PRIVACY IN A NETWORKED WORLD

The ubiquity of computers and networks in business, government, recreation, and almost all aspects of daily life has led to a proliferation of online sensitive data: data that, if used improperly, can harm the data subjects. As a result, concern about the use, ownership, control, privacy, and accuracy of these data has become a top priority. This seminar course focuses on both the technical challenges of handling sensitive data, the privacy implications of various technologies, and the policy and legal issues facing data subjects, data owners, and data users.

• Department: Computer Science @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Rebecca N Wright
  Wikipedia h-index: 34 Info
• 4 points

ENG DES-CONCPT/DESIGN GENERATN

A preliminary design for an original project is a prerequisite for the capstone design course. Will focus on the steps required for generating a preliminary design concept. Included will be a brainstorming concept generation phase, a literature search, incorporation of multiple constraints, adherence to appropriate engineering codes and standards, and the production of a layout drawing of the proposed capstone design project in a Computer Aided Design (CAD) software package. Note: MECE students only.

• Department: Mechanical Engineering
• MW 1:10 p.m.-3:40 p.m.
• Instructor: Yevgeniy Yesilevskiy
  h-index: 7 Info
• 3 points

PRINTMAKING II: INTAGLIO

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

• Department: Visual Arts
• MW 2:30 p.m.-5 p.m.
• Instructor: Jennifer Nuss
  Info
• 3 points

Computational Sound

COMPUTATIONAL SOUND

In this course, we explore the variety of roles that computation can play in the analysis, creation, and performance of music. We start with the fundamentals of sound in the digital domain, covering issues of representation and audio synthesis. We then move through various synthesis techniques including the additive, subtractive, frequency modulation (FM), and amplitude modulation (AM) synthesis. After covering some core DSP techniques, we put these concepts into performative practice by exploring “live coding”. In the space of live coding, we examine various programming language designs to understand how various domain specific languages (DSLs) support live coding. For the third module, we turn our focus to automated composition and analysis, addressing challenges in music information retrieval, generative art, and autonomous improvisation systems. All the while, we continue to develop our fluency in live coding by putting new topics to practice.

• Department: Computer Science @Barnard
• TR 6:10 p.m.-7:25 p.m.
• Instructor: Mark Santolucito
  CULPA: 1 h-index: 8 Info
• 3 points

RUSSIAN FOR HERITAGE SPEAKERS

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

• Department: Slavic Languages
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Alla Smyslova
  CULPA: 20 Info
• 3 points

PRINTMAKING II: RELIEF

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

• Department: Visual Arts
• MW 9:30 a.m.-noon
• Instructor: Nathan N Catlin
  Info
• 3 points

PRINTMAKING II:SILKSCREEN

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

• Department: Visual Arts
• R 10 a.m.-4 p.m.
• Instructor: Saskia Krafft
  Info
• 3 points

SURVEY OF GERMAN LIT:20C (GER)

SURVEY OF GERMAN LIT 20TH CENT

.

This course examines modernist literature, art, and music in the early twentieth century. In close readings, students will focus on the essential works from this period and learn to situate them in their historical contexts and the urban settings in which they were conceived: Munich, Prague, Vienna, and Berlin. The analysis of modernist works will be framed with introductions to questions of language, gender and sexuality, anti-Semitism, and the emergence of fascism.

Authors include Arthur Schnitzler, Frank Wedekind, Robert Musil, Franz Kafka, Thomas Mann, Irmgard Keun, Bertolt Brecht, Alfred Döblin, and Walter Benjamin; musical works by Berg, Schoenberg, and Weill.

The course is taught in German.

• Department: Germanic Languages
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Mark M Anderson
  CULPA: 2 Info
• 3 points

VENEZUELA: ROBBERY & NATURE

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

• Department: Spanish and Latin American Culture
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Ronald D Briggs
  CULPA: 4 Info
• 3 points

TAP III

Prerequisites: DNCE BC2447, BC2448, or permission of instructor.

Tap III is an advanced level tap class for students who have 5 or more years of tap dance training. We will cover tap technique, proper use of the body to enhance sound quality and style, a variety of musical genres and structures, and improvisation.

• Department: Dance @Barnard
• MW 4:10 p.m.-5:25 p.m.
• Instructor: Dormeshia Sunbry-Edwards
  Info
• 0-1 points

COMPUTER AIDED DESIGN

Introduction to numerical methods and their applications to rigid body mechanics for mechanisms and linkages. Introduction to finite element stress analysis for deformable bodies. Computer-aided mechanical engineering design using established software tools and verifications against analytical and finite difference solutions.

• Department: Mechanical Engineering
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Kristin Myers
  CULPA: 3 h-index: 25 Info
• 3 points

Evolution of Intelligence, Animal Commun

Prerequisites: PSYC UN1001, and the instructors permission.

A systematic review of the evolution language covering the theory of evolution, conditioning theory, animal communication, ape language experiments, infant cognition, preverbal antecedents of language and contemporary theories of language.

• Department: Psychology
• T 2:10 p.m.-4 p.m.
• Instructor: Herbert S Terrace
  CULPA: 29 Wikipedia Info
• 3 points

NEIGHBORHOOD & COMMUNITY DVLP

New York City is made up of more than 400 neighborhoods. The concept of neighborhoods in cities has had many meanings and understandings over time. Equally complex is the concept of community used to describe the people attached to or defined by neighborhood. While neighborhood can be interpreted as a spatial, social, political, racial, ethnic, or even, economic unit; community often refers to the group of stakeholders (i.e. residents, workers, investors) whose interests directly align with the conditions of their environment. Community development is “a process where these community members come together to take collective action and generate solutions to common problems” that result from the changing contexts in their neighborhoods. Using a variety of theories and approaches, residents organize themselves or work with community development practitioners on the ground to obtain safe, affordable housing, improve the public realm, build wealth, get heard politically, develop human capital, and connect to metropolitan labor and housing markets. To address the ever-changing contexts of neighborhoods, community development organizations are taking on new roles and adapting (in various cases) to larger forces within the city, region and nation such as disinvestment, reinvestment, increased cultural diversity, an uncertain macroeconomic environment, and changes in federal policy. For more than a century, city-dwellers—and especially New Yorkers—have been tackling these challenges. This course will examine both historic and contemporary community building and development efforts, paying special attention to approaches which were shaped by New York City. This urban center, often described as a “city of neighborhoods,” has long been a seedbed for community-based problem-solving inventions. The course will focus on the theories (why?), tools (how?), and actors (who?) within the field of community development practice and is organized around important sectors (housing, econom

• Department: Urban Studies @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Jenna M Davis
  Info
• 3 points

URBAN ENVIRONMENTAL JUSTICE: GENDER, RAC

In this course we will explore urban environmental inequalities through the lens of environmental justice.  The concept of environmental justice has risen in prominence in the language of environmental activism, politics, and policymaking. Informed by critical studies of the environment, we will address the broad question of why, for some, the environment is representational of a healthy lifestyle and source of prosperity, while for others it is a source of risk and harm. Our course of study invites students to critically analyze environmental justice case studies and to develop an understanding of the complex relationships among urban populations and the social, political, and economic processes that lead to environmental inequality. We will also explore how racism is foundational to environmental exploitation and consider why global struggles for racial justice are crucial for protecting both people and the earth. We will pay particular attention to how environmental health inequalities are linked to race, class, gender, and nation. Drawing from academic texts, films, and photo essays we will explore how urban planning and economic development policies create environmental inequalities in the US and globally.

• Department: Urban Studies @Barnard
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Maricarmen Hernandez
  Info
• 3 points

Neurobiology of Working Memory

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

• Department: Psychology
• R 10:10 a.m.-noon
• Instructor: Sarah Demoya
  Info
• 4 points

Ecology, Art, and Empire

Looking at material that speaks to historic encounters and legacies of European imperialisms, this course explores how visual practices manage natural relationships across colonial and postcolonial conditions (c.1800-present). Studying art and other visual material “ecologically” reveals interconnections of people, plants, living beings, and inorganic entities within their specific contexts. Each unit will expose students to contemporaneous thinking about ecology, empire, and the construction of the human across texts, artists, and key objects. We will study a wide range of visual material, including maps, decorative objects, surrealist films, 1970s performances, contemporary Caribbean art, and other artworks that emerge out of imperial entanglements between Europe, Asia, Africa, and the Americas. Part one of the course explores how 18th-century landscape imagery supported European imperial conquest around the globe and inspired indigenous resistance. Part two examines how 19th-century evolutionary theory and global botanical trade produced new ideas of hybridity in fin-de-siècle Europe. Lastly, part three examines how modern and contemporary art (20th century to present) has turned towards “elemental media” in a radical reframing of art’s human bias.

• Department: Art History and Archaeology
• M 10:10 a.m.-noon
• Instructor: Alex Zivkovic
  Info
• 4 points

Field Work & Research Seminar: Toddler C

FLDWRK-RSRCH SEM-BAR TOD CNTR

PSYC BC1129/2129 (with or without lab) as well as permission of the instructor.

The Barnard Toddler Center provides the focus for this seminar and research in applied developmental psychology, an amalgam of developmental, educational, and clinical psychology. The seminar integrates theory and research and for AY 20-21 will use daily recordings of the toddler sessions as the centerpiece for understanding early development. The unique context of Covid19 will be used to understand risks in development, especially for vulnerable children and families. Second term students will also conduct research on parenting during the pandemic.

• Department: Psychology @Barnard
• T 2:10 p.m.-4 p.m.
• Instructor: Andrea F Fields
  Info
• 4 points

LITERATURE-SOUTHERN CONE

Prerequisites: Third-year bridge course (W3300), and introductory surveys (W3349, W3350. Examination of the literature of the Southern Cone: Argentina, Uruguay, Paraguay, and Chile; the tension between fantastic literature and literary realism. Readings include Borges, Casares, Ocampo, Onetti, Donoso, and Roa Bastos.

• Department: Spanish and Latin American Culture
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Alfred Mac Adam
  CULPA: 40 Info
• 3 points

The Novel after the Age of Literature

The Novel after Age of Li

What is the value of literature today, amid dire predictions about its waning cultural authority and shrinking popularity? In this seminar, we'll explore this question by studying major variants of the contemporary novel that are responding to the cultural, social, and economic forces restructuring literary culture, while also learning about the corporations, institutions, and readers who mediate their production, circulation, and reception. 

Based on the novel's relative social prevalence from the 1800s on in Britain and America, literary scholars have often ascribed grand effects to the fonn: it has shaped modern ideas about the self, organized people's sense of national belonging, and even fueled protests that prompted political change. Can we say as much today? Access to traditional literary culture, while it has always been exclusive based on race, gender, and class, appears to be contracting due to the ongoing erosion of its socioeconomic suppmts: affordable education, well-funded publishing, secure paid work, and ample leisure time. Meanwhile, novels exist in an increasingly crowded media field that includes television, film, video games, and social media, all of which may be said to have a greater hold on our limited attention. How has the novel adapted to these conditions? How should we adapt our understanding of the novel in response? 

This course begins with two cases from the British tradition to explore ideas about the form and function of the novel across what scholars have called the period of"literary dominance": Jane Austen's Pride and Prejudice (1813) and Ian McEwan's Saturday (2005). The changing form and function of the novel will then be examined through analysis of four major trends in twenty-first­century literary culture: the rise of hybrid literary-genre fiction (Colson Whitehead and Emily St. John Mandel); the feminization of literary work (Colleen Hoover and Delia Owens); the proliferation of autofiction (Ocean Vuong and Patricia Lockwood); and evolutions in the metaliterary novel (Isabel Waidner and Ruth Ozeki). Through class discussion, literary-critical writing, and a literary-sociological project, where students will analyze the way readers talk about novels online, this course develops interdisciplinary approaches to illuminate the many forms that novels and novel-reading (including via audiobook) are taking today.

• Department: English and Comparative Literature
• W 12:10 p.m.-2 p.m.
• Instructor: Patrick Anson
  Info
• 4 points

Silence and Screaming: the Sound of Afri

Sound of African American

Why and when do we scream or remain silent? Do we scream out of joy or in terror? Do we remain silent out of respect or fear? Perhaps more importantly, who screams (or who do we scream at), and who remains silent? And how do we register those sonic utterances in between the extremes of screaming and silence, the groans, moans, coughs, and grunts that resist transcription? This course develops out of the convergence between the study of African American Literature and Sound Studies to examine the affective and political resonances of these auditory modes. In this course we will think about how screaming, silence, and utterances are embodied auditory practices marked by race, gender, and sexuality that the artists on this syllabus transcribe into text, music, and image. These three auditory modes, screaming, silence, and utterance, share the commonality of being difficult to transcribe into written text and of being difficult to understand: they resist singularity and definition. In this course we will examine how writers, composers, performers, and directors engage in the ambivalences of these auditory modes. Our goal is not to remove that ambivalence, to clearly or definitively decide what something means, but to investigate the multiplicity contained within that ambivalence. No prerequisites.

• Department: English and Comparative Literature
• M 10:10 a.m.-noon
• Instructor: Alex C Valin
  Info
• 4 points

Staging Revolt: Masses, Multitudes & Pol

Staging Revolt: Hispanic

This course traces the birth and development of the mass and the multitude as new and distinctive political actors in the context of Hispanic modernities. From the Esquilache revolts in Spain and the Atahualpa or Tupac Amaru rebellions in Latin America in the XVIIIth Century to the Argentine
Cacerolazo
in 2001, the 15M movement in Spain in 2011 or the International Women Strike in 2018, the role of these collective political subjects will be considered as a spatial and performative intervention in the public sphere. Public spaces become stages where protests take the form of experimental and alternative models of social interaction. Political goals are pursued through the transformation of quotidian behaviors, spaces and stories; cities become canvases on which tentative maps are drawn, functioning as potential scripts for new social and political structures. Literary and visual primary sources (e.g. Echeverría, Lamborghini, Poniatowska, Galdós, Goya, Genovés) along with journalistic accounts and testimonies, will be put in dialogue with theoretical texts (e.g. Le Bon, Canetti, Virno, Laclau, Hardt/Negri, Gago).

• Department: Latin American and Iberian Cultures
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Alberto Medina
  Info
• 3 points

POST 9/11 IMMIGRATION POLICIES

Since September 11, 2001, there has been an avalanche of immigration enforcement policies and initiatives proposed or implemented under the guise of national security. This course will analyze the domino effect of the Patriot Act, the Absconder Initiative, Special Registration, the Real I.D. Act, border security including the building of the 700-mile fence along the U.S./Mexico border, Secured Communities Act-that requires the cooperation of state and local authorities in immigration enforcement, the challenge to birthright citizenship, and now the congressional hearings on Islamic radicalization. Have these policies been effective in combating the war on terrorism and promoting national security? Who stands to benefit from these enforcement strategies? Do immigrant communities feel safer in the U.S.? How have states joined the federal bandwagon of immigration enforcement or created solutions to an inflexible, broken immigration system?

• Department: Ethnicity and Race, Center for
• R 10:10 a.m.-noon
• Instructor: Elizabeth Ouyang
  CULPA: 8 Info
• 4 points

BRAZILIAN SOCIETY & CIV (ENG)

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

• Department: Latin American and Iberian Cultures
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Luise Malmaceda
  Info
• 3 points

The Country and the City

“Clearly the contrast of country and city is one of the major forms in which we become conscious of a central part of our experience and of the crisis of our society”, concluded Raymond Williams in a classic study of the cultural historical variety and density of this opposition. By conceiving the country and city as central symbols for conceptualizing the social and economic changes associated with capitalist development and as historically produced –and therefore historically changing– notions, we will travel across the twentieth and twenty-first centuries to examine how phenomena associated with urban and rural imaginaries in Contemporary Spain were understood in their time and how they are understood today. Migration and urban concentration, the ecological emergency, the rural depopulation, the environmental dispossession, nation-building processes, and class and gender conflicts will be the center of our discussion. To address these issues, we will read essays, short stories, graphic novels, as well as theoretical texts that offer varied approaches to history, aesthetics, and politics. The works by writers Rosalía de Castro, Federico García Lorca, or Luisa Carnés; film-makers like Carla Simón, Pedro Almodóvar, or Alberto Rodríguez, or philosophers and scholars such as Mike Davies or Yayo Herrero will be some of the materials from which to study the cultural logics of the country and the city.

• Department: Latin American and Iberian Cultures
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Ana M Fernandez Cebrian
  CULPA: 1 Info
• 3 points

INDEP BIOLOGICAL RESEARCH

Prerequisites: Concurrent with registering for this course, a student must register with the department and provide a written invitation from a mentor; details of this procedure are available at http://www.columbia.edu/cu/biology/courses/w3500/index.htm. Students must register for recitations UN3510 or consult the instructor. Corequisites: BIOL UN3510 The course involves independent study, faculty-supervised laboratory projects in contemporary biology. Concurrent with registering for this course, a student must register with the department, provide a written invitation from a mentor and submit a research proposal; details of this procedure are available at http://www.columbia.edu/cu/biology/courses/w3500/index.htm. A paper summarizing results of the work is required by the last day of finals for a letter grade; no late papers will be accepted. See the course web site (above) for more details. Students can take anywhere from 2-4 points for this course.

• Department: Biological Sciences
• Instructor: Rafael Yuste
  CULPA: 5 Wikipedia h-index: 106 Info
• 2-4 points

READINGS IN JEWISH LITERATURE

HUMOR IN MODRN JEWISH LIT

Through an analysis of far-flung examples of comic Jewish literature created by Jews over three centuries and three continents, this course will attempt to answer two questions. First, are there continuities in Jewish literary style and rhetorical strategy, and if so, what are they? And second, can Jewish literature help us to understand the tensions between universality and particularity inherent in comic literature more generally? Works and authors read will include the Book of Esther, Yiddish folktales, Jewish jokes, Sholem Aleichem, Isaac Bashevis Singer, Franz Kafka, Philip Roth, Cynthia Ozick, Woody Allen, and selections from American television and film.

• Department: Germanic Languages
• M 2:10 p.m.-4 p.m.
• Instructor: Jeremy Dauber
  CULPA: 21 Wikipedia Info
• 3 points

SUPERVISED READINGS IN PHYSICS

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

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

COLL:POLIT ECON:CORRPTN/CONTRL

Prerequisites: POLS V1501 or the equivalent. Admission by application through the Barnard department only. Enrollment limited to 16 students. Barnard syllabus. Comparative political economy course which addresses some important questions concerning corruption and its control: the concept, causes, patterns, consequences, and control of corruption. Introduces students to and engages them in several key social science debates on the causes and effects of political corruption.

• Department: Political Science @Barnard
• W 2:10 p.m.-4 p.m.
• Instructor: Xiaobo Lu
  CULPA: 4 Info
• 4 points

Intro to Moving Image: Video, Film & Art

Intro Moving Image:Video,

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

• Department: Visual Arts
• W 10 a.m.-4 p.m.
• Instructor: Shelly Silver
  CULPA: 1 Info
• 3 points

Building Worker Power: Migrant Work and

BUILDING MIGRANT WORKER P

This Barnard Engages course will partner with the Damayan Migrant Workers Association, a worker-run Filipino organization based in New York City. Damayan has been at the forefront of building power among low-wage workers and assisting labor trafficking survivors. Founded over twenty years ago, it has fought for legal status for trafficked workers, built alliances with other domestic worker rights groups, and developed an integrated analysis of neocolonialism, racial and gender exploitation, and worker self advocacy. Through this work, students will develop an understanding of the history of Filipino immigration, labor trafficking, labor rights, gender inequality, anti-imperialism, and grassroots and worker organizing and resistance.

The class will collectively produce a timeline of Damayan’s organizing over the past twenty years. We will draw on their organizational archives, published video and written sources, and interviews with members. At the end of the semester, we will hold a joint public launch of our final project. The work for this course will be collaborative. Students will work in teams to produce the timeline and organize the launch event. In addition to the scheduled class times, students are expected to meet outside of class to discuss their ongoing tasks, research, and the overall project. 

This class is part of an ongoing partnership between Damayan and Barnard College. In a previous semester Barnard College students helped produce a report of Damayan’s organizing during the pandemic. Because this is a community-directed project, we will be working closely with Damayan. Their needs and goals may shift during the semester so students should be prepared for changes to the syllabus and end product. Many of our class meetings will take place in lower Manhattan. Students should arrange their schedules accordingly.

• Department: History @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: Premilla Nadasen
  CULPA: 10 Wikipedia Info
• 4 points

COLL: MAKING DEMOCRACY WORK

Beginning in the mid-1970s a democratic wave swept the globe.  It started in Southern Europe, spread throughout Latin America, parts of East Asia and Africa, and engulfed the former Soviet bloc.  In all, dozens of new democracies emerged during the late twentieth century and by the early 21st century there were more democracies in the world than there had ever been before.  Over the last decade and a half, however, a democratic undertow has sent in.  Many new democracies have slid back towards dictatorship and many old democracies have experienced significant problems as well.  This colloquium will exam the literature on democratic consolidation and backsliding, providing students with an overview of the most important theories about what makes democracy work—or not.

• Department: Political Science @Barnard
• M 4:10 p.m.-6 p.m.
• Instructor: Sheri Berman
  CULPA: 19 Wikipedia h-index: None Info
• 4 points

INDEP BIOLOGICAL RESEARCH - REC

• Department: Biological Sciences
• F 10 a.m.-11 a.m.
• Instructor: Rafael Yuste
  CULPA: 5 Wikipedia h-index: 106 Info
• 0 points

GENDER/SEXUALITY,LAT AM CLTRS

Prerequisites: Third-year bridge course (W3300), and introductory surveys (W3349, W3350). Examines constructions of gender and sexuality in Latin American cultures. Through a close analysis of critical, literary, and visual texts, we explore contemporary notions of gender and sexuality, the socio-cultural processes that have historically shaped these, and some theoretical frameworks through which they have been understood.

• Department: Spanish and Latin American Culture
• MW 6:10 p.m.-7:25 p.m.
• Instructor: Omar Duran-Garcia
  Info
• 3 points

Environmental Humanities in the Global S

ENVIRO HUMANITIES GLOBAL

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

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

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

• Department: Africana Studies (AFSB)
• R 10:10 a.m.-noon
• Instructor: Yvette Christianse
  Wikipedia Info
• 4 points

Queer Theory, Religion, and Their Discon

QUEER THEORY AND RELIGION

For the most part queer studies and religious studies have met each other with great suspicion and little interest in the conceptual resources of the respectively other field. Our guiding questions will be: What does religion have to do with queerness? What does queerness have to do with religion?

Queer theory and activists, unless they already identify as religious, often have little or little good to say about religion. Conversely, many religious traditions intensively regulate gender, sex, sexuality, and especially queerness. this course will explore how religious studies can enrich queer theory and how queer theory can reshape our thinking about religious studies. But beyond the mutual disinterest, anxieties, and animosities, queer studies and religious studies share actually a whole range of core interests and questions, such as embodiment, sexuality, gender-variability, coloniality, race appearing as religious identity and religious identity as gendered, as well as the role of catastrophe, utopia, and redemption in our experience of the world.

We will examine questions about religion come to the fore when we paying especially attention to queerness, gender, sexuality, pleasure, pain, and desire. Equally, we will examine how queer discourses mobilize religious and theological images and ideas, especially where these images and ideas are no longer clearly recognizable as having religious origins.

Rather than trying to settle on definitive answers, this course will cultivate a process of open-ended collective inquiry in which students will be encouraged to think autonomously and challenge facile solutions. Students should come away from the course with an expanded sense of how we grapple with issues related to gender, sexuality, desire, and embodiment in our everyday lives and how religion and religious formations are entangled with these issues well beyond religious communities. Ideally, students should experience this course as enlarging the set of critical tools at their hands for creative and rigorous thinking.

• Department: Religion
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Yannik Thiem
  h-index: 1 Info
• 3 points

COLUMBIA UNI & SLAVERY

In this course, students will write original, independent papers of around 25 pages, based on research in both primary and secondary sources, on an aspect of the relationship between Columbia College and its colonial predecessor Kings College, with the institution of slavery.

• Department: History
• T 10:10 a.m.-noon
• Instructor: Karl Jacoby
  CULPA: 2 h-index: 8 Info
• 4 points

Embodiment: (Re)Defining the Human

Embodiment: Re-Defining H

Please note this course is for a GSAS Teaching Scholar

With the rise of climate change, technological advances, and an abundance of everyday existential crises, you might be wondering what it means to be human in 2023. In this course, we begin with the claim that in order to understand “human being” in a time of critical discourse regarding the Anthropocene, we must explore embodiment. Starting with Cartesian Dualism and its legacy, we will progress to contemporary critiques and move into speculative understandings of embodiment and its role in human being in religious studies, philosophy, literature, and anthropology. We will think about how we define what it means to be human, who exactly this “we” is who gets to do the defining, and what happens to us and our worlds when we forget about or attempt to overcome embodiment. This course has several interactive components and utilizes media such as podcasts, films, comics, and practical engagement in addition to a wide variety of academic reading assignments.

• Department: Religion
• W 2:10 p.m.-4 p.m.
• Instructor: Emily M Fitzgerald
  Info
• 4 points

INTRO TO ASIAN AMERICAN LIT & CULTURE

This course is a survey of Asian North American literature and its contexts. To focus our discussion, the course centers on examining recurring cycles of love and fear in Asian North American relations from the late nineteenth to the twenty-first centuries. We will first turn to what became known as “yellow peril,” one effect of exclusion laws that monitored the entrance of Asians into the United States and Canada during the late nineteenth and twentieth centuries, and the corresponding phenomenon of Orientalism, the fascination with a binary of Asia and the West. The second section of the course will focus on how Asian North American authors respond to later cycles of love and fear, ranging from the forgetting of Japanese internment in North America and the occupation of the Philippines; to the development of the model minority mythology during the Cold War. The final section will examine intimacies and exclusions in contemporary forms of migration, diaspora, and community communities.

• Department: English and Comparative Literature
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Denise Cruz
  CULPA: 8 h-index: 6 Info
• 3 points

CULTURES OF THE US MEXICO BORDERLANDS

In recent years, the US has built a multi-billion-dollar wall along the Mexican border. While the wall may appear to be an anomaly, it rests on longstanding legacies of settler colonialism and racial capitalism. In this seminar, we will look at these legacies through the eyes of Natives, Latinxs, whites, and others who have lived in the US­­–Mexico borderlands. Within the confines of literature, we will read novelists like Willa Cather, playwrights like Cherríe Moraga, and poets like Simon Ortiz (Acoma Pueblo). Meanwhile, across the more capacious category of culture, we will engage with promoters who encouraged whites to claim homesteads, periodistas who emboldened Latinxs to protect pueblos, and leaders who helped Natives fight for sovereignty. By blending literary studies and ethnic studies, we will gain a thorough grasp of the territories that have taken shape since the US–Mexico War (1846–48), especially the ones that we currently call Arizona, California, New Mexico, and Texas. From these concrete contexts, we will ask and answer more abstract questions: What are borders—are they physical boundaries, or are they psychosocial conditions? Similarly, what are nations—are they stable and homogeneous groups, or are they flexible and diverse communities? Ultimately, what are human beings—can they be branded as illegal aliens, or do they have inalienable rights? During the semester, we will work through these questions both collectively and individually: to enrich our in-class discussions, each student will complete a four- to five-page close-reading essay, a fourteen- or fifteen-page research essay, and a multimedia borderlands map.

• Department: Ethnicity and Race, Center for
• R 4:10 p.m.-6 p.m.
• Instructor: Carlos Nugent
  Info
• 4 points

CIVIL RIGHTS &CIVIL LIBERTIES

Prerequisites: POLS W1201 or the equivalent. Not an introductory-level course. Not open to students who have taken the colloquium POLS BC3326. Enrollment limited to 25 students; L-course sign-up through eBear. Barnard syllabus. Explores seminal caselaw to inform contemporary civil rights and civil liberties jurisprudence and policy. Specifically, the readings examine historical and contemporary first amendment values, including freedom of speech and the press, economic liberties, takings law, discrimination based on race, gender, class and sexual preference, affirmative action, the right to privacy, reproductive freedom, the right to die, criminal procedure and adjudication, the rights of the criminally accused post-9/11 and the death penalty. (Cross-listed by the American Studies and Human Rights Programs.)

• Department: Political Science @Barnard
• R 4:10 p.m.-6 p.m.
• Instructor: Paula A Franzese
  CULPA: 11 Wikipedia Info
• 3 points

SENIOR SEMINAR I

The Senior Seminar in Women's Studies offers you the opportunity to develop a capstone research paper by the end of the first semester of your senior year. Senior seminar essays take the form of a 25-page paper based on original research and characterized by an interdisciplinary approach to the study of women, sexuality, and/or gender. You must work with an individual advisor who has expertise in the area of your thesis and who can advise you on the specifics of method and content. Your grade for the semester will be determined by the instructor and the advisor. Students receiving a grade of B+ or higher in Senior Seminar I will be invited to register for Senior Seminar II by the Instructor and the Director of Undergraduate Studies. Senior Seminar II students will complete a senior thesis of 40-60 pages. Please note, the seminar is restricted to Columbia College and GS senior majors.

• Department: Women's and Gender Studies
• W 4:10 p.m.-6 p.m.
• Instructor: Lila Abu-Lughod
  CULPA: 17 Wikipedia h-index: 48 Info
• 4 points

Senior Seminar I (Barnard)

SENIOR SEMINAR I

Student-designed capstone research projects offer practical lessons about how knowledge is produced, the relationship between knowledge and power, and the application of interdisciplinary feminist methodologies.

• Department: Women's, Gender, Sexuality Studies @Barnard
• T 10:10 a.m.-noon
• Instructor: Manijeh Moradian
  Info
• 4 points

ADVANCED SENIOR STUDIO I

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

• Department: Art History @Barnard
• M 2:10 p.m.-6 p.m.
• Instructor: Irena Haiduk
  Info
• 4 points

PROCESS WRITING & WRITING PROCESS

The act of writing is often mythologized, romanticized, or dismissed as peripheral to the text itself.  This course will address the process as a primary lens for looking at art, focusing on literature that explicitly investigates the experience of its creation.  Readings will include writings by visual artists who produce documents of performances, surrealists who use “automatic” methods to reveal the unconscious, poets who seek to capture states of enlightenment or intoxication, and novelists who employ extreme conditions to achieve unexpected results.  For the class, students will experiment with their environment, lifestyle, and methods to increase their awareness of how everything they do can affect what appears on the page.

• Department: Writing
• W 10:10 a.m.-noon
• Instructor: Christine M Smallwood
  Info
• 3 points

Feminist Media Praxis

Feminist Media Praxis is an advanced research seminar that integrates the theory and production of diverse media forms—from film and video, to photography, the digital, and television. We explore media as well as their associated materials, practices, and embodiments as methods for feminist research, collaboration, and expression. The course interrogates feminist histories, learns from diverse feminist political expressions and activism, and seeks to find, incorporate, and build archives and other records of media research and production.Feminist Media Praxis is an advanced research seminar that integrates the theory and production of diverse media forms—from film and video, to photography, the digital, and television. We explore media as well as their associated materials, practices, and embodiments as methods for feminist research, collaboration, and expression. The course interrogates feminist histories, learns from diverse feminist political expressions and activism, and seeks to find, incorporate, and build archives and other records of media research and production.

• Department: Women's, Gender, Sexuality Studies @Barnard
• W 6:10 p.m.-8 p.m.
• Instructor: Alexandra Juhasz
  Info
• 4 points

COLL:NON-STATE GOV CRIME/WAR

Prerequisites: (POLS UN1501) The conventional wisdom is that crime and civil war are linked to disorder. But these are far from disorderly and ungoverned spaces. Unpacking these settings reveals complex forms of non-state governance constructed by a range of actors, including rebel and guerillas, gangs, vigilantes, and protection rackets – sometimes facilitated by the state.

• Department: Political Science @Barnard
• W 2:10 p.m.-4 p.m.
• Instructor: Eduardo Moncada
  CULPA: 2 h-index: 12 Info
• 4 points

JUNIOR SEMINAR IN URBAN STUDIES

JUNIOR SEMINAR URBAN STUD

Prerequisites: Non-majors admitted by permission of instructor. Students must attend first class. Enrollment limited to 16 students per section. Introduction to the historical process and social consequences of urban growth, from the middle of the nineteenth century to the present.

• Department: Urban Studies @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Maricarmen Hernandez
  Info
• Instructor: Mary Rocco
  CULPA: 2 Info
• 4 points

PHILOSOPHY OF SCIENCE

Philosophical problems within science and about the nature of scientific knowledge in the 17th-20th centuries. Sample problems: causation and scientific explanation; induction and real kinds; verification and falsification; models, analogies and simulations; the historical origins of the modern sciences; scientific revolutions; reductionism and supervenience; differences between physics, biology and the social sciences; the nature of life; cultural evolution; human nature; philosophical issues in cosmology.

• Department: Philosophy
• MW 6:10 p.m.-7:25 p.m.
• Instructor: David Albert
  CULPA: 32 Wikipedia h-index: 40 Info
• 3 points

SCREENDANCE:COMPOSITION

Prerequisites: Must have taken a Dance Department Composition course, have some dance training. This experiential, hands-on course requires all students to choreograph, dance, and film. Focusing on single-shot film-making, the duet of the camera and the dance will create an understanding of the interaction between the two, enabling students to create a final short film.

• Department: Dance @Barnard
• TR 10:10 a.m.-noon
• Instructor: Gabri Christa
  CULPA: 1 Info
• 3 points

The Seven Years War (1754-1763), Glob

THE SEVEN YEARS WAR

Prerequisites: History Majors Preferred This research seminar explores the causes, course, and consequences of the Seven Years’ War, arguably the first world war in modern history. Topics include the origins of the conflict in North America and in Europe, the relationship between imperial rivalry in the American colonies and the contest for supremacy in central Europe, the impact of the war on trade and settlement in South Asia, the West Indies, the Philippines, and West Africa, and the legacies of the conflict for British imperial expansion in India, North America, Senegal, and the southern Caribbean. During the second half of the semester, members of the seminar will devote the majority of their time to the research and writing of a substantial paper.

• Department: History
• R 4:10 p.m.-6 p.m.
• Instructor: Christopher L Brown
  CULPA: 5 Info
• 4 points

DRUGS & POLITICS IN AMERICAS

A major challenge for governments across the Western Hemisphere is the complex relationship between illicit drugs, violence, and politics. We can see this relationship operating at multiple levels, from everyday politics in gang-controlled neighborhoods to the global arenas where governments debate and craft international drug policy. These links also reach back in history to global wars of empire and colonial rule, race relations during and following the collapse of the institution of slavery, and contemporary drug wars being waged across the Western Hemisphere and other parts of the world. Today, the dynamics and consequences of the politics of illicit drugs touch all our lives in different ways, including individual and family struggles with substance abuse, everyday encounters with militarized police, and the strains on democracy and citizenship, among many others. This course will examine some of these dynamics and consequences with a theoretical and empirical focus mainly on Latin America and the United States. Throughout our time together we will connect these pressing issues to broader theories, concepts and empirical findings in political science. The course is divided into several individual modules (denoted below with the headings A – G) under three overarching themes for this semester:

 

1. Politics of Drugs in a Historical Perspective:
The first theme is a broad historical overview of the political origins of illicit drugs and the global drug regime. Some of the main questions we will tackle are: When and why did states label drugs as illicit?  How did domestic and global politics come together to shape the global drug regime and the “war on drugs?” What role did race and gender play in the early social construction of illicit drugs?

 

2. Illicit Drugs, Politics and Governance:
The second theme focuses on contemporary linkages between illicit drugs, violence, and politics. Here we will examine the conditions under which illicit drug markets are either violent or (relatively) peaceful. We will tackle questions like: Do states always seek to dismantle drug markets? What is the relationship between illicit drugs and electoral politics? What role do illicit drugs play in governance by armed non-state actors?  Are states and criminal actors involved in the drug trade always at “war” with each other? 


3. Democracy, Citizenship, and the War on Drugs:
The th

• Department: Political Science @Barnard
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Eduardo Moncada
  CULPA: 2 h-index: 12 Info
• 4 points

DRUGS & POLITICS IN THE AMERICAS - DISC

DRUGS & POLITICS - DISC

Discussion Section for POLS-UN3565 Drugs and Politics in the Americas

• Department: Political Science @Barnard
• M 3:10 p.m.-4 p.m.
• M 4:10 p.m.-5 p.m.
• Instructor: Juan Corredor-Garcia
  Info
• 0 points

THESSALONIKI DOWN THE AGES

This course will explore the fascinatingly layered and multicultural history of Thessaloniki, the great city of Northern Greece and the Balkans. We will examine texts, archaeological evidence, literature, songs, and movies and in general the materialities of the city. We will examine this material from the 6th century BCE down to the the 21st cent. CE. We will notably think about the problems of history, identity, and cultural interaction in reaction to recent work such as Mark Mazower’s well know Salonica, City of Ghosts 2004.

• Department: Classics
• W 4:10 p.m.-6 p.m.
• Instructor: Paraskevi Martzavou
  CULPA: 2 Info
• 3 points

DANCES OF INDIA

A range of dance genres, from the traditional to the innovative, co-exist as representations of Indianness in India, and beyond. Identities onstage and in films, morph as colonial, national, and global contexts change. This course zooms from micro to macro views of twentieth century staged dances as culturally inflected discourse. We review how Indian classical dance aligns with the oldest of performance texts, and with lively discourses (rasa as a performance aesthetic, Orientalism, nationalism, global recirculations) through the ages, not only in India but also in Europe, Britain and America. Throughout the course, we ask:- How is culture embodied? How do historical texts configure dance today? How might they affect our thinking on mind-body, practice-theory, and traditional-contemporary divides? How does bodily patterning influence the ways that we experience our surroundings and vice versa? Can cultural imaginaries instigate action? How is gender is performed? What are dance discourses?

• Department: Dance @Barnard
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Uttara Coorlawala
  CULPA: 4 Info
• 3 points

DANCE CRITICISM

This course offers intensive practice in writing on dance and explores a range of
approaches to dance criticism from the 1940s through today. Starting from the premise
that criticism can be an art form in itself, we ask: What are the roles and responsibilities
of a critic? How do our own identities and experiences inform how we see and write?
With the proliferation of dance in digital spaces, what new possibilities arise for dance
criticism? Class meetings include discussion, writing exercises, and peer workshops.
Assignments involve viewing performances outside of class.

• Department: Dance @Barnard
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Siobhan F Burke
  CULPA: 2 Info
• 3 points

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.
• 4 points

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.
• 4 points

GUIDED RESEARCH & SEMINAR

This year-long course is open to junior and senior Biology majors and minors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give a poster presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills two upper-level laboratory requirements for the Biology major or minor. This course must be taken in sequence, beginning with BIOL BC3591 in the Fall and continuing with BIOL BC3592 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3593-BIOL BC3594.

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

GUIDED RESEARCH & SEMINAR

This year-long course is open to junior and senior Biology majors and minors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give a poster presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills two upper-level laboratory requirements for the Biology major or minor. This course must be taken in sequence, beginning with BIOL BC3591 in the Fall and continuing with BIOL BC3592 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3593-BIOL BC3594.

• 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
• R 10:10 a.m.-noon
• W 2:10 p.m.-4 p.m.
• Instructor: Seth S Williams
  CULPA: 1 Info
• 4 points

NEUROSCIENCE GUIDED RESEARCH

Neuroscience research commonly generates datasets that are increasingly complex and large. Open science and data sharing platforms have emerged across a wide range of neuroscience disciplines, laying the foundation for a transformation in the way scientists share, analyze, and reuse immense amounts of data collected in laboratories around the world. This class is designed to introduce students to several open source databases that span multiple investigative levels of neuroscience research. Students will utilize the datasets to conduct individual research projects.

• Department: Neuroscience & Behavior @Barnard
• T 1:10 p.m.-5 p.m.
• Instructor: Kara Pham
  CULPA: 9 Info
• 4 points

SENIOR THESIS RESEARCH & SEMINAR

SR THESIS RESEARCH & SEMI

This year-long course is open to senior Biology majors. Students will complete an independent research project in Biology under the guidance of a faculty mentor at Barnard or another local institution. Attendance at the weekly seminar is required. By the end of the year, students will write a scientific paper about their project and give an oral presentation about their research at the Barnard Biology Research Symposium.

Completion of this year-long course fulfills the senior capstone requirement for the Biology major. This course must be taken in sequence, beginning with BIOL BC3593 in the Fall and continuing with BIOL BC3594 in the Spring. Acceptance into this course requires confirmation of the research project by the course instructors. A Barnard internal mentor is required if the research project is not supervised by a Barnard faculty member. This course cannot be taken at the same time as BIOL BC3591-BIOL BC3592.

• 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
• R 4:10 p.m.-6 p.m.
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Gabrielle J Gutierrez
  Info
• Instructor: Alex White
  h-index: 13 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 1:10 p.m.-3 p.m.
• Instructor: John C Wright
  CULPA: 1 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: Jordan Balaban
  Info
• Instructor: Jj L Miranda
  CULPA: 3 Info
• Instructor: Alison Pischedda
  CULPA: 3 h-index: 11 Info
• Instructor: Jonathan Snow
  CULPA: 7 h-index: 18 Info
• Instructor: Brian Morton
  CULPA: 21 Info
• Instructor: Jennifer H Mansfield
  CULPA: 2 h-index: 15 Info
• Instructor: Gabrielle Corradino
  Info
• Instructor: Jessica Goldstein
  CULPA: 14 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: Rachel Austin
  CULPA: 18 Wikipedia h-index: 28 Info
• Instructor: Christina Vizcarra
  CULPA: 1 Info
• Instructor: Rebecca Donegan
  Info
• Instructor: Meenakshi S Rao
  CULPA: 24 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: 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: Rachel Austin
  CULPA: 18 Wikipedia h-index: 28 Info
• Instructor: Christina Vizcarra
  CULPA: 1 Info
• Instructor: Rebecca Donegan
  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

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 6:10 p.m.-7:25 p.m.
• Instructor: Justin Clarke-Doane
  h-index: 10 Info
• 4 points