INTL LAW & U.N. IN PRACTICE
Prerequisites: POLS UN1601 or HRTS UN3001 An equivalent course to POLS UN1601 or HRTS UN3001 may be used as a pre-requisite, with departmental permission. Examines the development of international law and the United Nations, their evolution in the Twentieth Century, and their role in world affairs today. Concepts and principles are illustrated through their application to contemporary human rights and humanitarian challenges, and with respect to other threats to international peace and security. The course consists primarily of presentation and discussion, drawing heavily on the practical application of theory to actual experiences and situations. For the Barnard Political Science major, this seminar counts as elective credit only. (Cross-listed by the Human Rights Program.)
- Department: Human Rights (HRTB)
- T 12:10 p.m.-2 p.m.
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Instructor:
Martin S Flaherty
CULPA: 1 Wikipedia Info - 4 points
REHEARSAL&PERFRMNCE IN DANCE
Prerequisites: Audition. Do not register for this course until you have been selected at the audition. Subject to cap on studio credit. Can be taken more than once for credit up to a maximum of 3 credits a semester. Students are graded and take part in the full production of a dance as performers, choreographers, designers, or stage technicians.
- Department: Dance @Barnard
- MW 6:10 p.m.-9 p.m.
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Instructor:
Ehizoje J Azeke
Info -
Instructor:
Dormeshia Sunbry-Edwards
Info -
Instructor:
Marjorie Folkman
CULPA: 2 Info -
Instructor:
Jean-Paul Bjorlin
Info - 0-3 points
REHEARSAL&PERFRMNCE IN DANCE
Prerequisites: Audition. Do not register for this course until you have been selected at the audition. Subject to cap on studio credit. Can be taken more than once for credit up to a maximum of 3 credits a semester. Students are graded and take part in the full production of a dance as performers, choreographers, designers, or stage technicians.
- Department: Dance @Barnard
- TR 6:10 p.m.-9 p.m.
- 0-3 points
INDEPENDENT STUDY
This course can be worth 1 to 4 credits (each credit is equivalent to approximately three hours of work per week), and requires a Barnard faculty as a mentor. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits. The expectations for each of these options are as follows: 1 credit, 3h/week commitment, 5-10 page "Research Report" at the end of the term; 2 credits, 6h/week commitment, 5-10 page "Research Report" at the end of the term; 3 credits, 9h/week commitment, 15-20 page "Research Report" at the end of the term; 4 credits, 12h/week commitment, 15-20 page "Research Report" at the end of the term. "Research Report" is a document submitted to the person grading the student, the instructor of record for the section in which the student has enrolled. If a student is working off-site, then input from the off-site research mentor will inform the grading. The "Research Report" can take a variety of forms: progress reports on data collected, training received, papers read, skills learned, etc.; or organized notes for lab notebooks, lab meetings, etc.; or manuscript-like papers with Intro, Methods, Results, Discussion; or some combination thereof, depending on the maturity of the project. Ultimately, this will take different forms for different students/labs.
- Department: Psychology @Barnard
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Instructor:
Robert Brotherton
CULPA: 1 Info -
Instructor:
Colin Leach
CULPA: 4 h-index: 41 Info -
Instructor:
Ken Light
CULPA: 17 h-index: 15 Info -
Instructor:
Koleen McCrink
CULPA: 6
h-index: 17
Info
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Instructor:
Michelle Greene
Info -
Instructor:
Robert E Remez
CULPA: 26 Wikipedia h-index: 23 Info -
Instructor:
Anna Shusterman
Info -
Instructor:
Ann Senghas
CULPA: 17
Info
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Instructor:
Katherine Thorson
CULPA: 4
h-index: 7
Info
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Instructor:
Lisa K Son
CULPA: 25 Info -
Instructor:
Mariel Roberts
h-index: None Info -
Instructor:
Erica Musser
Info -
Instructor:
Kathleen M Taylor
CULPA: 78 Info -
Instructor:
Tara Well
CULPA: 4 Info -
Instructor:
Michael Wheaton
h-index: 31 Info -
Instructor:
E'Mett McCaskill
CULPA: 38
Info
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Instructor:
Kate M Turetsky
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Instructor:
Alexandra C Horowitz
CULPA: 23
Wikipedia
Info
- 1-4 points
THE HISTORY OF AMERICAN JOURNALISM OF CO
US JOURNALISM OF CONSCIEN
From Frederick Douglass’s The North Star, which insisted that journalism could be a tool for liberation and collective conscience, to today’s digital-first platforms, American journalism has always been a site of struggle over truth, power, and representation. This course explores the power of journalism to shape public conscience — from the days when print was the Twitter of its time to the rise of radio, television, and digital media. At its core, this seminar centers the voices of journalists of conscience — those who speak truth to power, challenge dominant narratives, and reflect the full spectrum of human experience. We will approach journalism through a lens that foregrounds the perspectives of people of color, recognizing how mainstream media has historically erased, distorted, or marginalized their voices while also highlighting the powerful traditions of resistance and self-representation in journalism.
To foster meaningful connection and collaboration, students will be split into groups for the semester. These groups will meet in breakout rooms during each class session to workshop ideas, respond to prompts, and sometimes collaborate on short journalistic pieces. The goal is to make a large seminar feel intimate and to encourage peer-to-peer dialogue throughout the course.
Through weekly readings, in-class discussions, site visits, guest speakers, and multimedia projects, students will examine how journalism has both reflected and resisted dominant narratives across history. Students will also create original work that embodies conscience-based journalism.
- Department: English @Barnard
- MW 11:40 a.m.-12:55 p.m.
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Instructor:
Maria D Hinojosa
Info - 3 points
SENIOR RESEARCH THESIS
Discussions of the student's Independent Research project during the fall and spring terms that culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution.
- Department: Psychology @Barnard
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Instructor:
Lisa K Son
CULPA: 25 Info - 1 points
DEPRESSION
Depression has existed for all time. But our explanations of it has shifted, from sin, to an imbalance of the humours, and a poetic inspiration; from the eighteenth-century mechanistic understanding of the self, to the Freudian family romance that generates trauma, and to our current neuro-genetic understanding of the mind as a machine that can achieve happiness with pharmaceutical intervention. We will follow these permutations, even as we read novels, poems, plays, and view film (and art) for their diagnostic awareness of mental suffering. And we will also ask the question: what if depression comes not from within but without, the intelligent response of aware minds to a world that has become undone.
- Department: English @Barnard
- W 4:10 p.m.-6 p.m.
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Instructor:
Daphne Miriam Merkin
Wikipedia Info - 4 points
TOPICS IN COGNITIVE SCIENCE AND PHILOSOP
TOPICS IN COG SCI & PHILO
This course will focus on one topic at the intersection of cognitive science and philosophy. Potential topics include free will, consciousness, modularity, mental representation, probabilistic inference, the language of thought, and the computational theory of mind.
- Department: Cognitive Science @Barnard
- TR 4:10 p.m.-5:25 p.m.
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Instructor:
Joshua J Kramer
Info - 3 points
SOUTH ASIA
SOUTH ASIA: ANTHRO APPROACHES
- Department: Anthropology @Barnard
- T 2:10 p.m.-4 p.m.
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Instructor:
Elizabeth M Green
CULPA: 2 Info - 4 points
The Ancient Table: Archaeology of Cookin
ANCT TBL: ARCH COOKING &
Prerequisites: None Humans don’t just eat to live. The ways we prepare, eat, and share our food is a complex reflection of our histories, environments, and ideologies. Whether we prefer coffee or tea, cornbread or challah, chicken breast or chicken feet, our tastes are expressive of social ties and social boundaries, and are linked to ideas of family and of foreignness. How did eating become such a profoundly cultural experience? This seminar takes an archaeological approach to two broad issues central to eating: First, what drives human food choices both today and in the past? Second, how have social forces shaped practices of food acquisition, preparation, and consumption (and how, in turn, has food shaped society)? We will explore these questions from various evolutionary, physiological, and cultural viewpoints, highlighted by information from the best archaeological and historic case studies. Topics that will be covered include the nature of the first cooking, beer-brewing and feasting, writing of the early recipes, gender roles and ‘domestic’ life, and how a national cuisine takes shape. Through the course of the semester we will explore food practices from Pleistocene Spain to historic Monticello, with particular emphasis on the earliest cuisines of China, Mesoamerica, and the Mediterranean.
- Department: Anthropology @Barnard
- M 12:10 p.m.-2 p.m.
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Instructor:
Camilla Sturm
CULPA: 2 Info - 4 points
The Politics of Care
THE POLITICS OF CARE
Semester:
What are the consequences of entrenched inequalities in the context of care? How might we (re)imagine associated practices as political projects? Wherein lie the origins of utopic and dystopic visions of daily survival? How might we track associated promises and failures as they travel across social hierarchies, nationalities, and geographies of care? And what do we mean when we speak of “care”? These questions define the scaffolding for this course. Our primary goals throughout this semester are threefold. First, we begin by interrogating the meaning of “care” and its potential relevance as a political project in medical and other domains. Second, we will track care’s associated meanings and consequences across a range of contents, including urban and rural America, an Amazonia borderland, South Africa, France, and Mexico. Third, we will address temporal dimensions of care, as envisioned and experienced in the here-and-now, historically, and in a futuristic world of science fiction. Finally, and most importantly, we will remain alert to the relevance of domains of difference relevant to care, most notably race, gender, class, and species.
Upper level seminar; 4 points
Summer:
What do we mean when we speak of “care”? How might we (re)imagine practices of care as political and moral projects? What promises, paradoxes, or failures surface amid entrenched inequalities? And what hopes, desires, and fears inform associated utopic and dystopic visions of daily survival? These questions will serve as a scaffolding of sorts for this course, and our primary goals are fourfold.
First,
we will begin by interrogating the meaning of “care” and its potential relevance as a political project in medical and other domains.
Second,
we will track care’s associated meanings and consequences across a range of contents, communities, and geographies of care.
Third
, we will remain alert to the temporal dimensions of care, as envisioned and experienced historically, in the here-and-now, and in the futuristic world of science fiction.
Finally,
we will consider the moral underpinnings of intra-human alongside interspecies care.
Enrollment limited to 10; 4 points
- Department: Anthropology @Barnard
- T 12:10 p.m.-2 p.m.
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Instructor:
Gina A Jae
CULPA: 1 Info - 4 points
Disability Narratives in Latin America
Disability Narratives Lat
This course surveys Latin American literary texts that have deeply engaged with disability in the
20 th and 21 st century. Against the tendency to treat disability merely as a useful metaphor or to
simply import Global Northern vocabulary and methodologies of disability studies to other
locations, this course turns to Latin American literary texts by authors that have been directly
“touched” by disability to foreground the concerns, vocabularies, and commitments that their
texts reveal. This includes authors who either through their personal experience with disability
or as caretakers—as parents, siblings, or close friends of people with disabilities—have closely
grappled with the experience of non-normative bodies and minds in the Latin American
context. In this course we ask how are subjects with disabilities represented in a variety of
genres (novel, essay, poem, graphic novel) and what constraints and possibilities circumscribe
these subjectivities and their lives. Ultimately, we will ask what vision of disability justice
emerges from these localized experiences and creative interventions beyond now globalized
disability discourses of inclusion/access and independence/autonomy.
- Department: Spanish and Latin American Culture
- W 12:10 p.m.-2 p.m.
-
Instructor:
Maja Horn
CULPA: 7
Info
- 4 points
Mass-Mediated Politics in Modern Latin A
Mass-Med Politics Mod Lat
This undergraduate seminar offers an introduction to the study of mass media and politics in Latin America from the early 19th to the early 21st century. Throughout the course, the students will get acquainted with some of the key concepts, problems, and methods through which historians and communication scholars have probed the relationship between mass media and political power in the region. We will define and understand media broadly, but we will focus largely on printed media and, to a lesser extent, radio, cinema, and television. We will discuss both breaks and continuities between different media technologies, journalistic cultures, and political regimes. Knowledge of Spanish is welcome, but not mandatory.
- Department: History @Barnard
- T 4:10 p.m.-6 p.m.
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Instructor:
Alfonso Salgado
Info - 4 points
MAJOR WOMEN FILMMAKERS
Traditional film history has consigned a multitude of cinema practices to an inferior position. By accepting Hollywood’s narrative model as central, film scholars have often relegated non-male, non-white, non-Western films to a secondary role. Often described as “marginal” or “peripheral” cinemas, the outcomes of these film practices have been systematically excluded from the canon. Yet… are these motion pictures really “secondary”? In relation to what? And according to whom? This course looks at major films by women filmmakers of the 20th Century within a tradition of political cinema that 1) directly confronts the hegemonic masculinity of the Hollywood film industry, and 2) relocates the so-called “alternative women’s cinema” at the core of film history. Unlike conventional feminist film courses, which tend to be contemporary and anglocentric, this class adopts a historical and worldwide perspective; rather than focusing on female directors working in America today, we trace the origins of women’s cinema in different cities of the world (Berlin, Paris, New York) during the silent period, and, from there, we move forward to study major works by international radical directors such as Lorenza Mazzetti, Agnès Varda, Forough Farrokhzad, Věra Chytilová, Chantal Akerman, Lina Wertmüller, Barbara Loden, Julie Dash, and Mira Nair. We analyse how these filmmakers have explored womanhood not only as a source of oppresion (critique of patriarchal phallocentrism, challenge to heteronormativity, etc) but, most importantly, as a source of empowerment (defense of matriarchy, equal rights, lesbian love, inter- and transexuality...). Required readings include seminal texts of feminist film theory by Claire Johnston, Laura Mulvey, Ann Kaplan, bell hooks, and Judith Butler. Among the films screened in the classroom are silent movies –
Suspense
(Lois Weber, 1913),
The Seashell and the Clergyman
(Germaine Dulac, 1928)—, early independent and experimental cinema –
Girls in Uniform
(Leontine Sagan, 1931),
Ritual in Transfigured Time
(Maya Deren, 1946)—, “new wave” films of the 1950s and 1960s –
Cléo from 5 to 7
(Varda, 1962),
Daisies
(Chytilová, 1966)–,
auteur
cinema of the 1970s –
Seven Beauties
(Wertmüller, 1974),
Jeanne Dielman
(Akerman, 1975)–, and documentary films –
- Department: Film @Barnard
- M 4:10 p.m.-7:55 p.m.
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Instructor:
Sophia de Baun
Info - 3 points
SENIOR RESEARCH ESSAY SEMINAR
- Department: American Studies @Barnard
- T 2:10 p.m.-4 p.m.
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Instructor:
Manu Karuka
Info - 4 points
GENDER, SEXUALITY AND THE AMERICAN STAGE
PERFORMING THE BODY POLIT
This seminar investigates how American theatre/performance, as read through the lens of gender and sexuality, operates as a cultural force. Simply put, the U.S. is obsessed with sex; theatre/performance has proven a fertile medium for America’s expression of this obsession. Exploring texts from the seventeenth through the twenty-first centuries, we will consider how performance intersects with the nation state’s desire to regulate how we “practice” gender both publicly and behind closed doors and how that intersects, overlaps and influences the politics of American Identity. How is performance, which always includes gendered/raced/classed/sexualized bodies, situated in relationship to ideas of a national body politic? How does the American nation state hinge on how gender and sexuality are performed both on-stage and off?
- Department: English @Barnard
- W 11 a.m.-12:50 p.m.
-
Instructor:
Pamela Cobrin
CULPA: 6
Info
- 4 points
POLITICAL PHILOSOPHY
Six major concepts of political philosophy including authority, rights, equality, justice, liberty and democracy are examined in three different ways. First the conceptual issues are analyzed through contemporary essays on these topics by authors like Peters, Hart, Williams, Berlin, Rawls and Schumpeter. Second the classical sources on these topics are discussed through readings from Hobbes, Locke, Hume, Marx, Plato, Mill and Rousseau. Third some attention is paid to relevant contexts of application of these concepts in political society, including such political movements as anarchism, international human rights, conservative, liberal, and Marxist economic policies as well as competing models of democracy.
LITERATURE ON DRUGS
Whether as sources of artistic creativity, symbols of moral decay, avenues of escape, or
foundations for alternative forms of sociality, drugs are an inexhaustible source of inspiration
for all manner of storytellers. Why is that? This course surveys the narrative history of
“literature on drugs” from three angles: first, we examine poetry and fiction composed under
the influence of mind-altering intoxicants; second, we study literature about drug-induced
experiences and the counter-cultures they have fueled; and we ask why literary criticism is
essential to articulate the danger and allure of drugs, past, present, and future. We will read
from literary psychonauts including William Blake, William S. Burroughs, Philip K. Dick, Allen
Ginsberg, Aldous Huxley, Anaïs Nin, and Hunter S. Thompson; historians of the highly weird like
Michel Foucault and Erik Davis; and an array of primary sources on the legal, therapeutic, and
psychological complexities of drug use, such as Billy Holiday, Sigmund Freud, William James,
and Margaret Mead. We also will consider the cinematic history of literature on drugs with
films like Altered States, Trainspotting, and Apocalypse Now. The course incorporates hands-on
archival work and includes a visit to Columbia’s Rare Book and Manuscript Library.
- Department: English @Barnard
- TR 2:40 p.m.-3:55 p.m.
-
Instructor:
Nathan Gorelick
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: Religion @Barnard
- F 2:10 p.m.-4 p.m.
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Instructor:
Timothy Vasko
CULPA: 3
Info
- 4 points
BERL/ISTANBUL:MIGRATN,CLTR,VAL
BERL/ISTANBUL:MIGRATNCLTRVAL
An intensive seminar analyzing questions of migration, identity, (self-) representation, and values with regard to the Turkish minority living in Germany today. Starting with a historical description of the „guest worker“ program that brought hundreds of thousands of Turkish nationals to Germany in the 1960s and 1970s, the course will focus on the experiences and cultural production of the second and third generations of Turkish Germans, whose presence has profoundly transformed German society and culture. Primary materials include diaries, autobiographies, legal and historical documents, but the course will also analyze poetry, novels, theater plays and films. In German.
- Department: Germanic Languages
- W 10:10 a.m.-noon
-
Instructor:
Mark M Anderson
CULPA: 2 Info - 3 points
Lagos: From the Pepperfarm to the Megaci
Lagos: Pepperfarm to Mega
Lagos: The City Is…
the unofficial capital of Nigeria
the go-slow capital of the world
Rem Koolhaas’ planning mystery
George Packer’s mega-city nightmare
Above all, as social scientist Margaret Peil once said, Lagos: The city is the people. At last count, over 15 million people to be (in)exact which makes Lagos the second most densely populated city in Africa. How does a city like Lagos come into being? What are its origins? What is its history in regional, continental, and global context? How does it ‘work’ and what work does it do for our understandings of cities, urbanization, urbanism, colonialism, globalization, trans-nationalism, and the spatial factor in Africanist historical analyses? This course examines the many Lagoses that have existed over time, in space, and in the imagination from the city’s origins to the 21st century. This is a reading, writing, viewing, and listening intensive course. We will be reading scholarly, policy-oriented, and popular sources on Lagos as well as screening films and audio recordings that feature Lagos in order to learn about the social, cultural, and intellectual history of this West African mega-city.
- Department: History @Barnard
- W 2:10 p.m.-4 p.m.
-
Instructor:
Abosede A George
CULPA: 14
Wikipedia
Info
- 4 points
INDEPENDENT STUDY
- Department: Education @Barnard
-
Instructor:
Maria S Rivera Maulucci
h-index: 10 Info -
Instructor:
Lisa Edstrom
CULPA: 1 Info - 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
-
Instructor:
Sheri Berman
CULPA: 19 Wikipedia h-index: None Info -
Instructor:
Marjorie Castle
Info - 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
-
Instructor:
Marjorie Castle
Info - 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
-
Instructor:
Marjorie Castle
Info - 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
- 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
- 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
-
Instructor:
Jonathan J Keller
Info - 1-4 points
INDEPENDENT STUDY
Students who wish to do an independent study project (I.S.P.), should speak with a Political Science faculty member willing to serve as sponsor, then fill out a Request for Approval of Credit for Independent Study (see Registrars link below) and obtain signatures from the sponsor and from our Department Chair. File this form with the Committee on Programs and Academic Standing, which must approve all requests. (It must be filed with the C.P.A.S. well before the Registrars program-filing deadline for the semester of the I.S.P.) Note that no credit is given for an internship or job experience in or by itself, but credit is given for an academic research paper written in conjunction with an internship, subject to the procedures outlined above. The internship and the I.S.P. can be in the same semester, or you may do the I.S.P. in the semester following the internship. A project approved for three or four points counts as an elective course for the purpose of the ten-course major or five-course minor requirement. No more than two such three- or four-point projects may be used for the major, and no more than one for the minor. An independent study project may not be used to satisfy either the colloquium or senior seminar requirement. Each instructor is limited to sponsoring one independent study project per semester. The Registrar will assign a POLS BC 3799 section and call number unique to the faculty sponsor. The Registrars ISP form: http://www.barnard.edu/sites/default/files/inline/indstudy.pdf. The Political Science faculty: http://polisci.barnard.edu/faculty-directory.
- Department: Political Science @Barnard
-
Instructor:
Jonathan J Keller
Info - 1-4 points
ENVIR SCIENCE SENIOR SEM II
Guided, independent, in-depth research culminating in the senior thesis in the spring. Includes discussion about scientific presentations and posters, data analysis, library research methods and scientific writing. Students review work in progress and share results through oral reports. Weekly seminar to review work in progress and share results through oral and written reports. Prerequisite to EESC W3901.
- Department: Environmental Sciences @Barnard
- R 4:10 p.m.-6 p.m.
- 3 points
COLL:POLITICS OF DEVELOPMENT
Prerequisites: V 1501 or equivalent Description: The semester-long course aims to study political and social factors behind economic development and exam empirical cases of the success and failure in economic growth in order to understand the key features of the development processes. In the last two centuries, some countries successfully achieved economic growth and development, while other failed to do so. Even in the post-WWII period, the world has witnessed the rise and decline of economies around the world. Why do nations succeed or fail in economic development? How do political institutions affect economic outcomes? What are the ways in which state and market interact and influence each other? Can democracy be considered a cause of development, an outgrowth of development, or neither and to which extent? How do external factors such as foreign aid encourage or discourage development? We will try to examine these questions by taking a historical-institutional and comparative approach and take a critical look at the role of political and other institutions by applying theoretical guidelines and empirical cases. We will explore competing explanations for the successes and failures of economic development in the world. Objective:1. Understand some important concepts and theories within the fields of comparative politics and political economy. To explore the interconnections between politics, economy, and society in the context of development policy and practice.2. Develop basic analytic skills to explore various factors that shape political, economic, and social development and underdevelopment in the world;3. Understand some country specific political economy processes and how these processes prove or disprove certain theories and policies.
LITERARY APPROACHES TO BIBLE
Interpretive strategies for reading the Bible as a work with literary dimensions. Considerations of poetic and rhetorical structures, narrative techniques, and feminist exegesis will be included. Topics for investigation include the influence of the Bible on literature.
- Department: English @Barnard
- W 12:10 p.m.-2 p.m.
-
Instructor:
Margaret R Ellsberg
CULPA: 54 Info - 4 points
Knowledge, Practice, Power
COLLOQUIUM ON FEMINIST INQUIRY
Knowledge, Practice, Power is a practical and multi-disciplinary exploration of research methods and interpretive strategies used in feminist scholarship, focusing on larger questions about how we know what we know, and who and what knowledge is for. Open to non-majors, but sophomore and junior majors in Women’s, Gender, and Sexuality Studies (WGSS) are encouraged to enroll in this course as preparation for Senior Seminar I. This course is required for students pursuing the concentration or minor in Feminist/Intersectional Science and Technology Studies. Prerequisite:
Either
one introductory WGSS course
or
Critical Approaches to Social and Cultural Theory
or
Permission of the Instructor.
- Department: Women's, Gender, Sexuality Studies @Barnard
- M 2:10 p.m.-4 p.m.
-
Instructor:
Sandra Moyano-Ariza
Info - 4 points
Black Shakespeare
This course examines Shakespeare’s role in shaping Western ideas about Blackness, in processes of racial formation, and in Black freedom struggle. As one of the most enduring representations of a Black man in Western art Shakespeare’s
Othello
will be a focal point. However, this course will examine other “race” plays as well as works perceived as “race-neutral” in tandem with Black “respeakings” of Shakespeare’s works. This class is antiracist in intent and is shaped by several interlocking questions: What is Black Shakespeare? Can creators and scholars separate Shakespeare from the apparatus of white supremacy that has been built around his works? What are the challenges for BIPOC actors performing Shakespeare on the dominant stage? What are the challenges and obstacles for BIPOC scholars working on Shakespeare in academia? Can performing Shakespeare be an activist endeavor
- Department: Africana Studies (AFSB)
- T 4:10 p.m.-6 p.m.
-
Instructor:
Kim F Hall
CULPA: 1 Info - 4 points
RACE, CASTE, AND THE UNIVERSITY: B. R. A
RACE, CASTE, AND UNIVERSI
B. R. Ambedkar is arguably one of Columbia University’s most illustrious alumni, and a democratic thinker and constitutional lawyer who had enormous impact in shaping India, the world’s largest democracy. As is well known, Ambedkar came to Columbia University in July 1913 to start a doctoral program in Political Science. He graduated in 1915 with a Masters degree, and got his doctorate from Columbia in 1927 after having studied with some of the great figures of interwar American thought including Edwin Seligman, James Shotwell, Harvey Robinson, and John Dewey.
This course follows the model of the Columbia University and Slavery course and draws extensively on the relevant holdings and resources of Columbia’s RBML, Rare Books and Manuscript Library Burke Library (Union Theological Seminar), and the Schomburg Center for Research in Black Culture among others to explore a set of relatively understudied links between Ambedkar, Columbia University, and the intellectual history of the interwar period. Themes include: the development of the disciplines at Columbia University and their relationship to new paradigms of social scientific study; the role of historical comparison between caste and race in producing new models of scholarship and political solidarity; links between figures such as Ambedkar, Lala Lajpat Rai, W. E. B. Du Bois and others who were shaped by the distinctive public and political culture of New York City, and more.
This is a hybrid course which aims to create a finding aid for B. R. Ambedkar that traverses RBML private papers. Students will engage in a number of activities towards that purpose. They will attend multiple instructional sessions at the RBML to train students in using archives; they will make public presentations on their topics, which will be archived in video form; and stuents will produce digital essays on a variety of themes and topics related to the course. Students will work collaboratively in small groups and undertake focused archival research. This seminar inaugurates an on-going, multiyear effort to grapple with globalizing the reach and relevance of B. R. Ambedkar and to share our findings with the Columbia community and beyond. Working independently, students will define and pursue individual research projects. Working together, the class will create digital visualizations of these projects.
- Department: History @Barnard
- T 4:10 p.m.-6 p.m.
-
Instructor:
Anupama Rao
CULPA: 28
Info
- 4 points
THE ANTHROPOLOGY OF WAR
In this class, we will think about the various ways in which philosophers, social theorists, historians and anthropologists have thought about war, violence, and responsibility. The course focuses on a set of themes and questions: for example, the nature of violence and the question of responsibility or accountability, shifting technologies of warfare, and the phenomenology and aftermath of warfare, for civilians and for combatants. The reading list incorporates different approaches to such questions—from historical to philosophical to ethnographic accounts.
- Department: Anthropology @Barnard
- R 4:10 p.m.-6 p.m.
-
Instructor:
Nadia Abu El-Haj
CULPA: 13
Wikipedia
Info
- 4 points
Signals: Networks, Publics, and Performa
This visual arts seminar explores the pirating, transformation, and circulation of media from the 1960s to the present. It examines the ways that media artists question public participation, democratic commitment, and collective memory. During the 1960s in the United States and abroad, the promise of networked communication prompted a consideration of global connectivity that brought artists and artworks outside of the gallery into the public sphere. Artist, often activists, explored the dissemination of information, and they commandeered messaging. Many of these artists positioned their output against mainstream media, while other artists seized existing media streams with the aim, optimistically, to alter them. Case studies include Stan VanDerBeek, Dara Birnbaum, Black Audio Collective, Tiffany Sia, Sondra Perry, and CAMP. This course brings together seminar discussions, the practice of making, and the hosting of practitioners; it is designed to offer students an introduction to various aspects of media as it is crafted and curated within and without museum environments.
- Department: Art History @Barnard
- W 12:10 p.m.-2 p.m.
-
Instructor:
Janina P Marshall
Info - 4 points
OUT OF PLACE
Literature has always attracted the outsider, and literature itself seems to demand from its writers to momentarily step out of the fray in order to hope to observe it. The modern age has offered different examples of this. When Bernard Levin described V.S. Naipaul as an ‘inquiline’ author — meaning, a guest or a lodger, an animal that lives in another's nest — Naipaul responded:
‘When I see the sun set here at Stonehenge, there is a way that it is somebody else’s sun, somebody else’s landscape, it has somebody’s else's history connected with it. I can't avoid that: that's the way I think.’
When Virginia Woolf received news of the death of Joseph Conrad, she sat down and penned an admiring obituary that opens with what might be read as a presumptuously arrogant statement:
‘Suddenly, without giving us time to arrange our thoughts or prepare our phrases, our guest has left us; and his withdrawal without farewell or ceremony is in keeping with his mysterious arrival, long years ago, to take up his lodging in this country.’
Despite Woolf’s English snobbishness, her words reveal something true about Conrad’s situation, and about the place of many other writers who were, for one reason or another, obliged to operate in foreign lands, inside other languages or states of being, authors such as V.S. Naipaul, Ovid, Robert Louis Stevenson, Joseph Conrad, Jean Rhys, Waguih Ghali and David Malouf.
Through the close analysis of a narrow selection of works, this class will chart the ways in which such works reveal the nature and imaginative location of the artist out of place. We will be interested in the question of to what extent is writing a process of mapping an intellectual, aesthetic, psychic or geographical territory. We will be motivated by close reading, interpretation, and the adventure of comparing different portraits of being an outsider-insider.
We may refer to fragments by travellers and explorers such as Leo Africanus, Álvar Núñez Cabeza de Vaca, Bartolomé de las Casas, and Ibn Battuta, or look at the work of artists who crossed boundaries, such as the 15th century Venetian painter Gentile Bellini and the impact of his visit to Mehmed II’s court in 1479, or the influence of the Arabesque on the music of Claude Debussy.
We will explore what it is about literature and, in particular, the novel that has made it so well-suited for por
- Department: English @Barnard
- MW 2:40 p.m.-3:55 p.m.
-
Instructor:
Hisham Matar
CULPA: 2 Wikipedia Info - 3 points
Tokyo
This seminar will take an interdisciplinary approach to the history of the complex and dynamic city of Tokyo from the mid-19th century to the present. The class will discuss the impact that industrialization and sustained migration have had on the city’s housing and infrastructure and will examine the often equivocal and incomplete urban planning projects that have attempted to address these changes from the Ginza Brick Town of the 1870s, to the reconstruction efforts after the Great Kanto Earthquake. We will examine the impact of and response to natural disasters and war. We will discuss the emergence of so-called “new town” suburban developments since the 1960s and the ways in which these new urban forms reshaped daily life. We will discuss the bucolic prints of the 1910s through the 1930s that obscured the crowding, pollution and political violence and compare them with the more politically engaged prints and journalistic photographs of the era. We will also consider the apocalyptic imagery that is so pervasive in the treatment of Tokyo in post-war film and anime. There are no prerequisites, but coursework in modern art history, urban studies, and modern Japanese history are highly recommended.
- Department: Art History @Barnard
-
Instructor:
Jonathan Reynolds
CULPA: 10
Info
- 4 points
SENIOR THESIS SEMINAR II
Prerequisites: Must complete ANTH BC3871x. Limited to Barnard Senior Anthropology Majors. Offered every Spring. Discussion of research methods and planning and writing of a Senior Essay in Anthropology will accompany research on problems of interest to students, culminating in the writing of individual Senior Essays. The advisory system requires periodic consultation and discussion between the student and her adviser as well as the meeting of specific deadlines set by the department each semester.
- Department: Anthropology @Barnard
- M 2:10 p.m.-4 p.m.
- 4 points
LISTENINGS: AN ETHNOG OF SOUND
LISTENING: AN ETHNOG OF SOUND
We explore the possibilities of an ethnography of sound through a range of listening encounters: in resonant urban soundscapes of the city and in natural soundscapes of acoustic ecology; from audible pasts and echoes of the present; through repetitive listening in the age of electronic reproduction, and mindful listening that retraces an uncanniness inherent in sound. Silence, noise, voice, chambers, reverberation, sound in its myriad manifestations and transmissions. From the captured souls of Edison’s phonography, to everyday acoustical adventures, the course turns away from the screen and dominant epistemologies of the visual for an extended moment, and does so in pursuit of sonorous objects. How is it that sound so moves us as we move within its world, and who or what then might the listening subject be?
- Department: Anthropology
- T 2:10 p.m.-4 p.m.
-
Instructor:
John Pemberton
CULPA: 15
Wikipedia
Info
- 4 points
SUPERVISED INDIVIDUAL RESEARCH
Prerequisites: Permission of the departmental representative required. For specially selected students, the opportunity to do a research problem in contemporary physics under the supervision of a faculty member. Each year several juniors are chosen in the spring to carry out such a project beginning in the autumn term. A detailed report on the research is presented by the student when the project is complete.
- Department: Physics and Astronomy @Barnard
-
Instructor:
Timothy J Halpin-Healy
CULPA: 6 Info - 1-5 points
INDEPENDENT STDY-UNDERGRADUATE
INDEPENDENT STUDY-UNDERGRAD
- Department: African American and African Diaspora
-
Instructor:
Frank Guridy
CULPA: 2 Wikipedia Info -
Instructor:
Brandi Summers
Info -
Instructor:
Jafari S Allen
Info - 1-4 points
SENIOR SEMINAR
SR SEM: ARCH & ENV S ASIA
See the Barnard and Columbia Architecture Department's website for the course description:
https://architecture.barnard.edu/architecture-department-course-descriptions
- Department: Architecture @Barnard
- M 2:10 p.m.-4 p.m.
-
Instructor:
Anooradha I Siddiqi
CULPA: 1 Info - 4 points
SENIOR SEMINAR
See the Barnard and Columbia Architecture Department's website for the course description:
https://architecture.barnard.edu/architecture-department-course-descriptions
- Department: Architecture @Barnard
- M 12:10 p.m.-2 p.m.
-
Instructor:
Ignacio Gonzalez Galan
Info - 4 points
Senior Project Seminar
SENIOR PROJECT SEMINAR
Discussion of senior research projects during the fall and spring terms that culminate in written and oral senior theses. Each project must be supervised by a cognitive scientist working at Barnard or Columbia.
- Department: Cognitive Science @Barnard
- T 10:10 a.m.-11:25 a.m.
- R 10:10 a.m.-11:25 a.m.
-
Instructor:
John Morrison
CULPA: 12 h-index: 7 Info - 1 points
CROSSOVER CULTURE
The rise of crossover culture: racially segregated markets and genres; organizational environments and the rise of independent labels; the creative process and black-white conflict and connection; the emergence of rock as a white genre; civil rights, Black Power, and the politics of soul; cultural borrowing and the postracial ethos.
- Department: Sociology @Barnard
- T 4:10 p.m.-6 p.m.
-
Instructor:
Jonathan Rieder
CULPA: 17
Info
- 4 points
ADV TOPICS GENDER & SEXUALITY
This research and writing-intensive seminar is designed for senior majors with a background and interest in the sociology of gender and sexuality. The goal of the seminar is to facilitate completion of the senior requirement (a 25-30 page paper) based on ;hands on; research with original qualitative data. Since the seminar will be restricted to students with prior academic training in the subfield, students will be able to receive intensive research training and guidance through every step of the research process, from choosing a research question to conducting original ethnographic and interview-based research, to analyzing and interpreting ones findings. The final goal of the course will be the production of an original paper of standard journal-article length. Students who choose to pursue their projects over the course of a second semester will have the option of revisiting their articles further for submission and publications.
ADVANCED TOPICS: POLITICS & SOCIETY
ADV TOPICS POLITICS & SOC
Research and writing intensive seminar on civic and political engagement in contemporary American society, along with critical evaluation of methods used to collect and analyze data on political and social life. Requirements include a final research paper based on independent data collection and analysis. Seminar limited to sociology majors with senior standing (except in exceptional circumstances). Fulfills the Research Paper Option for the senior requirement in sociology at Barnard.
- Department: Sociology @Barnard
- W 4:10 p.m.-6 p.m.
-
Instructor:
Debra Minkoff
CULPA: 6 h-index: 17 Info - 4 points
TOPICS IN THE BLACK EXPERIENCE
Please refer to African American and African Diaspora Studies for section course descriptions https://afamstudies.columbia.edu/
- Department: African American and African Diaspora
- W 4:10 p.m.-6 p.m.
-
Instructor:
Rachel Grace Newman
Info - 4 points
Creative Embedded Systems
CREATIVE EMBEDDED SYSTEMS
Ubiquitous computing is creating new canvases and opportunities for creative ideas.
This class explores the use of microprocessors, distributed sensor networks, IoT,
and intermedia systems for the purposes of creative expression. The course is delivered
in a mixed lecture and lab format that introduces the fundamental concepts
and theory behind embedded systems as well as issues particular to their creative
employment. The key objective of the course is for students to conceive of and
implement creative uses of computation.
- Department: Computer Science @Barnard
- TR 11:40 a.m.-12:55 p.m.
-
Instructor:
Mark Santolucito
CULPA: 1 h-index: 8 Info - 3 points
CLIM CHNG/GLOBAL MIGR/HUM RGT
While the existence of processes of anthropogenic climate change is well established, predictions regarding the future consequences of these processes are far less certain. In no area is the uncertainty regarding near and long term effects as pronounced as in the question of how climate change will affect global migration. This course will address the issue of climate migration in four ways. First, the course will examine the theoretical and empirical literatures that have elucidated the nature of international migration in general. Second, the course will consider the phenomena of anthropogenic climate change as it relates to migration. Third, the course will consider how human rights and other legal regimes do or do not address the humanitarian issues created by anthropogenic climate change. Fourth, the course will synthesize these topics by considering how migration and climate change has arisen as a humanitarian, political, and economic issue in the Pacific. Human Rights elective.
- Department: Anthropology @Barnard
- 4 points
BUOYANCY
“Be like a duck. Calm on the surface, but always paddling like the dickens underneath.”,Michael Caine , We do not live our own desires. Pressing ourselves into heavy molds not made for our bodies compresses us, tears our skin, and bruises our features. It is hard to breathe. We sink. Weight harbors the downward pull. It attaches itself in many ways but there are countless ways to set it down, to be free. This takes practice and skill. The common task of this visual arts seminar is to distinguish ourselves from the weight we carry. Through a variety or reading, writing, and making activities we shall seek out and contact levity: that gravity that changes our bodies, make us light of touch, aerates and propels us toward the state of buoyancy. Not for the faint of heart.
- Department: Art History @Barnard
- T 10:10 a.m.-2 p.m.
-
Instructor:
Irena Haiduk
Info - 4 points
Seeking Sanctuary in New York City
In a renewed age of anti-immigrant fervor, the last few years have seen attention focused on people seeking asylum – the process under international law by which people fleeing persecution can seek protection in a country not of their citizenship. New York has become a particular flashpoint with a large influx of asylum seekers, most of them from Latin America. Often, they have arrived on buses sent here by southern governors intending to make the border “problem” that of a so-called “sanctuary city.” How has New York responded? And how does this fit into the city’s long history of refuge?
This course will offer students an introduction to the theory, ethics, and history of the idea of international protection. We will look specifically at how Latin American citizens have engaged with the US asylum system over time and how this engagement has changed the shape of US immigration laws. We will study the origins of the ideas of international protection, who is understood to qualify and why, how the system has changed over time, and what these developments mean for a broader understanding of human rights across borders. We will also take a critical look at asylum, examine ideas of deservingness and innocence and their intersection with categories of race, class and gender, and question what it means for certain people to be constructed as victims and others to be seen as not eligible – or worthy – of protection.
This is an engaged pedagogy course. The class will be organized around a close collaboration with a NY legal organization that has taken on the work of representing many asylum seekers in the city. Students will learn the complexities of US asylum law and will work collectively to use this knowledge, while developing their research skills, to put together reports to be used in active asylum cases.
- Department: Human Rights (HRTB)
- TF 10:10 a.m.-noon
-
Instructor:
Jennifer Trowbridge
Info - 5 points
Global Activism
GLOBAL ACTIVISM
This seminar will investigate efforts to coordinate, justify, and understand global activism through lenses of internationalism, solidarity, and universal human rights. We will also study transformations in the global institutional landscape – comprising international finance, supranational unions, and non-governmental organizations – which is itself the contradictory outcome of prior cycles of contestation. We will survey historical precedents, analyze contemporary manifestations, and speculate on the future prospects of global activism. Students will explore cases and concepts by reading scholarly literature and by considering the political practices, texts, and media created by movements themselves.
- Department: Sociology @Barnard
- W 11 a.m.-12:50 p.m.
-
Instructor:
Andrew S Anastasi
Info - 4 points
Power, Politics, and Procedure in US Imm
Power in Immigration Cour
Immigration court has been described as akin to trying death penalty cases in traffic court. With a backlog of over two million cases and counting, judges have impossibly full dockets, cases get continued at the last minute, and many people are left to their own devices to try to make sense of what their options might be to stay in the United States. A key part of this confusion is because immigration court – though the stakes of decisions are as high as can be – is civil, not criminal. Given this, individuals are not guaranteed the right to a court appointed attorney. New York City, however, has been on the forefront of trying to remedy at least this part of the equation, piloting a unique program to guarantee representation to New Yorkers facing removal proceedings. While having access to an attorney can make a meaningful difference, immigration judges still enjoy wide discretion in how they decide a given case.
The core idea of this course is that there is a real utility to observing immigration court, both for research and for contributing to social change. This course will center around a practice of court watching in immigration court in order to develop a scholarly analysis of systems, institutions, and the functioning (or not) of the law. At the same time, this court watching practice will also involve the systematic collection of qualitative data that may be directly useful to immigration attorneys and their clients in their perpetual effort to hold immigration courts accountable and create as fair as possible of a playing field that upholds the basic principles of human rights. To that end, in this class we will study how to conduct courtroom observations, drawing from different methodological approaches and findings, study the idea, history, and critiques of immigration law from across disciplines, and conduct extensive, in depth, immigration court watching. We will partner with local legal services organizations in order to sharpen our sense of what kinds of data is useful for their specific legal interventions and to ensure that the data that we do collect and interpret can become part of a larger project to hold courts accountable.
This course will offer students a unique opportunity to see how rigorous social science research and analysis can have real impacts in the world beyond the classroom, and how those two realms, through collaboration, can mutually contribute to advancing social change. They will learn first-hand how the careful application of qualitative
- Department: Human Rights (HRTB)
- WF 12:10 p.m.-2 p.m.
-
Instructor:
Jennifer Trowbridge
Info - 5 points
Black Americans and Development Politics
BLACK AMER & DEVELOP POLI
This seminar explores theories regarding race/racism, gendered racism, capitalism, political economy, and processes related to how governments and markets allocate capital to build and maintain public goods and services and private amenities—from drinking water, to homes, to schools, to grocery and retail stores. Focus is on debates within and across Black communities regarding how Black people should seek individual and collective capacity to realize their citizenship rights and privileges, with particular attention to variation in Black Americans’ interests across the class spectrum. The final two weeks are devoted to Black liberation and reparations movements.
- Department: Sociology @Barnard
- T 4:10 p.m.-6 p.m.
-
Instructor:
Angela Simms
Info - 4 points
TEXT, MAGIC, PERFORMANCE
TEXT MAGIC PERFORMANCE
Prerequisites: the instructors permission. This course pursues interconnections linking text and performance in light of magic, ritual, possession, narration, and related articulations of power. Readings are drawn from classic theoretical writings, colonial fiction, and ethnographic accounts. Domains of inquiry include: spirit possession, trance states, séance, ritual performance, and related realms of cinematic projection, musical form, shadow theater, performative objects, and (other) things that move on their own, compellingly. Key theoretical concerns are subjectivity - particularly, the conjuring up and displacement of self in the form of the first-person singular I - and the haunting power of repetition. Retraced throughout the course are the uncanny shadows of a fully possessed subject --within ritual contexts and within everyday life.
- Department: Anthropology
- M 2:10 p.m.-4 p.m.
-
Instructor:
John Pemberton
CULPA: 15
Wikipedia
Info
- 4 points
Black Education
BLACK EDUCATION
This class will examine the development of education for African Americans in the United States. Chattel slavery and its afterlives are marked by questions, debates, and experiments not simply in schooling for Black people, but how to use education for the practice of freedom. Through examining this development, students will learn how the experience of Black people in schools complicates static notions about public vs private schools, demands for school desegregation, and the ongoing role of (mostly) white philanthropy in shaping the development of education for Black youth in the US and around the world.
- Department: Sociology @Barnard
- M 4:10 p.m.-6 p.m.
-
Instructor:
Dominic T Walker
Info - 4 points
Language, Meaning, and Mind
In little more than fifty years linguistics has shifted from philological description to a cognitive-biological quest to uncover the mind’s language faculty. This seminar traces that shift through the generative tradition, which treats language as an innate “mental organ” whose universal grammar lets children build a full syntax from sparse input. We follow Minimalism’s bold reduction: a single operation called Merge, plus a finite lexicon and two interfaces, one to articulation and one to thought, yields the “digital infinity” of human expression. Framing this architecture in evolutionary terms, we confront Darwin’s problem: did language emerge gradually for communication or erupt suddenly from pre-existing cognitive parts? Evidence from birdsong, primate calls, and gesture helps separate general performance limits from the species-specific competence that remains uniquely human. Students will practice minimalist analyses and weigh competing biolinguistic accounts, using language as a window onto the design and origin of the human mind.
- Department: Cognitive Science @Barnard
- M 6:10 p.m.-8 p.m.
- 4 points
Computational Models of Decision-Making
Comp Models of Decision-M
We make decisions countless times a day. Computational models have been developed that improve our understanding of how these decisions are made. This course is organized in three parts: perceptual decision-making, value-based decision-making, and computational psychiatry. In part one, perceptual decision-making, we will focus on computational models that can capture and explain decisions in perception, such as categorizing an orientation, or discriminating the direction of moving dots, or estimating the magnitude of a stimulus (e.g., time). We will start by laying the foundations of signal detection theory and Bayesian inference under uncertainty and build to models that incorporate confidence ratings and reaction times. In part two, value-based decision-making, we will move on to decisions that incorporate our values (e.g., ‘Should I go out or stay in and study?’, ‘Should I eat a burger or a salad?’). We will learn the basics of a computational modeling framework that captures how we learn values from rewards and punishments, reinforcement learning, as well as about model-free and model-based learning. Lastly, we will learn how impairments in decision-making that occur in psychopathology (e.g., addiction, anorexia nervosa, anxiety) have been conceptualized and quantified in the relatively new field of computational psychiatry.
- Department: Cognitive Science @Barnard
- F 12:10 p.m.-2 p.m.
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Instructor:
Andra L Mihali
Info - 4 points
UNDERGRADUATE SEMINARS II
Prerequisites: two years of calculus, at least one year of additional mathematics courses, and the director of undergraduate studies' permission. The subject matter is announced at the start of registration and is different in each section. Each student prepares talks to be given to the seminar, under the supervision of a faculty member or senior teaching fellow. Prerequisite: two years of calculus, at least one year of additional mathematics courses, and the director of undergraduate studies' permission.
- Department: Mathematics @Barnard
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Instructor:
Faculty
h-index: 37 Info - 3 points
How Race Gets Under Our Skin: The Sociol
RACE, HEALTH, AND BIOMEDI
One of the glaring forms of inequalities that persists today is the race-based gap in access to health care, quality of care, and health outcomes. This course examines how institutionalized racism and the structure of health care contributes to the neglect and sometimes abuse of racial and ethnic minorities. Quite literally, how does race affect one’s life chances? This course covers a wide range of topics related to race and health, including: racial inequalities in health outcomes, biases in medical institutions, immigration status and health, racial profiling in medicine, and race in the genomic era.
- Department: Sociology @Barnard
- T 2:10 p.m.-4 p.m.
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Instructor:
Domonique M Reed
Info - 4 points
SENIOR RESEARCH SEMINAR
Prerequisites: Course open to Barnard Art History majors only. Independent research for the senior thesis. Students develop and write their senior thesis in consultation with an individual faculty adviser in Art History and participate in group meetings scheduled throughout the senior year.
- Department: Art History @Barnard
- T 6:10 p.m.-8 p.m.
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Instructor:
Elizabeth Hutchinson
CULPA: 9 Info - 3 points
SENIOR PROJ:RESEARCH FOR MUSIC
Working with her advisor, a student will expand the research project initiated in the Fall Senior Seminar for Music Majors (BC3992x). In order to satisfy the requirement, the student will complete a fifty page research paper.
- Department: Music @Barnard
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Instructor:
Gail R Archer
CULPA: 24
Info
- 3 points
Advanced Topics in German Literature
ROMANTICISM
"Advanced Topics in German Literature” is open to seniors and other advanced undergraduate students who have taken Intro to German Literature (GERM 3333) or an equivalent class. The seminar provides students the opportunity to closely examine a topic from a variety of perspectives and theoretical approaches. Readings and discussion in German. The course is repeatable for credit.
- Department: Germanic Languages
- M 10:10 a.m.-noon
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Instructor:
Stefan Andriopoulos
CULPA: 6 Wikipedia h-index: 12 Info - 3 points
SENIOR PROJ: MUSIC REPERTORY
Working with her advisor, a student will develop a vocal or instrumental recital program with representative musical works from a variety of historical periods. In order to satisfy the requirement, the student will present an hour long public performance of the recital program. Students may also satisfy this requirement by composing original vocal or instrumental works.
- Department: Music @Barnard
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Instructor:
Gail R Archer
CULPA: 24
Info
- 3 points
SENIOR PROJECT IN CREATIVE WRITING
SENIOR PROJ: CREATIVE WRI
Enrollment limited to Barnard senior English majors with a concentration in creative writing.
This creative writing workshop represents an opportunity for creative writing concentrators to focus on one large project that will serve as a capstone senior project. As in a typical writing workshop, much of the focus will be on sharing and critiquing student work. Unlike other workshops, in this class students will focus on building out a longer project—such as a more ambitious full-length story for fiction and creative nonfiction writers and a chapbook for poets. This means students will discuss work by writers who may not share their own genre. We will focus on generating new work, developing your writing process, and creating new possibilities and momentum for your piece, as well as trying to create a sense of community among the concentrators. We will also conduct in-class writing exercises in response to short reading assignments and class lectures. Students should be aware of two important notes: (1) This class is limited to senior English majors who have already been approved to be creative writing concentrators; and (2) this course fulfills the requirement for concentrators to finish a senior project, but not the academic senior seminar requirement. This class is about your own writing and that of your classmates. This class will be what you make of it!
- Department: English @Barnard
- R 11 a.m.-12:50 p.m.
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Instructor:
Idra L Novey
CULPA: 2 Wikipedia Info - 4 points
SENIOR SEMINAR IN FILM AND LITERATURE
SR SEM:FAMILY IN FILM/LIT
Enrollment limited to Barnard senior English majors with a Film Studies concentration and Barnard senior Film Studies majors. To see the current course description, visit the English Department website:
https://english.barnard.edu/english/senior-seminars
- Department: English @Barnard
- R 4:10 p.m.-6 p.m.
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Instructor:
Maura L Spiegel
CULPA: 40 Info - 4 points
URBAN STUDIES SENIOR SEMINAR
Prerequisites: Senior standing. Year-long course; participation is for two consecutive terms. No new students admitted for spring. Emphasizes the study of the built environment of cities and suburbs, and the related debates. Readings, class presentations, and written work culminate in major individual projects, under the supervision of faculty trained in architecture, urban design, or urban planning.
- Department: Urban Studies @Barnard
- W 9 a.m.-10:50 a.m.
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Instructor:
Aaron Passell
CULPA: 8
h-index: 3
Info
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Instructor:
Noah Allison
Info -
Instructor:
Christian Siener
CULPA: 1 Info -
Instructor:
Andreina Torres Angarita
Info - 4 points
SUPERVISED IND RES-LING THESIS
- Department: Slavic Languages
- F 11:30 a.m.-1 p.m.
- 1-4 points
SENIOR THESIS IN MATHEMATICS II
SENIOR THESIS MATHEMATICS
Majors in Mathematics are offered the opportunity to write an honors senior thesis under the guidance of a faculty member. Interested students should contact a faculty member to determine an appropriate topic, and receive written approval from the faculty advisor and the Director of Undergraduate Studies (faculty sponsorship is limited to full-time instructors on the staff list). Research is conducted primarily during the fall term; the final paper is submitted to the Director of Undergraduate Studies during the subsequent spring term.
MATH UN3994 SENIOR THESIS IN MATHEMATICS I must be taken in the fall term, during which period the student conducts primary research on the agreed topic. An optional continuation course MATH UN3995 SENIOR THESIS IN MATHEMATICS II is available during the spring. The second term of this sequence may not be taken without the first. Registration for the spring continuation course has no impact on the timeline or outcome of the final paper.
Sections of SENIOR THESIS IN MATHEMATICS I and II do NOT count towards the major requirements, with the exception of an advanced written approval by the DUS.
- Department: Mathematics @Barnard
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Instructor:
Faculty
h-index: 37 Info - 2 points