Apollo: History & Culture in Harlem

Harlem is a community with a long and storied legacy of arts and entertainment that dates back to the late 1800s. Its legacy extends through the many cultural movements that have helped to define the community such as the Harlem Renaissance in the early 1900s, the Black Arts Movement in the 1960s, and Hip Hop in the 1970s and 1980s, to the current renaissance of venues that anchor Harlem as a neighborhood vibrant with varied opportunities for cultural engagement. Harlem is home to several historic and iconic venues devoted to the arts and entertainment such as the Apollo Theater, Dance Theatre of Harlem, the Studio Museum in Harlem, and the National Black Theatre. These and many other venues along with many others throughout the neighborhood have helped to anchor Harlem as a beacon for Black creative expression that has been instrumental in shaping American culture. The Schomburg Center for Research in Black Culture, part of the New York Public Library, stands as a repository for much of this history and as an emblem of Harlem’s extensive cultural history. In recent years, Harlem has also seen a burgeoning of new galleries, performance spaces, and cultural events that have reignited and brought new audiences to the community. In this course, we will explore Harlem’s early history and how it evolved from a place known primarily for its entertainment venues to one with a mix of standard and more cutting edge artistic and cultural ventures. Community, politics, and economics will also be considered as we look at various cultural and artistic movements. As part of our exploration, we will examine whether shifts in demographics and the ideas, notions, and sometimes, myths about the neighborhood have influenced arts and entertainment in the community. We will seek to define what distinguishes arts and entertainment in Harlem from other New York City neighborhoods and how Harlem has contributed over the years to Black arts and entertainment in NYC and beyond. This course will include visits to venues and visits from guest speakers, all relative to in-class discussions and deeper exploration of the space arts and entertainment have continued to hold for the community and for the people of Harlem. Along with guided walking tours, visits to selected venues will help to delineate Harlem’s cultural past and its continuing evolution through the work of artists, curators, administrators, scholars, culture bearers, and others. Students are encouraged to attend events at some of the institutions and venu

• Department: Africana Studies (AFSB)
• F 12:10 p.m.-2 p.m.
• Instructor: Shirley Taylor
  Info
• 4 points

DRUGS & POLITICS IN AMERICAS

A major challenge for governments across the Western Hemisphere is the complex relationship between illicit drugs, violence, and politics. We can see this relationship operating at multiple levels, from everyday politics in gang-controlled neighborhoods to the global arenas where governments debate and craft international drug policy. These links also reach back in history to global wars of empire and colonial rule, race relations during and following the collapse of the institution of slavery, and contemporary drug wars being waged across the Western Hemisphere and other parts of the world. Today, the dynamics and consequences of the politics of illicit drugs touch all our lives in different ways, including individual and family struggles with substance abuse, everyday encounters with militarized police, and the strains on democracy and citizenship, among many others. This course will examine some of these dynamics and consequences with a theoretical and empirical focus mainly on Latin America and the United States. Throughout our time together we will connect these pressing issues to broader theories, concepts and empirical findings in political science. The course is divided into several individual modules (denoted below with the headings A – G) under three overarching themes for this semester:

 

1. Politics of Drugs in a Historical Perspective:
The first theme is a broad historical overview of the political origins of illicit drugs and the global drug regime. Some of the main questions we will tackle are: When and why did states label drugs as illicit?  How did domestic and global politics come together to shape the global drug regime and the “war on drugs?” What role did race and gender play in the early social construction of illicit drugs?

 

2. Illicit Drugs, Politics and Governance:
The second theme focuses on contemporary linkages between illicit drugs, violence, and politics. Here we will examine the conditions under which illicit drug markets are either violent or (relatively) peaceful. We will tackle questions like: Do states always seek to dismantle drug markets? What is the relationship between illicit drugs and electoral politics? What role do illicit drugs play in governance by armed non-state actors?  Are states and criminal actors involved in the drug trade always at “war” with each other? 


3. Democracy, Citizenship, and the War on Drugs:
The th

• Department: Political Science @Barnard
• MW 8:40 a.m.-9:55 a.m.
• Instructor: Eduardo Moncada
  CULPA: 2 h-index: 12 Info
• 4 points

COMPOSITION:SITE/EXPERIMENTAL

• Department: Dance @Barnard
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Caroline Fermin
  Info
• 3 points

DRUGS & POLITICS IN THE AMERICAS - DISC

DRUGS & POLITICS - DISC

Discussion Section for POLS-UN3565 Drugs and Politics in the Americas

• Department: Political Science @Barnard
• 0 points

DRUGS & POLITICS IN THE AMERICAS - DISC

DRUGS & POLITICS - DISC

Discussion Section for POLS-UN3565 Drugs and Politics in the Americas

• Department: Political Science @Barnard
• 0 points

DRUGS & POLITICS IN THE AMERICAS - DISC

DRUGS & POLITICS - DISC

Discussion Section for POLS-UN3565 Drugs and Politics in the Americas

• Department: Political Science @Barnard
• 0 points

DRUGS & POLITICS IN THE AMERICAS - DISC

DRUGS & POLITICS - DISC

Discussion Section for POLS-UN3565 Drugs and Politics in the Americas

• Department: Political Science @Barnard
• 0 points

Left and Right in American History

Left and Right in US Hist

This course examines 20th-century American political movements of the Left and Right. We will cover Socialism and the Ku Klux Klan in the early twentieth century; the Communist Party and right-wing populists of the 1930s; the civil rights movement, black power, and white resistance, 1950s-1960s; the rise of the New Left and the New Right in the 1960s; the Women's liberation movement and the Christian right of the 1970s; and finally, free-market conservatism, neoliberalism, white nationalism and the Trump era. We will explore the organizational, ideological and social history of these political mobilizations. The class explores grass-roots social movements and their relationship to “mainstream” and electoral politics. We will pay special attention to the ways that ideas and mobilizations that are sometimes deemed extreme have in fact helped to shape the broader political spectrum. Throughout the semester, we will reflect on the present political dilemmas of our country in light of the history that we study.

• Department: History
• R 2:10 p.m.-4 p.m.
• Instructor: Kimberly K Phillips-Fein
  Info
• 4 points

French Algeria, 1830-1962

This course provides an introduction to the colonial history of Algeria and France in the 19th and 20th centuries, at the high point of European imperial expansion. It covers the violent conquest of the Regency of Algiers starting in 1830, followed by population removal and settlement by the French; successive political regimes, forms of legal discrimination, and attempts at turning this North African territory into an integral part of the French Republic; and finally the emergence of Algerian nationalism, leading up to the war of liberation and independence in 1962. Algeria was the jewel of the French Empire, its only real settler colony; its independence became a beacon of post-colonial struggles, inaugurating an era of entangled memories and forgetting that continues today.

• Department: French
• T 2:10 p.m.-4 p.m.
• Instructor: Thomas Dodman
  CULPA: 2 Info
• 3 points

DEVISING IMMERSIVE PERFORMANCE

This course is designed as a workshop in both immersive devising and performance skills, revolving around the creation and execution of an immersive experience. Through a collaborative devising process, students will explore possibilities of environmental, site-specific, experiential, and ambulatory design. Students will develop compositional structures and strategies for creating content, create and develop embodied characters, as well as design and physically navigate the particular architecture of a performance environment. Students will also hone skills specific to interactive performance such as maneuvering audience, gaze, breath work, and choice making and improvisation within the parameters of storytelling.

• Department: Dance @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Elisa R Davis
  Info
• 3 points

Ten Books to Understand Capitalism

Ten Books Undrstand Capit

In this seminar, we will read a selection of masterpieces in economics to explore how economic thought on capitalism has changed over time. Through weekly discussions, we will examine a number of must-read volumes that shape the field of economics and more broadly, the social sciences today. We will also develop a general understanding of the different epochs of economic thinking about the evolving capitalist system. We will analyze classics such as Adam Smith’s Wealth of Nations, Karl Marx’s Capital, and John M. Keynes’ General Theory, as well as more recent classics that have deeply influenced social science thinking in the second half of the XX century. This seminar is intended both for students in history, the humanities and the social sciences who have an interest in understanding the evolution of the economics discipline in historical perspective, and for economics students who want to develop an historical understanding of their discipline.

• Department: History @Barnard
• T 9 a.m.-10:50 a.m.
• Instructor: Michele Alacevich
  Info
• 4 points

The Scholar and Feminist Conference: Fem

Feminist Knowledge and Ac

For fifty years, the Barnard Center for Research on Women’s Scholar and Feminist conference has provided a vital forum for leading feminist thinkers to test ideas and ignite debates on the most pressing issues of their time. This course offers a special opportunity for students to engage with the Scholar and Feminist at a historic moment: in February 2026, BCRW will host the 50th conference. We will use the history of the Scholar and Feminist conference as a guide to trace the making of feminist knowledge over the past fifty years. In addition to reading about the scholarly context of the conference, students will do archival work in preparation for attending and analyzing the anniversary gathering. Students will engage with key feminist debates that have been part of the conference’s history. They will consider how conferences function as spaces of research production and movement-building, exploring how the lessons of past controversies and solidarities can inform feminist scholarship and action in the present. Readings will draw from BCRW’s
Scholar & Feminist Online
and the Barnard archives, alongside key theoretical feminist texts, to consider how movements, controversies, and institutional struggles have shaped the field. Together, we will ask: how has the conference created new possibilities for scholarship and activism, and why are these questions urgent in a moment when feminist knowledge and institutions are under attack?

• Department: Women's, Gender, Sexuality Studies @Barnard
• F 12:10 p.m.-2 p.m.
• Instructor: Margot L Kotler
  Info
• 4 points

SR SEM IN BIOLOGY

Required for all majors who do not select the year-long Senior Thesis Research & Seminar (BIOL BC3593 & BC3594) to fulfill their senior capstone requirement. These seminars allow students to explore the primary literature in the Biological Sciences in greater depth than can be achieved in a lecture course. Attention will be focused on both theoretical and empirical work. Seminar periods are devoted to oral reports and discussion of assigned readings and student reports. Students will write one extensive literature review of a topic related to the central theme of the seminar section. 
Topics vary per semester and include, but are not limited to:
 Plant Development
, 
Animal Development & Evolution,
 Molecular Evolution, Microbiology & Global Change, Genomics, Comparative & Reproductive Endocrinology, and Data Intensive Approaches in Biology.

• Department: Biological Sciences @Barnard
• F 9:10 a.m.-11 a.m.
• Instructor: Rishita Shah
  Info
• 4 points

GUIDED RESEARCH & SEMINAR

This year-long course is open to junior and senior Biology majors and minors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give a poster presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills two upper-level laboratory requirements for the Biology major or minor. This course must be taken in sequence, beginning with BIOL BC3591 in the Fall and continuing with BIOL BC3592 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3593-BIOL BC3594.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

GUIDED RESEARCH & SEMINAR

This year-long course is open to junior and senior Biology majors and minors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give a poster presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills two upper-level laboratory requirements for the Biology major or minor. This course must be taken in sequence, beginning with BIOL BC3591 in the Fall and continuing with BIOL BC3592 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3593-BIOL BC3594.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

NEUROSCIENCE GUIDED RESEARCH

Neuroscience research commonly generates datasets that are increasingly complex and large. Open science and data sharing platforms have emerged across a wide range of neuroscience disciplines, laying the foundation for a transformation in the way scientists share, analyze, and reuse immense amounts of data collected in laboratories around the world. This class is designed to introduce students to several open source databases that span multiple investigative levels of neuroscience research. Students will utilize the datasets to conduct individual research projects.

• Department: Neuroscience & Behavior @Barnard
• M 1:10 p.m.-5 p.m.
• Instructor: Luca Iemi
  Info
• 4 points

SR PROJECT:REPERTORY FOR DANCE

Independent study for preparing and performing repertory works in production to be presented in concert.

• Department: Dance @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Colleen Thomas
  CULPA: 6 Info
• Instructor: Marjorie Folkman
  CULPA: 2 Info
• 3 points

SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

This year-long course is open to senior Biology majors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give an oral presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills the senior capstone requirement for the Biology major. This course must be taken in sequence, beginning with BIOL BC3593 in the Fall and continuing with BIOL BC3594 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3591-BIOL BC3592.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

This year-long course is open to senior Biology majors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give an oral presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills the senior capstone requirement for the Biology major. This course must be taken in sequence, beginning with BIOL BC3593 in the Fall and continuing with BIOL BC3594 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3591-BIOL BC3592.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

RSRCH/SEM-NEUROSCNC&BEHAVIOR

Prerequisites: Open to senior Neuroscience and Behavior majors. Permission of the instructor. This is a year-long course. By the end of the spring semester program planning period during junior year, majors should identify the lab they will be working in during their senior year. Discussion and conferences on a research project culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution. Successful completion of the seminar substitutes for the major examination.

• Department: Neuroscience & Behavior @Barnard
• R 4:10 p.m.-5:55 p.m.
• Instructor: Peter D Balsam
  CULPA: 25 Info
• Instructor: Alex White
  h-index: 13 Info
• Instructor: Russell D Romeo
  CULPA: 9 Info
• Instructor: Kevin G Bath
  Info
• 4 points

GUIDED RESEARCH

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research 
without 
a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project.

A 
Project Approval Form
 must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research 
before
 you enroll in BIOL BC3597. You should sign up for your mentor's section. 

This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year.

• Department: Biological Sciences @Barnard
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Hilary Callahan
  CULPA: 4 h-index: 17 Info
• Instructor: John Glendinning
  CULPA: 23 h-index: 39 Info
• Instructor: Jordan Balaban
  Info
• Instructor: Jj L Miranda
  CULPA: 3 Info
• Instructor: Alison Pischedda
  CULPA: 3 h-index: 11 Info
• Instructor: Jonathan Snow
  CULPA: 7 h-index: 18 Info
• Instructor: Brian Morton
  CULPA: 21 Info
• Instructor: Jennifer H Mansfield
  CULPA: 2 h-index: 15 Info
• Instructor: Gabrielle Corradino
  Info
• Instructor: Jessica Goldstein
  CULPA: 14 Info
• Instructor: Emlyn J Resetarits
  Info
• 1-4 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• Instructor: Christian Rojas
  CULPA: 24 Info
• Instructor: Marisa C Buzzeo
  CULPA: 2 Info
• Instructor: Dina C Merrer
  CULPA: 24 Info
• Instructor: Andrew C Crowther
  CULPA: 1 Info
• Instructor: Michael Campbell
  Info
• Instructor: Rachel Austin
  CULPA: 18 Wikipedia h-index: 28 Info
• Instructor: Christina Vizcarra
  CULPA: 1 Info
• Instructor: Rebecca Donegan
  Info
• 2 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• 2 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• Instructor: Christian Rojas
  CULPA: 24 Info
• Instructor: Marisa C Buzzeo
  CULPA: 2 Info
• Instructor: Dina C Merrer
  CULPA: 24 Info
• Instructor: Andrew C Crowther
  CULPA: 1 Info
• Instructor: Michael Campbell
  Info
• Instructor: Rachel Austin
  CULPA: 18 Wikipedia h-index: 28 Info
• Instructor: Christina Vizcarra
  CULPA: 1 Info
• Instructor: Rebecca Donegan
  Info
• 4 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• 4 points

Approaches to Global Thought

Challenges confronting the world today require multiple perspectives, approaches, and methods to grasp their complexity and devise responses and solutions. Whether addressing the climate crisis, public health threats, global and local inequities, social problems, geopolitical tensions, or any number of other problems, all demand the expertise developed in disciplinary training as well as flexible thinking and the ability to collaborate and solve problems across disciplinary boundaries. This course places students with different majors into conversation with each other to consider the approaches of their own disciplines, learn about the methodological “tool kits” of other fields, investigate examples of transdisciplinary research, and work with their classmates to design their own problem-centered collaborative projects.

• Department: Committee on Global Thought
• R 12:10 p.m.-2 p.m.
• Instructor: Laura L Neitzel
  CULPA: 1 Info
• 4 points

INTL LAW & U.N. IN PRACTICE

Prerequisites: POLS UN1601 or HRTS UN3001 An equivalent course to POLS UN1601 or HRTS UN3001 may be used as a pre-requisite, with departmental permission. Examines the development of international law and the United Nations, their evolution in the Twentieth Century, and their role in world affairs today. Concepts and principles are illustrated through their application to contemporary human rights and humanitarian challenges, and with respect to other threats to international peace and security. The course consists primarily of presentation and discussion, drawing heavily on the practical application of theory to actual experiences and situations. For the Barnard Political Science major, this seminar counts as elective credit only. (Cross-listed by the Human Rights Program.)

• Department: Human Rights (HRTB)
• T 12:10 p.m.-2 p.m.
• Instructor: Martin S Flaherty
  CULPA: 1 Wikipedia Info
• 4 points

As If: Anthropologies of the Future

This seminar engages--through science fiction and speculative fiction, film, and companion readings in anthropology and beyond—a range of approaches to the notion of the “future” and to the imagination of multiple futures to come.  We will work through virtual and fictive constructions of future worlds, ecologies, and social orders “as If” they present alternative possibilites for pragmatic yet utopian thinking and dreaming in the present (and as we’ll also consider dystopian and “heterotopian” possibilities as well).

• Department: Anthropology
• T 4:10 p.m.-6 p.m.
• Instructor: Marilyn Ivy
  CULPA: 11 Wikipedia Info
• 4 points

REHEARSAL&PERFRMNCE IN DANCE

Prerequisites: Audition. Do not register for this course until you have been selected at the audition. Subject to cap on studio credit. Can be taken more than once for credit up to a maximum of 3 credits a semester. Students are graded and take part in the full production of a dance as performers, choreographers, designers, or stage technicians.

• Department: Dance @Barnard
• MW 6:10 p.m.-9 p.m.
• Instructor: Ehizoje J Azeke
  Info
• Instructor: Dormeshia Sunbry-Edwards
  Info
• 0-3 points

REHEARSAL&PERFRMNCE IN DANCE

Prerequisites: Audition. Do not register for this course until you have been selected at the audition. Subject to cap on studio credit. Can be taken more than once for credit up to a maximum of 3 credits a semester. Students are graded and take part in the full production of a dance as performers, choreographers, designers, or stage technicians.

• Department: Dance @Barnard
• TR 6:10 p.m.-9 p.m.
• 0-3 points

INDEPENDENT STUDY

This course can be worth 1 to 4 credits (each credit is equivalent to approximately three hours of work per week), and requires a Barnard faculty as a mentor. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits. The expectations for each of these options are as follows: 1 credit, 3h/week commitment, 5-10 page "Research Report" at the end of the term; 2 credits, 6h/week commitment, 5-10 page "Research Report" at the end of the term; 3 credits, 9h/week commitment, 15-20 page "Research Report" at the end of the term; 4 credits, 12h/week commitment, 15-20 page "Research Report" at the end of the term. "Research Report" is a document submitted to the person grading the student, the instructor of record for the section in which the student has enrolled. If a student is working off-site, then input from the off-site research mentor will inform the grading. The "Research Report" can take a variety of forms: progress reports on data collected, training received, papers read, skills learned, etc.; or organized notes for lab notebooks, lab meetings, etc.; or manuscript-like papers with Intro, Methods, Results, Discussion; or some combination thereof, depending on the maturity of the project.  Ultimately, this will take different forms for different students/labs.

• Department: Psychology @Barnard
• Instructor: Robert Brotherton
  CULPA: 1 Info
• Instructor: Armita Ghobadi
  Info
• Instructor: Colin Leach
  CULPA: 4 h-index: 41 Info
• Instructor: Ken Light
  CULPA: 17 h-index: 15 Info
• Instructor: Koleen McCrink
  CULPA: 6 h-index: 17 Info
• Instructor: Michelle Greene
  Info
• Instructor: Robert E Remez
  CULPA: 26 Wikipedia h-index: 23 Info
• Instructor: Anna Shusterman
  Info
• Instructor: Ann Senghas
  CULPA: 17 Info
• Instructor: Katherine Thorson
  CULPA: 4 h-index: 7 Info
• Instructor: Lisa K Son
  CULPA: 25 Info
• Instructor: Mariel Roberts
  h-index: None Info
• Instructor: Erica Musser
  Info
• Instructor: Kathleen M Taylor
  CULPA: 78 Info
• Instructor: Tara Well
  CULPA: 4 Info
• Instructor: Michael Wheaton
  h-index: 31 Info
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• Instructor: Kate M Turetsky
  Info
• Instructor: Alexandra C Horowitz
  CULPA: 23 Wikipedia Info
• 1-4 points

THE HISTORY OF AMERICAN JOURNALISM OF CO

US JOURNALISM OF CONSCIEN

From Frederick Douglass’s The North Star, which insisted that journalism could be a tool for liberation and collective conscience, to today’s digital-first platforms, American journalism has always been a site of struggle over truth, power, and representation. This course explores the power of journalism to shape public conscience — from the days when print was the Twitter of its time to the rise of radio, television, and digital media. At its core, this seminar centers the voices of journalists of conscience — those who speak truth to power, challenge dominant narratives, and reflect the full spectrum of human experience. We will approach journalism through a lens that foregrounds the perspectives of people of color, recognizing how mainstream media has historically erased, distorted, or marginalized their voices while also highlighting the powerful traditions of resistance and self-representation in journalism.

To foster meaningful connection and collaboration, students will be split into groups for the semester. These groups will meet in breakout rooms during each class session to workshop ideas, respond to prompts, and sometimes collaborate on short journalistic pieces. The goal is to make a large seminar feel intimate and to encourage peer-to-peer dialogue throughout the course.

Through weekly readings, in-class discussions, site visits, guest speakers, and multimedia projects, students will examine how journalism has both reflected and resisted dominant narratives across history. Students will also create original work that embodies conscience-based journalism.

• Department: English @Barnard
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Maria D Hinojosa
  Info
• 3 points

ADVANCED OPTIMIZATION

For undergraduates only. Required for all undergraduate students majoring in IE, OR:EMS, OR:FE, and OR. This is a follow-up to IEOR E3608 and will cover advanced topics in optimization, including integer optimization, convex optimization, and optimization under uncertainty, with a strong focus on modeling, formulations, and applications.

• Department: Industrial Engineering and Operations Research
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Bento Natura
  Info
• 3 points

POLITICAL PSYCHOLOGY AND INTERNATIONAL R

POLITICAL PSYCHOLOGY & IR

This course introduces students to psychological theories of international politics. We pose a series of questions about the role of individuals in international relations and consider different theories of political decision making (including rational choice, cognitive, motivational, and organizational theories), personality and leadership, and the role of images, values, and identity in shaping international behavior. We’ll put these theories in the context of other ways of explaining state behavior, evaluate their usefulness, and you’ll make use of these theories to explain an international relations course of your choosing.

• Department: Political Science @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Marjorie Castle
  Info
• 3 points

Our Magnetic Universe: An Introduction t

This course explores how magnetic fields shape the cosmos — from the Earth’s magnetosphere and the Sun’s corona to galaxies, clusters, and the cosmic web itself. The course introduces the fundamental physics of plasmas and magnetohydrodynamics (MHD), providing a quantitative framework for understanding how magnetic fields interact with charged matter across vastly different environments. Through lectures, problem sets, and student-led presentations, students learn analytical, numerical, and observational approaches used in modern astrophysics to study magnetic phenomena. By the end of the semester, participants gain the tools to critically read and communicate research on astrophysical magnetism, bridging core physical principles with their diverse cosmic applications.

• Department: Astronomy
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Ryan E Golant
  Info
• 3 points

MATERIALS/PROCESSES IN MANUFAC

Introduction to microstructures and properties of metals, polymers, ceramics and composites; typical manufacturing processes: material removal, shaping, joining, and property alteration; behavior of engineering materials in the manufacturing processes.

• Department: Mechanical Engineering
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Sinisa Vukelic
  CULPA: 2 h-index: 11 Info
• 3 points

THIRD YEAR MODERN TIBETAN II

For those whose knowledge is equivalent to a student whos completed the Second Year course. The course develops students reading comprehension skills through reading selected modern Tibetan literature. Tibetan is used as the medium of instruction and interaction to develop oral fluency and proficiency.

• Department: East Asian Languages and Cultures
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Sonam Tsering
  Info
• 4 points

Imperial Art and Architecture of Beijing

Imperial Art & Arch. Beij

Imperial art and architecture in Beijing—the capital of the Yuan, Ming, and Qing dynasties (1271-1911)—have inspired awe and admiration in the Western world since the late 19th century. Despite massive destruction caused by foreign invasions before 1911 and rapid urban development after 1949, a significant portion of historic Beijing has survived, including imperial temples and gardens, princely courtyard residences, alleyway neighborhoods, and, most importantly, the Forbidden City—the magnificent seat of imperial power. Moreover, artifacts and artworks from the palaces of Beijing are now housed in museums across the Western world.

This seminar introduces students to the imperial art and architecture of Beijing through the lens of the reign of two Qing-dynasty rulers: the Qianlong Emperor (r. 1736-1796) and Empress Dowager Cixi (1835-1908). Their artistic legacies have profoundly shaped modern understanding of the city’s imperial past. Over the spring break, students will travel with the instructor to Beijing to visit sites that were inhabited, commissioned, or even designed by these two rulers.

Through lectures in New York City and a field study in Beijing, the course encourages students to consider questions such as: How did art and architecture serve to reinforce and glorify Qianlong’s rule over the multiethnic Qing empire for much of the 18th century—a reign often celebrated as inclusive, efficient, and prosperous, yet also criticized as despotic, corrupt, and repressive? To what extent did Empress Dowager Cixi’s artistic patronage inherit or challenge conventional imperial traditions? And how does historic Beijing continue to shape the social and political life of its inhabitants—and influence broader national identity—in contemporary China?

The course features a study trip to Beijing, where we will explore imperial palaces, gardens, and temples to engage directly with the monuments discussed in class. Each student will prepare a presentation in advance, taking the lead as a guide during our site visits. These presentations will serve as the foundation for the final research papers.

• Department: Art History and Archaeology
• R 4:10 p.m.-6 p.m.
• Instructor: Jin Xu
  Info
• 4 points

SENIOR RESEARCH THESIS

Discussions of the student's Independent Research project during the fall and spring terms that culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution.

• Department: Psychology @Barnard
• M 12:10 p.m.-2 p.m.
• Instructor: Lisa K Son
  CULPA: 25 Info
• 1 points

NAT'L & CONTEMP WORLD POLITICS

The causes and consequences of nationalism. Nationalism as a cause of conflict in contemporary world politics. Strategies for mitigating nationalist and ethnic conflict.

• Department: Political Science
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Jack L Snyder
  CULPA: 27 Info
• 3 points

SEM-DEVELOPMNTL PSYCHOPATHOLGY

Prerequisites: at least two of the following courses: (UN1001, UN1010, UN2280, UN2620, UN2680, UN3280) and the instructor's permission. Developmental psychopathology posits that it is development itself that has gone awry when there is psychopathology. As such, it seeks to understand the early and multiple factors contributing to psychopathology emerging in childhood and later in life. We will use several models (e.g. ones dominated by biological, genetic, and psychological foci) to understand the roots of mental illness.

• Department: Psychology
• W 10:10 a.m.-noon
• Instructor: Hannah E Hoch
  CULPA: 27 Info
• 4 points

TOPICS IN CLINICAL PSYCHOLOGY

Prerequisites: (PSYC UN1001) Instructor permission required. A seminar for advanced undergraduate students exploring different areas of clinical psychology. This course will provide you with a broad overview of the endeavors of clinical psychology, as well as discussion of its current social context, goals, and limitations.

• Department: Psychology
• R 10:10 a.m.-noon
• W 12:10 p.m.-2 p.m.
• F 12:10 p.m.-2 p.m.
• Instructor: Usha Barahmand
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• Instructor: Irit Felsen
  Info
• Instructor: Jeffrey M Cohen
  h-index: 5 Info
• 4 points

Rewriting History: Queer-Feminist Art fr

Rewriting History: Queer

In 1987, the queer-feminist Chicana scholar and poet Gloria Anzaldúa reflected on the politics of writing and rewriting histories. Mobilized by the social revolutions of the 1970s and 1980s, Anzaldúa sought to intervene in contemporary history, arguing that the act of retrieval—mining and sifting through our past—is necessary for sensing and creating uninhibited possibilities. Drawing on Anzaldúa’s understanding of the stakes of historiography, this course explores how artists have sought to reimagine queer-feminist pasts and enact latent futures. It focuses on the period from the 1970s onward, when the proliferation of mnemonic, time-based media, such as video, sound, slides, and photography, as well as ephemeral forms like performance and participation, emerged as significant material and conceptual foci for artists. Artists’ engagements with institutions crucial to the creation and circulation of history, memory, and knowledge—such as universities, the mass media, AI companies, and museums—are examined alongside enduring queer-feminist themes of education, motherhood, family, home, exile, kin, and futurity. Students will become cognizant of how contemporary art influences cultural, political, and social traditions and institutions, and how “old” and “new” ideas co-exist and conflict. The course offers an art historical perspective on contemporary art, mapping its relations to late modern art, while also foregrounding the question: how can we, as “contemporaries,” engage with art and art history in a way that responds to the demands of the present? Artists we examine include Mary Kelly, Ana Mendieta, Magali Lara, Jenny Holzer, Emily Kame Kngwarray, Madeleine Hunt-Ehrlich, D. Harding, Simone Leigh, and Jesse Darling. Writers include Anzaldúa, Rosalyn Deutsche, Tina Campt, Aileen Moreton Robinson, and Ruha Benjamin.

• Department: Art History @Barnard
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Veronica Tello
  Info
• 3 points

AMERICAN FOREIGN POLICY

This course is concerned with what policy the American government should adopt toward several foreign policy issues in the next decade or so, using materials from contradictory viewpoints. Students will be required to state fairly alternative positions and to use policy analysis (goals, alternatives, consequences, and choice) to reach conclusions.

• Department: Political Science
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Elizabeth N Saunders
  Wikipedia Info
• 4 points

AMERICAN FOREIGN POLICY-DISC

Corequisites: POLS UN3631 This is the required discussion section for POLS UN3631.

• Department: Political Science
• 0 points

DEPRESSION

Depression has existed for all time.  But our explanations of it has shifted, from sin, to an imbalance of the humours, and a poetic inspiration; from the eighteenth-century mechanistic understanding of the self, to the Freudian family romance that generates trauma, and to our current neuro-genetic understanding of the mind as a machine that can achieve happiness with pharmaceutical intervention.    We will follow these permutations, even as we read novels, poems, plays, and view film (and art) for their diagnostic awareness of mental suffering.   And we will also ask the question: what if depression comes not from within but without, the intelligent response of aware minds to a world that has become undone.

• Department: English @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Daphne Miriam Merkin
  Wikipedia Info
• 4 points

MOD JEWISH INTELLECTUAL HIST

This course analyzes Jewish intellectual history from Spinoza to the present. It tracks the radical transformation that modernity yielded in Jewish thought, both in the development of new, self-consciously modern, iterations of Judaism and Jewishness and in the more elusive but equally foundational changes in "traditional" Judaisms. Questions to be addressed include:  the development of the modern concept of "religion" and its effect on the Jews; the origin of the notion of "Judaism" parallel to Christianity, Islam, etc.; the rise of Jewish secularism and of secular Jewish ideologies, especially the Jewish Enlightenment movement (Haskalah), modern Jewish nationalism, and Zionism; the rise of Reform, Modern Orthodox, and Conservative Judaisms; Jewish neo-Romanticism and neo-Kantianism, and American Jewish religious thought.

• Department: History
• R 2:10 p.m.-4 p.m.
• Instructor: Michael F Stanislawski
  CULPA: 66 Wikipedia Info
• 4 points

OBSERVATIONAL ASTRONOMY

Prerequisites: one year of general astronomy Introduction to the basic techniques used in obtaining and analyzing astronomical data. Focus on ground-based methods at optical, infrared, and radio wavelengths. Regular use of the telescope facilities atop the roof of the Pupin Labs and at Harriman Observatory. The radio-astronomy portion consists mostly of computer labs, In research projects, students also work on the analysis of data obtained at National Observatories.

• Department: Astronomy
• R 7 p.m.-9:30 p.m.
• 3 points

Mental health in Literature from antiqui

This seminar explores the relationship between literature, culture, and mental health. It pays particular emphasis to the
poetics
of emotions structuring them around the five stages of grief: denial, anger, bargaining, depression, acceptance and the concept of hope. During the course of the semester, we will discuss a variety of content that explores issues of race, socioeconomic status, political beliefs, abilities/disabilities, gender expressions, sexualities, and stages of life as they are connected to mental illness and healing. Emotions are anchored in the physical body through the way in which our bodily sensors help us understand the reality that we live in. By feeling backwards and thinking forwards, we will ask a number of important questions relating to literature and mental health, and will trace how human experiences are first made into language, then into science, and finally into action.

The course surveys texts from Homer, Ovid, Aeschylus and Sophocles to Virginia Woolf, Sylvia Plath, C.P. Cavafy, Dinos Christianopoulos, Margarita Karapanou, Katerina Anghelaki-Rooke, Katerina Gogou etc., and the work of artists such as Toshio Matsumoto, Yorgos Lanthimos, and Anohni.

• Department: Classics
• T 2:10 p.m.-4 p.m.
• Instructor: Nikolas Kakkoufa
  Info
• 3 points