ADVANCED PROGRAMMING

C programming language and Unix systems programming. Also covers Git, Make, TCP/IP networking basics, C++ fundamentals.

• Department: Computer Science
• TR 5:30 p.m.-8:40 p.m.
• Instructor: Brian Borowski
  Info
• 4 points

DISCRETE MATHEMATICS

Logic and formal proofs, sequences and summation, mathematical induction, binomial coefficients, elements of finite probability, recurrence relations, equivalence relations and partial orderings, and topics in graph theory (including isomorphism, traversability, planarity, and colorings).

• Department: Computer Science
• TR 10:10 a.m.-1:20 p.m.
• Instructor: Ansaf Salleb-Aouissi
  CULPA: 21 h-index: 16 Info
• 4 points

JUDICIAL POLITICS

This political science course provides an introduction to the politics of judges, courts, and law in the United States.  We will evaluate law and courts as political institutions and judges as political actors and policy-makers.

The topics we will study include what courts do; how different legal systems function; the operation of legal norms; the U.S. judicial system; the power of courts; constraints on judicial power; judicial review; the origin of judicial institutions; how and why Supreme Court justices make the decisions they do; case selection; conflict between the Court and the other branches of government; decision making and conflict within the judicial hierarchy; the place of courts in American political history; and judicial appointments.

We will explore some common but not necessarily true claims about how judges make decisions and the role of courts.  One set of myths sees judges as unbiased appliers of neutral law, finding law and never making it, with ideology, biography, and politics left at the courthouse door. Another set of myths sees the judiciary as the “least dangerous branch,” making law, not policy, without real power or influence.

Our thematic questions will be:  How much power and discretion do judges have in the U.S?  What drives their decision-making?

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• 3 points

PAINTING I

This is an intensive, six-week class moving from the basics of paint materials, techniques, issues of color, light, narrative and most of all representation. Students will begin working from still life set-ups in the studio and gradually move towards more ambitious approaches including figure painting from a model. Towards the end of the class students will be encouraged to work on a project or projects that more closely reflect their personal ideas.

• Department: Summer Session (SUMM)
• TWR 5:30 p.m.-8 p.m.
• 3 points

INTERMEDIATE MACROECONOMICS

Prerequisites: MATH UN1101 and ECON UN1105 or the equivalent; one term of calculus. Corequisites: MATH UN1201. This course covers the determination of output, employment, inflation and interest rates. Topics include economic growth, business cycles, monetary and fiscal policy, consumption and savings and national income accounting.

• Department: Summer Session (SUMM)
• MW 10:20 a.m.-11:55 a.m.
• 4 points

INTER MACROECONOMICS-DISC

Discussion section for ECON UN3213 Intermediate Macro. Student must register for a section.

• Department: Summer Session (SUMM)
• 0 points

WRITING ABOUT ART

Prerequisites: No prerequisites. Department approval NOT required. 

This course will introduce students to writing about visual art. We will take our models from art history and contemporary art discourse, and students will be prompted to write with and about current art exhibitions and events throughout the city. The modes of art writing we will encounter include: the practice of ekphrasis (poems which describe or derive their inspiration from a work of art); writers such as John Ashbery, Gary Indiana, Eileen Myles, and others who for periods of their life held positions as art critics while composing poetry and works of fiction; writers such as Etel Adnan, Susan Howe, and Renee Gladman who have produced literature and works of art in equal measure. We will also look at artists who have written essays and poetry throughout their careers such as Robert Smithson, Glenn Ligon, Gregg Bordowitz, Moyra Davey, and Hannah Black, and consider both the visual qualities of writing and the ways that visual artists have used writing in their work. Lastly, we will consider what it means to write through a “milieu” of visual artists, such as those associated with the New York School and Moscow Conceptualism. Throughout the course students will produce original works and complete a final writing project that enriches, complicates, and departs from their own interests and preoccupations.

• Department: Summer Session (SUMM)
• TR 1:30 p.m.-4:40 p.m.
• 3 points

LOGIC OF COLLECTIVE CHOICE

Much of politics is about combining individual preferences or actions into collective choices. We will make use of two theoretical approaches. Our primary approach will be social choice theory, which studies how we aggregate what individuals want into what the collective ;wants.; The second approach, game theory, covers how we aggregate what individuals want into what the group gets, given that social, economic, and political outcomes usually depend on the interaction of individual choices. The aggregation of preferences or choices is usually governed by some set of institutional rules, formal or informal. Our main themes include the rationality of individual and group preferences, the underpinnings and implications of using majority rule, tradeoffs between aggregation methods, the fairness of group choice, the effects of institutional constraints on choice (e.g. agenda control), and the implications for democratic choice. Most of the course material is highly abstract, but these abstract issues turn up in many real-world problems, from bargaining between the branches of government to campus elections to judicial decisions on multi-member courts to the allocation of relief funds among victims of natural disasters to the scoring of Olympic events. The collective choice problem is one faced by society as a whole and by the smallest group alike.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 3 points

SHAKESPEARE

This course provides an introduction to Shakespeare through a combination of reading his plays and viewing them in performance. On the one hand, we approach each play as a written, published text: our in-class conversation consist primarily in close analysis of key passages, and, in one class period, we visit Rare Books to examine the earliest printed versions of the plays in light of English Renaissance print technology. On the other hand, we view performances of each assigned play, including the attendance as a group of at least one Shakespeare production on an NYC stage. Our semester’s through line is to trace, from his earliest plays to Hamlet, Shakespeare’s remarkable development of the techniques of characterization that have made generations of both playgoers and readers feel that his dramatis personae are so modern, real, human. We will also devote attention to exploring the value of each play in our present moment and on our local stages. We read 8 plays in all, including Titus Andronicus, Midsummer Night's Dream, Julius Caesar, Macbeth, Merchant of Venice, and Hamlet.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• 3 points

GLOBAL HISTORIES OF THE BOOK

This class will consider the idea and history of “the book” through history and around the world.  Its primary objective is to introduce students to major topics and questions in “book history” while working to 1) resist the discipline’s traditional interest in modern European print culture and 2) situate that interest in global and transhistorical contexts.

Learning about the histories of books and writing in different eras and parts of the world will go hand-in-hand with critical examinations of how and why those histories have been periodized and narrativized the way they have.  Although “book” is a technological category, we will consider how helpful technological narratives and comparisons of book practice and culture are.  We will also engage not only in transhistorical and transnational comparisons of book culture and practice, but also examine the global book as a postcolonial phenomenon, marked by patterns of influence, appropriation and imposition across time and space.

This course will perforce be not comprehensive but instead oriented around case studies: we will be unable to examine every stage of every nation’s book history in detail.  Rather, we will focus on objects and scholarly case studies that illuminate both the history and methods involved, and on productive points of contact.  We will visit libraries and examine books both in person and through virtual simulacra.

What does it mean to tell “global” histories of the book?  For our purposes, it means not assuming that the terms, categories, or periods of modern western book history should be definitive for other times and places.  It also means examining the way that book cultures participated in and were shaped by patterns of exchange, conquest and colonization.  We will explore points of contact across time as well as space.

By the end of the semester, students will be able to speak to the history of the book across several cultures and linguistic traditions, speak comparatively to dimensions of book practice in two cultures, and be able to present the history and comparative dimensions of a chosen object from Columbia’s special collections. Students will also become acquainted with the use of special collections libraries.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• 3 points

Food & Society in Global Cities

Food Society in Global Ci

Culinary practices are intricate to how urban spaces are experienced in everyday life. This course explores the nuanced ways food practices transform global cities worldwide. It investigates how personal preferences of food shape social, cultural, and spatial boundaries. Throughout the course, students will analyze urban spaces in global cities from an intersectionality theory of capitalism lens to consider how power structures shape culinary practices in terms of race, gender, sexuality, citizenship, class, ethnicity, language, religion, caste, ability, and diet. For instance, immigrant cooking and eating practices help define ethnic enclaves. And gourmet food trucks for the middle-class can become tropes for spurring gentrification. Analyzing global North and South cities, course themes focus on the politics of street food, food trucks, restaurants, markets, farmers’ markets, food deserts, food assistance programs, urban farming and agriculture, gastronomic gentrification, and food delivery services. This course comprises a mixture of active teaching strategies, short lectures, a film, and several field trips throughout New York City. By the end of the course, students will garner a deep understanding of how food and societies influence, and are shaped by, contemporary global cities.

• Department: BARNARD SUMMER PROGRAMS
• MW 1 p.m.-4:10 p.m.
• Instructor: Noah Allison
  Info
• 3 points

Food & Society in Global Cities

Food Society in Global Ci

Culinary practices are intricate to how urban spaces are experienced in everyday life. This course explores the nuanced ways food practices transform global cities worldwide. It investigates how personal preferences of food shape social, cultural, and spatial boundaries. Throughout the course, students will analyze urban spaces in global cities from an intersectionality theory of capitalism lens to consider how power structures shape culinary practices in terms of race, gender, sexuality, citizenship, class, ethnicity, language, religion, caste, ability, and diet. For instance, immigrant cooking and eating practices help define ethnic enclaves. And gourmet food trucks for the middle-class can become tropes for spurring gentrification. Analyzing global North and South cities, course themes focus on the politics of street food, food trucks, restaurants, markets, farmers’ markets, food deserts, food assistance programs, urban farming and agriculture, gastronomic gentrification, and food delivery services. This course comprises a mixture of active teaching strategies, short lectures, a film, and several field trips throughout New York City. By the end of the course, students will garner a deep understanding of how food and societies influence, and are shaped by, contemporary global cities.

• Department: BARNARD SUMMER PROGRAMS
• MW 1 p.m.-4:10 p.m.
• Instructor: Noah Allison
  Info
• 3 points

COMPUTER SCIENCE THEORY

Regular languages: deterministic and non-deterministic finite automata, regular expressions. Context-free languages: context-free grammars, push-down automata. Turing machines, the Chomsky hierarchy, and the Church-Turing thesis. Introduction to Complexity Theory and NP-Completeness.

• Department: Computer Science
• MW 10:10 a.m.-1:20 p.m.
• Instructor: Xi Chen
  CULPA: 7 Wikipedia h-index: 64 Info
• 3 points

MONEY AND BANKING

Prerequisites: ECON UN3211 and ECON UN3213 or the equivalent. Introduction to the principles of money and banking. The intermediary institutions of the American economy and their historical developments, current issues in monetary and financial reform.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• 3 points

MONEY AND BANKING

Prerequisites: ECON UN3211 and ECON UN3213 or the equivalent. Introduction to the principles of money and banking. The intermediary institutions of the American economy and their historical developments, current issues in monetary and financial reform.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• 3 points

WALT WHITMAN AND NEW YORK

Walt Whitman was not the first to write about New York. But he was the first of many to let New York write him. By age 43, Whitman had composed most of his best poetry, published three editions of Leaves of Grass, and left New York only twice. How did the second son of an unsuccessful farmer, a grammar school dropout and hack writer become America’s greatest poet? This course offers a response to this perennial mystery of literary scholarship by proposing that “Walt Whitman, a kosmos, of Manhattan the son” was indeed a product of his environment. Coming of age as a writer at the same time the city was emerging as a great metropolis, he received his education and inspiration from New York itself. Course time is equally divided between discussions of Whitman’s antebellum poetry, journalism, and prose (including the newly recovered Life and Adventures of Jack Engle) in their cultural and geographical contexts, and on-site explorations that retread Whitman’s footsteps through Brooklyn and his beloved Mannahatta. Experiential learning is further encouraged through assignments based in archives, museums, and at historic sites throughout the city.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 3 points

VOTING AND AMERICAN POLITICS

This course explores causes and effects of political behavior in the United States. “Political behavior” is a broad concept, and can include many areas of engagement with civic life. As we consider “behavior,” we must also take on its foundations: Public opinion, ideology, and partisanship. We will focus primarily on mass politics—beliefs, attitudes, and behaviors of ordinary citizens rather than of activists or elites—in the United States. However, we will also explore some effects of elite behavior on mass behavior. We will also focus on the interconnections between social structure, culture, and politics. In short, this course will focus on developing an understanding of the mechanisms that drive voting and other political behaviors in the United States.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• 3 points

TYRANNY & AUTOCRACY-RUSS/SOV UNION

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 4 points

Third-Year Chinese I

This course is for students with at least two years of college-level Chinese, aiming to enhance their oral and written proficiency. It covers key issues China faces, such as balancing historic preservation with local needs, integrating traditional and foreign cultures, and improving education in underdeveloped areas. Additionally, the course includes popular topics related to Chinese college students and their lifestyles.

• Department: Summer Session (SUMM)
• MTWRF 10 a.m.-12:10 p.m.
• 5 points

CLASSICAL MYTHOLOGY

Introduction to and analysis of major myths in classical literature. Topics include the changing attitudes and applications of myth from Greek epic to tragedy, as well as modern approaches to myth. Readings include Homer, Hesiod, Aeschylus, Sophocles, and Euripides. All readings in English.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 3 points

The Story, She Told: Women's Autofiction

In her 1975 essay
The Laughter of Medusa
, Hélène Cixous compared women’s writing—in French, “écriture féminine”—to the unexplored African continent. To date, literary criticism has been grappling with the distinct qualities of literary works, crafted by women. This course offers a survey of main autofictional works and memoirs, written originally in the Russian language within the last 100 years. We will start our journey with the tumults of the WW1 and the Bolshevik Revolution, the Civil War, through the WW2, the Soviet dissident movement, the emigration waves into Israel and the United States, the advent of a post-socialist Russia in 1991—in order to arrive at the two plus decades of Vladimir Putin’s presidency. We will consider  the ways in which each author transposes and conveys her own—and others’ memories—through the medium of autofiction, defined by Serge Doubrovsky, who coined the term in French, as “the adventure of the language, outside of wisdom and the syntax of the novel.” All selected works, with very few exceptions, are available in English;  no reading knowledge of Russian is required. No prerequisites.

• Department: Summer Session (SUMM)
• MW 5:30 p.m.-8:40 p.m.
• 3 points

MUSIC IN EAST ASIA

A topical approach to the concepts and practices of music in relation to other arts in the development of Asian civilizations.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• TR 1 p.m.-4:10 p.m.
• 3 points

MUSICS OF INDIA & WEST ASIA

A topical approach to the concepts and practices of music in relation to other arts in the development of Asian civilizations.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4 p.m.
• MW 9 a.m.-12:10 p.m.
• 3 points

Baroque Masters at the Met: Bernini, Vel

This course examines three masters of European Baroque art—Gianlorenzo Bernini (1598-1680), Diego Velázquez (1599-1660), and Rembrandt van Rijn (1606-1669)—artists who are all well represented in the permanent collection of The Metropolitan Museum of Art. Through classroom discussions and museum visits, we will examine Baroque art as part of a continuing and developing accumulation of forms and ideas throughout the 17th century, and consider the impact these artists had on their contemporaries and in ensuing centuries. Roughly half of the class sessions take place at The Metropolitan Museum, a luxury that allows for close, firsthand analysis of art, but it is not an art appreciation course. It is a history course concerned with the study of ideas, artists, and visual facts and their application to emerging art forms within their cultural-historical context. In addition to developing a critical eye, the class is intended to cultivate analytical thinking and communication skills as well as knowledge of the subject matter.

No background in art history is necessary to do well in this course, but students are expected to read and listen closely and to write thoughtfully. Attendance is crucial. Students who attend class, take notes, and read everything will have no difficulty earning a satisfactory grade. Above all, never hesitate to ask questions and see me during office hours.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 3 points

LOCAL DEMOCRACY

• Department: BARNARD SUMMER PROGRAMS
• MW 5:30 p.m.-8:40 p.m.
• Instructor: Mark A Schneider
  Info
• 3 points

LOCAL DEMOCRACY

• Department: BARNARD SUMMER PROGRAMS
• MW 5:30 p.m.-8:40 p.m.
• Instructor: Mark A Schneider
  Info
• 3 points

Anatomy with Laboratory

This is an intermediate lecture plus laboratory course focusing on using virtual reality to study human anatomy. Selected topics will emphasize physiological function and cellular mechanisms. The course is organized around a systems-based framework to the study of human anatomy. Lectures will also emphasize the clinical correlates and case studies of disease. All anatomical systems will be explored using a virtual reality laboratory. Potential examples include the skeletal, muscular, arterial, venous, lymphatic, nervous, respiratory, digestive, urinary, endocrine, reproductive, and integumentary systems. This course engages students with the contemporary and emerging field of virtual reality. Students will use and critically analyze advanced virtual and augmented reality technologies through scientific analysis and experimentation. This course will also expose students to empirical analysis and structural models of anatomy for problem solving. Students will develop basic competence in the use of deductive methods involving biological mechanisms of clinical disease.

• Department: BARNARD SUMMER PROGRAMS
• TR 9 a.m.-2 p.m.
• Instructor: Jj L Miranda
  CULPA: 3 Info
• 4 points

Anatomy with Laboratory

This is an intermediate lecture plus laboratory course focusing on using virtual reality to study human anatomy. Selected topics will emphasize physiological function and cellular mechanisms. The course is organized around a systems-based framework to the study of human anatomy. Lectures will also emphasize the clinical correlates and case studies of disease. All anatomical systems will be explored using a virtual reality laboratory. Potential examples include the skeletal, muscular, arterial, venous, lymphatic, nervous, respiratory, digestive, urinary, endocrine, reproductive, and integumentary systems. This course engages students with the contemporary and emerging field of virtual reality. Students will use and critically analyze advanced virtual and augmented reality technologies through scientific analysis and experimentation. This course will also expose students to empirical analysis and structural models of anatomy for problem solving. Students will develop basic competence in the use of deductive methods involving biological mechanisms of clinical disease.

• Department: BARNARD SUMMER PROGRAMS
• TR 9 a.m.-2 p.m.
• Instructor: Jj L Miranda
  CULPA: 3 Info
• 4 points

Bilingual Minds: Language, Brain & Cultu

This discussion-based seminar explores how bilingualism shapes the developing brain, cognitive processes, communication, and cultural identity. Students will engage with research from psychology, linguistics, neuroscience, and anthropology to understand how bilingual experiences differ across individuals, communities, and cultures. Through weekly reflections and student-led discussions, we will examine both foundational theories and contemporary debates, including the bilingual advantage, code-switching, gesture, neuroplasticity, language socialization, bilingualism in autism, and sociopolitical dimensions of bilingualism.

• Department: BARNARD SUMMER PROGRAMS
• MW 1 p.m.-5 p.m.
• Instructor: Armita Ghobadi
  Info
• 4 points

Bilingual Minds: Language, Brain & Cultu

This discussion-based seminar explores how bilingualism shapes the developing brain, cognitive processes, communication, and cultural identity. Students will engage with research from psychology, linguistics, neuroscience, and anthropology to understand how bilingual experiences differ across individuals, communities, and cultures. Through weekly reflections and student-led discussions, we will examine both foundational theories and contemporary debates, including the bilingual advantage, code-switching, gesture, neuroplasticity, language socialization, bilingualism in autism, and sociopolitical dimensions of bilingualism.

• Department: BARNARD SUMMER PROGRAMS
• MW 1 p.m.-5 p.m.
• Instructor: Armita Ghobadi
  Info
• 4 points

TOPICS IN NEUROETHICS

Prerequisites: BC1001 and one of the following: Neurobiology, Behavioral Neuroscience, Fundamentals of Neuropsychology, or permission of the instructor. Enrollment limited to 20 students. Recent advancements in neuroscience raise profound ethical questions. Neuroethics integrates neuroscience, philosophy, and ethics in an attempt to address these issues. Reviews current debated topics relevant to the brain, cognition, and behavior. Bioethical and philosophical principles will be applied allowing students to develop skill in ethical analysis.

• Department: BARNARD SUMMER PROGRAMS
• MW 9 a.m.-1 p.m.
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• 4 points

TOPICS IN NEUROETHICS

Prerequisites: BC1001 and one of the following: Neurobiology, Behavioral Neuroscience, Fundamentals of Neuropsychology, or permission of the instructor. Enrollment limited to 20 students. Recent advancements in neuroscience raise profound ethical questions. Neuroethics integrates neuroscience, philosophy, and ethics in an attempt to address these issues. Reviews current debated topics relevant to the brain, cognition, and behavior. Bioethical and philosophical principles will be applied allowing students to develop skill in ethical analysis.

• Department: BARNARD SUMMER PROGRAMS
• MW 9 a.m.-1 p.m.
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• 4 points

INTRO TO SYMBOLIC LOGIC

Advanced introduction to classical sentential and predicate logic. No previous acquaintance with logic is required; nonetheless a willingness to master technicalities and to work at a certain level of abstraction is desirable.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 3 points

PRINTMAKING I

Introduction to the fundamentals of silkscreen techniques. Students gain familiarity with the technical processes of silkscreen and are encouraged to use the processes to develop their visual language. Students are involved in a great deal of drawing for assigned projects. Portfolio required at end.

• Department: Summer Session (SUMM)
• TR 6:15 p.m.-9:25 p.m.
• MW 6:15 p.m.-9:25 p.m.
• 3 points

INTRO TO ECONOMETRICS

Prerequisites: STAT UN1201 Intro to Stats w/Calculus, MATH UN1201 Calculus III, and either intermediate micro or macro (UN3211 or UN3213). Equivalent to ECON UN3412. Modern econometric methods, the general linear statistical model and its extensions, simultaneous equations and the identification problem, time series problems, forecasting methods, extensive practice with the analysis of different types of data.

• Department: Summer Session (SUMM)
• MW 10:20 a.m.-11:55 a.m.
• 4 points

INTRO TO ECONOMETRICS-DIS

Required discussion section for ECON UN3412: Intro to Econometrics

• Department: Summer Session (SUMM)
• 0 points

JACKSON POLLOCK & THE NY SCHOOL

Coming on the heels of the MoMA's blockbuster exhibit, this seminar will trace the rise and fall of Abstract Expressionism, from its pre-World War II precipitates in Europe (Surrealism) and in America (Regionalism), to the crucial moment when, as scholar Serge Guilbaut has argued, New York 'stole' the idea of modern art, and finally, through the decade when Pop Art rendered Abstract Expressionism obsolete. Although special emphasis will be given to Jackson Pollock, whose persona and work reside at the literal and figurative center of the movement, we will also look closely at works by Mark Rothko, Clyfford Still, Willem DeKooning, Lee Krasner, Louise Bourgeois, Helen Frankenthaler, Eva Hesse, Robert Rauschenberg, Jasper Johns and Cy Twombly. Class lectures and presentations will be supplemented with trips to New York's world-renowned museums.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 3 points

JACKSON POLLOCK & THE NY SCHOOL

Coming on the heels of the MoMA's blockbuster exhibit, this seminar will trace the rise and fall of Abstract Expressionism, from its pre-World War II precipitates in Europe (Surrealism) and in America (Regionalism), to the crucial moment when, as scholar Serge Guilbaut has argued, New York 'stole' the idea of modern art, and finally, through the decade when Pop Art rendered Abstract Expressionism obsolete. Although special emphasis will be given to Jackson Pollock, whose persona and work reside at the literal and figurative center of the movement, we will also look closely at works by Mark Rothko, Clyfford Still, Willem DeKooning, Lee Krasner, Louise Bourgeois, Helen Frankenthaler, Eva Hesse, Robert Rauschenberg, Jasper Johns and Cy Twombly. Class lectures and presentations will be supplemented with trips to New York's world-renowned museums.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 3 points

US PRESIDENCY WASHINGTON TO TRUMP

This lecture examines how the American presidency evolved into the most important job on earth. It examines how major events in US and world history shaped the presidency. How changes in technology and media augmented the power of the president and how the individuals who served in the office left their marks on the presidency. Each class will make connections between past presidents and the current events involving today's Commander-in-Chief. Some topics to be discussed: Presidency in the Age of Jackson; Teddy Roosevelt and Presidential Image Making; Presidency in the Roaring ‘20s; FDR and the New Deal; Kennedy and the Television Age; The Great Society and the Rise of the New Right; 1968: Apocalyptic Election; The Strange Career of Richard Nixon; Reagan's Post Modern Presidency; From Monica to The War on Terror.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• 3 points

CONTEMPORARY ART AND ARCHITECTURE AT THE

ART/ARCH VENICE BIENNALE

AHIS3431 Contemporary Art and Architecture at the Venice Biennale. 3 points

Prerequisites: None

Instructor:  Julia Bryan-Wilson

This course introduces the relationship between contemporary artistic practices and the Venice Biennale. The Biennale has become one of the most important international contemporary art and architecture fairs. This course will expose students to the historical, political, and cultural developments linked to the biennale from its inception in 1895 to present day. In addition to regular class meetings with slide lectures and seminar-style discussion in the classroom, students will visit exhibition spaces located in the historical pavilions of the giardini (fair gardens), the arsenale (a 16th century warehouse space now used to host sections of this contemporary art installations), and other temporary venues located throughout the city as we investigate not only the art, but also the unique spaces in which we encounter it. Beyond a focus on the history of the Venice Biennale, the course will introduce some of the key concepts of contemporary art as they have developed in the past three or so decades.

Counts toward the Art History Major/Concentration at Columbia.

To enroll in this course, you must apply to the
 
Columbia in Venice
 
program through the Center for Undergraduate Global Engagement (UGE).
 
Global Learning Scholarship
 available. 
Tuition
 charges apply.

Please note the program dates are different from the Summer Sessions Terms. Visit the
UGE

website for the start and end dates for the Columbia in Venice program.

• Department: Global Programs
• Instructor: Julia Bryan-Wilson
  Wikipedia Info
• 3 points

Prenatal Programming

This seminar course will focus on the
impact of the prenatal period in programming lifelong health and development through
altering physiology starting from the molecular level.

We will start by defining the characteristics of the prenatal period and discuss history
and perspectives related to developmental programming. As our first main theme, we
will continue with discussing the effects of this developmental programming on
lifelong health and developmental outcomes. As the second main theme, we will cover
the physiological mechanisms underlying prenatal programming by focusing on the
changes in the nervous, endocrine and immune systems. As our third main theme, we
will further go into the molecular mechanisms associated with these physiological
changes, including epigenetic mechanisms and their potential intergenerational
transmission. We will end with discussing more recent topics in the field together with
policy implications of the topics discussed during the semester.

By covering these topics, students are expected to gain a better understanding of a) how
our physiology, behavior and health is programmed starting from the prenatal period,
b) the mechanisms of prenatal programming, and c) the impact of prenatal
programming on our perspective on the prenatal environment. With this, the students
are expected to place behavior and health in a lifelong perspective with potential
intergenerational effects.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• 3 points

NYC AND THE HISTORY OF MUSEUM

This course will introduce students to the history of museums and display practices through New York collections. The birth of the museum as a constitutive element of modernity coincides with the establishment of European nation states. Throughout the course of the nineteenth century, museums were founded in major European and American cities to classify objects, natural and manmade, from plants and fossils to sculpture and clothing. This course presents the alternate art history that can be charted through an examination of the foundation and development of museums from cabinets of curiosity to the collection-less new museums currently being built in the Middle East and beyond. We will consider broad thematic issues such as nationalism, colonialism, canon formation, the overlapping methods of anthropology and art history, and the notion of 'framing' from the architectural superstructure to exhibition design. We will visit a wide variety of museums from the American Museum of Natural History to the Metropolitan Museum of Art to the National September 11 Memorial and Museum as in-depth case studies of more general concepts. Students will have the opportunity to meet museum educators, conservators and curators through on site teaching in a variety of institutions.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 4 points

American Art at the Met, 1750 1914

American Art, 1750-1914

Through an examination of painting, sculpture, decorative arts, photography. fashion and visual culture of the United States from 1750 to 1914, the course will explore how American artists responded to and operated within the wider world, while grappling with issues of identity at home. Addressing themes shared in common across national boundaries, the class will consider how American art participated in the revolutions and reforms of the "long" nineteenth century, and how events of the period continue to impact our country today. The period witnessed the emergence of new technologies for creating, using and circulating images and objects, the expansion and transformation of exhibition and viewing practices, and the rise of new artistic institutions, as well as the metamorphosis of the United States from its colonial origins to that of a world power, including the radical changes that occurred during the Civil War.  With many sessions taking place at the Metropolitan Museum of Art, the class will investigate how American art engaged with international movements while constructing national identity during a period of radical transformation both at home and abroad.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• 4 points

Theories, Methods, and Experiments in Ar

Theories in Art and AI

The use of artificial intelligence—propelled by deep learning techniques—to analyze, curate, and generate digital images is having a profound influence on visual culture, one that well exceeds Jacques Derrida's anticipations of the effects of technology on society as he described them in Archive Fever. While regulation around emerging technologies such as AI is being formulated across the globe with much urgency, a problematic concept of “tech ethics” is being espoused by the leading technology companies that imposes a simplistic moralistic framework on potential policies. Through examination of the creative applications of AI, the aim of this seminar is to foster a nuanced critical discourse on AI art that places the ethics of emerging technologies at center stage. This course provides students with an introduction to the history of AI art and explores the challenges and opportunities that this burgeoning field faces, especially in regard to the regulation of technology. Class visits to Mercer Labs, Artechouse, MoMA, and the Whitney will allow students to directly engage with the core concepts of the seminar.

The course begins with reflection on Adorno’s prescient statement that technical rationality is “the rationality of domination,” and challenges both the cynicism and optimism around emerging technologies and their effect on visual culture. We will question the accountability that art history and other fields of study have, if any, to steer the ethics debates spurred by today’s “culture industry” of digital images, and ask what the custodianship of this space entails by examining its structures of power, conveyed visually or through automated processes enabled by computer vision science. By interrogating the socio-cultural effects of the use of machine learning on images—such as algorithmic biases that lend to discrimination, or surveillance and privacy concerns in regard to facial recognition technologies—new and diverse perspectives on visual culture are investigated. Although the mechanisms that enable technology to develop may be lending to the commodification and homogenization of visual culture, the seemingly democratic promises that big tech touts keep us captivated yet surprisingly uncritical. If the transformative role of AI on our visual culture is constituting a new type of archaeology of knowledge, how do we critically lend to its discourse through the theories, methods, and experiments surrounding art and AI?

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 3 points

GLOBAL HIST OF THE US MILITARY

This course charts the expansion of U.S. military power from a band of colonists to a globe-girdling colossus with over 2.1 million personnel, some 750 bases around the world, and an annual budget of approximately $754 billion — almost half of federal discretionary spending, and more than the next nine nations combined. It introduces students to the history of American military power; the economic, political, and technological rise of the military-industrial complex and national security state; the role of the armed services in international humanitarian work; and the changing role of the military in domestic and international politics. A three-point semester-long course, compressed into six weeks; visit
bobneer.com
for a complete syllabus.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 3 points

Psychedelic Neuroscience: From Molecules

Psychedellic Neuroscience

Psychedelics are receiving growing attention in the fields of psychology, psychiatry, and neuroscience for their therapeutic potential. Psychedelic compounds like psilocybin, LSD, and DMT produce a wide range of changes to perception, ranging from visual perception to alterations in one’s sense of self. When combined with psychological support or psychotherapy, psychedelics have been shown to lead to rapid and long-lasting therapeutic benefits for a wide range of mental health disorders, including major depression and alcohol use disorder. The acute alterations in perception and long-lasting clinical effects offer exciting insight into the relationship between the mind and the brain. This course will focus on the current state of research on the psychological and neurobiological effects of psychedelics. We will begin with a crash-course into the basics of neuroscience and research methodology. Next, the course will delve into how psychedelics alter brain functioning, both acutely during the drug effects as well as long after they have worn off. Studies covered will span molecular, cellular, and systems level analysis. A core element of the course will include reviewing methodological approaches and neuroscientific evidence for psychedelics interventions in the treatment of clinical/psychiatric disorders. We will also review the clinical data and link neurobiological findings to their practical application to move the field of psychedelic science forward. Throughout the course, there will be a specific focus on critical appraisal of research, identifying strengths and limitations surrounding current research, and important avenues for future research. Students should leave the class with an enhanced ability to evaluate research findings and a broad understanding of the mechanisms of action of psychedelics.

The format of the course will include lectures, class discussions and presentations, and guest speakers.

Prerequisites:
PSYC 1001 and any PSYC 2400-level neuroscience course or permission of the instructor.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• 3 points

Contemporary Art in New York

Contemporary Art in NY

Are you baffled by contemporary art, fascinated by it, or committed to becoming an artist? This course will prepare students to think and talk about contemporary art, by analyzing how curators, critics, and artists themselves understand the art made today. Students will learn how artists in New York conceive and produce their work, about the types of spaces in which new works are first exhibited, and common terms used to discuss art. The course will include numerous field trips––to artists’ studios, commercial galleries on the Lower East Side, and contemporary art exhibitions, particularly the
2026 Whitney Biennial
. By the end of the course, students will feel confident both navigating the New York contemporary art world on their own as well as guiding others through it. Students will be able to encounter artworks being shown for the first time, to make sense of them, and to spark urgent conversations about them.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• 3 points

Broadway s New York: A Cultural Histor

Broadways New York

This course explores the intertwined histories of Broadway and New York City, examining the theater as both a cultural stage and a lens for imagining urban life. By analyzing landmark musicals and plays set within the five boroughs, students will investigate how the "Great White Way" reflects shifting social landscapes and operates as a central pillar of the city's economics, tourism, and cultural identity. Students will engage with the material through traditional lectures and screenings, supplemented by immersive field experiences including museum, archive, and theater tours.

• Department: BARNARD SUMMER PROGRAMS
• TR 10 a.m.-1:10 p.m.
• Instructor: Paul A Scolieri
  CULPA: 19 Info
• 3 points

Broadway s New York: A Cultural Histor

Broadways New York

This course explores the intertwined histories of Broadway and New York City, examining the theater as both a cultural stage and a lens for imagining urban life. By analyzing landmark musicals and plays set within the five boroughs, students will investigate how the "Great White Way" reflects shifting social landscapes and operates as a central pillar of the city's economics, tourism, and cultural identity. Students will engage with the material through traditional lectures and screenings, supplemented by immersive field experiences including museum, archive, and theater tours.

• Department: BARNARD SUMMER PROGRAMS
• TR 10 a.m.-1:10 p.m.
• Instructor: Paul A Scolieri
  CULPA: 19 Info
• 3 points

COLONIAL GOTHAM

This class is not a “pre-history” of the modern metropolis, but rather a stand-alone story of Gotham’s growth from a tiny Dutch trading post in the midst of hundreds of Native villages into a key port of the first British Empire. We will close at the dramatic moment when the colonial society at the tip of Manhattan was torn apart and partially destroyed in the inter-imperial civil war we know as the American Revolution.

Even when its skyline was made of wooden masts and steeples, New York City was a diverse and dangerous place. Major topics will include frontier wars, slave conspiracies, religious revivals, and conflicts between the legitimate and contraband economies. All along, we will try to balance local and global perspectives, and blend social, cultural, political, and economic analyses. The course will also consider this colonial town’s place in American national memory, and critically approaching the many self-congratulatory and silly stories people like to believe about this long-lost island town.

The central texts in this course are a combination of secondary sources and primary texts. Our weekly meetings will mostly focus on the assigned reading, with each student submitting six (6) short reading responses on Courseworks before 9 am on the day of class. Students will also develop an original fifteen-to-twenty-page research paper on a colonial New York topic of their own choosing, and will be strongly encouraged to use archival resources held at Columbia or one of the city’s other major archives (NYPL, N-YHS, NMAI, Schomburg Center, Municipal Archives).

• Department: BARNARD SUMMER PROGRAMS
• MW 1 p.m.-4:10 p.m.
• Instructor: Andrew C Lipman
  CULPA: 5 Info
• 3 points

COLONIAL GOTHAM

This class is not a “pre-history” of the modern metropolis, but rather a stand-alone story of Gotham’s growth from a tiny Dutch trading post in the midst of hundreds of Native villages into a key port of the first British Empire. We will close at the dramatic moment when the colonial society at the tip of Manhattan was torn apart and partially destroyed in the inter-imperial civil war we know as the American Revolution.

Even when its skyline was made of wooden masts and steeples, New York City was a diverse and dangerous place. Major topics will include frontier wars, slave conspiracies, religious revivals, and conflicts between the legitimate and contraband economies. All along, we will try to balance local and global perspectives, and blend social, cultural, political, and economic analyses. The course will also consider this colonial town’s place in American national memory, and critically approaching the many self-congratulatory and silly stories people like to believe about this long-lost island town.

The central texts in this course are a combination of secondary sources and primary texts. Our weekly meetings will mostly focus on the assigned reading, with each student submitting six (6) short reading responses on Courseworks before 9 am on the day of class. Students will also develop an original fifteen-to-twenty-page research paper on a colonial New York topic of their own choosing, and will be strongly encouraged to use archival resources held at Columbia or one of the city’s other major archives (NYPL, N-YHS, NMAI, Schomburg Center, Municipal Archives).

• Department: BARNARD SUMMER PROGRAMS
• MW 1 p.m.-4:10 p.m.
• Instructor: Andrew C Lipman
  CULPA: 5 Info
• 3 points

HIST OF THE CITY OF NEW YORK

The social, cultural, economic, political, and demographic development of America's metropolis from colonial days to present. Slides and walking tours supplement the readings.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 3 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: Summer Session (SUMM)
• TR 5:30 p.m.-8:40 p.m.
• 3 points

HIST OF LATINOS/AS IN THE U.S.

As a population, Latino, Latina, Latine, and Latinx peoples have been prominent in the public sphere in popular culture, the media, and especially around discussions of immigration. Though individuals with a tapestry of Spanish-Indian-African ancestry (who may be described as “Latinas/os” “Hispanics” or “Latinxs” today) explored the lands of present-day Florida and New Mexico long before English colonizers reached Plymouth Rock, Latina/o/x communities are continually seen as foreigners, immigrants, and “newcomers” to American society. This course aims to place Latina/o populations in the United States within historical context. We begin by asking:  Who are Latinas/os in the U.S. and how did they become part of the American nation-state?  Why are they identified as a distinct group? How have they participated in American society and how have they been perceived over time?  The course will familiarize students with the broad themes, periods, and questions raised in the field of Latinx History.  Topics include conquest and colonization, immigration, labor recruitment, education, politics, popular culture, and social movements.  The course emphasizes a comparative approach to Latinx history aiming to engage histories from the Southwest, Midwest, and Eastern United States and across national origin groups—Mexican Americans, Puerto Ricans, Cubans, Dominicans, Central Americans, and South Americans. This class is taught in mostly the modern period (after 1750) within United States history so it can count toward the history major or concentration. Where the course points may be applied depends on a student’s field of specialization within their major or concentration. The course can also count toward the 
Global Core
 requirement, which is reflected on the Columbia online registry.  The class can, moreover, serve as three elective points toward degree progress or as non-technical elective credits. Finally, the course is regularly 
cross-listed 
with both the Center for the Study of Ethnicity and the Institute for the Study of Human Rights as well as with American Studies.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• 3 points

Topics in Clinical Psychology - Summer

A seminar for advanced undergraduate students exploring different areas of clinical psychology. The specific focus within clinical psychology may differ each time the course is offered, so it is possible for the course to be retaken for additional credit.

• Department: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• 3 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: Summer Session (SUMM)
• TR 9 a.m.-12:10 p.m.
• 3 points

CLINICAL NEUROPSYCHOLOGY SEM

Prerequisites: the instructor's permission required; contact emccaski@barnard.edu. An introductory course in neuroscience like PSYC 1001 or PSYC 2450. Analysis of the assessment of physical and psychiatric diseases impacting the central nervous system, with emphasis on the relationship between neuropathology and cognitive and behavioral deficits.

• Department: Summer Session (SUMM)
• TR 5:30 p.m.-8:40 p.m.
• 3 points

ADVANCES IN IPE

This course examines questions in international political economy, asking what we know and how we know it. It addresses questions such as: Why do some countries promote globalization while others resist it? What do IOs do in international politics? Who runs our system of global governance? We will explore these questions and others by focusing on topics such as international trade, foreign aid, investment, and the environment. For each topic, we will use a variety of theoretical lenses and then investigate the evidence in favor of each. More generally, the course will consider the challenges of drawing casual inferences in the field of international political economy. There are no prerequisites for this course but an introductory economy course would be helpful. Students will write a short reading response each week and produce a research proposal for studying a topic related to international political economy, though they do not need to actually conduct this research.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 4 points

ADVANCES IN IPE-DISC

This is the required discussion section for 
POLS S3628.

• Department: Summer Session (SUMM)
• TR 4:10 p.m.-5 p.m.
• 0 points

MEDIA, CULTURE AND SOCIETY

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 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: Summer Session (SUMM)
• MW noon-3:10 p.m.
• 3 points

Arts Matronage in America

Yaddo is an artists community located in Saratoga Springs, New York.  In the words of John Cheever, “the forty or so acres on which the studios and principal buildings of Yaddo stand have seen more distinguished activity in the arts that any other piece of ground in the English speaking community.”  Cheever, however, also described Yaddo’s menagerie of creatives as a group of, “lushes down on their luck, men and women at the top of their powers, nervous breakdowns, thieves, geniuses, cranky noblemen, and poets who ate their peas with a knife.”  In total this makes for spectacular drama.  

Historically speaking Yaddo is an idealized synergy of Gilded Age gender roles and is best understood as ½ Thomas Edison’s Menlo Park (“the Menlo Park factory was a loud, rowdy, and raucous place full of nightly sing-alongs around a large organ, gaming, practical jokes, and midnight feasts”) and one half Settlement House (a space where American women, “expropriated the previously male world of literature and the arts as their own, feeling they possessed a special humanistic sensitivity which provided an alternative to the acquisitive and the competitive goals of men in an industrializing America.”).   

Yaddo’s guest list is a “whose who” of American Art and letters.  We will, however,  study Yaddo as a compelling introduction to the shifts, evolutions, and challenges to American art across the 20th century; including: the study of politically radical art during the 1930s and a remarkable study of Cold War era political threats to American creativity with a special focus on the Lavender Scare. 

Because The Yaddo Records (Yaddo’s archive) are at NYPL, and because I served as project archivist for these records we will also spend a day at NYPL that will include introduction to Yaddo’s archive specifically but also to archives more generally.  Finally, we will be visited (either in person or online) from a variety of Yaddo alum who will share their experiences and impressions and answer student questions etc.

• Department: Summer Session (SUMM)
• MW 5:30 p.m.-8:40 p.m.
• 3 points

ETHICS

Prerequisites: One philosophy course This course is mainly an introduction to three influential approaches to normative ethics: utilitarianism, deontological views, and virtue ethics. We also consider the ethics of care, and selected topics in meta-ethics.

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• 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: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 3 points

RESEARCH DESIGN: SCOPE AND METHODS

RESEARCH DESIGN: SCOPE&ME

This class aims to introduce students to the logic of social scientific inquiry and research design. Although it is a course in political science, our emphasis will be on the science part rather than the political part — we’ll be reading about interesting substantive topics, but only insofar as they can teach us something about ways we can do systematic research. This class will introduce students to a medley of different methods to conduct social scientific research.

• Department: Summer Session (SUMM)
• TR 4:30 p.m.-7:40 p.m.
• MW 9 a.m.-12:10 p.m.
• 4 points

THE ANTHROPOLOGY OF VIOLENCE

This course will explore contemporary anthropological approaches to the issue of violence with an exploration of three particular themes. Our main focus will be on the idea of representation, ethnographically and theoretically, of the concept of violence. First, we will look at how violence has been situated as an object of study within anthropology, as a theoretical concept as well as in practice. We will then look at the issue of terrorism and how anthropology as a discipline contributes to understanding this particular form of violence. Finally, we will consider gender-based violence with close attention to the colonial/post-colonial settings where Islam is a salient factor. Gender based violence is one of the main forces producing and reproducing gender inequality. We will pay particular attention to the concept of the 'Muslim woman' in both the colonial and colonized imagination.

• Department: Summer Session (SUMM)
• TR 5:30 p.m.-8:40 p.m.
• 3 points

SCOPE AND METHODS - DISC

This is the required discussion section for
POLS UN3720.

• Department: Summer Session (SUMM)
• TR 7:40 p.m.-8:30 p.m.
• MW 12:10 p.m.-1 p.m.
• 0 points

Colonization/Decolonization

This course examines the processes of colonization and decolonization that define the making of a modern, integrated world (c. 1500 to the present). We will study primary source materials.  We focus on the instruments of colonization—the treaty, the charter, the map, the ethnology—and the engines of decolonization—the manifesto, the resistance, the solidarity with the colonial, the demand for self rule. We are interested in the processes and contents of social and cultural contact and exchange, the development of knowledge, and how they shape relations of power; the place of colonialism in the development of western capitalism; and the elements of colonial power and resistance, including ideologies of liberal political philosophy, social Darwinism, and nationalism.  We will consider how ideas about race, civilization, religion, self and other, and freedom have evolved over time and shaped the making of the modern world.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 3 points

Data Science for Politics

DATA SCIENCE FOR POLITICS

This course explores techniques to harness the power of ``big data'' to answer questions related to political science and/or American politics. Students will learn how to use R---a popular open-source programming language---to obtain, clean, analyze, and visualize data. No previous knowledge of R is required.

We will focus on applied problems using real data wherever possible, using R's ``Tidyverse.'' In total, in this course we will cover concepts such as reading data in various formats (including ``cracking'' atypical government data sources and pdf documents); web scraping; data joins; data manipulation and cleaning (including string variables and regular expressions); data mining; making effective data visualizations; using data to make informed prediction, and basic text analysis. We will also cover programming basics including writing functions and loops in R. Finally, we will discuss how to use R Markdown to communicate our results effectively to outside audiences. Class sessions are applied in nature, and our exercises are designed around practical problems: Predicting election outcomes, determining the author of anonymous texts, and cleaning up messy government data so we can use it.

• Department: BARNARD SUMMER PROGRAMS
• TR 5:30 p.m.-8:40 p.m.
• Instructor: Michael Miller
  CULPA: 18 h-index: 14 Info
• 3 points

Data Science for Politics

DATA SCIENCE FOR POLITICS

This course explores techniques to harness the power of ``big data'' to answer questions related to political science and/or American politics. Students will learn how to use R---a popular open-source programming language---to obtain, clean, analyze, and visualize data. No previous knowledge of R is required.

We will focus on applied problems using real data wherever possible, using R's ``Tidyverse.'' In total, in this course we will cover concepts such as reading data in various formats (including ``cracking'' atypical government data sources and pdf documents); web scraping; data joins; data manipulation and cleaning (including string variables and regular expressions); data mining; making effective data visualizations; using data to make informed prediction, and basic text analysis. We will also cover programming basics including writing functions and loops in R. Finally, we will discuss how to use R Markdown to communicate our results effectively to outside audiences. Class sessions are applied in nature, and our exercises are designed around practical problems: Predicting election outcomes, determining the author of anonymous texts, and cleaning up messy government data so we can use it.

• Department: BARNARD SUMMER PROGRAMS
• TR 5:30 p.m.-8:40 p.m.
• Instructor: Michael Miller
  CULPA: 18 h-index: 14 Info
• 3 points

An Anthropology of Water

This course explores the social, cultural, and political dimensions of water primarily through ethnographic studies, in a variety of geographic and spatial contexts, that engage both with water itself and with the things that surround and mix with it (pipes, walls, ditches, dirt, waste, sugar). Anthropology encourages us to consider water in its myriad arrangements and meanings—water can be dynamic, vital, threatening, toxic, a material through which our lives are structured and governed. Its relevance has only become heightened amid the constraints and hazards of climatic and sociopolitical change. We will be attentive to the many forms and combinations that characterize water’s place in our world, finding inspiration in its liquid ways while taking care not to become too occupied with its metaphorical qualities. The course is divided into thematic areas that have taken on critical weight and urgency in recent years: water futures, infrastructure and power, urban ecologies, and (de)colonial waters.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 3 points

Mathematics for Machine Learning

MATH FOR MACHINE LEARNING

Mathematical foundations of machine learning: Linear algebra, multivariable calculus, and probability and statistics. Comprehensive review and additional treatment of
relevant topics used in the analysis and design of machine learning models. Preliminary exposure to core algorithms such as linear regression, gradient descent, principal
component analysis, low-rank approximations, and kernel methods.

• Department: Computer Science
• MW 1 p.m.-4:10 p.m.
• Instructor: Nakul Verma
  CULPA: 10 h-index: 16 Info
• 3 points

Indigenous Enlightenment

What is the source of truth and authority? What is the origin of the world and how does that determine the social order? Who ought to rule, why, and how? What are the standards for measuring justice and injustice? What is our relationship to the environment around us and how should its resources be distributed among people? How do we relate to those who are different from us, and what does it mean to be a community in the first place? Historically, the answers to these questions that have been described as “religious” and “political” have been the restricted to a specific tradition of Western European Christianity and its secular afterlives. However, these are questions that every society asks, in order to be a society in the first place. This course analyzes how indigenous peoples in the Americas asked and answered these questions through the first three centuries of Western European imperial rule. At the same time, this course pushes students to question what gets categorized as uniquely “indigenous” thought, how, and why.

• Department: Summer Session (SUMM)
• TR 1 p.m.-4:10 p.m.
• 4 points

AFRICA AND FRANCE

This course endeavors to understand the development of the peculiar and historically conflictual relationship that exists between France, the nation-states that are its former African colonies, and other contemporary African states. It covers the period from the 19th century colonial expansion through the current ‘memory wars’ in French politics and debates over migration and colonial history in Africa. Historical episodes include French participation in and eventual withdrawal from the Atlantic Slave Trade, emancipation in the French possessions, colonial conquest, African participation in the world wars, the wars of decolonization, and French-African relations in the contexts of immigration and the construction of the European Union. Readings will be drawn extensively from primary accounts by African and French intellectuals, dissidents, and colonial administrators. However, the course offers neither a collective biography of the compelling intellectuals who have emerged from this relationship nor a survey of French-African literary or cultural production nor a course in international relations. Indeed, the course avoids the common emphasis in francophone studies on literary production and the experiences of elites and the common focus of international relations on states and bureaucrats. The focus throughout the course is on the historical development of fields of political possibility and the emphasis is on sub-Saharan Africa. Group(s): B, C Field(s): AFR, MEU

• Department: Summer Session (SUMM)
• TR 5:30 p.m.-8:40 p.m.
• 4 points

WHEN AMERICAN TELEVISION BECAME AMERICAN

In a 2015 interview with David Simon (creator of
The Wire
) President Barak Obama offered that
The Wire
is, "one of the greatest -- not just television shows, but pieces of American art in the last couple of decades."  
The Wire
combines hyperrealism (from a-quasi anthropological capture of syntax and dialect that recalls the language of Langston Hughes and Zora Neal Hurston to a preference for actors who lived “the game” in Baltimore’s inner city) with the reinvention of fundamental American themes (from picaresque individualisms, to coming to terms with the illusory “American dream”, to a fundamental loss of faith in American institutions), and engages in a scathing expose of the shared dysfunction among the bureaucracies (police, courts, public schools etc.) that manage a troubled American inner city.  On a more macro level
The Wire
humanizes (and therefore vastly problematizes) assumptions about the individual Americans’ who inhabit America’s most dangerous urban environments from gang members to police officers to teachers and even ordinary citizens.

The Wire
, of course, did not single-handedly reshape American television. Scholars like Martin Shuster refer to this period of television history as “new television.” That is, the product of new imaginations that felt television had exhausted its normative points of reference, subject matter and narrative technique. Many of the shows from this period sought to reinvent television for interaction with an evolving zeitgeist shaped by shared dissolution with 21st century American life: “I’d been thinking: it’s good to be in a thing from the ground floor, I came too late for that, I know.  But lately I’m getting the feeling I might be in at the end.  That the best is over,” Tony Soprano confides to Dr. Malfi in S1.E1 of the Sopranos.  Series that fall within this rubric include (in chronological order):
The Sopranos
;
The Wire
;
Deadwood
;
Madmen
; and
Breaking Bad.

• Department: Summer Session (SUMM)
• TR 5:30 p.m.-8:40 p.m.
• 3 points

British Women Writers: the Woman Questio

This course will examine British women writers including Jane Austen, Charlotte Brontë, George Eliot, and Virginia Woolf in the context of the (long-) nineteenth-century "Woman Question". Our inquiry will engage the controversy over a woman’s status in terms of the social and political debates of early feminism as well as the enigma of “woman’s nature” in light of the rise of psychology and psychoanalysis in the period. We will consider how women writers negotiate these current social and psychological discourses in the stories they tell about themselves and others: how do they portray a woman’s life, especially as it manifests the tension George Eliot articulates between “inward impulse and outward fact”? We will pay attention to representations of gender, subjectivity, interiority, desire, domestic affections, friendship, education, economic and professional experience, faith, and creativity as reflecting the struggle, rising influence, and emergent identity of woman. In addition to novels, poetry, and drama, we will read excerpts of critical essays from among our primary authors and other prominent thinkers of the period, such as Wollstonecraft, Martineau, Taylor Mill, and Freud, who, by the early twentieth century, still famously puzzles: “What does a woman want?”

• Department: Summer Session (SUMM)
• MW 1 p.m.-4:10 p.m.
• 3 points

Developing The Low Budget Film

This class focuses on the role of a creative producer during development of low budget film. Students will learn the framework for identifying good stories and developing them into a 3-5 minute short screenplay. We will explore the fundamental aspects of script development and the collaborative relationship between a producer and writer during the development phase. Students will learn critical elements such as writing an effective logline, treatment, and screenplay, and how to provide constructive notes and script analysis thereafter. Through lectures, screenings, writing assignments, and discussions, students will complete the course having written a first draft of a  short screenplay, revision and set of written notes as a producer.

• Department: Summer Session (SUMM)
• TR 10 a.m.-1:10 p.m.
• 3 points

PRODUCING THE LOW BUDGET FILM

This practical lab focuses on the fundamental aspects of development, planning and preparation for low budget films. While using a short film script as their own case study – students will learn pitching, development, script breakdown, scheduling, budgeting and fundraising. Discussion of legal issues, location scouting, deliverables, marketing, distribution and film festival strategy will allow students to move forward with their own projects after completing the class. Using weekly assignments, in-class presentations and textbook readings to reinforce each class discussion topic, students will complete the class having created a final prep/production binder for their project, which includes the script breakdown, production schedule, line item budget, financing/fundraising plan and film festival strategy for their chosen script.

• Department: Summer Session (SUMM)
• TR 10 a.m.-1:10 p.m.
• 3 points

THE ART OF THE ESSAY

“Learned we may be with another man's learning: we can only be wise with wisdom of our own.”― Michel de Montaigne “There is something you find interesting, for a reason hard to explain. It is hard to explain because you have never read it on any page; there you begin. You were made and set here to give voice to this, your own astonishment.” Annie Dillard, The Writing Life “Find a subject you care about and which in your heart you feel others should care about. It is this genuine caring, not your games with language, which will be the most compelling and seductive element in your style.” Kurt Vonnegut What makes the essay of personal experience an essay rather than a journal entry? How can one's specific experience transcend the limits of narrative and transmit a deeper meaning to any reader? How can a writer transmit the wisdom gained from personal experience without lecturing her reader? In The Art of the Essay, we explore the answers to these questions by reading personal essays in a variety of different forms. We begin with Michel de Montaigne, the 16th-century philosopher who popularized the personal essay as we know it and famously asked, “What do I know?,” and follow the development of the form as a locus of rigorous self-examination, doubt, persuasion, and provocation. Through close reading of a range of essays from writers including Annie Dillard, Salman Rushdie, Jamaica Kincaid, and June Jordan, we analyze how voice, form, and evidence work together to create a world of meaning around an author's experience, one that invites readers into conversations that are at once deeply personal and universal in their consequences and implications.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 3 points

Columbia Summer Global Core: The Athens

Global Core: Athens Exper

GRKM3936OC​ Hellenism and the Topographical Imagination
, 3 points. 

Instructor: Dimitris Antoniou, Associate Research Scholar and Lecturer in Hellenic Studies,
Department of Classics and Associate Director, Stavros Niarchos Foundation Public Humanities
Initiative.

Columbia Summer Global Core: The Athens

Experience
examines the way particular spaces—cultural, urban, literary—serve as sites for the production and reproduction of cultural and political imaginaries. It places particular emphasis on nationalism and the theme of the
polis
(the city) as well as on spatial representations of and responses to notions of the Hellenic across time. What understandings of Greek culture, society, and environment emerge from cartography, scientific expeditions, archaeological excavations, and, more recently, economic and artistic commissions? In what ways does the idea of crisis (economic, environmental, public health) shape understandings of Greek everyday life and cultural production today? We will engage in a historically informed study of the “right now” and learn through collaborative work, cross-media exploration, and a project-based approach. The program will be structured around the Global Core course 
Hellenism and the Topographical Imagination
and will consist of classroom seminars centered on the study and discussion of texts, films, and cultural artifacts; site visits, fieldtrips, and walking tours; and workshop sessions, all of which will prepare students for this year’s final project—curating a permanent exhibition in the new Athens Global Center examining the neoclassical building’s important place in the capital’s cultural and political life.

To enroll in this course, you must apply to the
 
Columbia Summer Global Core: The Curatorial Project Program
through the Center for Undergraduate Global Engagement (UGE).
 
Global Learning Scholarships 
available. 
Tuition
 charges apply.

Please note the program dates are different from the Summer Sessions Terms. Visit the

• Department: Global Programs
• Instructor: Dimitris Antoniou
  h-index: 5 Info
• 3 points

Ottoman Americana

This seminar explores the intertwined histories of the Ottoman Empire and the United States during the nineteenth and early twentieth centuries through migration, mobility, and cultural exchange. It examines why diverse Ottoman subjects (Armenian, Greek, Turkish, Arab, Jewish, etc.) migrated to the United States and how they navigated life and contributed to the country’s evolving social and cultural fabric. Students will analyze migration experiences, community formations, and identity negotiations while considering how race, religion, class, and gender shaped the lives of transnational Ottoman communities in America. The course also investigates how Americans imagined the Ottoman world through missionary writings and journalism, and how Ottoman migrants themselves influenced these representations. Combining global and local perspectives, the seminar draws on historical, cultural, and sociological methods. Field-based learning, including visits to historic sites in New York City once home to Ottoman immigrant communities, complements classroom discussions.

• Department: Summer Session (SUMM)
• TR 11 a.m.-3 p.m.
• 4 points

SUPERVISED INDIVIDUAL RESEARCH

1-4 points. May be repeated for credit. Prerequisites: the instructors permission. Except by special permission of the director of undergraduate studies, no more than 4 points of individual research may be taken in any one term. This includes both PSYC UN3950 and PSYC UN3920. No more than 8 points ofPSYC UN3950 may be applied toward the psychology major, and no more than 4 points toward the concentration. Readings, special laboratory projects, reports, and special seminars on contemporary issues in psychological research and theory.

• Department: Summer Session (SUMM)
• 0-4 points

SUPERVISED INDIVIDUAL RESEARCH

1-4 points. May be repeated for credit. Prerequisites: the instructors permission. Except by special permission of the director of undergraduate studies, no more than 4 points of individual research may be taken in any one term. This includes both PSYC UN3950 and PSYC UN3920. No more than 8 points ofPSYC UN3950 may be applied toward the psychology major, and no more than 4 points toward the concentration. Readings, special laboratory projects, reports, and special seminars on contemporary issues in psychological research and theory.

• Department: Summer Session (SUMM)
• 0-4 points

EPISTEMOLOGY

What can we know? What is knowledge? How is it different from belief? Are there irrational beliefs? Are false beliefs a mark of irrationality? These are just some of the topics that we will explore as we read various classical works in epistemology.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 3 points

FIELDWORK

May be repeated for credit, but no more than 3 total points may be used for degree credit. Only for Electrical Engineering and Computer Engineering undergraduate students who include relevant off-campus work experience as part of their approved program of study. Final report and letter of evaluation required. May not be used as technical or nontechnical electives or to satisfy any other Electrical Engineering or Computer Engineering major requirements. May not be taken for pass/fail credit or audited.

• Department: Electrical Engineering
• Instructor: Xiaodong Wang
  CULPA: 15 Info
• 1-2 points

FIELDWORK

CEEM undergraduate students only. Written application must be made prior to registration outlining proposed internship/study program. Final reports required. May not be taken for pass/fail credit or audited. International students must also consult with the International Students and Scholars Office.

• Department: Civil Engineering and Engineering Mechanics
• Instructor: Scott T Kelly
  Info
• 1-1.5 points

FIELDWORK

Final reports are required. This course may not be taken for pass/fail credit or audited.

• Department: Industrial Engineering and Operations Research
• 1-2 points

INTRODUCTION TO PROBABILITY AND STATISTI

INTRO TO PROBABILITY & ST

Prerequisites: A good working knowledge of calculus, including derivatives, single and double, limits, sums and series. Life is a gamble and with some knowledge of probability / statistics is easier evaluate the risks and rewards involved. Probability theory allows us take a known underlying model and estimate how likely will we be able to see future events. Statistical Inference allows us to take data we have seen and estimate the missing parts of an unknown model. The first part of the course focus on the former and the second part the latter.

• Department: Summer Session (SUMM)
• MTWR 4:30 p.m.-6:05 p.m.
• 3 points

CLASSICAL JAPANESE I

Introduction to
Classical Japanese I JPNS4007OC, 4 points
.
You are required to take Introduction to
Classical Japanese II, JPNS4008OC, 4 points with this course.

Instructor: 
Matthew Fraleigh

This course is intended primarily for beginning students who have no prior knowledge of Classical Japanese (bungo 文語 / kobun 古文 / kogo 古語, etc.). It is designed to give students a systematic and intensive introduction to the grammar of classical Japanese. Texts are taken mainly from the Heian and medieval periods, though texts from later periods will also be introduced. It is expected that by the end of the course students will have acquired a firm foundation in classical Japanese grammar and will be able to read classical Japanese texts with the aid of a dictionary. Students will generally find that they also have an improved grasp of modern Japanese grammar and will also gain experience in using Japanese-Japanese dictionaries. The course will also include some instruction in reading cursive Japanese, primarily variant kana (hentaigana).

To enroll in this course, you must apply to the 
 
Kyoto Consortium (KCJS) Summer:  Classical Japanese Program
th
rough the Center for Undergraduate Global Engagement (UGE). 
Global Learning Scholarships 
available. 
Tuition
 
charges apply.

Please note the program dates are different from the Summer Sessions Terms. Visit the
UGE
website for the start and end dates for the Columbia Summer in Paris program.  Email
uge@columbia.edu
with any questions you may have.

• Department: Global Programs
• Instructor: Matthew Fraleigh
  h-index: 6 Info
• 4 points

CLASSICAL JAPANESE II

Introduction to
Classical Japanese II JPNS4008OC, 4 points
.
You are required to take Introduction to
Classical Japanese 1I, JPNS4007OC, 4 points with this course

Instructor: Matthew Fraleigh

This course is intended primarily for beginning students who have no prior knowledge of Classical Japanese (bungo 文語 / kobun 古文 / kogo 古語, etc.). It is designed to give students a systematic and intensive introduction to the grammar of classical Japanese. Texts are taken mainly from the Heian and medieval periods, though texts from later periods will also be introduced. It is expected that by the end of the course students will have acquired a firm foundation in classical Japanese grammar and will be able to read classical Japanese texts with the aid of a dictionary. Students will generally find that they also have an improved grasp of modern Japanese grammar and will also gain experience in using Japanese-Japanese dictionaries. The course will also include some instruction in reading cursive Japanese, primarily variant kana (hentaigana).

Course Schedule:
The course will be taught Monday-Friday in a four hour block (with two short breaks), and the current plan is to hold class from 8 am to 12 noon EST. As part of the application process, applicants will be surveyed about their schedules and it is possible that some adjustments will be made to the class meeting time to accommodate participants in different time zones. The final course schedule will be determined and shared with potential students prior to when students need to confirm participation in the course.

To enroll in this course, you must apply to the 
 
Kyoto Consortium (KCJS) Summer:  Classical Japanese Program
 
through the Center for Undergraduate Global Engagement (UGE). 
Global Learning Scholarships 
available. 
Tuition
 
charge

• Department: Global Programs
• Instructor: Matthew Fraleigh
  h-index: 6 Info
• 4 points

Jewish Worlds in Eastern Europe: A Journ

Pushing back against this trope of homelessness, this course illuminates the robust, vibrant, and multifacetted
qualities of a home in the Diaspora, lasting for over a millennium, that both Ashkenazi and Sephardi
Jews managed to create for themselves in lands, predominantly populated by Slavs. They did so despite the
many constraints of legal and religious discrimination, threats of physical violence, displacement, and countless
forms of exclusion from dominant society. Moving across centuries, countries, and languages, we will revisit the
contributions of the Jews to their so called “host cultures” by way of diverse media—literary and non-fictional
works, memoirs, artistic works, songs, feature and documentary films, journalistic pieces, and more. By the end
of this journey, we will have gained a deeper understanding of the ways in which the Jews and Slavs have been
intimately imbricated and intertwined since times immemorial.

All course materials are available in English. No reading knowledge of Russian or other Slavic languages
is required. Course participants with the reading knowledge of any region-specific language are encouraged to
consult the respective originals, provided by the instructor upon request. This course will be of interest to those
majoring in Slavic and/or Jewish Studies, as well as anyone interested in Comparative Literature, History, Art
History, and Film and Visual Studies.

• Department: Summer Session (SUMM)
• MW 5:30 p.m.-8:40 p.m.
• 3 points

ECON OF UNCERTAINTY & INFORMTN

Uncertainty is ubiquitous and information about that uncertainty plays a key role in economic
decision-making and exchange. In this course, we will first consider how individuals and society
can manage uncertainty. We will then focus on how economic relationships may suffer from
some parties not having all the information that is relevant to their decision-making. We will see
how these kinds of information asymmetries invite lying and cheating. We will also study how
parties can structure their agreements to address the problems that such information asymmetries
create.

• Department: Summer Session (SUMM)
• MW 9 a.m.-12:10 p.m.
• 3 points

INTRODUCTION TO HUMAN RIGHTS

This course will provide a wide-ranging survey of conceptual foundations and issues in contemporary human rights. The class will examine the philosophical origins of human rights, contemporary debates, the evolution of human rights, key human rights documents, and the questions of human rights enforcement. This course will examine specific civil, political, economic, social and cultural rights and various thematic topics in human rights.

• Department: Summer Session (SUMM)
• TR 10 a.m.-1:10 p.m.
• 3 points

THE QUR'AN IN EUROPE

Is the Qur’an translatable? Was the Qur’an translated? Are non Arabic-speaking Muslims allowed to translate the Qur’an? And what about non-Muslims? Did Muslims and non-Muslims collaborate in translating the text of the Qur’an into Latin and European vernaculars? This course focuses on the long history of the diffusion of the Qur’an, the Scripture of the Muslims, and one of the most important texts in the history of humanity. We will focus on reading and translation practices of the Qur’an in Europe and the Mediterranean, from the Middle Ages to the contemporary world. We will explore how European Muslims, such as Iberian 
moriscos
, European Jews, as well as Orthodox, Protestants and Catholics read, copied, collected, translated and printed the Qur’an. We will also explore why the Qur’an was confuted, forbidden, burned and even eaten, drunk and worn along eight centuries of the history of Europe. This long excursus, based on a close reading of the Qur’an and on the discussion of the major themes this close reading proposes, will help us to understand the role of Islam and its revelation in the formation of European societies and cultures.

• Department: Summer Session (SUMM)
• MR 9 a.m.-12:10 p.m.
• 3 points

TV WRITING

Each student develops an original series concept and an accompanying pilot script. The class includes the basics of how to build a series for network, cable and streaming. There is a focus on the pilot as both a successful episode and a blueprint for an ongoing series that has a strong enough premise to sustain dynamic stories for multiple seasons. 

In a step-by-step process, students move from series concept to pilot stories, to outline and lastly to script. Both half-hour and one-hour series are covered.

• Department: Summer Session (SUMM)
• TR 2 p.m.-5:10 p.m.
• 3 points