SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

Same as BIOL BC3591-BIOL BC3592, including attendance at a weekly seminar. By the end of the year, students enrolled in BIOL BC3593-BIOL BC3594 will write a scientific paper and orally present their work at the Barnard Biology Research Symposium. A 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 this year-long course. A  
Project Approval Form
 must be submitted to the department in the fall. Completion of this year-long course fulfills the senior capstone requirement for the major; it cannot be taken at the same time as BIOL BC3591-BIOL BC3592. Must be taken in sequence, beginning in the fall.

• 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
• T 4:10 p.m.-6 p.m.
• Instructor: Peter D Balsam
  CULPA: 25 Info
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Maria de la Paz Fernandez
  h-index: 11 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: Allison Lopatkin
  h-index: 15 Info
• Instructor: Jennifer H Mansfield
  CULPA: 2 h-index: 15 Info
• Instructor: Jj L Miranda
  CULPA: 3 Info
• Instructor: Brian Morton
  CULPA: 21 Info
• Instructor: Alison Pischedda
  CULPA: 3 h-index: 11 Info
• Instructor: Jonathan Snow
  CULPA: 7 h-index: 18 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: Subhasish Chatterjee
  h-index: 16 Info
• Instructor: Rachel Austin
  CULPA: 18 Wikipedia h-index: 28 Info
• Instructor: Christina Vizcarra
  CULPA: 1 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: Meenakshi S Rao
  CULPA: 24 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
• 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: Subhasish Chatterjee
  h-index: 16 Info
• Instructor: Rachel Austin
  CULPA: 18 Wikipedia h-index: 28 Info
• Instructor: Christina Vizcarra
  CULPA: 1 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

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: Rebecca Donegan
  Info
• 4 points

INTRO TO FRENCH CIVILIZATION

Prerequisites: FREN UN3333 or UN3334 and UN3405, or the director of undergraduate studies permission. Based on readings of short historical sources, the course will provide an overview of French political and cultural history since 1700.

• Department: French
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Zachary Desjardins-Mooney
  Info
• 3 points

BERLIN CONSORTIUM FOR GERMAN STUDIES

German Pol., Soc. & Cult.

• Department: Global Programs
• 4 points

US PERCEPT-GER-BISMARCK-HITLER

US PERCEPT:BISMARCK-HITLER

• Department: Global Programs
• 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)
• M 2:10 p.m.-4 p.m.
• Instructor: Martin S Flaherty
  CULPA: 1 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.
• 1-3 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
• MW 6:10 p.m.-9 p.m.
• TR 6:10 p.m.-9 p.m.
• 1-3 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.
• 1-3 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: Peter D Balsam
  CULPA: 25 Info
• Instructor: Robert Brotherton
  CULPA: 1 Info
• Instructor: Tovah Klein
  CULPA: 10 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: Kara Pham
  CULPA: 9 Info
• Instructor: Robert E Remez
  CULPA: 26 Wikipedia h-index: 23 Info
• Instructor: Russell D Romeo
  CULPA: 9 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: Danielle L Sussan
  CULPA: 8 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: Lila Davachi
  CULPA: 1 h-index: 59 Info
• 1-4 points

Kyoto: Art, Architecture, and Urbanism

Kyoto: Art, Archit., Urba

This seminar examines Kyoto, Japan’s capital from 794 to 1868, through a study of its art and architecture, and how visual experience is shaped by the city’s particular urban setting and natural environment from its founding to the present. The course will begin by exploring the impact of the city’s original grid plan, the architecture and art of its Buddhist temples, and the strategic role of water in the city’s history. Pictorial representations of the city on folding screen paintings and in printed guidebooks created during the 16th-18th century will guide us in studying Kyoto’s early modern transformation and the development of the city’s rowhouses (machiya). The course will also focus throughout on the old capital’s role in the specialization of such arts as textiles and ceramics.
Note: A travel component of the course is pending.

• Department: Art History and Archaeology
• T 4:10 p.m.-6 p.m.
• Instructor: Matthew P McKelway
  CULPA: 6 Info
• 4 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
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Shipra Agrawal
  h-index: 24 Info
• 3 points

NEW CINEMAS IN LATIN AMERICA

This seminar will analyze the historical similarities and differences between the two major “New Wave” periods of Latin America cinema. The first part of this course will examine the emergence of the 1960s 
nuevos cines
 in Mexico, Brazil, Cuba, Argentina, and Chile through an in-depth analysis of landmark films such as Jomi García Ascot’s and María Luisa Elío’s "On the Empty Balcony" (1962), Glauber Rocha’s "Entranced Earth"
 
(1967), and Tomás Gutiérrez Alea’s "Memories of Underdevelopment" (1968). Some key concepts in Benedict Anderson’s book
 
"Imagined Communities" will help us to understand why “national identities” played such a primordial role among Latin American film intellectuals in the 1960s and 1970s. Special attention will be paid to the manifestos written by Julio García Espinosa, Fernando Solanas, and Octavio Getino, and to how they confronted Hollywood’s hegemony in order to create an auteurist film tradition in the region. In the second part of the seminar, we will study the global success of the Latin American cinemas of the 2000s from a transnational perspective: features such as Alfonso Cuarón’s "Y tu mamá también" (2001), Lucrecia Martel’s "The Swamp"
 
(2001), and Fernando Meirelles and Kátia Lund’s "City of God" (2002) will be examined in relation to the political and aesthetic traditions discussed in part one. We will explore how these contemporary Latin American filmmakers have shifted their interests from national identities to questions of gender, race, class, and sexuality. The critical interpretation of these films will allow us to redefine the idea of "national cinemas" and to reexamine the historical tensions between state control, commercialism, and independent cinema in Latin America.

• Department: Film @Barnard
• W 10 a.m.-1:45 p.m.
• Instructor: Breixo Viejo Vinas
  CULPA: 5 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
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Y. Lawrence Yao
  CULPA: 3 h-index: 95 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

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 2:10 p.m.-4 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
• M 2:10 p.m.-4 p.m.
• Instructor: Hannah E Hoch
  CULPA: 27 Info
• 4 points

Rethinking Chinese Painting

This seminar reconceptualizes traditional Chinese paintings (hua) through the perspectives of medium and format. The class sections are arranged in chronological order. We will investigate the distinct formats of portable paintings from the 2nd to 18th centuries (including funerary banners, handscrolls, hanging scrolls, albums, screens, and fans) and the representations of paintings of various formats in tombs and other architectural-pictorial contexts. We will probe into the new notions and thoughts presented by the new pictorial formats, and examine how they have been conventionalized and re-developed by later works. The goal is to foreground frame, scale, surface and ground, as carriers as well as boundaries, of image in the discussions of image, and to see painting as the happenings that were schematized and realized by these external, yet also intrinsic, agents. Students will have the chance to peruse the artworks in museum visits, and are expected to do presentations that address the selected pictures with format insights. Class discussions will be both theoretical and object-oriented, exploring the depths of visual analyses on a par with methodological reflection. Reading proficiency in Chinese is recommended, but not a prerequisite.

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

Monsters, Fairies, and Curses: The Fanta

Fantastical Franc. Lit. &

As the title suggests, this course will offer an exploration of “the fantastic” (
le fantastique
) across the landscape of Francophone literature (with a special emphasis on the eighteenth century onwards). In it, students will find an “alternate version” of the Francophone canon, one that will lead them to famous and celebrated authors (from Gautier and Balzac to Monique Wittig and Maryse Condé), but through different, stranger and often neglected routes. The course will start with a few theoretical discussions on the very idea of “the fantastic,” touching on the concept’s history as a framework to investigate the nature of beauty, reason, and “reality” itself. The bulk of the semester, however, will be spent reading literary works that explore the different emotional and aesthetic dimensions of fantasy (whimsy, morbidity, eroticism, escapism, etc.). Going even further, students will look at how different authors of fantastic literature transformed (or subverted) traditional myths, narratives, and literary tropes of Classical and European culture to fit modern concerns, anxieties, and existential demands. On that note, the course will emphasize critical, structural, and psychoanalytical readings of the fantastic, looking closely at its relationship with desire, race, and sexuality.   The syllabus is built around shorter literary forms, like novellas,
contes
, fairy tales, plays and essays (in addition to a few movies). That said, a few novels will be read in their entirety. Our selection of material covers a variety of styles and genres, while also allowing us to approach them through more focused exercises in close reading. Our priority will be to analyze together how the fantastic is made manifest in different ways (and what literary or cinematic tools are employed to bring it to life), but our discussions will also touch on the broader social and historical context behind each author and work.

• Department: French
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Caio M Ferreira
  CULPA: 5 Info
• 3 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
• W 12:10 p.m.-2 p.m.
• R 4:10 p.m.-6 p.m.
• Instructor: Irit Felsen
  Info
• Instructor: Jeffrey M Cohen
  h-index: 5 Info
• 4 points

CLINICAL NEUROPSYCHOLOGY

Prerequisites: an introductory course in neuroscience, like PSYC UN1010 or PSYC UN2450, and the instructor's permission. Analysis of the assessment of physical and psychiatric diseases impacting the central nervous system, with emphasis on the relationship between neuropathology and cognitive and behavioral deficits.

• Department: Psychology
• T 2:10 p.m.-4 p.m.
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• 3 points

COLLECTIONS: CONTEMPORARY AMERICAN SHORT

CONTEMP AMER SHORT STORY

In this course, we will examine short stories as a particularly American form. The short story has been notoriously difficult to define, but one key characteristic of the genre is its presumed compact form alongside its compelling expansiveness. Short stories constantly toggle back and forth between the compressed and the broad. In the United States, the genre of short story has a long history of articulating and imagining an individual or community’s changing and fraught relationship to transnational, national, and local dynamics (represented, for example, nineteenth and early twentieth-century authors such as Edgar Allan Poe, Nathaniel Hawthorne, Mary Wilkins Freeman, Sui Sin Far, Washington Irving, Charles Chestnutt, Mark Twain, Sarah Orne Jewett, Tillie Olsen, José García Villa, and Carlos Bulosan). Today, this catalog of writers can be matched with another list of contemporary North American short story authors featured on our syllabus: Jhumpa Lahiri, Chimamanda Adichie, Daniel Alarcón, Mohsin Hamid, George Saunders, Ted Chiang, Mona Award, Lydia Davis, Vanessa Hua, R. Zamora Linmark, Otesha Moshfegh, and Leanne Simpson. Some of the writers on this list are veterans of the short story form. Others are authors who recently published debut collections. As we work through our reading list, we will attempt to analyze not only individual short stories, but also what marks these books as collections. What might hold these texts together? What disrupts the unifying principles of a collection? And most importantly, what do short stories offer—in terms of representations of American life and culture and its complexity—that other forms do not?

• Department: English and Comparative Literature
• W 10:10 a.m.-noon
• Instructor: Denise Cruz
  CULPA: 8 h-index: 6 Info
• 4 points

Peripheries of the Sinitic World through

Peripheries - Sinitic Wor

This course surveys the southern and western peripheries of the political entities we today call China from the turn of the 1st millennium CE to the early 20th century. It does so primarily through translations of primary sources - travelogues and geographies- up to the 16th century, at which point it turns its attention to recently published monographs of varying breadth that can cover more ground, given the sheer number of available primary sources from that time on. No prerequisites but Introduction to East Asian Civilizations: Tibet, China, or Vietnam is recommended.

• Department: East Asian Languages and Cultures
• W 4:10 p.m.-6 p.m.
• Instructor: Nolan E Bensen
  Info
• 3 points

Jews in Early Modern Europe, 1492-1750

Jews Early Mod Euro 1492-

A seminar on the historical, political, and cultural developments in the Jewish communities of early-modern Western Europe (1492-1789) with particular emphasis on the transition from medieval to modern patterns. We will study the resettlement of Jews in Western Europe, Jews in the Reformation-era German lands, Italian Jews during the late Renaissance, the rise of Kabbalah, and the beginnings of the quest for civil Emancipation. Field(s): JWS/EME

• Department: History
• W 10:10 a.m.-noon
• Instructor: Elisheva Carlebach
  CULPA: 6 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.
• Instructor: David Schiminovich
  CULPA: 7 Info
• 3 points

GOVERNING THE GLOBAL ECONOMY

Who governs the world economy? Why do countries succeed or fail to cooperate in setting their economic policies? When and how do international institutions help countries cooperate? When and why do countries adopt good and bad economic policies? This course examines how domestic and international politics determine how the global economy is governed. We will study the politics of trade, international investment, monetary, immigration, and environmental policies to answer these questions. The course will approach each topic by examining alternative theoretical approaches and evaluate these theories using historical and contemporary evidence. There will be an emphasis on applying concepts through the analysis of policy-relevant case studies designed specifically for this course.

• Department: Political Science
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Nikhar Gaikwad
  h-index: 7 Info
• 4 points

GOVERNING GLOBAL ECONOMY-DISC

This is the required discussion section for POLS UN3648

• Department: Political Science
• R 10:10 a.m.-11 a.m.
• R 11:10 a.m.-noon
• R 2:10 p.m.-3 p.m.
• R 3:10 p.m.-4 p.m.
• F 10:10 a.m.-11 a.m.
• F 11:10 a.m.-noon
• Instructor: Noah Zucker
  h-index: 3 Info
• 0 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
• M 4:10 p.m.-6 p.m.
• Instructor: Nikolas Kakkoufa
  Info
• 3 points

INSTITUTIONAL CRITIQUE

INSITUTIONAL CRITIQUE

Examines precedents for institutional critique in the strategies of early twentieth-century historical avant-garde and the post-war neo-avant-garde. Explores ideas about the institution and violence, investigates the critique and elaboration of institutional critique from the late 1970s to the early 1990s, and considers the legacies of institutional critiques in the art of the present.

• Department: Art History @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Rosalyn Deutsche
  CULPA: 11 Info
• 3 points

Gender and Public Health: Disparities, P

This seminar providea an intensive introduction to critical thinking about gender in relation to public health. We begin with a rapid immersion in social scientific approaches to thinking about gender in relation to health, and then examine diverse areas in which gendered relations of power – primarily between men and women, but also between cis- and queer individuals – shape health behaviors and health outcomes. We engage with multiple examples of how gendered social processes, in combination with other dimensions of social stratification, shape health at the population level. The overarching goal of this class is to provide a context for reading, discussion, and critical analysis to help students learn to think about gender – and, by extension, about any form of social stratification – as a driver of patterns in population health. We also attend consistently to how public health as a field is itself a domain in which gender is reproduced or contested.

• Department: Women's and Gender Studies
• W 8:10 a.m.-10 a.m.
• Instructor: Jennifer S Hirsch
  Wikipedia Info
• 3 points

PROBABILITY FOR ENGINEERS

Introductory course to probability theory and does not assume any prior knowledge of subject. Teaches foundations required to use probability in applications, but course itself is theoretical in nature. Basic definitions and axioms of probability and notions of independence and conditional probability introduced. Focus on random variables, both continuous and discrete, and covers topics of expectation, variance, conditional distributions, conditional expectation and variance, and moment generating functions. Also Central Limit Theorem for sums of random variables. Consists of lectures, recitations, weekly homework, and in-class exams.

• Department: Industrial Engineering and Operations Research
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Mingliu Chen
  h-index: 3 Info
• 3 points

MAFIA MOVIES

Examines representations of the mafia in American and Italian film and literature. Special attention to questions of ethnic identity and immigration. Comparison of the different histories and myths of the mafia in the U.S. and Italy. Readings includes novels, historical studies, and film criticism. Limit 35

• Department: Italian @Barnard
• W 6:10 p.m.-10 p.m.
• Instructor: Nelson Moe
  CULPA: 10 h-index: 6 Info
• 3 points

The Politics of Care

THE POLITICS OF CARE

What are the consequences of entrenched inequalities in the context of care? How might we (re)imagine associated practices as political projects? Wherein lie the origins of utopic and dystopic visions of daily survival? How might we track associated promises and failures as they travel across social hierarchies, nationalities, and geographies of care? And what do we mean when we speak of “care”? These questions define the scaffolding for this course. Our primary goals throughout this semester are threefold.  First, we begin by interrogating the meaning of “care” and its potential relevance as a political project in medical and other domains. Second, we will track care’s associated meanings and consequences across a range of contents, including urban and rural America, an Amazonia borderland, South Africa, France, and Mexico. Third, we will address temporal dimensions of care, as envisioned and experienced in the here-and-now, historically, and in a futuristic world of science fiction. Finally, and most importantly, we will remain alert to the relevance of domains of difference relevant to care, most notably race, gender, class, and species.
Upper level seminar; 4 points

• Department: Anthropology @Barnard
• W 2:10 p.m.-4 p.m.
• Instructor: Gina A Jae
  CULPA: 1 Info
• 4 points

Gender/Genre: Italian Renaissance Women

Gender/Genre-Ren Women Au

“Renaissance man”: someone who is educated and proficient in a wide range of fields, such as art, literature, philosophy, and science. Michelangelo, Da Vinci, Machiavelli, and other men placed in this category have since become household names. But what about the Renaissance woman? From the onset of Renaissance Humanism to the Counter-Reformation, how did women’s education and artistic/literary production in Italy compare to that of their male contemporaries? To and for whom were women writing? About what? How can we read their contributions within the broader historical, cultural, and political contexts of the Italian Renaissance, especially when this period is largely dominated by a “canon” of male authors? The concepts of gender and genre will drive our exploration: the fact that the Italian word genere is used to express both ideas highlights a shared etymology stemming from the Latin genus (“race, stock, family; kind, rank, order”) and the Proto-Indo-European root *gene- (“give birth, beget”). In addition to offering a broad overview of the literary and artistic production of early modern Italian women, this course will also consider how these authors challenged the common conceptions of gender and genre through their works, and how they confronted problems intrinsic to both of these notions: categorization, restriction, exclusion, marginalization, and liminality. The emphasis for this course will be placed on Italian texts written primarily between the years 1400 and 1650. In order to combat the idea that women were better suited to certain
modes of writing and to contemplate a more comprehensive idea of authorship and literacy, we will cover a wide array of genres (lyric and epic poetry, theatre, epistolary writing, dialogues, prose narrative, treatises, and the visual arts) and common themes (romantic love, familial relations, friendship, domestic life, education, humanism, political theory, religion, science, and natural philosophy). Along with primary source texts, we will also read selected secondary sources in order to raise additional questions related to sexuality, race, class,
translation, literacy, readership, print culture, and the construction of the self. Students will also interrogate their own notion of “genre” in the university setting: they will be encouraged to take different approaches to reach shared learning objectives, through multimedia discussion board posts, exploratory short writing assignments that blen

• Department: Italian
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Tylar A Colleluori
  CULPA: 1 Info
• 3 points

Motivation Science

The course is meant to survey the main motivational theories and to examine the internal forces or influences that direct individuals towards goal attainment in everyday life. In class we will scientifically examine the forces that have traditionally directed individuals towards goals attainment. The main focus will be on social-cognitive processes and how situational factors trigger various responses that can then drive behavior. The course explores theories on cognitive determinants of motivation (e.g., goal setting, mindsets, control beliefs), affect processes (e.g., emotions both giving rise to and arising from progress or hindrance in goal pursuit) and valuation mechanisms (e.g., values influence motivation via the processes of goal content, goal striving, and identity development). In addition, we investigate the sociocultural level of motivation. We expand the conceptualization of motivational drive to include external factors such as culturally based knowledge and social interaction as potential motivators. We will answer questions such as “what do people really want?”, “why they want what they want?” and “Where does motivation come from”. We will investigate those questions in all different domains: learning, performance, work settings and emotional process in interpersonal relationships. And we will uncover how motivation takes place. Students will learn how to foster motivation and how to effect changes in their self and others in their life.

• Department: Psychology
• M 2:10 p.m.-4 p.m.
• Instructor: Federica Pinelli
  h-index: 2 Info
• 3 points

Religion and Human Rights

What is the relationship between religion and human rights? How have different religious traditions conceived of “the human” as a being worthy of inherent dignity and respect, particularly in moments of political, military, economic, and ecological crisis? How and why have modern regimes of human rights privileged some of these ideas and marginalized others? What can these complicated relationships between religion and human rights explain some of the key crises in human rights law and politics today, and what avenues can be charted for moving forward? In this class, we will attempt to answer these questions by first developing a theoretical understanding of some of the key debates about the origins, trajectories, and legacies of modern human rights’ religious entanglements. We will then move on to examine various examples of ideas about and institutions for protecting “humanity” from different regions and histories. Specifically, we will examine how different societies, organizations, and religious traditions have addressed questions of war and violence; freedom of belief and expression; gender and sexual orientation; economic inequality; ecology; and the appropriate ways to punish and remember wrongdoing. In doing so, we will develop a repertoire of theoretical and empirical tools that can help us address both specific crises of human rights in various contexts, as well as the general crisis of faith and and observance of human rights as a universal norm and aspiration for peoples everywhere.

• Department: Religion @Barnard
• R 4:10 p.m.-6 p.m.
• Instructor: Timothy Vasko
  CULPA: 3 Info
• 4 points

Regarding the Medieval Other: Inhibition

White supremacists have attempted to coopt the iconography of the Middle Ages in their campaign to legitimize their hateful agendas, glorifying the medieval period for its supposed racial and cultural homogeny.  Yet literary, artistic, and historical sources from the period indicate that the Middle Ages were, in fact, far more diverse than many presume. This course offers a correction to the notion of a homogenous Middle Ages by focusing on the role and status of the Other in this period.  We will examine those at the margins of medieval society, including women, enslaved persons, Muslims, Jews, queer folk, people of color, the impoverished, and the disabled.  The course will ultimately nuance students’ potential preconceived notions of the Middle Ages, demonstrating the degree to which medieval society defies modern assumptions of both its uniformity and stratification.  Our primary focus on Italian literary and historical sources will be supplemented as appropriate by other medieval European perspectives, by critical theory, and by literature from the period.   
In English

• Department: Italian
• M 6:10 p.m.-8 p.m.
• Instructor: Christina A Lopez
  Info
• 3 points

Regarding the Medieval Other: Inhibition

White supremacists have attempted to coopt the iconography of the Middle Ages in their campaign to legitimize their hateful agendas, glorifying the medieval period for its supposed racial and cultural homogeny.  Yet literary, artistic, and historical sources from the period indicate that the Middle Ages were, in fact, far more diverse than many presume. This course offers a correction to the notion of a homogenous Middle Ages by focusing on the role and status of the Other in this period.  We will examine those at the margins of medieval society, including women, enslaved persons, Muslims, Jews, queer folk, people of color, the impoverished, and the disabled.  The course will ultimately nuance students’ potential preconceived notions of the Middle Ages, demonstrating the degree to which medieval society defies modern assumptions of both its uniformity and stratification.  Our primary focus on Italian literary and historical sources will be supplemented as appropriate by other medieval European perspectives, by critical theory, and by literature from the period.   
In English

• Department: Auditing
• M 6:10 p.m.-8 p.m.
• Instructor: Christina A Lopez
  Info
• 0 points

PHILOSOPHY OF LANGUAGE

This course is a survey of analytic philosophy of language. It addresses central issues about the nature of meaning, including: sense and reference, speech acts, pragmatics, and the relationship between meaning and use, meaning and context, and meaning and truth.

• Department: Philosophy
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Melissa S Fusco
  CULPA: 1 Info
• 3 points

PHILOSOPHY OF LANGUAGE

This course is a survey of analytic philosophy of language. It addresses central issues about the nature of meaning, including: sense and reference, speech acts, pragmatics, and the relationship between meaning and use, meaning and context, and meaning and truth.

• Department: Auditing
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Melissa S Fusco
  CULPA: 1 Info
• 0 points

Genres of Academic Writing

Accruing knowledge is not enough to succeed in college. When rhetorical theorist Kenneth Burke tells us that “belonging is…rhetorical,” he means that we must not only learn
about
ideas, we must learn
how
ideas are shared in distinct contexts. In other words, in order to write a strong lab report for one class or a literary analysis for another, you need to discover what readers of each genre value and the purposes they believe a lab report or literary analysis should serve. Learning to read and write your way into different academic genres—those types of writing defined by specific textual characteristics—will help you succeed in college and beyond. Deborah McCutchen and other educational psychologists demonstrate that when any writer is encountering a new genre, those unfamiliar genre features become a barrier to reading texts critically. In other words, readers’ comprehension drops. This course is designed to make genres something we can all read and write our way into. By learning transferrable methods to read for genre, audience, and rhetorical situations, we will learn methods to approach all kinds of writing tasks in different settings, both within academia and beyond. By the end of this course, you will be able to use rhetorical terminology to describe writing, interpret texts written for academic audiences, use academic writing conventions in your own writing, and peer workshop etiquette for collaborative writing. *Enrollment requires instructor’s permission.

• Department: English and Comparative Literature
• MR 5 p.m.-7 p.m.
• Instructor: Alessia Palanti
  CULPA: 1 Info
• 4 points