAR
- Department: American Studies @Barnard
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Instructor:
Jennie Kassanoff
CULPA: 20
Info
- 4 points
LARGE LANGUAGE MODELS: FOUNDATIONS AND E
LLM FOUNDATIONS AND ETHIC
Large Language Models (LLMs) such as GPT-3, ChatGPT, LLaMA are models that are trained on large amounts of data and are adaptable to a wide range of tasks. They are the basis of most state-of-the-art systems in Natural Language Processing. While the potential of these technologies for social good is large, the risks are also comparable. In this course, the students will learn the fundamentals about the modeling, theory and ethical aspects of LLMs and their applications, while gaining experience working with them. The course will be structured as a seminar, where one class is dedicated to instructor-led lecture and one to studentled discussion of papers around topics covered in the lecture. Each paper discussion will be structured as a panel of 3-4 students, each with an assigned role. Each panel role covers one aspect of critically assessing an academic/industry paper. Everyone in the class should participate by commenting and asking questions from the panel. The class is project-based, meaning there will be a semester-long project focused on evaluating LLMs and/or building LLMs around a topic/problem/task you care about, with an end of semester final paper. The projects will be done by groups of 3-4 students.
Prerequisite(s): COMS W3134 or W3136 or W3137 (or equivalent). Background in probability/statistics and linear algebra is also required and experience with Python programming is strongly encouraged. Some previous or concurrent exposure to NLP, AI or machine learning is beneficial, but not required.
- Department: Computer Science @Barnard
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Instructor:
Smaranda Muresan
h-index: 22 Info - 3 points
The Secret Lives of Plants
An interdisciplinary seminar exploring the new science of plant intelligence alongside the colonial, racial, and ecological histories that have shaped human-plant relations. Drawing on plant biology, Indigenous knowledge systems, Black botanical legacies, critical race studies, and multispecies anthropology, the course asks what plants know, who has always known them, and what they have been made to do in the service of empire. Students purchase and maintain a living plant throughout the semester. Readings range from bench science to postcolonial theory to Caribbean literature.
- Department: Anthropology
- T 12:10 p.m.-2 p.m.
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Instructor:
Vanessa L Agard-Jones
CULPA: 3 Info - 4 points
LITERATURE ON DRUGS
Whether as sources of artistic creativity, symbols of moral decay, avenues of escape, or
foundations for alternative forms of sociality, drugs are an inexhaustible source of inspiration
for all manner of storytellers. Why is that? This course surveys the narrative history of
“literature on drugs” from three angles: first, we examine poetry and fiction composed under
the influence of mind-altering intoxicants; second, we study literature about drug-induced
experiences and the counter-cultures they have fueled; and we ask why literary criticism is
essential to articulate the danger and allure of drugs, past, present, and future. We will read
from literary psychonauts including William Blake, William S. Burroughs, Philip K. Dick, Allen
Ginsberg, Aldous Huxley, Anaïs Nin, and Hunter S. Thompson; historians of the highly weird like
Michel Foucault and Erik Davis; and an array of primary sources on the legal, therapeutic, and
psychological complexities of drug use, such as Billy Holiday, Sigmund Freud, William James,
and Margaret Mead. We also will consider the cinematic history of literature on drugs with
films like Altered States, Trainspotting, and Apocalypse Now. The course incorporates hands-on
archival work and includes a visit to Columbia’s Rare Book and Manuscript Library.
- Department: English @Barnard
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Instructor:
Nathan Gorelick
Info - 3 points
Indigenous Enlightenment
What is the source of truth and authority? What is the origin of the world and how does that determine the social order? Who ought to rule, why, and how? What are the standards for measuring justice and injustice? What is our relationship to the environment around us and how should its resources be distributed among people? How do we relate to those who are different from us, and what does it mean to be a community in the first place? Historically, the answers to these questions that have been described as “religious” and “political” have been the restricted to a specific tradition of Western European Christianity and its secular afterlives. However, these are questions that every society asks, in order to be a society in the first place. This course analyzes how indigenous peoples in the Americas asked and answered these questions through the first three centuries of Western European imperial rule. At the same time, this course pushes students to question what gets categorized as uniquely “indigenous” thought, how, and why.
- Department: Religion @Barnard
-
Instructor:
Timothy Vasko
CULPA: 3
Info
- 4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
- 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
-
Instructor:
Alexander A Cooley
CULPA: 22
h-index: 33
Info
-
Instructor:
Faculty
h-index: 37 Info - 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
-
Instructor:
Faculty
h-index: 37 Info - 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
-
Instructor:
Faculty
h-index: 37 Info - 1-4 points
ENVIR SCIENCE SENIOR SEMINAR
Guided, independent, in-depth research culminating in the senior thesis in the spring. Includes discussion about scientific presentations and posters, data analysis, library research methods and scientific writing. Students review work in progress and share results through oral reports. Weekly seminar to review work in progress and share results through oral and written reports.
- Department: Environmental Sciences @Barnard
- R 4:10 p.m.-6 p.m.
- 3 points
ENVIR SCIENCE SENIOR SEMINAR
Guided, independent, in-depth research culminating in the senior thesis in the spring. Includes discussion about scientific presentations and posters, data analysis, library research methods and scientific writing. Students review work in progress and share results through oral reports. Weekly seminar to review work in progress and share results through oral and written reports.
- Department: Environmental Sciences @Barnard
- R 4:10 p.m.-6 p.m.
-
Instructor:
Logan Brenner
CULPA: 5 h-index: 4 Info - 3 points
ENVIR SCIENCE SENIOR SEMINAR
Guided, independent, in-depth research culminating in the senior thesis in the spring. Includes discussion about scientific presentations and posters, data analysis, library research methods and scientific writing. Students review work in progress and share results through oral reports. Weekly seminar to review work in progress and share results through oral and written reports.
- Department: Environmental Sciences @Barnard
- R 4:10 p.m.-6 p.m.
-
Instructor:
Logan Brenner
CULPA: 5 h-index: 4 Info - 3 points
COLL:POLITICS OF DEVELOPMENT
Prerequisites: V 1501 or equivalent Description: The semester-long course aims to study political and social factors behind economic development and exam empirical cases of the success and failure in economic growth in order to understand the key features of the development processes. In the last two centuries, some countries successfully achieved economic growth and development, while other failed to do so. Even in the post-WWII period, the world has witnessed the rise and decline of economies around the world. Why do nations succeed or fail in economic development? How do political institutions affect economic outcomes? What are the ways in which state and market interact and influence each other? Can democracy be considered a cause of development, an outgrowth of development, or neither and to which extent? How do external factors such as foreign aid encourage or discourage development? We will try to examine these questions by taking a historical-institutional and comparative approach and take a critical look at the role of political and other institutions by applying theoretical guidelines and empirical cases. We will explore competing explanations for the successes and failures of economic development in the world. Objective:1. Understand some important concepts and theories within the fields of comparative politics and political economy. To explore the interconnections between politics, economy, and society in the context of development policy and practice.2. Develop basic analytic skills to explore various factors that shape political, economic, and social development and underdevelopment in the world;3. Understand some country specific political economy processes and how these processes prove or disprove certain theories and policies.
Knowledge, Practice, Power
Knowledge, Practice, Power is a practical and multi-disciplinary exploration of research methods and interpretive strategies used in feminist scholarship, focusing on larger questions about how we know what we know, and who and what knowledge is for. Open to non-majors, but sophomore and junior majors in Women’s, Gender, and Sexuality Studies (WGSS) are encouraged to enroll in this course as preparation for Senior Seminar I. This course is required for students pursuing the concentration or minor in Feminist/Intersectional Science and Technology Studies. Prerequisite:
Either
one introductory WGSS course
or
Critical Approaches to Social and Cultural Theory
or
Permission of the Instructor.
- Department: Women's, Gender, Sexuality Studies @Barnard
-
Instructor:
Faculty
h-index: 37 Info - 4 points
Beyond the Great Wall: Nomadic Empires a
Since Antiquity, the Great Wall has become both a geographical and socio-cultural fault line between steppe nomads and the Chinese. More than a physical and territorial boundary, the Great Wall also functions as a powerful conceptual metaphor, symbolizing the gap between insiders and outsiders. The intellectual discourses of “frontier” and “border” embodied by the Wall have kept alive well into modern China.
The course follows a broadly chronological order from the Xiongnu Empire through the Mongols to modern times. Additionally, it incorporates thematic explorations such as nomadic culture, Sinitic concepts of unity, ethno-cultural diversity, multi-linguistic empires, and so on. We will make use of Chinese literature and art on the one hand, and primary sources from Central Asia on the other, to develop a comprehensive and comparative understanding of both sides of the Great Wall. As such, we ask how the nomads served as agents of change in Eurasian and even world history, and in turn, we problematize some enduring challenges faced by the Chinese state from the past to the present.
Listed as a Global Core, this course assumes no background of Chinese or Central Asian language and literature. Students are expected to engage thoughtfully and critically with course materials, including primary sources translated into English and secondary scholarship. Readings will include classical texts from Sinitic culture as well as diverse literary sources on nomadic peoples, such as The Secret History of the Mongols and travelogues by Marco Polo. These primary texts will be examined alongside secondary scholarship, with visual and material objects integrated to complement the written texts.
HUMAN RIGHTS & PUBLIC HEALTH
Prerequisites: Enrollment in the course is open to 18 undergraduates who have completed at least one core course in human rights and /or international law. This seminar introduces students to the field of health and human rights. It examines how to advocate for and implement public health strategies using a human rights framework. It takes note of current international and domestic debates about the utility of a ;human rights-based approach; to health, discusses methods and ethics of health-related human rights research, and examines case studies of human rights investigations to explore the role of human rights analysis in promoting public health.
- Department: Human Rights (HRTB)
-
Instructor:
Faculty
h-index: 37 Info - 4 points
OUT OF PLACE
Literature has always attracted the outsider, and literature itself seems to demand from its writers to momentarily step out of the fray in order to hope to observe it. The modern age has offered different examples of this. When Bernard Levin described V.S. Naipaul as an ‘inquiline’ author — meaning, a guest or a lodger, an animal that lives in another's nest — Naipaul responded:
‘When I see the sun set here at Stonehenge, there is a way that it is somebody else’s sun, somebody else’s landscape, it has somebody’s else's history connected with it. I can't avoid that: that's the way I think.’
When Virginia Woolf received news of the death of Joseph Conrad, she sat down and penned an admiring obituary that opens with what might be read as a presumptuously arrogant statement:
‘Suddenly, without giving us time to arrange our thoughts or prepare our phrases, our guest has left us; and his withdrawal without farewell or ceremony is in keeping with his mysterious arrival, long years ago, to take up his lodging in this country.’
Despite Woolf’s English snobbishness, her words reveal something true about Conrad’s situation, and about the place of many other writers who were, for one reason or another, obliged to operate in foreign lands, inside other languages or states of being, authors such as V.S. Naipaul, Ovid, Robert Louis Stevenson, Joseph Conrad, Jean Rhys, Waguih Ghali and David Malouf.
Through the close analysis of a narrow selection of works, this class will chart the ways in which such works reveal the nature and imaginative location of the artist out of place. We will be interested in the question of to what extent is writing a process of mapping an intellectual, aesthetic, psychic or geographical territory. We will be motivated by close reading, interpretation, and the adventure of comparing different portraits of being an outsider-insider.
We may refer to fragments by travellers and explorers such as Leo Africanus, Álvar Núñez Cabeza de Vaca, Bartolomé de las Casas, and Ibn Battuta, or look at the work of artists who crossed boundaries, such as the 15th century Venetian painter Gentile Bellini and the impact of his visit to Mehmed II’s court in 1479, or the influence of the Arabesque on the music of Claude Debussy.
We will explore what it is about literature and, in particular, the novel that has made it so well-suited for por
- Department: English @Barnard
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Instructor:
Hisham Matar
CULPA: 2 Wikipedia Info - 3 points
ETHNOGRAPHIC FIELD RESEARCH IN NYC
This course provides the aspiring anthropologist with an array of primarily qualitative methodological tools essential to successful urban fieldwork. As such, it is a practicum of sorts, where regular field assignments help build one’s ability to record and analyze social behavior by drawing on several key data collection techniques. Because we have the luxury of inhabiting a large, densely populated, international city, this class requires that you take a head-first plunge into urban anthropology. The NYC area will define the laboratory for individually- designed research projects. Be forewarned, however! Ethnographic engagement involves efforts to detect social patterns, but it is often a self-reflexive exercise, too. Readings provide methodological, analytical, and personal insights into the skills, joys, and trials that define successful field research.
- Department: Anthropology @Barnard
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Instructor:
Kaya N Williams
Info - 4 points
SENIOR THESIS SEMINAR II
Prerequisites: Must complete ANTH BC3871x. Limited to Barnard Senior Anthropology Majors. Offered every Spring. Discussion of research methods and planning and writing of a Senior Essay in Anthropology will accompany research on problems of interest to students, culminating in the writing of individual Senior Essays. The advisory system requires periodic consultation and discussion between the student and her adviser as well as the meeting of specific deadlines set by the department each semester.
- Department: Anthropology @Barnard
- M 2:10 p.m.-4 p.m.
- 4 points
LISTENINGS: AN ETHNOG OF SOUND
LISTENING: AN ETHNOG OF SOUND
We explore the possibilities of an ethnography of sound through a range of listening encounters: in resonant urban soundscapes of the city and in natural soundscapes of acoustic ecology; from audible pasts and echoes of the present; through repetitive listening in the age of electronic reproduction, and mindful listening that retraces an uncanniness inherent in sound. Silence, noise, voice, chambers, reverberation, sound in its myriad manifestations and transmissions. From the captured souls of Edison’s phonography, to everyday acoustical adventures, the course turns away from the screen and dominant epistemologies of the visual for an extended moment, and does so in pursuit of sonorous objects. How is it that sound so moves us as we move within its world, and who or what then might the listening subject be?
- Department: Anthropology
- T 2:10 p.m.-4 p.m.
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Instructor:
John Pemberton
CULPA: 15
Wikipedia
Info
- 4 points
SENIOR THESIS SEMINAR
Computer Science majors at Barnard can choose to pursue a year-long senior research thesis for their senior experience. A senior thesis is intended to be a substantial piece of work in which the student engages in independent and original research. They should register for two semesters of research projects in CS through their faculty advisor’s home department (Barnard or Columbia), each for at least 3 credits (one in Fall and one in the Spring). They should additionally register for this course. The main goal is to provide students with a venue to discuss their senior thesis projects with each other. In the seminar, students learn how to communicate and present their work. They also become more familiar with other students’ areas of research and other types of research projects that fall under the umbrella of computer science. The seminar sometimes also features guest speakers in various areas of CS; students participate and engage in discussion with the speaker, further developing their research communication skills. The instructor of this course functions as a secondary advisor for the students’ projects. At the end of the academic year, the students present their projects to the CS community at Barnard.
- Department: Computer Science @Barnard
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Instructor:
Tiffany Tseng
Info - 1 points
UNDERGRAD RESEARCH OR PROJECT
Independent work involving experiments, computer programming, analytical investigation, or engineering design.
- Department: Industrial Engineering and Operations Research
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Instructor:
Anish Agarwal
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Instructor:
Shipra Agrawal
h-index: 24 Info -
Instructor:
Eric Balkanski
h-index: 13 Info -
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Daniel Bienstock
h-index: 38 Info -
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Agostino Capponi
h-index: 19 Info -
Instructor:
Rachel Cummings
h-index: 16 Info -
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Antonius B Dieker
CULPA: 10 h-index: 19 Info -
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Adam N Elmachtoub
CULPA: 1 h-index: 13 Info -
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Yuri Faenza
h-index: 11 Info -
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Vineet Goyal
h-index: 21 Info -
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Ali Hirsa
h-index: 8 Info -
Instructor:
Anran Hu
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Instructor:
Garud Iyengar
CULPA: 6
h-index: 30
Info
- 1-3 points
UNDERGRAD RESEARCH OR PROJECT
Independent work involving experiments, computer programming, analytical investigation, or engineering design.
- Department: Industrial Engineering and Operations Research
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Instructor:
Garud Iyengar
CULPA: 6
h-index: 30
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Instructor:
Hardeep Johar
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Instructor:
Cedric Josz
CULPA: 2 h-index: 13 Info -
Instructor:
Soulaymane Kachani
CULPA: 12 Info -
Instructor:
Yaren Kaya
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Instructor:
Christian Kroer
h-index: 16 Info -
Instructor:
Daniel Lacker
CULPA: 4
h-index: 13
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Instructor:
Henry Lam
h-index: 17 Info -
Instructor:
Fabrizio Lecci
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Instructor:
Tianyi Lin
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Instructor:
Uday Menon
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Instructor:
Bento Natura
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Instructor:
Jay Sethuraman
CULPA: 10 Info -
Instructor:
Eric Stratman
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Instructor:
Clifford Stein
CULPA: 31 Wikipedia h-index: 53 Info -
Instructor:
Wenpin Tang
h-index: 6 Info -
Instructor:
Harry West
CULPA: 1 h-index: 1 Info -
Instructor:
Kaizheng Wang
CULPA: 1 h-index: 8 Info -
Instructor:
Lily Xu
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Instructor:
David D Yao
CULPA: 5
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Instructor:
Yi Zhang
CULPA: 2 Info -
Instructor:
Xunyu Zhou
h-index: 54 Info - 1-3 points