The Ottoman Empire and the West in the 1

“The Ottoman Empire and the West” is a course designed to familiarize undergraduate students with the major developments concerning the Ottoman Empire’s relations with the West throughout the ‘long’ nineteenth century, roughly from the end of the eighteenth century to the outbreak of World War I. The course will adopt a predominantly chronological structure but will address a wide range of themes, from politics and ideology to economics and diplomacy, and from religion and culture to gender and orientalism.

• Department: Auditing
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Edhem Eldem
  Info
• 0 points

Ottoman Empire and the West - DISC

Ottoman Emp & the West -

Required zero-point/ungraded discussion section for “The Ottoman Empire and the West in the 19th Century” lecture (HIST 2717)

• Department: History
• 0 points

INTRODUCTION TO NATIVE AMERICAN RELIGIOU

INTRO NAT AMER RELIGIOUS

There are over 800 distinct Native American nations currently within the borders of the United States. This course offers a broad introduction to the diversity of American Indian religious systems and their larger functions in communities and in history. We will explore general themes in the study of Native American religious traditions as well as look at some specific examples of practices, ideas, and beliefs. Of particular importance are the history and effects of colonialism and missionization on Native peoples, their continuing struggles for religious freedom and cultural and linguistic survival, and the ways in which American Indians engage with religion and spirituality, both past and present, to respond to social, cultural, political, and geographical change.

• Department: Religion @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Nathan Blackwell
  Info
• 3 points

ACCELERATED PHYSICS II

Prerequisites: PHYS UN2801 This accelerated two-semester sequence covers the subject matter of PHYS UN1601, PHYS UN1602 and PHYS UN2601, and is intended for those students who have an exceptionally strong background in both physics and mathematics. The course is preparatory for advanced work in physics and related fields. There is no accompanying laboratory; however, students are encouraged to take the intermediate laboratory, PHYS UN3081, in the following year.

• Department: Physics
• TR 10:10 a.m.-noon
• Instructor: Yury Levin
  h-index: 91 Info
• 4.5 points

GENDER AND EMPIRE

This course provides a political and social history of India from the 16th-19th century, focusing on the Mughal empire. Two central concerns: first, the Mughal regnal politics towards their rival imperial concerns within India and West Asia (the Maratha, the Rajput, the Safavid, the Ottoman); and second, the foreign gaze onto the Mughals (via the presence of Portuguese, English, and French travelers, merchants, and diplomats in India). These interlocked practices (how Mughals saw the world and how the world saw the Mughals) will allow us develop a nuanced knowledge of universally acknowledged power of the early modern world. Partially fulfills Global Core Requirement.

• Department: History @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Anupama Rao
  CULPA: 28 Info
• 3 points

A History of the Indian Ocean, 19th Cent

This lecture course explores the Indian Ocean worlds of the nineteenth century and twentieth century by tracing networks of trade, labor, capital, pilgrimage and science. It offers an overview of how these networks were forged and who formed them, mapping their ebbs and flows across Mauritius, Madagascar, Kenya, Zanzibar, Oman, Pakistan, India, Sri Lanka, Myanmar, Malaysia, Singapore, Fiji, Indonesia, and Australia. It begins with a brief overview of the premodern Indian Ocean and the seaborne empires of sixteenth centuries and the first encounters with Portuguese, Dutch, French and British colonization and then looks at a range of different topics from the spice trade and caravan routes in the age of sail to the abolition of slavery and establishment of indenture as steamships began to take over oceanic journeys. We look at the travels of botanical specimens scrounged from tropical forests in the nineteenth century to the surveying of the ocean floor in the twentieth. At the end of the lectures, which will also feature active learning components using primary sources, we will learn how to reframe regional histories through the lens of oceanic mobilities.

• Department: History
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Kalyani Ramnath
  Info
• 4 points

A History of the Indian Ocean - DISC

Hist of the Indian Ocean-

Required zero-point/ungraded discussion section for “A History of the Indian Ocean, 19th Century to the Present” lecture (HIST 2820)

• Department: History
• T 5:10 p.m.-6 p.m.
• R 6:10 p.m.-7 p.m.
• Instructor: Ifadha Sifar
  Info
• 0 points

American Modernism

This course approaches modernism as the varied literary responses to the cultural, technological, and political conditions of modernity in the United States.  The historical period from the turn of the century to the onset of World War II forms a backdrop for consideration of such authors as Getrude Stein, Willa Cather, Jean Toomer, Zora Neale Hurston, Ernest Hemingway, Ezra Pound, T.S. Eliot, Marianne Moore, F. Scott Fitzgerald, and Djuna Barnes.  Assigned readings will cover a range of genres, including novels, poetry, short stories, and contemporary essays.

• Department: English and Comparative Literature
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Rachel Adams
  CULPA: 16 Info
• 3 points

American Modernism

This course approaches modernism as the varied literary responses to the cultural, technological, and political conditions of modernity in the United States.  The historical period from the turn of the century to the onset of World War II forms a backdrop for consideration of such authors as Getrude Stein, Willa Cather, Jean Toomer, Zora Neale Hurston, Ernest Hemingway, Ezra Pound, T.S. Eliot, Marianne Moore, F. Scott Fitzgerald, and Djuna Barnes.  Assigned readings will cover a range of genres, including novels, poetry, short stories, and contemporary essays.

• Department: Auditing
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Rachel Adams
  CULPA: 16 Info
• 0 points

LAB-PLANT EVOLUTION & DIVERSITY

LAB-PLANT EVOLUTION&DIVERSITY

Prerequisites: () Enrollment is limited to 16; must attend first lab to hold place. Studies of the structure, ecology, and evolution of plants. Laboratory exercises include field problems, laboratory experiments, plant collections and identification, and examination of the morphology of plant groups.

• Department: Biological Sciences @Barnard
• T 1:10 p.m.-6 p.m.
• Instructor: Hilary Callahan
  CULPA: 4 h-index: 17 Info
• 3 points

CULTURE, MENTAL HEALTH, AND HEALING IN E

CULTURE,MENTAL HEALTH,E A

Why do certain mental illnesses only appear in specific regions of the world? What processes of translation, adaption, and “indigenization” take place when psychiatric diagnostic categories, pharmaceutical regimens, and psychodynamic treatments developed in the West travel to China, Japan and South Korea? How do contemporary East Asian therapeutic modalities destabilize biomedical assumptions about the origins and treatment of mental illness?

This course employs anthropological analysis to explore the paradoxes of “culture-bound syndromes”, examine how biomedical psychiatric practices have been received and transformed, and discuss the ways in which shamanistic rituals and Traditional Chinese Medicine clinical encounters understand their objects of intervention. Focusing on East Asia with a particular emphasis on China, we will employ interpretive and political economic anthropological analyses to explore experiences of people struggling with illness, the practices of health practitioners who treat them, and the broader social and historical contexts that shape these interactions.

• Department: Asian and Middle East @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Nicholas A Bartlett
  CULPA: 5 Info
• 4 points

BILDUNGSROMAN: THE COMING-OF-AGE NOVEL

The bildungsroman is the modern, realist version of the hero’s quest. Instead of slaying dragons and weaving spells, the protagonist of the bildungsroman struggles with what it means to become an adult – or to refuse to. Also known as the novel of development or coming-of-age novel, the bildungsroman typically focuses on growth and development, the cultivation of the self, marriage and vocation. It is a form marked by conflicts and tensions: between the individual and society, between idealism and realism, rebellion and compromise, dreamy inertia and future-oriented action.

The reading list spans works from Europe and the United States, from the 1790s through the 2010s. Lectures will focus on the novel as a literary form in dialogue with other literary works, with historical events, and with ideas drawn from philosophy, psychology, and sociology.

Lectures will address: What fosters human development and what thwarts it? What is a self and what is a life course? How do coming-of-age novels engage with social norms concerning love, work, personhood, and maturity? And how has this literary genre itself changed and developed over time?

This is a 3-point lecture course. In accordance with university guidelines, you should expect to spend about six hours per week outside of class doing the course reading, which will consist entirely of novels and vary from ~150 to ~200 pages per week, and doing the assignments.

• Department: English and Comparative Literature
• TR 4:10 p.m.-5:25 p.m.
• Instructor: Sharon Marcus
  CULPA: 8 Wikipedia h-index: 19 Info
• 3 points

BILDUNGSROMAN: THE COMING-OF-AGE NOVEL

The bildungsroman is the modern, realist version of the hero’s quest. Instead of slaying dragons and weaving spells, the protagonist of the bildungsroman struggles with what it means to become an adult – or to refuse to. Also known as the novel of development or coming-of-age novel, the bildungsroman typically focuses on growth and development, the cultivation of the self, marriage and vocation. It is a form marked by conflicts and tensions: between the individual and society, between idealism and realism, rebellion and compromise, dreamy inertia and future-oriented action.

The reading list spans works from Europe and the United States, from the 1790s through the 2010s. Lectures will focus on the novel as a literary form in dialogue with other literary works, with historical events, and with ideas drawn from philosophy, psychology, and sociology.

Lectures will address: What fosters human development and what thwarts it? What is a self and what is a life course? How do coming-of-age novels engage with social norms concerning love, work, personhood, and maturity? And how has this literary genre itself changed and developed over time?

This is a 3-point lecture course. In accordance with university guidelines, you should expect to spend about six hours per week outside of class doing the course reading, which will consist entirely of novels and vary from ~150 to ~200 pages per week, and doing the assignments.

• Department: Auditing
• TR 4:10 p.m.-5:25 p.m.
• Instructor: Sharon Marcus
  CULPA: 8 Wikipedia h-index: 19 Info
• 0 points

Contemporary Latin American Art

Contemp Latin American Ar

Focusing on South America, this course examines contemporary art produced in the region known as Latin America and its diasporas, roughly since mid-1940s to the present. The first half of the class attends to two tendencies of the 1940s–1970s, abstraction and conceptualism, lionized through a slew of acclaimed group and solo exhibitions organized across the hemisphere in the last twenty years. We will analyze these two tendencies in the distinct social, political, and economic contexts of their emergence in various “centers” of the continent paying special attention to the ideologies of modernization, progress, and economic development; political upheavals including violent dictatorships and other crises; artists’ relationship to Western European and U.S. cultural centers, and transnational circulation networks; and the role of art institutions. To this end, we will pay special attention to how these trends have been historicized to date, and to what ends. The second half of the class will examine practices since the mid-1970s to the present in a comparative perspective: one, through the lens of identity politics and, two, analyzing the dynamics of the increased global dissemination of works from Latin America and by Latin-American descendants. Several visits to art institutions in NYC will be required as a part of the course.

• Department: Art History @Barnard
• TR 11:40 a.m.-12:55 p.m.
• 3 points

INTERMEDIATE MODERN TURKISH II

A continuation of the study of the written and spoken language of Turkey, with readings of literary, historical, and other texts. No P/D/F or R credit is allowed for this class.

• Department: Middle Eastern, South Asian and African Studies
• MW 12:10 p.m.-2 p.m.
• Instructor: Zuleyha M Fikret
  Info
• 4 points

Unsettling Science: An Introduction to S

This course is an introduction to the interplay between science, technology, and society. Unsettling Science invites students to: ask big questions about science and technology, interrupt preconceived ideas about what sicience is and who does it, and engage deeply with troubling social implications. By offering historical and contemporary perspectives, this course equips students with critical and methodological skills essential to exploring not only longstanding questions about the world but also urgent issues of our time. To do so, the course focuses on a series of fundamental and foundational questions (e.g., what is knowledge? what is prog that underpin the study of science, technology, and society from a variety of interdisicplinary perspectives.

• Department: Anthropology
• TR 4:10 p.m.-5:25 p.m.
• Instructor: Madisson Whitman
  Info
• 3 points

History of Global Economic Inequality

Hist of Global Econ Inequ

Economic inequality characterizes virtually every human society, informing deep social dynamics. And yet scholars and lay people alike hold vastly differing opinions about the effects that inequality has on the social fabric, and the need to combat it. The question of how wealth and income are distributed among the members of a national community as well as among nations has acquired center stage in analyses about fundamental issues such as the causes of the progress and decline of societies and the dynamics of globalization. Inequality issues are at the heart of discussions about international economic relations, transnational phenomena such as migrations and the domestic economic platforms of political parties.

This course will provide students with the critical instruments with which to analyze the main interpretations of economic inequality from the eighteenth century to the present. We will read and discuss authors who have addressed the question of inequality and distribution: how did they frame the issue? What visions of society emerged from their analyses? We will see how the concept of inequality has changed historically, how different dimensions (e.g., national and international) have appeared and disappeared, and how visions of national, international and global inequality inform debates about the foundational elements of the social compact.

• Department: History @Barnard
• MW 8:40 a.m.-9:55 a.m.
• Instructor: Michele Alacevich
  Info
• 3 points

INTRO LIT/METHODS OF ART HIST

Required course for department majors. Not open to Barnard or Continuing Education students. Students must receive instructors permission. Introduction to different methodological approaches to the study of art and visual culture. Majors are encouraged to take the colloquium during their junior year.

• Department: Art History and Archaeology
• R 2:10 p.m.-4 p.m.
• M 4:10 p.m.-6 p.m.
• Instructor: Michael Cole
  CULPA: 4 Wikipedia Info
• Instructor: Avinoam Shalem
  CULPA: 4 Wikipedia Info
• 4 points

Biological Chemistry

BIOLOGICAL CHEMISTRY

The goal of this course is to gain an understanding of the chemical principles that govern biological systems. We will look at the structure and function of biomolecules (proteins, carbohydrates, nucleic acids, and lipids), with an emphasis on interactions between them, enzyme kinetics, and metabolic pathways. Key topics will include protein folding and function, enzyme mechanisms, bioenergetics, and the regulation of key metabolic cycles. In addition to lecture we will spend time examining case studies and selected articles from primary literature, and engaging in group discussions.

• Department: Biological Sciences @Barnard
• MW 8:40 a.m.-9:55 a.m.
• Instructor: Kristin Presnell
  Info
• 3 points

THE ART OF STRUCTURAL DESIGN

Basic scientific and engineering principles used for the design of buildings, bridges, and other parts of the built infrastructure. Application of principles to analysis and design of actual large-scale structures. Coverage of the history of major structural design innovations and of the engineers who introduced them. Critical examination of the unique aesthetic/artistic perspectives inherent in structural design. Consideration of management, socioeconomic, and ethical issues involved in design and construction of large-scale structures. Introduction to recent developments in sustainable engineering, including green building design and adaptable structural systems.

• Department: Civil Engineering and Engineering Mechanics
• MW 2:40 p.m.-3:55 p.m.
• Instructor: George Deodatis
  CULPA: 6 h-index: 42 Info
• 3 points

ETHNICITY, RACE, &POWER IN ANCT MEDITERR

ETHNCTY,RACE&POWR:ANC MED

This course explores the intersections of identity and power in the ancient Mediterranean, with a focus on how race and ethnicity were constructed in the art, literature, and material culture of Greece and Rome. We will consider a broad range of texts including epic, ethnographies, medical texts, dramas, novels, and material evidence to examine how ancient Mediterranean peoples articulated and conceived of foreignness and difference. In our considerations of these texts we will discuss ancient theories of ethnic and racial superiority, narratives of belonging and exclusion and how these intersected with political and social control, as well as linguistic, religious and cultural differentiation as a basis for ethnic differentiation. We will also analyze ancient racism through the prism of a variety of social processes in antiquity, such as slavery, trade and colonization, migrations, imperialism, assimilation, and native revolts. By the end of the course, students will have gained a richer understanding of the intellectual and cultural history of the ancient Mediterranean world and will be able to engage in discussions of identity construction in a comparative manner.

• Department: Classics @Barnard
• T 10:10 a.m.-noon
• Instructor: Rosa M Andujar
  Info
• 4 points

GLOBAL LONG-FORM PHOTOGRAPHY: HISTORY AN

HISTORY AND MEMORY

This course explores the photographic essay as a distinct visual language. We will examine how photographic artists and photojournalists use sequences of images to construct narratives that communicate complex ideas about the past. In an age when nearly everyone carries a camera to capture the present, many photographers have turned their lenses toward the past to illuminate personal histories and collective memories. Through weekly seminars, we will explore how contemporary photographers around the world challenge national narratives and reimagine history. We will consider how photography—often seen as the medium most bound to the present—can evoke what is absent or lost. Focusing on artists from Asia, Africa, Latin America, North America, and the Middle East, we will explore how their work engages collective memory in relation to dictatorship, state violence, and contested histories. Finally, we will investigate how artists have used re-enactment, commemoration, re-imaging, and inclusive archiving to engage with history and memory through visual practice.

• Department: Comparative Literature and Society @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Diana Matar
  Info
• 4 points

FROM PAGE TO STAGE: DANCE & LITERATURE

This course explores how dance and other forms of embodied performance adapt literature, as well as how dance serves as inspiration for the written word. What is retained, what is lost, and what is enhanced when moving bodies enliven literature, or when literature seeks to capture the motions of dance? How does choreography transform the constituent parts of literature, from characters and plot to the rhythms of language? How do words and movement collaborate to tell the stories of such disparate figures as lovers, monsters, migrants, and robots, and in modes that range from the pastoral to the autobiographical to the comic? To answer these and other questions, we will read short fiction, plays, and poems, focused largely on the nineteenth and twentieth centuries; and watch numerous genres of dance, including ballet, experimental dance, dance-theater, musical theater, hip hop, silent film, and puppetry. To explore the conceptual relationship of body and text, students will gain introductory exposure to theories of narrative, performance, adaptation, and more. "Page to Stage" welcomes, and is geared toward, students from any disciplinary background.

• Department: Dance @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Seth S Williams
  CULPA: 1 Info
• 3 points

TUTORIAL IN EARTH SCIENCE

Prerequisites: declared major in Earth and environmental sciences and the departments permission. Students with particular interest in one of the many components of the Earth and environmental sciences should approach a director of undergraduate studies during the registration period so that tutorial-level exposure to the subject can be arranged. Each point requires two hours each week of readings, discussion, and research work under the close supervision of a member of the Department of Earth and Environmental Sciences, Lamont-Doherty Earth Observatory, American Museum of Natural History, or Goddard Institute for Space Studies. In consultation with the supervisor, the student selects a topic for intensive study and the time and place of the tutorial discussion sessions. May be repeated for credit up to a maximum of 12 points, with a maximum of 6 points with each staff member.

• Department: Earth and Environmental Sciences
• Instructor: Galen A McKinley
  CULPA: 1 Wikipedia h-index: 32 Info
• Instructor: Austin Chadwick
  Info
• Instructor: Folarin Kolawole
  Info
• Instructor: Einat Lev
  h-index: 16 Info
• 1-3 points

Practices in Community Building

“Political friendship is not an emotion, but a practice, a set of hard-won, complicated habits that are used to bridge trouble, difficulty, and differences of personality, experience, and aspiration.” – Danielle Allen,
Talking to Strangers

 

What does it take to build community on a campus made up of diverse sets of experiences, backgrounds, and perspectives? What sorts of communities are possible under the conditions of pluralism where we cannot take for granted that people in our community share similar interests or are making the same assumptions about political, social, or cultural goods? Is it possible to build something we would call friendship among people who experience social and political complexities differently, especially given the welter of feelings--rage and compassion, joy, fear, and sorrow--that course through us all?

 

To claim, taking cues from the above quote from Danielle Allen, that building community requires learning practices or habits of engagement frames these questions in a particular way. It insists that communities are forged through embodied efforts and actions. What are the sorts of social practices and social habits--the doings--that help build communities marked by pluralistic cross-pressures? How does one learn these practices and habits? What traditions and examples can we call on?

 

In this class, we will through the explicit and implicit norms that qualitatively shape community, norms such as:

 


To what degree and how should the pain of others be recognized?

How important is a “hermeneutics of generosity” in community building, which begins with trying to understand the other’s intentions before judging or criticizing them?

How does self-criticism and criticism of others function in community?

How important is dialogue, and of what sorts, to building forms of political friendship? Exchange of ideas--dialogue--may be necessary, but our focus on practice and habits also casts a skeptical eye on the notion that community rests solely or primarily on evaluating the soundness of propositions. History is replete with other social practices--story-telling, song, listening, dance--that carry and convey real discursive value.


Informed by selected readings rooted in the themes of the Core Curriculum, students will envision and develop projects that appeal to their interests, which they will bring to fruiti

• Department: Core (A&S)
• F 10 a.m.-noon
• None None-None
• Instructor: Asya Tsaturyan
  Info
• Instructor: Jonathon S Kahn
  Info
• 1 points

JUILLIARD CROSS REGISTRATION

FLUTE

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

HARP

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

JAZZ ENSEMBLE

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

JAZZ SAXOPHONE

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

JAZZ TRUMPET

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

ORGAN

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

STRING QUARTET Chamber

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

VIOLA

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

VIOLIN

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

VIOLONCELLO

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

COMPOSERS FORUM

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

STRING QUARTET

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

CHAMBER MUSIC

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

HONORS CHAMBER MUSIC

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

JAZZ DRUMS

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

PIANO

• Department: Juilliard
• 0-6 points

JUILLIARD CROSS REGISTRATION

VOICE

• Department: Juilliard
• 0-6 points

THEORY AND CULTURE

Required of all majors. Introduces theories of culture particularly related to the Middle East, South Asia. and Africa. Theoretical debates on the nature and function of culture as a symbolic reading of human collectivities. Examines critical cultural studies of the Middle East, South Asia, and Africa. Enables students to articulate their emerging knowledge of Middle East, South Asian, and African cultures in a theoretically informed language.

• Department: Middle Eastern, South Asian and African Studies
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Hamid Dabashi
  CULPA: 30 Wikipedia Info
• 4 points

SOCIAL THEORY

Prerequisites: Sophomore standing. Required for all sociology majors. Prerequisite: at least one sociology course of the instructor's permission. Theoretical accounts of the rise and transformations of modern society in the19th and 20th centuries. Theories studied include those of Adam Smith, Tocqueville, Marx, Durkheim, Max Weber, Roberto Michels. Selected topics: individual, society, and polity; economy, class, and status: organization and ideology; religion and society; moral and instrumental action.

• Department: Sociology
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Gil Eyal
  CULPA: 15 h-index: 26 Info
• 4 points

SING A BLACK GIRL'S SONG: THE NON FICTI

Non Fict Writ. Ntozake Sh

This undergraduate seminar offers an in-depth exploration of the nonfiction work of the renowned African-American poet and playwright Ntozake Shange, whose archives are at Barnard College, her alma mater. Through readings, discussion, and visits to her archives, students will probe this lesser-examined aspect of Shange's oeuvre, including her essays on her life, the arts, food, and other artists and creators. This course invites participants to engage critically with Shange's essays and personal writings while delving into her archive.

Students will identify key themes and literary techniques in Shange's nonfiction and the historical and cultural context in which she wrote these works. We will examine how Shange's nonfiction contributes to her broader work and her perspectives on history, gender, feminism, and race as they intersect in her life as a Black woman artist. Students will develop critical thinking skills through close reading, analysis, and discussion of Shange's nonfiction and will improve their writing skills by composing reflections and essays on Shange's works. They will develop research skills and gain insights into Shange's creative process through firsthand engagement with Shange's archive at Barnard.

• Department: African American and African Diaspora
• R 2:10 p.m.-4 p.m.
• Instructor: Edwidge Danticat
  Wikipedia Info
• 4 points

BLACK SPECULATIVE FICTION

Black Speculative Fiction encompasses a whole range of Black subgenres from Science Fiction and Fantasy to Horror and Afrofuturism. For the duration of this course, we will attempt to begin the work of extrapolating the function of Blackness within these various genres—interrogating which syntactical elements are required to label a piece of fiction “Black” and how Blackness informs genre. Through formal analysis of texts and the application of various theories presented in class, we’ll begin to understand how Blackness moves through genre to understand its relationship to the world and in some cases, to the artform itself. We will look at various texts: Film, Television, Prose, and Music. By looking across genres, we will be able to honor the inherent intertextuality of Black work and the constant inter-discursive work done across genre, text, and time. Whether a critique of structural anti-Blackness writ large, an expression of the complexity of the positionality of Black persons, or a statement of the function of Blackness, these texts make a case for the theoretical rigor and provocative discourses that lies at the heart of Black Speculative Fiction.

• Department: Film @Barnard
• W 2:10 p.m.-5:55 p.m.
• Instructor: Danielle T Douge
  Info
• 3 points

SYSTEMS AND BEHAVIORAL NEUROSCIENCE

This course provides an in-depth examination of the physiological bases of behavior and the development, organization, and function of the nervous system. Specific topics include methods used in behavioral neuroscience, development of the nervous system, sensory and motor systems, homeostasis, sexual differentiation, biological rhythms, stress, learning and memory, psychopathology, and neurological disorders.

• Department: Neuroscience & Behavior @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Russell D Romeo
  CULPA: 9 Info
• 3 points

Social Theory- DISC

SOCIAL THEORY- DISC

Discussion section for Social Theory (SOCI UN3000).

• Department: Sociology
• T 12:10 p.m.-1 p.m.
• F 10:10 a.m.-11 a.m.
• Instructor: Monika Yadav
  Info
• Instructor: Zihan Zhang
  Info
• 0 points

SENIOR THESIS

Prerequisites: the departments permission. Required for all thesis writers.

• Department: Art History and Archaeology
• M 2:10 p.m.-4 p.m.
• Instructor: Branden W Joseph
  CULPA: 9 Wikipedia Info
• 3 points

ADVANCED GERMAN II

Corequisites: Course either taken before or after GERM V3001. Intensive practice in oral and written German. Discussions, oral reports, and weekly written assignments, based on material of topical and stylistic variety taken from German press and from literary sources.

• Department: German @Barnard
• MW 4:10 p.m.-5:25 p.m.
• Instructor: Irene Motyl
  CULPA: 14 Info
• 3 points

SUPERVISED PROJ PHOTOGRAPHY

SUPERVISED PHOTO PROJECTS

In this course, you will conduct independent projects in photography in a structured setting under faculty supervision.  You are responsible for arranging for your photographic equipment in consultation with the instructor.

This course will afford you a framework in which to intensively develop a coherent body of photographs, critique this work with your classmates, and correlate your goals with recent issues in contemporary photography.  

Students are required to enroll in an additional fifteen contact hours of instruction at the International Center for Photography. Courses range from one-day workshops to full-semester courses. 

Permission of instructor only.  The class will be limited to 20 students.

• Department: Art History @Barnard
• M 11 a.m.-12:50 p.m.
• Instructor: John Miller
  CULPA: 2 Info
• 4 points

MECHANICS

Prerequisites: general physics, and differential and integral calculus. Newtonian mechanics, oscillations and resonance, conservative forces and potential energy, central forces, non-inertial frames of reference, rigid body motion, an introduction to Lagranges formulation of mechanics, coupled oscillators, and normal modes.

• Department: Physics
• MW 10:10 a.m.-11:25 a.m.
• Instructor: John Parsons
  CULPA: 31 Info
• 3 points

POLITICAL THEORY AT THE BORDER

This lecture course in political theory examines pressing questions related to borders, migration, exile, and displacement: Why do we have borders, and how are they constructed and governed? How do borders relate to political membership and rights? What can borders teach us about modern sovereign power? Are there any limits to state coercion and violence in border enforcement? In what ways do borders manifest racial hierarchies and divides within the global order? How do we rethink political responsibility in response to problems of rightlessness generated by borders? In addressing these questions, the course prioritizes borders as crucial sites for understanding and interrogating key political concepts such as sovereignty, membership, rights, and violence.

• Department: Political Science @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Ayten Gundogdu
  CULPA: 20 h-index: 8 Info
• 4 points

Introduction to Black Geographies

Intro to Black Geographie

This course will introduce students to
Black geographies
as a spatial expression of Black studies. Black scholars have long recognized the complex spatialities of Black life, developing theories of diaspora, racial capitalism, and anti-/post-colonialism that are inherently geographical. In this course, we will think about space, place, landscape, and ecology through a Black geographic framework, paying attention to how scholars, activists, and artists engage the poetics and materiality of Black life to explore ideas about repair, inequality, resistance, and liberation. The questions that animate this course are: what are Black geographies? What is the future of Black geographies outside of academia? How can centering a “Black sense of place” in turn transform the way we think about space, place, and power? How does Black Studies account for and understand Black spatial condition, experience, and imaginaries?

The course will begin with an engagement of key works on Black geographies. We will come to see institutional Black geographies as concerned with the Black spatial imaginaries formed in the aftermath of enslavement and colonialism in the Western hemisphere. As such, our readings will center experiences in the United States. We will cover such topics as Black method(s), racial capitalism, regional geographies, carceral geographies, and Black home and infrastructure.

Ultimately, students will be introduced to central themes, concepts and approaches that highlight the spatialization of race and the racialization of space through various technologies that signify places according to new rules of inclusion and exclusion. In this way, we will examine historical and contemporary macro-community and micro- sub-community (e.g., neighborhood) issues shaping the social, economic and political lives of Black people.

• Department: African American and African Diaspora
• W 2:10 p.m.-4 p.m.
• Instructor: Brandi Summers
  Info
• 3 points

Photographing the Anthropocene

How have artists been informed and influenced by the natural world? This course will examine how photographic artists have responded to nature, ecology, and the environment. Augmented by literary texts by artists, scientists, poets, and ecologists, we will explore how close-looking might inform an artist’s practice regarding the living environment - its bounty - and its degradation. Readings include texts by Robin Wall Kimmerer, Masanobu Fukuoka, Robert Macfarlane, Terry Tempest Williams, Rebecca Solnit, Barry Lopez, John McPhee, Akira Hasegawa, and others. Calling on a canon of photographic works from around the globe, students will study book-length photographic essays whose makers have seen art as a form of praise of the natural world and those who investigate the relationship between art and environmental activism. Susan Derges; Meghann Riepenhoff; Masahisa Fukashe; Pedro David; Stephen Gill; Ron Jude; Dornith Doherty; David Maisel, Zhao Renhui; Mandy Barker; Pablo Lopez Luz are some of the artists studied. The course will start by exploring techniques photographers have used over the past two centuries to respond to the natural world’s beauty and complexity. During the second half of the term, we will examine how artists have depicted shrinking natural landscapes, environmental destruction, and global warming and why they might question human centrality in the sentient world. Students will produce a semester-long photographic project on an ecological theme. This course will start by exploring techniques photographers have used over the past century to respond to the natural world’s beauty and complexity. During the second half of the term, we will examine how contemporary photographers are depicting shrinking natural landscapes, environmental destruction, and global warming and why some artists are beginning to question human centrality in the sentient world.

• Department: Art History @Barnard
• R 2:10 p.m.-5 p.m.
• Instructor: Diana Matar
  Info
• 4 points

THIRD YEAR CHINESE II

This course offers an expansive journey into the Chinese language and culture. It focuses on essential semi-formal and formal writing skills while refining discourse-level competency. Students will enhance their linguistic abilities and communication skills in Chinese through reading and writing assignments, oral presentations, and discussions. This approach fosters adept communication and a deeper connection with the complexities of Chinese culture, preparing students to engage thoughtfully with contemporary issues and traditions.

• Department: East Asian Languages and Cultures
• MTWR 8:50 a.m.-9:55 a.m.
• MTWR 10:10 a.m.-11:15 a.m.
• MTWR 1:10 p.m.-2:15 p.m.
• Instructor: Zhirong Wang
  CULPA: 11 Info
• Instructor: Jia Xu
  CULPA: 2 Info
• Instructor: Lingjun Hu
  CULPA: 5 Info
• 5 points

URBAN INFRASTRUCTURE SYSTEMS

Introduction to: (a) the infrastructure systems that support urban socioeconomic activities and (b) fundamental system design and analysis methods. Coverage of water supply, transportation, buildings, and energy infrastructure, as well as their interdependencies. Emphasis upon the process that these systems serve, the factors that influence their performance, the basic mechanisms that govern their design and operation, and the impacts that they have regionally and globally. Student teams complete a design/analysis project on a large-scale urban development site in New York City with equal emphasis given to water resources/environmental engineering, geotechnical engineering, and construction engineering and management topics.

• Department: Civil Engineering and Engineering Mechanics
• M 4:10 p.m.-6:40 p.m.
• Instructor: Markus Schlaepfer
  Info
• 3 points

POLITICAL THEORY AT THE BORDER - DISCUSS

POL THEORY AT BORDER - DI

Required discussion section for POLS-BC3003, Political Theory at the Border.

• Department: Political Science @Barnard
• T noon-12:50 p.m.
• R noon-12:50 p.m.
• R 1 p.m.-1:50 p.m.
• Instructor: Sinead J Carolan
  Info
• 0 points

ACTING I

Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Course develops physical, vocal, and imaginative range and skills needed to approach the text of a play: text analysis, speech exercises, non-verbal behavior, improvisation designed to enhance embodiment, movement, and projection. 
Gateway course to advanced courses; transfer students who have previous college-level course may be exempted with approval of Chair
.
 May be retaken for full credit.

• Department: Theatre @Barnard
• TR 12:10 p.m.-2 p.m.
• TR 9:10 a.m.-11 a.m.
• MW 9:10 a.m.-11 a.m.
• MW 2:10 p.m.-4 p.m.
• MW 12:10 p.m.-2 p.m.
• Instructor: Elena Zucker
  Info
• Instructor: David L Skeist
  Info
• Instructor: Crystal Finn
  Info
• Instructor: Kareem Lucas
  Info
• Instructor: Tina C Mitchell
  CULPA: 1 Info
• 3 points

NEUROBIO II: DEVPT & SYSTEMS

Prerequisites: One year of biology,  BIOL UN3004 or instructors permission in case the student hasn't take it. This course is the capstone course for the Neurobiology and Behavior undergraduate major at Columbia University. It is designed for advanced undergraduate and graduate students. Knowledge of  Cellular Neuroscience (how an action potential is generated and how a synapse works) will be assumed. It is recommended that students take BIOL UN3004 Neurobiology I: Molecular and Cellular Neuroscience, or a similar course, or obtain instructors permission. Website for BIOLUN3005: 
https://blogs.cuit.columbia.edu/rmy5/files/2022/01/syllabus.UN3005.2022.v4-lab.pdf

• Department: Biological Sciences
• TR 10:10 a.m.-11:25 a.m.
• TR 4:10 p.m.-5:25 p.m.
• Instructor: Maria Tosches
  Info
• Instructor: Darcy B Kelley
  CULPA: 4 Wikipedia Info
• 4 points

THEORY AND CULTURE-DISC

• Department: Middle Eastern, South Asian and African Studies
• T 4:10 p.m.-5 p.m.
• T 5:10 p.m.-6 p.m.
• M 5:10 p.m.-6 p.m.
• M 6:10 p.m.-7 p.m.
• R 12:10 p.m.-1 p.m.
• R 1:10 p.m.-2 p.m.
• Instructor: Lama Suleiman
  Info
• 0 points

ACTING II

ACTING II: SUZUKI

Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Students must have taken Acting I or equivalent to be eligible for Acting II sections. Acting II will offer several different sections, focusing on a specific range of conceptual, embodiment, and physical acting skills. Please check with the Theatre Department website forspecific offerings and audition information. May be retaken for full credit.  All sections of Acting II fullfull the “Arts and Humanities” Foundations requirement at Barnard College.

• Department: Theatre @Barnard
• MW 9:10 a.m.-11 a.m.
• Instructor: Tina C Mitchell
  CULPA: 1 Info
• 3 points

ACTING II

ACTING II: SCENE/CHARACTR STDY

Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Students must have taken Acting I or equivalent to be eligible for Acting II sections. Acting II will offer several different sections, focusing on a specific range of conceptual, embodiment, and physical acting skills. Please check with the Theatre Department website forspecific offerings and audition information. May be retaken for full credit.  All sections of Acting II fullfull the “Arts and Humanities” Foundations requirement at Barnard College.

• Department: Theatre @Barnard
• MW 12:10 p.m.-2 p.m.
• Instructor: Gisela D Cardenas Ojeda
  Info
• 3 points

ACTING II

ACTING II: CTMP MUS THTR

Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Students must have taken Acting I or equivalent to be eligible for Acting II sections. Acting II will offer several different sections, focusing on a specific range of conceptual, embodiment, and physical acting skills. Please check with the Theatre Department website forspecific offerings and audition information. May be retaken for full credit.  All sections of Acting II fullfull the “Arts and Humanities” Foundations requirement at Barnard College.

• Department: Theatre @Barnard
• TR 4:10 p.m.-6 p.m.
• Instructor: Mana Allen
  CULPA: 1 Info
• 3 points

ACTING II

ACTING II: CHEKHOV/VIEWPOINTS

Prerequisite: Open to all Barnard and Columbia undergraduates. Permission of Instructor required; students admitted from Waiting List. Students must have taken Acting I or equivalent to be eligible for Acting II sections. Acting II will offer several different sections, focusing on a specific range of conceptual, embodiment, and physical acting skills. Please check with the Theatre Department website forspecific offerings and audition information. May be retaken for full credit.  All sections of Acting II fullfull the “Arts and Humanities” Foundations requirement at Barnard College.

• Department: Theatre @Barnard
• TR 2:10 p.m.-4 p.m.
• Instructor: Gisela D Cardenas Ojeda
  Info
• 3 points

PHYSIOLOGY

In this primarily human physiology course, we will discuss how the major organ systems function, with an emphasis on cellular, molecular, and physical mechanisms. Organ systems covered include musculoskeletal, cardiovascular, respiratory, urinary, and digestive systems. Traditional lectures focus primarily on the normal functioning of organ systems, while pathophysiology is introduced through five case studies during the semester. After this course, students should be able to 1) describe the basic functioning of the major organ systems and how they contribute to homeostasis and health, 2) apply key concepts in physics and chemistry, such as flow, pressure/volume relationships, and mass action, to physiological systems, 3) use key concepts in molecular and cell biology to gain a mechanistic understanding of physiological processes, explain how organ systems work in an integrated way to achieve homeostasis and health, and 4) predict changes in organ function upon drug treatment, genetic mutation, or disease conditions.

• Department: Biological Sciences
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Ava E Brent
  Info
• 3 points

COMPOSITION AND CONVERSATION

Prerequisites: Enrollment limited to 12 students. Discussions on contemporary issues and oral presentations. Creative writing assignments designed to improve writing skills and vocabulary development. FREN BC1204: French Intermediate II or the equivalent level is required.

• Department: French @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Karen Santos da Silva
  CULPA: 4 Info
• 3 points

THIRD YEAR JAPANESE II

Prerequisites: JPNS W4005 or the equivalent. Readings in authentic/semi-authentic texts, videos, and class discussions.

• Department: East Asian Languages and Cultures
• MTWR 10:10 a.m.-11:15 a.m.
• MTWR 11:40 a.m.-12:45 p.m.
• Instructor: Kyoko M Loetscher
  CULPA: 3 Info
• Instructor: Naoko Sourial
  Info
• 5 points

THIRD YEAR KOREAN II

Prerequisites: KORN W1202 or the equivalent and consultation with instructor. (See Entrance to Language Courses Beyond the Elementary Level in the main bulletin under Department of Instruction -- East Asian Languages and Cultures.) Readings in modern Korean. Selections from modern Korean writings in literature, history, social sciences, culture, and videos and class discussions.

• Department: East Asian Languages and Cultures
• MTWR 11:40 a.m.-12:45 p.m.
• Instructor: Sue Yoon
  Info
• Instructor: Eunice Chung
  CULPA: 1 Info
• 5 points

QUANTUM PHYSICS

Prerequisites: BC3001 or C2601 or the equivalent. Wave-particle duality and the Uncertainty Principle. The Schrodinger equation. Basic principles of the quantum theory. Energy levels in one-dimensional potential wells. The harmonic oscillator, photons, and phonons. Reflection and transmission by one-dimensional potential barriers. Applications to atomic, molecular, and nuclear physics.

• Department: Physics and Astronomy @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Reshmi Mukherjee
  CULPA: 7 Wikipedia h-index: 63 Info
• 3 points

COMPLEX VARIABLES

Prerequisites: MATH UN1202 An elementary course in functions of a complex variable. Fundamental properties of the complex numbers, differentiability, Cauchy-Riemann equations. Cauchy integral theorem. Taylor and Laurent series, poles, and essential singularities. Residue theorem and conformal mapping.(SC)

• Department: Mathematics
• MW 4:10 p.m.-5:25 p.m.
• Instructor: Dawei Shen
  Info
• 3 points

Laboring in God s image Religion,

Laboring in God's image

The category of labor is often understood as a secular concept – closely and inextricably intertwined with the logic and destiny of capital. In this paradigm the question of the human is teleologically bound to the transverse flows of capital, with the human emerging primarily as an economic subject. This course nudges us to think outside the framework where labor is primarily understood as an economic function, instead exploring how religious traditions have shaped alternative understandings of labor and the human experience. We turn to other imaginations – such as those embedded in and emerging from diverse religious traditions – and consider other trajectories and possibilities of labor. Across religious traditions, labor has been central to the definition of the human, in multiple, cacophonous ways. In this course, we will encounter various religious ideas of labor not only as the process through which world(s) are made, but also as the process through which the idea of the human is made, contested, and remade over and over again. Drawing from Christianity, Judaism, Islam, and Hinduism, this course will explore how diverse religious traditions have used the concept of work to define, delineate, and defend what it means to be human. We will pair primary texts with films, short stories and secondary readings, 2 to understand how these traditions provide alternative ways of understanding labor – not merely as a mechanism of economic production but as a critical process through which we engage in the process of becoming human through our interactions with the divine, various non-human actors, and the natural world. In particular, we will examine how religious communities have historically mobilized around issues of labor justice, drawing from their theological and ethical frameworks to advocate for dignity, equity, and justice. These insights are particularly urgent in a time marked by widespread exploitation, the displacement of workers by automation, and the rapid rise of artificial intelligence, which challenge traditional understandings of human labor. This course hopes to facilitate a nuanced understanding of labor’s theological, ethical, and political dimensions and consider new possibilities for work and justice in a rapidly changing world.

• Department: Religion
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Shweta Radhakrishnan
  Info
• 4 points

The Age of Augustus

The reign of the first Roman emperor, Augustus (27bce-14ce), has been seen as a Roman revolution, both political and cultural. Rome had for centuries been governed as a Republic, but a series of increasingly divisive civil wars allowed Augustus to create a new political system in which he exercised sole rule as the ‘first citizen’ within a ‘Restored Republic’. Augustus’ reign lasted more than 40 years, and established a model of autocratic rule that would last for four centuries. During this time there were profound changes in the political, social, and cultural structures of Rome. In this course, you will examine the nature of these changes, Augustus’ political strategies, military activities, and religious initiatives through his own writing, the accounts of (often hostile) historians and a range of literary and archaeological sources, including Roman poetry. Ultimately, we will address the question: how did Augustus achieve the seemingly paradoxical feat of becoming a monarch within a republican system?

• Department: Classics
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Lien Van Geel
  CULPA: 1 Info
• 3 points

The Age of Augustus

The reign of the first Roman emperor, Augustus (27bce-14ce), has been seen as a Roman revolution, both political and cultural. Rome had for centuries been governed as a Republic, but a series of increasingly divisive civil wars allowed Augustus to create a new political system in which he exercised sole rule as the ‘first citizen’ within a ‘Restored Republic’. Augustus’ reign lasted more than 40 years, and established a model of autocratic rule that would last for four centuries. During this time there were profound changes in the political, social, and cultural structures of Rome. In this course, you will examine the nature of these changes, Augustus’ political strategies, military activities, and religious initiatives through his own writing, the accounts of (often hostile) historians and a range of literary and archaeological sources, including Roman poetry. Ultimately, we will address the question: how did Augustus achieve the seemingly paradoxical feat of becoming a monarch within a republican system?

• Department: Auditing
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Lien Van Geel
  CULPA: 1 Info
• 0 points

ELECTROMAGNETIC WAVES & OPTICS

Prerequisites: PHYS UN3008 Maxwells equations and electromagnetic potentials, the wave equation, propagation of plane waves, reflection and refraction, geometrical optics, transmission lines, wave guides, resonant cavities, radiation, interference of waves, and diffraction.

• Department: Physics
• TR 2:40 p.m.-3:55 p.m.
• Instructor: James W McIver
  Info
• 3 points

PERFORMING GREEK TRAGEDY ON THE MODERN S

PERF GREEK TRAGDY ON MOD

This course aims to explore performing Greek tragedy on the modern stage. It will include an introduction to original performance practices in ancient Greece (space, masking, choral performance, costume, acting techniques) and an examination of how artists from different contemporary theatrical traditions have adapted ancient texts in modern performances and new versions of the plays. The bulk of the course will be focused on the problems of acting, interpreting, and reinterpreting parts of three plays on the stage, Sophocles’
Antigone
, Euripides’
Medea
, and Sophocles’
Ajax
along with a new version by Ellen McLaughlin, who teaches playwriting at Barnard,
Ajax in Iraq
. Students will view all or parts of particularly interesting recent productions from various theatrical traditions, which will help them to tackle challenging issues such as choral performance and choral rhythms, masking, character work, dialogues and presenting formal political debates.

For contemporary actors training in Greek tragedy offers a unique opportunity to improve their performance on stage through ensemble work and representing character through speech.  It enhances dramaturgical capacities that a contemporary theater practitioner must exercise in exploring theory in practice and vice versa.

This class is directed to students particularly interested in dramaturgy, directing, designing, translation, and Greek tragedy as well as acting.

• Department: Theatre @Barnard
• MW 2:10 p.m.-4 p.m.
• 3 points

Conversational Chinese II

Conversational Chinese II is the continuation of Conversational Chinese I, both of which are designed for students with at least two years of college-level Chinese who wish to improve their conversational skills. It focuses on practical speaking and listening in real- world contexts, emphasizing fluency, vocabulary expansion, and cultural competence. Students will develop confidence in expressing opinions, narrating experiences, and engaging in spontaneous conversations on everyday andcontemporary topics.

Note: This Course CANNOT be used to fulfill the language requirement.

• Department: East Asian Languages and Cultures
• MW 11:40 a.m.-12:30 p.m.
• Instructor: Lingjun Hu
  CULPA: 5 Info
• 2 points