Industry Immersion Program American Inn

GIP: Climate Tech

Climate change represents one of the most significant challenges of our time, fundamentally driven by human activities and amplified by the rapid pace of industrialization and economic growth. At its core, climate change is as much a technological problem as it is an environmental one – enabled by outdated methods of energy production, inefficient resource management, and unsustainable infrastructure. At the same time, technology holds immense promise for solutions for mitigating emissions and adapting to the impacts of a warming planet.

American Innovation in Climate Tech is a spring semester elective course designed for Columbia Business School students to explore the cutting edge of innovation in climate technologies. It aims to provide students with exposure to a range of industries and companies at the forefront of innovation. We will explore the latest breakthroughs and emerging technologies for addressing climate impacts in energy generation, alternative fuels, grid modernization, mobility, decarbonized materials, agriculture, and carbon management. By analyzing recent advancements and engaging directly with industry leaders, entrepreneurs, and project developers, students will gain practical insights into how new technologies are developed, piloted, and commercialized.

• Department: Business
• T 4:10 p.m.-5:40 p.m.
• 3 points

MICROECONOMIC THEORY COLLOQ

Prerequisites: G6215, G6216, G6211, G6212, G6411, G6412. Students will make presentation of original research in Microeconomics.

• Department: Economics
• W 1 p.m.-2 p.m.
• Instructor: Yeon-Koo Che
  CULPA: 6 Wikipedia h-index: 45 Info
• 2 points

Labor & Public Finance colloquium

APPLIED MICROECON RES METHODS

Prerequisites: G6215, G6216, G6211, G6212, G6411, G6412. Students will make presentations of original research in Microeconomics.

• Department: Economics
• W 12:30 p.m.-2 p.m.
• 2 points

Global Immersion Malaysia: Developm

Global Immersion: Malaysi

Malaysia offers a unique example of economic transformation. Our course explores the country from three lenses: development, dynamism, and diversity.
Within a single generation of its 1957 independence, Malaysia progressed from “poor” to “upper-middle income” status. Its GDP per capita, now third highest in Southeast Asia, is supported by a thriving middle class. Its economy has diversified from reliance on agriculture and commodities to a broad range of industrial and service sectors.  Part of the ASEAN regional alliance, Malaysia has deep trade ties not only in Southeast Asia but also with China, India, the US, and the EU. 
Malaysia has remarkable diversity. While a majority of the population is of Malay or indigenous ethnicity, roughly a quarter of the population is of Chinese descent and nearly 7% is of Indian descent.  These unique demographics add to the linguistic, cultural, and social dynamism of Malaysia.
Some of the questions that we examine include: 
•    How has Malaysia achieved and sustained its economic growth? 
•    What initiatives were taken to diversify the economy from agriculture and commodities to a broad range of manufacturing and services sectors?
•    How does Malaysia collaborate (and compete) with its neighbors in Southeast Asia?  How does it engage with China and India? 
•    In what ways has diversity been a source of strength for Malaysia? In what ways has it introduced challenges?
•    What is the landscape of major Malaysia-based institutions across sectors? 
•    What role do government-linked companies (GLCs) play in Malaysia’s economy?
•    How have the Ministry of Finance, central bank (Bank Negara Malaysia) and Securities Commission collaborated on strategic plans to grow the country’s finance sector?  
•    What role might Malaysia and the ASEAN region play in students' post-CBS careers and personal lives?

• Department: Business
• T 10:50 a.m.-12:20 p.m.
• Instructor: Aamir Rehman
  Info
• 3 points

Sociomedical Sciences Master s Capston

SMS Master's Capstone

The SMS Master’s Capstone course is required for all students in the Master of Science (MS), Accelerated Master of Public Health (MPH), and 4+1 MPH programs of the Department of Sociomedical Sciences (SMS). For MS students, the culminating high-quality written manuscript of this course involves original research or program evaluation based either on primary data collected by the student or secondary analysis of available data. For Accelerated and 4+1 MPH students, the culminating high-quality written manuscript of this course involves comprehensive review of the literature. The student’s work must focus within the field of sociomedical sciences and demonstrate integration of the coursework and training from the master’s program. Based on each student’s methods and areas of study, they will be matched with a faculty sponsor who will provide supervision and mentoring throughout the course.

• Department: Sociomedical Sciences
• Instructor: Christian Gloria
  Info
• 3 points

CRITICAL ISSUES IN THEATRE MANAGEMENT

ARTS LEADERSHIP & AUD DEV

The art of negotiation is a critical skill for stage managers to develop. Conflict resolution, communication, and collaboration are all aspects of theater that require negotiation on many levels. This course will explore these concepts and apply them to the real-world atmospheres in which stage managers must navigate these challenges effectively. Contemporary management texts, role-playing, guest speakers, and lectures/class discussion will illuminate the importance of negotiation as a tool that will be required of all stage managers no matter where they choose to work.

• Department: Theatre Arts
• Instructor: Donna Walker-Kuhne
  Info
• 3 points

CRITICAL ISSUES IN THEATRE MANAGEMENT

CRIT ISSUES TM:HUMAN RES.

• Department: Theatre Arts
• M 4 p.m.-6 p.m.
• 1.5 points

Global Immersion: The Innovation and Ent

Global Immersion: Israel

This Global Immersion course provides students with knowledge, insights, and experiences with respect to Israel’s innovation ecosystem. What is the “secret sauce” that propelled Israel to its present leadership position, a global innovation and entrepreneurship hub often referred to as “startup nation,” that hails the highest concentration of startups and unicorns per capita? The course's in-class meetings and its one week visit to Israel will provide background and hands on exposure to some of the key drivers, including leadership, politics, economics, geography, and culture. Students will gain an understanding of Israel's unique circumstances and achievements through a combination of academic learnings, guest speakers, business and government leaders that will share first hand experiences and perspectives, and on-the-ground exposure to Israeli businesses, cultural and historical sites. This Global Immersion course begins with six 1.5-hour sessions, followed by a one-week study trip to Israel. The course's pedagogy combines current examples, presentations, guest visits by leaders from business and government. Travel to Israel is planned for March 14-21, 2026. The 2025-2026 Global Immersion Program fee for all classes is $2100 and provides students with double occupancy lodging, ground transportation and some meals; unless an increased fee is otherwise specified in the course description. It does not cover roundtrip international airfare. Attendance both in New York and in country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Unexcused absences are highly frowned upon and will have negative consequences on class grade, and students who have expected conflicts should not apply for this course. Students who miss the first class meeting may be removed from the course. No program fee refunds will be given after the add/drop period has closed. Please visit the Chazen Institute website to learn more about the Global Immersion Program, and visit the Global Immersion Policies page to review policies affecting these courses. The ongoing conflict in the region over the past two years has fortunately culminated in a recent cease fire, of which the US was instrumental in brokering and enforcing. Nevertheless, it is possible that if the security situation deteriorates, we will have to cancel and offer an alternative travel plan. At present, Columbia's travel insurance provider categorizes Israel and th

• Department: Business
• M 10:50 a.m.-12:20 p.m.
• Instructor: Assaf Zeevi
  h-index: 40 Info
• 3 points

FINANCIAL ECONOMICS COLLOQUIUM

• Department: Economics
• T noon-1 p.m.
• 2 points

ISSUES IN NAT'L NOT FOR PROFIT THEATRE

ISSUES IN NAT'L NFP THEAT

The course will acquaint the student with the history, current realities and evolving direction of the American not-for-profit professional theatre.  Through materials and discussion both theoretical and practical, as well as distinguished guests from the field, the class will explore present-day challenges and opportunities related to theatre institutions, artists, audiences and public support.  The class will also investigate the intersection between the not-for-profit theatre field, American culture and larger societal forces. 

The intent of the course is to equip the student with a multifaceted perspective on the past, present and future evolution of the field.  Students are encouraged to make the class their own through the shared exploration of individual areas of interest, ideas, questions and the challenge to brainstorm the future.  The course is also intended to expand understanding of the field from a values-based orientation, including both organizational and personal values.

• Department: Theatre Arts
• 3 points

Structural Approaches to Global Health

STRUCTURL APPROACH-GLOBAL

In recent years, the global public health field has begun to move away from a focus on individual behavior change to one that focuses on “structural and environmental approaches” for health research and intervention. But what are “structural and environmental approaches,” and why the shift? Understanding the definitions, history and evolution of such approaches is important for global public health researchers and practitioners, providing a new way of thinking about improving the health of people locally and globally, in addition to exploring how structural and environmental interventions can be effectively evaluated. The purpose of this course is to provide students with an introduction to the concept of structural and environmental approaches, an understanding of why such approaches are essential for the future of an effective global health agenda, and a historical overview of the transition in the field from a focus on individual behavior change, to a focus on cultural context, and finally to one of social structural approaches. The class will also include a life course framework into structural approaches for global health and perspectives on the digital environment. This course fits into the MPH curriculum in the Department of Sociomedical Sciences by increasing students’ knowledge and skills of key perspectives and approaches to health research and intervention that incorporate social science theories into global public health interventions.

• Department: Sociomedical Sciences
• R 4 p.m.-6:50 p.m.
• Instructor: Anton Castellanos Usigli
  Info
• 3 points

Psychology & Economics of Consumer Finan

Psyc & Econ Consumer Finc

We will use the tools of behavioral economics and psychology to better understand consumer financial decisions and the consumer finance industry. We will examine markets for borrowing (mortgages, credit cards, peer-to-peer lending, payday loans), saving (401(k)s, strategies to promote saving, optimal asset allocation), and insurance (including life, health, and longevity). We will emphasize both how people do and how people should make financial decisions, and the implications for financial services firms. The goal of the course is to not only understand consumer finance, but to emphasize how the lessons from psychology and economics can be used to improve business decisions, foster innovation, and enhance public policy.

• Department: Business Economics
• TWRFS 9 a.m.-5 p.m.
• 3 points

Social and Economic Determinants of Heal

SOCL & ECON DETERMNTS OF

Disparities in health and illness related to social and economic inequality in the U.S. Theoretical and empirical research on factors linked to class, gender, racial and ethnic differences that have been hypothesized to explain the generally poorer health and higher rates of mortality among members of socioeconomically disadvantaged groups. Concepts, theories and empirical evidence will be examined to expand our understanding of the impact of structural factors on health behavior, lifestyles and outcomes.

• Department: Sociomedical Sciences
• T 8:30 a.m.-11:20 a.m.
• R 1 p.m.-3:50 p.m.
• Instructor: Kim J Hopper
  Info
• 3 points

Coercion and Persuasion in Public Health

PERSUASION & COERCION-PUB

To prevent and control the spread of disease, public health professionals choose from a continuum of possible approaches ranging from persuasive to coercive. At one end of the spectrum, public health seeks to induce voluntary actions or behaviors by appealing to reason and providing information and education. At the other end, it forces people to take actions or refrain from taking actions through the use of laws and regulations. In the middle lies an ethically ambiguous gray area of manipulation, psychological and emotional pressure, incentives, and “nudges.” The difficulty of choosing among these approaches was dramatically apparent during the COVID pandemic. The polarizing debates over issues such as mask mandates and recommendations, travel restrictions, school and business closings, and vaccine mandates illustrated the challenges of using both coercive and persuasive approaches.
This course will explore the uses of coercion and persuasion in public health from the standpoints of ethics, policy, and law. We will analyze a broad range of public health practices ranging from less to more forceful. We will address questions such as: When, if ever, is coercion ethically justified? What principles should guide its application? How should social factors such as race, class, and gender influence our evaluation of coercive measures? What alternatives to coercion are available for achieving a given health outcome? What ethical problems may persuasive public health measures raise? In addition to seminar-style discussion, students will participate in a variety of in-class group activities and exercises that will enable them to critically engage with the course materials.

• Department: Sociomedical Sciences
• R 8:30 a.m.-11:20 a.m.
• Instructor: James K Colgrove
  CULPA: 9 Info
• 3 points

Ethics Of Public Health

ETHICS OF PUBLIC HEALTH

Public health policy is always the product of controversy. Most typically such conflicts are played out in terms of a clash among scientific considerations. But even when not explicit, the controversies entail political tensions and ethical concerns. In this course we will examine the political and ethical dimensions of public health policy, focusing on issues of justice and liberty. Four domains of public health will be examined: the prevention of diseases associated with personal behavior, protection against occupational hazard, epidemic control, and access to health care.
Students will write one short paper based on the readings in Part I and a final term paper of 20-25 pages based on a subject of your own choosing and a conference with Professor Bayer. This course will provide students with an opportunity to examine the underlying ethical tensions in public health. Students will be able to identify the conflicting values at stake and will have the opportunity to learn about how ethical debates unfold and are (sometimes) resolved.
Critical reading, lectures, in class analysis and debate and a final paper will be used by students to achieve the above learning objectives (competencies).

• Department: Sociomedical Sciences
• M 1 p.m.-3:50 p.m.
• Instructor: Caitlin E McMahon
  Info
• 3 points

Ukraine: Power Politics and Diplomacy

Ukraine: Politics & Diplo

This seminar examines the political development, foreign policy, and historical trajectory of modern Ukraine, with particular attention to its evolving relationship with Russia and the West. The course is divided into three sections: (1) historical foundations of Ukrainian statehood; (2) thematic issues such as nationalism, governance, and Euroatlantic integration; and (3) the ongoing Russo-Ukrainian war. Students will explore the origins, progression, and implications of the war, while considering potential paths toward resolution.

• Department: International and Public Affairs
• W 10 a.m.-11:50 a.m.
• Instructor: Alexander J Motyl
  CULPA: 1 Wikipedia Info
• 3 points

The Global Politics of Aging: Historical

THE GLOBAL POLITICS OF AG

While it is no secret that the developed world has been rapidly aging for some time now, it is the onset of aging in developing countries that makes the challenge of aging populations a global and pervasive process. What does this unique demographic shift imply for societies? How are anxieties regarding population aging shaped by historical experiences, socio-cultural norms and politics across settings? This course will examine the ideas and agenda that have shaped discussions around global aging. We will explore current anxieties regarding global population aging and fears for the future as being anchored in past ideas, actors and policies relating to international health and development. The course analyzes contemporary issues in population aging - such as the role of the state, maintenance of parents, intergenerational ties, retirement, and volunteering - as being shaped by the politics of race, class, gender and religious identity. Aging, as a category and as a 'problem' will be analyzed as being shaped not only by demographic thresholds but by power relations between developed and developing countries that date back to colonial legacies, population policies and to present day forces of globalization. This course will adopt an international and comparative perspective and explore the critical challenges posed to comprehensive and equitable approaches to old age and aging populations.

• Department: Sociomedical Sciences
• T 1 p.m.-3:50 p.m.
• Instructor: Kavita Sivaramakrishnan
  Info
• 3 points

South-South Constellations in Cont. Art

This course proposes that a significant strand of contemporary art and exhibition-making activates the political and epistemic force of the 1955 Bandung Conference and its afterlives in the tricontinental and the Non-Aligned Movement (NAM) as a living methodology. We will examine how the Bandung Conference’s legacy of anti-colonial struggle, political nonalignment, and Third World solidarity gives rise to a new kind of art and a new kind of exhibition—both occupying an in-between position that refuses the terms of Western modernism and the socially engaged realism promoted by many on the left in the midtwentieth century. Rather than treating Bandung as a fixed historical event, we will approach it as a methodological orientation that produces this third space of practice and display, structuring how artists and curators alike rethink sovereignty and democratic cultural exchange.

• Department: Art History and Archaeology
• T 4:10 p.m.-6 p.m.
• Instructor: Alexander Alberro
  CULPA: 12 h-index: 17 Info
• 4 points

Chronic Disease and Community Health

CHRONIC DISEASE,URB, COMM

Our objective is to look at a public health approach to chronic diseases in which prevention rather than treatment is emphasized. Although chronic diseases are numerous, our focus will be on those that are strongly correlated with obesity and for which the creation of opportunities for physical activity are important elements of our prevention agenda. Obesity has replaced smoking as the number one avoidable risk factor for mortality in the United States, and given the increased availability of funding for public health interventions in this domain, focusing our attention on the set of issues is an idea whose time has come. Often, prevention approaches in public health focus on the individual and on changing individual risk behaviors. In this course, by contrast, we will focus heavily on social and environmental factors that affect the choices individuals make about exercise, diet, and taking advantage of preventive services that promote health and prevent disease. Questions are intended to demonstrate that our success in promoting health behaviors will depend in large measure on the social and physical environment of the community. Moreover, interventions to reduce the risk of chronic disease have to consider the social resources that are available - or that can be created - in each setting where health promotion programs and policies are to be implemented. At the core of our efforts this semester, therefore, we will be examining the relationship between individuals, their health seeking and/or risk taking behaviors, and the manner in which their social and physical environment function as part of the problem or as the potential source of a solution.

• Department: Sociomedical Sciences
• M 4 p.m.-6:50 p.m.
• Instructor: Robert E Fullilove
  Info
• 3 points

Investing in Social Ventures

This half semester course provides students with the opportunity to perform due diligence on early-stage social ventures
(nonprofit and for-profit ventures with a social or environmental mission). This course is designed for MBA students
interested in impact investing, social entrepreneurship, or philanthropy. The objective of the course is for students to
learn both the theory of investing in early-stage social ventures and the practice of evaluating early-stage social ventures
through a due diligence process. This course is not designed for the evaluation of larger, well-established social
enterprises.

Students are placed in teams to evaluate social entrepreneurs from the Columbia University community who have applied
for funding from the Tamer Fund for Social Ventures. The course is a combination of in-class lectures and discussion, and
practical application of class lessons outside of the classroom. Major topics covered include: the due diligence process,
assessing venture pitches and teams, due diligence in emerging markets, due diligence of non-profits, impact
measurement and management, and valuations and deal structure.

During the course, each student team completes detailed due diligence on their assigned social venture, including
diligence on applicants, the social venture and the sector. The course concludes with student teams submitting a written
due diligence report and a recommendation for funding to the Investment Board of the Tamer Fund for Social Ventures.

• Department: Finance
• R 2:20 p.m.-5:35 p.m.
• 1.5 points

Generative AI in Political Science

Generative AI in Polit Sc

This course explores how generative AI (GAI) can be applied in the social sciences. After an introduction to large language models and multimodal architectures, students will learn how to use these models at various stages of the research process. Topics include using GAI for classification, synthetic data generation, tailored experimental designs, adaptive surveys, and prediction. Emphasis is placed on technical implementation and research design considerations, including prompt construction, validation, integrating model outputs into surveys, and replication. The course also covers retrieval systems and research agents.

• Department: Political Science
• T 10:10 a.m.-noon
• Instructor: Yamil R Velez
  CULPA: 1 h-index: 8 Info
• 4 points

Community Based Participatory Research

COMM-BASED PARTICIPATORY

Community-Based Participatory Research (CBPR) has received growing attention over the past several decades as international, domestic, funding agencies and researchers have renewed a focus on an approach to health that recognizes the importance of social, political and economic systems to health behaviors and outcomes. The long-standing importance of this approach is reflected in the 1988 Institute of Medicine’s (IOM) landmark report The Future of Public Health and many other publications. The report indicates that communities and community-based organizations are one of six potential partners in the public health system and that building community-based partnerships is a priority area for improving public health. CBPR is not a method but an approach to research and practice that involves the active collaboration of the potential beneficiaries and recognizes and values the contributions that communities and their leaders can make to new knowledge and to the translation of research findings into public health practice and policy. CBPR - as it is often referred - is a collaborative approach to research that recognizes the value of equitably involving the intended beneficiaries throughout all phases of research and program planning, implementation, and evaluation. CBPR is also an important approach to advance health and social equity and is essentially a way to promote and operationalize health and social equity in research settings. This course will provide an examination of the relevant literature in CBPR with a focus on the history, theoretical framework and application of CBPR within public health programs and research, with special emphasis on the role of CBPR in advancing health and social equity.

• Department: Sociomedical Sciences
• M 4 p.m.-6:50 p.m.
• Instructor: Rachel Shelton
  h-index: 28 Info
• 3 points

Global Immersion: Lessons from Rwanda on

Global Immersion: Rwanda

Parts of Africa are now some of the most exciting regions of the world for business. A growing number of African countries have achieved steady, high growth rates during the last few decades. A wide range of sectors in these “lion” economies – commodities, tourism, agribusiness, eCommerce, oil and gas, retail, etc. – are buzzing with activity and attention from foreign investors and multinationals.
But how can companies and investors enter and operate efficiently in African countries? What challenges characterize the private sector in Africa, how do they vary with context, and what strategies can firms and organizations adopt to overcome them? Where can new MBAs interested in Africa add the most value?
Rwanda is a wonderful country to explore and address these questions. In 1994, Rwanda suffered a brutal genocide in which nearly 1 million people were killed in a 3-month period. In the years since the genocide, the country has rebuilt with remarkable results. Rwanda is now one of the safest countries in Africa. Rwandans now live side by side in peace, the country’s economy continues to grow rapidly, and Rwanda has made great strides in reducing poverty and increasing entrepreneurship, education, and access to health care. Further, the country has been praised for its handling of the COVID pandemic. Armed with frameworks and analytical tools from management and economics, we will meet with executives in Rwanda to understand the leadership practices, processes, and structures that have led to Rwanda’s remarkable recovery, reconciliation, current peace, and economic growth.
About the Global Immersion Program
Global Immersion Program classes bridge classroom lessons and business practices in another country. These three credit classes meet for half a term in New York prior to a one week visit to the country of focus where students will meet with business executives and government officials while working on team projects. Upon return from the travel portion of the class, students may have one wrap up meeting at Columbia Business School. The 2023-2024 Global Immersion Program fee for most classes is $1950 and provides students with double occupancy lodging, ground transportation and some meals; unless an increased fee is otherwise specified in the course description. It does not cover round-trip international airfare. Attendance both in New York and in-country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Stud

• Department: Business
• W 10:50 a.m.-12:20 p.m.
• Instructor: Syrena Shirley
  Info
• 3 points

Designing Public Health Interventions

DESIGNING PUBLIC HEALTH I

Behavioral and environmental factors are major determinants of today's most pressing health issues. Community-level behavior change and health promotion interventions are promising strategies to address these issues on a large scale. This course will provide an overview of program planning, implementation, and evaluation – essential public health services and fundamental competencies for professionals working in the field of public health. Although the PRECEDE-PROCEED model will be used as the framework for the course structure and individual assignments, other planning models will also be presented and discussed. By the end of the course, students will develop a deep understanding of the complex processes involved in organizing public health programs, and learn the skills necessary to create a program and evaluation plan in a local community.

• Department: Sociomedical Sciences
• M 1 p.m.-3:50 p.m.
• Instructor: Christian Gloria
  Info
• 3 points

Intro to SMS Research Methods

INTRO-SOCIOMED SCI RES ME

• Department: Sociomedical Sciences
• T 1 p.m.-3:50 p.m.
• T 4 p.m.-6:50 p.m.
• Instructor: Anindita Dasgupta
  Info
• 3 points

Global Immersion: Philippines:

The Philippines is Asia’s rising tiger. It is among the world’s fastest-growing economies with average annual growth of 6 to 7% per year. After a dip in GDP growth during 2020 due to Covid, the economic growth rebounded to 7.6% during 2022. Average annual GDP per person has risen dramatically over the past two decades, from below US$ 1,000 per person in 2000 to US$ 3,500 by 2022. Philippines is on track to become one-trillion dollar economy by 2033. The central bank, Bangko Sentral ng Pilipinas, is well managed and follows a sound monetary policy. The long-term prospect for the country is contingent upon improvement in governance, reducing income inequality, tackling corruption and a better regulatory environment. After losing its way for the past few decades, Philippines seems to be on the right path. We will develop a strong foundation in understanding Philippines’ history, economy, industry and competitive position, before we visit the country. The Global Immersion Program is structured to create this depth through readings and classroom discussion. This course will travel to the Philippines March 14-21, 2026 to Manila, Philippines’ business hub and an island that is yet to be confirmed. The 2025-2026 Global Immersion Program mandatory fee for all classes is $2100 and provides students with double occupancy lodging, ground transportation and some meals. It does not cover roundtrip international airfare into Manila and out of the second location. Attendance both in New York and in-country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first class meeting may be removed from the course. Please note all international travel involves risk. We do not control the cities and companies we visit. We try our best to plan a safe trip with positive experience. However, if your tolerance for risk or uncertainties is low, GIP is not for you. No program fee refunds will be given after the add/drop period has closed. Please visit the Chazen Institute website to learn more about the Global Immersion Program, and visit the Global Immersion Policies page to review policies affecting these courses.

• Department: Business
• W 4:10 p.m.-5:40 p.m.
• Instructor: Medini Singh
  Info
• 3 points

Survey Research Methods

SURVEY RESEARCH METHODS

Survey research is increasingly important for studying structural and social determinants of health, patient-centered care, or to address other evidence needs where first-hand information from individuals themselves are needed—often required—data sources. The course introduces students to principles for designing, conducting, and evaluating survey research that are standard practices in the field. Students who complete the course will learn how to develop and implement a survey, create and evaluate measures, and write up methods and results. Throughout the course, emphasis will be placed on applying survey research methods to answer research questions within public health. Students will develop a survey-based project based on their own research interests.

• Department: Sociomedical Sciences
• W 4 p.m.-6:50 p.m.
• Instructor: Angela A Aidala
  CULPA: 2 h-index: 25 Info
• 3 points

Global Immersion South Africa:

South Africa has transformed itself into an economic and political power, with membership in the G20 and BRICS, and a dynamic business ecosystem. This forward-looking course will consider the opportunities created by South Africa’s multiple identities, the implications of its particular history, its current challenges, and its position between advanced and emerging markets. Students will develop an intimate understanding of South Africa’s commercial environment and extract insights on creating impact in a range of economic landscapes. The course will delve into South Africa’s ongoing post-apartheid transition, the role of natural resources in South Africa, developments in the country’s new-economy sectors, prospects for innovation and entrepreneurship, and the possibilities created by integration with the African continent. The class will travel to Johannesburg and Cape Town during March 14–21, 2026; the first mandatory in-country meeting will be dinner on March 14 in Jo’burg. The 2025–26 Global Immersion Program mandatory fee for all courses is $2,100 and provides students with double occupancy lodging, ground transportation, and some meals; roundtrip international airfare is not covered. Attendance in New York and in-country, as well as regular participation, are crucial parts of the learning experience; hence, full attendance is mandatory. Students who miss the first in-class meeting may be removed from the course. No program fee refunds will be given after the add/drop period has closed. Please consult the Chazen Institute website to learn more about the Global Immersion Program (GIP). Note that all international travel involves some risks and uncertainties as we do not control the sites that we visit. We draw on our expertise and experience to make every reasonable effort to create a positive and safe learning environment in New York and in-country. The primacy of our safety objective may at times require changes to or deviations from pre-announced programming. If your tolerance for risk or uncertainties is low, the GIP is not the right choice for you.

• Department: Business
• F 10 a.m.-11:30 a.m.
• Instructor: Brett House
  Info
• 3 points

Global Immersion: Foundations of VC in J

Global Immersion: FVC in

Learning Objectives: (1) To understand and experience the process of investing in early stage startups and how that differs between the US and Japan (a) Sourcing deals from the startup ecosystem (b) Conducting diligence (c) Valuing startups (d) Negotiating term sheets (financial and governance terms) (e) Managing a portfolio post investment (2) To understand the investing landscape: players and resources (3) To understand the structural differences between venture capital and angel investing. This course covers many of the same topics as Foundations of VC and therefore students will not be able to take them both for credit. The course will travel during spring break March 14-21, 2026 to Tokyo, Japan. Global Immersion Program classes bridge classroom lessons and business practices in another country. These three credit classes meet for half a term in New York prior to a one week visit to the country of focus where students will meet with business executives and government officials while working on team projects. Upon return from the travel portion of the class, students may have one wrap up meeting at Columbia Business School. The 2025-2026 Global Immersion Program fee for all classes is $2100 and provides students with double occupancy lodging, ground transportation and some meals; unless an increased fee is otherwise specified in the course description. It does not cover roundtrip international airfare. Attendance both in New York and in country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first class meeting may be removed from the course. No program fee refunds will be given after the add/drop period has closed. Please visit the Chazen Institute website to learn more about the Global Immersion Program, and visit the Global Immersion Policies page to review policies affecting these courses.

• Department: Business
• T 2:20 p.m.-3:50 p.m.
• Instructor: Angela W Lee
  Info
• 3 points

Ethnographic Methods in Health Research

ETHNOGRAPHIC MTHDS/HLTH R

Among the more durable axioms of public health is this: context matters. For ethnography, this is not only an article of faith, but its raison d’etre: ethnography was invented to take context’s measure in order to understand what we’re observing. For our purposes, ethnography refers to both a method – that recursive process of participating, observing, writing/recording and reflecting, in (usually) unfamiliar spaces – and the product of that method – the often lengthy, discursive book- or feature-length documentary that results. Ethnography is distinctive among qualitative research methods in part because of its time commitment, its insistence upon extended experience felt and witnessed, rather than elicited and recounted. It is also experience examined, cross-examined, renewed and re-examined. To navigate as an ethnographer requires negotiated access (sometimes negotiated repeatedly), shifting measures of immersion and reflection, mastery of a mixed toolkit of inquiry, and an acquired ease with uncertainty. If ethnographers commonly find themselves nagged by an aching sense of inadequacy at what they’ve learned, they are nonetheless bent on wresting from it some provisional reconstructions and analyses. Setting aside such signature anxieties, we can also say that ethnography is documentary infused with theory and argument; it is gesture caught, phrased and interpreted. If capturing culture (that staged and enacted document) is its objective, then a certain “talent for the makeshift” (Auden) is essential. Although writing (really: rewriting) remains its preferred medium, it is one rapidly being joined by visual technologies as well, although that variation will not be explored here). This, then, is an intensive seminar in the nuts and bolts of reading and doing such work – and of the reflexivity required to do it well.

This fall our substantive focus will be ethnographies of madness and its treatment, with special attention to emerging work by service users and/or people with direct experience with psychosis – primarily in North America, but touching on experience elsewhere as well.

• Department: Sociomedical Sciences
• R 8:30 a.m.-11:20 a.m.
• Instructor: Kim J Hopper
  Info
• 3 points

Dissemination and Implementation Science

DISSEMINATION/IMPLEMENTAT

While we have made tremendous scientific progress in public health and medicine, there is a large gap between research and practice. It takes 15 to 20 years for scientific knowledge and discoveries to translate into evidence-based policies and programs that impact widespread population health. An emerging science seeks to eliminate this gap and facilitate the successful dissemination, implementation and sustainability of evidence-based practices. This course will introduce students to the field of Dissemination and Implementation research and science, to prepare them as practitioners and researchers on how to apply scientific advances in 'real world' settings. Through readings, discussion, lectures, and application, students will learn how to: explain the terminology of this field and the contribution this field makes to public health; examine the evidence base of effective interventions and policies; explain the theoretical and historical foundations of the field; critique and design research studies for the purpose of dissemination and implementation; and evaluate the critical factors influencing dissemination, implementation and sustainability in public health, community, healthcare, and social service settings. Students will be required to write two brief writing assignments, lead a journal club, present a poster presentation, and write a final paper that allows them develop a dissemination, implementation and sustainability plan for an existing program or policy.

• Department: Sociomedical Sciences
• W 1 p.m.-3:50 p.m.
• Instructor: Corianna Sichel
  Info
• 3 points

Society, Health Equity and Health Commun

SOCIETY,HLTH EQUITY&HLTH

The root causes of health inequities are numerous and community-or population-specific. They relate to individual, social, and political determinants of health. Because of its multisectoral and multidisciplinary nature, health communication has emerged as an essential discipline in our quest to achieve health and racial equity both in the U.S. and globally. Among others, the ever increasing socioeconomic divide in the US and in a variety of countries, the persistence of social discrimination in our society (e.g., racism, gender bias, bias toward low-income groups or the LGBTQI+ community, xenophobia, and other forms of implicit and/or institutional bias) as a key barrier to health and well-being, the “empathy crisis”, as well as the disproportionate burden of the COVID-19 pandemic among marginalized, vulnerable and underserved groups have demonstrated that making health communication programs work requires the active participation of affected individuals, communities, and multiple professional sectors in the design of health communication interventions. This involves a diversity-minded, system-driven, and population-specific approach to the development of health communication interventions. This approach also includes a systematic effort to rebuild trust among many groups and stakeholders and address barriers that prevent people from leading healthy and productive lives as well as message design strategies that are based on storytelling and cultural humility principles. This course focuses on a review and critical analysis of health communication approaches and strategies that are inclusive of marginalized, vulnerable and underserved populations and seek to improve health and social outcomes among these groups. The course discusses the role of health communication in the health equity movement, and will prepare students to design effective health communication interventions to reach and engage a variety of groups in support of health and racial equity.

• Department: Sociomedical Sciences
• W 1 p.m.-3:50 p.m.
• Instructor: Renata Schiavo
  h-index: 10 Info
• 3 points

New Media and Health

NEW MEDIA AND HEALTH

New media, including online and digital media technologies, are introducing significant change in contemporary societies and lifestyles. Recent examples include the rapid and powerful diffusion of social media and mobile technologies. The emergence of new media and the online revolution intersect with public health in many ways, raising new questions and affording new opportunities for intervention. Public health professionals of the 21st century must attend to and leverage these trends.
This course will introduce and contextualize the role of new media in public health and prepare students to utilize new media tools when designing interventions. The student learning experience is designed to demonstrate new media technologies through a blend of online and classroom modalities, allowing students to take the perspectives of technology users, designers, implementers, and researchers. The course will introduce examples of new media in public health through demonstrations, guest speakers, and literature, and synthesize significant lessons across examples. Students will also engage in design of a new media technology-based project. While learning about the practice of designing and implementing new media tools for public health, the students will take a critical social science perspective, drawing on literature from social informatics and social science of technology. The course is intended for MPH students, particularly those completing certificates in Health Communication, Public Health Informatics, or Health Promotion Research and Practice. This
is a required course for the Health Communication certificate.

• Department: Sociomedical Sciences
• F 8:30 a.m.-11:20 a.m.
• Instructor: Carina Schmid
  Info
• 3 points

Seminar in Research and Professional Dev

SEM IN RESEARCH & PROF DE

This seminar is designed for pre-doctoral students from the Departments of Sociomedical Sciences, Epidemiology, Biostatistics, and Population and Family Health who have been accepted to the T32, on Social Determinants of HIV, a training grant sponsored by the National Institute of Mental Health of the National Institutes of Health. Students in this T32 program are required to take this 2-year seminar (1 credit per semester). The seminar will highlight structural interventions designed to reduce the impact of HIV among underrepresented populations, professional development issues; funding mechanisms such as diversity supplements, diverse research careers for doctoral students in public health, and guest speakers who are experts in HIV structural interventions and social determinants of health. Students will lead many of the seminar discussions and they are given the opportunity to present their work in progress. Graded on a pass/fail basis.

• Department: Sociomedical Sciences
• W 1 p.m.-2:20 p.m.
• Instructor: Gina M Wingood
  Info
• 1 points

LABOR RELATIONS & COLLECTIVE BARGAINING

LABOR RELATIONS & COLL BA

In the theatre, people are your greatest asset (and often the biggest expense in your budget).  A good understanding of Human Resources, labor relations and collective bargaining is critical for any successful venture, organization or production.  In this course, we will cover theory and law behind these topics and tackle practical application of the concepts in our unique employment environment.  We will do simulation work on some of the most common challenges in labor and bargaining, all which will require coordination with your classmates in and out of class.  Given the rapid pace of change in these areas, topics below are subject to change.

• Department: Theatre Arts
• Instructor: Darren Robertson
  Info
• 3 points

SOCIOLOGIES OF THE EVERYDAY

• Department: French
• W 2:10 p.m.-4 p.m.
• Instructor: Aubrey A Gabel
  CULPA: 2 Info
• 3 points

LEGAL WRITING PRACTICUM

• Department: Theatre Arts
• M 6 p.m.-7:30 p.m.
• Instructor: Carolyn J Casselman
  Info
• 1 points

South Asia Partitioned: Art & History

Does the long history of South Asia reflect only a teleologic march towards the partition of the subcontinent in 1947? What modes and practices, histories and concepts, which emerged in, say, the second millennium alone allow us a glimpse past the divisions, ruptures and conflicts which pre-dominate contemporary political and historical understanding? This graduate seminar takes the longue durée approach to the study of “Partition” by examining illustrated and illuminated epics and histories from the 14th century to the 19th century. This visual and textual production is put in conversation with modern contemporary artists who interrogated, imagined and wrestled with the Partition. Illustrated texts include: the Awadhi Chandayan (14th c.), Pancatantra via Anvar-i Suhayli (15th c.), and Mahabharata via Razmnama (16th c.). Artists include: Zarina Hashmi (1937-2020), Lala Rukh (1948–2017), Shahzia Sikander (b. 1969) and Varunika Saraf (b. 1981). The class will use collections housed at the MET and will also meet at the MET or IFA
.

• Department: History
• T 2:10 p.m.-4 p.m.
• Instructor: Manan Ahmed
  CULPA: 6 Wikipedia h-index: 6 Info
• 4 points

THEORIES OF WAR AND PEACE

In this course we undertake a comprehensive review of the literature on the causes of war and the conditions of peace, with a primary focus on interstate war. We focus primarily on theory and empirical research in political science but give some attention to work in other disciplines. We examine the leading theories, their key concepts and causal variables, the causal paths leading to war or to peace, and the conditions under which various outcomes are most likely to occur. We also give some attention to the degree of empirical support for various theories and hypotheses, and we look at some of the major empirical research programs on the origins and expansion of war. Our survey includes research utilizing qualitative methods, large-N quantitative methods, formal modeling, and experimental approaches. We also give considerable attention to methodological questions relating to epistemology and research design. Our primary focus, however, is on the logical coherence and analytic limitations of the theories and the kinds of research designs that might be useful in testing them. This course is designed primarily for graduate students who want to understand and contribute to the theoretical and empirical literature in political science on war, peace, and security. Students with different interests and students from other departments can also benefit from the seminar and are also welcome. Ideally, members of the seminar will have some familiarity with basic issues in international relations theory, philosophy of science, research design, and statistical methods.

• Department: Political Science
• F 10:10 a.m.-noon
• Instructor: Jack Levy
  Info
• 4 points

DIGITAL PRODUCING SEMINAR

• Department: Theatre Arts
• M 4 p.m.-6 p.m.
• Instructor: Rachel Sussman
  Info
• 1.5 points

INT'L POLITICS OF CLIMATE CHANGE

INT'L POLITICS CLIMATE CH

Climate change presents arguably the biggest threat to humanity in recorded history.  It has the potential to change international politics in unprecedented ways.  It also represents a global problem for which both mitigation and adaptation require international cooperation.  Yet the study of climate change in the field of international relations remains underdeveloped relative to other topics in IR, and certainly relative to the enormity of the stakes.  

This advanced graduate colloquium (seminar format) will explore existing literatures and emerging research agendas on climate change in the field of international relations.  We will draw also on literatures and research in other subfields and other disciplines as this topic is inherently interdisciplinary.

• Department: Political Science
• T 4:10 p.m.-6 p.m.
• Instructor: Virginia Page Fortna
  CULPA: 5 Wikipedia h-index: 17 Info
• 4 points

PUBLIC SECTOR POLICY & AMERICAN THEATRE

Students will gain an understanding of public sector planning and policies related to theater and the arts broadly, while also learning how research makes the case for public investment in arts planning, grantmaking, and new facilities. The course will include an overview of research tools and resources to support a final project and in preparation for students’ independent research work.

• Department: Theatre Arts
• T 1 p.m.-3 p.m.
• Instructor: Stacey C McMath
  CULPA: 4 Info
• 1.5 points

S CONTEMP CRITICAL THOUGHT

• Department: Comparative Literature and Society, Institute for
• R 6:20 p.m.-8:45 p.m.
• Instructor: Bernard E Harcourt
  Info
• 2 points

DECISION MAKING AND DIPLOMACY

This course represents a hands-on approach to decision-making and diplomacy. It is designed to allow students to take part in diplomatic and decision-making exercises in the context of international political issues and problems. Important historical decisions will be evaluated and re-enacted. In addition, more current international problems that face nations today will be analyzed and decisions will be made on prospective solutions. Finally, various modern day diplomatic initiatives will be scrutinized and renegotiated. The class will essentially function as a working committee, considering a different problem or issue each week. Preparations for decisions and diplomatic bargaining will rely both on assigned readings as well as additional outside materials collected by the students. A significant part of the preparations and class activities will involve team work.

• Department: Political Science
• W 12:10 p.m.-2 p.m.
• Instructor: Giulio M Gallarotti
  Info
• 4 points

Doctoral Research Seminar

The IEOR Department hosts a weekly academic research seminar on Fridays throughout the Fall and
Spring semesters featuring various faculty and Columbia affiliates. This course is designed specifically
for doctoral students in Industrial Engineering and Operations Research at Columbia University. The
seminar research topics cut across operations research, financial engineering, industrial engineering,
machine learning, optimization, applied probability, and business analytics.
The primary goal of the seminar series is to broaden students' exposure to cutting-edge research
methodologies, foster cross-disciplinary intellectual synthesis, sharpen critical research evaluation skills,
and facilitate academic networking within the broader scientific community.

• Department: Industrial Engineering and Operations Research
• F 11:30 a.m.-1 p.m.
• Instructor: Adam N Elmachtoub
  CULPA: 1 h-index: 13 Info
• 0 points

Seminar in Health Communication

Sem in Health Communicati

Section one: This seminar exposes students to career paths and professional development in the field of public health communication. Students will work with career service experts to gain professional skills in resume writing, interview training and online portfolio development specifically tailored to health communication careers. Students will gain insight into the scope of career options and the pathways to these careers by interacting with recent graduates and seasoned experts in health communication. Additionally, students will acquire skills in designing health communication tools (i.e. newsletters). The seminar will address career development issues specific to students' matriculation in the MPH program at the MSPH. **Required for first-year Health Communication Certificate students.

Section two: This interactive seminar will teach students essential communication skills and strengthen students’ ability to utilize innovative, media-based strategies to address public health challenges. Through hands-on workshops, students will be introduced to graphic design, social media management and content production, digital strategy and analytics, and storytelling. This course will equip students with skills needed to promote public health campaigns using visual communications and digital media. Additionally, students will gain an understanding of how they can use social media to achieve organizational objectives and measure the effectiveness of those efforts. This class will ensure that public health students graduate with a skillset in the areas of media, communications and graphics.

• Department: Sociomedical Sciences
• R 10 a.m.-11:20 a.m.
• W 10 a.m.-11:20 a.m.
• Instructor: Gina M Wingood
  Info
• 0.5 points

Thinking Race, Reading Architecture

TBD

• Department: Architecture, Planning and Preservation
• T 1 p.m.-3 p.m.
• Instructor: Mabel O Wilson
  Wikipedia h-index: 8 Info
• 3 points

Communicating Health Risks to the Public

COMMUNICATING HEALTH RISK

This course explores risk communication theories and strategies, and their application to effective communication in public health settings. The processes and effects of persuasive communication as they relate to message framing are also explored. Students learn how to use effective communication to advance individual and community-level decision-making about public health issues. Specifically, health risk communication through interpersonal, organizational, and mediated channels will be explored, with particular attention paid to message features that are believed to generate predictable effects. Students will learn how communication impacts the public’s experience of health risks, and will practice designing and delivering culturally competent messages about potential health hazards. This course is highly experiential and provides students opportunities to practice delivering a variety of public health messages and receive peer and expert feedback in the protected environment of the classroom.

• Department: Sociomedical Sciences
• F 1 p.m.-3:50 p.m.
• Instructor: Carina Schmid
  Info
• 1.5 points

The Global Menstrual Movement: Understan

Glob Menstrual Mov: Pol &

In recent years, a global movement has begun around menstruation, ranging from research and policies addressing the barriers that school girls may be facing in low-resource contexts, to initiatives fighting the on-going stigma experienced by girls, women and people with periods in high- and low resource contexts, to the advocacy focused on period poverty. How did this global movement begin? What is the existing evidence base for addressing menstruation as a public health issue? And what gaps remain? The purpose of this course is to provide students with a foundation on the topic of menstruation, including the existing research, program and policy approaches underway globally, to equip students with an understanding of the research methodologies most appropriate for understanding the experiences of those who menstruate, and the ways in which advocacy has served to shift attention to this fundamental issue. Students in this course will learn to analyze the current status of the global menstruation movement through debates, news media critiques, and a proposal addressing ‘new frontiers’ in menstruation. The course fits into the MPH curriculum in the Department of Sociomedical Sciences by increasing students’ knowledge and skills of key perspectives and approaches to research and intervention around menstruation that include social science theories.

• Department: Sociomedical Sciences
• T 8:30 a.m.-11:20 a.m.
• Instructor: Marni J Sommer
  CULPA: 4 Info
• 1.5 points

Sociomedical Sciences Applied Qualitativ

SMS Applied Qual Rsrch Me

This class will provide an overview of qualitative research methods to help you develop an applied and advanced understanding of the possibilities that qualitative research offers. In this course you will practice designing a qualitative research study, and collecting, coding and analyzing data. Further, you will read methods literature and qualitative studies as well as critique qualitative work. 
 
Course lectures will begin with foundations in the principles and practice of social science research in public health using qualitative research methodologies. The course will then proceed with a focus on the main types of qualitative data collection: ethnographic methods, interviewing focus groups, and mixed methods. It will introduce you to the idea of emergent themes, including a grounded theory approach. It will explore the importance of triangulation and other strategies for improving validity and reliability in qualitative research.  Several classes will be dedicated using Atlas.ti programming. You will collect and analyze qualitative data in this course and participate in live classroom-based exercises (e.g. interviewing, focus group, coding) in smaller groups that allow time for discussion and re-doing.
 
The course will further emphasize the art of coding, thematic analysis, and written presentation of the results of qualitative analysis. This is an applied course, emphasizing hand-on work gathering and analyzing qualitative data and skill building appropriate for research positions, further graduate study, or applied public health settings where learning from observation or speaking with people is important. This course builds on the Qualitative Foundations of the Core and Intro to Sociomedical Science Research Methods (P8774).

• Department: Sociomedical Sciences
• W 8:30 a.m.-11:20 a.m.
• Instructor: Ohemaa B Poku
  Info
• 3 points

RESISTANCE & THE BLK ATLANTIC

This course investigates in-depth the significance of resistance among African-descended communities in the Anglophone, Francophone, Hispanophone and Lusophone Atlantic Worlds from approximately 1700-2000. We will examine the genesis, forms, and limits of resistance within the context of key historical transformations such as slavery and abolition, labor and migration, and transatlantic political organizing. The class will explore the racial epistemologies, racialized labor regimes, and gendered discourses that sparked a continuum of cultural and political opposition to oppression among Black Atlantic communities. The course will also reflect on how resistance plays a central role in the formation of individual and collective identities among black historical actors.Resistance will be explored as a critical category of historical analysis, and a central factor in the making of the “Black Atlantic.”

• Department: History
• T 2:10 p.m.-4 p.m.
• Instructor: Natasha J Lightfoot
  CULPA: 5 Info
• 4 points

RESEARCH SEMINAR FOR PHD STUDENTS

This course will provide a structured environment in which graduate students will write a research paper. It will be offered in the spring and will not be field-specific. It will be recommended for first-year students in particular, who will be expected to enter from GR8910 (the required first-year course) and with a topic and/or prospectus for the paper they plan to complete in the course. The aim of the course is to ensure that all PhD students complete one of their two research papers within the first year. This seminar is recommended for, and restricted to, PhD students in the History Department. The aim of the seminar is to guide and assist students in the completion of a 10,000-12,000 word research paper appropriate for publication in a scholarly journal. The seminar is not field-specific, and students may work on any subject of their choosing. The paper must however be based on primary source research and represents a substantial departure from earlier work. The assignments for the course are designed to help students complete a polished piece of work by the end of term.

• Department: History
• T 4:10 p.m.-6 p.m.
• Instructor: Amy E Chazkel
  CULPA: 1 Info
• 4 points

The Politics of Gender

In recent years, opposition to “gender ideology” has become a rallying cry for the Right.  Politicians throughout the world have invoked the dangers of “gender” to restrict access to abortion, revoke LGBTQ rights, police education, and defend national sovereignty.  And yet at the same time, the term “gender” has become standard in everyday speech—a box to check on a passport application or on a form at the doctor’s office.  When did the word “gender” become a political controversy?  When did the idea of a “gender ideology” first emerge?  The goal of this seminar is to explore different scholarly and political articulations of gender in order to understand why this concept appears so threatening today.  We will read some of the “classic” accounts of gender (Lévi-Strauss, Rubin, Wittig, Butler, Foucault, Scott…) before turning to recent critical works across various disciplines (history, anthropology, literature, political theory, history of science, and psychoanalysis).  Preference will be given to graduate students but advanced undergraduates working on these questions can also apply.

• Department: History
• T 4:10 p.m.-6 p.m.
• Instructor: Camille A Robcis
  CULPA: 2 Wikipedia Info
• 4 points

Capitalism and Democracy

It is a common-place that the twentieth century ended with the establishment of capitalism and democracy as the “one best way”. In triumphalist accounts of the end of the Cold War the two are commonly presented as sharing a natural affinity. As never before the democratic formula was recommended for truly global application. To suggest the possibility of a contradiction between capitalism and democracy has come to seem like a gesture of outrageous conservative cynicism, or leftist subversion. And yet the convergence of capitalism and democracy is both recent and anything other than self-evident. It has been placed in question once again since 2008 in the epic crisis of Atlantic financial capitalism. This course examines the historical tensions between these two terms in the Atlantic world across the long 20th century from the 1890s to the present day.

• Department: History
• M 2:10 p.m.-4 p.m.
• Instructor: Adam Tooze
  CULPA: 3 Wikipedia Info
• 4 points

Supervised Independent Research

Supervised Reserach for Classical Studies Graduate Students.

• Department: Classical Studies
• Instructor: Seth R Schwartz
  CULPA: 1 Wikipedia Info
• Instructor: Katja Vogt
  CULPA: 36 Info
• 4 points

CHEMICL ENGINEERING COLLOQUIUM

All graduate students are required to attend the department colloquium as long as they are in residence. No degree credit is granted.

• Department: Chemical Engineering
• T 3 p.m.-4 p.m.
• Instructor: Neil D Dolinski
  Info
• 0 points

Capstone Workshop

Prerequisite: Course Application.
A Capstone Workshop is a live consulting project with an external client outside of SIPA. Each workshop partners a team of about 6 graduate students with a faculty advisor. The goal is to provide clients with innovative analysis and practical recommendations while SIPA students gain experience by working on a real-world problem. A core requirement for the Master of International Affairs (MIA), Master of Public Administration (MPA), the workshops give students an opportunity to put learning into practice. Serving as their culminating educational experience at SIPA, students work in teams of 6-8 students under the guidance of an expert faculty advisor to work on a real-world consultancy project with an external client. For more information, visit:
https://www.sipa.columbia.edu/sipa-education/capstone-workshops.

• Department: SIPA Capstone Workshop Program
• M 3:10 p.m.-5 p.m.
• R 10 a.m.-11:50 a.m.
• M 3:10 p.m.-5 p.m.
• R 3:10 p.m.-5 p.m.
• M 5:10 p.m.-7 p.m.
• F 10 a.m.-11:50 a.m.
• M 7:10 p.m.-9 p.m.
• R 8 a.m.-9:50 a.m.
• R 1:10 p.m.-3 p.m.
• R 3:10 p.m.-5 p.m.
• M 10 a.m.-11:50 a.m.
• T 10 a.m.-11:50 a.m.
• Instructor: Thomas Quaranta
  Info
• Instructor: Suzanne Hollmann
  Info
• Instructor: Jonathan Elkind
  Info
• 3 points

Capstone Workshop

Prerequisite: Course Application.
A Capstone Workshop is a live consulting project with an external client outside of SIPA. Each workshop partners a team of about 6 graduate students with a faculty advisor. The goal is to provide clients with innovative analysis and practical recommendations while SIPA students gain experience by working on a real-world problem. A core requirement for the Master of International Affairs (MIA), Master of Public Administration (MPA), the workshops give students an opportunity to put learning into practice. Serving as their culminating educational experience at SIPA, students work in teams of 6-8 students under the guidance of an expert faculty advisor to work on a real-world consultancy project with an external client. For more information, visit:
https://www.sipa.columbia.edu/sipa-education/capstone-workshops.

• Department: SIPA Capstone Workshop Program
• R 1:10 p.m.-3 p.m.
• M 5:10 p.m.-7 p.m.
• F 5:10 p.m.-7 p.m.
• T 1:10 p.m.-3 p.m.
• T 3:10 p.m.-5 p.m.
• R 3:10 p.m.-5 p.m.
• M 3:10 p.m.-5 p.m.
• W 3:10 p.m.-5 p.m.
• W 10 a.m.-11:50 a.m.
• T 3:10 p.m.-5 p.m.
• T 8 a.m.-9:50 a.m.
• T 10 a.m.-11:50 a.m.
• 3 points