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
• R 1 p.m.-3:50 p.m.
• Instructor: Kim J Hopper
  Info
• 3 points

Coercion and Persuasion in Public Health

PERSUASION & COERCION-PUB

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

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

Ethics Of Public Health

ETHICS OF PUBLIC HEALTH

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

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

Practicum for Cancer Symptom Management

PRAC FOR CANCER SYMPTOM M

This course provides the opportunity to manage the symptoms of cancer and its treatments with expert supervision and collaboration in the clinical setting. Learning is facilitated by expert clinicians in oncology/hospice/home/long term care areas. Evidence based practice will be promoted in issues related to quality of life, identification and prevention of complications of treatment and patient and caregiver stress.

• Department: Nursing
• Instructor: Maura E Murphy
  Info
• 1 points

Palliative Care Throughout the Lifespan

Pall Care Through Lifespa

This advanced level course focuses on issues in the clinical management of palliative care and provides the Advanced Practice Registered Nurse opportunities to integrate population based clinical knowledge, theory and research findings into assessment and management of patients and families across settings. Attention will be given to health equity.

• Department: Nursing
• 3 points

Seminar in Palliative Care Throughout th

SEM IN PALL CARE THROUGH

This advanced level case-based seminar for the Advanced Practice Registered Nurse continues to build evidence-based knowledge, providing a context in which to apply techniques of communication, assessment and management of pain and complex symptoms in chronic and life limiting illness that is focused on pediatric, lifespan, or adult/geriatric populations across settings.

• Department: Nursing
• Instructor: Marlene E Mc Hugh
  h-index: 11 Info
• 4 points

Ukraine: Power Politics & Diplomacy

The seminar like course consists of three parts: Historical Background, Thematic and Political Issues and Conclusions. It provides historical perspectives on the development of today’s Ukraine, analyses the evolution of its politics since Independence and its quest for Euroatlantic integration. While providing an assessment of political, social and economic transformations, the course examines major causes of Euromaidan and the Revolution of Dignity The current political situation in the country and an ongoing military conflict are thoroughly investigated. The results of the 2019 Presidential and Parliamentary election and it's impact will also be analyzed in detail. What are the chances by the new Government to reach a "peaceful solution" in the Donbass, eradicate corruption, improve economic situation and implement  reforms ? Is there a future for the Minsk accords? What's the significance of the Normandy Summit? These and other issues, including behind-the scenes activities, power struggle and diplomatic activities, are dealt with in the newly revised course delivered by a career diplomat. The format of the course will encourage active dialogue and analytical reflection on the part of the students. The professor regularly provides additional articles and analytical reviews on current political situation to be discussed at each session. During the course each student is to prepare a mid-term and final papers exploring the prospects of Ukraine becoming a free, prosperous, democratic state and a member of European institutions or staying in the zone of Russian influence and the consequences thereoff.

• Department: International and Public Affairs
• T 2:10 p.m.-4 p.m.
• 3 points

Chronic Disease and Community Health

CHRONIC DISEASE,URB, COMM

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

• Department: Sociomedical Sciences
• W 5:30 p.m.-8:20 p.m.
• Instructor: Robert E Fullilove
  Info
• 3 points

Investing in Social Ventures

This half semester course provides students with the opportunity to perform due diligence on early-stage social ventures
(nonprofit and for-profit ventures with a social or environmental mission). This course is designed for MBA students
interested in impact investing, social entrepreneurship, or philanthropy. The objective of the course is for students to
learn both the theory of investing in early-stage social ventures and the practice of evaluating early-stage social ventures
through a due diligence process. This course is not designed for the evaluation of larger, well-established social
enterprises.
Students are placed in teams to evaluate social entrepreneurs from the Columbia University community who have applied
for funding from the Tamer Fund for Social Ventures. The course is a combination of in-class lectures and discussion, and
practical application of class lessons outside of the classroom. Major topics covered include: the due diligence process,
assessing venture pitches and teams, due diligence in emerging markets, due diligence of non-profits, impact
measurement and management, and valuations and deal structure.
During the course, each student team completes detailed due diligence on their assigned social venture, including
diligence on applicants, the social venture and the sector. The course concludes with student teams submitting a written
due diligence report and a recommendation for funding to the Investment Board of the Tamer Fund for Social Ventures.

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

Community Based Participatory Research

COMM-BASED PARTICIPATORY

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

• Department: Sociomedical Sciences
• M 4 p.m.-6:50 p.m.
• Instructor: Renata Schiavo
  h-index: 10 Info
• 3 points

Global Immersion: Lessons from Rwanda on

Global Immersion: Rwanda

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

• Department: Business
• FT 10:50 a.m.-12:20 p.m.
• Instructor: Modupe Akinola
  Wikipedia h-index: 19 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.
• M 1 p.m.-3:50 p.m.
• Instructor: Christian Gloria
  Info
• Instructor: Daniel P Giovenco
  h-index: 19 Info
• 3 points

Intro to SMS Research Methods

INTRO-SOCIOMED SCI RES ME

• Department: Sociomedical Sciences
• T 1 p.m.-3:50 p.m.
• W 5:30 p.m.-8:20 p.m.
• Instructor: Justin R Knox
  Info
• Instructor: Paris Adkins-Jackson
  Info
• 3 points

Global Immersion: Philippines:

The Philippines is Asia’s rising tiger. It is among the world’s fastest-growing economies with average annual growth of 6 to 7% per year. After a dip in GDP growth during 2020 due to Covid, the economic growth rebounded to 7.6% during 2022. Average annual GDP per person has risen dramatically over the past two decades, from below US$ 1,000 per person in 2000 to US$ 3,500 by 2022. Philippines is on track to become one-trillion dollar economy by 2033. The central bank, Bangko Sentral ng Pilipinas, is well managed and follows a sound monetary policy. The long-term prospect for the country is contingent upon improvement in governance, reducing income inequality, tackling corruption and a better regulatory environment. After losing its way for the past few decades, Philippines seems to be on the right path. We will develop a strong foundation in understanding Philippines’ history, economy, industry and competitive position, before we visit the country. The Global Immersion Program is structured to create this depth through readings and classroom discussion.
This course will travel to the Philippines March 9-16, 2024. We will spend March 9-14 in Manila, the Philippine’s business hub and March 14-16 in Boracay, one of the world’s best islands. Global Immersion Program classes bridge classroom lessons and business practices in another country. These three credit classes meet for half a term in New York prior to a one week visit to the country of focus where students will meet with business executives and government officials while working on team projects. Upon return from the travel portion of the class, students will have one wrap up meeting at Columbia Business School. The 2023-2024 Global Immersion Program fee for most classes is $1950 and provides students with double occupancy lodging, ground transportation and some meals; unless an increased fee is otherwise specified in the course description. It does not cover roundtrip international airfare. Attendance both in New York and in-country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first class meeting may be removed from the course. No program fee refunds will be given after the add/drop period has closed. Please visit the Chazen Institute website to learn more about the Global Immersion Program, and visit the Global Immersion Policies page to review policies affecting these courses.

• Department: Business
• M 9 a.m.-10:30 a.m.
• Instructor: Medini Singh
  Info
• 3 points

Global Immersion South Africa:

In the short span of three decades, South Africa has transformed itself into a consequential economic and political power, with membership in the G20 and BRICS, and a dynamically evolving business ecosystem. This forward-looking course will consider the opportunities created by South Africa’s multiple identities, the lingering implications of its particular history, its current challenges, and its position at the intersection of advanced and emerging global markets.
Through a combination of lectures, guest speakers, group projects, and site visits, students will have the opportunity to develop an intimate understanding of South Africa’s business environment and to extract insights and lessons on creating impact in a range of economic landscapes. The course will delve into crucial issues that include South Africa’s ongoing post-apartheid transformation, the role of natural resources in South Africa’s past and future, developments in the country’s burgeoning new-economy sectors, prospects for innovation and entrepreneurship, and the possibilities created by ever-greater integration with the rest of the African continent. With a focus on climate change, sustainable development, and social responsibility, this course will also look at how South African business has made tangible progress in grappling with this combination of triple-bottom-line imperatives. We will meet with a diverse collection of business, labour, government, and community leaders from a wide range of sectors, industries, and organizations. Meetings will include multinationals that have adapted themselves to South Africa’s specificities and home-grown businesses that are taking South Africa to the world. We will also enjoy some of the rich cultural diversity of this textured, multilingual, multi-ethnic society. The class will travel to Johannesburg and Cape Town during March 9–16, 2024.
Faculty
The course will be led and facilitated by Brett House, a Professor of Professional Practice in the Economics Division at Columbia Business School. In 1994, Prof. House taught economics at the University of Cape Town and worked with the University’s Development Policy Research Unit (DPRU) and the South African Labour and Development Research Unit (SALDRU). Also that year, Prof. House was a voter educator and election monitor with the Institute for Democratic Alternatives in South Africa (IDASA) during South Africa’s first elections under universal suffrage, which brought the ANC and President Nelson Mandela to power. Since then and

• Department: Business
• R 9 a.m.-10:30 a.m.
• Instructor: Brett House
  Info
• 3 points

Global Immersion: Africa's Consumer Mark

Global Immersion: Ghana

Africa’s consumer market has large potentials. Africa is the world’s second-fastest growing region – after emerging Asia according to the African Development Bank Report. About half of the growth of the continent’s GDP growth is due to consumer-facing industries. 1.3 billion people live in Africa and according to the United Nations, the population is expected to increase to 2.5 billion by 2050. The working-class population in Africa is growing by 2.7 percent each year (compared to 1.3 percent in Latin America and 1.2 percent in Southeast Asia). McKinsey projects that by 2025 two-thirds of the estimated 303 million African households will have discretionary income and consumer spending will reach $2.1 trillion. Not surprisingly, many firms and investors are trying to tap into Africa’s consumer market.
This course aims to train students’ global intelligence, i.e. their understanding of specific cultural aspects of different consumer markets by analyzing the potential and challenges of Africa’s consumer markets – using Ghana as a case study. A West African country with 29 million inhabitants, Ghana was one of the fastest growing countries in the world with 8.1 percent GDP growth in 2017. Unfortunately, the economic outlook is less stellar now, but hopefully the country is getting back on track. Ghana is considered one of the safest and most stable countries in sub-Sahara Africa and the country shares similar demographic and consumer characteristics with its neighbors: About half of income earners are young (between 16 and 34 years old) and aware and eager to try new products.
The students will work in groups on a project with an organization in Ghana that is consumer facing. Through work with the Ghana partner firm and interviews with consumers in Ghana, the students should develop ideas that can be turned into feasible solutions for the Ghana partner firms. The firms in Ghana will come from different industries ranging from a beverage producer to a tech platform facilitating the hiring of African coders. The projects are time-consuming, and students are expected to spend a significant amount of time in NY working on those projects. In-country, students will spend about 2-3 days working in Ghana with the partner firm and prepare a presentation to the leadership of those companies. As a return on their hard work, students will get a truly multicultural immersion experience in Africa working on a project.
The course aims at familiarizing students with interview-based customer

• Department: Business
• T 9 a.m.-10:30 a.m.
• Instructor: Stephan Meier
  h-index: 33 Info
• 3 points

DEVELOPMENT PROCESS

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

Global Immersion: Foundations of VC in J

Global Immersion: FVC in

Learning Objectives:
(1) To understand and experience the process of investing in early stage startups and how that differs between the US and Japan
(a) Sourcing deals from the startup ecosystem
(b) Conducting diligence
(c) Valuing startups
(d) Negotiating term sheets (financial and governance terms)
(e) Managing a portfolio post investment
(2) To understand the investing landscape: players and resources
(3) To understand the structural differences between venture capital and angel investing.
This course covers many of the same topics as Foundations of VC and therefore students will not be able to take them both for credit. The course will travel during spring break March 9-16, 2024 to Tokyo, Japan.

Global Immersion Program classes bridge classroom lessons and business practices in another country. These three credit classes meet for half a term in New York prior to a one week visit to the country of focus where students will meet with business executives and government officials while working on team projects. Upon return from the travel portion of the class, students may have one wrap up meeting at Columbia Business School. The 2023-2024 Global Immersion Program fee for all classes is $1950 and provides students with double occupancy lodging, ground transportation and some meals; unless an increased fee is otherwise specified in the course description. It does not cover roundtrip international airfare. Attendance both in New York and in country and regular participation are a crucial part of the learning experience and as such attendance is mandatory. Students who miss the first class meeting may be removed from the course. No program fee refunds will be given after the add/drop period has closed. Please visit the Chazen Institute website to learn more about the Global Immersion Program, and visit the Global Immersion Policies page to review policies affecting these courses.

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

Business and Society

Business School offers important windows into the functions of business and into ways of conceptualizing challenges and opportunities. It also offers valuable cross-cutting tools for analysis, decisions, and leadership. But there’s more…: Very successful and admired business leaders think even more fundamentally and broadly about the economic, political, and social context of business decision making. They understand that the ‘corporation’ is a legal and social construct, not just an economic construct. Support for business corporations has not been and is not absolute and requires business leaders to examine the role of their business and business generally in the broader society — business and society. In contemporary language, what is the ‘purpose’ of business? For whom should the corporation be run? Answers to these questions and others shape business, business careers, and attitudes toward business.
Addressing such cross-cutting questions requires that we examine the business corporation and its role in society through multiple perspectives. In particular, we will study business and society through the lenses of the evolving business organization,
finance and investors, employees, corporate governance, privacy and big data, social movements, social justice, and climate change. To accomplish these views, we will draw on leading CBS faculty and their ideas. In each case, we will complement these ideas with the
experience of leading business practitioners as teaching partners. The introductory and closing sessions will feature longer conversations with a business leader on the role of business in society. Conducting the course in this way brings both ‘business and society’
and Columbia Business School’s ‘ideas, talent, and network’ to center stage.
You will also be co-creating this course with the teaching team. Your presence, preparation, and participation are vital to a successful class experience. The syllabus presents questions and readings to get you ready for our class discussion and analysis.
All of us on the teaching team look forward to working with you!

• Department: Business
• W 2:20 p.m.-5:35 p.m.
• Instructor: R. Glenn Hubbard
  Wikipedia Info
• 1.5 points

S US CIV & CRIM ENF INTL CARTL

• Department: Law
• W 6:20 p.m.-8:10 p.m.
• Instructor: Adam Hemlock
  Info
• 2 points

Ethnographic Methods in Health Research

ETHNOGRAPHIC MTHDS/HLTH R

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

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

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

Contemporary Debates in Sociomedical Sci

CONTEMP DEBATES-SOCIOMED

This course is the second part of a two-semester seminar that will essay a selective genealogy of the major theoretical traditions under girding contemporary practice in the sociomedical sciences. The ongoing focus of the seminar in the spring semester - like the historical review in the fall - will be guided by the framing interests and signature emphases of the department: the political economy of public health, globalization and marginalization, urban environs in transformation, social structures and axes of inequality, disparities in morbidity and mortality, agency and identity. 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. In this second part of the sequence, greater emphasis will be given to research by faculty members in the department, as well as by others working in related frameworks. Both theoretical and methodological approaches to the sociomedical sciences will be examined in seeking to develop an overview of contemporary debates 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

DoesItAppear

• Department: OFFC OF THE REGISTRAR
• MTWRF 9 a.m.-10:15 a.m.
• 5 points

Tutorial in Sociomedical Sciences

TUTORIAL SOCIOMEDICAL SCI

Primarily for students who wish to acquire further knowledge and research skills in areas of special interest. Individual or small group reading tutorials or guided independent research. Permission required; contact Academic Coordinator

• Department: Sociomedical Sciences
• Instructor: Justin R Knox
  Info
• 0-6 points

COMPANY MANAGEMENT

• Department: Theatre Arts
• M 1 p.m.-3 p.m.
• Instructor: Kimberly M Shaw
  Info
• 3 points

INDIVIDUAL RESEARCH

• Department: Architecture, Planning and Preservation
• Instructor: Jessica A Stockton
  Info
• 1.5 points

Dissemination and Implementation Science

DISSEMINATION/IMPLEMENTAT

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

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

Society, Health Equity and Health Commun

SOCIETY,HLTH EQUITY&HLTH

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

• Department: Sociomedical Sciences
• T 5:30 p.m.-8:20 p.m.
• Instructor: Renata Schiavo
  h-index: 10 Info
• 3 points

S FOOD LAW & POLICY

• Department: Law
• M 6:20 p.m.-8:10 p.m.
• 2 points

New Media and Health

NEW MEDIA AND HEALTH

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

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

S SOC & LEGAL REG OF FIREARMS

• Department: Law
• T 4:20 p.m.-6:10 p.m.
• Instructor: Jeffrey A Fagan
  Wikipedia Info
• 3 points

INDEPENDENT PROJECTS

• Department: Film
• Instructor: Lance Weiler
  CULPA: 1 Wikipedia Info
• 1-3 points

LABOR RELATIONS & COLLECTIVE BARGAINING

LABOR RELATIONS & COLL BA

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

• Department: Theatre Arts
• F 10 a.m.-noon
• Instructor: Darren Robertson
  Info
• 3 points

S. Public Integrity and Public Corruptio

S. Pub. Integrity & Corru

• Department: Law
• M 4:20 p.m.-6:10 p.m.
• Instructor: Richard Briffault
  Wikipedia Info
• 2 points

S GEOPOL/LAW/CONFLICT/KORN PEN

• Department: Law
• W 4:20 p.m.-6:10 p.m.
• Instructor: Jeong-Ho Roh
  Info
• 2 points

S TRANSNATL BUSI/HUMAN RIGHTS

This is a Law School course. For more detailed course information, please go to the Law School Curriculum Guide at: http://www.law.columbia.edu/courses/search

• Department: Law
• W 4:20 p.m.-6:10 p.m.
• Instructor: Anthony P Ewing
  Info
• 2 points

LEGAL WRITING PRACTICUM

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

Clinical Seminar in Adult-Gerontology Ac

CLIN SEM ACUTE CARE II

Clinical Seminar in Adult-Gerontology Acute Care is designed to provide the AG-ACNP student an academic environment in which the students share their practicum experience and present case studies and journal articles for discussion with their peers. In this scholarly forum, the students are expected to present selected cases from their practicum in an organized format. The students are expected to facilitate a class dialogue and offer appropriate references.

• Department: Nursing
• M 3 p.m.-4:50 p.m.
• Instructor: Jessica A Fishken-Harkins
  Info
• 1 points

Advanced Practicum in Acute Care for the

ADV PRAC IN CRIT CARE II

This course will provide an opportunity to synthesize and integrate the advanced practice knowledge and skills acquired through all previous didactic and clinical coursework.  Students will be expected to do clinical case presentations, manage a group of patients of varying diagnoses and variability of acuity, and practice with increasing independence in the acute care advanced practice role. 

Credits increased from 4 to 5, effective Spring 2021.

• Department: Nursing
• 5 points

Acute Care Radiology

ACUTE CARE RADIOLOGY

This course engages the advanced practice student in the basics of diagnostic radiology and point-of-care radiologic assessment necessary for today’s practitioner. The course offers the advanced practice student the opportunity to understand the process for selecting appropriate imaging modalities, and also challenges the student to develop novice-level competence in the interpretation of select diagnostic imaging of adults.

• Department: Nursing
• Instructor: Mara Berta
  Info
• 1 points

COL-INTL HUMAN RIGHTS ADVOCACY

• Department: Law
• W 6:20 p.m.-8:10 p.m.
• Instructor: Hina Shamsi
  Info
• 2 points

LAW AND VIOLENCE: CRITICAL PERSPECTIVES

LAW/VIOLENCE: CRITICAL PE

Law is often considered to be the opposite of violence: Promising to deliver us from the cycles of violence preceding its arrival, it sets its task as the establishment of a normative order that sanctions arbitrary and illegitimate uses of violence, derives its legitimacy from our consent, and guarantees formal equality to everyone under its rule. Various critics have challenged this conventional understanding of law, however, and examined the numerous ways in which law finds itself entangled with the very violence that it aims to combat. They have pointed out how the enforcement of law often entails the use of coercion and force, that legal decisions involve legitimations of state violence, and that the provision of rights often goes hand in hand with the entrenchment of social inequality and domination.

 

Taking Walter Benjamin’s “Critique of Violence” as a focal point, this course examines a wide range of critical perspectives on the relationship between law and violence. Following our study of Benjamin, we turn to the deconstructionist perspectives represented by Jacques Derrida and Judith Butler. Then we move to the biopolitical critique developed by Michel Foucault, Giorgio Agamben, and Roberto Esposito. Following these continental perspectives, we turn to the American scene and read the criticisms developed by Robert Cover as well as Critical Legal Studies (e.g., Duncan Kennedy, Roberto Unger) and Critical Race Theory (e.g., Derrick Bell, Patricia Williams). In the final section, we examine three thinkers who strive to chart a path beyond the impasses we studied and navigate the aporias arising from law’s entanglement with violence (albeit in very different ways): Hannah Arendt, Jürgen Habermas, and Christoph Menke.

• Department: Comparative Literature and Society, Institute for
• T 4:10 p.m.-6 p.m.
• Instructor: Ayten Gundogdu
  CULPA: 20 h-index: 8 Info
• 4 points

DIGITAL PRODUCING SEMINAR

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

COLLOQ:MODERN JAPANESE HISTORY

Reading, analysis, and research on modern Japan. Field(s): EA

• Department: East Asian Languages and Cultures
• R 12:10 p.m.-2 p.m.
• Instructor: Gregory Pflugfelder
  CULPA: 25 Info
• 4 points

Service Learning

SERVICE LEARNING ELECTIVE

• Department: Physical Therapy
• 0 points

Service Learning

SERVICE LEARNING ELECTIVE

• Department: Physical Therapy
• 0 points

Research Practicum II

This is a 16-week elective that provides students with hands-on experience in clinical research under the direct supervision of faculty. Students participate in a variety of research activities pertaining to the collection, analysis and interpretation of data. Specific course objectives are developed individually according to faculty expectations and the current phase of the on-going research.  Research Practicum II builds on PHYT M8853 and is designed to provide students with the opportunity to integrate the knowledge obtained in the evidence-based courses with supervised hands-on research experience. The elective provides the student with foundational knowledge and skill in the development and implementation of a research protocol targeting the student’s ability to synthesize and organize finding into a cogent written and/or oral research presentation. During this semester, students will work to complete data collection and analysis in preparation for presenting their work in the third year.

• Department: Physical Therapy
• 1 points

Regulation of the Digital Economy

Regulation Digital Econom

• Department: Law
• 2 points

ANESTHESIA AND COEXISTING DISEASE

ANES & COEXISTING DISEASE

This course focuses on the complex nature of common coexisting diseases and their influence on safe delivery of nurse anesthesia care in the perioperative period.  Throughout this coure, learners will evaluate information obtained during physical and psychological assessment, review patient data and preoperative testing, and synthesize knowledge to formulate safe, individualized, perioperative anesthesia management plans for patients.

Cultural humility will be incorporated into care plans to develop anesthetic management individualized to patient identities and cultures while including an emphasis on social and cultural health disparities.

• Department: Nursing
• M 9 a.m.-11:50 a.m.
• Instructor: Donald R Jr Boyd
  Info
• 3 points

S CONTEMP CRITICAL THOUGHT

• Department: Comparative Literature and Society, Institute for
• Instructor: Bernard Harcourt
  Wikipedia h-index: 37 Info
• 2 points

S CONTEMP CRITICAL THOUGHT:CRITIQUE AFTE

• Department: Law
• R 6:20 p.m.-9:10 p.m.
• Instructor: Bernard Harcourt
  Wikipedia h-index: 37 Info
• 1-2 points

INTL SIGNALING & COMMUNICATION

Prerequisites: Instructors permission prior to registration. 

The purpose of this course is to delve into how states infer what others are likely to do in the future and how they try to project desired images of how they will behave.  This involves both purposeful or intended communication, as in diplomacy, and the ways in which perceivers try to discern others' capabilities and intentions from attributes and behaviors that the senders cannot readily manipulate. 

We will examine a variety of theoretical and empirical approaches to the topic, many of which could seem mutually exclusive, but the goal of this course is not to determine which approaches and theories are ‘right’ and which are wrong, but rather to equip students with the tools and background they need to consider real and hypothetical interstate signaling interactions from multiple angles.

• Department: Political Science
• M 2:10 p.m.-4 p.m.
• Instructor: Paola Solimena
  Info
• 4 points

Nurse Anesthesia Residency IIA

NURSE ANESTHESIA RESIDENC

Clinical experiences provide the opportunity for students to integrate theoretical basis of practice within the clinical setting. Students move along a continuum from healthy adults and children to patients with multi-system failures. The focus is on perioperative theory transfer, development of assessment skills, and the implementation and evaluation of a plan of care. Patient interviews and teaching are integral to the process. Basic principles of decision making are emphasized throughout. Mastery to the specific level of competency is required within a specific time framework. Practice settings include operating rooms, emergency rooms, and diagnostic suites. CRNA faculty members act as facilitators of learning. Clinical conferences and professional meetings help to reinforce and evaluate learning. This is the second of four required residencies.

• Department: Nursing
• Instructor: Maribeth L Massie
  Info
• Instructor: Donald R Jr Boyd
  Info
• Instructor: Antoinette T Padula
  Info
• Instructor: Christian Cansino
  Info
• 1 points

INTL CRIMINAL INVESTIGATION

• Department: Law
• TR 10:40 a.m.-noon
• Instructor: Frederick Davis
  Info
• 3 points

Nurse Anesthesia Residency IIB

NURSE ANESTHESIA RESIDENC

Clinical experiences provide the opportunity for students to integrate theoretical basis of practice within the clinical setting. Students move along a continuum from healthy adults and children to patients with multi-system failures. The focus is on perioperative theory transfer, development of assessment skills, and the implementation and evaluation of a plan of care. Patient interviews and teaching are integral to the process. Basic principles of decision making are emphasized throughout. Mastery to the specific level of competency is required within a specific time framework. Practice settings include operating rooms, emergency rooms, and diagnostic suites. CRNA faculty members act as facilitators of learning. Clinical conferences and professional meetings help to reinforce and evaluate learning. This is the second of four required residencies.

• Department: Nursing
• Instructor: Maribeth L Massie
  Info
• Instructor: Donald R Jr Boyd
  Info
• Instructor: Antoinette T Padula
  Info
• Instructor: Christian Cansino
  Info
• 1 points

Professional Development in Global Healt

PROF DEV IN GLOBAL HEALTH

Practitioners of global public health tackle myriad public health challenges that emerge from particular social, political, and economic contexts. The practitioner must decide which aspects of this field s/he will address, must be trained to address those problems, and must select the right setting in which to effect change. This course exposes students to career options in global public health. Through intimate discussion with global health practitioners working in a variety of settings, students will gain insights into the scope of career options and the pathways to these careers. The course will also address career development issues specific to students' matriculation in the MPH program at the MSPH. Weekly sessions will help prepare students for the overseas practicum site selection.

• Department: Epidemiology
• M 4 p.m.-5:15 p.m.
• Instructor: Meghan C Gallagher
  Info
• 0.5 points

COLL ON MODERN CHINESE HISTORY

Research in and reading in Chinese history. Field(s): EA

• Department: East Asian Languages and Cultures
• W 2:10 p.m.-4 p.m.
• Instructor: Madeleine H Zelin
  CULPA: 12 h-index: 12 Info
• 4 points

DECISION MAKING AND DIPLOMACY

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

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

FEMINIST THEORIES OF REPRESNTN

FEMINIST THEORIES OF REPRESTN

• Department: Women's and Gender Studies
• T 2:10 p.m.-4 p.m.
• Instructor: Elizabeth Povinelli
  CULPA: 14 Wikipedia Info
• 4 points

Global Health Pre-Practicum Seminar

GLOBAL PREPRACTICUM SEMIN

This seminar will prepare students for the Global Health certificate 6-month practicum with the aim of meeting each student's goals for the experience, as well as departmental requirements for the practicum and Master's Integrative Project (or thesis or Capstone, depending on department). The seminar will devote several sessions to cross-cultural training, i.e. preparation to enter a new culture and work environment with comfort, understanding and respect" Cross cultural discussions will include an exploration of each student's unique background in terms of nationality, ethnicity, education and work experiences, and discussion of the importance of culture, behavior, work environment norms and power relations in cross cultural experiences. Students will to begin to develop their practicum scope of work through discussion with GHT faculty, staff, and returning students, and finalize their practicum plans by the end of the semester. Finally, several sessions will be devoted to the logistics of the practicum, i.e., financial issues, living arrangements, health and safety, visas and other administrative matters."

• Department: Epidemiology
• M 11:30 a.m.-12:50 p.m.
• Instructor: Meghan C Gallagher
  Info
• 1 points

Global Health Post-Practicum Seminar

GLOBAL HLTH POST-PRACTICU

This seminar is designed to aid students returning from the Global Health certificate 6-month practicum to process their experiences and integrate the tasks learned in the field with the work of research, policy, and program development in global health. The course will address professional skills and career development issues specific to students nearing graduation including: program/research planning; grant writing; budgeting and financial management of programs; oral and written communication skills; job search and the use of MSPH Career Services resources.

• Department: Epidemiology
• M 10 a.m.-11:20 a.m.
• Instructor: Meghan C Gallagher
  Info
• 0.5 points

S DOMESTIC & INTERNATIONAL TERRORISM: A

S DOMESTIC & INT'L TERROR

This is a Law School course. For more detailed course information, please go to the Law School Curriculum Guide at: http://www.law.columbia.edu/courses/search

• Department: Law
• W 6:20 p.m.-8:10 p.m.
• 2 points

Firms in International Political Economy

Firms in IPE

Inspired both by advances in data availability and a growing scholarly appreciation for the political influence of the private sector, firm-level theories and research designs have grown increasingly popular among political economy scholars in recent years. While studying firms allows for the generation of new insights across a broad array of substantive topics, it carries with it several unique conceptual and empirical challenges. For example, how should we conceive of firms as political actors, given their organizational structures? What are firms’ policy preferences? How do they influence politics, and how can we measure their impact? In this course we will review political economy research that centers the firm as the actor of interest; particular focus will be given to recently published work that is innovative in terms of methodology, measurement, and/or data collection. While we will focus primarily on international political economy applications—for example, firm-level studies of trade, in-vestment, and commercial diplomacy—we will also cover less inherently international topics such as lobbying, environmental politics, and private governance/corporate social responsi-bility. In addition to providing preparation for the IR field exam, this course aims to give students the tools to conduct state-of-the-art political economy research at the firm level.

• Department: Political Science
• T 6:10 p.m.-8 p.m.
• Instructor: Calvin N Thrall
  Info
• 4 points

DNP Seminar in Nurse Anesthesia Practice

DNP SEM NAP II

The second in a series of three courses that provides critical analysis of selected topics in nurse anesthesiology practice. Lecture and discussion facilitate integration of didactic content with clinical experiences, as NARs learn to integrate DNP Competencies into clinical practice.

• Department: Nursing
• M 1 p.m.-2:50 p.m.
• Instructor: Donald R Jr Boyd
  Info
• 1 points

Domestic Politics & Intl Relations

Domestic Pol & Intl Relat

This course explores the literature on domestic politics and international relations. It is intended to be an illustrative, rather than exhaustive, overview of this area of international
relations scholarship. It will concentrate on recent developments in the literature, including new understandings of the domestic politics of both authoritarian and democratic regimes

• Department: Political Science
• R 10:10 a.m.-noon
• Instructor: Elizabeth N Saunders
  Wikipedia Info
• 4 points

S PRACTICING INTERNATIONAL LAW

• Department: Law
• 1 points

FIELD MTHDS FOR RELIG STUDIES

This course will introduce graduate students in Religion to several qualitative, empirical research methods and related epistemological and ethical issues. In addition to introducing basic research techniques, we will also deal with several issues of central importance to many scholars who conduct ethnographic research in religion, including representations of religious agents in ethnographic writing, interpreting testimony and conversion narratives, and integrating historical and textual material and interpretations into ethnographic writing.

• Department: Religion
• R 4:10 p.m.-6 p.m.
• Instructor: Courtney Bender
  CULPA: 10 Info
• 3 points

Seminar in Health Communication

Sem in Health Communicati

Section one: This seminar exposes students to career paths and professional development in the field of public health communication. Students will work with career service experts to gain professional skills in resume writing, interview training and online portfolio development specifically tailored to health communication careers. Students will gain insight into the scope of career options and the pathways to these careers by interacting with recent graduates and seasoned experts in health communication. Additionally, students will acquire skills in designing health communication tools (i.e. newsletters). The seminar will address career development issues specific to students' matriculation in the MPH program at the MSPH. **Required for first-year Health Communication Certificate students.
Section two: This interactive seminar will teach students essential communication skills and strengthen students’ ability to utilize innovative, media-based strategies to address public health challenges. Through hands-on workshops, students will be introduced to graphic design, social media management and content production, digital strategy and analytics, and storytelling. This course will equip students with skills needed to promote public health campaigns using visual communications and digital media. Additionally, students will gain an understanding of how they can use social media to achieve organizational objectives and measure the effectiveness of those efforts. This class will ensure that public health students graduate with a skillset in the areas of media, communications and graphics.

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

DIR READINGS POLISH CULTURE

• Department: Slavic Languages
• Instructor: Christopher Caes
  Info
• 1-4 points

PHD COLLOQUIUM

Aesthetics & Architecture

TBD

• Department: Architecture, Planning and Preservation
• W 2 p.m.-4 p.m.
• Instructor: Reinhold Martin
  Wikipedia Info
• 3 points

Communicating Health Risks to the Public

COMMUNICATING HEALTH RISK

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

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

COLONIAL CITIES

• Department: History
• R 2:10 p.m.-4 p.m.
• Instructor: Zeynep Celik
  Wikipedia Info
• 4 points

The Global Menstrual Movement: Understan

Glob Menstrual Mov: Pol &

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

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

METHODS IN HISTORY OF SCIENCE

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

ADVANCED CLINICAL PRACTICE OF DENTISTRY

• Department: Dental and Oral Surgery
• 0 points

ADVANCED CLINCL PRACTICE OF ORTHODONTICS

ADV CLIN PRAC OF ORTHODON

• Department: Dental and Oral Surgery
• 0 points

ADVANCED CLINCL PRACTICE OF ENDODONTICS

• Department: Dental and Oral Surgery
• 0 points

ADVAN CLINCL PRACT OF OPERATIVE DENTSTRY

• Department: Dental and Oral Surgery
• 0 points

ADVAN CLINCL PRACT OF PEDIATRIC DENTSTRY

• Department: Dental and Oral Surgery
• 0 points

ADVAN CLINCL PRACT OF PERIODONTICS

• Department: Dental and Oral Surgery
• 0 points

RESISTANCE & THE BLK ATLANTIC

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

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

ADVAN CLINCL PRACT OF PROSTHODONTICS

• Department: Dental and Oral Surgery
• 0 points

RESEARCH SEMINAR FOR PHD STUDENTS

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

• Department: History
• W 4:10 p.m.-6 p.m.
• W 10:10 a.m.-noon
• Instructor: Charly J Coleman
  CULPA: 7 Info
• Instructor: George Chauncey
  CULPA: 13 Wikipedia Info
• 4 points

ADVANCED PLAN THEORY

• Department: Architecture, Planning and Preservation
• R 1 p.m.-3 p.m.
• Instructor: Hiba Bou Akar
  h-index: 5 Info
• 3 points

C INTERNATIONAL CRIMINAL LAW

• Department: Law
• F 11:30 a.m.-1:20 p.m.
• Instructor: Lori F Damrosch
  Info
• 2 points

PHD COLLOQUIUM IN PRES

• Department: Architecture, Planning and Preservation
• R 11 a.m.-1 p.m.
• Instructor: Jorge Otero-Pailos
  Wikipedia h-index: 12 Info
• 3 points

Capstone Two Evidence Based Paper

• Department: Rehabilitation Medicine (RMED)
• Instructor: Rochelle Mendonca
  Info
• Instructor: Katherine Dimitropoulou
  Info
• Instructor: Razan Hamed
  h-index: 8 Info
• Instructor: Patricia Precin
  Info
• 3 points