Pediatric Primary Care Nursing IIIA: Cli

CLIN PED PRIM CARE NURSNG

This practicum focuses on the delivery of episodic illness care to children and adolescents in the ambulatory settings and on planning and managing the care of hospitalized children. The Pediatric Clinic is the main clinical setting. Here the student will learn how to assess children with common episodic illnesses, to develop and discuss differential diagnosis, to manage the care of children with minor illnesses, and to work with other health professionals collaboratively. When the illness requires hospitalization, the student will design and implement a plan of care, including discharge plans and teaching. Students utilize their knowledge of common child and adolescent illnesses and the information presented in M6630 and M8670 to assess and develop plans of care for all children and adolescents.

• Department: Nursing
• 4 points

Sexual and Reproductive Health in Humani

SEX & REPRO HLTH IN HUMAN

In this 7 week course, students analyze the policy and program factors influencing the provision of reproductive health services (or lack thereof) for people affected by armed conflict and natural disasters. Specifically students will study the history of reproductive health service delivery in conflict-affected settings, review internationally-established guidelines for meeting the RH needs of refugees and war-affected populations, assess enabling and impeding factors in selected global trouble- spots, describe a reasoned programmatic approach to a particular situation, discuss the current situation of the field and future directions for RH services in complex emergency settings.

• Department: Population and Family Health
• R 4 p.m.-6:50 p.m.
• Instructor: Sara E Casey
  h-index: 16 Info
• 1.5 points

Emerging Capital Markets: Theory & Pract

Emerging Cap Mkts: Thry & Prac

Priority Reg: IFEP Concentration. Prerequisite Course: SIPAU6401 - Macroeconomic Analysis.
This course aims to expose students to the historical relationships between financial risk, capital structure, and legal and policy issues in emerging markets.

Students will identify investor and borrower behavior patterns, evaluate sovereign capital structures, and analyze sovereign defaults, including the debt negotiation process during the various debt crises of the past four decades. This course will also study the genesis and outcome of several banking and stock market crises in emerging countries.

We will explore the impact of China's growing influence, the global financial crisis, the changing world order on emerging capital markets, and the evolving definition of “emerging market” in the wake of the crisis. Finally, we will analyze how Environmental, social, and governance investment trends impact emerging market countries and investors, as well as the opportunities and risks brought along by recent generative AI breakthroughs. 

While relying on history, economics, and legal analysis, this course will be imbued with a practitioner’s perspective through the instructors’ direct involvement in these events. We will endeavor to bring in speakers who are leaders in their fields and who have had significant roles in the development of the markets. 

We consider a solid grounding in economic and financial history one of the most important and usually neglected backgrounds for individuals who expect to be involved in banking or economic policy-making. Despite our investing backgrounds, this course will not require a high level of macro-economic/finance theory from students, although expertise in these areas will be more than helpful.

• Department: International and Public Affairs
• T 6:10 p.m.-8 p.m.
• 3 points

TOPICS IN NUMBER THEORY

• Department: Mathematics
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Dorian Goldfeld
  CULPA: 23 Wikipedia Info
• 4 points

CURRENT ISSUES IN STAGE MANAGEMENT

CURRENT ISSUES IN SM

The role of the stage manager continues to change in response to various production models, directing styles, and most importantly: the cultural/social climate in which shows are created, as well as the individual lived experiences of the humans who are involved in the creative process. Theory is vital, but theory must work in practice with the specific people who are in the room with the stage manager. This course will provide a holistic approach to this premise with up-to-date resources, conversations with guest artists, and thoughtful reflection on how the ever-changing theatrical workspace affects moment-by-moment interactions for all stage managers. We will dive into various discussion around diversity, inclusion, and equality and how it relates to the world of theatre and stage management. Guest speakers will join us to provide testimony to their experience within the Broadway community, spark reflection and engage in discussion on how the industry moves forward.

• Department: Theatre Arts
• R 10 a.m.-12:50 p.m.
• Instructor: Cody Richard
  Info
• 1.5 points

Investigative Methods in Complex Emergen

INVEST METHODS IN COMPLX

The design, implementation and evaluation of health interventions in complex emergencies requires a particular professional orientation and skill set. Students gain a greater understanding of the use of qualitative and quantitative methods tailored for this purpose. The course particularly emphasizes the complementary roles of qualitative and quantitative approaches to investigation. By the end of the class, students should be competent in a range of skills including sampling strategy, designing surveys, running focus groups and participative activities, calculating morbidity and mortality rates, and analyzing narrative text. Through group work, lectures, case studies and participatory assignments, students will develop a diverse skill set relevant to their future work in a range of field settings.

• Department: Population and Family Health
• R 9:30 a.m.-11:20 a.m.
• Instructor: Claire Greene
  Info
• 3 points

Green Transition in Emerging Markets

Green Transition in Emerg Mkts

The transition to a low-carbon economy is of particular relevance to Emerging markets, which have become the largest emitters of greenhouse gases. Such transition is creating considerable challenges but also opening significant opportunities: by 2030, close to $100 trillion of investments will be needed in order to ensure that global temperatures don’t rise by over 2° above pre-industrial levels, with most to be invested in the infrastructure sector in Emerging markets. The class will explore the challenges faced by emerging markets, and particularly by China, in moving towards more sustainable growth. It will also examine the new institutions and instruments that are being put in place to channel investments towards the greening of emerging market economies. Students will gain a good understanding of the issues faced by EM in the transition to a low-carbon economy. They will acquire a practical knowledge of institutions and instruments which have been developed to finance sustainable growth. They will be able to apply their knowledge to study specific cases and transactions. The transition to green is opening many job opportunities in the private as well as in the private sector. The experience gained in this class should prove invaluable for students seeking to work in related fields.

• Department: International and Public Affairs
• T 6:10 p.m.-8 p.m.
• Instructor: Christian Deseglise
  Wikipedia Info
• 1.5 points

Abortion in the United States: Politics

Abortion in US Politics&P

This course examines a range of historical and current issues relating to the politics, policies and provision of abortion in the United States. Students will engage with a wide range of texts and resources and will hear from experts in the field. In the seven sessions, students will analyze real-time policy debates and developments in the courts, review recent social science research and messaging research from reproductive health, rights, and justice experts and discuss the role that research plays in public policy with experts themselves. This course will examine the history of abortion in the United States to better understand how provision has changed over time as laws have evolved and how abortion has become so politically fraught. It will delve into recent research studies on abortion access and examine how various laws have impacted abortion access, how immigration status impacts access to care, and how abortion access impacts economic outcomes across the lifecycle. We will examine polling on abortion attitudes to discern the current state of public opinion, how it is measured and what we can glean from it. Students will learn more about the range of abortion methods currently offered, and will hear from abortion providers about how those procedures have evolved, how those procedures are (or could be) impacted by public policy, and how medical advances are and will continue to change abortion. Lastly, it will review how states are experimenting with policies that expand access to sexual and reproductive health care and allow students to imagine what inclusive, effective policies could look like at the state, federal and international level.

• Department: Population and Family Health
• W 4 p.m.-6:50 p.m.
• Instructor: Andrea M Flynn
  Info
• 1.5 points

Psychosocial and Mental Health Issues in

PSYCHOSOC IMPCT-FORCED MI

Contemporary armed conflicts and complex humanitarian emergencies create significant mental health burdens and psychosocial suffering that damages health and well-being, limits development, and enables cycles of violence. Taking a multidisciplinary approach, this course examines the sources of psychosocial vulnerability and resilience in situations of forced migration and analyzes what kinds of emergency psychosocial and mental health interventions are most effective, appropriate, and scalable. It reviews broadly the current state of knowledge and practice, surveys practical tools of holistic psychosocial and mental health support in emergency settings, and analyzes the current limitations of the field. The course probes how issues of culture and power shape understandings and measures of mental health and psychosocial well-being, and it invites critical thinking about the implications of the “Do No Harm” imperative in regard to psychosocial and mental health supports. It also encourages thinking about how psychosocial support relates to wider tasks of humanitarian relief, economic and political reconstruction, protection, and peace building.

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

Demography and Public Health: Understand

DMGRPHY & PUB HLTH: UND T

Each year there are 146 million births, 57 million deaths, and the world population grows by 89 million people – about 243,000 per day or 10,000 an hour. This has an impact on the people and nations of the world--public health; economies; national security, environment, etc. in countless ways. This course focuses on the determinants of these changes and their consequences for the future health and well-being of the human population. This is also an introduction to how demographers study the determinants and consequences of population trends. The course provides an understanding of the field of demography, the study of human populations, and how they change by birth, death, and migration and ultimately shape population health. The course builds on an overview in the CORE to demonstrate demographic issues and methods in public health. The course presents population issues and policies in global contexts as well as in the United States.

• Department: Population and Family Health
• M 1 p.m.-3:50 p.m.
• Instructor: Meghan C Gallagher
  Info
• 1.5 points

Asian Financial Markets

Priority Reg: IFEP Concentration. Pre-req: SIPA U6401.
This course will give an overview of history, function, and future prospects of the financial markets in Asian countries (mainly ASEAN-10, Japan, Korea, China, and India). How financial supervision and regulation should be formed will be examined too. The financial crisis, as well as financial development, will be covered as an instrumental event for reforms. The stages of financial and economic development will be explained and Asian countries will be placed on the development stages. Economic and financial policies will be examined from efficiency point of view.

• Department: International and Public Affairs
• T 9 a.m.-10:50 a.m.
• Instructor: Takatoshi Ito
  Wikipedia h-index: 70 Info
• 3 points

Japanese Financial Policy & Economy

Japanese Financial Pol & Econ

Pre-req: Macroeconomics. 
The objective of this course provides students with deep knowledge on developments of financial policy in Japan and interactions between financial markets and economic development. Financial policy extends from regulation and supervision of the banking sector, to capital markets and international capital flows as well as monetary policy and exchange rate policy. Policy lessons are derived from analyses of the past banking problems and crises. An impact of switching from the fixed exchange rate regime to floating exchange rate regime and subsequent attempts to manage the exchange rate movements will be reviewed with event analyses and case studies. Economic growth rate of Japan was high in the 1950s and 1960s and later declined; how financial market developments contributed to economic growth; how quickly its markets were opened to international trade and finance; why the Japanese economy has suffered stagnation and deflation due to a burst of a financial bubble in the 1990s and 2000s; and what kinds of policy reforms, known as Abenomics, have been implemented since 2013. The description and explanation are based on intermediate microeconomic and macroeconomic analyses and empirical evidences. The role of economic policies—monetary policy, fiscal policy, financial supervision and regulation, industrial policy—will be carefully examined.

• Department: International and Public Affairs
• W 9 a.m.-10:50 a.m.
• Instructor: Takatoshi Ito
  Wikipedia h-index: 70 Info
• 3 points

Human Rights Law, Accountability & Gover

Protection of Human Right

The objective of this course is to provide students with an understanding of the sources and content of international human rights law including who the law protects (rights-holders), who it obligates (duty-bearers), and how human rights are enforced in law and practice. The course will situate the human rights regime within the broader corpus of international law to protect rights in different contexts, including international humanitarian law, international criminal law and international refugee law. Key challenges and contemporary debates in international human rights law will be explored, including the relationship and relative importance of civil and political rights versus economic, social and cultural rights, and the role of the law in holding non state actors accountable for human rights abuses, including corporations, armed groups and religious fundamentalists. The course will profile and discuss how the law has evolved and adapted over time to serve as a dynamic tool to protect individuals. In so doing, we will explore the historical role of civil society in shaping and influencing the development of the law.
The course will begin with an overview of the origins and sources of international human rights law and the political factors that shaped its content and that continue to feature in contemporary debates around human rights. Session two will introduce students to the key global and regional mechanisms that seek to enforce human rights in law and practice. Subsequent sessions will explore a limited number of rights in more detail including the right to life, looking at both its civil and political rights dimensions, as well as economic and social rights to food, health and adequate housing that are critical to living a life of dignity. The right to be free from torture and cruel and inhuman treatment will also be explored and situated in the context of contemporary debates around its application to the private sphere including healthcare settings. The final two sessions will focus on the challenge of human rights protection in the context of conflict and displacement. Students will examine the international refugee regime as well as efforts that have been made to develop a framework to protect those who are internally displaced as a result of conflict. The final session will review basic concepts of international humanitarian law – who it protects and who it obligates – and also examine the increasingly important relationship between IHL and the evolving system of international criminal

• Department: Population and Family Health
• T 1 p.m.-3:50 p.m.
• Instructor: Christian M de Vos
  Info
• 1.5 points

Managing Humanitarian Emergencies

This course focuses on the management of humanitarian operations and intends to provide students with the opportunity to explore critical issues in the humanitarian system. It helps students understand debates in the humanitarian system; develop a framework of analysis that they can use in headquarters and the field; and acquire a toolkit to help them succeed as aid workers. This is a practical course that will be of interest to those wishing to work with an aid agency, directly or indirectly with disaster-affected populations, or those who simply want to better understand the system and the opportunities and challenges that humanitarians face. Upon completing this course, students will have an understanding of: 1. The breadth of program and management issues in humanitarian responses, including the humanitarian principles; the program cycle; the emergency spectrum (preparedness, response, recovery); fundraising; scaling up; human resources, logistics, financial management, security management, etc.; 2. How to manage operational decision-making processes in complex environments; 3. Working within the international aid system (coordinating with other actors, participation in consolidated mechanisms, etc.); 4. Emerging issues that affect humanitarian operations and agency responses to them.

• Department: International and Public Affairs
• M 2:10 p.m.-4 p.m.
• Instructor: Pierrette Quintiliani
  Info
• 3 points

Public Health Advocacy for Reproductive

PUB HLTH ADVOCACY-REPROD

Reproductive health has been so mired in controversy that evidence and scientifically based rational arguments often go unheeded. This course offers public health students entrée to analytic tools and concrete skills needed to intervene in this logjam. While reproductive health is particularly fraught, other public health issues are similarly held captive by political contention.
This course will explore the role of the public health professional in advocacy, with a specific focus on advocacy related to reproductive health. We will examine the various strategies that public health professionals employ to achieve their advocacy goals as well as specific methods and skills vital to effective advocacy. Students will develop an understanding of the varied contributions different actors can make to effective advocacy, with an ongoing emphasis on the role of the public health professional as evidence based expert, skilled technician, policy analyst, leader, and collaborator in advocacy movements.

• Department: Population and Family Health
• M 8:30 a.m.-11:20 a.m.
• Instructor: Bergen H Cooper
  Info
• 1.5 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

Abortion: Provision, Practice & Advocacy

Abortion Provision & Advo

Abortion is healthcare and it is crucial for public health students to learn about abortion access in the United States and its significant impact on health outcomes. Abortion has become a complex topic, fraught with political interference and intersects with numerous aspects of healthcare, including reproductive rights, maternal health and social justice. Students will explore the real-word implications of abortion policy through readings, data analysis, vigorous class discussion and guest speakers. Understanding the medical, legal and ethical dimensions of abortions will allow students to develop a comprehensive understanding of reproductive health and the factors that influence it on the ground. By studying abortion, starting from the basics, students will explore the boarder implications of healthcare systems, policy development and overall well-being of individuals and communities. With this knowledge, students will be able to contribute to the development of evidence-based strategies, interventions and advocacy that address reproductive needs and promote equitable access to safe and comprehensive care. This course includes a combination of lectures, workshops, conversations with guest speakers, and small group discussions. Students will engage with a range of materials: articles, reports, podcasts, books and film. Assignments include a communications project developing a media piece such as a podcast or radio interview and a storytelling project.

• Department: Population and Family Health
• W 1 p.m.-3:50 p.m.
• 1.5 points

CREATIVE PRODUCING

• Department: Theatre Arts
• F 10 a.m.-noon
• Instructor: Steven E Chaikelson
  CULPA: 5 Info
• 3 points

Business and Climate Change

Climate science informs us that global emissions of greenhouse gas emissions must be rapidly and dramatically reduced if humanity is to avoid catastrophic climate change. After three centuries of rising emissions, the entire global economy must now decarbonize in the coming three decades. Fortunately, most of the technologies and investment capital necessary to reduce and eventually eliminate emissions exist or are in development, but the urgency to implement those solutions is critical.
This course provides an overview of climate change, its effects on business, and how businesses can (and should) respond. The course covers emissions sources and their impact on climate change, followed by an exploration of the policy landscape, including current legislation, carbon markets, and climate justice. The course then evaluates current and evolving mitigation technologies, reviews the tools of climate finance, and considers strategies for reducing emissions to net zero. Finally, the course introduces the role of businesses in addressing climate change, including net-zero goals, actions they can take to mitigate their impact, and the perspectives of shareholders.
Throughout the course, the business case for climate action is emphasized, highlighting the economic benefits of taking action to address climate change.

• Department: Business
• R 9 a.m.-1 p.m.
• M 9 a.m.-12:15 p.m.
• Instructor: Bruce M Usher
  Info
• Instructor: Gernot Wagner
  Wikipedia Info
• Instructor: Parinitha R Sastry
  Info
• 1.5 points

Evidence Based Practice II

This 9-week course during the second term of the DPT curriculum is the second one in a series of two courses on evidence-based practice. It equips students to apply or translate research evidence to patient care practices and clinical decision-making.

This course is the second in a series of two courses, which prepare students with knowledge and skills to be an evidence-based physical therapist. The two courses are offered in the first two semesters of the Doctor of Physical Therapy program. The American Physical Therapy Association recognizes the use of evidence-based practice as central to providing high quality clinical care and decrease unwanted variation in practice. Evidence-based practice is a method of clinical decision-making and practice. It includes the integration of best available scientific research with clinical expertise and a patient’s unique values and circumstances. This course focuses on appraising various types of research evidence that were not covered in the first course of the series. The various types include prognostic studies, systematic reviews, clinical practice guidelines, studies with alternative designs, and studies of outcome measures.

• Department: Physical Therapy
• 2 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.
• Instructor: Robert E Fullilove
  Info
• 3 points

Global Immersion Tech in Africa: Innova

This immersive course explores the dynamic tech landscape of Africa, with a special focus on Nairobi, Kenya. Known as "Silicon Savannah," Nairobi has emerged as a leading hub for innovation, startups, and technological advancement on the continent. The city is renowned for its vibrant tech ecosystem, which includes pioneering initiatives like M-Pesa, the revolutionary mobile money transfer service that has transformed financial inclusion across Africa.

Throughout the course, we will delve into various facets of the African tech scene. We will learn about the historical evolution of technology in Africa and how Nairobi has become a pivotal center for tech innovation. The course will cover a broad spectrum of sectors where technology is making a significant impact, such as financial technology (FinTech), agriculture technology (AgriTech), healthcare technology (HealthTech), and educational technology (EdTech).

The class will compose of a mixture of lectures that provide theoretical foundations and case studies and guest lectures from industry leaders. The in-country portion will have visits to tech hubs, startups, and multinational companies. M-Pesa will not only serves as a case study in the transformative power of mobile technology but also illustrates how African solutions can lead the way in global tech innovation.

The course also aims to address the unique challenges faced by tech startups in Africa, such as regulatory hurdles, infrastructure limitations, and cultural factors affecting tech adoption. The class will allow students to identify and analyze these challenges while exploring the abundant opportunities within the African tech market.

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

COLL IN INTERNATIONAL TRADE

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

SMS Master's Thesis

SOCIOMEDICAL SCIENCES MAS

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
• Instructor: Christian Gloria
  Info
• 2 points

Seminar in Sexuality, Gender, Health, an

SEXUALITY,GENDER,HLTH-HUM

This seminar uses the new scholarship on sexuality to engage with ongoing theoretical conversations and activism in human rights, gender, and health. Pressed by the increasing recognition of the importance of sexuality in a wide range of rights and advocacy work (for example, HIV/AIDS, sexual and reproductive health, and sexual violence), theorists and advocates alike have struggled with complex, sometimes fluid and elusive nature of sexuality. What is this sexuality" in need of rights and health? How does it manifest itself across a range of persons and cultures? And how can culturally and historically situated work about sexuality inform and improve legal and advocacy interventions? The seminar also turns a critical eye on recent scholarship, in light of current issues raised by policy interventions and advocacy in many countries and cultures. Finally, the seminar aims to promote dialogue and exchange between academic, activist, and advocacy work."

• Department: Sociomedical Sciences
• T 5:30 p.m.-8:20 p.m.
• Instructor: Emily S Bishop
  Info
• 3 points

Global Immersion: Consulting and Advisin

GIP: Family Enterprises I

Family enterprises are the most prevalent form of organization worldwide, yet they are also the most complex. Advisors must navigate business-related challenges, ownership issues, and the evolving dynamics of growing families. With an expected transition of $180 trillion in the next decade and $70 trillion already underway, family enterprises are increasingly attractive clients for advisors.

Many advisors mistakenly equate years of practice with competence, overlooking the need for specialized training in family enterprises. Research highlights a troubling misalignment: while family firms prioritize relational concerns as key drivers of business operations, strategy, decision-making, and work roles, advisors often focus on structural and cognitive aspects. This misalignment can lead to ineffective or even damaging outcomes for both the family and the business.

The primary objectives of this course are to identify and build the skills related to the profession of advising family enterprises to increase the potential for creating long-term value for clients and advisors and to create awareness around the biggest risks and mistakes advisors may encounter while advising family enterprises, exploring the concept of
code of ethics
. This course aims to bridge the gap between advisors' general practices and the specific needs of family enterprises by providing specialized education and firsthand cultural experiences.

As culture plays a significant role in shaping the decision-making process of enterprising families, particularly in terms of individualism and collectivism, this class offers a unique opportunity to explore the profound impact of these factors on the identity of such families. By immersing ourselves in Italy, we will witness collectivism in action, gaining invaluable insights into its influence within families and among advisors. Moreover, this international trip provides a platform to experience firsthand the contrasting dynamics of transactional and relational environments, enhancing our understanding of the multifaceted nature of business relationships.

By the end of this course, participants will have explored and experienced the core of advising family enterprises as a profession, including appreciating specific skills, interpersonal and value-based competencies, and concrete behaviors showing professionalism to be better prepared to appreciate and navigate the complexities of family enterprises.

There will be six 90-minute sessions on campus, foll

• Department: Business
• M 10:50 a.m.-12:20 p.m.
• Instructor: Gaia Marchisio
  Info
• 3 points

ROLE OF THE THEATRE PRODUCER

.

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

Advanced Topics in Formal Political Theo

Adv Formal Political Theo

This course will prepare graduate students in political science and economics who have completed their basic formal and quantitative training for research in formal political theory. The specific substantive focus of the course will depend on the distribution of students’ interests, but topics will include electoral and legislative institutions, autocratic politics, political behavior, persuasion, and conflict. The topics should be of broad relevance for graduate students interested in political economy across the social sciences.

The course will be conducted primarily in seminar format, complemented by frontal instruction. For each topic, we will focus on a small number of relatively recent articles and working papers. Students will also present on topics related to their own research.

• Department: Political Science
• M 2:10 p.m.-4 p.m.
• Instructor: Carlo Prato
  h-index: 11 Info
• 4 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

APPLIED MICROECON RES METHODS

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

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

Auricular Acupuncture

Introduction to Auricular Acupuncture will teach students the practice of inserting needles according to five-needle-protocol, a protocol used to reduce cravings for drugs and alcohol, anxiety, PTSD symptoms, as well as sleep disturbances. As well as needle insertion, students will also learn to place ear seeds often used in this treatment protocol for prolonged effects.

• Department: Nursing
• Instructor: Ronica Mukerjee
  Info
• 1 points

Sociomedical Sciences Master s Capston

SMS Master s Capstone

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

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

CRITICAL ISSUES IN THEATRE MANAGEMENT

DEI IN THE ARTS

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

• Department: Theatre Arts
• R 10 a.m.-noon
• Instructor: Donna Walker-Kuhne
  Info
• 3 points

CRITICAL ISSUES IN THEATRE MANAGEMENT

CRIT ISSUES TM:HUMAN RES.

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

FINANCIAL ECONOMICS COLLOQUIUM

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

ISSUES IN NAT'L NOT FOR PROFIT THEATRE

ISSUES IN NAT'L NFP THEAT

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

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

• Department: Theatre Arts
• T 3:30 p.m.-5:30 p.m.
• Instructor: Gigi Bolt
  Info
• 3 points

Structural Approaches to Global Health

STRUCTURL APPROACH-GLOBAL

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

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

Psychology & Economics of Consumer Finan

Psyc & Econ Consumer Finc

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

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

Social and Economic Determinants of Heal

SOCL & ECON DETERMNTS OF

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

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

Coercion and Persuasion in Public Health

PERSUASION & COERCION-PUB

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

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

Ethics Of Public Health

ETHICS OF PUBLIC HEALTH

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

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

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

Ukraine: Power Politics & Diplomacy

The seminar-like course consists of three parts: Historical Background, Thematic Issues, and the Russo-Ukrainian War. 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. In particular, the course will focus on the ongoing war--its origins, development, and prospects for a peaceful resolution. The format of the course will encourage active dialogue and analytical reflection on the part of the students. The course is aimed at both graduate and advanced undergraduate students.

• Department: International and Public Affairs
• W 11 a.m.-12:50 p.m.
• Instructor: Alexander J Motyl
  CULPA: 1 Wikipedia Info
• 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
• M 4 p.m.-6:50 p.m.
• Instructor: Robert E Fullilove
  Info
• 3 points

Investing in Social Ventures

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

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

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

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

Family, Household, & History in Africa

Family, Household, Hist:A

What is a family? What makes a household? These are social units that vary significantly in meaning and composition across time and across space. African households and families have long been the focus of scholarship, not least in colonial ethnographies of the twentieth century. But those works imagined them as timeless. Historical scholarship and later anthropologists have challenged that notion and shown that these were and are complicated and diverse social institutions with specific histories and consequences. Yet, they rarely feature in archives other than at moments of crisis. We will explore how historians have sought to write histories of families and households. By the end of the course, students will be familiar with central debates around the meaning and form of these social institutions and with the critical place of households and families to social and political history in Africa.

• Department: History
• M 4:10 p.m.-6 p.m.
• Instructor: Rhiannon Stephens
  CULPA: 2 Info
• 4 points

Family, Household, & History in Africa

Family, Household, Hist:A

What is a family? What makes a household? These are social units that vary significantly in meaning and composition across time and across space. African households and families have long been the focus of scholarship, not least in colonial ethnographies of the twentieth century. But those works imagined them as timeless. Historical scholarship and later anthropologists have challenged that notion and shown that these were and are complicated and diverse social institutions with specific histories and consequences. Yet, they rarely feature in archives other than at moments of crisis. We will explore how historians have sought to write histories of families and households. By the end of the course, students will be familiar with central debates around the meaning and form of these social institutions and with the critical place of households and families to social and political history in Africa.

• Department: Auditing
• M 4:10 p.m.-6 p.m.
• Instructor: Rhiannon Stephens
  CULPA: 2 Info
• 0 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 8:30 a.m.-11:20 a.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
• T 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 1 p.m.-3:50 p.m.
• Instructor: Daniel P Giovenco
  h-index: 19 Info
• 3 points

Intro to SMS Research Methods

INTRO-SOCIOMED SCI RES ME

• Department: Sociomedical Sciences
• M 4 p.m.-6:50 p.m.
• W 4 p.m.-6:50 p.m.
• Instructor: Gregory D Karelas
  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
• M 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 10:50 a.m.-12:20 p.m.
• Instructor: Bruce Kogut
  Wikipedia h-index: 65 Info
• 3 points

Global Immersion: The Japanese Economy

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
• W 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.
• 2 points

Gender, Politics and Development: Theory

Gender, Politics & Development

In this course, we approach gender, politics and development in terms of theory, policy and practice.  We explore multiple constructions of gender in development discourse; the intersection of gender with other social categories and with dominant economic and political trends; and the ways in which gender norms inform the different approaches of governments, development agencies, civil society organizations, and the private sector.  We apply a critical gender lens to a wide range of development sectors and issue areas, including economic development, political participation, education and health, environment and climate change, and conflict and displacement.  We also consider current debates and approaches related to gender mainstreaming and gender metrics in development practice.  Students engage with the course material through class discussion, exercises and case studies, and the development of a gender-related project proposal.

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

Ethnographic Methods in Health Research

ETHNOGRAPHIC MTHDS/HLTH R

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

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

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

DoesItAppear

• Department: OFFC OF THE REGISTRAR
• 5 points

DoesItAppear

• Department: OFFC OF THE REGISTRAR
• 5 points

INDIVIDUAL RESEARCH

• Department: Architecture, Planning and Preservation
• 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

S JUVENILE CRIME & JUV JUSTICE

• Department: Law
• 2 points

Society, Health Equity and Health Commun

SOCIETY,HLTH EQUITY&HLTH

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

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

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

Seminar in Research and Professional Dev

SEM IN RESEARCH & PROF DE

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

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

Independent Study - 3 credits

The Independent Study is available to students who would like to explore a significant research problem related to their professional needs; the nature and extent of this independent study are determined by the student and a faculty sponsor. In certain instances, professional work at an internship or other engagement may be appropriate for academic credit through the Independent Study; this should also be determined with the guidance of a faculty member.For the Independent Study, students are required to meet with the faculty sponsor a minimum of two times: once, for an initial planning discussion, and again in the middle of the semester to confirm that the project is on track. The student must provide written confirmation of this second meeting, signed by the faculty sponsor, to the Office of Student Affairs. Students are expected to commit to the original project plan approved by the faculty sponsor; any change to the topic or scope of the project must be agreed to by the professor prior to the midpoint of the semester. Students who fail to obtain this approval risk not receiving academic credit for the course.The student may register for an independent study only once in a term; the course may be taken for either 1.5 or 3 credits. The independent study is designed to be independent of the classroom experience; it may not be used asa means of adding a seat to a course with a full capacity.No more than six credits of Independent Study will be counted toward the MBA degree. (For dual degree students, the maximum number of independent study credits is 3.) The number of allowable Independent Study credits may be lower if the student has also taken B9002 Field Studies or cross-registered. For details, follow the degree requirements links at the bottom of the screen.Students should bring a completed Independent Study Application form, signed by the faculty sponsor, to the Office of Student Affairs prior to registration for the course.

• Department: Business
• Instructor: Jason R Lambert
  Info
• 3 points

INDEPENDENT PROJECTS

• Department: Film
• Instructor: Robert King
  CULPA: 7 Info
• Instructor: Ian W Olds
  Info
• Instructor: Hilary Brougher
  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

Independent Study - 1.5 credit

The Independent Study is available to students who would like to explore a significant research problem related to their professional needs; the nature and extent of this independent study are determined by the student and a faculty sponsor. In certain instances, professional work at an internship or other engagement may be appropriate for academic credit through the Independent Study; this should also be determined with the guidance of a faculty member.For the Independent Study, students are required to meet with the faculty sponsor a minimum of two times: once, for an initial planning discussion, and again in the middle of the semester to confirm that the project is on track. The student must provide written confirmation of this second meeting, signed by the faculty sponsor, to the Office of Student Affairs. Students are expected to commit to the original project plan approved by the faculty sponsor; any change to the topic or scope of the project must be agreed to by the professor prior to the midpoint of the semester. Students who fail to obtain this approval risk not receiving academic credit for the course.The student may register for an independent study only once in a term; the course may be taken for either 1.5 or 3 credits. The independent study is designed to be independent of the classroom experience; it may not be used asa means of adding a seat to a course with a full capacity.No more than six credits of Independent Study will be counted toward the MBA degree. (For dual degree students, the maximum number of independent study credits is 3.) The number of allowable Independent Study credits may be lower if the student has also taken B9002 Field Studies or cross-registered. For details, follow the degree requirements links at the bottom of the screen.Students should bring a completed Independent Study Application form, signed by the faculty sponsor, to the Office of Student Affairs prior to registration for the course.

• Department: Business
• Instructor: Carlos Gila
  Info
• Instructor: Mabel Abraham
  h-index: 5 Info
• Instructor: Raymond G Falci
  Info
• 1.5 points

Politics in the World Economy

This seminar is both a critical survey of empirical evidence on foreign aid, trade, and investment and an introduction to modern quantitative research methods used in international political economy. Substantively, the seminar will examine the relationships between economic instruments and human rights, conflict, public opinion, and other topics. It will introduce students to cutting-edge debates in the field. How can the international community best promote human rights? What international factors lead to economic growth? When do countries comply with international laws? When do the economic activities of the international community lead to conflict? More generally, the course will consider the challenges of drawing causal inferences in the field of international political economy.

The seminar will discuss empirical research designs including instrumental variables, field experiments, and regression discontinuity designs. We will read recent scholarship on political economy topics with a critical focus. Students will also produce a research proposal for studying a topic related to political economy, though they do not need to actually conduct this research.

• Department: Political Science
• R 10:10 a.m.-noon
• Instructor: Allison J Carnegie
  Info
• 4 points

S. Public Integrity and Public Corruptio

S. Pub. Integrity & Corru

• Department: Law
• M 4:20 p.m.-6:10 p.m.
• 2 points

The Materiality of Things: In Front of t

This graduate level seminar focuses on specific medieval and early modern objects from the lands of Islam while turning our attention to the making of these artifacts. It will cover issues concerning the mining and producing substances and their taming with the help of specific tools, like for example the making and shaping of precious stones and precious materials into objects of art, the working with particular materials such as glass and rock crystals, the carving of ivory and wood, the casting of metals and ceramics, and even the making of copies and forgeries. Yet, this seminar explores also our interactions with art objects in the museum. It does so by studying the object as the subject of our inquiring gaze, while paying attention to its material, production techniques, shape and formation as related to time/science/technology/and style. An emphasis is put on the agency of substances as a no-less important tool than ‘the image’ for producing meanings. Beside the first three meetings, in which theoretical aspects concerning the ‘Material Turn’ in art history are discussed, each of the meetings takes place at the Metropolitan Museum of Art, in the new gallery for the arts of Islam as well as in the Medieval/European show rooms. Each meeting will be devoted to one single object. Discussion about the museum exhibition context as the interactive-educational space, in which art objects are deliberately reinvented to speak (or rather answer) particular cultural demands and narrate stories and histories, will be critically discussed too. Histories of extraction of substance, real or contrived, as well as traces of the ‘hand’ of the maker while taming materials into a masterpieces and marvels will be addressed while observing objects.

• Department: Art History and Archaeology
• T 2:10 p.m.-4 p.m.
• Instructor: Avinoam Shalem
  CULPA: 4 Wikipedia Info
• 4 points

S GEOPOL/LAW/CONFLICT/KORN PEN

• Department: Law
• W 4:20 p.m.-6:10 p.m.
• 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
• R 4:20 p.m.-6:10 p.m.
• 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 1 p.m.-2:50 p.m.
• Instructor: Dana Reed
  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: Leon Chen
  Info
• 1 points

COL-INTL HUMAN RIGHTS ADVOCACY

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

THEORIES OF WAR AND PEACE

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

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

DIGITAL PRODUCING SEMINAR

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

INT'L POLITICS OF CLIMATE CHANGE

INT'L POLITICS CLIMATE CH

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

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

• Department: Political Science
• T 6:10 p.m.-8 p.m.
• Instructor: Virginia Page Fortna
  CULPA: 5 Wikipedia h-index: 17 Info
• 4 points

S. Shadow Banking and the Global Dollar

S. Shadow Bank and Glbl D

• Department: Law
• T 2:20 p.m.-4:10 p.m.
• 2 points

Service Learning

Service Learning Elective

• Department: Physical Therapy
• 1 points

Service Learning

Service Learning Elective

• Department: Physical Therapy
• 1 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

S. Antitrust at Trial

• Department: Law
• W 10:10 a.m.-noon
• 2 points

PUBLIC SECTOR POLICY & AMERICAN THEATRE

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

• Department: Theatre Arts
• M 10 a.m.-noon
• Instructor: Stacey C McMath
  CULPA: 4 Info
• 1.5 points

COLL ON KOREAN HISTORY TO 1900

Prerequisites: HIST W4031 or ASCE V2364 or the equivalent. Reading and discussion of mostly English and some Korean works dealing with Korea from the ancient period through the 19th century with special attention to historical and historiographical issues as they were formulated and reformulated in the West and in Korea.

• Department: East Asian Languages and Cultures
• M 4:10 p.m.-6 p.m.
• Instructor: Jungwon Kim
  CULPA: 2 Info
• 4 points