PSYCH OF STEREOTYPING/PREJUDIC

Prerequisites: (PSYC BC1001) Permission of the instructor. Review of current literature from experimental social psychology pertaining to stereotyping and prejudice. Topics include: functions and costs of stereotyping, the formation and maintenance of stereotypes, and stereotype change. Recent research concerning the role of cognitive processes in intergroup perception will be emphasized.

• Department: Psychology @Barnard
• Instructor: Isabelle Portelinha
  Info
• 4 points

ADOLESCENT PSYCHOLOGY

Prerequisites: BC1001 and BC1129 Developmental Psychology or permission of the instructor. Enrollment limited to 20 senior majors. Barnard students receive priority. Examines adolescent development in theory and reality. Focuses on individual physiological, sexual, cognitive, and affective development and adolescent experiences in their social context of family, peers, school, and community. Critical perspectives of gender, race and ethnicity, sexuality, and teen culture explored.

• Department: Psychology @Barnard
• Instructor: Erica Musser
  Info
• 4 points

The Global First World War

The First World War has often been thought of as a European War, but it was fought on four continents and reverberated around the world.  This course examines the global nature and impact of the war, paying particular attention to the way it destabilized or affected imperial, national, and ethnic/racial solidarities and hierarchies, and ushered in new transnational norms, hazards, movements and practices.  Students will read selected recent historical work on the war, and will delve into and contextualize a wide array of primary materials:  diplomatic treaties or declarations; collective petitions or claims; combatants’ diaries; observer accounts; official and humanitarian investigations; and novels, poetry, photography, and paintings.  This seminar will function as a collaboration among its members, with the aim of producing not only individual work but a handbook of primary materials for a lecture-course version of the course which will be offered as a Global Core in 2023-4.

• Department: History
• Instructor: Susan Pedersen
  CULPA: 15 Wikipedia Info
• 4 points

DIFFERENTIAL GEOMETRY

• Department: Mathematics
• Instructor: Elena Giorgi
  h-index: 5 Info
• 3 points

TOPICS IN NEUROETHICS

Prerequisites: BC1001 and one of the following: Neurobiology, Behavioral Neuroscience, Fundamentals of Neuropsychology, or permission of the instructor. Enrollment limited to 20 students. Recent advancements in neuroscience raise profound ethical questions. Neuroethics integrates neuroscience, philosophy, and ethics in an attempt to address these issues. Reviews current debated topics relevant to the brain, cognition, and behavior. Bioethical and philosophical principles will be applied allowing students to develop skill in ethical analysis.

• Department: Neuroscience & Behavior @Barnard
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• 4 points

MODELS OF NEUROPSYCHIATRIC DISORDERS

MODELS NEUROPSYCHIATRIC D

This course is a seminar designed to enhance students understanding of the methods used in primary research to inform how we study and understand the neural basis of both normative and pathological behavior in humans through the use of model systems. Through this course students will read and discuss primary research papers, debate the merits, limitations, and applicability of various approaches for advancing our understanding of the human condition, gain skills in presentation of scientific data, and a richer understanding of the scientific process. Topics covered will include the study of depression, anxiety, aging, memory, evolution, developmental disorders, and genetics (among others).

• Department: Neuroscience & Behavior @Barnard
• Instructor: Kevin G Bath
  Info
• 4 points

Hallucinations, illusions, dreaming and

HALLUCINATNS,ILLUSNS, DRE

Perception is often taken as the most striking proof of something factual: when we perceive something, we interpret it as real. In this seminar we will challenge this assumption by taking into consideration states of altered perception, wherein the brain creates perceptual experiences that do not correspond to sensory input. Specifically, we will review a number of experiments showing changes in brain activity accompanying illusions, hallucinations, and dreaming across sensory modalities (i.e., vision, hearing, touch), and in both clinical and non-clinical populations. We will examine the similarities and differences between these states of altered perception both at the level of phenomenology and underlying biological mechanisms, specifically focusing on neural oscillations. Using the latest research findings in clinical, cognitive, and computational neuroscience, this seminar offers a great opportunity to learn more about how the brain creates perceptual experiences and why sometimes we perceive something that isn’t real.

• Department: Neuroscience & Behavior @Barnard
• Instructor: Luca Iemi
  Info
• 4 points

CANINE COGNITION

Prerequisites: PSYC BC1001 and one other Psychology course. Enrollment limited to 15 students. Permission of the instructor is required. An examination of the scientific study of the domestic dog. Emphasis will be on the evolutionary history of the species; the dogs social cognitive skills; canid perceptual and sensory capacities; dog-primate comparative studies; and dog-human interaction.

• Department: Psychology @Barnard
• Instructor: Alexandra C Horowitz
  CULPA: 23 Wikipedia Info
• 4 points

GIS FOR SUSTAINABLE DEVELOPMNT

This course is designed to provide students with a comprehensive overview of theoretical concepts underlying GIS systems and to give students a strong set of practical skills to use GIS for sustainable development research. Geographic Information Systems (GIS) are a system of computer software, data and analysis methods used to create, store, manage, digital information that allow us to create maps and dynamic models to analyze the physical and social processes of the world. Through a mixture of lectures, readings, focused discussions, and hands-on exercises, students will acquire an understanding of the variety and structure of spatial data and databases, gain knowledge of the principles behind raster and vector based spatial analysis, and learn basic cartographic principles for producing maps that effectively communicate a message. Student will also learn to use newly emerging web based mapping tools such as Google Earth, Google Maps and similar tools to develop on-line interactive maps and graphics. The use of other geospatial technologies such as the Global Positioning System will also be explored in this class. Case studies examined in class will draw examples from a wide ranges of GIS applications developed to assist in the development, implementation and evaluation of sustainable development projects and programs. On completion of the course, students will: 1. use a variety of GIS software programs to create maps and reports; 2. develop a sound knowledge of methods to search, obtain, and evaluate a wide variety of spatial data resources; 3. develop skills needed to determine best practices for managing spatial data resources; 4. use GIS to analyze the economic, social and environmental processes underlying the concept of building a sustainable world; 5. Gain an understanding of the limits of these technologies and make assessments of uncertainty associated with spatial data and spatial analysis models. Offered in the fall and spring.

• Department: Earth Institute
• Instructor: Kytt J Macmanus
  Info
• 3 points

RESEARCH SEMINAR IN HISTORY I

Prerequisites: Open to Barnard College History Senior Majors. Individual guided research and writing in history and the presentation of results in seminar and in the form of the senior essay. See Requirements for the Major for details.

• Department: History @Barnard
• Instructor: Andrew C Lipman
  CULPA: 5 Info
• 4 points

PSYCHOBIOLOGY OF STRESS

• Department: Neuroscience & Behavior @Barnard
• Instructor: Russell D Romeo
  CULPA: 9 Info
• 4 points

NEURODEVELOPMENTAL DISABILITIES

INTERVENTIONS DEVELOP DISABIL

The purpose of this course is to introduce students to the history of disability as a construct, as well as major models of disability. Both medical and social models (as well as others) will be examined across each of the major neurodevelopmental disabilities explored, including: ADHD, autism, intellectual disability, specific learning disability, and communication/language/speech and motor disabilities. We will examine the ways in which disability is rooted in disparities associated with power and resources, political rights, and social status. We will also utilize an intersectional lens in approaching disability to examine intersections with class, ethnicity, gender, race, sexuality, and more. For each disability, we will examine cultural, historical, and socio-political context; diagnostic criteria; epidemiology; etiology; assessment; and interventions/common accommodations. For each disability, we will also engage with several first-person, lived experience accounts and attempt to identify links to the different models and theories of disability, as well as theories of intersectionality.

• Department: Psychology @Barnard
• Instructor: Erica Musser
  Info
• 4 points

ELECTRICAL ENGINEERING PRACTICE

Design project planning, written and oral technical communication, the origin and role of standards, engineering ethics, and practical aspects of engineering as a profession, such as career development and societal and environmental impact. Generally taken fall of senior year just before ELEN E3390.

• Department: Electrical Engineering
• Instructor: David G Vallancourt
  CULPA: 28 Info
• 1 points

ELECTRICAL ENGINEERING PRACTICE

Design project planning, written and oral technical communication, the origin and role of standards, engineering ethics, and practical aspects of engineering as a profession, such as career development and societal and environmental impact. Generally taken fall of senior year just before ELEN E3390.

• Department: Electrical Engineering
• Instructor: David G Vallancourt
  CULPA: 28 Info
• 1 points

COMPUTATIONAL EARTH SCIENCE

Prerequisites: Required: at least a semester of calculus and physics; any 1000-level or 2000-level EESC course. Computer models are essential for understanding the behavior of complex natural systems in geosciences. This course is an introduction to writing computer models to simulate Earth processes. Students will learn methods for numerical modeling of a variety of geoscience topics, such as nonlinear systems of air chemistry, ocean currents, atmospheric dispersion, and more. Simulations will be created by learning to program with a user-friendly language (Python). Student learning will be facilitated through a combination of lectures, in-class exercises, homework assignments and a final project on a student-selected topic.

• Department: Earth and Environmental Sciences
• Instructor: William H Menke
  CULPA: 14 Info
• 3 points

SUPERVISED STUDY IN GERMANY (BCGS): GERM

German Pol., Soc. & Cult.

• Department: Global Programs
• Instructor: Carmen Mueller
  Info
• 3 points

SUPERVISED STUDY IN GERMANY (BCGS): GERM

Berlin Housing Concepts

• Department: Global Programs
• 2-3 points

SUPERVISED STUDY IN GERMANY (BCGS): GERM

Berlin and its Theaters

• Department: Global Programs
• Instructor: Carmen Mueller
  Info
• 3 points

SUPERVISED STUDY IN GERMANY (BCGS): GERM

Berlin Life Styles

• Department: Global Programs
• Instructor: Carmen Mueller
  Info
• 3 points

SUPERVISED STUDY IN GERMANY (BCGS): GERM

Protest Movements

• Department: Global Programs
• Instructor: Carmen Mueller
  Info
• 3 points

TOPICS IN MUSIC & SOCIETY

This course seeks to approach the study of music and society by comparatively studying repertories from different parts of the world, how the history of ideas and methods of studying such repertoires shaped them, the practices that constitute them and the ways they are understood and used by different peoples. Central to this course is the interrelationship between the constitution of a repertoire and the history of the construction of knowledge about it.

• Department: Music
• Instructor: Aaron A Fox
  CULPA: 7 Info
• 3 points

SOUND DESIGN

Prerequisites: Permission of instructor given at first class meeting. Studies the art and practice of designing sound and scoring music for dramatic performance. Students study the relationship between concert and incidental music, and read plays toward the production of a score for live theatre. Students also read broadly in the fields of sound, music, acoustics, and the cultural analysis of sound as a component of performance. Background in music or composition not essential. .

• Department: Theatre @Barnard
• Instructor: Daniel Baker
  Info
• 3 points

YOUTH-INTERCONNECTED WRLD

What does it mean to be 20 years old in our rapidly changing, interconnected world? There are more youth (aged 15-25) in the world today than at any other time in history, with the majority living in the developing world. They approach adulthood as the world confronts seismic shifts in the geopolitical order, in the nature and future of work, and in the ways we connect with each other, express identity, engage politically, and create communities of meaning. What unique challenges and opportunities confront young people after decades of neoliberal globalization? What issues are most pressing in developing nations experiencing a “youth bulge” and how do they compare to developed nations with rapidly aging populations? How do young people envision their futures and the future of the world they are inheriting? This course will examine recent scholarship while engaging the young people in the class to define the agenda and questions of the course, and to conduct their own research. This course is part of the Global Core curriculum. “Global 20” complements a new research project of the Committee on Global Thought, “Youth in a Changing World,” which investigates from the perspective of diverse participants and of young people themselves, the most pressing issues confronting young people in the changing world today. The course will serve as an undergraduate “lab” for the project, and among other involvements, students in the course will help conceive, plan, and take part in a NYC-wide “Youth Think-In” sponsored by the CGT during the Spring 2018 semester. Within the course, students will become “regional experts” and examine the primary themes of the class through the prism of specific areas or nations of their choosing. A final class project includes a “design session” that will consider how universities might better train and empower youth to confront the challenges and embrace the opportunities of our interconnected world of the 21stcentury.

• Department: Committee on Global Thought
• Instructor: Laura L Neitzel
  CULPA: 1 Info
• 4 points

The Global Threat of Antimicrobial Resis

Antimicrobial Resistance

Antimicrobial resistant bacterial infections were estimated to account for 1.27 million deaths worldwide in 2019. The goal of the seminar is to provide an in-depth analysis of this ongoing threat. Discussions will include the molecular mechanisms, epidemiology of transmission and the consequences of antimicrobial resistant infections. It will also cover current efforts to reduce the spread and emergence of these difficult to treat pathogens, both in the community and the healthcare setting.

• Department: Biological Sciences
• 3 points

SCENE DESIGN

Prerequisites: Enrollment limited to 12 students. Permission of instructor given at first class meeting. Introduction to designing for the theatre. The course will focus on set design, developing skills in script analysis, sketching, model making, storyboarding and design presentation. Some investigation into theatre architecture, scenic techniques and materials, and costume and lighting design.

• Department: Theatre @Barnard
• Instructor: Sandra Goldmark
  CULPA: 4 Info
• 3 points

Read, Think, Write in French

UN3405 enables students to hone and perfect their reading and writing skills while improving their ability to express and organize thoughts in French. In this engaging advanced language class, students are exposed to major texts in fields as diverse as journalism, sociology, anthropology, politics, literature, philosophy and history. Stimulating class discussions, targeted reviews of key grammatical points in context, and an array of diverse writing exercises all contribute to strengthen students’ mastery of the French language. This course also works as a bridge class between Intermediate French II and courses that focus on French and Francophone cultures, history and literature (such as 3409 and 3410). Students who take this class will be fully prepared to take advanced content classes or spend a semester in a Francophone country. This class is required for the French major and minor.

• Department: French
• Instructor: Laurence Marie
  CULPA: 3 Info
• Instructor: Sophie Queuniet
  CULPA: 7 Info
• 3 points

SUPERVISED STUDIES IN GERMANY (BCGS)

German Discourse&Cult. II

• Department: Global Programs
• Instructor: Carmen Mueller
  Info
• 6 points

SUPERVISED STUDIES IN GERMANY (BCGS)

German B2.1 Course 3

• Department: Global Programs
• Instructor: Carmen Mueller
  Info
• 0 points

PROBLEMS IN DESIGN

Prerequisites: Some design experience is helpful, though not required. Enrollment limited to 12 students. Studio-based course explores the main elements of theatrical design: sets, costumes, lighting, and sound through objects, materials, theatrical and non-theatrical environments. Students examine these design elements as both individual and interrelated components within a performance. Fulfills one course in Design requirement for Theatre/Drama and Theatre Arts majors. Fulfills one of three courses in performance fields for Theatre/Drama and Theatre Arts majors: design.

• Department: Theatre @Barnard
• Instructor: Kara M Feely
  Info
• 3 points

COMPUTER GRAPHICS & DESIGN

Introduction to drafting, engineering graphics, computer graphics, solid modeling, and mechanical engineering design. Interactive computer graphics and numerical methods applied to the solution of mechanical engineering design problems.

• Department: Mechanical Engineering
• Instructor: Sinisa Vukelic
  CULPA: 2 h-index: 11 Info
• 3 points

COMPUTER GRAPHICS & DESIGN

Introduction to drafting, engineering graphics, computer graphics, solid modeling, and mechanical engineering design. Interactive computer graphics and numerical methods applied to the solution of mechanical engineering design problems.

• Department: Mechanical Engineering
• Instructor: Sinisa Vukelic
  CULPA: 2 h-index: 11 Info
• 3 points

SEMINAR IN CLINICAL PSYCHOLOGY

PersonalityDisorders

This course offers an in-depth examination of depressive disorders, including major depressive disorder, persistant depressive disorder, post-partum depression, premenstrual dysmorphic disorder, and pediatric depression.   Topics include historical perspectives, current understanding of diagnoses and symptoms, neural changes associated with the disorders, and research on effective treatments.  Emphasis will be placed on the impact of depressive disorders on families and communities, as well as gender and cultural differences in diagnosis, treatment and outcomes.

• Department: Psychology @Barnard
• Instructor: Kathleen M Taylor
  CULPA: 78 Info
• 4 points

INTRO TO FRENCH & FRANCOPHONE HISTORY

INTRO FREN FRANCOPHONE HI

Who were the Gauls and when was Paris the "capital of modernity"? What caused the French and Haitian Revolutions? Why do the French care so much about religion, nation, empire or, for that matter, food and fashion? This class surveys the history of France and the Francophone world from the Middle Ages to the present. It provides an introduction to major events and ideas that have shaped the lives of millions of people in France and across the world, in its former colonies. From feudalism and absolutism to imperialism, capitalism, and republicanism, we explore how questions of identity and difference play out in politics, culture and society. The class is based in lecture and discussion and relies on close readings of primary sources. 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
• Instructor: Thomas Dodman
  CULPA: 2 Info
• 3 points

INTRO TO FRENCH & FRANCOPHONE HISTORY

INTRO FREN FRANCOPHONE HI

Who were the Gauls and when was Paris the "capital of modernity"? What caused the French and Haitian Revolutions? Why do the French care so much about religion, nation, empire or, for that matter, food and fashion? This class surveys the history of France and the Francophone world from the Middle Ages to the present. It provides an introduction to major events and ideas that have shaped the lives of millions of people in France and across the world, in its former colonies. From feudalism and absolutism to imperialism, capitalism, and republicanism, we explore how questions of identity and difference play out in politics, culture and society. The class is based in lecture and discussion and relies on close readings of primary sources. 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: Auditing
• Instructor: Thomas Dodman
  CULPA: 2 Info
• 0 points

MACHINE DESIGN

Computer-aided analysis of general loading states and deformation of machine components using singularity functions and energy methods. Theoretical introduction to static failure theories, fracture mechanics, and fatigue failure theories. Introduction to conceptual design and design optimization problems. Design of machine components such as springs, shafts, fasteners, lead screws, rivets, welds. Modeling, analysis, and testing of machine assemblies for prescribed design problems. Problems will be drawn from statics, kinematics, dynamics, solid modeling, stress analysis, and design optimization.

• Department: Mechanical Engineering
• Instructor: Yevgeniy Yesilevskiy
  h-index: 7 Info
• 3 points

COMPUTERS AND SOCIETY

Broader impact of computers. Social networks and privacy. Employment, intellectual property, and the media. Science and engineering ethics. Suitable for nonmajors.

• Department: Computer Science
• Instructor: Ronald Baecker
  Wikipedia Info
• 3 points

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
• 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
• Instructor: Ayten Gundogdu
  CULPA: 20 h-index: 8 Info
• 4 points

SYMBOLIC LOGIC

Corequisites: PHILV3413 Required Discussion Section (0 points). Advanced introduction to classical sentential and predicate logic. No previous acquaintance with logic is required; nonetheless a willingness to master technicalities and to work at a certain level of abstraction is desirable.

• Department: Philosophy
• Instructor: Tamar A Lando
  CULPA: 8 Info
• 4 points

INTRODUCTION TO ECONOMETRICS

Prerequisites: (ECON UN3211 or ECON UN3213) and (MATH UN1201 or MATH UN1207) and STAT UN1201 Modern econometric methods; the general linear statistical model and its extensions; simultaneous equations and the identification problem; time series problems; forecasting methods; extensive practice with the analysis of different types of data.

• Department: Economics
• Instructor: Seyhan Erden
  CULPA: 7 Info
• Instructor: Simon Lee
  h-index: 28 Info
• Instructor: Thomas Piskula
  Info
• 4 points

PRINTMAKING:DRAWING INTO PRINT

Prerequisites: VIAR UN2420 or VIAR UN2430 note that VIAR UN2430 was formerly R3420. The objective of the course is to provide students with an interdisciplinary link between drawing, photography and printmaking through an integrated studio project. Students will use drawing, printmaking and collage to create a body of work to be presented in a folio format. In the course, students develop and refine their drawing sensibility, and are encouraged to experiment with various forms of non-traditional printmaking. If the class is full, please visit http://arts.columbia.edu/undergraduate-visual-arts-program.

• Department: Visual Arts
• Instructor: Tomas Vu Daniel
  CULPA: 4 Info
• 3 points

NINETEENTH-CENTURY CRITICISM

This course examines a diverse selection of social and aesthetic responses to the impacts of modernization and industrialization in nineteenth-century Europe. Using works of art criticism, fiction, poetry, and social critique, the seminar will trace the emergence of new understandings of collective and individual experience and their relation to cultural and historical transformations. Readings are drawn from Friedrich Schiller's Letters On Aesthetic Education, Mary Shelley's The Last Man, Thomas Carlyle's "Signs of the Time," poetry and prose by Charles Baudelaire, John Ruskin's writings on art and political economy, Flora Tristan's travel journals, J.-K. Huysmans's Against Nature, essays of Walter Pater, Nietzsche's Birth of Tragedy and other texts.

• Department: Art History and Archaeology
• Instructor: Jonathan K Crary
  CULPA: 11 Wikipedia Info
• 4 points

INTRO TO ECONOMETRICS-DIS

INTRO TO ECONOMETRICS-DISC

Required discussion section for ECON UN3412: Intro to Econometrics

• Department: Economics
• 0 points

SYMBOLIC LOGIC - REC

Required discussion section for UN3411 Symbolic Logic

• Department: Philosophy
• Instructor: Milo Beckman
  Info
• Instructor: Weiming Sheng
  Info
• Instructor: James O Beardmore
  Info
• 0 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
• Instructor: Kristin Myers
  CULPA: 3 h-index: 25 Info
• 3 points

The Carceral United States

Examination of the development of U.S. carceral systems and logics from the late 18th century through the present.  Through course readings and class discussion, students will explore the changes and continuities in technologies of punishment and captivity over time, interrogating how the purpose and political economy of captivity and policing shifted over time, and analyzing the relationship between carceral institutions and constructions of race, gender, and sexuality.

• Department: History
• Instructor: Sarah Haley
  Info
• 4 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
• Instructor: Lucy Simko
  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
• Instructor: Yevgeniy Yesilevskiy
  h-index: 7 Info
• 3 points

PRINTMAKING II: INTAGLIO

Prerequisites: VIAR UN2420 (Formerly R3402) Continues instruction and demonstration of further techniques in intaglio. Encourages students to think visually more in the character of the medium, and personal development is stressed. Individual and group critiques. Portfolio required at end. If the class is full, please visit http://arts.columbia.edu/undergraduate-visual-arts-program.

• Department: Visual Arts
• Instructor: Jennifer Nuss
  Info
• 3 points

USABLE SECURITY AND PRIVACY

This course explores human factors in computer security and privacy, primarily through in-class activities and discussions, research readings, and a course research project. In this course, we discuss fundamental concepts in the field of Usable Security and Privacy, including why we, as computer scientists, must understand users' security and privacy perceptions, experiences, and contexts in order to design and deploy security and privacy mechanisms. We explore both classical and current-day research, covering topics like usable authentication, developers as a user group, security and privacy advice for the "general population," user perceptions of and reactions to (in)security on the web, and security and privacy for vulnerable users. Throughout our study of research topics, we also cover human-centered research methodology (and the ethical application of these methods), focusing on interviews as a methodology for the final project. Homework assignments include reading, short writing assignments, and data analysis. Students propose and complete a course project, which will be a mini research project on a usable security and privacy topic of their choice.

• Department: Computer Science @Barnard
• Instructor: Lucy Simko
  Info
• 3 points

The Making of Global Contemporary Art:

This lecture class introduces the notion of global contemporary art through the history of exhibitions, chiefly biennials and other large-scale endeavors, and principal agents behind them. On the one hand, the course considers exhibitions as a crucial tool of cultural diplomacy, which seek to position and/or reposition cities, regions, and even entire nations or “peoples” on the international scene. Thus, we will explore how the artistic interests vested in exhibition-making intersect with other—political, economic, ideological, and cultural—interests. We will consider those intersections paying special attention to the shifts in political relations and tensions during and after the Cold War, including the moment of decolonization in Africa; the moment commonly understood as “globalization” and associated with the expansion of the neoliberal capitalism after 1989; and, finally, the current moment of the planetary crisis. This expansive view of the “global contemporary art” will allow us to distinguish different impetuses behind internationalism and globalism that not only seek to establish hegemony, artistic or otherwise, but also look for the means to forge transnational dialogues and solidarities. On the other hand, this class seeks to illuminate how certain artistic idioms and approaches developed after World War II achieved primacy that influences artistic production to this day. To this end, we will examine the rise of a “visionary curator” as a theorist and tastemaker. We will also explore how more recent exhibitions have sought to expand the geography of the “canonized” post-WWII art movements and valorize artistic production conceived outside of the so-called “West.”

In addition to weekly brief writing assignments (150–300 words each), both in and outside of class, the students in the course will reconceive the installation of one of MoMA’s permanent collection galleries (1940s-70s or 1970s-present) and produce a podcast that provides the rationale for the reinstallation in form of dialogue.

• Department: Art History @Barnard
• Instructor: Dorota Biczel
  Info
• 4 points

US PRESIDENCY WASHINGTON TO TRUMP

This lecture examines how the American presidency evolved into the most important job on earth. It examines how major events in US and world history shaped the presidency. How changes in technology and media augmented the power of the president and how the individuals who served in the office left their marks on the presidency. Each class will make connections between past presidents and the current events involving today's Commander-in-Chief. Some topics to be discussed: Presidency in the Age of Jackson; Teddy Roosevelt and Presidential Image Making; Presidency in the Roaring ‘20s; FDR and the New Deal; Kennedy and the Television Age; The Great Society and the Rise of the New Right; 1968: Apocalyptic Election; The Strange Career of Richard Nixon; Reagan's Post Modern Presidency; From Monica to The War on Terror.

• Department: School of Professional Studies (DVSP)
• Instructor: David Eisenbach
  CULPA: 24 Wikipedia Info
• 3 points

RUSSIAN FOR HERITAGE SPEAKERS

Prerequisites: RUSS V3430 or the instructor's permission. This course is designed to help students who speak Russian at home, but have no or limited reading and writing skills to develop literary skills in Russian. THIS COURSE, TAKEN WITH RUSS V3431, MEET A TWO YEAR FOREIGN LANGUAGE REQUIREMENT. Conducted in Russian.

• Department: Slavic Languages
• Instructor: Marina Grineva
  Info
• 3 points

PRINTMAKING II: RELIEF

Prerequisites: VIAR UN2430 (Formerly R3412) Printmaking II: Relief continues instruction and demonstration of further techniques in woodcut. Encourages students to think visually more in the character of the medium, and personal development is stressed. Individual and group critiques. Portfolio required at end. If the class is full, please visit http://arts.columbia.edu/undergraduate-visual-arts-program.

• Department: Visual Arts
• Instructor: Nathan N Catlin
  Info
• 3 points

COLL: LAW AND VIOLENCE

Prerequisites: Admission by application through the Barnard Political Science Department only. Enrollment limited to 16 students. Requires POLS 1011 (Political Theory) or equivalent. This colloquium examines how the law can participate in the justification of various forms of violence, exclusion, and inequality. It focuses on the power of law to determine which subjects get recognized as persons entitled to rights. Possible topics include slavery, migration, gender, sexual orientation, disability, homelessness, and nonhuman animals.

• Department: Political Science @Barnard
• Instructor: Ayten Gundogdu
  CULPA: 20 h-index: 8 Info
• 4 points

Theatre and Science in the Age of Evolut

Theatre & Science in Age

From Nietzsche’s proclamation of the death of God to the horror of the trenches, the turn of the twentieth century appears as a moment when the status of the human needed total reconsideration. Such philosophical and cultural anxieties make their way on stage provocatively in this period. This course dives deeply into the vast, diverse, and complex theatre cultures of London and New York in the late nineteenth and early twentieth centuries, framing it in light of the period’s deep tensions about the human condition propelled by the publication of The Origin of Species in 1859. We will read theatre textually, materially, and in conversation with scientific discourses of the time, covering a range of social, political, biopolitical, and existentialist questions.

• Department: English and Comparative Literature
• Instructor: Alice Clapie
  Info
• 4 points

PRINTMAKING II:SILKSCREEN

Prerequisites: VIAR R2440. (Formerly R3414) Printmaking II: Silkscreen continues instruction and demonstration of further techniques in silkscreen. Encourages students to think visually more in the character of the medium, and personal development is stressed. Individual and group critiques. Portfolio required at end. If the class is full, please visit http://arts.columbia.edu/undergraduate-visual-arts-program.

• Department: Visual Arts
• Instructor: Aristotle Forrester
  Info
• 3 points

Readings in 20th and 21st century Litera

Breaking the Rules

This course will examine key German literary texts in the twentieth and twenty-first centuries.

Texts will be examined in a historical and social perspective, with occasional excursions into
related musical and artistic movements. Texts by Wedekind, Kafka, Thomas Mann, Irmgard
Keun, Bertolt Brecht, Paul Celan, Thomas Bernhard, Ingeborg Bachmann, W. G. Sebald and
Emine Özdamar.

This course will be taught in German.

• Department: Germanic Languages
• Instructor: Mark M Anderson
  CULPA: 2 Info
• 3 points

Social-Emotional Memory in the Developin

Social-Emotion Memory Dev

Course Description Why do some emotional memories feel so powerful and enduring? How do our earliest social experiences shape the way we interpret and respond to the world around us—often in ways we don’t even realize? This seminar explores the neuroscience of social-emotional memory, diving into how the brain constructs, refines, and applies interpersonal-affective "attachment" schemas across development. We’ll examine why certain social-emotional patterns become ingrained, how the developing brain balances past experiences with new learning, and what happens when these processes go awry. Along the way, we’ll unpack cutting-edge research on memory, prediction, and social connection, asking: How do our brains extract emotional meaning from our earliest relationships, and how might these mechanisms impact emotional behavior across development? There is no cohesive body of knowledge on this topic, so students will be taking the methods and results from one area (e.g., neural underpinnings of schema acquisition) and applying those ideas to content and theory from another area (e.g., amygdala-dependent memory development)- the goal is to generate new hypotheses and ideas through this integration across of cognitive and developmental neuroscience subfields.

• Department: Psychology
• Instructor: Anna L Vannucci
  Info
• 4 points

VENEZUELA: ROBBERY & NATURE

Prerequisites: Third-year bridge course (W3300), and introductory surveys (W3349, W3350). This course will read Venezuela backwards in films, poems, novels and essays, from the present-tense struggle over the legacy of chavismo to the early days of independence. The constant thread will be the conflict between development and nature with special attention to natural resources and eco-critical approaches.

• Department: Spanish and Latin American Culture
• Instructor: Ronald D Briggs
  CULPA: 4 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
• 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
• Instructor: Noah Allison
  Info
• 3 points

Christopher Marlowe

This seminar course will take a deep dive into the complete works of Christopher Marlowe, the short-lived but massively influential playwright and poet of the 1580s and 1590s.  Marlowe is best known for his innovative plays, including
Tamburlaine
(in two parts),
The Jew of Malta
,
Doctor Faustus
, and
Edward II
.   We will examine these alongside the lesser known
The Massacre at Paris
and
Dido Queen of Carthage,
his poetry (including the erotic “epyllion”
Hero and Leander
), his translations from Lucan and Ovid, and the archival traces of his controversial life.  

Admission to the seminar will be by application; preference will be given to English majors in their senior and junior years, but all are welcome to apply.

• Department: English and Comparative Literature
• Instructor: Alan Stewart
  CULPA: 14 h-index: 13 Info
• 4 points

Pacifism and the Apocalyptic Imagination

This course examines the evolution of pacifist thought in literature from the interwar years to the dawn of the atomic age. It seeks to study the literature of twentieth-century pacifism as a response to expanding technologies of modern warfare. The course asks the following questions, among others: What shape does pacifist thought take in the atomic age, and how does it compare with interwar pacifism? What similarities or differences are discernible? What role do literary representations of modern warfare play in the evolution of pacifist thought? Does pacifism gain persuasive power through these representations, or do they lay bare its limits? How might one understand pacifism’s conceptual relation to nonviolence, anti-war resistance, and anti-militarism?

The course begins with works by pacifist writers in the interwar years: Bertrand Russell,
Why Men Fight
(1917); the correspondence between Einstein and Freud in 1932; Aldous Huxley, “What Are You Going to Do About It?” (1936) and
Eyeless in Gaza
(1936); Virginia Woolf,
Three Guineas
(1938) and “Thoughts on Peace in an Air Raid” (1940); Vera Brittain, “Women and Peace” (1940). The course then considers the evolution of pacifism in the shadow of Hiroshima and Nagasaki, focusing on novels, memoirs, essays, short stories, and films, including the following works: Aldous Huxley,
Ape and Essence
(1948); M. K. Gandhi,
For Pacifists
(1949); Pearl Buck,
Command the Morning
(1959); Alfred Coppel,
Dark December
(1960); Masuji Ibuse,
Black Rain
(1965); Kenzaburo Oe
, Hiroshima Notes
(1965) and
Fire from the Ashes
, ed. (1985); Anand Patwardhan,
War and Peace
(2002, documentary); Howard Zinn (ed.),
The Power of Nonviolence
(2002).

The course encourages students to view selected films probing pacifist and anti-war themes alongside literary and philosophical texts, with a view to grasping the themes’ adaptability across various genres. Students must apply to enrol in the seminar, providing information about year, school, relevant prior coursework, and reasons for wanting to take the course. Students from all disciplines are welcome to apply; prior coursework in literature is strongly recommended.

• Department: English and Comparative Literature
• Instructor: Gauri Viswanathan
  CULPA: 9 Wikipedia Info
• 4 points

Neurobiology of Working Memory

Working memory is our ability to retain information in mind in the absence of sensory stimuli. In this course we will gain a more thorough understanding of what working memory is and how the brain supports it.

• Department: Psychology
• Instructor: Sarah Demoya
  Info
• 4 points

Music and Cognitive Neuroscience

Music & Cognitive Neurosc

This seminar will provide a broad survey of how principles of cognition are represented
in music and the ways music has been used to study those principles in the psychology
and neuroscience literature.

• Department: Psychology
• Instructor: John N Thorp
  Info
• 3 points

Field Work & Research Seminar: Toddler C

FLDWRK-RSRCH SEM-BAR TOD CNTR

This is a two-semester course. Those interested in applying for Fall 2026-Spring 2027 should email 
toddlercenter@barnard.edu
 to sign up for information sessions and receive details on the application process. PSYC BC2129 Developmental Psychology (with or without PSYC BC2128 lab) is a prerequisite, as well as permission of the instructor.

This advanced course in developmental psychology integrates theory, research, and practice at the Barnard Toddler Center,  a state-of-the-art center serving 18-36 month old children and their families. Students in the course participate as student teachers alongside an experienced staff one morning per week. Everybody gathers in a weekly seminar to discuss the intellectual concepts and research that help explain toddler behavior and the center's educational practices. In the fall semester, the focus is on developing a skillful practice when working with children and understanding the foundations of toddler development using current science and psychological theories. In the spring semester, student teaching continues, and the class carries out new research projects at the center, guided by the instructor, on topics such as the emerging concept of self, language and cognition, social interactions, emotional development, spatial and physical exploration, and parenting philosophies.

• Department: Psychology @Barnard
• Instructor: Anna Shusterman
  Info
• 4 points

AIDS Is Contemporary

This seminar examines two intertwined propositions. One is the undisputable fact that the global HIV/AIDS pandemic is ongoing and that the disease continues to shape the way artists and activists grapple with public health, national policy, and medical injustice.  The other is my own polemic-in-formation, which is that the eruption of AIDS in the 1980s was
the
threshold event that inaugurated what is now understood to be “the contemporary” within the art world.  Rather than periodize the start of “the contemporary” with the 1989 fall of the Berlin Wall, as has become conventional, we will investigate how the AIDS crisis precipitated a sudden urgency that more decisively marks this transition, in particular around the promiscuous inclusion of non-fine art forms such as demonstration posters, zines, and handmade quilts.  We will read foundational texts on HIV/AIDS organizing and look at interventions with graphic design, wheat-pasting, ashes action protests, body maps, embroidery, performance-based die-ins, voguing, film/video, and photography.

We will consider: the inextricability of queer grief, anger, love, and loss; lesbian care; the trap of visibility; spirituality and death; activist exhaustion; the role played by artists of color within ACT-UP; and dis/affinities across the US, Latin America, and South Africa. Our investigations will be bookended by two critical exhibitions,
Witness: Against Our Vanishing
(Artists Space, 1989) and
Exposé-es
(Palais de Tokyo, 2023). Authors and artists/collectives include: Aziz + Cuchar, Bambanani Women’s Group, Felicano Centurion, Douglas Crimp, Ben Cuevas, Felix Gonzalez-Torres, Darrel Ellis, fierce pussy, Elisabeth Lebovici, José Leonilson, Nicolas Moufarrege, Marlon Riggs, Matthew Wong, and the Visual AIDS archive. We will conclude with feminist, queer, and collaborative artistic work made during the (also ongoing) Covid-19 pandemic.  In small groups, students will lead discussions of our texts and the final project will be a collectively curated virtual exhibition.

• Department: Art History and Archaeology
• Instructor: Julia Bryan-Wilson
  Wikipedia Info
• 4 points

Oral History Methods & Praxis in America

ORAL HISTORY METHODS & PR

This course introduces students to the philosophy, ethics, and practice of oral history with specific emphasis on interview and transcription techniques and the use of oral history in interdisciplinary research and analysis. This course will also include instruction on the archival collection, preservation, description, and digitization of oral history interviews.

Course themes include: 


Introduction to Oral History

Foundations of Oral History

Ethical and Legal Considerations (IRB, vulnerable populations, shared authority)

Oral History Best Practices

Oral History and Memory

Interviewing

Transcription and Metadata as Political Acts

Oral History as Primary Sources in Research and Writing

Community Oral History

Oral History as Public History

Oral History and Social Justice

Oral History Online

Oral History and Exhibitions/Programming

• Department: American Studies @Barnard
• Instructor: Kimberly Springer
  CULPA: 1 h-index: 13 Info
• 3 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
• Instructor: Elizabeth Ouyang
  CULPA: 8 Info
• 4 points

BRAZILIAN SOCIETY & CIV (ENG)

Each week, a historical period is studied in connection to a particular theme of ongoing cultural expression. While diverse elements of popular culture are included, fiction is privileged as a source of cultural commentary. Students are expected to assimilate the background information but are also encouraged to develop their own perspective and interest, whether in the social sciences, the humanities (including the fine arts), or other areas.

• Department: Latin American and Iberian Cultures
• Instructor: Joao Nemi Neto
  CULPA: 1 Info
• 3 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
• Instructor: Elif A Duman
  Info
• 4 points

INDEP BIOLOGICAL RESEARCH

Prerequisites: Intro Bio I & II. Students who have not taken Intro Bio are encouraged to register for BIOL UN2600. 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 https://biology.columbia.edu/content/biol-un3500-independent-biological-research. Students must register for recitations UN3510 or consult the instructor. Corequisites: BIOL UN3510.

Independent Biological Research is an opportunity for full-time undergraduates in the College, SEAS and GS interested in laboratory research to share in the work of an ongoing research program in our Department or in a comparable laboratory elsewhere in the region. Projects should address a specific biological problem. Clinical projects are not allowed. While most projects are laboratory-based, computational projects that address specific biological issues are allowed.

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

SUPERVISED READINGS IN PHYSICS

Prerequisites: the written permission of the faculty member who agrees to act as supervisor, and the director of undergraduate studies permission. Readings in a selected field of physics under the supervision of a faculty member. Written reports and periodic conferences with the instructor.

• Department: Physics
• Instructor: Jeremy R Dodd
  CULPA: 25 Info
• 3 points

Intro to Moving Image: Video, Film & Art

Intro Moving Image:Video,

Intro to Moving Image: Video, Film & Art is an introductory class on the production and editing of digital video. Designed as an intensive hands-on production/post-production workshop, the apprehension of technical and aesthetic skills in shooting, sound and editing will be emphasized. Assignments are developed to allow students to deepen their familiarity with the language of the moving image medium. Over the course of the term, the class will explore the language and syntax of the moving image, including fiction, documentary and experimental approaches. Importance will be placed on the decision making behind the production of a work; why it was conceived of, shot, and edited in a certain way. Class time will be divided between technical workshops, viewing and discussing films and videos by independent producers/artists and discussing and critiquing students projects. Readings will be assigned on technical, aesthetic and theoretical issues. Only one section offered per semester. If the class is full, please visit http://arts.columbia.edu/undergraduate-visual-arts-program.

• Department: Visual Arts
• Instructor: Sable Smith
  Wikipedia Info
• 3 points

MASS EXTINCTIONS: DEATH AND REBIRTH IN T

MASS EXTINC: DEATH AND RE

Mass Extinctions are caused by catastrophic shifts in the earth's climate, solid earth, and life systems. These major inflection points in the history of life leave lasting impacts and require study across a variety of disciplines. In this course we will use these 'system breakdowns' to take a bird's eye view of the history of life. We'll study what happens when vast magmatic provinces spew gases into a darkened sky and try to pick up the pieces as asteroid impacts desecrate the world around them. Along the way, we'll consider how our own actions have the potential to shape the world around us, and the nature of our relationship with an ever-changing earth system. Over the course of the semester students will practice integrating paleontological data from a variety of sources to study both evolutionary hypotheses and the causes of climate change in deep time. We will incorporate foundational ideas from geochronology and stratigraphy as a group, to place fossils into a broader geologic context. Students from all backgrounds who have taken at least one of the three "Systems" courses or Dinosaurs and the History of Life are welcome.

• Department: Earth and Environmental Sciences
• Instructor: Bennett Slibeck
  Info
• 3 points

Animation

Unlike any other medium, animation provides unmatched suspicion of disbelief. Moreover, one can exercise one's imagination in digital space beyond material and physical limitations. Combining the two provides the permissive space to manifest our wildest reveries: utopias, dystopias, thought experiments, psi-fic scenarios, or dollhouses for amphibians.

In this course, students will receive a general survey on a range of methods in animation production. From the most traditional hand-drawn animation and cel animation to digital animation employing Photoshop, After Effects, and Blender (3D animation). Although this class can be technically involved; software mastery the end goal of the course is using these techniques to produce animations as a means of expression. These are only tools to help students form and realize their creative visions. Designed for both the digitally inclined and those who hate computers, students can try and then choose the method most agreeable to their temperament and ideas. They can also combine and mix different methods, maximizing creative freedom.

The course will introduce projects from animation history (early experimental animation, Disney, Soviet experimental animation, etc.) and contemporary art examples (Pierre Huyghe, Ian Chang, Wong Ping. etc.). However, the aim is to go beyond the Western art canon and expose students to other facets of culture. We will also study examples from popular culture (music videos) and Japanese anime (Hideaki Anno, Satoshi Kon, Masaaki Yuasa, etc.). One of the most essential responsibilities the students will take on is expanding our collective references by bringing in and presenting works that genuinely inspire and interest them.

Animation is an exceptionally permissive medium; it facilitates all of your prior skills and interests. Whether it is drawing, painting, music, poetry, fiction, or using a yoyo, there is a way for it to exist in animation. Students will be asked to keep a sketchbook for the duration of the semester. It will serve a landing pad for ideas and an anchor point to manage the project. The course will cover the entire production process, from idea development, concept design, character design, writing, storyboarding, foley, voice, music, editing, and final publication. Much of the class time will be dedicated to working, punctured by presentations, technical workshops, and critiques. At the end of the semester, students will have completed three shorts (30 seconds-2 minutes) and one fully developed pr

• Department: Visual Arts
• Instructor: Yi Fan Jiang
  Info
• 3 points

COLUMBIA 1968

This undergraduate seminar examines the social, political, and cultural transformations of the 1960s through the lens of local history. The course is centered on the student and community protests that took place at Columbia University and in Morningside Heights in 1968. Scholarly and popular histories have underscored the ways 1968 was a watershed moment in the history of the 20th century. Although the protest is one of the touchstone events from the year and the decade, reliable historical treatment is still lacking. This class encourages students to examine and craft histories of the university and the surrounding community in this period. Designed to work in tandem with the “Columbia and Slavery” course, this course is a public-facing seminar designed to empower students to open up a discussion of all the issues connected with the protests, its global, national, and local context, and its aftermath. The course aims to raise questions, elicit curiosity, and encourage students and those interested in Columbia and Morningside Heights history to investigate one of the most important events to take place in the university’s history. The recent 50th anniversary of those events, and the availability of new sources & publications on the protests, have presented opportunities to prompt fresh answers to old questions: What were the factors that led to the protests? How did student and community mobilization shape, and were shaped by, national and international forces? What are the local, national, and international legacies of Columbia 1968? The recent graduate student strike is a very tangible legacy of the protests. This seminar is part of an on-going, multiyear effort to grapple with such questions and to share our findings with the Columbia community and beyond.  Working independently, students will define and pursue individual research projects.  Working together, the class will create digital visualizationsof these projects.

 

Course Objectives:

1.     To explore, document, and contextualize the Columbia/Morningside Heights protests of 1968.

2.     To practice the “historian’s craft” by conducting research, analyzing primary material, and making coherent arguments based on an interrogation of evidence.

3.     To analyze, engage in, and reflect on the relationship between archival research and the produ

• Department: History
• Instructor: Frank Guridy
  CULPA: 2 Wikipedia 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
• Instructor: Sandra Moyano-Ariza
  Info
• 4 points

INDEP BIOLOGICAL RESEARCH - REC

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

INDEP BIOLOGICAL RESEARCH - REC

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

INDEP BIOLOGICAL RESEARCH - REC

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

INDEP BIOLOGICAL RESEARCH - REC

• Department: Biological Sciences
• Instructor: Ron M Prywes
  CULPA: 2 Info
• 0 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
• 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)
• Instructor: Yvette Christianse
  Wikipedia Info
• 4 points

Environmental Humanities in the Global S

ENVIRO HUMANITIES GLOBAL

"This interdisciplinary course studies how individuals and communities in the Global South attempt to make sense of the ‘sense of an ending’ that underlines all warnings about environmental crisis and climate change. Our interdisciplinary course has a doubled foundation out of which our readings and discussions will grow: communal understanding and knowledge about local environments, on one hand, and the relation between such knowledge and the data and information gathered by scientists."

"We therefore begin with a simple question: what is the relation between the Humanities and the work of scientists? Scientists undertake painstaking, necessary research to provide communities and their governments with vital, necessary information. Individuals and communities interpret and translate this information, often affectively. An organization of scientists studying carbon levels across Africa can list the progressive increase in temperatures across Africa over a period of years and calculate anticipated increases. An image based on this data may visualize the projected rise:"

"A glance reveals something dire based on the way we associate red with danger. Our course is oriented towards who lives beneath the surfaces of data and images that ‘draw a picture’ for us. We read for how communities and individuals explain and communicate their relation to the historical and changing environments. In other words, we attend to narration, in different forms—fiction, poetry, song, travelogue—to grasp how experiences are rendered comprehensible. There is a broad ‘where’ as well, and a fluid ‘when.’ ‘Where’ takes us into the portmanteau category of ‘The Global South.’ We bracket the scope of this category to focus upon specific places in the Indian Ocean, sub-Saharan Africa and diasporic African communities. ‘When’ permits us to think of time, the time of the world, the times of change and the times of aftermaths. Go into an archive, open a history book, a sacred text and you will encounter ‘endings.’ We enter British colonial archives to see how signs of  ‘When’ also allows us to face an underlying dread that might be called a ‘sense of an ending’ and to see just how many such ‘endings’ have come to pass. This is how we enter the diasporic histories of environmental change related to colonialism and the enslavement and transportation of whose descendants live in the

• Department: Africana Studies (AFSB)
• Instructor: Yvette Christianse
  Wikipedia Info
• 4 points

Comparative Ethnic Politics

This course will explore the politics of ethnicity and ethnic identity using the frameworks, methodologies, and approaches of the political science subfield of comparative politics. Ethnicity—and identity politics more broadly—is enormously important in understanding domestic politics in most countries around the world. While most people would acknowledge that they themselves have an ethnic identity, few would say that they purposefully chose that identity. Compared to other identity categories, ethnicity is assigned at birth without consent or consultation, and is generally thought to be beyond any one individual’s capacity to change it. Yet almost no one would say that this somewhat random assignment procedure makes ethnicity irrelevant. Not only are many people very eager to organize the political world around ethnic identities, but people also derive a sense of meaning and attachment to others as a result of their ethnicity. With the global rise in ethnonationalist populism in many places, this influence is becoming even more pronounced.

This class will explore how and why this specific type of identity has come to hold such enormous importance for the lives of so many people. At an individual level, we will ask where ethnic identities come from, and why ethnic identities at some times take on primary importance for an individual’s sense of self, while at others become less important than other identities such as religion, interest, class, social values, etc. At the group level, we will examine when ethnic identities become politicized, when ethnic communities organize politically into political parties or interest groups, and which groups get representation in the seats of political power and which do not. At the broadest societal level, we will examine how those ethnic identities influence regime type (whether democratic or authoritarian), political party systems, economic development, inequality, and stability.

While it will be helpful to have completed Introduction to Comparative Politics (POLS UN2501), it is not absolutely required to take this class. Please also note that this class is not the same as Ethnic Conflict (POLS UN 3622). While there will inevitably be some overlap between this class and that, this course focuses much more on domestic politics, ethnicity and non-violent democratic processes, and ethnicity in the politics of regime change.

1

• Department: Political Science
• Instructor: Benjamin P McClelland
  Info
• 3 points

MAGIC & MONSTERS IN YIDD LIT

MAGIC & MONSTERS IN YIDD (ENG)

A Serious Man, the 2009 movie by the Coen Brothers opens with a Yiddish folk tale featuring a dybbuk. Dybbuks, golems, magicians, and monsters haunt not only Yiddish literature but also the contemporary cinema, as illustrated by such recent films as The Unborn and The Possession. Why are we so attracted to dybbuks, spirit possession, magic, and monsters in the twenty-first century? This course will focus on magic, monsters, dybbuks, demons, and golems in Yiddish literature and beyond, including film and popular culture. We will approach the supernatural motif from the perspective of gender, body, and performance studies, and will explore the questions of memory, trauma, and identity. The aim of the course is to encourage students to discuss and critically engage with the various texts and film adaptations listed on the syllabus in an attempt to answer the following questions: In what ways do these works explore, interrogate with, and reflect on human experience? What do they tell us about the powers of good and evil? How relevant are they in the twenty-first century? The course puts emphasis on developing the skills of critical, analytical, and abstract thinking in relation to the discussed works, as well as the ability to express that critical thinking in writing. No knowledge of Yiddish required.

• Department: Germanic Languages
• Instructor: Agnieszka Legutko
  CULPA: 1 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
• 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
• Instructor: Elizabeth Povinelli
  CULPA: 14 Wikipedia 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
• Instructor: Manijeh Moradian
  Info
• Instructor: Alexander Pittman
  CULPA: 10 Info
• 4 points

SENIOR SEMINAR II

Prerequisites: Permission of instructor. Enrollment limited to senior majors. Individual research in Womens Studies conducted in consulation with the instructor. The result of each research project is submitted in the form of the senior essay and presented to the seminar.

• Department: Women's, Gender, Sexuality Studies @Barnard
• Instructor: Rebecca Jordan-Young
  Wikipedia Info
• 4 points

ADVANCED SENIOR STUDIO I

Prerequisites: Enrollment limited to 15 students. Permission of the instructor. An interpretive study of the theoretical and critical issues in visual art. Projects that are modeled after major movements in contemporary art will be executed in the studio. Each student develops an original body of artwork and participates in group discussions of the assigned readings. For further info visit: 
https://arthistory.barnard.edu/senior-thesis-project-art-history-and-visual-arts-majors

• Department: Art History @Barnard
• Instructor: Joan Snitzer
  CULPA: 4 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
• Instructor: Maricarmen Hernandez
  Info
• 4 points