WAR REPORTING:THE COVERAGE OF

War Reporting: The Coverage of Armed Conflict explores the origins and roles of modern war reporting, examines the challenges journalists face, and discusses journalism's place in the public discourse of armed conflict and political violence, most notably terrorism. Taught by U.S. Marine corps veteran and Pulitzer Prize winning reporter and author, C.J. Chivers, class discussions will be lively and require student engagement. There will be guest lectures and seminars with leading journalists with experience in recent wars, as well discussions with security and legal professionals who assist and guide news organizations in their coverage of war. The examination of risks to journalists on conflict beats will include detailed case studies of real kidnappings and battlefield deaths, and study examples of risk mitigation and best practices in the field. The course is intended for students with a deep interest in war, terrorism and journalism, including both news consumers and aspiring practitioners. It aims to promote skepticism of official narratives and critical thinking about journalism itself.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• Instructor: Christopher J Chivers
  Info
• 3 points

NUMBER THEORY AND CRYPTOGRAPHY

Prerequisites: one year of calculus. Prerequisite: One year of Calculus. Congruences. Primitive roots. Quadratic residues. Contemporary applications.

• Department: Summer Session (SUMM)
• MTWR 1 p.m.-2:30 p.m.
• Instructor: William Y Chen
  CULPA: 2 Info
• 3 points

MARKETING MANAGEMENT

Designed to provide students with an understanding of the fundamental marketing concepts and their application by business and non-business organizations. The goal is to expose students to these concepts as they are used in a wide variety of settings, including consumer goods firms, manufacturing and service industries, and small and large businesses. The course gives an overview of marketing strategy issues, elements of a market (company, customers, and competition), as well as the fundamental elements of the marketing mix (product, price, placement/distribution, and promotion).

• Department: Columbia College
• MW 9 a.m.-11:30 a.m.
• Instructor: Michelle Greenwald
  Info
• 3 points

FINANCIAL ECONOMICS

Prerequisites: STAT UN1201, ECON UN3211 Intermediate Microeconomics and ECON UN3213 Intermediate Macroeconomics. Equivalent to ECON UN3025. 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: Summer Session (SUMM)
• MW 10 a.m.-1:10 p.m.
• Instructor: Tamrat Gashaw
  CULPA: 10 Info
• 3 points

ECON OF THE PUBLIC SECTOR

Prerequisites: (ECON BC3035 or ECON UN3211) The purpose of the course is to think about public policy issues through an economic lens. We will explore the basic economic foundations of individual decision-making and discuss the ways in which economists hypothesize that individuals respond to the incentives embedded within public policies. We will pay particular attention to the nature and detail of existing public policies, and use economic analysis to predict how these policies might influence behavior. We will also explore some of the relevant empirical literature on a set of policy topics, to see how these predictions hold up.

• Department: Economics @Barnard
• TR 9 a.m.-12:10 p.m.
• Instructor: Elizabeth O Ananat
  CULPA: 2 h-index: 18 Info
• 3 points

EARLY CHAUCER

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• Instructor: David M Yerkes
  CULPA: 41 Info
• 3 points

INTERMEDTE MICROECONOMC THEORY

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

• Department: Economics @Barnard
• MTWR 1 p.m.-2:35 p.m.
• Instructor: John Park
  CULPA: 4 Info
• 4 points

CELL BIOLOGY

Prerequisites: one year of biology, normally BIOL UN2005-BIOL UN2006, or the equivalent. Cell Biology 3041/4041 is an upper-division course that covers in depth all organelles of cells, how they make up tissues, secrete substances important for the organism, generate and adapt to their working environment in the body, move throughout development, and signal to each other. Because these topics were introduced in the Intro Course (taught by Mowshowitz and Chasin), this course or its equivalent is a pre-requisite for W3041/4041. Students for whom this course is useful include biology, biochem or biomedical engineering majors, those preparing to apply for medical school or graduate school, and those doing or planning to start doing research in a biology or biomedical lab. SCE and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). The form can be downloaded at the URL below, but must be signed by the instructor and returned to the office of the registrar. http://registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf

• Department: Summer Session (SUMM)
• MTWR 10:10 a.m.-11:25 a.m.
• Instructor: Erin L Barnhart
  Info
• 3 points

Monetary Theory & Policy

MONETARY THEORY & POLICY

This course deals with topics in both monetary theory and monetary policy and is designed for students interested in monetary economics and/or those aiming at working in policy institutions such as central banks. Monetary economics examines the relationship between real economic variables at the aggregate level and nominal variables (such as the inflation rate, nominal interest rates, nominal exchange rates, and the supply of money). Therefore, monetary economics overlaps significantly with macroeconomics. However, students in this class learn the "Money View" framework as their analytical tool as it provides a more in-depth treatment of money and central banking than is customary
in standard macroeconomics textbooks.

• Department: Economics @Barnard
• TR 5:30 p.m.-8:40 p.m.
• Instructor: Elham Saeidinezhad
  CULPA: 5 Info
• 3 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
• MTWR 4:30 p.m.-6:05 p.m.
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 3 points

PROJECT LAB IN MICROBIOLOGY

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

• Department: Summer Session (SUMM)
• MWF 1:10 p.m.-5 p.m.
• Instructor: Lars E Dietrich
  CULPA: 1 Info
• 5 points

WORLDS OF ALEXANDER THE GREAT

This seminar looks at the narrative and the historical context for an extraordinary event: the conquest of the Persian empire by Alexander III of Macedonia, conventionally known as “Alexander the Great”. We will explore the different worlds Alexander grew out of, confronted, and affected: the old Greek world, the Persian empire, the ancient near-east (Egypt, Levant, Babylonia, Iran), and the worlds beyond, namely pre-Islamic (and pre-Silk Road) Central Asia, the Afghan borderlands, and the Indus valley. The first part of the course will establish context, before laying out a narrative framework; the second part of the course will explore a series of themes, especially the tension between military conquest, political negotiation, and social interactions. Overall, the course will serve as an exercise in historical methodology (with particular attention to ancient sources and to interpretation), an introduction to the geography and the history of the ancient world (classical and near-eastern), and the exploration of a complex testcase located at the contact point between several worlds, and at a watershed of world history.

• Department: Summer Session (SUMM)
• MW 9 a.m.-noon
• Instructor: John T Ma
  CULPA: 4 Info
• 3 points

ASSESSMENT OF TEACHING

• Department: Education @Barnard
• MW 6:15 p.m.-9:25 p.m.
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 3 points

FRANCOPHONE FICTION:SPEC TPCS

Looks at the portrayal of women as unsettling figures in the Francophone Caribbean literary universe. Examining the uncanny heroines in the novels of both male and female writers, students will identify the thematic commonalities and specific configurative strategies that emerge in the fictional representation of women in the region. The symbolic import of zombies, schizophrenics, and other disordering characters will be analyzed as indicators of and reflections on broader social realities. FREN BC1204: French Intermediate II or the equivalent level is required.

• Department: French @Barnard
• TR 1 p.m.-4:10 p.m.
• Instructor: Kaiama L Glover
  CULPA: 18 Info
• 4 points

GLOBAL RADICALISM

• Department: American Studies @Barnard
• TR 1 p.m.-4:10 p.m.
• Instructor: Christina Heatherton
  Info
• 4 points

INTERMEDIATE LABORATORY WORK

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

• Department: Summer Session (SUMM)
• RF 1 p.m.-5 p.m.
• F 1 p.m.-5:30 p.m.
• Instructor: Elena Aprile
  CULPA: 21 Wikipedia Info
• Instructor: Sebastian Will
  h-index: 18 Info
• 2 points

CONSERVATION BIOLOGY

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

• Department: Summer Session (SUMM)
• MW 5:30 p.m.-8:40 p.m.
• Instructor: Alexandria C Moore
  Info
• 3 points

GUIDED RESEARCH IN ECONOMICS

Prerequisites: Instructors permission Provides students with the experience of participating in the research process by matching them to a faculty mentor who will put them to work on one of his or her current research projects.

• Department: Economics @Barnard
• Instructor: Martina Jasova
  CULPA: 7 h-index: 7 Info
• 1-2 points

INDEPENDENT STUDY

• Department: Africana Studies (AFSB)
• Instructor: Kaiama L Glover
  CULPA: 18 Info
• 1-4 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: Maria de la Paz Fernandez
  h-index: 11 Info
• Instructor: Rae Silver
  Wikipedia h-index: 69 Info
• Instructor: Peter D Balsam
  CULPA: 25 Info
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Russell D Romeo
  CULPA: 9 Info
• Instructor: John Glendinning
  CULPA: 23 h-index: 39 Info
• Instructor: Kara Pham
  CULPA: 9 Info
• Instructor: Alex White
  h-index: 13 Info
• 1-4 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: Alex White
  h-index: 13 Info
• 1-4 points

Hellenistic Sculpture: Intellectuals, Go

HELLENISTIC SCULPTURE

Obsession with the Classical often kept us from looking at the Hellenistic period with its artistic achievements as a time of innovation and\ experimentation in art. In Hellenistic times, new cultural and artistic centers arose besides Athens: Alexandria in Egypt, Antiocheia and Pergamon in Asia Minor, or Rhodes. Especially in sculpture, artists and patrons demonstrated an unprecedented interest in subjects such as ugly old women, working peasants, slaves with disfigured bodies, or non-Greeks. The seminar will study the sculpture of the Hellenistic period as an extremely imaginative and dynamic artistic expression without the Classical bias. In addition, it will look into the societal conditions that allowed this multi-cultural and rather inclusive style in sculpture to be created. The styles of the various Hellenistic artistic centers will be individually analysed based on representative works and then compared to each other and to the sculptural traditions of the Classical period, so that Hellenistic sculpture can be understood both as a continuation of the Classical and especially Late Classical sculpture and as an artistic, intellectual, and social creation – a creation that often went against the ideals of the past.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• Instructor: Ioannis Mylonopoulos
  CULPA: 13 Info
• 3 points

Political Reporting: On the Campaign Tra

Political journalism--from the campaign trail to the halls of Congress--has played a vital and important role over the last four years. This course will offer an overview and critical examination of political journalism and the interaction of media with the White House, Congress, campaigns and statehouses. It will explore how technology and polarization have changed coverage of politics, as well as ethical considerations, shifting newsroom expectations and the challenges facing journalists as they cover campaigns and American political institutions. The course is intended for students with a deep interest politics and journalism, including both news consumers and aspiring practitioners. It aims to both provide practical training and promote critical thinking about political journalism itself. The focus will be largely on print journalism, though radio and television work will be briefly explored along with opinion writing. This will be a writing intensive class with a focus on practical skills. Workshopping of written articles will be required and there will be in-class writing and reporting exercises. Students will both examine their own biases and meet with leading practioners of the craft.  The course is led by
New York Times
political reporter Lisa Lerer.

• Department: Summer Session (SUMM)
• MW 5:30 p.m.-8:40 p.m.
• Instructor: Lisa R Lerer
  Info
• 3 points

Journalism in an Age of Activism

Journ in an Age of Activi

Social and political change can be powered by protest and coordinated acts of civil dissent. In modern American life, it is easier than ever to share information and rally supporters to a cause, but the propulsive force of protest movements happens in the streets. In an age when lies and conspiracy theories can outpace the truth and protesters, counter protesters, and law enforcement all view the press with skepticism, how can journalists verify, interrogate, and report on what is happening while also remaining safe and keeping their sources safe? What does it mean to report on a protest objectively? And should that even be a goal?  This course offers an overview and critical examination of journalistic coverage of protest and civil dissent over the last sixty years. It explores specific selections of protest reporting in a range of media formats, including photography and video journalism, audio news, investigative longform, and personal essays, as well as considers the ethical considerations, risks, and challenges that journalists navigate as they cover individual protests and protest movements writ large.   Over the course of the semester, students will learn the fundamentals of modern journalistic practice as well as analyze the origins and purposes of protest reporting. We will examine the challenges the practice of civil dissent journalism faces in the present day and discuss how journalism shapes public discourse around activism, protests, and other forms of political dissent. The course is intended for students with a deep interest in activism, civil dissent, political unrest, and journalism, including both news consumers and aspiring practitioners of the craft. It aims to promote skepticism of official narratives and improve critical thinking about how protest movements are covered by journalists.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• Instructor: Christopher Sanders
  Info
• 3 points

Endangered Languages in the Global City:

ENDANGERED LANGUAGES

Of the world’s estimated 7,000 languages – representing migrations and historical developments thousands of years old – the majority are oral, little-documented, and increasingly endangered under the onslaught of global languages like English. This course will take the unprecedented, paradoxical linguistic capital of New York City as a lens for examining how immigrants form communities in a new land, how those communities are integrated into the wider society, and how they grapple with linguistic and cultural loss. Interdisciplinary with an experiential learning component, the course will focus on texts, materials, encounters, and fieldwork with three of the city’s newest and least-studied indigenous immigrant communities (indigenous Latin Americans, Himalayans, and Central Asians).Indigeneity, though often invisible or perceived as marginal in global cities like New York, is in fact pervasive and fundamental. Cities now constitute a crucial site for understanding migration and cultural change, with language a vehicle for culture. Studying cultures only in situ (i.e. in their homelands) risks missing a crucial dimension. Students will be immersed in stateless, oral, immigrant cultures while also gaining a hands-on critical understanding of language endangerment and urban sociolinguistic research, first through field experiences and guest speakers (Endangered Language Alliance partners) and then by going out together into communities to work on projects in small teams. The Endangered Language Alliance (ELA), where the instructor is Co-Director, was formed as a non-profit research institute in 2010 as a forum for researchers, community members, activists, artists, and other New Yorkers to come together to support indigenous and minority languages. ELA’s video recordings provide first-hand testimony of endangered languages in the global city – in indigenous languages with English translation – available in few other places. Those texts will be central to this course, supplemented by the new,first-ever, detailed language map of New York City being produced by ELA.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• Instructor: Ross Perlin
  Wikipedia Info
• 3 points

THE ART OF THE ESSAY

NOTE: Students who are on the electronic waiting list or who are interested in the class but are not yet registered MUST attend the first day of class. Fall 2022 course description: 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.  Summer 2022 course description: The Art of the Essay is a writing workshop designed to help you contribute meaningfully in public discourse about the issues that matter most to you. You will write three types of essays in this class, all of which will center personal experience as valuable evidence of larger phenomena or patterns. Your essays will build in complexity, as you introduce more types of sources into conversation about your topics as the semester goes on. You will hone your skills of observing, describing, questioning, analyzing, and persuading. You will be challenged to confront complications and to craft nuanced explorations of your topics. We will also regularly read and discuss the work of contemporary published essayists, identifying key writerly moves that you may adapt as you attempt your own essays.  You will have many opportunities throughout the semester to brainstorm ideas, receive feedback from me and your peers, and develop and revise your drafts. At the end of the semester, you will choose a publication to which to submit or pitch one or more of your essays.

• Department: English @Barnard
• MW 1 p.m.-4:10 p.m.
• Instructor: Vrinda Condillac
  CULPA: 28 Info
• 3 points

Undergraduate Mentored Research

Prerequisites: the project mentors permission. This course provides a mechanism for students who undertake research with a faculty member from the Department of Statistics to receive academic credit. Students seeking research opportunities should be proactive and entrepreneurial: identify congenial faculty whose research is appealing, let them know of your interest and your background and skills.

• Department: Statistics
• Instructor: Ronald Neath
  CULPA: 13 Info
• Instructor: Carsten Chong
  CULPA: 3 Info
• Instructor: Tian Zheng
  CULPA: 13 Wikipedia h-index: 25 Info
• 3 points

INTRODUCTION TO POETRY WRITING

INTRO TO POETRY WRITING

Writing sample required to apply. Instructions and the application form can be found here:
https://english.barnard.edu/english/creative-writing-courses
. This course is designed to introduce you to fundamental poetic concepts and techniques. Through readings and discussion we will study a variety of forms, methods, and aesthetics that will inform your writing. As a workshop we will develop a vocabulary for critiquing the poems of others as well as our own. We’ll also analyze literature and its relation to specific histories and cultures while mindfully engaging in the process of making. How does one write about the self by looking at the world? Is the imagination the most personal yet unknowable thing we have? In what ways do identity and personal history fit within our human narrative? We will attempt to answer these questions and create as much out of chance as out of order.

• Department: English @Barnard
• TR 1 p.m.-4:10 p.m.
• Instructor: Alexander Dimitrov
  Info
• 3 points

CENSORHSP/FREEDOM-EXPRESS-EURO

In this course we examine theoretical and historical developments that gave rise to notions of censorship and free expression in early modern Europe. The role of censorship has become one of the significant elements in discussions of early modern culture. The new technology of printing, the rise national political cultures and their projections of control, religious wars and denominational schisms are some of the factors that intensified debate over the free circulation of ideas and speech.  We will analyze categories of prohibited speech such as political, religious, and offensive to civil society. We will look at the mechanisms of censorship: who served as censors? How consistently was censorship applied? How effective was censorship in suppressing unwanted expression? What were its unintended consequences? We will look at ways in which censorship triggered significant reaction, such as martyrdom or created a culture of dissimulation, such as marranism and nicodemism.  Index, Inquisition, Star Chamber, book burnings and beheadings have been the subjects of an ever growing body of scholarship. Finally, we will ask whether early-modern censorship can be said to have had a constitutive role in the formation of modern culture. Students will be encouraged to discuss and form research projects on contemporary freedom of expression issues related to the themes raised in the class.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• Instructor: Elisheva Carlebach
  CULPA: 6 Wikipedia Info
• 3 points

DATA STRUCTURES IN JAVA

Prerequisites: (COMS W1004) or knowledge of Java. Data types and structures: arrays, stacks, singly and doubly linked lists, queues, trees, sets, and graphs. Programming techniques for processing such structures: sorting and searching, hashing, garbage collection. Storage management. Rudiments of the analysis of algorithms. Taught in Java. Note: Due to significant overlap, students may receive credit for only one of the following three courses: COMS W3134, COMS W3136, COMS W3137.

• Department: Computer Science
• MW 4:10 p.m.-6:40 p.m.
• Instructor: Paul S Blaer
  CULPA: 46 h-index: 8 Info
• 3 points

INTERMEDIATE MICRO THEORY RECITATION

INT MICRO THEORY RECITATI

• Department: Economics @Barnard
• TR 10 a.m.-11:15 a.m.
• TR 3 p.m.-4:15 p.m.
• Instructor: Yuki Tada
  Info
• Instructor: Ruben Bockbreder
  Info
• 0 points

AFFECT AND ACTIVISM

From love to anger to disappointment to hope, political activism mobilizes emotions towards certain ends but also generates new affective states and feelings along the way. This advanced seminar will familiarize students with feminist, anti-racist and queer scholarship on affect, feelings and emotion as intrinsic to politics and as crucial for understanding how political thought and action unfold in contingent and often unexpected ways. Mixing theoretical and cultural texts with case studies, we will look at how affect permeates structures of power and domination, embodiment and identity, and collective activist projects concerned with gender and sexual liberation. Students will have an opportunity to read theories of affect as well as to “read” activist movements
for
affect by working with archival documents (such as zines, manifestos, and movement ephemera) and other primary sources (such as memoir, photography and documentary film).

• Department: Women's, Gender, Sexuality Studies @Barnard
• MW 9 a.m.-1:10 p.m.
• Instructor: Orsolya Lehotai
  Info
• 4 points

BALLET V

• Department: Dance @Barnard
• MW 4:30 p.m.-6:15 p.m.
• Instructor: Ashley Tuttle
  CULPA: 1 Info
• 0-1 points

EARLY AMERCN DRAMA & PERFRMNC

Competing constructions of American identity in the United States date back to the early republic when a newly emerging nation struggled with the questions: What makes an American American? What makes America America? From colonial times forward, the stage has served as a forum to air differing beliefs as well as medium to construct new beliefs about Nation, self and other. The texts we will read, from colonial times through WWI, explore diverse topics such as politics, Native American rights, slavery, labor unrest, gender roles, and a growing immigrant population.

• Department: English @Barnard
• TR 9 a.m.-12:10 p.m.
• Instructor: Pamela Cobrin
  CULPA: 6 Info
• 3 points

RENAISSANCE DRAMA:1580-1642

This class offers a general introduction to English drama at the moment when it arose as a major art form. In Renaissance London, astonishingly complex plays emerged that reflected the diverse urban life of the city, as well as the layered and often contradictory inner life of the individual. This poetically rich theater was less concerned with presenting answers, and more with staging questions—about gender, race, religion, literary tradition, love, sex, authority, and class. In this course, we will try to tap into this theater’s cosmopolitan, embodied poetics by reading not only Shakespeare, but also the various other major authors who constituted this literary world: Christopher Marlowe, Ben Jonson, Thomas Dekker, Thomas Middleton, John Webster, the ever-popular Anonymous and others.

• Department: English @Barnard
• TR 9 a.m.-12:10 p.m.
• Instructor: Penelope Usher
  Info
• 3 points

THE ROMANTIC ERA

Romantic writers in their intellectual, historical, and political context, with reference to contemporary movements in philosophy, music, and the plastic arts. Authors include Blake, Wordsworth, Coleridge, Byron, P.B. Shelley, and Keats. An emphasis on close reading of the poetry.

• Department: English @Barnard
• MW 9 a.m.-12:10 p.m.
• Instructor: Ross T Hamilton
  CULPA: 25 Info
• 3 points

REASON AND POLITICS

We can lean heavily on the concepts of reason and rationality to justify and criticize political thought, speech, and conduct. But we also find it difficult to explain what it means to be reasonable or rational in politics. What is reason? What does it mean to have a reason for a belief or an action? If someone behaves unreasonably, what are they failing to do? Is reason at odds with passion, rhetoric, authority, or religious conviction? Are there spcial ways in which citizens and public officials should reason in public life? Is it realistic to expect people to exercise "public" forms of reason in a culturally diverse and politically polarized society that sometimes seems indifferent to rational argument? What is the relationship between "reasonable" political discourse and familiar contemporary concepts like "political correctness"? This course studies some influential classical and contemporary answers to these and related questions drawn from a variety of thinkers, especially Aristotle, Immanuel Kant, John Rawls, Jurgen Habermas, Onora O'niell, and Christine Korsgaard.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• Instructor: Luke S Macinnis
  CULPA: 7 Info
• 3 points

SEMINAR IN EDUCATIONAL PSYCHOLOGY: HUMAN

This seminar provides an introduction and overview of key contemporary research and professional issues in the field of Educational Psychology.  Educational psychology can help students develop well-informed, empirically sound, creative, and ethical judgments about educational goals, policies, and practices.  This course examines the theoretical and applied aspects of learning, motivation, human development, assessment and evaluation in the educational setting. Content includes the study of learning theories as well as cognitive, emotional, and social learning theories that underlie education and human development. Emphasis is placed on developing skills to better understand learners to foster improved learning, influence and manage classroom learning, and recognize and consider individual differences.

• Department: Psychology @Barnard
• TR 9 a.m.-12:10 p.m.
• Instructor: Danielle L Sussan
  CULPA: 8 Info
• 3 points

HARLEM RENAISSANCE LITERATURE

In the summer of 2021,
Home to Harlem
will focus on the writing and collaboration of Zora Neale Hurston and Langston Hughes in the 1920s. We will explore the cultural history and aesthetic debates that animated Harlem in the 1920s by reading them through the work (poetry, fiction, essays, plays) of Barnard and Columbia’s own, who, for a time juggled student life in Morningside Heights and the joys and challenges of being major players in the Harlem or New Negro Renaissance. Hurston and Hughes navigated the demands of being an artist and representative of "the race" in both similar and different ways. They worked together to shape the Renaissance according to their radical visions and were friends and collaborators until they famously fell out. The goal of this class is to plot the individual and collective artistic growth and experimentation of Hurston and Hughes, as well as create a digital timeline and rendering of their individual and collaborative development. To that end, this class will use either or both of the digital tools Scalar and Timeline.js in creative and collaborative ways. The class will partner with the Digital Humanities Center at Barnard for workshops on these digital tools that will be linked to all of the course assignments and final projects. No prior experience with these tools is necessary.

• Department: English @Barnard
• MW 9 a.m.-12:10 p.m.
• Instructor: Monica L Miller
  CULPA: 10 Info
• 3 points

DIRECTING I

Prerequisites: Permission of instructor given at first class meeting. Exploration of the evolution of the director's role in Europe and the US, including the study of important figures. Emphasis on text analysis, and varied schools of acting in relation to directing practice. Students gain a foundation in composing stage pictures and using stage movement to tell a story. All students will direct at least one fully-realized scene. Fulfills one course in Directing requirement for Theatre/Drama and Theatre Arts majors. Fulfills one of three courses in performance fields for Theatre/Drama and Theatre Arts majors: directing.

• Department: Theatre @Barnard
• TR 9 a.m.-12:10 p.m.
• Instructor: Paige M Johnson
  Info
• 3 points

Structural Determinants of Health

STRUCTURAL DETERMNTS OF H

The COVID-19 pandemic has made the underlying health disparities that exist in the United States more apparent. The traditional biomedical model places the responsibility of these disparities on the choices that an individual makes. The model assumes that one’s smoking, eating and exercising habits are based on personal choice. Therefore, the prevalence of morbidities such as high blood pressure, obesity and diabetes is the result of an individual’s poor decisions. This course will explore how the conditions under which individuals live, work, play and pray impact their health outcomes. Collectively these conditions are referred to as the Social Determinants of Health (SDoH) and often they reveal the systemic inequalities that disproportionately affect marginalized communities. This course will also call upon the need for a paradigm shift from the “Social” Determinants of Health to the “Structural” Determinants of Health. This shift is in recognition that it is the underlying structures (laws, material infrastructure) that impact health outcomes. The development of the SDoH has challenged health care providers to look beyond the biomedical model that stresses an individual’s behavior as the main predictor of adverse health conditions. Instead the SDoH focuses on an “upstream” approach that examines the underlying systemic and racial inequalities that impact communities of color and their health outcomes. An analysis that focuses upstream reveals that government policies and social structure are at the core of health disparities. Through the lens of New York City and its health systems, this course will cover a wide range of topics related to race and health, including: racial inequalities in housing and homelessness, biases in medical institutions, and the unconscious bias that lead providers to have racialized perception of an individual’s pain tolerance. In addition to exposing these inequalities the course will also provide innovative solutions that seek to mitigate these barriers including: home visiting programs, medical respite programs for homeless patients and food as medicine in health care systems. Students will demonstrate their knowledge through individual writing, and class discussion. The course revolves around important readings, lectures, and podcasts that illustrates how one’s class position and the color of one’s skin can influence the access to healthcare one has as well as their experience of it.

• Department: Sociology @Barnard
• TR 5:30 p.m.-8:40 p.m.
• Instructor: Maati Momplaisir
  Info
• 3 points

DISCRETE MATHEMATICS

Prerequisites: Any introductory course in computer programming. Logic and formal proofs, sequences and summation, mathematical induction, binomial coefficients, elements of finite probability, recurrence relations, equivalence relations and partial orderings, and topics in graph theory (including isomorphism, traversability, planarity, and colorings).

• Department: Computer Science
• TR 4:10 p.m.-6:40 p.m.
• Instructor: Robert L Holliday
  CULPA: 4 Info
• 4 points

Sacred Travel, Shrines, and Souvenirs in

Sacred Travel in Medieval

From antiquity to the present day, people have traveled to local or far-off sites to approach holy figures, to appeal for divine intervention, and to fulfill religious obligations. This seminar explores the material dimensions of these journeys, from the spaces entered and sights encountered to the things travelers brought or took away. Classes and (if possible) collection visits will focus on medieval Christian and Islamic shrines, although student projects may cover a larger scope. *Visits to NYC-area museums, monuments, and/or special collections will be added if conditions permit, and assignments and schedule will change to incorporate them.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• Instructor: Megan Boomer
  Info
• 4 points

THE 'GLOBAL' NOVEL

"Yes, globalization can produce homogeneity, but globalization is also a threat to homogeneity." --Kwame Anthony Appiah, "The Case for Contamination," New York Times Magazine, 2006 Thinking through the arguments both in favor of and against globalization, particularly in the realm of cultural productions, in this course we will discuss the "global" novel. To that end, we will read essays from
The Global Novel: Writing the World in the 21st Century
about works such as
Americanah, Snow,
and
The Reluctant Fundamentalist
(along with the novels themselves) to investigate what is meant by "global" and what the criteria for including novels in this categorization are. We will also consider whether there is an erasure of cultural difference and nuance in reading novels using a globalizing perspective in order to render them more approachable for a (primarily) US audience. In order to think through and challenge this category of the global, we will also read novels that can be roughly categorized as postcolonial. We will thus consider how struggles for independence and the desire to locate one’s identity either within freshly liberated nation-states or in the process of immigrating to former metropoles could give rise to cultural and psychological anxieties. We will also consider the manner in which late-stage capitalism could indeed push toward homogenized senses of self that manifest in a category such as the "global novel" and whether arguments could be made in favor of such homogenization. Ultimately, we will think about the politics of globalization and the desire to include in or exclude from the “global” certain locations, cultural products, or peoples.

• Department: English @Barnard
• TR 1 p.m.-4:10 p.m.
• Instructor: Atefeh Akbari Shahmirzadi
  Info
• 3 points

MUSIC, RACE & IDENTITY

Analysis of the complex relationship among race, art, organizations, economics, social movements and identity. Emphasis is on shifting conceptions of identity and changing roles of race and racism in the spirituals, gospel music, minstrelsy, rhythm and blues, rocknroll, soul music, Hip Hop and contemporary popular music.

• Department: Sociology @Barnard
• TR 1 p.m.-4:10 p.m.
• Instructor: Jonathan Rieder
  CULPA: 17 Info
• 3 points

MODERN COMPARATIVE FICTION

LIT IMPRESSIONISM 1874-1925

• Department: Summer Session (SUMM)
• TR noon-4:10 p.m.
• Instructor: Zachary J Roberts
  CULPA: 9 Info
• 3 points

PAINTING I

This is an intensive, six-week class moving from the basics of paint materials, techniques, issues of color, light, narrative and most of all representation. Students will begin working from still life set-ups in the studio and gradually move towards more ambitious approaches including figure painting from a model. Towards the end of the class students will be encouraged to work on a project or projects that more closely reflect their personal ideas.

• Department: Summer Session (SUMM)
• TR 10 a.m.-4 p.m.
• TWR 5:30 p.m.-8:30 p.m.
• Instructor: Pablo Montealegre
  Info
• Instructor: Hyun Yang
  Info
• 3 points

INTERMEDIATE MACROECONOMICS

Prerequisites: MATH UN1101 and ECON UN1105 or the equivalent; one term of calculus. Corequisites: MATH UN1201. This course covers the determination of output, employment, inflation and interest rates. Topics include economic growth, business cycles, monetary and fiscal policy, consumption and savings and national income accounting.

• Department: Summer Session (SUMM)
• TR 10:10 a.m.-11:45 a.m.
• Instructor: A. Vivette Ancona
  Info
• 4 points

INTER MACROECONOMICS-DISC

Discussion section for ECON UN3213 Intermediate Macro. Student must register for a section.

• Department: Summer Session (SUMM)
• 0 points

KOREAN LITERATURE & FILM

This course traces the history of Korean cinema and literature from the 1930s to the early 2000s. Particular attention is given to colonialism, national division, war, gender relations, authoritarianism, urbanization, consumer culture, and diaspora. What kinds of familial, social, economic, and political relations do these films and literary works envision? We will link films and literary texts to their historical context, noting how representations of people, places, and ideas have changed over time—from colonialism, through poverty and malaise in the aftermath of the Korean War, to North Korea’s continuing search for autonomy in the world system and South Korea’s current position as global economic power and maker of the “Korean Wave ”

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• Instructor: Theodore Hughes
  CULPA: 6 Info
• 3 points

ART WRITING FOR WRITERS

Prerequisites: No prerequisites. Department approval NOT required.  In this course, we will look at some of the most dynamic examples of "visual writing." To begin, we will look at writers writing about art, from the Romantic period through the present. The modes of this art writing we will consider include: the practice of ekphrasis (poems which address or derive their inspiration from a work of art); writers such as Ralph Ellison, Amiri Baraka, John Ashbery, and Eileen Myles, who for periods of their lives worked as art critics; writers such as Etel Adnan and Alexander Kulge, who have produced literature and works of art in equal measure; as well as numerous collaborations between writers and visual artists. We will also look at artists who have written essays and poetry throughout their careers, like artists Robert Smithson, Glenn Ligon, David Wojnarowicz, Moyra Davey, Paul Chan, and Hannah Black, as well as professional critics whose work has been elevated to the status of literature, such as Hilton Als, Janet Malcolm, and Susan Sontag. Lastly, we will consider what it means to write through a “milieu” of sonic and visual artists, such as those associated with Dada, the Harlem Renaissance, the New York School, and Moscow Conceptualism. Throughout the course, students will also be prompted to write with and about current art exhibitions and events throughout the city. They will produce original works in various of the modes described above and complete a final writing project that incorporates what they have learned.

• Department: Summer Session (SUMM)
• MW 5:30 p.m.-8:40 p.m.
• Instructor: Thomas A Donovan
  Info
• 3 points

LIT & REVOLUTION (20TH C LIT)

The revolutionary period (1905-1938) in Russia was not only one of extreme social upheaval but also of exceptional creativity. Established ideas about individuality and collectivity, about how to depict reality, about language, gender, authority, and violence, were all thrown open to radical questioning. Out of this chaos came ideas about literature and film (just for example) which have shaped Western thought on these subjects to this day. In this course we will study a variety of media and genres (poetry, manifestos, film, painting, photomontage, the novel, theoretical essays) in an effort to gain a deep understanding of this complex and fascinating period in Russian cultural history.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• Instructor: Jessica E Merrill
  CULPA: 2 Info
• 3 points

SOCIOLOGY OF EDUCATION

All of us have spent many years in school and understand that schools impact our lives in important ways. But how exactly does formal schooling shape young people? And how do students make sense of their lives in the context of schools and educational systems more broadly? In this class we will examine education as a central institution in modern society, and we will grapple with an important question: What role does education play in reinforcing or challenging broader patterns of social inequality and mobility? Particular emphasis will be placed on higher education as a critical site in which these processes take shape.

• Department: Sociology @Barnard
• MTWR 2:45 p.m.-4:20 p.m.
• MTWR 6:15 p.m.-7:50 p.m.
• Instructor: Amy Stuart
  Info
• 3 points

TRANSGENDER STUDIES - THEMES AND TOPICS

This course introduces the interdisciplinary field of transgender studies. While we will read about gender variable bodies within a long historical arc, the categories of both “transsexual” and "transgender" are recent social constructions. How did the many different forms of gender variance resolve into these singular forms and what has been lost in the medical and legal narrowing of gender variance to only these forms? Can we make any connections between witches in the 17th century (often accused on the grounds of cross-gender identification), mollies and dandies in the 19th century (often marked as effeminate), inverts in the late 19th and early 20th century and later constructions that assemble under the banner of “trans*”? Many academic disciplines-- including anthropology, history, gender studies, literary studies, and gay and lesbian/queer studies--have studied transgender identities, bodies and communities, but only very recently has the field become institutionalized in the academy as a discipline "Transgender Studies." In this course we examine the ongoing development of the concept of transgender as it is situated across social, cultural, historical, medical, and political contexts. Along the way, we will try to answer some fundamental questions: when did trans* emerge as a distinct social formation? What might be the differences between the understanding of gender variance in the second half of the 20th century and formulations of the phenomena of cross-dressing and passing and transvestism in earlier periods? Is the term "transgender" applicable to non-Western and previously occurring embodiments and practices?

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• Instructor: Jack Halberstam
  Wikipedia Info
• 3 points

Chemistry IV

CHEMISTRY IV

Prerequisites: CHEM BC2001. Selected aspects of general chemistry, primary for pre-health professions and biological science students who have taken Organic Chemistry. Thermodynamics, equilibrium, kinetics, complex ions and coordination compounds, and radiochemistry, with applications to analytical chemistry and biochemistry.

• Department: Chemistry @Barnard
• TR 9 a.m.-12:10 p.m.
• Instructor: Jean Vadakkan
  Info
• 3 points

SHAKESPEARE

This course provides an introduction to Shakespeare through a combination of reading his plays and viewing them in performance. On the one hand, we approach each play as a written, published text: our in-class conversation consist primarily in close analysis of key passages, and, in one class period, we visit Rare Books to examine the earliest printed versions of the plays in light of English Renaissance print technology. On the other hand, we view performances of each assigned play, including the attendance as a group of at least one Shakespeare production on an NYC stage. Our semester’s through line is to trace, from his earliest plays to Hamlet, Shakespeare’s remarkable development of the techniques of characterization that have made generations of both playgoers and readers feel that his dramatis personae are so modern, real, human. We will also devote attention to exploring the value of each play in our present moment and on our local stages. We read 8 plays in all, including Titus Andronicus, Midsummer Night's Dream, Julius Caesar, Macbeth, Merchant of Venice, and Hamlet.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• Instructor: Douglas S Pfeiffer
  CULPA: 7 Info
• 3 points

EDUCATION IN A POLARIZED AND UNEQUAL SOC

EDU IN POLARIZED/UNEQUAL

The rise in political polarization and social inequality over the past few decades has challenged the ideals that public schools were founded on nearly two centuries ago. In the past few years, we have witnessed a surge in homophobic, racist, misogynist, and xenophobic rhetoric in our society and our schools. At the same time, teachers in classrooms across this country have been engaged in the difficult work of challenging oppression and injustice in their schools, communities, and nation. These teachers know that the future of our democracy is at stake. Using a historical and sociological framework, this course examines the past and present conditions that have led to political polarization, escalating inequality, and persistent injustice. It seeks to examine the lineage of racism, sexism, nativism, and imperialism on our nation and its schools and to consider the extent to which these challenges are uniquely American or part of a more global phenomenon. It offers an introduction to the deep current of American social, political, and economic culture that many argue has produced the challenges that our nation faces today: personal and political gain marred by intolerance, derived from wealth, and rooted in the history of segregation, sexism, and exploitation. Instead of seeing these challenges as separate entities, the course acknowledges the intersectional nature of power and politics. Students will consider how these conditions affect their roles as educators and the lives of the youth and families in their schools and communities. They will leave the course with a deeper appreciation and understanding of the historical and sociological antecedents that have contributed to polarization, inequity, and injustice around the globe.

• Department: Education @Barnard
• TR 9 a.m.-12:10 p.m.
• Instructor: Erika Kitzmiller
  CULPA: 1 h-index: 3 Info
• 3 points

ADAPTATION

In the same way that there can never be a single objective account of an historical event, using one medium to convey a story first told in another is never as straightforward as it might seem. Translating the essence of an existing story to the screen may require making significant changes to the events or characters as they were originally presented. As a screenwriter faced with such an adaptation, you must understand the idiosyncrasies of your craft well enough to recognize what to keep, what to change, and what to leave behind. This course will explore what makes a screen story work, balancing faithfulness and invention.

• Department: Film @Barnard
• MW 9 a.m.-12:10 p.m.
• Instructor: Rubeintz Philippe
  CULPA: 1 Info
• 3 points

COMPUTATIONAL LINEAR ALGEBRA

• Department: Computer Science
• TR 1:10 p.m.-3:40 p.m.
• Instructor: Nakul Verma
  CULPA: 10 h-index: 16 Info
• 4 points

WRITING FOR TELEVISION: SHORT FORM

Corequisites: Please note that since this is a Film course, it does not count as a writing course for English majors with a Writing Concentration. This course will focus on the primary pillar of television production: the teleplay. Through a number of creative exercises, students will learn the intricacies of the unique screenwriting formats that are the half-hour and hour-long teleplays. Together we will cover the differences between an episode arc and a seasonal one, the requirements of A/B/C story plotting, and how to write an effective show bible. We will survey the existing pantheon of great television writing in order to help students narrow in on their individual sensibilities. By the end of the course, students will have a written original pilot.

• Department: Film @Barnard
• TR 9 a.m.-12:10 p.m.
• Instructor: Rubeintz Philippe
  CULPA: 1 Info
• 3 points

COMPUTER SCIENCE THEORY

Prerequisites: (COMS W3203) Corequisites: COMS W3134,COMS W3136,COMS W3137 Regular languages: deterministic and non-deterministic finite automata, regular expressions. Context-free languages: context-free grammars, push-down automata. Turing machines, the Chomsky hierarchy, and the Church-Turing thesis. Introduction to Complexity Theory and NP-Completeness.

• Department: Computer Science
• MW 10:10 a.m.-12:40 p.m.
• Instructor: Timothy W Randolph
  Info
• 3 points

MONEY AND BANKING

Prerequisites: ECON UN3211 and ECON UN3213 or the equivalent. Introduction to the principles of money and banking. The intermediary institutions of the American economy and their historical developments, current issues in monetary and financial reform.

• Department: Summer Session (SUMM)
• MW 3 p.m.-6:10 p.m.
• Instructor: Tri Vi Dang
  CULPA: 9 h-index: 10 Info
• 3 points

WALT WHITMAN AND NEW YORK

Walt Whitman was not the first to write about New York. But he was the first of many to let New York write him. By age 43, Whitman had composed most of his best poetry, published three editions of Leaves of Grass, and left New York only twice. How did the second son of an unsuccessful farmer, a grammar school dropout and hack writer become America’s greatest poet? This course offers a response to this perennial mystery of literary scholarship by proposing that “Walt Whitman, a kosmos, of Manhattan the son” was indeed a product of his environment. Coming of age as a writer at the same time the city was emerging as a great metropolis, he received his education and inspiration from New York itself. Course time is equally divided between discussions of Whitman’s antebellum poetry, journalism, and prose (including the newly recovered Life and Adventures of Jack Engle) in their cultural and geographical contexts, and on-site explorations that retread Whitman’s footsteps through Brooklyn and his beloved Mannahatta. Experiential learning is further encouraged through assignments based in archives, museums, and at historic sites throughout the city.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• Instructor: Karen Karbiener
  CULPA: 7 Info
• 3 points

FICTIONS OF LAW AND CUSTOM: WHITENESS IN

AMER LIT: FICT. OF LAW&CU

This course examines "white" American identity as a cultural location and set of discourses and traditions with a history—in Mark Twain’s terms, "a fiction of law and custom." What are the origins of "Anglo-Saxon" American identity? What are the borders, visible and invisible, against which this identity has leveraged position and power?  How have these borders shifted over time, and in social and cultural space? How has whiteness located itself at the center of political, historical, social and literary discourse, and how has it been displaced?  How does whiteness mark itself, or mask itself, in literature and in larger cultural practices?  What does whiteness look like, sound like, and feel like from the perspective of the racial "other"? And in what ways do considerations of gender and class complicate these other questions?

• Department: English @Barnard
• TR 1 p.m.-4:10 p.m.
• MW 9 a.m.-12:10 p.m.
• Instructor: Kristin Carter
  CULPA: 2 Info
• 3 points

ADV LANGUAGE THROUGH CONTENT

ISLAM&CHRISITIANITY IN SPAIN

Prerequisites: SPAN UN2102 or AP score of 4 or 5; or SAT score. An intensive exposure to advanced points of Spanish grammar and structure through written and oral practice, along with an introduction to the basic principles of academic composition in Spanish. Each section is based on the exploration of an ample theme that serves as the organizing principle for the work done in class (Please consult the Directory of Classes for the topic of each section.) This course is required for the major and the concentration in Hispanic Studies. Formerly SPAN W3200 and SPAN BC3004. If you have taken either of these courses before you cannot take SPAN UN3300. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade.

• Department: Summer Session (SUMM)
• MTWR 2 p.m.-3:35 p.m.
• Instructor: Reyes Llopis-Garcia
  CULPA: 10 h-index: 10 Info
• 3 points

ADV LANGUAGE THROUGH CONTENT

INTRODUCTION CATALAN CULTURES

Prerequisites: SPAN UN2102 or AP score of 4 or 5; or SAT score. An intensive exposure to advanced points of Spanish grammar and structure through written and oral practice, along with an introduction to the basic principles of academic composition in Spanish. Each section is based on the exploration of an ample theme that serves as the organizing principle for the work done in class (Please consult the Directory of Classes for the topic of each section.) This course is required for the major and the concentration in Hispanic Studies. Formerly SPAN W3200 and SPAN BC3004. If you have taken either of these courses before you cannot take SPAN UN3300. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade.

• Department: Summer Session (SUMM)
• MTWR 2 p.m.-3:35 p.m.
• Instructor: Elsa Ubeda
  CULPA: 10 Info
• 3 points

PLAYWRITING LAB

Students will develop original dramatic scripts. Students will also read drafts of writers currently produced on New York stages to understand why changes and rewrites were made. Recommended for students undertaking a senior thesis in playwriting.  Fulfills one of three courses in performance fields for Theatre/Drama and Theatre Arts majors: playwriting.

• Department: Theatre @Barnard
• MW 9 a.m.-12:10 p.m.
• Instructor: Andrew Bragen
  Info
• 3 points

SOCIOLOGY OF GENDER

Prerequisites: One introductory course in Sociology suggested. Examination of factors in gender identity that are both universal (across time, culture, setting) and specific to a social context. Social construction of gender roles in different settings, including family, work, and politics. Attention to the role of social policies in reinforcing norms or facilitating change.

• Department: Sociology @Barnard
• WF 1 p.m.-4:10 p.m.
• Instructor: Sylvie R Honig
  Info
• 3 points

IND STUDIES-CIVIL ENGIN-JUNIOR

A project on civil engineering subjects approved by the chairman of the department.

• Department: Civil Engineering and Engineering Mechanics
• Instructor: Marco Giometto
  h-index: 9 Info
• Instructor: Xuan Di
  h-index: 15 Info
• 1-3 points

IND STUDIES-CIVIL ENGIN-SENIOR

A project on civil engineering subjects approved by the chairman of the department.

• Department: Civil Engineering and Engineering Mechanics
• Instructor: George Deodatis
  CULPA: 6 h-index: 42 Info
• Instructor: Xuan Di
  h-index: 15 Info
• Instructor: Waiching Sun
  CULPA: 1 h-index: 30 Info
• 1-3 points

INTRO TO URBAN ETHNOGRAPHIES

INTRO/URBAN ETHNOGRAPHIES

What is ethnography and what makes ethnography “urban”? This course explores how social scientists use ethnography to analyze questions and dilemmas often associated with urban settings. We will combine close readings of ethnographies with field-based inquiry, including our own studies of urban public space. Through both our readings and our field exercises, we will focus on the methods at the heart of ethnography: observation and participant-observation. As we read other scholars’ work, we will ask how the author uses ethnographic tools to explore issues that are suitable for intensive fieldwork. We will assess which kinds of research problems and theoretical perspectives are a good fit with ethnography and the roles that ethnography can play in transdisciplinary research projects. You will apply what you have learned about research to design your own pilot fieldwork. The ethnographies that we read together will examine intersections of housing, race, and class in urban communities. You are welcome to extend this focus to your own fieldwork, but it’s not required to do so. This is a writing-intensive course, and we will devote a considerable portion of class time to workshop your individual projects.

• Department: Urban Studies @Barnard
• MW 1:10 p.m.-4 p.m.
• Instructor: Chandler Miranda
  CULPA: 2 h-index: 4 Info
• 3 points

CLASSICAL MYTHOLOGY

Introduction to and analysis of major myths in classical literature. Topics include the changing attitudes and applications of myth from Greek epic to tragedy, as well as modern approaches to myth. Readings include Homer, Hesiod, Aeschylus, Sophocles, and Euripides. All readings in English.

• Department: Summer Session (SUMM)
• MTWR 6:15 p.m.-7:50 p.m.
• Instructor: Catherine J Lambert
  Info
• 3 points

LABORATORY IN CELL BIOLOGY

Introduction to cell biological techniques used to investigate structural, molecular, and physiological aspects of eukaryotic cells and their organization into tissues. Techniques include light and electron microscopy, cell culture, isolation of cellular organelles, protein electrophoresis, and Western Blot analysis.

• Department: Biological Sciences @Barnard
• RF 1 p.m.-4:10 p.m.
• Instructor: Jonathan Snow
  CULPA: 7 h-index: 18 Info
• 3 points

RACE, SPACE AND URBAN SCHOOLS

Many people don’t think of themselves as having attended segregated schools.  And yet, most of us went to schools attended primarily by people who look very much like ourselves.  In fact, schools have become more segregated over the past 30 years, even as the country becomes increasingly racially diverse.  In this class, we will use public schools in New York as an example to examine the role race plays in shaping urban spaces and institutions.

We will begin by unpacking the concept of racialization, or the process by which a person, place, phenomenon, or characteristic becomes associated with a certain race. Then, we will explore the following questions: What are the relationships between city schools and their local contexts?  What does it mean to be a “neighborhood school”?  How are spaces inside of schools racialized?  We will use ethnographies, narrative nonfiction, and educational research to explore these questions from a variety of perspectives.  You will apply what you have learned to your own experiences and to current debates over urban policies and public schools.

This course will extend your understanding of key anthropological and sociological perspectives on urban inequality in the United States, as well as introduce you to critical theory.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• Instructor: Chandler Miranda
  CULPA: 2 h-index: 4 Info
• 3 points

FEMINIST THEORY

Prerequisites: LIMITED TO 20 BY INSTRUC PERM; ATTEND FIRST CLASS This course provides a theoretical itinerary to the emergence of contemporary queer theory and engagement with some contemporary legacies of the movement. The goal is not to be exhaustive nor to establish a correct history of queer theory but to engage students in the task of understanding and creating intellectual genealogies.

• Department: Summer Session (SUMM)
• TR 4 p.m.-7 p.m.
• Instructor: Elizabeth Povinelli
  CULPA: 14 Wikipedia Info
• 4 points

SPECIAL TOPICS IN ARCHITECTURE

HOUSING:MPPING MTRICS & NRRTVS

See the Barnard and Columbia Architecture Department for a draft of the syllabus and course description:
https://architecture.barnard.edu/academic-year-2020-2021-courses

• Department: Architecture @Barnard
• TR 1 p.m.-4:10 p.m.
• Instructor: Daisy Ames
  Info
• 3 points

SPECIAL TOPICS IN ARCHITECTURE

SPEC TOPICS: FUGITIVE MEDIUMS

See the Barnard and Columbia Architecture Department for a draft of the syllabus and course description:
https://architecture.barnard.edu/academic-year-2020-2021-courses

• Department: Architecture @Barnard
• TR 9 a.m.-12:10 p.m.
• Instructor: Jerome Haferd
  Info
• 3 points

METROPOLITICS OF RACE & PLACE

This class explores how racism and racialized capitalism and politics shape the distribution of material resources among cities and suburbs in metropolitan areas and the racial and ethnic groups residing in them. Readings and discussion focus on the history of metropolitan area expansion and economic development, as well as contemporary social processes shaping racial and ethnic groups’ access to high-quality public goods and private amenities. We address racial and ethnic groups’ evolving political agendas in today’s increasingly market-driven socio-political context, noting the roles of residents; federal, state, and local governments; market institutions and actors; urban planners, activist organizations, foundations, and social scientists, among others. Here is a sample of specific topics: race/ethnicity and who “belongs” in what “place;” inequitable government and market investment across racial and ethnic communities over time and “sedimentation effects” (for example, the “redlining” of Black communities leading to their inability to access loan and credit markets and the resulting wealth gap between Blacks and Whites); gentrification processes; creating sufficient, sustainable tax bases; and suburban sprawl. Assignments will include two short response papers, mid-term and final exams, and another project to be determined.

• Department: Urban Studies @Barnard
• MTWR 1 p.m.-2:35 p.m.
• Instructor: Angela Simms
  Info
• 3 points

MUSIC IN EAST ASIA

A topical approach to the concepts and practices of music in relation to other arts in the development of Asian civilizations.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• Instructor: Kevin Fellezs
  CULPA: 4 Info
• Instructor: Kyle A Decoste
  Info
• 3 points

Modern Titian

In The Stroke of the Brush (1989), David Rosand introduced the authoriality of Titian’s brushwork by discussing it in the light of contemporary painting processes, such as Willem de Kooning’s Abstract Expressionism. In the exhibition Titian: Love, Desire, Death, currently at the National Gallery, London, Matthias Wivel presents the Renaissance Venetian artist as the “father of modern painting”. To what extent can a Renaissance painter be modern? How can we conceptualize that modernity? Examining Titian’s life and work in sixteenth century Venice in the light of sources, literature and technical data, the seminar will reconsider the paradigm of the modernity of the Renaissance master. Investigating what defined painting as ‘modern’ in Titian’s own period, as well as its reception in modern time, the seminar will also discuss how the theorization of contemporary societal issues could allow us to think differently about Titian’s work. The course will be run as a seminar, with meetings devoted to discussions. Students will be responsible for the summary and introduction of the weekly readings for discussion. Each student will also be asked to carry out a research project, culminating in a class presentation and a final paper (10/ 15 double-spaced typed pages + illustrations).

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• Instructor: Diane Bodart
  CULPA: 3 Info
• 3 points

MUSICS OF INDIA & WEST ASIA

This course is a topical (not comprehensive) survey of some of the musical traditions of South and West Asia, and of their diasporas. Each tradition will be described locally, connecting it to critical themes that the course aims to explore. The purpose of the course is to introduce you to a range of indigenous and diasporic “Asian” musical styles, ideas, traditions, and artists through an interdisciplinary approach to the study of music as culture. No previous background in music is required.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• TR 9 a.m.-12:10 p.m.
• Instructor: Alessandra M Ciucci
  CULPA: 1 Info
• 3 points