Tutorial in Health Policy and Management

TUTORIAL HEALTH POLICY &

For students who wish to acquire further knowledge and research skills in areas of special interest. Tailored to the particular needs and interests of individual students, they can take many forms - literature reviews, research projects, field experiences, other special studies, or learning experiences. The objective is to enrich the students program.

• Department: Health Policy & Management
• WR 4 p.m.-5:20 p.m.
• TR 4 p.m.-5:20 p.m.
• Instructor: Rebecca R Sale
  Info
• Instructor: Jeanne M Stellman
  h-index: 34 Info
• 0-6 points

Computing in Context: Health Policy

COMPUTING IN CONTEXT: HEA

This course consists of two components: a computer science component and a health policy-specific component. The first component consists of lectures, homework assignments, and in-class quizzes in the Department of Computer Science, which introduce students to algorithmic problem solving and implementing solutions in Python. These lectures will include students enrolled in context sections from other parts of the University, and assume no prior experience with programming whatsoever. They will be supplemented by a weekly lab at CUMC for Mailman students, which will focus on guiding students through practical examples/applications of the methods presented in the lectures. The second component of the class is context-specific, and includes a health policy analysis project, in which students apply programming methods learned in class to a health policy problem, as well as context lectures given at CUMC in the second half of the semester. These context lectures will focus on the ever-expanding role of computing and “big data” in health policy and healthcare, and will discuss recent research on these topics. Attendance for all lectures and labs is mandatory.

• Department: Health Policy & Management
• M 4 p.m.-5:20 p.m.
• Instructor: Sarah Ashcroft-Jones
  Info
• 3 points

The Politics and Policies of Humanitaria

POLIT & POLICY OF HUMAN A

With the Middle East and other regions of the world in political turmoil, and with the frequent occurrence of natural disasters and deadly epidemics, the demands on and the stakes involved with humanitarian aid in health grow steadily higher. Yet both historical and recent political and scientific controversies abound regarding how it should be planned and delivered. In this course, students will explore some of the most salient of these controversies and review concrete cases of intervention from Africa, Asia, the Americas, the Middle East, Europe and former Soviet Union. The twin objectives of the course are to provide students with: 1) a rigorous understanding of current policies and approaches to humanitarian aid in health, and 2) the analytical tools and historical perspective to participate, as public health professionals, in the field’s renewal. The course will be provided through a mix of lectures, discussion and debates. Major international UN and NGO practitioners will be invited to participate in the debates and a United Nations Headquarters tailored site visit will be organized.

• Department: Health Policy & Management
• S 9 a.m.-3:20 p.m.
• Instructor: Laetitia Atlani-Duault
  Info
• 1.5 points

Pedagogy of Sexuality Education

PEDAGOGY OF SEXUALITY EDU

Pedagogy of Sexuality Education will provide students with the background and skills they need to design, implement and evaluate effective sexuality education interventions. The course will emphasize teaching methodology for working with groups, and students will learn both theories of behavior change and techniques for influencing the key determinants that are relevant in encouraging sexual health. Further, all students will learn strategies for facilitating group learning, responding to the needs of students of various ages and developmental stages, and ways to engage parents. The course will include designing and delivering lesson plans and receiving substantive feedback from the other course participants and the instructor. The course will analyze emerging digital approaches to sexuality education and ways to translate what has been learned about effective in person sex education into digital strategies. We will also cover techniques for working effectively within tight time constraints and preventing controversy. The context in which young people are learning about sexuality as well as current dominant cultural scripts about sexuality will be examined.

• Department: Population and Family Health
• M 8:30 a.m.-11:20 a.m.
• Instructor: Lindsay Fram
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• 3 points

CONTEMP CIV: TEXTS & ISSUES

• Department: Core (A&S)
• T 12:30 p.m.-2 p.m.
• Instructor: Marcus Folch
  CULPA: 6 Info
• 3 points

Health and Human Rights Advocacy

HEALTH & HUMAN RIGHTS ADV

The class explores how laws, policies, and rights function to shape public health, with particular emphasis on the implications of this interaction for rights-based approaches to health programs and policy. After introducing the principles, practices, and underlying assumptions of law, policy, and rights, the class offers students the opportunity to use human rights tools in documentation of health-related human rights violations and formulating programs, policy responses, and advocacy strategies to violations. A wide range of issues - sexual and reproductive rights, HIV/AIDS, health problems of criminalized populations, the intersection of the environment and health, and others - are explored to illustrate the importance of sustained human rights inquiry and analysis in public health.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• Instructor: Marta L Schaaf
  Info
• 1.5 points

Current Issues in Sexual Health

CURRENT ISSUES IN SEXUAL

This course will examine key issues in sexual and reproductive health and development over the life span. The issues included will represent positive as well as the more typical negative sexual and reproductive health outcomes and experiences. The examination will illustrate how issues in the field are often viewed as fitting with the reproductive health (RH) or the sexual health (SH) “box” and how a more integrated perspective would enhance our research questions, findings and policy/programmatic responses to these issues. It will also focus on gender, sexuality and sexual orientation, class and race/ethnicity as key intersectionalities that affect SRH outcomes and development.

• Department: Population and Family Health
• T 8:30 a.m.-11:20 a.m.
• Instructor: Andrea M Flynn
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• 3 points

Quantitative Data Analysis

QUANTITATIVE DATA ANALYSI

In this course you will learn to develop and implement a quantitative data analysis plan and to interpret the results of quantitative analyses using datasets from actual evaluation studies. The early phase of the course will focus on necessary but essential pre-analysis tasks often overlooked in the research training process. These include: Data entry, data cleaning, and data transformation. The second half of the course focuses on conducting bivariate and multivariable statistical tests. This is an applied course, emphasizing skill building through hands-on work using SPSS in each class session. Reflecting the focus on skill building, this course includes weekly homeworks using SPSS.

• Department: Population and Family Health
• W 1 p.m.-3:50 p.m.
• Instructor: Judith F Austin
  Info
• 3 points

Outbreak Preparedness and Response in Re

OUTBR PREP/RESP IN RES-LI

This course explores the technical and programmatic characteristics of the communicable diseases most frequently encountered in international emergencies. Discussions will focus more on the epidemiological aspects of prevention and control and how these measures can be implemented in the exceptional circumstances that surround emergencies, rather than on etiological, diagnostic, and treatment considerations, although these will be mentioned as well. Particular emphasis will be put on community-based control and evaluation activities. Political, cultural, and economic characteristics of disease control will also be discussed. Classes will mix lecture, video presentations, group discussion, and case studies.

• Department: Population and Family Health
• M 8:30 a.m.-11:20 a.m.
• 1.5 points

Planning Child Survival Programs

PLANNING CHILD SURVIVAL P

Child mortality has steadily declined over the last century. In 1918, approximately one in three children died before the age of five. Today, that number is one in twenty. Global progress is however marred by tremendous disparities, and much more progress is possible. Students in the course will learn about the conditions that affect children in high-mortality settings; review the evidence base for major child survival interventions; and examine the practical issues related to their implementation. Students will look at these issues from a global, national, and program perspective, ranging from the impact of global policies, to the track record of national strategies, to key program management skills they will need to be effective. These skills include monitoring, evaluation, communication, cross-cultural understanding, leadership and human resources. Students will also learn about relevant cross-cutting areas of knowledge, such as health systems, community health, child development, crisis settings, aid effectiveness, inequality, and power dynamics.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Emmanuel D'Harcourt
  Info
• 1.5 points

Issues in School-Based Health

ISSUES IN SCHOOL-BASED HE

Class participants will be offered both a didactic experience and hands-on field exploration of the evolving public health mission and role of schools as an organized network for health education, medical care, and civic involvement. While the emphasis will be on the existing models of School Health available in the local urban New York area, students will also explore alternate school health models in rural, national, international, and global settings. This class is designed for MPH candidates from all departments who are looking to complete their graduate school experience through the integration and application of their skills sets with practical program experience on the field. Participants will work as a group with a community school to plan and develop a project proposal for funding and implementation. Students will interact with various local agency and community players in both the education and school health fields. This course will also expose candidates with an interest in school health, child health, health education and health promotion to local agencies and non-profits directly involved in education and school-related public health services.

• Department: Population and Family Health
• W 8:30 a.m.-11:20 a.m.
• Instructor: Wenimo C Okoya
  Info
• 1.5 points

Qualitative Data Analysis

This course is designed as an advanced seminar/workshop for 2nd year master’s students in epidemiology who are seeking to strengthen their critical thinking skills and hone their abilities to effectively communicate public health content to varied audiences, for varied purposes, through scientific writing and oral communication. This course will provide practical experiences that reinforce core epidemiology skills, including data interpretation, data synthesis, and critical analysis of epidemiologic research, with an emphasis on logic and reasoning, scientific argumentation, and effective communication. Didactic lectures/presentations and course discussions will focus on identifying and appropriately citing scientific sources; making logical scientific arguments; effective argumentation; effective writing and oral presentation skills development/enhancement; identifying challenges to effective written and oral communication and strategies to address them; skills development in the peer-review process, and tailoring scientific presentations to various types of audiences and for various purposes. Students should have a public health topic or research question of interest before the start of the semester. Students who enroll in this class can be exempt from P9419, Master’s Thesis I.

• Department: General Public Health
• W 7 p.m.-8 p.m.
• Instructor: Silpa Srinivasulu
  Info
• 3 points

Qualitative Data Analysis

QUALITATIVE DATA ANALYSIS

While the collection of qualitative data is widespread and growing in public health research, the credibility and quality of data analysis suffers from an absence of system and rigor in recording, organizing, categorizing and interpreting qualitative findings. Focusing in particular on interview data, this course introduces a variety of approaches to qualitative data analysis, and encourages their application through hands-on group work and homework assignments.

• Department: Population and Family Health
• M 1 p.m.-3:50 p.m.
• Instructor: Stephanie A Grilo
  Info
• 3 points

Digital Technology & Health Across The L

DIG TECH & HLTH ACRSS LIF

Digital technology is permeating nearly every sphere of public health, from the way that hospitals store and share records, to the way that parents interact with and ultimately raise their children. Understanding how new technologies present potential opportunities for intervention across the life course is a critical area of study for future health practitioners and researchers. This course will also cover how digital technologies can increase health risks.
Course topics will span the lifecourse (children, adolescents, adulthood and end-of-life) and the globe. Specific topics of study will include: immunization registries, text-based interventions and teen pregnancy; media and youth development; HIV, sexual behaviors, and cell phones; mobile dating and sexual health; mobile technology in displaced and refugee populations; diversity, technology and life transitions.
After completing this course, students will be well positioned to understand the current digital technologies, and to create and critique the technologies of the future. Students will be able to effectively analyze research studies and identify developmental and technological characteristics that contribute to risk and opportunities for protection. Students will formulate initiatives that reduce the potential risks and maximize potential protective characteristics using current health technology.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• Instructor: Philip J Kreniske
  Info
• 3 points

Gender-Based Violence in Complex Emergen

GENDR-BASED VIOL-COMPLEX

This seven-week course explores the socio-cultural and political factors that contribute to the existence of gender-based violence and which lead to an increased occurrence of acts of gender-based violence in complex emergencies, with an emphasis on conflict zones. Students will develop a practical understanding of effective interventions for preventing and responding to violence against women and girls in different phases of complex emergencies. Specifically, students learn the conceptual framework for preventing and responding to gender-based violence and the practical framework for developing gender-based violence programming. Furthermore, students review strategies for incorporating critical elements of gender-based violence programming: coordination among humanitarian agencies; evidence-based programming; and engaging communities in programming.

• Department: Population and Family Health
• F 1 p.m.-3:50 p.m.
• Instructor: Alina Potts
  h-index: 8 Info
• 1.5 points

Methods in Program Evaluation

Increasing demand for transparency and accountability, particularly with respect to donor-funded humanitarian programs, has heightened the need for skilled evaluators. To this end, students in this course will become familiar with various forms of evaluation and acquire the technical skills necessary for their development, design and execution through lectures and discussion, exercises, guest presentations and real-world examples. Specifically, students will discover evidence-based methods for identifying stakeholders, crafting evaluation questions, designing instruments, sampling and data gathering to achieve good response rates, analysis and synthesis of information for report-writing and case studies.

• Department: General Public Health
• W 5:30 p.m.-6:50 p.m.
• Instructor: Vandana Tripathi
  Info
• 3 points

Methods in Program Evaluation

METHODS IN PROGRAM EVALUA

Increasing demand for transparency and accountability, particularly with respect to donor-funded humanitarian programs, has heightened the need for skilled evaluators. To this end, students in this course will become familiar with various forms of evaluation and acquire the technical skills necessary for their development, design and execution through lectures and discussion, exercises, guest presentations and real world examples. Specifically, students will discover evidence-based methods for identifying stakeholders, crafting evaluation questions, designing instruments, sampling and data gathering to achieve good response rates, analysis and synthesis of information for report-writing and case studies.

• Department: Population and Family Health
• R 4 p.m.-6:50 p.m.
• Instructor: Marlene O Riquelme
  Info
• 3 points

Painting in Sixteenth-Century Japan

PAINTING IN 16TH CENTURY

Japan’s brief Momoyama period (1573-1615) is often characterized as an “age of gold,” an era in which politically powerful warlords commissioned lavish works of art. During the 150 years between the Ōnin War and establishment of the Tokugawa shogunate in the early 17th century, a series of military rulers unified the warring Japanese states, and for the first time in Japan’s history engaged briefly with the world beyond China through contact with European missionaries and merchants. The same warlords participated in every sphere of cultural life, sponsoring the construction of lavish fortresses and temples, contributing to the development of the arts of Tea and Noh drama, and encouraging the importation of printed books from China and Korea. This course will explore the art of painting in the Japan’s “era of unification.” We will concentrate on the gilded screens and panel paintings that temples, castles, and palaces, but will also study fan paintings, portraiture, and genre painting in order to comprehend the profound impact that this pivotal era would have on all succeeding periods of Japanese art.

• Department: Art History and Archaeology
• T 4:10 p.m.-6 p.m.
• Instructor: Matthew P McKelway
  CULPA: 6 Info
• 4 points

Environmental Justice Advocacy

ENVIRONMENTAL JUSTICE

In this course, students will learn about the disproportionate burdens of environmental contamination and resultant health disparities affecting marginalized communities across the United States and globally. The curriculum will explore the ways in which the environmental justice movement in the US has succeeded in implementing just forms of health research, progressive environmental health policies, and protections from racial/cultural injustice, as well as obstacles, policy impediments and potential paths forward. We will examine environmental health/justice theories and perspectives in the contexts of health impacts on various populations, including American communities of color and the socioeconomically disadvantaged, indigenous peoples, women and children. We will study climate change, natural disasters, urban pollution and segregation, extractive industries, and environmental sustainability. Students will be asked to critically examine these topics and also explore unresolved, chronic problems relating to environmental injustices and their health impacts.

• Department: Population and Family Health
• R 8:30 a.m.-11:20 a.m.
• Instructor: Yolande A Cadore
  Info
• 1.5 points

Planning, Managing & Communicating For E

PLN MNG & COMMS

Evidence-based public health (M Plescia, AJPH 2019) includes making decisions based on peer-reviewed evidence, using data systematically, and disseminating what is learned. Conducting evidence-based public health that reflects the mission and values of the Department of Population & Family Health (PopFam) requires skills to: clarify gaps in knowledge and evidence to explicate how such gaps can be filled; solicit funding and community support for research projects that can inform public health practice; ensure applied public health research is feasible, and carried out efficiently and according to plan; and that the results and “lessons learned” are disseminated to guide next action steps.  This course will provide students with skills to engage in culturally competent public health work from the get-go – recognizing how to be attentive to inclusion and equity in generating research and evaluation questions, project management, and communication and dissemination. This course is designed as a complement to students’ experiences with research or program-based practica and their subsequent capstone/integrated learning experience (ILE); therefore, priority will be given to second-year PopFam students.

• Department: Population and Family Health
• M 4 p.m.-6:50 p.m.
• 3 points

Child Development & Health Programs

CHILD DEVELOPMENT & HLTH

Childhood and adolescence are critical windows of opportunity in human development to influence health, learning and productivity throughout life. In the earliest years of childhood, survival, growth and development are interlinked; growth affects both chances of survival and the child's development, and all three are influenced by family care practices, resources and access to services. Adolescence is the second period of rapid growth when foundational learning associates with distinct neuro-maturational changes. Contributing to increased investment in the early years and adolescence are new demands related to changing economic, social, demographic, political and educational conditions. The course will focus on populations along the lifespan, thinking through child development and why and how programs positively affected health outcomes. Students will understand the role of early child development programs (ECD) in the achievement of improved educational success and improved long-term health. The course will also explore adolescence through a developmental lens and the complex life events and social constructs that can influence adolescent behaviors. Through interactive lectures, small-group discussions and debates, and presentations by established guest speakers, students will learn to analyze programs and services, including how we can work with parents, support young children and adolescents in time of emergencies, and work within the health care system through a variety of hospital, community, school and family-based approaches to promote health and positive development.

• Department: Population and Family Health
• T 8:30 a.m.-11:20 a.m.
• 3 points

Training of Trainers of Public Health Pr

TRAINING OF TRAINERS OF P

The purpose of the course is to teach participants the key principles and skills needed to design, deliver, and evaluate participatory training activities for public health programs in the United States and in developing countries.

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Ryan M Mateo Sharnbroich
  Info
• 1.5 points

SCENE STUDY II

SCENE STUDY II: CHEKHOV

• Department: Theatre Arts
• T 2:10 p.m.-5 p.m.
• Instructor: Moises Kaufman
  Info
• 3 points

TOPICS IN NUMBER THEORY

The course will cover various topics in number theory located at the interface of p-adic Hodge theory, p-adic geometry, and the p-adic Langlands program.

• Department: Mathematics
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Eric Urban
  CULPA: 12 Wikipedia Info
• 4.5 points

Epidemiological Methods for Measuring Hu

EPID MTHDS-MEAS HUM RTS A

The occurrence of murder, disappearances, and rape are common during complex emergencies and yet the rate of these events is rarely measured while the conflict is ongoing. In some cases, groups are denied life-sustaining services because of race, politics, or HIV status. Public health practitioners are uniquely situated and qualified to advocate for populations whose human rights and survival are threatened by the intentional actions of organized groups. This class will teach students techniques for detecting and estimating the rates of these major abuses of human rights in order to better advocate for the abused, and to permit the evaluation of programs designed to prevent such events. At the end of the course, students will be expected to be able to evaluate the sensitivity of surveillance systems, and undertake surveys, designed to measure the rates of violent deaths and rape. Classes will involve a combination of lectures, case studies, and a research project ending with a debate. Students will be evaluated based on class participation and a paper.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• 1.5 points

Public Health and Humanitarian Action

PUB HLTH & HUMANITARIAN A

Humanitarian action has come to occupy a central place in world politics and a theory of rights rather than charity is now driving international assistance and protection in wars and disasters. Global events over the past two decades indeed suggest that the world needs a humanitarian system capable of responding reliably, effectively and efficiently across a full range of emergencies. Whether people are suffering as a result of an earthquake in China or organized violence in Darfur, the humanitarian response system is expected to reach them in a timely and informed manner. Global wealth suggests that it can; and, global morality says that it should. Success of humanitarian action depends upon political, technical and organizational factors. The practice of public health focuses on improving the technical and organizational capacities, but this course will display that political forces are equally essential for alleviating human suffering. Deep problems of political distortion and perennial problems of agency performance and practice continue to compromise global, impartial and effective humanitarian action. This course examines efforts to provide humanitarian assistance and protection in war and disaster crises. It combines the theoretical with the possible, highlighting constraints to action from the perspective of the humanitarian agency and professional worker in the field. Key public health priorities—including the major causes of disease and death and how best to detect, prevent and treat them--are examined. Particular attention is paid to human rights and humanitarian protection, including their nature, content, and linkages with public health assistance. Students will be exposed to current trends and debates, sides will be taken and defended, and the class will be enriched by the participation, contributions and challenges of the students.

• Department: Population and Family Health
• R 1 p.m.-3:50 p.m.
• Instructor: Juliana A Bol
  Info
• 3 points

Forced Migration Practicum Seminar

FORCED MIGRATION PRACTICU

This course offers a forum for students to reflect upon and discuss their experiences in the practicum environment. Through discussion and presentation, students have the opportunity to integrate their practicum experience into the public health curriculum, as well as to incorporate input and perspectives from other students' experiences. Students who have previously completed their required practicum will deliver a professional presentation of findings from the research conducted or programmatic input provided during the internship. Through this mode of presentation and analysis, students hone their analytic skills, develop leadership capacity, and apply strategic communication techniques. This course forms a fundamental building block in the master's degree curriculum as students synthesize field-based learning with their classroom instruction and gain training for future leadership in public health.

• Department: Population and Family Health
• W 11:30 a.m.-12:50 p.m.
• Instructor: Sara E Casey
  h-index: 16 Info
• 0-1 points

Capstone Paper-Heilbrunn Department of P

CAPSTONE

The Capstone Paper requires students to demonstrate their abilities to think and communicate clearly, reflect on their new knowledge and training, and make professional contributions to their main fields of interest, with guidance from faculty capstone readers. It serves as the final piece of evidence that the student is prepared to practice as a public health professional. The value of a well-researched and well-written Capstone Paper extends far beyond the MPH degree. Effective organizations depend upon staff members who can design needs assessments, programs, evaluations, and strategic plans, and document them in writing. Policy advocates seek professionals to articulate complicated public health evidence and ideas in briefs, articles, reports, and monographs. Doctoral programs look for students who can conceptualize, analyze, and communicate complex, interdependent health circumstances. Capstone Papers stand as concrete examples of students’ mastery of substantive areas, as well as proof of their competencies in key public health skills.
The department will share the Capstone handbook with students, which includes details about the options to meet the Capstone paper requirement.

• Department: Population and Family Health
• 0 points

Key Issues in Adolescent Sexual and Repr

ISS IN ADOLESC SXL/REPRO

This seminar will focus on key issues in adolescent sexual and reproductive health research both domestically and internationally. Using a Journal Club structure, students will discuss, dissect and debate recent and classic research papers – primarily through student-led discussions. Students will gain a greater understanding of the role of research in contributing to adolescent sexual and reproductive health advocacy, policy and programming in the U.S. and internationally. Students will also be able to effectively evaluate research designs and formulate initiatives promoting adolescent sexual and reproductive health. Through a combination of journal article reviews, occasional lectures, and group discussions, students will use science and research to inform their future career goals. Specific topics will include: abstinence-only until marriage policies, programs and funding; school-based health centers;LGBTQ youth; replicating successful interventions; and coital and non-coital sex.

• Department: Population and Family Health
• T 4 p.m.-5:20 p.m.
• Instructor: Lauren S Chernick
  Info
• 1.5 points

Interdisciplinary Seminar in Population

INTERDISP SEMINAR IN POPF

This course offers a forum for students to reflect upon specific public health topics within their field of study. Through discussion and presentation, students will have the opportunity to integrate their chosen topics into the public health curriculum, as well as to incorporate input and perspectives from other students' experiences. Through presentation and analysis, students hone their analytic skills, develop leadership capacity, and apply strategic communication techniques. This course forms a fundamental building block in the master's degree curriculum as students synthesize field-based learning with their classroom instruction and gain training for future leadership in public health.
The initial sessions will be led by faculty, who model seminar leadership and participatory discussion. Subsequent sessions will be co-led by students, who will rotate in this responsibility. In advance of each session, the lead students will work with faculty to refine the suggested reading list of documents or presentations for critical analysis and reflection. All participating students will prepare annotations and commentary, which will be available to other students, and will be a foundation for discussion in each session. An overall grade for such analysis will be awarded.
Students will present a brief list of key readings for a specific topic and a two-page outline of the proposed review for discussion before session 3. Students will start leading the discussion of those topics beginning in session 4 of the class. Where possible, the student(s) leading each session will have real-world work experience in that area. Students will be graded on their specific summary outline and the leadership of their class discussion. Students will then choose one topic to focus on, and will submit a final version of their review paper (to length and format required by the targeted journal) within seven days of the final session of the class (session 14).

• Department: Population and Family Health
• Instructor: Stephen P Kachur
  Info
• 1.5 points

Health Advocacy

HEALTH ADVOCACY

For anybody who’s spent even a little time in public health circles, it doesn’t take much effort to list the many societal ills that desperately call for action. What’s equally important, though, is answering the classic question that’s bedeviled advocates for centuries: “What is to be done?” This course will help us sharpen our answers to that question through study of recent advocacy efforts around COVID-19; HIV/AIDS; climate change; reproductive rights; environmental justice/racism; mass incarceration and criminal justice reform (particularly in the context of the Black Lives Matter movement), and others. Along the way, we’ll also learn about enduring dilemmas scholars have identified that confront all health advocates. These include: the costs and benefits of working within (versus outside of) formal politics; framing rhetoric to reach wider audiences; the virtues and drawbacks of confrontational direct action; public apathy towards “health” issues; oppositional movements at complete odds with theirs; and more recently, the potential of social media.
This course also contains a skills component, where students will learn basic legislative, legal, and media research that can aid advocacy efforts.

• Department: Sociomedical Sciences
• R 4 p.m.-6:50 p.m.
• Instructor: Merlin Chowkwanyun
  Info
• 3 points

Evaluation Of Health Programs

EVALUATION OF HEALTH PROG

Program evaluation is an essential competence in public health. Across all areas of public health, stakeholders pose questions about effectiveness and impact of programs and interventions. This course will examine principles, methods and practices of evaluating health programs. A range of evaluation research designs and methods will be introduced and strategies to address challenges in real world program settings will be emphasized. The course will incorporate examples of evaluations of actual health programs and opportunities to learn through professional program evaluation experiences of the instructor. The combination of lectures, textbook readings, examples, discussions, in-class exercises, and an extensive applied group assignment to design an evaluation for a real program will help students gain evaluation skills and an appreciation for the art and science of program evaluation. The goal is for students to learn competencies required of an entry-level program evaluator, including design and implementation of evaluation studies and interpretation and communication of evaluation findings.

• Department: Sociomedical Sciences
• T 1 p.m.-3:50 p.m.
• M 1 p.m.-3:50 p.m.
• Instructor: Robert E Fullilove
  Info
• Instructor: Michael P McNeil
  h-index: 3 Info
• 3 points

SMS Thesis Proposal

SMS THESIS PROPOSAL

The Master's Thesis is the capstone requirement of all students in all tracks of the MPH program of the Department of Sociomedical Sciences (SMS). The thesis is intended to reflect the training you have received in the MPH program and demonstrate your ability to design, implement, and present professional work relevant to your major field of interest. Writing the thesis is an essential experience that could further your career development. Employers seek in potential employees with a MPH degree the ability to write articles and reports, and want to see evidence that you can design studies, analyze data, write a needs assessment, and/or design a health program. If you plan to continue your academic studies, developing expertise and demonstrating your ability as a writer are two important skills required of doctoral candidates. A well-written paper is a great asset that you can bring with you to a job interview or include in an application for further study. The thesis ought to demonstrate your ability to think clearly and convey your thoughts effectively and thereby provide an example of your understanding and insight into a substantive area in which you have developed expertise.

• Department: Sociomedical Sciences
• F 10 a.m.-11:30 a.m.
• Instructor: Christian Gloria
  Info
• 1 points

COLL IN INTERNATIONAL TRADE

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

ROLE OF THE THEATRE PRODUCER

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• Department: Theatre Arts
• T 10 a.m.-noon
• 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.
• 2 points

Labor & Public Finance colloquium

Labor & Public Finance Co

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

FINANCIAL ECONOMICS COLLOQUIUM

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

Theories and Perspectives on Sexuality a

THEOR & PERSP ON SEXUALTY

This course will provide an overview of theoretical perspectives and concepts relevant to the study of sexuality, particularly as they relate to public health. This entails exploring perspectives from across the social sciences, with an emphasis on sociology, anthropology, and histroy, and somewhat more limited reference to work in psychology and political science. Drawing upon assigned readings, lectures, discussions and individual assignments, students will develop the capacity to identify the strengths and limitations of perspectives used to frame research and interventions related to sexuality. Although the substantive focus of this course is the theorization of sexuality, over the course of the semester we will address a more fundamental question in public health – namely, what shapes ‘health behaviors’? Developing a sophisticated conceptualization of why people engage in behaviors that have detrimental health consequences, or conversely why they fail to take health-enhancing actions, lays the foundation for effective health promotion policies and programs. Because a great deal of sexual health promotion programming draws implicitly on behavioral science and interpersonal-level determinants of health practices, a goal of this course is to counter-balance that through an emphasis on the broader structural and institutional determinants of sexual practices.

• Department: Sociomedical Sciences
• M 4 p.m.-6:50 p.m.
• Instructor: Jessie Ford
  Info
• 3 points

Historiography of the Premodern Middle E

Historiography Premod. Mi

This course is a review of both recent as well as field-changing scholarly work from the last fifty years that shapes and shaped the historiography of the premodern Middle East, broadly defined. It is designed to aid graduate students in this field to understand the history of their craft, of current intellectual debates, and of major historiographical trends. In the process of refining their own understanding and interests in the field, students will also deepen their understanding of the premodern history of the region. This course is relevant for students of the premodern Middle East, premodernists in general, as well as students of the modern Middle East and adjacent regions.

• Department: History
• R 10:10 a.m.-noon
• Instructor: Ali Karjoo-Ravary
  Info
• 4 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.-11:30 a.m.
• Instructor: Kim J Hopper
  Info
• 3 points

Race and Health

RACE AND HEALTH

Over the 17 years that I have taught this course, I have tried to present students with articles that would provide an exposure to the growing body of research, commentaries, and critiques that discuss the relationships between race, ethnicity, and health. The premise upon which our work is based is rather simple: race is highly correlated with health status, but after many years of investigating this association, researchers are not entirely clear what this association means, nor are they clear how to use their research to improve the lot of people of color who are at risk for a wide variety of health conditions. Put more precisely, we don’t know what it is about someone’s race that causes the excess morbidity and mortality that is observed among members of so many ethnic minority groups. Typically, in the first class of the semester, students find this to be a puzzling way of defining the key issues in race and health. Given the dynamics of last year’s presidential elections where race played a huge role, it seems all the more bizarre to suggest that race is a concept of limited value to the science of public health. To students born in this country or who have lived here for an extended period of time, nothing could be more obvious than the fact that race matters. Racism is a fact of American life, and that its victims should suffer poorer health status than mainstream Americans seems almost self-evident. As the semester progresses and as the critique of current health research about race becomes more pronounced in the readings, students of all races, I hasten to add often feel compelled to say: “I don’t care what the articles say, race MATTERS!!!!!” Agreed. Race does matter, and it often matters in ways that are intensely personal, painful, and gut-wrenching. But the point of this course is not to deny the student’s personal experience of race, but rather to ask you to look beyond such experiences to develop a science of public health that specifies how and in what way race “acts” to cause the excess morbidity and mortality we observe in so many communities of color.

• Department: Sociomedical Sciences
• W 1 p.m.-3:50 p.m.
• Instructor: Robert E Fullilove
  Info
• 3 points

Introduction to Medical Anthropology

INTRO TO MEDICAL ANTHROPO

Overview of medical anthropology, the examination of health, disease, and medicine in the context of human culture. Examine the relationship between culture, structural factors, and health gain ways to utilize ethnographic, anthropological, and qualitative data in health interventions, policy, and evaluation gain critical skills in evaluating the adequacy and validity of formulations about 'culture' and 'tradition' in health programs and research become familiar with range of work on culture and health, domestically and internationally acquire skill in utilizing data about culture and health at macro and micro levels.

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

ADVANCED SEMINAR IN THEATRE MANAGEMENT

ADV SEMINAR IN THEATRE MG

Aspects of the commercial theatre with perspectives from Executives of The Shubert Organization.

The Shubert Organization owns 17 Broadway, 6 Off-Broadway and 2 “road” theatres. It is a multi-million dollar company with significant real estate holdings, a substantial investment portfolio, a major ticketing operation and over 1,500 employees. But whether you are dealing with a 1,750-seat theatre or a converted garage, the issues are the same: What shows should be produced/booked? How to find an audience for them? How to make the most of ever-advancing modes of technology? How to contend with artistic, financial, organizational and legal challenges? The fundamental question: How to present the finest work in the best possible circumstances for the largest number of people in order to achieve the greatest artistic and financial return possible?

• Department: Theatre Arts
• R 1 p.m.-3 p.m.
• Instructor: Charles Flateman
  Info
• 3 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 already 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 is a collaborative approach to research that recognizes the value of equitably involving the intended beneficiaries throughout all phases of research and/or intervention design, 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.

• Department: General Public Health
• R 6:40 p.m.-8:25 p.m.
• Instructor: Renata Schiavo
  h-index: 10 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 8:30 a.m.-11:20 a.m.
• Instructor: Christian Gloria
  Info
• 3 points

Advancing Health Literacy

ADVANCING HEALTH LITERACY

Health Literacy is defined in Health People 2010 as “the degree to which individuals have the capacity to obtain, process and understand basic health information and services for appropriate health decisions” In this course we will explore the multi-layered interactions between health and literacy. We will begin by examining the issues related to literacy in the US and transition to the concept of health literacy. We will discuss issues related to reading comprehension, and usability of health related materials. The class will evaluate the major health literacy assessment instruments, learning how to administer these for different populations. We will focus on the role of language and culture as confounders to health literacy. Time will be spent assessing and then developing appropriate health materials for print, visual, auditory and internet venues. The course will shift towards examination of different health situations utilizing a health literacy approach including the research participants and informed consent, health literacy and medication/adherence, patient-physician communication models, and risk comprehension. Finally we will examine special topics including emergency preparedness. The classes are designed to include a mixture of didactic lectures, analysis of reading materials, group discussion and exercises.

• Department: Sociomedical Sciences
• W 5:30 p.m.-8:20 p.m.
• Instructor: Leah Hooper
  Info
• 1.5 points

DEVELOPMENT PROCESS

• Department: Theatre Arts
• W 10 a.m.-noon
• Instructor: Whitney Estrin
  Info
• 3 points

Theoretical Foundations of Sociomedical

THEOR FOUNDATIONS-SOCIOME

Theoretical Foundations of Sociomedical Sciences is the first in a two-semester seminar series that is required for all doctoral students in the Department of Sociomedical Sciences. This seminar will examine a number of the major theoretical traditions – and enduring problems – that undergird contemporary practice in the sociomedical sciences. The historical review in the fall – like the critical examination of current research projects in the spring – will be guided by the framing interests and signature emphases of the department: urban environs in transformation, social structures and axes of inequality, disparities in morbidity and mortality, agency and identity, social construction and production of health and disease, globalization and marginalization. The overall aim is to familiarize students with the relevant interpretive/analytic traditions, provide a rehearsal stage for testing out particular tools and frameworks in compare- and-contrast exercises, and build the theoretical foundations that will enable them to critically assess contemporary work in the field. Close reading, class discussion, and reflective writing will be the practical means we employ to get there.

• Department: Sociomedical Sciences
• T 1 p.m.-3:50 p.m.
• Instructor: Kim J Hopper
  Info
• 3 points

COMPANY MANAGEMENT

• Department: Theatre Arts
• F 10 a.m.-noon
• Instructor: Kimberly M Shaw
  Info
• 3 points

INDIVIDUAL RESEARCH

• Department: Architecture, Planning and Preservation
• Instructor: Rebecca A Andersen Polimeda
  Info
• 1.5 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.-2:30 p.m.
• Instructor: Gina M Wingood
  Info
• 1 points

INTERNATIONAL FESTIVALS & TOURING

INTL FESTIVALS & TOURING

Theatrical experiences are more frequently crossing borders to not only share art around the world, but also to remain financially and culturally sustainable. This is the first course offered by the Theatre Program that looks at the vision and logistics of bringing theatre to places all over the world.

“The work of a director can be summed up in two very simple words. Why and How.” -- Peter Brook,
On Directing

As theatre producers and managers, we’ll ask “Why and How” in a preliminary investigation into the missions and mechanics of producing international festivals and tours. We will consider our roles as members of the international performing arts community and our relationships to our artists, our audiences, and our international partners and colleagues.

• Department: Theatre Arts
• W 2 p.m.-5 p.m.
• Instructor: Ellen Dennis
  Info
• 1.5 points

Cities of Knowledge: Orientalizing Manha

'Orientalizing' Manhattan

In this course, graduate students from different disciplines will explore the ‘Orient’ in Manhattan. The course involves the active search for and analysis of Manhattan's urban space to survey its ‘Oriental’ buildings, monuments, parks, public inscriptions, and even ephemeral, everyday spaces that carry the sense of the ‘Orient’ to the city. Cities are physical places, yet, they are also assemblages of different layers of time, and geographies. These layers are designed to create communal identities and evoke recollections of past memories. Focus will be put on the written history of these spaces by searching in archives (in the City of New York) and digging out written and oral information about the histories of the formation of these spaces and their interactions with their surroundings.

The course will cover many monuments, like the famous obelisk in Central Park or the lessknown Jordanian column in Flushing Meadows Park in Queens; public buildings like Central Synagogue on Lexington, the Islamic Cultural Center on Upper East Side Mosque, or Olana State Historic Site in Hudson, NY; but also, the inner decorations of restaurants, bars (the Carlyle Bar) and even oriental Halal shops, as well as ephemeral spaces like international fairs, and Cairene grill boots.

Traditionally, Islamic art and Islamic architecture have been studied separately within art history and architecture history disciplines. The purpose of this course is, in the first place, to bridge the gap between the two disciplines while working across theories of visual culture and critically revisiting urban studies. A further aspect evolves the discourse about architectural ornament as part of the entire approach to ornament as an ‘Oriental’ trope. Thus, canonical discussions about Orientalism will form part of the course’s readings and will contribute to understanding how the architectural ornament of Manhattan forms identities. The course will introduce and discuss theoretical issues concerning urban architecture and ‘Orientalism’ and the making of the image of ‘Others’ in NYC public spaces. It will also provide a historical survey of these spaces and aim to create a novel comprehensive map for ‘Orientalized’ New York.

• Department: Art History and Archaeology
• T 2:10 p.m.-4 p.m.
• 4 points

Advanced Topics in Global Health

ADV TOPICS IN GLOBAL HEAL

This course builds on Priorities in Global Health (PHGH P6811). Maintaining a multidisciplinary focus, the course presents five case studies of global health programs for in-depth study. The course first introduces systems thinking and its application to public health. Using a case study approach, students will then study the global and regional politics and local social contexts in which global health problems occur and will learn to analyze the successes and shortcomings of global public health interventions from a systems perspective. The course is open to students enrolled in the Global Health certificate (or by instructor's permission).

• Department: Epidemiology
• T 10 a.m.-11:20 a.m.
• Instructor: Batya O Elul
  Info
• 3 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

CIVIL & ETHNIC WARS

This course explores the causes, dynamics and outcomes of civil wars and insurgencies. It addresses when and why violence is employed in place of peaceful solutions to conflict and what accounts for individual and mass recruitment into armed organizations. It aims to understand variation in warring groups’ cohesion, repertoires of violence, and relations with civilians, state counterinsurgency methods, and the political economy of conflict. The course concludes by examining war duration and termination. Students will be pushed to grapple with research written in many traditions including philosophical, statistical, game theoretic, and qualitative materials.

• Department: Political Science
• R 4:10 p.m.-6 p.m.
• Instructor: Sarah Daly
  Info
• 4 points

S CONTEMP CRITICAL THOUGHT

• Department: Comparative Literature and Society, Institute for
• Instructor: Bernard E Harcourt
  Info
• 2 points

TPC-MIDDLE PERIOD-CHINESE HIST

TPC-MIDDLE PERIOD-CHINESE:SONG

• Department: East Asian Languages and Cultures
• W 4:10 p.m.-6 p.m.
• Instructor: Robert P Hymes
  CULPA: 8 Info
• 4 points

DOCTORAL COLLOQUIUM I

• Department: Architecture, Planning and Preservation
• T 11 a.m.-1 p.m.
• Instructor: Tom Slater
  Info
• 3 points

DOCTORAL COLLOQUIUM III

The colloquium, brings together all students at the same level within the Ph.D. program and enriches the work of defining the dissertation topic and subsequent research and writing.

• Department: Architecture, Planning and Preservation
• T 11 a.m.-1 p.m.
• Instructor: Tom Slater
  Info
• 3 points

DOCTORAL RES COLLOQ I: ARCH

• Department: Architecture, Planning and Preservation
• W 3 p.m.-5 p.m.
• Instructor: Felicity Scott
  Info
• 3 points

Historical Method and Craft

This course is designed to introduce all first-year graduate students in History to major books and problems of the discipline. It aims to familiarize them with historical writings on periods and places outside their own prospective specialties. This course is open to Ph.D. students in the department of History ONLY.

• Department: History
• T 10:10 a.m.-noon
• 4 points

Sociomedical Sciences Applied Quantitati

SMS Applied Quant Rsrch M

This course is designed to teach quantitative analysis to social and behavioral sciences students. It integrates an introduction to quantitative analysis with social science applications in public health, with instruction in use of the R statistical package. This course builds on the Quantitative Foundations concentration of the ReMA Studio of the Core and Intro to Sociomedical Science Research Methods (P8774). Weekly lectures will cover quantitative analysis with a focus on linear regression. Course lectures will begin with graphic and tabular methods for exploring and summarizing distribution of a single variable and the relationships between two and three variables. The course will then proceed with a nontechnical instruction in the application of the single equation regression model. It will introduce students to the standard linear additive model and interpretation of key model parameters. It will cover assumptions of the linear model and discuss some alternatives to the linear model when assumptions are violated. Weekly computer labs will instruct students in R programming. The lab content will parallel lecture material on quantitative analysis including writing basic R programming language. Students will learn to select and use online public use “sociomedical” data sets (e.g., NYC Community Health, NHIS, NHANES, GSS, BRFSS, YRBSS surveys, etc.) for use in the course and in their final project. The course will further emphasize the art of tabular, graphic, and written presentation of the results of quantitative analysis. This is an applied course, emphasizing hands-on work using statistical programming and skill building appropriate for research positions or further graduate study.

• Department: Sociomedical Sciences
• M 8:30 a.m.-11:20 a.m.
• T 1 p.m.-3:50 p.m.
• Instructor: Yuan Zhang
  Info
• Instructor: Justin R Knox
  Info
• 3 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
• M 5:30 p.m.-8:20 p.m.
• R 1 p.m.-3:50 p.m.
• Instructor: Fernando Montero Castrillo
  Info
• Instructor: Ohemaa B Poku
  Info
• 3 points

APPROACHES TO INTL/GLOBAL HIST

How do international and global perspectives shape and conceptualization, research, and writing of history? Topics include approaches to comparative history and transnational processes, the relationship of local, regional, national, and global scales of analysis, and the problem of periodization when considered on a world scale.

• Department: History
• T 10:10 a.m.-noon
• M 2:10 p.m.-4 p.m.
• Instructor: Paul T Chamberlin
  CULPA: 3 Info
• Instructor: Manan Ahmed
  CULPA: 6 Wikipedia h-index: 6 Info
• 4 points

Dissertation Prospectus Writing Workshop

DISSERTATION PROSPECTUS W

The workshop provides a forum for advanced PhD students (usually in the 3rd or 4th year) to draft and refine the dissertation prospectus in preparation for the defense, as well as to discuss grant proposals. Emphasis on clear formulation of a research project, sources and historiography, the mechanics of research, and strategies of grant-writing. The class meets weekly and is usually offered in both fall and spring semesters.

Consistent attendance and participation are mandatory.

• Department: History
• W 4:10 p.m.-6 p.m.
• Instructor: Stephanie McCurry
  CULPA: 3 Wikipedia Info
• 3 points

CHINESE MEDIA CULTURES

What is media and mediation? How do aesthetics, techniques and technologies of media shape perception, experience, and politics in our societies? And how have various forms of media and mediation been conceptualized and practiced in the Chinese-language environment? This graduate seminar examines critical issues in historical and contemporary Chinese media cultures, and guides students in a broad survey of primary texts, theoretical readings, and research methods that place Chinese media cultures in historical, comparative and interdisciplinary perspectives. We discuss a variety of media forms, including paintings and graphic arts, photography and cinema, soundscapes and the built environment, and television and digital media. The class covers a time span from mid-19 th  century to the present, and makes use of the rich holdings at the Starr East Asian Library for historical research and media archaeology.   

Open to MA and PhD students. Advanced undergraduates need to have instructor's approval.
Language prerequisites: intermediate or advanced Chinese; rare exceptions upon instructor’s approval.

• Department: East Asian Languages and Cultures
• T 4:10 p.m.-6 p.m.
• Instructor: Ying Qian
  CULPA: 2 Info
• 4 points

Supervised Independent Research

Supervised Reserach for Classical Studies Graduate Students.

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

M.A. THESIS

• Department: Art History and Archaeology
• Instructor: Alexander Alberro
  CULPA: 12 h-index: 17 Info
• Instructor: Zainab Bahrani
  CULPA: 11 Wikipedia Info
• Instructor: Frederique Baumgartner
  CULPA: 3 Info
• Instructor: Barry G Bergdoll
  CULPA: 1 Info
• Instructor: Diane Bodart
  CULPA: 3 Info
• Instructor: Julia Bryan-Wilson
  Wikipedia Info
• Instructor: Gregory Bryda
  CULPA: 7 h-index: 1 Info
• Instructor: Zeynep Celik Alexander
  Info
• Instructor: Michael Cole
  CULPA: 4 Wikipedia Info
• Instructor: Jonathan K Crary
  CULPA: 11 Wikipedia Info
• Instructor: Francesco de Angelis
  CULPA: 10 Info
• Instructor: Rosalyn Deutsche
  CULPA: 11 Info
• Instructor: Noam M Elcott
  CULPA: 6 h-index: 7 Info
• Instructor: David A Freedberg
  Wikipedia Info
• Instructor: Meredith Gamer
  CULPA: 1 Info
• Instructor: Anne Higonnet
  CULPA: 31 Wikipedia Info
• Instructor: Elizabeth Hutchinson
  CULPA: 9 Info
• Instructor: Kellie Jones
  CULPA: 3 Wikipedia Info
• Instructor: Branden W Joseph
  CULPA: 9 Wikipedia Info
• Instructor: Subhashini Kaligotla
  Info
• Instructor: Holger A Klein
  CULPA: 13 Info
• Instructor: Rosalind Krauss
  CULPA: 10 Wikipedia Info
• Instructor: Janet L Kraynak
  Info
• Instructor: Matthew P McKelway
  CULPA: 6 Info
• Instructor: Ioannis Mylonopoulos
  CULPA: 13 Info
• Instructor: Eleonora Pistis
  Info
• 4 points