Intro French & Francophone Literature

Intro French Francophone

This class offers students an introduction to major works that have marked the history of literature in French from the Middle Ages to the present. Our focus will be on close reading and discussion, but works will also be placed in historical context. We will look at a variety of literary genres (sonnet, short story, comedy, autobiography, narrative poetry, novel), and our readings will be complemented by visual materials such as paintings and films. The course is taught entirely in French and is one of two core courses for the major and minor in French. Students are encouraged to take FREN 3405 prior to this course.

• Department: French
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Joanna R Stalnaker
  CULPA: 18 Info
• 3 points

COLLOQUIUM ON HUMAN RIGHTS IN A DIVERSE

COLL:HUMAN RGTS DIVERSE W

Examination of human rights within the context of international migration. The course covers topics such as citizenship, state sovereignty, border control, asylum-seekers, refugees, and undocumented immigrants. (Cross-listed by the Human Rights Program.)

• Department: Political Science @Barnard
• W 2:10 p.m.-4 p.m.
• Instructor: Ayten Gundogdu
  CULPA: 20 h-index: 8 Info
• 4 points

COLL: BUILDING PEACE

How can we build peace in the aftermath of extensive violence? How can international actors help in this process? This colloquium focuses on international peacemaking, peacekeeping, and peacebuilding efforts in recent conflicts. It covers general concepts, theories, and debates, as well as specific cases of peacebuilding successes and failures. Cross-listed with Human Rights.

• Department: Political Science @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Severine Autesserre
  CULPA: 19 Wikipedia h-index: 14 Info
• 4 points

STAGE MANAGEMENT

Prerequisites: Permission of the instructor, given at first class meeting. This course explores the role of the stage manager and production manager in theatrical production. Students undertake hands-on exercises to develop the practical and collaborative skills essential to working both as a stage manager and production manager--script analysis; production timeline and rehearsal management; technical rehearsal; budgeting; working with directors and designers; working with unions; health and safety codes; house management; box office.

• Department: Theatre @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Michael Banta
  Info
• 3 points

French in the World: A Linguistic Survey

French: Linguistic Survey

This course examines French from a linguistic perspective: the historical development of the language, as well as important phonetic, phonological, and sociolinguistic aspects of varieties of French from around the world. The course is intended for undergraduates in French, as well as students in linguistics, and is open to students across the Columbia community.

• Department: French
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Eric T Matheis
  CULPA: 4 Info
• 3 points

Mechanics of Solids for Mechanical Engin

Introduction to the mechanics of solids with an emphasis on mechanical engineering applications. Stress tensor, principal stresses, maximum shear stress, stress equilibrium, infinitesimal strain tensor, Hooke’s law, boundary conditions. Introduction to the finite element method for stress analysis. Static failure theories, safety factors, fatigue failure.  Assignments include finite element stress analyses using university-provided commercial software.

• Department: Mechanical Engineering
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Kristin Myers
  CULPA: 3 h-index: 25 Info
• 3 points

PRIVACY IN A NETWORKED WORLD

The ubiquity of computers and networks in business, government, recreation, and almost all aspects of daily life has led to a proliferation of online sensitive data: data that, if used improperly, can harm the data subjects. As a result, concern about the use, ownership, control, privacy, and accuracy of these data has become a top priority. This seminar course focuses on both the technical challenges of handling sensitive data, the privacy implications of various technologies, and the policy and legal issues facing data subjects, data owners, and data users.

• Department: Computer Science @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Rebecca N Wright
  Wikipedia h-index: 34 Info
• 4 points

ENG DES-CONCPT/DESIGN GENERATN

A preliminary design for an original project is a prerequisite for the capstone design course. Will focus on the steps required for generating a preliminary design concept. Included will be a brainstorming concept generation phase, a literature search, incorporation of multiple constraints, adherence to appropriate engineering codes and standards, and the production of a layout drawing of the proposed capstone design project in a Computer Aided Design (CAD) software package. Note: MECE students only.

• Department: Mechanical Engineering
• MW 1:10 p.m.-3:40 p.m.
• Instructor: Yevgeniy Yesilevskiy
  h-index: 7 Info
• 3 points

MISINFORMATION, JUSTICE & DESIGN

MISINFO, JUSTICE & DESIGN

In this course, we work together to understand and address the challenges of misinformation, disinformation, and strategic manipulation in online environments. Students develop a deep understanding of the problem space from an information and social justice perspective by reading and discussing research—both historical and contemporary—on how and why misinformation and disinformation spread. Alongside this, we explore the process, both personal and interpersonal, by which these issues can be approached and addressed in our own lives. This will involve reflecting on our own presuppositions, beliefs, and biases about information; and doing a project in which we apply the principles of Human-Centered Design to investigate different design directions for addressing misleading information. Through this, students gain important contextual knowledge and hands-on design experience that they can take into future professional domains (from education to policy to technology), where they can contribute to building more trustworthy information systems.

• Department: Computer Science @Barnard
• MW 5:40 p.m.-6:55 p.m.
• Instructor: Ahmer Arif
  Info
• 4 points

LANGUAGE & REVOLUTION

Prerequisites: Third-year bridge course (W3300), and introductory surveys (W3349, W3350). Kants Enlightenment motto, sapere aude, took on political significance for Spanish American revolutionaries who made their case in prose, pushing against the constraints of the essay. This course traces the genres evolution from the transatlantic debate over political independence to the exuberant declarations of intellectual independence that would follow.

• Department: Spanish and Latin American Culture
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Ronald D Briggs
  CULPA: 4 Info
• 3 points

INTRODUCTION TO AMERICAN CONSTITUTIONAL

INTRO TO AMERICAN CON LAW

This course will introduce students to basic concepts in American Constitutional Law - including the history and development of the U.S. Constitution, theories and practice of constitutional interpetation, and the historical context of major controversies of the Supreme Court. Students will develop the intellectual ability to read case law, properly conceptualize and analyze constitutional issues, and will foster an informed perspective on the nature and limits of constitutional decision making. Class will spend particular attention on the development of civil rights and civil liberties.

• Department: Political Science @Barnard
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Jonathan J Keller
  Info
• 3 points

Evolution of Intelligence, Animal Commun

Prerequisites: PSYC UN1001, and the instructors permission.

A systematic review of the evolution language covering the theory of evolution, conditioning theory, animal communication, ape language experiments, infant cognition, preverbal antecedents of language and contemporary theories of language.

• Department: Psychology
• R 2:10 p.m.-4 p.m.
• Instructor: Herbert S Terrace
  CULPA: 29 Wikipedia Info
• 3 points

NEIGHBORHOOD & COMMUNITY DVLP

New York City is made up of more than 400 neighborhoods. The concept of neighborhoods in cities has had many meanings and understandings over time. Equally complex is the concept of community used to describe the people attached to or defined by neighborhood. While neighborhood can be interpreted as a spatial, social, political, racial, ethnic, or even, economic unit; community often refers to the group of stakeholders (i.e. residents, workers, investors) whose interests directly align with the conditions of their environment. Community development is “a process where these community members come together to take collective action and generate solutions to common problems” that result from the changing contexts in their neighborhoods. Using a variety of theories and approaches, residents organize themselves or work with community development practitioners on the ground to obtain safe, affordable housing, improve the public realm, build wealth, get heard politically, develop human capital, and connect to metropolitan labor and housing markets. To address the ever-changing contexts of neighborhoods, community development organizations are taking on new roles and adapting (in various cases) to larger forces within the city, region and nation such as disinvestment, reinvestment, increased cultural diversity, an uncertain macroeconomic environment, and changes in federal policy. For more than a century, city-dwellers—and especially New Yorkers—have been tackling these challenges. This course will examine both historic and contemporary community building and development efforts, paying special attention to approaches which were shaped by New York City. This urban center, often described as a “city of neighborhoods,” has long been a seedbed for community-based problem-solving inventions. The course will focus on the theories (why?), tools (how?), and actors (who?) within the field of community development practice and is organized around important sectors (housing, econom

• Department: Urban Studies @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Faculty
  h-index: 37 Info
• 3 points

IMMIGRANT NEW YORK

For centuries, New York City has served as a primary gateway city for immigrants to the United States.  In the early twentieth century, according to the 1910 Census, New York City’s population was roughly 40% foreign-born.  The problems these immigrants presented to government officials, doctors, religious leaders, industrialists, the police, and educators in New York City transformed not only the local debate on immigration but the national discussion of “Americanization” as well.  According to the most recent census, approximately 40% of the city's population is foreign-born.  Like their predecessors at the turn of the twentieth century, contemporary immigrants, arriving from the Caribbean, Africa, Central America, Asia, and Europe, have posed serious challenges to the civic, educational, and political institutions of New York City.  How are these foreign-born residents reshaping the city today?  This seminar explores the intersection of immigration, race, culture, and politics in New York City, both from the perspective of history and in relation to contemporary realities as it explores the forces shaping the century-old encounter between immigrants and New York City.

• Department: History
• M 10:10 a.m.-noon
• Instructor: Rebecca Kobrin
  CULPA: 7 Info
• 4 points

Field Work & Research Seminar: Toddler C

FLDWRK-RSRCH SEM-BAR TOD CNTR

PSYC BC1129/2129 (with or without lab) as well as permission of the instructor.

The Barnard Toddler Center provides the focus for this seminar and research in applied developmental psychology, an amalgam of developmental, educational, and clinical psychology. The seminar integrates theory and research and for AY 20-21 will use daily recordings of the toddler sessions as the centerpiece for understanding early development. The unique context of Covid19 will be used to understand risks in development, especially for vulnerable children and families. Second term students will also conduct research on parenting during the pandemic.

• Department: Psychology @Barnard
• T 2:10 p.m.-4 p.m.
• Instructor: Anna Shusterman
  Info
• 4 points

POST 9/11 IMMIGRATION POLICIES

Since September 11, 2001, there has been an avalanche of immigration enforcement policies and initiatives proposed or implemented under the guise of national security. This course will analyze the domino effect of the Patriot Act, the Absconder Initiative, Special Registration, the Real I.D. Act, border security including the building of the 700-mile fence along the U.S./Mexico border, Secured Communities Act-that requires the cooperation of state and local authorities in immigration enforcement, the challenge to birthright citizenship, and now the congressional hearings on Islamic radicalization. Have these policies been effective in combating the war on terrorism and promoting national security? Who stands to benefit from these enforcement strategies? Do immigrant communities feel safer in the U.S.? How have states joined the federal bandwagon of immigration enforcement or created solutions to an inflexible, broken immigration system?

• Department: Ethnicity and Race, Center for
• R 10:10 a.m.-noon
• Instructor: Elizabeth Ouyang
  CULPA: 8 Info
• 4 points

Gene-Environment Interactions & Epigenet

Gene-Env Interaction & Ep

The aim of this course is to examine the biological bases of individual differences in behavior. We will start by examining how individual differences in behavior and health are shaped by gene-environment interactions. We will complement these studies with the endophenotype approach and discuss its role in our contemporary views of complex disorders. We will then introduce behavioral epigenetics studies that are suggested to mediate the effects of gene-environment interactions at different levels of analysis. We will continue by discussing how these topics shape and are shaped by developmental programming. We will end the semester by discussing the major debates around these topics as well as their implications in real life and public policies. By covering these topics, students are expected to gain a better understanding of how our behavior is i) formed and shaped by gene-environment interactions over time, ii) influenced by the underlying physiological and epigenetic mechanisms, and iii) changed by developmental processes. With this information, the students are expected to view individual differences in behavior in a perspective that is highly interdisciplinary and dynamic.

• Department: Psychology
• W 10:10 a.m.-noon
• Instructor: Elif A Duman
  Info
• 4 points

INDEP BIOLOGICAL RESEARCH

Prerequisites: Concurrent with registering for this course, a student must register with the department and provide a written invitation from a mentor; details of this procedure are available at http://www.columbia.edu/cu/biology/courses/w3500/index.htm. Students must register for recitations UN3510 or consult the instructor. Corequisites: BIOL UN3510 The course involves independent study, faculty-supervised laboratory projects in contemporary biology. Concurrent with registering for this course, a student must register with the department, provide a written invitation from a mentor and submit a research proposal; details of this procedure are available at http://www.columbia.edu/cu/biology/courses/w3500/index.htm. A paper summarizing results of the work is required by the last day of finals for a letter grade; no late papers will be accepted. See the course web site (above) for more details. Students can take anywhere from 2-4 points for this course.

• Department: Biological Sciences
• Instructor: Ron M Prywes
  CULPA: 2 Info
• 2-4 points

COLL:POLIT ECON:CORRPTN/CONTRL

Prerequisites: POLS V1501 or the equivalent. Admission by application through the Barnard department only. Enrollment limited to 16 students. Barnard syllabus. Comparative political economy course which addresses some important questions concerning corruption and its control: the concept, causes, patterns, consequences, and control of corruption. Introduces students to and engages them in several key social science debates on the causes and effects of political corruption.

• Department: Political Science @Barnard
• T 2:10 p.m.-4 p.m.
• Instructor: Xiaobo Lu
  CULPA: 4 Info
• 4 points

Indians and Empires in North America

Indians & Empires in N Am

In this course you will be asked to re-think American history.   That is, we will approach the history of America as a continental history.  This will require that we think of North America as a New World space, a place that was inhabited and occupied by indigenous peoples, and then remade by the arrival and settlement of Europeans.  You will be asked to imagine a North America that was indigenous and adaptive, as well as colonial and Euro-American.  This approach to the study of North American history is designed to challenge the epistemology and literature of the history of colonization and American expansion, which displaces Native peoples from the central narrative of American history by placing them at the physical margins of colonial and national development.  Instead we will explore the intersection and integration of indigenous and Euro-American national identity and national space in North America and trace their co-evolution from first contact through the early nineteenth century.

• Department: History
• W 10:10 a.m.-noon
• Instructor: Michael Witgen
  Info
• 4 points

GENDERED CONTROVERSIES

Love and sex have long been studied as historical constructs influenced by social, political, and economic dimensions. This course aims to expand this discourse by incorporating the often-overlooked lens of technological mediation. Beginning with the premise that romantic love is deeply shaped by the affordances of the technology of the time, a critical awareness of technological mediation in romance –especially of digital technologies, i.e. online dating, social media, or cybersex— allows for a deeper understanding of how social categories such as gender, race, class, ability, or sexuality are technologically-mediated, thereby informing our societal and cultural perceptions of love, dating, and sex. 

 

Sandra Moyano-Ariza is Term Assistant Professor of WGSS and Research Director at BCRW. Her research works at the intersection of pop culture, philosophy, and digital technologies, with interests in the fields of media studies and digital scholarship, contemporary feminist theory, critical race theory, posthumanism, and affect theory.

• Department: Women's, Gender, Sexuality Studies @Barnard
• M 2:10 p.m.-4 p.m.
• Instructor: Sandra Moyano-Ariza
  Info
• 4 points

INDEP BIOLOGICAL RESEARCH - REC

• Department: Biological Sciences
• T 4:10 p.m.-5 p.m.
• T 5:40 p.m.-6:30 p.m.
• W 5:40 p.m.-6:30 p.m.
• W 10:10 a.m.-11 a.m.
• Instructor: Ron M Prywes
  CULPA: 2 Info
• 0 points

POLITICS OF ILLICIT ECONOMIES IN THE AME

ILLICIT ECON IN THE AMERI

A major challenge for governments across the Western Hemisphere is the complex relationship between illicit economies, violence, and politics. We can see this relationship operating at multiple levels, from everyday politics in gang-controlled neighborhoods where drugs are trafficked to the Amazon where illegal extraction of natural resources poses significant threats to the environment at the local and global levels. Today, the dynamics and consequences of the politics of illicit economies touch all our lives in different ways, including individual and family struggles with substance abuse, everyday encounters with militarized police, environmental degradation, state corruption, and the strains on democracy and citizenship, among many others. This course will examine some of these dynamics and consequences with a theoretical and empirical focus mainly on the Western Hemisphere. Throughout our time together we will connect these pressing issues to broader theories, concepts and empirical findings in political science.

• Department: Political Science @Barnard
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Eduardo Moncada
  CULPA: 2 h-index: 12 Info
• 3 points

HIST APPROACHES FEMINIST QUES

Comparative study of gender, race, and sexuality through specific historical, socio-cultural contexts in which these systems of power have operated. With a focus on social contexts of slavery, colonialism, and modern capitalism for the elaboration of sex-gender categories and systems across historical time.

• Department: Women's, Gender, Sexuality Studies @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Lisa Duggan
  Info
• 4 points

WATER WORLDS IN LITERARY IMAGINATION

WATER WORLDS LITERARY

This interdisciplinary course surveys literary, cinematic, historical and other archival text representations of time and change in and around waterways in the Global South—oceanic, riverine, at the littoral and in hinterlands. It is animated by questions of how people live with water as horizon, resource, life-giving source, as ancestral boundaries and threat. We do so now in a time when climate change refocuses our dependencies upon, and vulnerabilities to, water.

Our themes are shaped by water’s influence on the rhythms of lives, and how these rhythms have been changed and are changing—deliberately, as in dam building and its aftermaths in lives, and through climate change.

• Department: Africana Studies (AFSB)
• R 2:10 p.m.-4 p.m.
• Instructor: Yvette Christianse
  Wikipedia Info
• 4 points

COLUMBIA UNI & SLAVERY

In this course, students will write original, independent papers of around 25 pages, based on research in both primary and secondary sources, on an aspect of the relationship between Columbia College and its colonial predecessor Kings College, with the institution of slavery.

• Department: History
• W 4:10 p.m.-6 p.m.
• Instructor: Karl Jacoby
  CULPA: 2 h-index: 8 Info
• 4 points

STUDIES IN U.S. IMPERIALISM

Historical, comparative study of the cultural effects and social experiences of U.S. imperialism, with attention to race, gender and sexuality in practices of domination and struggle.

• Department: Women's, Gender, Sexuality Studies @Barnard
• R 12:10 p.m.-2 p.m.
• Instructor: Neferti Tadiar
  CULPA: 10 Wikipedia Info
• 4 points

GLOBAL LITERATURES IN ENGLISH

The title of this course suggests that there are literatures across the “globe” written in English, and that we will study them. But this statement rests on a series of assumptions: the
a priori
existence of a globe with latitudes, longitudes, and borders; a singular category of “literature” produced in different geographical locations across the globe; and finally, that these literatures are written in English. During the course of the semester, we will investigate and (occasionally overturn) all three of these assumptions. 

In order to do so, we will read across different literary genres (short stories and novels, plays, poetry, and essays), while also reading texts that move between these genres or defy them altogether. We will read texts that were originally written in English, as well as texts that have been translated into English, and we will learn and discuss the term “global anglophone” along with the ways in which this term has been challenged. During our collective readings and discussions, we will map the locations that arise in each text
and
the locations out of which these texts arise. We will study the relationship between literature, translation, and mapping, and we will learn and discuss the concept of planetary thinking and writing as an alternative to border and global thinking.

• Department: English @Barnard
• TR 5:40 p.m.-6:55 p.m.
• Instructor: Atefeh Akbari Shahmirzadi
  Info
• 3 points

CIVIL RIGHTS &CIVIL LIBERTIES

Prerequisites: POLS W1201 or the equivalent. Not an introductory-level course. Not open to students who have taken the colloquium POLS BC3326. Enrollment limited to 25 students; L-course sign-up through eBear. Barnard syllabus. Explores seminal caselaw to inform contemporary civil rights and civil liberties jurisprudence and policy. Specifically, the readings examine historical and contemporary first amendment values, including freedom of speech and the press, economic liberties, takings law, discrimination based on race, gender, class and sexual preference, affirmative action, the right to privacy, reproductive freedom, the right to die, criminal procedure and adjudication, the rights of the criminally accused post-9/11 and the death penalty. (Cross-listed by the American Studies and Human Rights Programs.)

• Department: Political Science @Barnard
• W 2:10 p.m.-4 p.m.
• Instructor: Paula A Franzese
  CULPA: 11 Wikipedia Info
• 3 points

SENIOR SEMINAR I

The Senior Seminar in Women's Studies offers you the opportunity to develop a capstone research paper by the end of the first semester of your senior year. Senior seminar essays take the form of a 25-page paper based on original research and characterized by an interdisciplinary approach to the study of women, sexuality, and/or gender. You must work with an individual advisor who has expertise in the area of your thesis and who can advise you on the specifics of method and content. Your grade for the semester will be determined by the instructor and the advisor. Students receiving a grade of B+ or higher in Senior Seminar I will be invited to register for Senior Seminar II by the Instructor and the Director of Undergraduate Studies. Senior Seminar II students will complete a senior thesis of 40-60 pages. Please note, the seminar is restricted to Columbia College and GS senior majors.

• Department: Women's and Gender Studies
• M 4:10 p.m.-6 p.m.
• Instructor: Lila Abu-Lughod
  CULPA: 17 Wikipedia h-index: 48 Info
• 4 points

Senior Seminar I (Barnard)

SENIOR SEMINAR I

Student-designed capstone research projects offer practical lessons about how knowledge is produced, the relationship between knowledge and power, and the application of interdisciplinary feminist methodologies.

• Department: Women's, Gender, Sexuality Studies @Barnard
• W 2:10 p.m.-4 p.m.
• W 9 a.m.-10:50 a.m.
• Instructor: Manijeh Moradian
  Info
• Instructor: Janet Jakobsen
  CULPA: 6 Wikipedia Info
• 4 points

COMIC BOOK METROPOLIS: HOW NEW YORK CITY

This course explores how New York City didn't just host the American comics industry—it shaped what comics looked like, how they were sold, and what stories they told. We'll trace how the city's newspapers, newsstands, subway cars, tenement buildings, and even its crime waves left their mark on the page. We'll move chronologically from the 1890s to today, looking at moments when the city and the comics it produced were tightly linked: early newspaper strips born in the era of “yellow journalism”; the Golden Age publishers clustered in Midtown offices; the censorship battles of the 1950s; underground cartoonists working out of East Village apartments in the ’60s and ’70s; and the rise of graphic novels in bookstores and museums. Along the way, we'll ask: Why did superhero comics look the way they did? How did economic pressures shape page layout? What happens when the same city produces both blockbuster superhero titles and experimental art magazines?

Readings range from early Sunday pages (the Yellow Kid, Winsor McCay) through Will Eisner’s 
A Contract with God
and Frank Miller’s 
Daredevil
 and 
The Dark Knight Returns
, to Art Spiegelman’s 
RAW
 magazine, Ben Katchor’s urban wanderings, Roz Chast’s 
New Yorker
 cartoons, and contemporary mainstream works like 
Hawkeye
’s “Pizza Dog” issue. Famously, Eisner drew on his Bronx childhood to create 
A Contract with God
, while Miller’s work channels the gritty, anxious New York of the late 1970s and early ’80s. But we’ll look at the full range of what the city made possible, from newspaper syndicates to underground comix to today’s independent publishers.

You’ll learn to read comics closely by analyzing how panel grids, gutters, shadows, and perspectives work and by connecting those choices to the real-world conditions in which they were made. Optional Saturday field trips include Newspaper Row/City Hall Park (early press and Sunday pages), an East Village Underground walk (
East Village Other
/
Gothic Blimp Works
sites), and a visit to the Society of Illustrators/MoCCA (exhibition and archives orientation).

Course assignments combine analytical writing, archival engagement, and original digital scholarship. In addition to two short close-reading essays, there is a final project that takes the form of

• Department: English @Barnard
• TR 8:40 a.m.-9:55 a.m.
• Instructor: Benjamin M Breyer
  CULPA: 13 Info
• 3 points

COLL: CONSTRUCTING AND DECONSTRUCTING ST

COLL: CONST&DECONSTR STAT

Why do some countries develop well-functioning states capable of providing security and public services to their citizens while others do not? Why do some develop a strong sense of national identity and unity, while others are plagued by ethnic and communal divisions? How do the structure and strength of the state shape the development of national and other identities, and how do those identities in turn shape the state? This course examines these and related questions from historical and comparative perspectives, drawing on cases from different world regions in both the past and the present.

• Department: Political Science @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Sheri Berman
  CULPA: 19 Wikipedia h-index: None Info
• 4 points

JUNIOR SEMINAR IN URBAN STUDIES

JUNIOR SEMINAR URBAN STUD

Prerequisites: Non-majors admitted by permission of instructor. Students must attend first class. Enrollment limited to 16 students per section. Introduction to the historical process and social consequences of urban growth, from the middle of the nineteenth century to the present.

• Department: Urban Studies @Barnard
• R 2:10 p.m.-4 p.m.
• T 4 p.m.-6 p.m.
• Instructor: Nick R Smith
  h-index: None Info
• Instructor: Faculty
  h-index: 37 Info
• 4 points

QUEER HARLEM

This course explores representations of queer Harlem in African American literature, sonic culture, and performance. We will consider the history and making of Harlem, key figures of the Harlem Renaissance, and the aesthetic innovations of writers and artists who defied the racial, sexual, and gendered conventions of their time. We will be guided by an intersectional approach to the study of race, gender, and sexuality and the methods of Black queer studies, African American and African diaspora literary studies, as well as sound and performance scholarship. We will ask when, where, and what was/is gay Harlem; how we might excavate its histories; map its borders; and speculate on its material and imagined futures.

• Department: Africana Studies (AFSB)
• R 4:10 p.m.-6 p.m.
• Instructor: Maleda Belilgne
  Info
• 4 points

Climate and Global Migrations

This course explores the deep historical roots of climate-related migration. Before the categories of climate and environmental refugees emerged in recent decades, climate variability, environmental disasters, and ecological change have often shaped human mobility. Building on case studies from across the world and a timeline spanning from antiquity to the present, the class will examine the relationship between human migrations, environmental crises, economic transformations, and political conflicts. Since displacement disproportionately affects vulnerable communities that rely on less resilient environments, the class also sheds light on global inequality by looking at the politics of freedom of movement, nativism, and the connection between anti-immigration backlash.

• Department: History @Barnard
• M 10:10 a.m.-noon
• Instructor: Angelo Caglioti
  h-index: 2 Info
• 4 points

SCREENDANCE:COMPOSITION

Prerequisites: Must have taken a Dance Department Composition course, have some dance training. This experiential, hands-on course requires all students to choreograph, dance, and film. Focusing on single-shot film-making, the duet of the camera and the dance will create an understanding of the interaction between the two, enabling students to create a final short film.

• Department: Dance @Barnard
• MW noon-2 p.m.
• Instructor: Gabri Christa
  CULPA: 1 Info
• 3 points

DANCES OF INDIA

A range of dance genres, from the traditional to the innovative, co-exist as representations of Indianness in India, and beyond. Identities onstage and in films, morph as colonial, national, and global contexts change. This course zooms from micro to macro views of twentieth century staged dances as culturally inflected discourse. We review how Indian classical dance aligns with the oldest of performance texts, and with lively discourses (rasa as a performance aesthetic, Orientalism, nationalism, global recirculations) through the ages, not only in India but also in Europe, Britain and America. Throughout the course, we ask:- How is culture embodied? How do historical texts configure dance today? How might they affect our thinking on mind-body, practice-theory, and traditional-contemporary divides? How does bodily patterning influence the ways that we experience our surroundings and vice versa? Can cultural imaginaries instigate action? How is gender is performed? What are dance discourses?

• Department: Dance @Barnard
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Uttara Coorlawala
  CULPA: 4 Info
• 3 points

Afro-Indigenous Relations: Coexistence,

This course examines Afro-Indigeneity as an emerging critical field and as a decolonial framework for the historical, cultural, and political analysis of Latin America and the Caribbean. Through the study of literature, history, film, music, and critical theory, the course analyzes the relationships, conflicts, and interdependencies between Afro-descendant and Indigenous peoples from the colonial period to the present.

• Department: Spanish and Latin American Culture
• MW 4:10 p.m.-5:25 p.m.
• Instructor: Alex Pereira
  Info
• 3 points

DANCE CRITICISM

This course offers intensive practice in writing on dance and explores a range of
approaches to dance criticism from the 1940s through today. Starting from the premise
that criticism can be an art form in itself, we ask: What are the roles and responsibilities
of a critic? How do our own identities and experiences inform how we see and write?
With the proliferation of dance in digital spaces, what new possibilities arise for dance
criticism? Class meetings include discussion, writing exercises, and peer workshops.
Assignments involve viewing performances outside of class.

• Department: Dance @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Siobhan F Burke
  CULPA: 2 Info
• 3 points

HISTORY OF SOCIAL DANCING

• Department: Dance @Barnard
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Seth S Williams
  CULPA: 1 Info
• 3 points

ASIAN AMERICAN LITERATURE

This course investigates “Asian American” literature as a nexus of two larger social forces: (1) migration, as a lens to investigate xenophobia, nationalism, settler violence, and working class struggle; and (2) imperialism, often a driving force that unleashes the travelers and refugees that comprise the former category. Adopting a heavily historical emphasis that will use Asian American identity as a lens to examine migration and imperialism, this course seeks to destabilize all three terms in its title: Asian, American, and literature. Students will (1) conduct an oral history with an Asian American or immigrant subject, (2) research Asian American little magazines and create a response on their own; and (3) write a final term paper. We will read many texts that are primary sources such as movement journals and little magazines and oral histories as well as other non-literary sources (e.g., Supreme Court decisions, pamphlets and op-eds for and against Chinese exclusion, letters from the Ghadar party of Sikh and Punjabi anti-colonialists, an audio recording of a South Asian woman who traveled on the Komagata Maru, demands from the Third World Liberation Front).

We will read documents from the Chinese exclusion period alongside Maxine Hong Kingston’s
China Men
and the poems written by migrants detained at Angel Island—a theme of incarceration that we will pick up in reading about Japanese American incarceration. Other texts will explore proletarian power, such as Carlos Bulosan’s
America Is In The Heart
and Sujatha Gidla’s
An Ant Among Elephants
, or the American wars in Asia, such as Richard E. Kim’s
The Martyred
. Some writers will come from the boundaries of a Pan-Asian American identity, such as Arab modernist Ameen Rihani, or not be written by “Asian Americans” at all, such as the memoir of Mohamedou Ould Slahi, a Mauritanian man detained at Guantánamo Bay.

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

Anti-Apartheid Solidarity Movement

This course examines the struggle against South African apartheid with a particular focus on the global solidarity movement in the 20th century. The class will examine key turning points in the movement, its connection with broader anti-colonial and anti-racist struggles, gendered constructs of apartheid and feminist leadership in the movement, and the circulation of theories of racial capitalism. Students will understand how and why apartheid became a global concern. Students will work on a project using the primary source material available on the African Activist Archive Digital Project at Michigan State University.

• Department: History @Barnard
• R 4:10 p.m.-6 p.m.
• Instructor: Premilla Nadasen
  CULPA: 10 Wikipedia Info
• 4 points

SR SEM IN BIOLOGY

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

• Department: Biological Sciences @Barnard
• F 12:10 p.m.-2 p.m.
• Instructor: Rafael Marcondes
  Info
• 4 points

GUIDED RESEARCH & SEMINAR

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

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

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

GUIDED RESEARCH & SEMINAR

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

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

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

SENIOR SEMINAR

Research and scholarly writing in chosen topics relating to dance. Methods of investigation are drawn from prominent archival collections and personal interviews, as well as other resources. Papers are formally presented to the Dance Department upon completion.

• Department: Dance @Barnard
• T 10:10 a.m.-noon
• T 12:10 p.m.-2 p.m.
• Instructor: Paul A Scolieri
  CULPA: 19 Info
• 4 points

NEUROSCIENCE GUIDED RESEARCH

This lab-based course introduces students to advanced methods in cognitive neuroscience, focusing on the application of electroencephalography (EEG) for real-time recording of brain activity. Unlike traditional approaches that study how the brain responds to different external stimuli or task demands, this course centers on spontaneous brain activity that occurs during rest or just before experimental events. Whether or not spontaneous brain activity is just meaningless noise remains an active area of research in cognitive neuroscience. Some researchers believe that spontaneous brain activity may be an important factor shaping our subjective experience of the world. However, the underlying mechanisms remain elusive in part due to the challenges in objectively defining and measuring subjective experience.

In this course, students will address this challenge by developing methods to study the relationship between spontaneous brain activity and subjective experience, with a particular focus on mind-wandering and the sensory phenomena elicited by Ganzflicker and Ganzfeld stimulation. The course culminates in independent research projects where students test their hypotheses by collecting and analyzing behavioral and EEG data. Key questions to address include: can spontaneous fluctuations in brain activity account for why people sometimes zone out while performing a task? Can the same fluctuations explain why people sometimes have different sensory experiences despite constant external stimuli? Do individual variations in spontaneous brain activity help explain why some people are more likely to report such experiences?

Note: The course involves weekly in person meetings as well as asynchronous work on data acquisition, analysis, and primary article readings for approximately 6 additional hours per week (on average).

• Department: Neuroscience & Behavior @Barnard
• M 1 p.m.-5 p.m.
• None None-None
• Instructor: Kara Pham
  CULPA: 9 Info
• 4 points

SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

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

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

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

SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

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

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

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

RSRCH/SEM-NEUROSCNCE&BEHAVIOR

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

• Department: Neuroscience & Behavior @Barnard
• R 4:10 p.m.-6 p.m.
• Instructor: Russell D Romeo
  CULPA: 9 Info
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Alex White
  h-index: 13 Info
• Instructor: Kevin G Bath
  Info
• 4 points

GUIDED RESEARCH

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

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

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

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

PROBLEMS IN CHEMISTRY

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

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

PROBLEMS IN CHEMISTRY

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

• Department: Chemistry @Barnard
• 2 points

PROBLEMS IN CHEMISTRY

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

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

PROBLEMS IN CHEMISTRY

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

• Department: Chemistry @Barnard
• 4 points

GIRLS' SCHOOLS: THE LITERATURE OF WOMEN

From the finishing school to the convent to the women’s college, spaces of female education have long fascinated writers. More than just academic spaces, these are also unique worlds of friendship and exclusion, desire and alienation, community and social fracture, conformity and transgression. In this course, we will explore how women’s education has been imagined in novels, poetry, and film from the early modern period to the present. Beginning with competing visions of women’s education in early feminist and anti-feminist thought, we’ll go on to explore how imaginative writers from the nineteenth century to the present have envisioned the girls’ school as both a literary and a social space. What kinds of cultural fantasies attach to these spaces, and what narratives and social relationships do they enable? How are differences of class, race, sexuality, and religion negotiated within them? Do girls’ schools offer a world apart from society, or do they recreate and intensify outside social dynamics within their walls? Our exploration will take us across genres and media, including the Bildungsroman, the detective novel, the narrative poem, and the horror film. Readings will include works by Charlotte Brontë, Fleur Jaeggy, Jamaica Kincaid, Mary McCarthy, Dorothy Sayers, Muriel Spark, Alfred Tennyson, Mary Wollstonecraft, and others.

• Department: English @Barnard
• T 2:10 p.m.-4 p.m.
• Instructor: Jayne Hildebrand
  CULPA: 3 Info
• 4 points

THE POLITICS OF FOOD

• Department: Women's and Gender Studies
• F 2:10 p.m.-4 p.m.
• Instructor: Janet Jakobsen
  CULPA: 6 Wikipedia Info
• 4 points

Introduction to Continuous Control Syste

Intr to Continuous Contro

Introduction to continuous systems with the treatment of classical and state-space formulations. Mathematical concepts, complex variables, integral transforms and their inverses, differential equations, and relevant linear algebra. Classical feedback control, time/frequency domain design, stability analysis, Laplace transform formulation and solutions, block diagram simplification and manipulation, signal flow graphs, modeling physical systems and linearization. state-space formulation and modeling, in parallel with classical single-input single-output formulation, connections between the two formulations. Transient and steady state analysis, methods of stability analysis, such as root locus methods, Nyquist stability criterion, Routh Hurwitz criterion, pole/zero placement, Bode plot analysis, Nichols chart analysis, phase lead and lag compensators, controllability, observability, realization of canonical forms, state estimation in multivariable systems, time-variant systems. Introduction to advanced stability analysis such as Lyapunov stability and simple optimal control formulation.  May not take for credit if already received credit for EEME E4600.

• Department: Mechanical Engineering
• W 4:10 p.m.-6:40 p.m.
• Instructor: Homayoon Beigi
  Info
• 3 points

REHEARSAL&PERFRMNCE IN DANCE

The course can be taken for 1-3 credits. Students are graded and take part in the full production of a dance as performers, choreographers, designers, or stage technicians.

• Department: Dance @Barnard
• MW 6:10 p.m.-9 p.m.
• Instructor: Francesca Dominguez
  Info
• Instructor: Candace Brown
  Info
• Instructor: Antonio Carmena
  Info
• 1-3 points

REHEARSAL&PERFRMNCE IN DANCE

The course can be taken for 1-3 credits. 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