FINANCIAL ECONOMICS

Prerequisites: ECON UN3211 and ECON UN3213 and STAT UN1201 Institutional nature and economic function of financial markets. Emphasis on both domestic and international markets (debt, stock, foreign exchange, eurobond, eurocurrency, futures, options, and others). Principles of security pricing and portfolio management; the Capital Asset Pricing Model and the Efficient Markets Hypothesis.

• Department: Economics @Barnard
• MW 4:10 p.m.-5:25 p.m.
• Instructor: Jose Cao-Alvira
  CULPA: 2 Info
• 3 points

HYDROLOGY

Prerequisites: EESC V2100, physics, or permission of instructor. Includes a weekend field trip. Alternate years. Hands-on study and discussion of the basic physical principles of the water cycle (evaporation, condensation, precipitation, runoff, and subsurface flow), as well as environmentally relevant applications based on case studies. Special focus on the New York City area, the arid Southwest, and the developing world. Coverage of contemporary global water resources issues, including pollution control, sustainable development, and climate change. General Education Requirement: Quantitative and Deductive Reasoning (QUA).

• Department: Environmental Sciences @Barnard
• TR 8:40 a.m.-9:55 a.m.
• Instructor: Martin Stute
  CULPA: 7 h-index: 52 Info
• 3 points

MAKING, BREAKING CODES

Prerequisites: (MATH UN1101 and MATH UN1102 and MATH UN1201) and and MATH UN2010. A concrete introduction to abstract algebra. Topics in abstract algebra used in cryptography and coding theory.

• Department: Mathematics
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Dorian Goldfeld
  CULPA: 23 Wikipedia Info
• 3 points

AMERICAN POLITICAL PARTIES

Political parties have evoked widespread scorn in the U.S. since the founding era; and yet, they arose almost immediately and have endured for over two centuries. In this course, we will examine why parties formed despite the Founders’ disdain for them. (In 1789, Thomas Jefferson wrote, “If I could not go to heaven but with a party, I would not go at all.” In 1800, he won the presidency as a candidate of a major party.) We will dig into scholarly debates about what exactly parties are, what purpose they serve, and how and why they have changed over time as organizations, in the electorate, and in government. Topics will include the presidential nomination process from the founding through the much-discussed 2016 primary election season, the life cycle of third parties, and the relationship between political parties and interest groups. Students will learn what is and is not unique about the current historical moment, and how history might shape our expectations of parties moving forward. Throughout the course, we will pay particularly close attention to the roots of contemporary party polarization, and the implications of this phenomenon for representation and governance. In 1950, the American Political Science Association released a report criticizing the two major parties for excessive similarity; today, party polarization evokes widespread concern. Is there an ideal level of party difference? How much is too much? We will address these difficult questions, among others, in this broad survey of American political parties.

• Department: Political Science @Barnard
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Katherine L Krimmel
  CULPA: 6 Info
• 3 points

FINANCIAL ECONOMICS - DISC

Prerequisites: (ECON BC3035 or ECON UN3211) The purpose of the course is to think about public policy issues through an economic lens. We will explore the basic economic foundations of individual decision-making and discuss the ways in which economists hypothesize that individuals respond to the incentives embedded within public policies. We will pay particular attention to the nature and detail of existing public policies, and use economic analysis to predict how these policies might influence behavior. We will also explore some of the relevant empirical literature on a set of policy topics, to see how these predictions hold up.

• Department: Economics @Barnard
• R 10 a.m.-11 a.m.
• F 10:10 a.m.-11:10 a.m.
• F 2:15 p.m.-3:15 p.m.
• 0 points

ECON OF THE PUBLIC SECTOR

Prerequisites: (ECON BC3035 or ECON UN3211) The purpose of the course is to think about public policy issues through an economic lens. We will explore the basic economic foundations of individual decision-making and discuss the ways in which economists hypothesize that individuals respond to the incentives embedded within public policies. We will pay particular attention to the nature and detail of existing public policies, and use economic analysis to predict how these policies might influence behavior. We will also explore some of the relevant empirical literature on a set of policy topics, to see how these predictions hold up.

• Department: Economics @Barnard
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Elizabeth O Ananat
  CULPA: 2 h-index: 18 Info
• 3 points

Muslims of New York

Looking at both historical and lived realities of Muslims in NYC, moving from the African Burial Ground in lower Manhattan to Harlem as Mecca. The course would engage both with cultural production, such as music, plays, and street art, and living communities around the Barnard campus.

• Department: Religion @Barnard
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Hussein Rashid
  CULPA: 3 Info
• 3 points

Volcanoes and the Environment

VOLCANOES AND THE ENVIRON

This course seeks to impart students with knowledge of volcanic eruptions on Earth and the effects on the environment as a whole. The course will focus on the physical mechanisms responsible for eruptions, the effects eruptions have on humans and other living organisms, as well as the environment. The course will investigate how eruptions have contributed to global climate change. The course will also look at the positive effects volcanoes have had on Earth, such as providing nutrient rich soils for growing crops and providing renewable geothermal energy--a cleaner energy resource. Format: lecture, field trip, data collection and analysis, student presentations.

• Department: Environmental Sciences @Barnard
• MW 4:10 p.m.-5:25 p.m.
• Instructor: Sedelia Rodriguez
  CULPA: 1 Info
• 3 points

Critical Pedagogies

CRITICAL PEDAGOGIES

This course explores education as a process through which critical consciousness and epistemic justice combat oppression in communities. Students will connect seminal work by critical pedagogues, such as Paolo Freire and bell hooks, to systemic educational challenges and lived experience. As a class, we will investigate power dynamics and structural inequalities at the systemic, institutional, interpersonal and individual levels. Students will problem-pose, dialogue and create pedagogical tools through praxis, by integrating the theory learned in the class to educational practice.

• Department: Education @Barnard
• T 2:10 p.m.-4 p.m.
• Instructor: Fawziah Qadir
  Info
• 4 points

IMMIGRATION AND CITIZENSHIP IN AMER HIST

This course explores the meaning of American citizenship in connection with the country’s immigration history. Topics include historic pathways to citizenship for migrants; barriers to citizenship including wealth, race, gender, beliefs and documentation; and critical issues such as colonialism, statelessness, dual nationality, and birthright citizenship. We will ask how have people become citizens and under what authority has that citizenship been granted? What are the historic barriers to citizenship and how have they shifted over time? What major questions remain unanswered by Congress and the Supreme Court regarding the rights of migrants to attain and retain American citizenship?

• Department: History
• R 12:10 p.m.-2 p.m.
• Instructor: Jessica H Lee
  Info
• 4 points

CHEMISTRY OF CLIMATE

Pre-requisites Chem 1 and Calculus I ; Co-requisites Chemistry II (CHEM1404 or equivalent) and Calculus II (MATH UN2030 or equivalent)
By the end of this course, students will understand: The biogeochemical cycles driving the composition of trace gas and aerosol species that are both long- and short-lived in the atmosphere that influence climate by directly interacting with radiation (i.e. greenhouse gases (GHGs) such as carbon dioxide, methane, nitrous oxide, ozone, CFCs, aerosols) and those that do so mainly by altering the concentrations of other gases (OH, NOx, etc.); The effects of these gas and aerosol species on climate and atmospheric composition; Climate mitigation strategies that are being considered in response to climate warming.

This course is designed for undergraduate students seeking a quantitative introduction to climate and climate change science. EESC V2100 (Climate Systems) is not a prerequisite, but can also be taken for credit if it is taken before this course.

• Department: Earth and Environmental Sciences
• TR 2:40 p.m.-3:55 p.m.
• Instructor: Roisin Commane
  h-index: 25 Info
• 3 points

INTERMEDIATE MACROECONOMICS

Prerequisites: An introductory course in economics and a functioning knowledge of high school algebra and analytical geometry or permission of the instructor. Systematic exposition of current macroeconomic theories of unemployment, inflation, and international financial adjustments.

• Department: Economics @Barnard
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Sarah M Gertler
  Info
• 4 points

Ethnographies of Youth Confinement, Cons

Youth Constraint & Resist

Being young can often mean being (or feeling) powerless, particularly within the large
institutions that structure youth’s lives. Couple this with experiences of marginalization due to
race, class, gender, or other social identities, and young people may experience profound
constraints in their choices or pathways. At the same time, youth – both individually and in
groups – often develop strategies to resist these sources of literal and figurative confinement to
seek out dignity, joy, and justice. Using sociological and ethnographic texts as our foundation,
this course will explore the way experiences of confinement and constraint show up in the lives
of young people, particularly as they move through educational institutions – and how youth
work to resist those forms of subordination.

In the first half of the semester, we will focus on policing and prisons and examine the ways
schools play a role in funneling youth into different forms of confinement. In the second half of
the semester, we will investigate college and college preparatory contexts in an effort to
understand the ways they may constrain opportunities by creating or foreclosing particular
pathways for students’ futures. Throughout the semester, we will emphasize the role of socially
constructed identity categories – race, gender, class, in particular, as well as the category of
youth itself – in these processes of confinement and constraint. We will also highlight youth and
community practices of resistance against these social and institutional forces. Along the way,
we will consider (and practice) the affordances and limitations of ethnography as a mode of
social research for studying confinement, constraint, and practices of resistance in educational
contexts.

LEARNING OBJECTIVES
Through this course, students will:

● Use a range of sociological, ethnographic, and multimodal texts to analyze youth’s
experiences of confinement, constraint, and resistance (expansively defined) and the
ways they play out in different institutional, educational, and social contexts.
● Explore the methodological approach of ethnography – its affordances, challenges, and
some of the major dilemmas in the field – and practice it by conducting a series of
scaffolded ethnographic projects.
● Write for multiple purposes, including exploratory and dialogic writing shared with peers

• Department: Education @Barnard
• R 12:10 p.m.-2 p.m.
• Instructor: Nora M Gross
  Info
• 4 points

COLL: THE AMERICAN PRESIDENCY

The origin and development of the contemporary roles of the President as a decision maker and the
importance of the presidency in the American Political System. Studies examining the selection process
and the relationship between presidents and other decision- making actors, such as the Congress,
interest groups, the courts and the bureaucracy, will be used to inform the students to help critically
analyze both continuity and changes in the influence of the office.
This course examines the American presidency from both an academic and applied perspective. The
executive branch of government has changed more than the others, especially over the past century.
As America has moved from a legislative centered government to an executive centered one, it
becomes important to understand the intricacies of presidents and of the presidency. This course
examines the individuals who have held this office and stand as the head of state and government,
along with the institutional structure of the executive branch that consists of departments, agencies,
offices that employ over two million people. The course covers the complexities and struggles
administrations have in navigating internal politics, along with public expectations and approval,
influencing relations with Congress and the courts, and navigating global politics around security and
economic interests.

• Department: Political Science @Barnard
• R 4:10 p.m.-6 p.m.
• Instructor: Jonathan J Keller
  Info
• 4 points

Families, Communities, and Schools

FAMILIES, COMMUNITIES & S

This course seeks to examine the role families and communities play in P-12 public schools in the United States, with a focus on urban school systems. We will be using New York City as a case study, and comparing what we see happening in the nation’s largest public school district to other districts around the country. While much of our focus will be on the NYC Department of Education, which serves approximately 1.3 million students each year, students will be asked to look close to home to examine the relationships between families, communities, educators and educational institutions in their own communities.

• Department: Education @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 4 points

INTERMEDIATE MICROECONOMICS

Prerequisites: An introductory course in microeconomics or a combined macro/micro principles course (ECON BC1003 or ECON W1105, or the equivalent) and one semester of calculus or ECON BC1007, or permission of the instructor. Preferences and demand; production, cost, and supply; behavior of markets in partial equilibrium; resource allocation in general equilibrium; pricing of goods and services under alternative market structures; implications of individual decision-making for labor supply; income distribution, welfare, and public policy. Emphasis on problem solving.

• Department: Economics @Barnard
• MW 11:40 a.m.-12:55 p.m.
• TR 1:10 p.m.-2:25 p.m.
• TR 4:10 p.m.-5:25 p.m.
• Instructor: Elizabeth O Ananat
  CULPA: 2 h-index: 18 Info
• Instructor: John Park
  CULPA: 4 Info
• 4 points

Feminist Political Thought

FEMINIST POLITICAL THOUGH

Feminism is often recognized as a political movement. But is there a feminist way of thinking about politics? In this course, we’ll investigate the core premises, provocations, proposals, and tensions of feminism as they relate to specifically political problems, focusing particularly on feminist political thought as it developed in the twentieth century. Who is the subject of feminist politics? What is the meaning of “difference,” and how can—or should—feminists seek to organize across it? What are appropriate topics for politics, and what should remain private? Is the family a space for politics? The household? The body? How much of the personal can, and should, be made political? Are there feminist ways of
doing
politics? We will consider these questions with reference to texts from both feminist activists and feminist scholars.

• Department: Political Science @Barnard
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Alyssa Battistoni
  Info
• 3 points

BODY & WORD

Our writing often appears primarily as a product of cognitive faculties, and we easily overlook the profound influence our bodies exert on our thoughts and, consequently, our writing. Our perception of language itself is tied to how we perceive our physical selves. We can understand our bodies materially, as intricate structures of bone, muscle, and cells, or kinesthetically, through movement, force, and tone, intertwined with a spectrum of sensations like pain and pleasure, which intersect with our psychological and emotional landscapes. Through a series of movement exercises, readings, and writing assignments, this seminar delves into the profound impact a deeper understanding of our bodies and their movement can have on our writing, and conversely, how writing can influence our bodily experiences. Using various artistic mediums such as dance, film, literature, and fine arts, we aim to enhance our ability to articulate and write the body's presence and movement through space and time. Students from all concentrations are encouraged to join.

• Department: Writing
• W 10:10 a.m.-noon
• Instructor: Matty Davis
  Info
• 3 points

INTERNATIONAL MONEY & FINANCE

Prerequisites: ECON BC3033. Introduction to balance of payments and exchange rate theory; capital mobility and expectations; internal and external adjustment under fixed and flexible exchange rates; international financial markets; capital mobility and expectations; international policy coordination and optimum currency areas; history of the international monetary system.

• Department: Economics @Barnard
• MW 6:10 p.m.-7:25 p.m.
• Instructor: Jose Cao-Alvira
  CULPA: 2 Info
• 3 points

ENVIRONMENTAL & NATURAL RESOURCE ECONOMI

ENVRNMTL & NTRL RESOURCE

Prerequisites: ECON BC1003 or ECON W1105. Prerequisite for Economics majors: ECON BC3035. Link between economic behavior and environmental quality: valuation of non-market benefits of pollution abatement; emissions standards; taxes; and transferable discharge permits. Specific problems of hazardous waste; the distribution of hazardous pollutants across different sub-groups of the U.S. population; the exploitation of commonly owned natural resources; and the links between the environment, income distribution, and economic development.

• Department: Economics @Barnard
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Kurt Semm
  Info
• 3 points

ANTHROPOLOGICAL THEORY

Comprehensive and in-depth engagement with foundational and contemporary theoretical concepts and texts in Anthropology.  Required of all Barnard students majoring in Anthropology (including specialized tracks). Permission of instructor required for non-majors. Not open to First Year students. Prerequisite:  an introductory (1000 level) course in Anthropology.

• Department: Anthropology @Barnard
• M 10:10 a.m.-noon
• W 12:10 p.m.-2 p.m.
• Instructor: Gina A Jae
  CULPA: 1 Info
• 4 points

LAB IN MOLECULAR BIOLOGY

This laboratory course will explore fundamental techniques that are frequently utilized in modern molecular biology laboratories. A combination of experiments will provide broad exposure to several important techniques in molecular biology. Experiments include current approaches to site-directed mutagenesis, cloning by PCR, and mutation analysis. Students will pursue multiple experimental projects and will gain experience with scientific thinking and scientific communication. SPS and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form).

Prerequisites: UN2005/UN2401 and UN2006/UN2402, or the equivalent at a different institution, and Contemporary Biology Laboratory (UN2501).

• Department: Biological Sciences
• W 1:10 p.m.-5 p.m.
• Instructor: Joshua M Abrams
  Info
• 3 points

MIGRATION, GLOBALIZATION, AND EDUCATION

Globalization and mass migration are reconfiguring the modern world and reshaping the contours of nation-states. New technologies that facilitate the movement of information, goods and people across borders have made it easier for people to remain culturally, politically, economically and socially connected to the places from which they migrated. This seminar focuses on the experiences of the youngest members of these global migration patterns—children and youth—and asks: What do these global flows mean for educating young people to be members of the multiple communities to which they belong?

This seminar will explore the following questions: What is globalization and why is it leading to new patterns of migration? How do children and youth experience ruptures and continuities across contexts of migration? How do language policies affect young people’s capacity to be educated in a new land? What does it mean to forge a sense of belonging and citizenship in a “globalized” world, and how does this challenge our models of national citizenship? How are the processes by which young people are incorporated into their new country entwined with structures of race, class, and gender? Drawing on fiction, autobiography, and anthropological and sociological research this class will explore these questions from a variety of disciplinary perspectives.

• Department: Education @Barnard
• M 10:10 a.m.-noon
• Instructor: Orubba Almansouri
  Info
• 4 points

CELL BIOLOGY

Prerequisites: one year of biology, normally BIOL UN2005-BIOL UN2006, or the equivalent. Cell Biology 3041/4041 is an upper-division course that covers in depth all organelles of cells, how they make up tissues, secrete substances important for the organism, generate and adapt to their working environment in the body, move throughout development, and signal to each other. Because these topics were introduced in the Intro Course (taught by Mowshowitz and Chasin), this course or its equivalent is a pre-requisite for W3041/4041. Students for whom this course is useful include biology, biochem or biomedical engineering majors, those preparing to apply for medical school or graduate school, and those doing or planning to start doing research in a biology or biomedical lab. SCE and TC students may register for this course, but they must first obtain the written permission of the instructor, by filling out a paper Registration Adjustment Form (Add/Drop form). The form can be downloaded at the URL below, but must be signed by the instructor and returned to the office of the registrar. http://registrar.columbia.edu/sites/default/files/content/reg-adjustment.pdf

• Department: Biological Sciences
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Erin L Barnhart
  Info
• 3 points

THEORETICL FOUNDTNS-POLIT ECON

Prerequisites: An introductory course in economics or permission of the instructor. Intellectual origins of the main schools of thought in political economy. Study of the founding texts in classical political economy, Marxian economics, neoclassicism, and Keynesianism.

• Department: Economics @Barnard
• MW 10:10 a.m.-11:25 a.m.
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Kurt Semm
  Info
• 3 points

Advanced Conversation through German Fil

ADV CONVO THROUGH GERMAN

This course is designed to enhance advanced German conversation skills through structured class discussions, weekly student presentations, and engagement with German-language films.  During this course students will  have ample opportunity to practice German communication skills, hone fluency, expand vocabulary, and refine pronunciation while exploring cultural, historical and contemporary topics. Students will examine German-language cinema from the Weimar Republic to the present day in their original German, and the influence of social,  political and philosophical movements on cinematic practices. We will explore key directors, genres, and stylistic developments, while considering how film functions as a cultural text that reflects and shapes societal values. Attention will be given to narrative techniques, symbolism, and the relationship between German film and its historical contexts.

• Department: German @Barnard
• MW 4:10 p.m.-5:25 p.m.
• Instructor: Irene Motyl
  CULPA: 14 Info
• 3 points

Making Change: Activism, Social Movement

Activism and Education

Summer and 
Semester version:

Making Change: Activism, Social Movements and Education will look at the ways people power has pushed for change in the United States educational landscape. We will study historical and current social political education movements to answer questions such as: What does education/teacher activism look like? Who engages in educational social activism, and why? What do different models for organizing look like, past to present? We will learn from the examples of the Freedom Schools, the Chicago Teachers Union, the Tucson Unified School District fight for ethnics studies, BLM at Schools, Teacher Activist Groups and more. We will engage in readings, watch documentaries and hear from education activist guest lecturers.

Learning Outcomes: 


You will explore the historical relationships between and across social movements in education and its social contexts. 

You will reflect on major educational justice movements from across the country and analyze its impact and importance. 

You will evaluate the changing role of education and schools in our society and propose actions that could be taken to improve education and schools in the future.

• Department: Education @Barnard
• W 12:10 p.m.-2 p.m.
• Instructor: Fawziah Qadir
  Info
• 4 points

SOLID ST,MICROWAVE,FBR OPT LAB

Optical electronics and communications. Microwave circuits. Physical electronics.

• Department: Electrical Engineering
• W 4:10 p.m.-6:40 p.m.
• Instructor: Wen I Wang
  CULPA: 1 Info
• 3 points

EDUCATION AND SOCIAL CHANGE IN COMPARATI

EDU SOCIAL CHANGE CONTEXT

This course will examine the relationship between education and social change in different regions of the world, with a focus on vulnerable populations (e.g., indigenous
groups, street and working children, immigrants, women and girls; refugees).

• Department: Education @Barnard
• R 2:10 p.m.-4 p.m.
• Instructor: Fawziah Qadir
  Info
• 4 points

SCIENCE IN THE CITY

Prerequisites: the instructors permission. In partnership with the American Museum of Natural History students investigate science, science pedagogical methods, and ways to use New York City as a resource for science teaching and learning. Sessions will be held at Barnard and the museum. Field trips and fieldwork required. Non-science majors pre-service elementary students and first year students, welcome. Note: Students in the Childhood Urban Teaching Program may use this course as a pedagogical elective.

• Department: Education @Barnard
• F 10:10 a.m.-noon
• Instructor: Althea B Hoard
  Info
• 4 points

BIG DATA WITH PYTHON

Big Data is changing how we interact with and understand the environment. Yet analyzing Big Data requires new tools and methods. Students will learn to use Python programming to analyze and visualize large environmental and earths systems data sets in ways that Excel is not equipped to do. This will include both time series and spatial analyses with programming occurring interactively during class and assignments designed to strengthen methods and results. Students will learn to write code in Python, plot, map, sub-select, clean, organize, and perform statistical analyses on large global scale data sets, using the data in analysis, and take any data set no matter how large or complicated.

• Department: Environmental Sciences @Barnard
• MW 1:10 p.m.-2:25 p.m.
• Instructor: Brian Mailloux
  CULPA: 10 h-index: 36 Info
• 3 points

MULTICULTURAL ELEMENTARY PEDA

This seminar will engage prospective teachers in developing effective strategies for teaching at the elementary school level in ways that draw upon five specific domains of knowledge: knowledge of self, content, pedagogy, context and students. Students will be introduced to a variety of teaching approaches and develop ways to adapt them to teach various subjects to students in urban public school settings, understanding the intellectual, social and emotional needs of elementary school students. Students will learn to write lesson plans, develop assessments and practice teaching in “microteaching” sessions taught to peers. We will explore state standards, approaches to classroom management, and Universal Design for Learning as we develop approaches to create caring, democratic learning communities.

• Department: Education @Barnard
• W 4:10 p.m.-7 p.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 4 points

MULTICULTURAL SECONDARY PEDAG

What does it mean to be an excellent teacher? The Seminar in Secondary Multicultural Pedagogy will engage this question as you work to develop methods for teaching your subject(s) in ways that draw upon five specific domains of knowledge: knowledge of self, content, pedagogical methods, context, and students. You will be introduced to a variety of multicultural teaching approaches and develop ways to adapt them to your particular subject area and to the intellectual, social, and emotional needs of adolescent learners. Throughout the course, we will consider how to effectively differentiate instruction for and support ELL students and students with special needs. Seminar sessions will include discussions, presentations of lessons, group activities, and problem-solving issues teachers encounter in the classroom. We will explore culturally responsive approaches to: learning; learning standards; instruction and assessment; creating caring, democratic learning communities; selecting curriculum content, and engaging all students in learning. Assignments will ask you to reflect on the teaching/learning process in general, and on the particulars of teaching your academic discipline. We will accomplish this through lesson planning, practice teaching two mini-lessons, observing your peers teaching and offering feedback, and exploring stances and strategies for multicultural pedagogy in your content area.

• Department: Education @Barnard
• W 4:10 p.m.-7 p.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 4 points

ARTS AND HUMANITIES IN THE CITY:CRITICAL

ARTS & HUMANITIES IN THE CITY

Using the theme of “Arts and Humanities in the City”, this seminar will build participants’ knowledge of critical literacy, digital storytelling methods, and ways to use New York City as a resource for teaching the Arts (Dance, Theatre, Music, and Visual Arts), Social Studies, and English Language Arts in grades K-12. Critical literacy is an approach to teaching and learning that focuses on developing students’ abilities to read, analyze, understand, question, and critique hidden perspectives and socially-constructed power relations embedded in what it means to be literate in a content area.

• Department: Education @Barnard
• R 10:10 a.m.-noon
• Instructor: Drew W Chambers
  Info
• 4 points

Film Adaptation

This course will explore the transformation of literary texts onto the big screen of motion pictures.  Adaptation is an act of re-visioning, a way of expanding the reach of a given story while still upholding its unique, immutable grace and power.

That’s easier said than done. The screenwriter who is tasked with an adaptation reads that source text with an eagle eye for all that is embedded therein. They don’t need to be utterly faithful to the source. In fact, they can’t be. But the source is a holistic entity, a product of another literary mind (and soul). It’s a gestalt that demands respect and thoughtful creative interpretation. And like all strong works of art, it contains beautiful secrets, some of which good screenwriters will find and preserve.

And they must. Half of the feature films made in America are adaptations. Many of their sources are already beloved. Those that aren’t, deserve the wider audience that film can bring. All story forms have adapted each other since
Pyramus and Thisbe
sprung from Ovid’s
Metamorphoses
, later to inspire
Romeo and Julie
and
West Side Story.
Adaptation is how stories continue to inspire humans across time. It is therefore a core skill of the screenwriter’s art and livelihood.

Adaptation is a reflex of mind.  We “see” what we read, and we “read” what we see.

I have a dream.  I tell you about it.  Already, I’m adapting my own inner life into a spoken version of a dream I have salvaged from the chaos of dreaming.  And yet I’m compelled to relate that dream to you because it had some gravitational pull that made the story of that story well worth the telling.

To adapt any story for film is to make its original content visible and audible, through dialogue, behavior, theme and visual metaphor. It is to take the reflective and make it active, show more and talk less, imbed theme in plot, turn ideas and symbols into images, expand or condense it as needed, shape its new timeframe, and emphasize story at least as much as character.

Every source must be approached using different rules of engagement.  Literature, plays, and true-life stories all resist the morphology of adaptation in unique ways. But the great equalizer is film’s deliberately kinesthetic structure. Character and structure are one in the same. And movies must
move.
This is a process of translating the
char

• Department: Film
• W 9:30 a.m.-12:30 p.m.
• Instructor: Stephen Molton
  Info
• 3 points

WORLDS OF ALEXANDER THE GREAT

This seminar looks at the narrative and the historical context for an extraordinary event: the conquest of the Persian empire by Alexander III of Macedonia, conventionally known as “Alexander the Great”. We will explore the different worlds Alexander grew out of, confronted, and affected: the old Greek world, the Persian empire, the ancient near-east (Egypt, Levant, Babylonia, Iran), and the worlds beyond, namely pre-Islamic (and pre-Silk Road) Central Asia, the Afghan borderlands, and the Indus valley. The first part of the course will establish context, before laying out a narrative framework; the second part of the course will explore a series of themes, especially the tension between military conquest, political negotiation, and social interactions. Overall, the course will serve as an exercise in historical methodology (with particular attention to ancient sources and to interpretation), an introduction to the geography and the history of the ancient world (classical and near-eastern), and the exploration of a complex testcase located at the contact point between several worlds, and at a watershed of world history.

• Department: Classics
• T 6:10 p.m.-8 p.m.
• Instructor: Lien Van Geel
  CULPA: 1 Info
• 3 points

SENIOR THESIS I

Prerequisites: Permission of the instructor and completion of all courses (except for the senior requirement) required for the economics track, political economy track, or economics and mathematics majors. Exceptions to these prerequisites may be granted by the chair of the department only. Tutorials and conferences on the research for and writing of the senior thesis. This is the 1st semester of a two-semester course sequence.

• Department: Economics @Barnard
• M 8:30 a.m.-10 a.m.
• W 2:10 p.m.-4 p.m.
• F 10 a.m.-noon
• Instructor: Elizabeth O Ananat
  CULPA: 2 h-index: 18 Info
• Instructor: Sharon Harrison
  CULPA: 38 h-index: 13 Info
• Instructor: Kurt Semm
  Info
• 4 points

SENIOR SEMINAR

Prerequisites: Permission of the instructor and the completion of all courses (except for the senior requirement) required for the economics track, political economy track, or economics and mathematics majors. Exceptions to these prerequisites may be granted by the chair of the department only. Seminar sections are limited to 15 students. A topic in economic theory or policy of the instructors choice. See department for current topics and for senior requirement preference forms.

• Department: Economics @Barnard
• M 2:10 p.m.-4 p.m.
• W 2:10 p.m.-4 p.m.
• Instructor: Sharon Harrison
  CULPA: 38 h-index: 13 Info
• Instructor: Ashley Timmer
  CULPA: 1 Info
• 4 points

SEM: ISSUES URBAN TEACHING

CRITICAL INQUIRY URBAN TCHNG

Enrollment limited to student teachers enrolled in the Education Program. Designed to help student teachers develop as reflective practitioners who can think critically about issues facing urban schools, particularly how race, class and gender influence schooling; and to examine the challenges and possibilities for providing intellectually engaging, meaningful curriculum to all students in urban classrooms.

• Department: Education @Barnard
• T 4:10 p.m.-7 p.m.
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 4 points

RESEARCH SEM ECONOMIC HISTRY I

Must be supervised by a faculty member approved by the program adviser. This is the 1st semester of a two-semester course sequence.

• Department: Economics @Barnard
• W 4:10 p.m.-6 p.m.
• Instructor: David Weiman
  CULPA: 40 Info
• 4 points

SEM IN CURRENT RES. PROBLEMS

A detailed study of a selected field of active research in physics. The motivation, techniques, and results obtained to the present, as well as the difficulties and unsolved problems. For Physics majors only. Priority given to seniors; juniors by permission of the instructor.

• Department: Physics
• M 5 p.m.-6:30 p.m.
• Instructor: Kerstin M Perez
  Wikipedia Info
• 2 points

JALOUSIE-LITTERATURE FRANCAIS

This course takes jealousy-in its psychosexual, socio-political, ontological dimensions, and in its formal implications-as a lens through which to view a series of seminal works of French literature from the Middle Ages to the 21st century. These works include: 12th-century Arthurian legend (Béroul); a late-medieval, proto-feminist short story (Navarre); 17th-century neo-classical tragedy (Corneille); 12th and 17th-century folkloric forms (Marie de Frances lai and Perraults fairy tale, respectively); the Enlightenment philosophical novel (Montesquieu); the 19th-century realist novel (Balzac); the early 20th-century modernist novel (Proust); and the nouveau roman (Robbe-Grillet). Two contemporary adaptations (Singers 2008 novel based on the Navarre story, and Chabrols 1996 film based on Prousts novel) will also be studied. In addition, a selection of highly condensed, relevant secondary readings (excerpts of 10 pages of less) will provide students with an introduction to an array of theoretical approaches to literary study: most notably, psychoanalysis, political philosophy, and literary theory. FREN BC1204: French Intermediate II or the equivalent level is required.

• Department: French @Barnard
• MW 2:40 p.m.-3:55 p.m.
• Instructor: Caroline Weber
  CULPA: 8 Wikipedia Info
• 3 points

PHYSICAL CHEMISTRY I-LECTURES

Prerequisites: (CHEM UN1403 and CHEM UN1404) or (CHEM UN1604) or (CHEM UN2045 and CHEM UN2046) and (MATH UN1101 and MATH UN1102) or (MATH UN1207 and MATH UN1208) and (PHYS UN1401 and PHYS UN1402) PHYS UN1201 - PHYS UN1202 is acceptable; PHYS UN1401 - PHYS UN1402 or the equivalent is HIGHLY recommended. Corequisites: CHEM UN3085 Elementary, but comprehensive, treatment of the fundamental laws governing the behavior of individual atoms and molecules and collections of them. CHEM UN3079 covers the thermodynamics of chemical systems at equilibrium and the chemical kinetics of nonequilibrium systems. Although CHEM UN3079 and CHEM UN3080 are separate courses, students are expected to take both terms sequentially. A recitation section is required. Please check the Directory of Classes for details and also speak with the TA for the course.

• Department: Chemistry
• MW 10:10 a.m.-11:25 a.m.
• Instructor: Xiaoyang Zhu
  CULPA: 5 h-index: 85 Info
• 4 points

Women's Voices from the Premodern World

Women's Voices/Premodern

This course samples works by women writers from the Middle Ages, interrogating questions of authorship and gender to situate these works in broader social histories. Selections center on western archives, where women’s voices have been extensively curated, but students will also survey non-western texts. This course is built around in-class discussion and the collaborative exploration of texts, complemented by a series of short papers in which students explore recurring themes. A visit to special collections and supplemental materials will also allow students to explore how premodern women projected their voices and views through manuscripts and visual culture. Students will select an additional text to explore individually for the final project, writing a short research paper and presenting a summary of their findings.

• Department: History @Barnard
• W 2:10 p.m.-4 p.m.
• Instructor: Matthew Delvaux
  Info
• 4 points

CIRCUIT ANALYSIS LABORATORY

Companion lab course for ELEN E3201. Experiments cover such topics as: use of measurement instruments; HSPICE simulation; basic network theorems; linearization of nonlinear circuits using negative feedback; op-amp circuits; integrators; second order RLC circuits. The lab generally meets on alternate weeks.

• Department: Electrical Engineering
• M 2:40 p.m.-5:10 p.m.
• R 10:10 a.m.-12:40 p.m.
• F 10:10 a.m.-12:40 p.m.
• Instructor: Charles A Zukowski
  CULPA: 5 Wikipedia Info
• 1 points

INTERMEDIATE LABORATORY WORK

Prerequisites: phys UN2601 or phys un2802 Primarily for junior and senior physics majors; other majors must obtain the instructors permission. Each experiment is chosen by the student in consultation with the instructor. Each section meets one afternoon per week, with registration in each section limited by the laboratory capacity. Experiments (classical and modern) cover topics in electricity, magnetism, optics, atomic physics, and nuclear physics.

• Department: Physics
• W 1:10 p.m.-5 p.m.
• R 1:10 p.m.-5 p.m.
• F 1:10 p.m.-5 p.m.
• Instructor: Elena Aprile
  CULPA: 21 Wikipedia Info
• 2 points

ELECTRONICS LABORATORY

Prerequisites: PHYS UN3003 or PHYS UN3007 May be taken before or concurrently with this course. A sequence of experiments in solid-state electronics, with introductory lectures.

• Department: Physics
• MW 1:10 p.m.-4 p.m.
• Instructor: John Parsons
  CULPA: 31 Info
• 3 points

SIGNALS & SYSTEMS LABORATORY

Companion lab course for ELEN E3801. Experiments cover topics such as: introduction and use of MATLAB for numerical and symbolic calculations; linearity and time invariance; continuous-time convolution; Fourier-series expansion and signal reconstruction; impulse response and transfer function; forced response. The lab generally meets on alternate weeks.

• Department: Electrical Engineering
• M 6:10 p.m.-8:40 p.m.
• R 4:10 p.m.-6:40 p.m.
• F 1:10 p.m.-3:40 p.m.
• T 4:10 p.m.-6:40 p.m.
• Instructor: Xiaodong Wang
  CULPA: 15 Info
• 1 points

PHYSICL-ANALYTICL LABORATORY I

Corequisites: CHEM UN3079 A student-centered experimental course intended for students who are co-registered or have completed CHEM UN3079 and CHEM UN3080. The course emphasizes techniques of experimental physical chemistry and instrumental analysis, including vibrational, electronic, and laser spectroscopy; electroanalytical methods; calorimetry; reaction kinetics; hydrodynamic methods; scanning probe microscopy; applications of computers to reduce experimental data; and computational chemistry. Students must also attend the compulsory Mentoring Session. Please check the Directory of Classes for details.

• Department: Chemistry
• T noon-6 p.m.
• Instructor: Luis A Avila
  CULPA: 22 Info
• 4 points

INDIVIDUAL SENIOR PROJECTS

Prerequisites: Meets senior requirement. Instructor permission required. The instructor will supervise the writing of long papers involving some form of sociological research and analysis.

• Department: Sociology @Barnard
• Instructor: Deborah Becher
  CULPA: 8 h-index: 4 Info
• Instructor: Elizabeth Bernstein
  CULPA: 27 Info
• Instructor: Maricarmen Hernandez
  Info
• Instructor: Debra Minkoff
  CULPA: 6 h-index: 17 Info
• Instructor: Mignon R Moore
  CULPA: 9 h-index: 17 Info
• Instructor: Jonathan Rieder
  CULPA: 17 Info
• Instructor: Angela Simms
  Info
• Instructor: Amy Zhou
  Info
• Instructor: Randa B Serhan
  CULPA: 2 Info
• 4 points

Senior Research Seminar: Methods of Inqu

SENIOR RESEARCH SEMINAR I

This course is the first semester of a year-long senior capstone experience for the Educational Studies major. Over the course of the year, students will design and carry-out an inquiry project, and they will report on this project through an appropriate medium, for a specific purpose and audience. To this end, we will address the following: the relationship between theory, experience, and the development of a research question; the research methods that are appropriate for our research; the purposes of our research; the consequences our research might have and for whom; how we analyze data; and how we communicate with the audience of our research.

• Department: Education @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Thea R Abu El-Haj
  Info
• 4 points

Disability

This course centers
disability
in its many manifestations and meanings – as an embodied, social, and cultural experience, as an organizing discourse in local and global contexts, as an analytic framework, and as a position from which to approach, think about, and engage in the world. Together, we will seek to understand disability in diverse settings and contexts through ethnographic texts, autobiography, documentary film, and essays, drawing primarily from works in anthropology but also more broadly from the interdisciplinary traditions known as (Critical) Disability Studies.

Throughout the semester, we will move between considering disability in more and less specific and categorical terms. We will ask what the stakes are – intellectually, socially, politically -  for different ways of doing, thinking, and representing disability. What becomes apparent when we consider, say, the experiences of deaf young adults in India working together to learn Indian Sign Language, or physically disabled adults in the United States whose disabilities must be situated within histories of racialized poverty and urban neglect? What happens – what are the resonances and the tensions – when we put these settings into conversation? Through our engagements with materials analyzing these and many other instances, we will think together about what it means to study and think with disability from different disciplinary perspectives, different methods, and different media.

• Department: Anthropology @Barnard
• T 2:10 p.m.-4 p.m.
• Instructor: Elizabeth M Green
  CULPA: 2 Info
• 4 points

ARTEMIS RISING SHORT COURSE IN FILM PROD

ARTEMIS COURSE:FILM PRODU

The Artemis Rising Short Course in Film Production is a one-point credit short workshop presented by an Artemis Rising Foundation Filmmaker Fellow (ARFF).  It consists of four workshops on a special aspect of film production and one final project. This series was endowed by the Artemis Rising Foundation to bring world-class filmmakers with hands-on experience and fresh perspectives to Barnard to connect with students interested in filmmaking as a vocation and media literacy.

It can only be taken for pass/fail for 1 point. 
Students must attend all four class workshops and produce one final project in order to receive credit for this course. 
To see the dates/times that the Artemis Rising Short Course will meet this semester, the current course description, and the biography of the visiting filmmaker, please visit the ARFF website:
https://athenacenter.barnard.edu/arff
.

• Department: Film @Barnard
• T 4:10 p.m.-6 p.m.
• Instructor: Alice A Reagan
  CULPA: 1 Wikipedia Info
• 1 points

SUPERVISED INDEPENDENT RES

Prerequisites: the instructors permission for entrance, and the departmental representatives permission for aggregate points in excess of 12 or less than 4. This course may be repeated for credit (see major and concentration requirements). Individual research under the supervision of a member of the staff. Research areas include organic, physical, inorganic, analytical, and biological chemistry. Please note that CHEM UN3098 is offered in the fall and spring semesters.

• Department: Chemistry
• Instructor: Vesna Gasperov
  CULPA: 1 h-index: 4 Info
• 4 points

GUIDED RESEARCH IN ECONOMICS

Prerequisites: Instructors permission Provides students with the experience of participating in the research process by matching them to a faculty mentor who will put them to work on one of his or her current research projects.

• Department: Economics @Barnard
• Instructor: Martina Jasova
  CULPA: 7 h-index: 7 Info
• Instructor: Homa S Zarghamee
  CULPA: 17 Info
• Instructor: Sarah M Gertler
  Info
• Instructor: Randall Reback
  CULPA: 17 h-index: 14 Info
• Instructor: Ashley Wong
  Info
• Instructor: Kurt Semm
  Info
• 1-2 points

THE ENGLISH CONFERENCE

The English Conference: The Lucyle Hook Guest Lectureship is a two to four-week course each semester on a special topic presented by a visiting scholar. The series was endowed by a gift from Professor Emerita of English Lucyle Hook to bring our students and faculty the perspective of scholars of literature in English working outside the College community. It can only be taken for pass/fail for 1 point.
Students must attend all four class sessions and write a final paper in order to receive credit for this course
.To see the dates/times that The English Conference will meet this semester, the current course description, and the biography of the visiting scholar, please visit the English Department website:
https://english.barnard.edu/english/english-conference
.

• Department: English @Barnard
• T 12:10 p.m.-2 p.m.
• Instructor: Ross T Hamilton
  CULPA: 25 Info
• 1 points

INDEPENDENT STUDY

Independent Study. Instructor permission required.

• Department: Computer Science @Barnard
• Instructor: Tiffany Tseng
  Info
• 1-4 points

INDEPENDENT STUDY

Prerequisites: ECON BC3033 or ECON BC3035 or permission of the instructor. Topic(s), requirements, workload and point value to be determined in consultation with faculty advisor. Forms available at the Office of the Registrar.

• Department: Economics @Barnard
• Instructor: Alan Dye
  CULPA: 19 Info
• 1-4 points

INDEPENDENT STUDY

• Department: French @Barnard
• Instructor: Brian D O'Keeffe
  CULPA: 28 Info
• 1-4 points

INDEPENDENT STUDY

This course can be worth 1 to 4 credits (each credit is equivalent to approximately three hours of work per week) and requires a Barnard faculty as a mentor who has to provide written approval. The course entails a scholarly component; for this, a research report is required by the end of the term. The research report can take the form that best suits the nature of the project. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits.

• Department: Neuroscience & Behavior @Barnard
• Instructor: Peter D Balsam
  CULPA: 25 Info
• Instructor: Elizabeth P Bauer
  CULPA: 3 h-index: 21 Info
• Instructor: Bj Casey
  Info
• Instructor: John Glendinning
  CULPA: 23 h-index: 39 Info
• Instructor: Russell D Romeo
  CULPA: 9 Info
• Instructor: Rae Silver
  Wikipedia h-index: 69 Info
• Instructor: Alex White
  h-index: 13 Info
• Instructor: E'Mett McCaskill
  CULPA: 38 Info
• Instructor: Kara Pham
  CULPA: 9 Info
• Instructor: Gabrielle J Gutierrez
  Info
• Instructor: Kevin G Bath
  Info
• Instructor: Alexis S Hill
  Info
• 1-4 points