SR SEM IN BIOLOGY

Required for all majors who do not select the year-long Senior Thesis Research & Seminar (BIOL BC3593 & BC3594) to fulfill their senior capstone requirement. These seminars allow students to explore the primary literature in the Biological Sciences in greater depth than can be achieved in a lecture course. Attention will be focused on both theoretical and empirical work. Seminar periods are devoted to oral reports and discussion of assigned readings and student reports. Students will write one extensive literature review of a topic related to the central theme of the seminar section. 
Topics vary per semester and include, but are not limited to:
 Plant Development
, 
Animal Development & Evolution,
 Molecular Evolution, Microbiology & Global Change, Genomics, Comparative & Reproductive Endocrinology, and Data Intensive Approaches in Biology.

• Department: Biological Sciences @Barnard
• M 4:10 p.m.-6 p.m.
• Instructor: Allison Lopatkin
  h-index: 15 Info
• 4 points

GUIDED RESEARCH & SEMINAR

The introductory biology sequence is a pre-requisite for this yearlong course (BIOL BC1500, BIOL BC1501, BIOL BC1502, and BIOL BC1503). An independent research project in Biology under the guidance of a faculty member and suiting the needs of the individual student. A Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in this year-long course. A  
Project Approval Form
 must be submitted to the department in the fall.  Attendance at a weekly seminar is required. By the end of the year, students enrolled in BIOL BC3591-BIOL BC3592 will write a scientific paper and give a poster presentation of their work at the Barnard Biology Research Symposium.  Completion of this year-long course fulfills two upper-level laboratory requirements for the major. Must be taken in sequence, beginning in the fall.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

SENIOR SEMINAR

Research and scholarly writing in chosen topics relating to dance. Methods of investigation are drawn from prominent archival collections and personal interviews, as well as other resources. Papers are formally presented to the Dance Department upon completion.

• Department: Dance @Barnard
• T 2:10 p.m.-4 p.m.
• W 2:10 p.m.-4 p.m.
• Instructor: Seth S Williams
  CULPA: 1 Info
• Instructor: Paul A Scolieri
  CULPA: 19 Info
• 4 points

SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

Same as BIOL BC3591-BIOL BC3592, including attendance at a weekly seminar. By the end of the year, students enrolled in BIOL BC3593-BIOL BC3594 will write a scientific paper and orally present their work at the Barnard Biology Research Symposium. A Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in this year-long course. A  
Project Approval Form
 must be submitted to the department in the fall. Completion of this year-long course fulfills the senior capstone requirement for the major; it cannot be taken at the same time as BIOL BC3591-BIOL BC3592. Must be taken in sequence, beginning in the fall.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

Same as BIOL BC3591-BIOL BC3592, including attendance at a weekly seminar. By the end of the year, students enrolled in BIOL BC3593-BIOL BC3594 will write a scientific paper and orally present their work at the Barnard Biology Research Symposium. A Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research before you enroll in this year-long course. A  
Project Approval Form
 must be submitted to the department in the fall. Completion of this year-long course fulfills the senior capstone requirement for the major; it cannot be taken at the same time as BIOL BC3591-BIOL BC3592. Must be taken in sequence, beginning in the fall.

• Department: Biological Sciences @Barnard
• M 1:10 p.m.-3 p.m.
• 4 points

RSRCH/SEM-NEUROSCNCE&BEHAVIOR

Prerequisites: Open to senior Neuroscience and Behavior majors. Permission of the instructor. This is a year-long course. By the end of the spring semester program planning period during junior year, majors should identify the lab they will be working in during their senior year. Discussion and conferences on a research project culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution. Successful completion of the seminar substitutes for the major examination.

• Department: Neuroscience & Behavior @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Peter D Balsam
  CULPA: 25 Info
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Maria de la Paz Fernandez
  h-index: 11 Info
• 4 points

SENIOR SEMINAR

A research and writing workshop designed to help students plan and execute a major research project, and communicate their ideas in a common scholarly language that crosses disciplinary boundaries. Content is determined by students thesis topics, and includes general sessions on how to formulate a proposal and how to generate a bibliography. Students present the fruits of their research in class discussions, culminating in a full-length seminar presentation and the submission of the written thesis.

• Department: Slavic Languages @Barnard
• R 4:10 p.m.-6 p.m.
• Instructor: Emma K Lieber
  CULPA: 6 Info
• 4 points

GUIDED RESEARCH

Similar to BIOL BC3591-BIOL BC3592, this is a one-semester course that provides students with degree credit for unpaid research 
without 
a seminar component. You may enroll in BIOL BC3597 for between 1-4 credits per semester. As a rule of thumb, you should be spending approximately 3 hours per week per credit on your research project. A 
Project Approval Form
 must be submitted to the department each semester that you enroll in this course. Your Barnard research mentor (if your lab is at Barnard) or internal adviser in the Biology Department (if your lab is elsewhere) must approve your planned research 
before
 you enroll in BIOL BC3597. You should sign up for your mentor's section.  This course does not fulfill any Biology major requirements.  It is open to students beginning in their first year.

• Department: Biological Sciences @Barnard
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Hilary Callahan
  CULPA: 4 h-index: 17 Info
• Instructor: John Glendinning
  CULPA: 23 h-index: 39 Info
• Instructor: Allison Lopatkin
  h-index: 15 Info
• Instructor: Jennifer H Mansfield
  CULPA: 2 h-index: 15 Info
• Instructor: Jj L Miranda
  CULPA: 3 Info
• Instructor: Brian Morton
  CULPA: 21 Info
• Instructor: Alison Pischedda
  CULPA: 3 h-index: 11 Info
• Instructor: Jonathan Snow
  CULPA: 7 h-index: 18 Info
• 1-4 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• Instructor: Christian Rojas
  CULPA: 24 Info
• Instructor: Marisa C Buzzeo
  CULPA: 2 Info
• Instructor: Dina C Merrer
  CULPA: 24 Info
• Instructor: Andrew C Crowther
  CULPA: 1 Info
• Instructor: Michael Campbell
  Info
• Instructor: Subhasish Chatterjee
  h-index: 16 Info
• Instructor: Rachel Austin
  CULPA: 18 Wikipedia h-index: 28 Info
• Instructor: Christina Vizcarra
  CULPA: 1 Info
• 2 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• 2 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• Instructor: Meenakshi S Rao
  CULPA: 24 Info
• Instructor: Jean Vadakkan
  Info
• Instructor: Rebecca Donegan
  Info
• 2 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• Instructor: Christian Rojas
  CULPA: 24 Info
• Instructor: Marisa C Buzzeo
  CULPA: 2 Info
• Instructor: Dina C Merrer
  CULPA: 24 Info
• Instructor: Andrew C Crowther
  CULPA: 1 Info
• Instructor: Michael Campbell
  Info
• Instructor: Subhasish Chatterjee
  h-index: 16 Info
• Instructor: Rachel Austin
  CULPA: 18 Wikipedia h-index: 28 Info
• Instructor: Christina Vizcarra
  CULPA: 1 Info
• 4 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• 4 points

PROBLEMS IN CHEMISTRY

Prerequisites: CHEM BC3328 and permission of instructor. Individual research projects at Barnard or Columbia, culminating in a comprehensive written report.

• Department: Chemistry @Barnard
• Instructor: Rebecca Donegan
  Info
• 4 points

CLASSICAL CONTROL SYSTEMS

Analysis and design of feedback control systems. Transfer functions; block diagrams; proportional, rate, and integral controllers; hardware, implementation. Routh stability criterion, root locus, Bode and Nyquist plots, compensation techniques.

• Department: Mechanical Engineering
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Richard W Longman
  CULPA: 6 h-index: 45 Info
• 3 points

JEWS IN THE LATER ROMAN EMPIRE, 300-600

• Department: History
• R 2:10 p.m.-4 p.m.
• Instructor: Seth R Schwartz
  CULPA: 1 Wikipedia Info
• 4 points

METAPHYSICS

Corequisites: PHIL V3611 Required Discussion Section (0 points). Systematic treatment of some major topics in metaphysics (e.g. modality, causation, identity through time, particulars and universals). Readings from contemporary authors.

• Department: Philosophy
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Achille Varzi
  CULPA: 30 Wikipedia h-index: 40 Info
• 4 points

METAPHYSICS

Corequisites: PHIL V3611 Required Discussion Section (0 points). Systematic treatment of some major topics in metaphysics (e.g. modality, causation, identity through time, particulars and universals). Readings from contemporary authors.

• Department: Auditing
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Achille Varzi
  CULPA: 30 Wikipedia h-index: 40 Info
• 0 points

PHYSICAL COSMOLOGY

Prerequisites: one year of calculus-based general physics. The standard hot big bang cosmological model and modern observational results that test it. Topics include the Friedmann equations and the expansion of the universe, dark matter, dark energy, inflation, primordial nucleosynthesis, the cosmic microwave background, the formation of large-scale cosmic structures, and modern cosmological observations.

• Department: Astronomy
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Zoltan Haiman
  CULPA: 1 h-index: 83 Info
• 3 points

REHEARSAL&PERFRMNCE IN DANCE

• Department: Dance @Barnard
• MW 6:10 p.m.-9 p.m.
• Instructor: Christopher Rudd
  Info
• 1-3 points

REHEARSAL&PERFRMNCE IN DANCE

• Department: Dance @Barnard
• MW 6:10 p.m.-9 p.m.
• TR 6:10 p.m.-9 p.m.
• 1-3 points

INDEPENDENT STUDY

Independent Study

This course can be worth 1 to 4 credits (each credit is equivalent to approximately three hours of work per week), and requires a Barnard faculty as a mentor. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits. The expectations for each of these options are as follows: 1 credit, 3h/week commitment, 5-10 page "Research Report" at the end of the term; 2 credits, 6h/week commitment, 5-10 page "Research Report" at the end of the term; 3 credits, 9h/week commitment, 15-20 page "Research Report" at the end of the term; 4 credits, 12h/week commitment, 15-20 page "Research Report" at the end of the term. "Research Report" is a document submitted to the person grading the student, the instructor of record for the section in which the student has enrolled. If a student is working off-site, then input from the off-site research mentor will inform the grading. The "Research Report" can take a variety of forms: progress reports on data collected, training received, papers read, skills learned, etc.; or organized notes for lab notebooks, lab meetings, etc.; or manuscript-like papers with Intro, Methods, Results, Discussion; or some combination thereof, depending on the maturity of the project.  Ultimately, this will take different forms for different students/labs.

• Department: Psychology @Barnard
• Instructor: Peter D Balsam
  CULPA: 25 Info
• 1-4 points

INDEPENDENT STUDY

This course can be worth 1 to 4 credits (each credit is equivalent to approximately three hours of work per week), and requires a Barnard faculty as a mentor. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits. The expectations for each of these options are as follows: 1 credit, 3h/week commitment, 5-10 page "Research Report" at the end of the term; 2 credits, 6h/week commitment, 5-10 page "Research Report" at the end of the term; 3 credits, 9h/week commitment, 15-20 page "Research Report" at the end of the term; 4 credits, 12h/week commitment, 15-20 page "Research Report" at the end of the term. "Research Report" is a document submitted to the person grading the student, the instructor of record for the section in which the student has enrolled. If a student is working off-site, then input from the off-site research mentor will inform the grading. The "Research Report" can take a variety of forms: progress reports on data collected, training received, papers read, skills learned, etc.; or organized notes for lab notebooks, lab meetings, etc.; or manuscript-like papers with Intro, Methods, Results, Discussion; or some combination thereof, depending on the maturity of the project.  Ultimately, this will take different forms for different students/labs.

• Department: Psychology @Barnard
• Instructor: Robert Brotherton
  CULPA: 1 Info
• Instructor: Tovah Klein
  CULPA: 10 Info
• Instructor: Colin Leach
  CULPA: 4 h-index: 41 Info
• Instructor: Ken Light
  CULPA: 17 h-index: 15 Info
• Instructor: Koleen McCrink
  CULPA: 6 h-index: 17 Info
• Instructor: Kara Pham
  CULPA: 9 Info
• Instructor: Robert E Remez
  CULPA: 26 Wikipedia h-index: 23 Info
• Instructor: Russell D Romeo
  CULPA: 9 Info
• Instructor: Ann Senghas
  CULPA: 17 Info
• Instructor: Katherine Thorson
  CULPA: 4 h-index: 7 Info
• Instructor: Lisa K Son
  CULPA: 25 Info
• Instructor: Kate M Turetsky
  Info
• Instructor: Danielle L Sussan
  CULPA: 8 Info
• Instructor: Kathleen M Taylor
  CULPA: 78 Info
• Instructor: Tara Well
  CULPA: 4 Info
• Instructor: Michael Wheaton
  h-index: 31 Info
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• 1-4 points

FOUNDATIONS OF OPTIMIZATION

This first course in optimization focuses on theory and applications of linear optimization, network optimization, and dynamic programming.

• Department: Industrial Engineering and Operations Research
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Eric Balkanski
  h-index: 13 Info
• 3 points

METAPHYSICS-REC

• Department: Philosophy
• M 7:10 p.m.-8 p.m.
• R 7:10 p.m.-8 p.m.
• F 9:10 a.m.-10 a.m.
• 0 points

THIRD YEAR MOD COLLOQ TIBET I

For those whose knowledge is equivalent to a student who’s completed the Second Year course. The course develops students’ reading comprehension skills through reading selected modern Tibetan literature. Tibetan is used as the medium of instruction and interaction to develop oral fluency and proficiency.

• Department: East Asian Languages and Cultures
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Sonam Tsering
  Info
• 4 points

Landscape and the Visual Arts in China

Landsape, Visual Art in China

The landscape of China is marked by sites that have acquired lasting cultural significance the interactions of the visual arts and myth, ritual, and literature.
Representations of these sites, which include sacred mountains, scenic areas, and tourist destinations, promoted habits of viewing that directed visitors to seek out unusual vistas, strange rock formations, or ancient monuments.  Memories of historical events or famous people associated with the sites added to their mystique.  Among the most notable sites that will be covered in the seminar are Mt. Tai, a mountain sacred in both Confucian and Daoist thought; Mt. Huang, an area of spectacular, rugged peaks that became a popular tourist site in the seventeenth century; Tiger Hill, a frequent destination of literati visitors from the Suzhou area; and the Orchid Pavilion, a site in Zhejiang Province that gained fame through its association with a famous calligrapher.             The seminar will introduce students to a broadly interdisciplinary approach to the visual arts drawing on methodologies from art history, anthropology, the history of religion, and other fields.  No knowledge of Chinese is expected, but students who do know the language will be guided to appropriate sources.  Readings in the history and theory of landscape in the West also will be included in the seminar in order to broaden the range of questions that can be asked about the experience of landscape in China.

• Department: Art History and Archaeology
• W 10:10 a.m.-noon
• Instructor: Robert Harrist
  CULPA: 19 Wikipedia Info
• 4 points

Imperial (Re)Visions: Art and Empire in

Art and Empire in India

This seminar aims to teach students how to look at, think about, and engage critically with the visual culture of British India. Together, we will examine the repercussions of the Anglo-Indian colonial encounter on the disciplines of painting, decorative arts, photography, and architecture. We shall not only study the objects themselves, but interrogate the cultural, political, and intellectual circumstances under which they were produced, circulated, collected, and displayed. Finally, we will explore the legacy of the British empire today—its influence on contemporary art, the politics and practices of museum displays, repatriation debates, and beyond.

• Department: Art History and Archaeology
• T 12:10 p.m.-2 p.m.
• Instructor: Tara Kuruvilla
  CULPA: 1 Info
• 4 points

SENIOR RESEARCH THESIS

Discussions of the student's Independent Research project during the fall and spring terms that culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution.

• Department: Psychology @Barnard
• M 2:10 p.m.-4 p.m.
• Instructor: Lisa K Son
  CULPA: 25 Info
• 1 points

Islam and the Modern World I

In this course, we will survey historical texts that emerge in and around Europe’s engagement with Muslim societies and the creation of a “modern world.” How do we understand Islam(s), colonialism and anti-colonialism in light of texts and practices from the eighteenth to twentieth centuries. We will explore key issues surrounding the history of the Enlightenment, the rise of historicism and the growing interest in universal histories through the engagement with Arabic texts and North African histories from the mid-eighteenth century to the mid twentieth century.

• Department: History
• W 2:10 p.m.-4 p.m.
• Instructor: Marwa Elshakry
  CULPA: 2 Info
• 4 points

ENDING WAR & BUILDING PEACE

This course provides an introduction to the politics of war termination and peace consolidation. The course examines the challenges posed by ending wars and the process by which parties to a conflict arrive at victory, ceasefires, and peace negotiations. It explores how peace is sustained, why peace lasts in some cases and breaks down in others and what can be done to make peace more stable, focusing on the role of international interventions, power-sharing arrangements, reconciliation between adversaries, and reconstruction.

• Department: Political Science
• TR 4:10 p.m.-5:25 p.m.
• Instructor: Sarah Daly
  Info
• 3 points

TOPICS IN CLINICAL PSYCHOLOGY

Prerequisites: (PSYC UN1001) Instructor permission required. A seminar for advanced undergraduate students exploring different areas of clinical psychology. This course will provide you with a broad overview of the endeavors of clinical psychology, as well as discussion of its current social context, goals, and limitations.

• Department: Psychology
• M 12:10 p.m.-2 p.m.
• Instructor: Hannah E Hoch
  CULPA: 27 Info
• 4 points

Adolescent Mental Health: Causes, Correl

ADOLESCENT MENTAL HEALTH

Prerequisites: PSYC UN1001 and Prior coursework in Abnormal Psychology and Research Methods strongly preferred. Adolescence is a peak period for the onset of mental disorders and suicidal behaviors. The seminar is designed to enhance understanding of topics including, prevalence, etiology, risk factors, mechanisms, prevention and treatment approaches, and ethical considerations related to clinical research.

• Department: Psychology
• T 10:10 a.m.-noon
• Instructor: Randy P Auerbach
  h-index: 50 Info
• 4 points

FAULKNER

In this course, we’ll be studying novels, stories, and screenplays from the major phase of William Faulkner’s career, from 1929 to 1946. Our primary topic will be Faulkner’s vision of American history, and especially of American racial history: we’ll be asking what his fictions have to say about the antebellum/“New” South; the Civil War and Reconstruction; the issues of slavery, emancipation, and civil rights; and the many ways in which the conflicts and traumas of the American past continue to shape and burden the American present. But we’ll consider other aspects of Faulkner’s work, too: his contributions to modernist aesthetics, his investigations of psychology and subjectivity, his exploration of class and gender dynamics, his depiction of the natural world, and his understanding of the relationship between literature and the popular arts.

• Department: English and Comparative Literature
• R 10:10 a.m.-noon
• Instructor: Austin Graham
  CULPA: 10 Info
• 4 points

LOVE IN NINETEENTH-CENTURY BRITISH LITER

LOVE IN 19-CENTURY BRITIS

Love forms a central concern of the writings of almost all eras and cultures, but it features with particular prominence in nineteenth-century British literature. The most powerful model of love during this period was the one promulgated by Romantic writers and philosophers, beginning in the late eighteenth century. But that model coexisted with earlier conceptions, notably those of Sappho and Plato, whose writings on love were enthusiastically revived and revisited over the course of the nineteenth century. In this course we will examine works in a variety of genres – lyric and narrative poems, novels, treatises, confessional memoirs, transcripts and translations – in light of these shifting conceptions of love.

• Department: English and Comparative Literature
• F 12:10 p.m.-2 p.m.
• Instructor: Erik Gray
  CULPA: 35 Info
• 4 points

PROBABILITY FOR ENGINEERS

Introductory course to probability theory and does not assume any prior knowledge of subject. Teaches foundations required to use probability in applications, but course itself is theoretical in nature. Basic definitions and axioms of probability and notions of independence and conditional probability introduced. Focus on random variables, both continuous and discrete, and covers topics of expectation, variance, conditional distributions, conditional expectation and variance, and moment generating functions. Also Central Limit Theorem for sums of random variables. Consists of lectures, recitations, weekly homework, and in-class exams.

• Department: Industrial Engineering and Operations Research
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Daniel Lacker
  CULPA: 4 h-index: 13 Info
• 3 points

The Ancient Table: Archaeology of Cookin

ANCT TBL: ARCH COOKING &

Prerequisites: None Humans don’t just eat to live. The ways we prepare, eat, and share our food is a complex reflection of our histories, environments, and ideologies. Whether we prefer coffee or tea, cornbread or challah, chicken breast or chicken feet, our tastes are expressive of social ties and social boundaries, and are linked to ideas of family and of foreignness. How did eating become such a profoundly cultural experience? This seminar takes an archaeological approach to two broad issues central to eating: First, what drives human food choices both today and in the past? Second, how have social forces shaped practices of food acquisition, preparation, and consumption (and how, in turn, has food shaped society)? We will explore these questions from various evolutionary, physiological, and cultural viewpoints, highlighted by information from the best archaeological and historic case studies. Topics that will be covered include the nature of the first cooking, beer-brewing and feasting, writing of the early recipes, gender roles and ‘domestic’ life, and how a national cuisine takes shape. Through the course of the semester we will explore food practices from Pleistocene Spain to historic Monticello, with particular emphasis on the earliest cuisines of China, Mesoamerica, and the Mediterranean.

• Department: Anthropology @Barnard
• W 2:10 p.m.-4 p.m.
• Instructor: Camilla Sturm
  CULPA: 2 Info
• 4 points

People, Mass, and Multitude in Italian L

PEOPLE, MASS, & MULTITUDE

What happened when the everyday life of the working classes became the subject of nineteenth-century novels and short stories? How have writers and filmmakers reproduced the language and expressed the worldview of subaltern groups? And how have they portrayed protests, riots, and revolutions? In the light of contemporary debates on populism and on the political role of the masses, this course examines representations of ‘the people’ in Italian literature and cinema, from the mid-nineteenth century up until the present day. We will explore issues such as the depiction of members of subaltern classes as objects of both idealization and fear; the race and gender paradigms that are at stake in such depictions; the political prominence of the masses during Fascism and in the decades following World War II; populism and immigration in contemporary Italy. We will also discuss the political impact of literature and cinema and how they have been used for consensus building.
The course will be taught in English. Readings and movies are available in English translation.

• Department: Italian
• M 4:10 p.m.-6 p.m.
• Instructor: Carlo Arrigoni
  Info
• 3 points

CLOTHING

Human beings create second, social, skins for themselves. Across history and around the world, everyone designs interfaces between their bodies and the world around them. From pre-historic ornaments to global industry, clothing has been a crucial feature of people’s survival, desires, and identity. This course studies theories of clothing from the perspectives of art history, anthropology, psychology, economics, sociology, design, and sustainability. Issues to be studied include gender roles, craft traditions, global textile trade, royal sumptuary law, the history of European fashion, dissident or disruptive styles, blockbuster museum costume exhibitions, and the environmental consequences of what we wear today. Required 1 hour a week TA led section to be arranged.

• Department: Art History @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Anne Higonnet
  CULPA: 31 Wikipedia Info
• 4 points

INTRO HISTORY OF PHOTOGRAPHY

This course will survey selected social, cultural and aesthetic or technical developments in the history of photography, from the emergence of the medium in the 1820s and 30s through to the present day. Rather than attempt comprehensively to review every aspect of photography and its legacies in the nineteenth, twentieth and twenty-first centuries, the course will instead trace significant developments through a series of case studies. Some of the latter will focus on individuals, genres or movements, and others on various discourses of the photographic image.  Particular attention will be placed on methodological and theoretical concerns pertaining to the medium.

• Department: Art History @Barnard
• TR 4:10 p.m.-5:25 p.m.
• Instructor: Alexander Alberro
  CULPA: 12 h-index: 17 Info
• 4 points

FEMINISM/POSTMODERNISM IN ART

• Department: Art History @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Rosalyn Deutsche
  CULPA: 11 Info
• 3 points

ORGANIZING INNOVATION

This course examines major innovations in organizations and asks whether innovation itself can be organized. We study a range of forms of organizing (e.g. bureaucratic, post-bureaucratic, and open architecture network forms) in a broad variety of settings: from fast food franchises to the military-entertainment complex, from airline cockpits to Wall Street trading rooms, from engineering firms to mega-churches, from scientific management at the turn of the twentieth century to collaborative filtering and open source programming at the beginning of the twenty-first. Special attention will be paid to the relationship between organizational forms and new digital technologies.

• Department: Sociology
• TR 10:10 a.m.-11:25 a.m.
• Instructor: David Stark
  CULPA: 15 Wikipedia h-index: 48 Info
• 4 points

ORGANIZING INNOVATION-DISC

• Department: Sociology
• M 4:10 p.m.-5 p.m.
• M 5:10 p.m.-6 p.m.
• F 10:10 a.m.-11 a.m.
• F 11:10 a.m.-noon
• 0 points

On Justice: Medieval Law, Lit, & Culture

On Justice:Med Law, Lit,

When one hears the word “justice,” one may instantly think of the legal system.  Yet it is an infinitely more complex concept that encapsulates not only jurisprudence but also various other systems designed to right wrongs and arbitrate conflict.  Conflict indeed took many forms in the Middle Ages: blood feuds between families, theological debates, treason, marital discord, and property disputes are just a few examples of issues that required resolution.  This interdisciplinary course will thus employ both history and literature to examine legal, social, and religious formulations of justice in the Middle Ages. Our primary focus on Italian sources will be supplemented as appropriate by other medieval European perspectives. 
In English

• Department: Italian
• W 4:10 p.m.-6 p.m.
• Instructor: Christina A Lopez
  Info
• 3 points

DRAMA, THEATRE AND THEORY

Prerequisites: Instructor's permission. (Seminar). Theatre typically exceeds the claims of theory. What does this tell us about both theatre and theory? We will consider why theatre practitioners often provide the most influential theoretical perspectives, how the drama inquires into (among other things) the possibilities of theatre, and the various ways in which the social, spiritual, performative, political, and aesthetic elements of drama and theatre interact. Two papers, weekly responses, and a class presentation are required. Readings include Aristotle, Artaud, Bharata, Boal, Brecht, Brook, Castelvetro, Craig, Genet, Grotowski, Ibsen, Littlewood, Marlowe, Parks, Schechner, Shakespeare, Sowerby, Weiss, and Zeami. Application Instructions: E-mail Professor Austin Quigley (aeq1@columbia.edu) with the subject heading Drama, Theatre, Theory seminar. In your message, include basic information: your name, school, major, year of study, and relevant courses taken, along with a brief statement about why you are interested in taking the course. Admitted students should register for the course; they will automatically be placed on a wait list, from which the instructor will in due course admit them as spaces become available.

• Department: English and Comparative Literature
• W 4:10 p.m.-6 p.m.
• Instructor: Austin E Quigley
  Info
• 4 points

American Studies Senior Tutorial

AMER STUDIES SENIOR TUTOR

This one-credit tutorial has been designed to assist American Studies seniors as they (1) clarify their scholarly commitments, (2) develop the research questions to be explored in their capstone seminars, (3) identify relevant archives and the methods needs to analyze those archives, and (4) develop a basic familiarity with the scholars and texts driving conversations about their research topic. Meetings alternate between one-on-one tutorials with the instructor and peer discussions. Assignments focus on explorations of ideas and literatures, culminating in a research proposal.

• Department: American Studies @Barnard
• W 5:10 p.m.-6:10 p.m.
• Instructor: Severin Fowles
  CULPA: 24 Info
• 1 points

VENTURING TO CHANGE THE WORLD

How do founders and their new ventures change the world? Changes in technology and society are increasing the power of small teams to impact everything. Startups, large corporations, social groups and governments are increasingly focused on the power of innovation to solve the world’s hardest problems. The ideas and patterns driving this recent form of change-making build on frameworks defining the development of modern civilizations since the Renaissance. Venturing to Change the World introduces the intellectual foundations and practical aspects of founding a new venture. We explore the entrepreneurial mindset, team formation, idea selection, how ideas become products with markets, and the key steps in building a venture. Our scope is commercial as well as social ventures, and the course is appropriate not only for prospective founders but anyone who will operate in a society increasingly animated by entrepreneurial activity.

• Department: Columbia College
• F 10:10 a.m.-12:40 p.m.
• 3 points

LEADERSHIP IN ORGANIZATION

Initially, the emphasis is on understanding the challenges confronting leaders and developing skills to effectively deal with these obstacles. Beyond intelligence and technical know-how, what separates effective leaders from other team members is a set of social skills (e.g. impression management, self-awareness). This course identifies these critical leadership skills and provides ideas and tools for improving them. Then, the course considers how social intelligence skills fit the needs of managers at different stages of their careers. In early stages, managers need to achieve a good person-job fit, find mentors, and build an effective social network. At the mid-career stage, managers need to lead an effective unit with increasing complexity and responsibilities. Finally, the course examines challenges managers face at later career stages as they become partners, CFOs, CEOs, etc.

• Department: Columbia College
• W 1:10 p.m.-4 p.m.
• Instructor: Rachel I McDonald
  h-index: 12 Info
• 3 points

RESEARCH DESIGN: DATA ANALYSIS

This course examines the basic methods data analysis and statistics that political scientists use in quantitative research that attempts to make causal inferences about how the political world works. The same methods apply to other kinds of problems about cause and effect relationships more generally. The course will provide students with extensive experience in analyzing data and in writing (and thus reading) research papers about testable theories and hypotheses. It will cover basic data analysis and statistical methods, from univariate and bivariate descriptive and inferential statistics through multivariate regression analysis. Computer applications will be emphasized. The course will focus largely on observational data used in cross-sectional statistical analysis, but it will consider issues of research design more broadly as well. It will assume that students have no mathematical background beyond high school algebra and no experience using computers for data analysis.

• Department: Political Science
• MW 8:40 a.m.-9:55 a.m.
• Instructor: Shigeo Hirano
  CULPA: 3 Info
• 3 points

Surveillance

SURVEILLANCE

Surveillance has become a ubiquitous term that either conjures images of George Orwell’s
1984
, the popular series
Black Mirror,
or is dismissed as an inconvenience and a concern of only those who engage in criminal activity or have something to hide. Using sociological theories of power, biopower, racialization, and identity formation,
Surveillance
explores the various ways we are monitored by state authorities and corporations and our role in perpetuating the system (un)wittingly.

• Department: Sociology @Barnard
• M 2:10 p.m.-4 p.m.
• Instructor: Randa B Serhan
  CULPA: 2 Info
• 4 points