PILATES FOR DANCERS

Pilates for Dancers is a full-body, low impact exercise class based on the work of Joseph Pilates, including movement concepts from Rudolf von Laban and Irmgard Bartenieff. We’ll work on a yoga or Pilates mat doing exercises and movement sequences that build strength, flexibility, coordination and clarity in the body. The class is suitable for dancers, athletes and movement enthusiasts. A Pilates ring is highly recommended. A limited number of Pilates rings will be available in class.

This course may not be appropriate for those with spine, neck, and shoulder injuries.  If you have any of these types of injuries, kindly present a doctor’s note clearing you for participation in the class.

• Department: Dance @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Allison Easter
  Info
• 2 points

FELDENKRAIS FOR DANCERS

Through guided practice-based lessons in Awareness Through MovementÒ (ATM), students develop sensory awareness of habitual neuromuscular patterns resulting in increased movement efficiency, improved skill acquisition, and greater strength, coordination, and flexibility. Applicable to all dance styles and activities.

• Department: Dance @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Carol Teitelbaum
  Info
• 2 points

Moving with the Voice

Moving with the Voice is an interdisciplinary creative exploration using the voice, improvised and created music, dance, and theater.  Students will explore extended vocal techniques, gesture, character and musical structures (e.g. hockets, rounds, rhythms, deconstructions) within both a solo and ensemble framework, composing their own soundscapes and creating their own voice/movement/theater work through improvisation and in-class assignments. Certain assignments will be inspired by the work of Meredith Monk or the percussion show Stomp.

Open to all levels of experience. A willingness to sing is required.

• Department: Dance @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Allison Easter
  Info
• 2 points

RACE, CLASS, AND POLITICS IN NEW YORK CI

RACE, CLASS, & POLITICS I

The objectives of this course are: to gain familiarity with the major themes of New York History since 1898, to learn to think historically, and to learn to think and write critically about arguments that underlie historical interpretation. We will also examine and analyze the systems and structures--of race and class--that have shaped life in New York, while seeking to understand how social groups have pursued change inside and outside of such structures

• Department: History @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Matthew Vaz
  Info
• 3 points

Programming for Scientists

R for Scientists

Learning objectives:

This course will provide a comprehensive foundation in programming methodology for quantitative biology applications that can be readily applied to any programming language. It is recommended for students interested in establishing or expanding their computational biology skillset. After completing this course, students should be able to:

1. Understand and explain the role of numerical and statistical methods in biology

2. Execute numerical computations using a widely-used programming language

3. Recognize common programming motifs that can be readily applied to other widely used languages

4. Design and troubleshoot algorithms to analyze diverse biological data and implement them using functions and scripts

5. Apply statistical programming techniques to model biological systems

6. Generate and interpret diverse plots based on biological datasets

 

Course overview: 

Once a small subfield of biology, computational biology has evolved into a massive field of its own, with computational methods fast becoming a vital toolkit leveraged by biologists across the discipline. As the size and complexity of biological datasets grows, computational methods allow scientists to make sense of these data, scaling quantitative methods to extract meaningful insights that help us better understand ourselves and the living world around us. In this course, we will learn the basics of computer programming in R, a powerful programming language with wide use in the biological sciences. Topics will include a basic introduction to R and the RStudio environment, data types and control structures, reading and writing files in R, data processing and visualization, manipulating common biological datasets; and statistical testing and modeling in R.

• Department: Biological Sciences @Barnard
• F 1:10 p.m.-4 p.m.
• Instructor: Vincent D Fitzpatrick
  Info
• 3 points

BIOMECHANICS FOR THE DANCER

Prerequisites: Basic knowledge of dance techniques in ballet or modern. The purpose of this course is to introduce students to the fundamentals of biomechanics as it relates to various dance forms. As biomechanics is a branch of physics, the course will include basic mathematical concepts, and some knowledge of geometry and trigonometry is recommended. The course will explore applicable functional human anatomy and will cover the application of biomechanical principles to both qualitative and quantitative description of human movement. Additionally, it will provide an understanding of how biomechanics can be applied in terms of physical ability and wellness, giving students the opportunity to apply the knowledge to themselves.

• Department: Dance @Barnard
• MW 11:40 a.m.-12:55 p.m.
• 3 points

INTRODUCTION TO URBAN PLANNING

INTRO TO URBAN PLANNING

This course is a basic introduction to the field and practice of urban planning in the United States. The course will focus on key concepts in planning history, theory, and practice, including the various conflicts and dilemmas planners face, stakeholders involved in urban planning, and the tools and methods that planners use to address challenges in the built environment.

The core questions that this class will return to throughout the semester are: How does planning take place, and whose interest(s) does planning serve? How does planning (re)produce social inequities? Planning is often framed as a technical exercise to rationalize the built environment and create more “livable” cities. However, planning is not value-neutral. As we will examine throughout the course of the semester, power relations fundamentally shape the planning profession, and planning decisions have contributed to racial, economic, and gender inequalities and spatial segregation in cities throughout the United States. We will also explore debates about how to encourage more inclusive cities and engage in more ethical planning practice.

The course is divided into six sections. In Part I, we will explore foundational concepts in urban planning, such as how previous scholars have defined urban planning and urban space. In Part II, we will explore the historical context in which the planning profession emerged and key moments in planning history. In Part III, we will examine normative models of planning, or how the planning profession conceives of itself. In Part IV, we will learn about the different technical tools that planners use to regulate urban development and key debates surrounding these tools. In Part V, we will interrogate the role of the planner, the role of power relations in planning, and how planning decisions have resulted in racial, class, and gender exclusion in the built environment. In Part VI, we will contemplate future directions in planning.

• Department: Urban Studies @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Noah Allison
  Info
• 3 points

DANCE COMPOSITION: FORM

An exploration of choreography that employs text, song, vocal work, narrative and principles of artistic direction in solo and group contexts.

• Department: Dance @Barnard
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Jodi Melnick
  CULPA: 3 Info
• 3 points

DANCE IN NEW YORK CITY

Study of the cultural roots and historical contexts of specific communities using New York Citys dance scene as a laboratory. Students observe the social environments in which various modes of dance works are created while researching the history of dance in New York City. Course includes attendance at weekly events, lecture-demonstrations, and performances.

• Department: Dance @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Siobhan F Burke
  CULPA: 2 Info
• 3 points

COGNITIVE SCIENCE AND PHILOSOPHY

COG SCI AND PHILOSOPHY

This course will survey a number of topics at the intersection of cognitive science and philosophy. Potential topics include free will, consciousness, embodied cognition, artificial intelligence, neural networks, and the language of thought.

• Department: Cognitive Science @Barnard
• MW 4:10 p.m.-5:25 p.m.
• Instructor: Joshua J Kramer
  Info
• 3 points

WOMEN AND GENDER IN LATIN AMERICA

WOMEN&GENDER IN LATIN AME

Examines the gendered roles of women and men in Latin American society from the colonial period to the present. Explores a number of themes, including the intersection of social class, race, ethnicity, and gender; the nature of patriarchy; masculinity; gender and the state; and the gendered nature of political mobilization.

• Department: History @Barnard
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Nara Milanich
  CULPA: 15 Wikipedia Info
• 3 points

Latin American Civilization II

This course is intended to offer a survey of the history of a complex and vast region through two centuries. In order to balance the specificity of particular histories and larger processes common to Latin America, units will often start with a general presentation of the main questions and will be followed by lectures devoted to specific countries, regions, or themes. We will look closely at the formation of class and ethnic identities, the struggle around state formation, and the links between Latin America and other regions of the world. We will stress the local dimension of these processes: the specific actors, institutions and experiences that shaped the diversity and commonalities of Latin American societies. The assignments, discussion sections, and lectures are intended to introduce students to the key conceptual problems and the most innovative historical research on the region and to encourage their own critical reading of Latin American history.

• Department: History @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Alfonso Salgado
  Info
• 4 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

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

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

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

ETHNICITY, RACE, &POWER IN ANCT MEDITERR

ETHNCTY,RACE&POWR:ANC MED

Concepts of ethnicity and race – deeply complex and often fraught – are catalyzing forces in modern society. This seminar explores the changing definitions and resonances of these categories in ancient contexts. Course readings will cover a variety of societies but return repeatedly to Egypt and Nubia as a touchstone. Over the course of the semester, we will explore how Nubians and Egyptians viewed one another as well as how both Egyptians and Nubians experienced and were experienced by immigrants, colonizers, and travelers. Throughout the ancient Mediterranean, as we’ll see, self-definitions and cultural boundaries shifted radically according to changing power dynamics both within groups and between them.

 

In seminar discussions, we’ll pose the following questions: How and when did groups who saw themselves as distinct from one another cooperate and intermarry? Define themselves in opposition to other groups or actively blur boundaries? Mobilize concepts of ethnicity or race to justify oppression? Engage in competition or resistance? Where, we will ask, did societies fracture and/or integrate? And what role did bicultural individuals play in cultural conversations and mediations? We will also seek to understand how our conceptions of ethnicity and race in the past are influenced not only by the biases of the present but by the methodologies we employ. In our discussions and investigations this semester we will learn a great deal about Northeast Africa in antiquity – but, so too, about ethnicity, concepts of race, and power throughout the ancient Mediterranean.

• Department: Classics @Barnard
• TR 10:10 a.m.-11:25 a.m.
• 4 points

GLOBAL LONG-FORM PHOTOGRAPHY

How have artists been informed and influenced by the natural world? This course will examine how photography and literature have responded to nature, ecology, and the environment. We will explore how close-looking might inform an artist’s practice regarding the living environment - its bounty - and its degradation. Students will study works whose makers have seen art as a form of praise of the natural world, as well as those who investigate the relationship between art and environmental activism. Readings will include those by John Muir, Rachel Carson, Robin Wall Kimmerer, Carl Jung, Robert Macfarlane, Mary Oliver, Kerri ni Dochartaigh and others. Particular emphasis will be placed on how photography over the past hundred years has responded to shrinking natural landscapes, environmental destruction, and global warming. We will study in-depth photographic essays by some of the following artists: Robert Adams; Rene Effendi; Kikuji Kawada; Dornith Doherty; Kirk Crippens and Gretchen Le Maistre; Brad Tempkin; Pablo Lopez Luz; Mandy Barker; Robert Zhoa Renhui, Masahisa Fukashe, and Meghann Riepenhoff. Students will be required to write response papers weekly, participate in weekly discussions, and produce a term-long photographic essay.

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

FROM PAGE TO DANCE STAGE

A survey of how dance and embodied performance adapt textual sources and even generate text. How do moving bodies enhance or subvert words in order to tell a story, and whose story do they tell? Includes the study of plays, poems, and political speech; and of ballet, experimental dance, dance-theater, silent film, physical theater, and puppetry

• Department: Dance @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Seth S Williams
  CULPA: 1 Info
• 3 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
• Instructor: Russell D Romeo
  CULPA: 9 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

Introduction to Black Geographies

Introto 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

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.-10:50 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

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.-10:50 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

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

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

BROWNFIELDS

Prerequisites: One college level science course or permission of the instructor. Anyone who has taken EESC BC1002 Introduction to Environmental Science cannot take this course. Brownfields considers interconnections between groundwater contamination, toxics, human health, government, economics, and law using the award-winning interactive learning simulation Brownfield Action, Through a semester-long, laboratory exploration of a simulated brownfield, students engage in an environmental site assessment and development of a plan for remediation and revitalization.

• Department: Environmental Sciences @Barnard
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Sedelia Rodriguez
  CULPA: 1 Info
• 3 points

ADVANCED ORAL FRENCH

Prerequisites: At least one French course after completion of FREN BC1204: Intermediate II or permission of the instructor. Oral presentations and discussions of French films aimed at increasing fluency, acquiring vocabulary, and perfecting pronunciation skills.

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

ENVIRONMENTAL DATA ANALYSIS

Prerequisites: One year of college science or EESC V2100 or permission of the instructor. Acquisition, analysis, interpretation, and presentation of environmental data, assessment of spatial and temporal variability. Focus on water quality issues and storm surges. Uses existing and student-generated data sets. Basic principles of statistics and GIS, uses standard software packages including EXCEL and ArcGIS. Includes a half-day field trip on a Saturday or Sunday. General Education Requirement: Quantitative and Deductive Reasoning (QUA).

• Department: Environmental Sciences @Barnard
• MW 2:10 p.m.-4 p.m.
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Mike Z He
  Info
• Instructor: Garrett Albistegui-Adler
  Info
• 3 points

FORESTS AND ENVIRONMENTAL CHANGE

FORESTS AND ENVIRNMNTL CHANGE

Prerequisites: Enrollment limited to 16 students. One year of college-level science. Primarily for Environmental Majors, Concentrators and Minors. Lecture, laboratory and field study of regional forest types from upland to coast and from urban to rural, forest ecosystem services, impacts of land-use and climate change on forests, reconstruction of past forests, forest pests, forest fires and forest conservation (corridors).  Field trip sites for data collection may include:  maritime, pine barrens, eastern deciduous and NYC urban forests.   Format: lecture, student presentations, short labs, data collection/analysis and field trips (some on a weekend day in April in place of the week day meeting).

• Department: Environmental Sciences @Barnard
• M 1:10 p.m.-3:40 p.m.
• Instructor: Terryanne Maenza-Gmelch
  CULPA: 14 h-index: 5 Info
• 3 points

MAJOR FRENCH TEXTS II

Prerequisites: FREN BC3021 may be taken for credit without completion of FREN BC3022. The Age of Enlightenment, Romanticism, Realism, and Symbolism. FREN BC1204: French Intermediate II or the equivalent level is required.

• Department: French @Barnard
• TR 1:10 p.m.-2:55 p.m.
• Instructor: Brian D O'Keeffe
  CULPA: 28 Info
• 3 points

MIGRATION & ECONOMIC CHANGE

Prerequisites: (Econ BC 3035) or (Econ BC 3033) This course examines a wide variety of topics about migration and its relationship to economic development, globalization, and social and economic mobility. At its core, this course reflects a key reality: that the movement of people--within regions, within countries, and across borders--is both the result of and impetus for economic change.

• Department: Economics @Barnard
• Instructor: Ashley Timmer
  CULPA: 1 Info
• 3 points

FINANCIAL ECONOMICS

Prerequisites: ECON UN3211 and ECON UN3213 and STAT UN1201 Institutional nature and economic function of financial markets. Emphasis on both domestic and international markets (debt, stock, foreign exchange, eurobond, eurocurrency, futures, options, and others). Principles of security pricing and portfolio management; the Capital Asset Pricing Model and the Efficient Markets Hypothesis.

• Department: Economics @Barnard
• Instructor: Jose Cao-Alvira
  CULPA: 2 Info
• 3 points

INCLUSIVE APPROACHES TO TEACHING LITERAC

LITERACY: THEORY & PRACTI

This seminar engages students in an exploration of how schools prepare students to be literate across multiple subject areas. Engaging students with theory and practice, we will look at how students learn to read and write, considering approaches for literacy instruction from early childhood through adolescence. Understanding that schools are required to meet the needs of diverse learners, we will explore literacy instruction for K-12 students with special needs, multilingual learners, and students from diverse cultural backgrounds. This course requires 60 hours of clinical experience (fieldwork).

• Department: Education @Barnard
• T 9 a.m.-11:50 a.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 6 points

BIRD,PLANT &LAND-USE DYNAMICS

BIRDPLANT &LAND-USE DYNAMICS

Prerequisites: Enrollment limited to 16 students. One year of college-level science. Primarily for Environmental Majors, Concentrators and Minors. This class looks at the response of wildlife (birds and plants) to climate change and land-use issues from the end of the last glaciation to the present. Case study topics are: (1) land-use and climate change over time: a paleoenvironmental perspective, (2) environmental transformations: impact of invasive plants and birds and pathogens on local environments and (3) migration of Neotropical songbirds between their wintering and breeding grounds: land-use, crisis and conservation. We visit wildlife refuges along a rural-suburban-urban gradient in order to observe and measure the role refuges play in conservation.  Format: lecture, student presentations, short labs, data collection/analysis and field trips (some on a weekend day in April in place of the week day meeting).

• Department: Environmental Sciences @Barnard
• W 1:10 p.m.-3:40 p.m.
• Instructor: Terryanne Maenza-Gmelch
  CULPA: 14 h-index: 5 Info
• 3 points

IMAGERY AND FORM IN THE ARTS

Operation of imagery and form in dance, music, theater, visual arts and writing; students are expected to do original work in one of these arts. Concepts in contemporary art will be explored.

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

EDUC POLICY: NYC & CLIMATE/COVID CRISIS

ED POLICY:NYC & CLIMATE/C

This course is designed to provide students with a deeper understanding of the processes, players, and purposes of educational policy.  It asks us to consider and reconsider the ways that we generally conceptualize educational policy from idea to implementation. Rather than taking a content-specific approach where we might study different forms of educational policy, such as language policy, school choice, and special education, I have designed the course to think collectively and deeply about the long-arc of injustice, inequity, possibility, and resistance from historical redlining to the climate/covid crisis as well as the actors who create, revise, and sustain educational policy in formal and informal educational spaces. As we do this, we will be asking you to think about a particular content area and how we might reimagine the policies in this area as we face the multipronged crisis of a planet that is burning amidst a global pandemic. While much of the reading is centered in the United States, we encourage you to think broadly about the global impact that educational policy has on the lives of educators, families, and youth and how these policies have the power to both replicate and dismantle inequities in our world.

 

Learning Objectives


Students will understand how to critique and use both qualitative and quantitative methods in policy research and policy writing.

Students will be able to assess the strengths and limitations of different media sources, policy reports, academic scholarship, journalism articles, opinion pieces, documentary films, etc. and think critically about the media that they want to employ in their final project.

Students will generate a policy brief that outlines a policy problem and generates a research-based solution.

• Department: Education @Barnard
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 4 points

18TH CENTURY FRENCH FICTION

Prerequisites: FREN BC3021, BC3022, BC3023, BC3024, or the equivalent. Readings of novels and novellas by Prevost, Rousseau, Diderot, Charriere, Laclos, and Sade, with a particular focus on issues of selfhood, gender, sexuality, authority, and freedom. FREN BC1204: French Intermediate II or the equivalent level is required.

• Department: French @Barnard
• MW 1:10 p.m.-2:55 p.m.
• Instructor: Caroline Weber
  CULPA: 8 Wikipedia Info
• 3 points

Writing and Power in the Roman Empire

Writing & Power Roman Emp

Despite low literacy rates in the ancient world, engagement with writing concerned all socioeconomic groups across the Roman Empire, from public documents and tax receipts to personal letters and magical spells. The Roman government placed considerable importance on the written word, a vital component to political, social, religious, economic, and cultural life, both at the center of the empire in Rome and in the provinces. Between Roman authorities and provincials, writing was used by ruler and ruled in various ways as a tool of power to exploit, secure social mobility, resist, maintain ideological power, protect, legitimize, empower, and communicate. This interdisciplinary course explores the theme of writing and power in the Roman Empire during the period of the High Empire (30 BCE to 235 CE), taking both macro and microhistorical approaches. Through close analysis of papyrus documents, inscriptions, archaeological sources, ancient histories, and coins, we will consider how power and control were exercised through and over writing, the various groups interested in the power of writing and to what ends, the elaborate system of archives imposed and maintained across the empire, Roman censorship practices, and the value of studying writing and power to the history of imperialism, provincial resistance, administration, literacy, social mobility, personal and civic identity, and culture in the Roman Empire. In addition to the capital city of Rome, we will study four eastern provinces (Egypt, Greece, Asia Minor, and Syria) and two western provinces (Britain and Gaul), allowing us to consider certain power structures in both the center and periphery. We will have opportunities to visit papyrus documents at the Rare Books and Manuscripts Library in Butler as well as Greek, Roman, and Egyptian artifacts at the Metropolitan Museum of Art.

• Department: Classical Studies
• M 11:10 a.m.-1 p.m.
• Instructor: Susan Rahyab
  Info
• 3 points

ENVIRONMENTAL LAW

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

• Department: Environmental Sciences @Barnard
• F 8:40 a.m.-11:10 a.m.
• Instructor: Dana Neacsu
  h-index: 8 Info
• 3 points

GENDER, SEXUALITY, AND SCHOOL

GENDER SEXUALITY AND SCHOOL

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

• Department: Education @Barnard
• Instructor: Ileana Jimenez
  Info
• 4 points

THEATER OF THE ABSURD

Close reading and occasional screening of major plays associated with the Theater of the Absurd. Philosophical and literary origins of the concept of the absurd; social and political context of its emergence; theatrical conventions of early performances; popular and critical reception. Authors include: Adamov, Artaud, Beckett, Camus, Ionesco, Jarry, Maeterlinck.

• Department: French @Barnard
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Peter T Connor
  CULPA: 13 Info
• 3 points

COMPLICATING CLASS: EDUCATION AND THE L

EDUCATION & LIMITS EQUITY

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

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

COLL: CAPITALISM AND ITS CRITICS

COLL: CAPITALISM & ITS CR

Capitalism is usually thought of as an economic system, but what does it have to do with politics? This course examines how thinkers of contrasting perspectives have understood capitalism politically. Some have celebrated the market as an escape from coercion, while others criticize it as a source of disguised domination; some see capitalism as leveling social hierarchies, while others point to its creation of class and racial hierarchy; some see capitalism as an engine of wealth creation and heightened living standards, while others emphasize its destruction of existing ways of life and production of inequality; some see capitalism as an engine of peace, while others emphasize its reliance on violence. In particular, we will consider the relationship between state and market, moral critiques of markets and exchange, analyses of the role of force and violence in accumulation, and theories of freedom and domination.

• Department: Political Science @Barnard
• Instructor: Alyssa Battistoni
  Info
• 4 points

MATH & THE CITY

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

• Department: Education @Barnard
• W 10:10 a.m.-noon
• Instructor: Ishrat Ahmed
  Info
• 4 points

ARTS AND HUMANITIES IN THE CITY:CRITICAL

ARTS & HUMANITIES IN THE CITY

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

• Department: Education @Barnard
• R 12:10 p.m.-2 p.m.
• Instructor: Drew W Chambers
  Info
• 4 points

Computer Science in the City: Content &

Using the overarching theme of “Computer Science in the City,” this course will build participants’ knowledge of pedagogical methods for the teaching of computer science while exploring ways to use the City as a resource for teaching and learning. Course participants will have an opportunity to gain an understanding of concepts and practices appropriate for K-12 students as they explore the New York State Learning Standards. 

As we explore the multitude of opportunities for teaching computer science in New York City, we will also take into consideration the diversity of the students that course participants teach or are preparing to teach. We will examine the social and political contexts that learning and teaching happen in, and consider the implications of these contexts for different groups of students. As participants develop an understanding of what it means to be literate in computer science, they will explore ways to make computer science education more meaningful and accessible to all students by infusing it with students’ daily and cultural experiences. We will explore notions of social justice and the implications for teaching computer science for social justice by addressing barriers to engagement, persistence, and achievement in mathematics.

Working in teams to plan for Computer Science Enrichment lessons, participants will explore ways to teach computer science using a constructivist approach while being responsive to the demands of the NYS Next Generation Standards, Universal Design for Learning (UDL), growth mindsets, critiques of growth mindsets, and tenets of justice and caring. Participants will also have an opportunity to build positive computer science mindsets for themselves and for K-12 students as they engage in experiential learning, plan for Computer Science Enrichment sessions that incorporate ways to visualize and communicate computer science content and skills, and evaluate the efficacy of their planning and teaching in light of their students’ learning outcomes.

• Department: Education @Barnard
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 4 points

STUDENT TEACHING/URBAN SCHOOLS

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

• Department: Education @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 6 points

SECONDARY STU TCHNG URB SCHLS

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

• Department: Education @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Drew W Chambers
  Info
• 6 points

Education, Crisis and Futures

Education is a social project of making futures. It is a field where people imagine selves and worlds to come
while navigating current constraints and past legacies. Even in the face of various crises that disrupt
educational systems globally, education is often understood as a crisis response and charged with the task of
forging alternative futures and driving social and economic progress.
In this course, we will interrogate the politics of crisis and futurity in education. First, we will explore how
notions of crisis are mobilized to define problems and solutions in education research and policy. In this
exploration, we will ask how histories and politics of domination along lines of race, class, gender, and other
social categories are articulated or silenced in discourses of educational crisis. We will attend to how crises
create both danger and opportunity by considering how they serve to justify violent, dispossessive restructuring
and how they lay bare structures of inequality in ways that generate collective action and transformation.
Next, we will Interrogate education’s futural orientations. We will probe familiar progress narratives and explore
what roles education plays in shaping how marginalized communities imagine and enact futures beyond the
status quo, attending to both its affordances and limitations. Throughout the course, we will draw on
speculative fiction and on scholarship in anthropology, Black studies, and comparative education to investigate
the politics of crisis and futurity in diverse educational contexts. We will engage study as speculative practice
through collaborative and independent exercises that invite us to develop praxes for just futures of education.

• Department: Education @Barnard
• Instructor: Amelia S Herbert
  Info
• 4 points

HISTORY OF THE FRENCH LANGUAGE

This seminar examines the history of the French language, both in France and in the many areas of the world in which French is a primary language. In the first part of the semester we engage in a chronological study of how the language emerged from a fusion of late medieval Latin with Germanic dialects to become a strong national institution. The development of the language is contextualized by consideration of the social and political history of France. We also devote two weeks of discussion to the situation of the French language today, with topics such as linguistic legislation, regional languages and dialects today, and gender inclusivity. This diachronic approach is carried over into the second part of the semester in which we concentrate on French in several regions outside of France including the Caribbean, North Africa, Central Africa, and North America.  Here we examine how the language was first introduced, what it represented at different moments in history, the relation of French to other languages, and the situation of French in the region today. Work for the course includes a digital project (digital timeline and map, and website) to document visually the presence of French in the world, across history and in the 21st century.

• Department: French @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Laurie Postlewate
  CULPA: 17 Info
• 4 points

Black Women's Freedom Narratives

Black Women's Narratives

During the journey of this course, we will individually and collectively utilize myriad
materials to examine the intricacies, nuances, and trajectories of freedom,
primarily in literary texts grounded in the United States. However, a couple
of required books are centered beyond the geographical and imaginary
boundaries of the United States. Even though one of the texts for this course
is a “traditional” slave narrative of a previously enslaved woman of African
descent in the Caribbean (The History of Mary Prince), we will examine
different narratives of Black women from the colonial period to the
contemporary era that engage and reckon with the processes of freedom-
imagining, freedom-creating, and freedom-making. We will approach the
subject matter utilizing a variety of genres (e.g., slave narratives, oral
histories, speeches, essays, poems, as well as novels (epistolary and science
fiction). For this course, students will submit 2 short essays and a final
paper/project. Small groups of 2-3 students will also co-lead some sections
of class discussions on selected reading assignments.

• Department: Africana Studies (AFSB)
• W 4:10 p.m.-6 p.m.
• Instructor: Celia E Naylor
  CULPA: 2 Info
• 4 points

INDIVIDUAL SENIOR PROJECTS

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

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

Senior Research Seminar: Inquiry

SENIOR RESEARCH SEMINAR I

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

• Department: Education @Barnard
• Instructor: Thea R Abu El-Haj
  Info
• 4 points

ARTEMIS RISING SHORT COURSE IN FILMMAKIN

ARTEMIS COURSE IN FILMMAK

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

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

• Department: Film @Barnard
• Instructor: Alice A Reagan
  CULPA: 1 Wikipedia Info
• 1 points

ARTEMIS RISING SHORT COURSE IN FILM PROD

ARTEMIS COURSE:FILM PRODU

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

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

• Department: Film @Barnard
• Instructor: Alice A Reagan
  CULPA: 1 Wikipedia Info
• 1 points

SENIOR THESIS

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

• Department: French @Barnard
• T 6:10 p.m.-7:25 p.m.
• Instructor: Brian D O'Keeffe
  CULPA: 28 Info
• 4 points

More than Real: Dreams, Imagination, and

More Than Real

This course is thematic, though a loose history of dreaming, imaginative praxis, and virtual reality environments across South Asia will emerge through the networked conversations across texts. The advantage of a thematic course allows us to cover various genres such as: ritual manuals; epic; poetry; philosophical argument; biographical accounts; prophecies; conversion stories; and medical textbooks to name a handful. At the end of the course, we will see how the texts encountered in the first part have been repurposed to speak to social justice movements around caste - both within South Asia and the diaspora population in the U.S. The thematic of dreaming and imagination also provides flexibility in method: because students will have the opportunity to study conversations between different historical actors across religious traditions about dreams, they will also have the opportunity to revise problematic accounts of religious pluralism and communalism in South Asia. Students will read primary texts from Islamic, Hindu, Buddhist, Zoroastrian, and Sikh traditions to name a handful. Students can look forward to reading about worlds within rocks; falling asleep and waking up as another person only to die in the dream world, wake up and then realize your dream-life family is somehow real and looking for you; how to finally interpret those pesky dreams about teeth falling out; dismembered bodies generating the universe; daydreaming about a cloud that thinks mountain peaks look like nipples; how to build a mind-temple that Shiva prefers to the physical one with fancy rock; and much more!

• Department: Religion @Barnard
• R 10:10 a.m.-noon
• Instructor: Meghan E Hartman
  Info
• 4 points

INDEPENDENT STUDY

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

• Department: Neuroscience & Behavior @Barnard
• Instructor: Peter D Balsam
  CULPA: 25 Info
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Bj Casey
  Info
• Instructor: John Glendinning
  CULPA: 23 h-index: 39 Info
• Instructor: Gabrielle J Gutierrez
  Info
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• Instructor: Kara Pham
  CULPA: 9 Info
• Instructor: Russell D Romeo
  CULPA: 9 Info
• Instructor: Rae Silver
  Wikipedia h-index: 69 Info
• Instructor: Alex White
  h-index: 13 Info
• 1-4 points

FUNDAMENTALS OF GLOBAL HEALTH

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

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

INTRODUCTION TO LINGUISTICS

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

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

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

WOMEN WRITERS OF EASTRN E

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

• Department: Slavic Languages @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: John C Wright
  CULPA: 1 Info
• 3 points

ADVANCED DUTCH II

see department for details

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

ACADEMIC WRITING INTENSIVE

Academic Writing Intensive is a small, intensive writing course for Barnard students in their second or third year who would benefit from extra writing support. Students attend a weekly seminar, work closely with the instructor on each writing assignment, and meet with an attached Writing Fellow every other week. Readings and assignments focus on transferable writing, revision, and critical thinking skills students can apply to any discipline. Students from across the disciplines are welcome. This course is only offered P/D/F. To be considered for the course, please send a recent writing sample to 
vcondill@barnard.edu
, ideally from your First-Year Writing or First-Year Seminar course, or any other writing-intensive humanities or social sciences course at Barnard (no lab reports please).

• Department: English @Barnard
• T 11 a.m.-12:50 p.m.
• Instructor: Meredith A Benjamin
  CULPA: 5 Info
• 4 points

THIRD-YEAR RUSSIAN II

Prerequisites: RUSS UN2102 or the equivalent and the instructors permission. Enrollment limited. Recommended for students who wish to improve their active command of Russian. Emphasis on conversation and composition. Reading and discussion of selected texts and videotapes. Lectures. Papers and oral reports required. Conducted entirely in Russian.

• Department: Slavic Languages
• MWF 10:10 a.m.-11:25 a.m.
• Instructor: Tatiana Mikhailova
  Info
• 4 points

Power, Politics & Society-DISC

POWER, POLITICS & SOCIETY

Discussion section for SOCI UN3203: Power, Politics, and Society

• Department: Sociology @Barnard
• Instructor: Faculty
  h-index: 37 Info
• 0 points

Power, Politics & Society-DISC

POWER, POLITICS & SOCIETY

Discussion section for SOCI UN3203: Power, Politics, and Society

• Department: Sociology @Barnard
• Instructor: Faculty
  h-index: 37 Info
• 0 points

THE ART OF THE ESSAY

Essay writing above the first-year level. Reading and writing various types of essays to develop one's natural writing voice and craft thoughtful, sophisticated and personal essays.

• Department: English @Barnard
• W 2:10 p.m.-4 p.m.
• M 12:10 p.m.-2 p.m.
• T 12:10 p.m.-2 p.m.
• W 12:10 p.m.-2 p.m.
• Instructor: Shelly Fredman
  CULPA: 3 Info
• Instructor: Margaret R Ellsberg
  CULPA: 54 Info
• Instructor: Vrinda Condillac
  CULPA: 28 Info
• Instructor: Monica F Cohen
  CULPA: 8 Info
• 3 points