MASTERS PROJECT

Dual Degree Master's Proj

The master’s project will be your most sustained effort during your time at the journalism school, encompassing both fall and spring semesters. It’s not a thesis in the traditional academic sense; think of it instead as an in-depth exploration of a topic as a journalist would pursue it. Master’s projects can take a variety of forms, some of them incorporating elements from more than one medium: print, photo, audio, video, data. Regardless of format, you’ll work on your project under the guidance of an experienced advisor, who will help you to hone your topic, figure out your reporting strategy and serve as your editor for the duration of the project.

• Department: Journalism
• 6 points

QUANTUM FIELD THEORY I

Lagrangian density formalism of Lorentz scalar, Dirac and Weyl spinor, and vector gauge fields. Action variations, symmetries, conservation laws. Canonical quantization, Fock space. Interacting local fields, temporal evolution. Wicks theorem, propagators, and vertex functions, Feynman rules and diagrams. Scattering S matrix examples with tree level amplitudes. Path quantization. 1-loop intro to renormalization.

• Department: Physics
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Frederik Denef
  CULPA: 1 h-index: 36 Info
• 4.5 points

RED ELECTIVE INTERNSHIP

• Department: Architecture, Planning and Preservation
• Instructor: Rebecca A Andersen Polimeda
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• 1.5 points

COLLABORATION INTENSIVE

• Department: Theatre Arts
• W 2:10 p.m.-5 p.m.
• Instructor: E. C Parker
  Info
• 3 points

COLLABORATION I

The course will focus on how we make/develop new plays with the evolving text at the center of the process.

The course will come at this from different angles and take a close look at the roles of different people/disciplines in the room, giving attention to each. Michael, I haven’t singled out the SM’s here, so I could use some guidance on where/when we might do at least part of a session on their contributions to a new play room. 

The course will be in two rounds, not three, leaving longer for each group to work together, and room to discuss different facets of working on a new play.

Round 1 will be drawn from a play that playwrights are already working on of any length. But they will only PRESENT PART of it at the end of the round.
Round 2 will be based on a prompt and written FOR and ON the actors in the class, or each other if we need non-actors to act. 

Class time will be used for discussions/panels/guests and even maybe some reading assignments around specific topics/concerns, followed by opportunities to either rehearse with actors in the afternoon, or present specific material/text, etc.

The presentations in both rounds will be strictly limited to 15 minutes of material. In the first round, this may be a portion of a play in progress. In round 2, I will ask them to write complete very short (10 min) plays. The teams may present Round 1 in any form they wish - reading, staged reading, on or off book, fully staged scene. Round 2 must be up on its feet and off book, though minimally teched. 

As you can see, the actors and stage managers would be called in to class on certain days only (mostly afternoons).

• Department: Theatre Arts
• W 2:10 p.m.-5 p.m.
• 1 points

CARIOLOGY

• Department: Dental and Oral Surgery
• 0 points

PLANNING LAW

• Department: Architecture, Planning and Preservation
• W 9 a.m.-11 a.m.
• Instructor: Kurt M Steinhouse
  Info
• 3 points

PUBLIC HEALTH INTERVENTIONS

The 
Public
Health Interventions studio 
provides an integrated approach to the theory and practice of designing, implementing, and evaluating interventions to improve health in the context of a complex real world. The studio will expose students to major theories of public health intervention, how to integrate understanding of these theories in the planning and evaluation of public health interventions and programs, and how these interventions and programs can be effective given the complexity of social and health systems. The studio introduces frameworks to address the complexity inherent in improving the health and quality of life of individuals and populations. 

 

Individual concentrations in the studio explore multiple dimensions of how interventions can improve health and quality of life, including how: (a) individuals’ interpretations of and interactions with the social environment affect their behaviors and well-being; (b) interventions and programs can be designed to improve knowledge, attitudes, behaviors, and achieve population impact – and evaluate if, in fact, they do have impact; and (c) systems thinking can be used as a tool to evaluate and understand the complex systems that interact to affect health and quality of life. Students will complete this studio with a solid understanding of the inter-relationship among theory, program planning, implementation and evaluation, and with the skills to apply these insights to the practice of service delivery, policy advocacy, and research. 

 

This studio is being offered via face-to-face instruction, supplemented with asynchronous work for the Fall 2022 semester. Asynchronous content consists of elements such as recorded lectures accessed through CourseWorks and interactive modules. Students will be provided with a timeframe within which the asynchronous content must be completed. Live sessions will be offered on the Columbia University Irving Medical Center (CUIMC). Whether content will be asynchronous or live is indicated throughout the syllabus. All times and due dates listed are in Eastern Daylight Time. Students are expected to complete the readings, surveys, labs, and watch recorded lectures by the stated deadlines.

• Department: Public Health
• 1.5 points

GLOBAL AND DEVELOPMENTAL PERSPECTIVES

GLOBAL & DEVELOPMENTAL PE

The
Global and Developmental Perspectives
studio consolidates and extends students' analysis of the field of public health through the exploration of global and developmental perspectives on challenges and strategies to address them. Lifecourse research recognizes that adverse exposures experienced by individuals and populations, both biological and social, during critical developmental periods (including prenatal, childhood, and adolescence) have specific, cumulative, and often long-standing implications for health which may not manifest until many years later.

The concept of globalization and its interconnected and interdependent forces and relations are used as the basis for considering the increasingly global nature of public health practice and its politics regarding both the nature of health risk and inequity and the capacities to address these. Globalization and its causal pathways linked to patterns of risk, illness, injury and mortality will be explored; and also the effects of colonization, decolonization and the Cold War, and neoliberal reforms and globalization in creating conditions that exposed the globe to intense migration, trade and ecological shifts that have intensified the risks of old and new diseases and exacerbated public health disparities. Developmental and global perspectives are crucial to addressing primary health care, and disease-specific approaches include maternal child health (MCH), communicable disease (CD), and non-communicable disease, and injury (NCDI), the consideration of which is woven into the studio schedule. 

Concentration: Lifecourse

The
Lifecourse
concentration is the first of the two concentrations in this studio. The concentration contains 5 classes, including 2 demography-focused units. In this concentration, students will learn how lifecourse approaches have emerged in public health, how health varies within and across the stages of the lifecourse and across societies shaped both by biological and social pathways that shape our identities and health, how demographic data is collected and spans the lifecourse, and how an understanding of this variation improves public health policies and programs, as well as identifies targets for interventions. 

The concentration emphasizes the importance of historical context and time (e.g. socioeconomic, cultural) in shaping health across the lifecourse. The approach particularly focuses on individuals and the connections between

• Department: Public Health
• 1.5 points

Survey Neuroscience II

1st year Neurobiology & Behavior students only. Requires instructor permission.

• Department: Neurobiology and Behavior
• TR 5:30 p.m.-7 p.m.
• 3 points

ADVNCD TPCS IN MICROBIOLOGY II

• Department: Microbiology
• R 2 p.m.-4 p.m.
• Instructor: Yiping Han
  h-index: 33 Info
• 3 points

WORLDS OF ALEXANDER THE GREAT

• Department: Classics
• Instructor: John T Ma
  CULPA: 4 Info
• 4 points

ATOMIC PHYSICS

Recent progress in control of atoms with lasers has led to creating the coldest matter in the universe, constructing ultra precise time and frequency standards, and capability to test high energy theories with tabletop experiments. This course will cover the essentials of atomic physics including the resonance phenomenon, atoms in magnetic and electric fields, and light-matter interactions. These naturally lead to line shapes and laser spectroscopy, as well as to a variety of topics relevant to modern research such as cooling and trapping of atoms. It is recommended for anyone interested in pursuing research in the vibrant field of atomic, molecular, and optical (AMO) physics, and is open to interested students with a one year background in quantum mechanics. Both graduate students and advanced undergraduates are welcome.

• Department: Physics
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Tanya Zelevinsky
  CULPA: 9 Wikipedia Info
• 3 points

SPECIALIZED SOCIAL WORK PRACTICUM

SECOND YEAR FIELD WORK

• Department: Social Work
• Instructor: Faculty
  h-index: 37 Info
• Instructor: Alisha N Goodman
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• Instructor: Michelle C Liu
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• Instructor: Ismery Lora
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• Instructor: Elizabeth S Nson
  CULPA: 9 Info
• Instructor: Tatiana Taylor
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• Instructor: Stacey M Wright
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• Instructor: Ann Graham
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• Instructor: Barbara Victome
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• Instructor: Faculty
  h-index: 37 Info
• Instructor: Tina Atherall
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• Instructor: Samantha A Fried
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• Instructor: Yvonne Mbewe-Palmer
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• Instructor: Lisa D Morrell-Korb
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• Instructor: Stephanie M Palau
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• Instructor: Ernst O Vanbergeijk
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• Instructor: Abe Zubarev
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• Instructor: Caren S Kelman
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• Instructor: Carolyn Hutson
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• Instructor: Margaret F Norbert
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• Instructor: Lacey Sawyer
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• 6 points

HEALTH SYSTEMS

The
Health Systems studio
contains three concentrations which, taken together, provide an overview of health systems in the United States and around the world.

 

In
Health Economics
, students will look at health from an economic perspective, which offers unique insights into the determinants of health and the functioning of health systems. Students will learn about such concepts as scarcity, opportunity cost, individual choice, decentralization, efficiency and quality, externalities and public goods. The concentration will prepare students to understand the varied components of health care costs, major economic theories of health insurance, models of investment in health, and issues of health behavior and choice.

 

In
Comparative Health Systems
, students will learn about the historical foundations of the health care systems in Germany, England, Canada, and Australia and how those health care systems function today, with a focus on financing, coverage, population-level health outcomes and health disparities. We will examine similarities and differences across these cases studies and how they compare to the United States. We will also discuss how lessons learned from these countries may be relevant to health policy debates in the United States.

In
U.S. Public Health and Health Care Systems
, students will learn about the historical foundations of the U.S health care system. How did the system evolve?  How is it organized? Who pays the health care bill? What role does government play (and how do different levels of government share these tasks)? What best explains the politics of health reform? How has the Patient Protection and Affordable Care Act, enacted in March 2010, impacted the uninsured, the effort to contain health care costs, and the effort to improve the quality and efficiency of the American health care system?  What are the pros and cons of the nation’s response to the COVID-19 pandemic?  How has the nation responded to racial and other disparities in health care access and quality?  What are the key issues on the nation’s long-term care policy agenda?  What are the key market-driven health care trends and how are they changing the health system?

• Department: Public Health
• 2.5 points

ADVANCED DEVELOPMENT PROPOSALS

ENVIRONMENTAL IMPACT ASSE

• Department: Architecture, Planning and Preservation
• F 9 a.m.-11 a.m.
• Instructor: Graham L Trelstad
  Info
• 3 points

LANGUAGE AND ITS LIMITS

This course examines
language and its limits
from the perspective of practice and theory, drawing on linguistic and sociocultural anthropology, semiotics, and deaf and disability studies. The first weeks focus on foundational texts and frameworks for language, semiotics, and communication, paying attention to the placement, and theorization, of boundaries that separate language from not-language and to the work such boundaries (are intended to) do. The second part of the course explores materials where the subjects and objects of study approach or even cross those boundaries, asking what kinds of ethical, intellectual, and relational demands these materials make in both social and analytic contexts. Focal topics may include linguistic relativity; semiotics; modality (signed, spoken, written languages); disability; trauma and colonialism; human-nonhuman communication; and gender. Please email for instructor permission.

• Department: Anthropology
• W 2:10 p.m.-4 p.m.
• Instructor: Elizabeth M Green
  CULPA: 2 Info
• 3 points

ON SPATIAL EXCLUSN & PLAN

• Department: Architecture, Planning and Preservation
• T 11 a.m.-1 p.m.
• Instructor: Hiba Bou Akar
  h-index: 5 Info
• 3 points

TECHNO/BODIES

TECHNOBODIES

This course examines technological body interventions as framed by sociality and subjectivity. Of special interest are pre- and post-human contexts that generate technological nostalgia, desire, anxiety, or fear. Topics include transformative surgeries; cyborgs and other hybrids; the militarized body and the nation; and body economies.

• Department: Anthropology
• T 10:10 a.m.-noon
• Instructor: Lesley Sharp
  CULPA: 22 Info
• 4 points

TPC NEUROSCI & DEEP LEARN

Comp. w. Brain Cir of MO

Selected advanced topics in neuroscience and deep learning. Content varies from year to year, and different topics rotate through the course numbers 6070 to 6079.

• Department: Electrical Engineering
• M 7 p.m.-9:30 p.m.
• Instructor: Aurel A Lazar
  h-index: 53 Info
• 3 points

TPC NEUROSCI & DEEP LEARN

Selected advanced topics in neuroscience and deep learning. Content varies from year to year, and different topics rotate through the course numbers 6070 to 6079.

• Department: Video Network
• Instructor: Aurel A Lazar
  h-index: 53 Info
• 3 points

INTEGR OF SCI & PRACT II

• Department: Public Health
• W 8:30 a.m.-9:50 a.m.
• W 4 p.m.-5:20 p.m.
• W 10 a.m.-11:20 a.m.
• Instructor: Stephen M Arpadi
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• Instructor: John Santelli
  h-index: 72 Info
• Instructor: Darby W Jack
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• Instructor: Julie Kornfeld
  Wikipedia Info
• Instructor: Stephen P Kachur
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• Instructor: Thelma Mielenz
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• Instructor: Helen de Pinho
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• Instructor: Bill L Bower
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• Instructor: Greg A Freyer
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• Instructor: Stephen S Morse
  h-index: 41 Info
• Instructor: Maya A Kappil
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• Instructor: Lisa Bates
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• Instructor: Thelma Mielenz
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• Instructor: Ronald Bayer
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• Instructor: Heather M Butts
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• Instructor: Helen de Pinho
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• Instructor: Anne Paxton
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• Instructor: Brandon Pearson
  h-index: 24 Info
• Instructor: Stephen P Kachur
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• Instructor: Bill L Bower
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• Instructor: Sumeet Banker
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• Instructor: Urmi A Desai
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• Instructor: Andrew S Geneslaw
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• 1.5 points

NYU Doctoral PHD Exchange

• Department: Journalism
• Instructor: Melanie G Huff
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• 1-6 points

INTEGRATION OF SCIENCE AND PRACTICE II

INTEGRAT OF SCI & PRACT I

The different studios in the Mailman Core teach a set of foundational perspectives, knowledge, and skills. But the practice of public health requires applying this education in a context characterized by uncertainty, risk, competing interests, and conflicting values. In the fall semester, Integration of Science and Practice (ISP) involved contained cases where the stories and evidence were organized and arranged for us. Often the decision-points were relatively unambiguous. This spring we will expand our reach, taking on cases in a way that looks more like the real world. We will start with a complex case specifically selected to integrate key concepts from the Core Semester. You will write a policy memo by focusing in on an issue within the case that you find compelling. The policy memo will serve as a model for you to then construct your own cases in small groups and take responsibility for teaching an ISP session devoted to your case. This team-based approach to problem-solving will also allow you to bring the concepts you explore in Leadership and Development to bear in ISP. These student-led cases, drawing on a range of skills and tools, represent the culmination of the Core.

• Department: Public Health
• Instructor: Marlyn M Delva
  Info
• 1.5 points

Personal Leadership in Public Health

PERSONAL LEADERSHIP IN P

• Department: Public Health
• W 1 p.m.-2:20 p.m.
• W 2:30 p.m.-3:50 p.m.
• W 1 p.m.-2:20 p.m.
• W 2:30 p.m.-3:50 p.m.
• W 1 p.m.-2:20 p.m.
• W 2:30 p.m.-3:50 p.m.
• W 1 p.m.-2:20 p.m.
• Instructor: Miriam J Laugesen
  h-index: 20 Info
• Instructor: Rachel M Presskreischer
  Info
• Instructor: Manuela A Orjuela
  h-index: 22 Info
• 1.5 points

CONDENSED MATTER PHYSICS I

Prerequisites: PHYS E6081 or the instructors permission. Semiclassical and quantum mechanical electron dynamics and conduction; dielectric properties of insulators; semiconductors; defects; magnetism; superconductivity; low-dimensional structures; soft matter.

• Department: Physics
• MW 11:40 a.m.-12:55 p.m.
• Instructor: Raquel Pinheiro D Quieroz
  Info
• 3 points

PERSONAL LEADERSHIP IN PUBLIC HEALTH

The goal of the course is to provide students with an overview of some of the fundamental principles and practice of leadership as it applies to a career in public health, with a specific concentration on personal leadership development.  Students will focus on four critical competencies of personal leadership: 1) self-awareness, 2) power, 3) leading through others, and 4) negotiating effectively (Figure below).  Students will also critically examine traditional notions of leadership, exploring concepts of ‘who gets to lead?’, the inequities that result and the diversity of effective leadership roles and styles.  With this understanding, students will develop and improve their ability 1) to lead individuals and teams in a wide range of settings, including research centers and domestic as well as international public health organizations, 2) to perform more effectively as both team members and individual contributors to organizations and communities; 3) to promote their own leadership plan and credo.

Given its weight, it is important to stress that developing a leadership credo means more than coming up with a snappy one liner or finding just the right quote to capture your leadership style.  It is an opportunity to develop an authentic leadership stance – a set of beliefs and/or values that you stand for as a leader and that you expect from others who you will lead, whether as the head of an organization or a member of a team, to support and eventually allow them to follow you.  Your role is to move individuals towards success in meeting specific goals and overcoming certain challenges.  Developing your credo will enable you to verbalize how you will achieve this through an authentic presentation of yourself. This course aims at ensuring you are comfortable, capable and confident in the authenticity of You as a leader.

• Department: Public Health
• Instructor: Heather M Butts
  Info
• 1.5 points

FOOD SYSTEMS AND THE HEALTH OF THE PUBLI

FOOD SYST & HLTH OF THE P

The course will provide an overview of the science, policy, politics, and economics of food systems as a critical element of public health. The course will have a primary focus on the food system in the United States, but will include a global perspective.  Students will learn and apply the fundamentals of public health scientific research methods and theoretical approaches to assessing the food landscape though a public health lens. In addition, the course will cover how diet – at first glance a matter of individual choice – is determined by an interconnected system of socio-economic-environmental influences, and is influenced by a multitude of stakeholders engaged in policymaking processes.

• Department: Public Health
• F 1 p.m.-3:50 p.m.
• Instructor: Anne Paxton
  Info
• 3 points

QUALITATIVE ANALYSIS

The course is designed to introduce PhD students in Sociology to the basic techniques for collecting, interpreting, analyzing, and reporting interview and observational data. The readings and practical exercises we will do together are designed to expand your technical skillset, inspire your thinking, to show you the importance of working collaboratively with intellectual peers, and to give you experiential knowledge of various kinds of fieldwork.

Mostly, though, students will learn how to conduct indictive field-based analyses. There are many versions of this model, including Florian Znaniecki’s “analytic induction,” Barney Glaser and Anselm Straus’ “grounded theory,” John Stuart Mill’s system of inductive logic, the Bayesian approach to inference in statistics, and much of what computationally-intensive researchers refer to as data mining. This course will expose students to ways of thinking about their research shared by many of these different inductive perspectives. Remember, though, that all of these formulations of analytic work are ideal types. The actual field, and actual field workers, are often far more complex.

For that reason, this course focuses not merely on theory, but also, and fundamentally, on practice. While some skills like producing a code book or formulating a hypothesis can be developed through reading and reflection, the field demands more nuanced skillsets that can only be attained by trial and error. How do you get an honest answer to a painful or embarrassing question? How do we know that the researcher interviewed enough people? Or spent enough time in the field? Or asked the right questions? Or did not distort the truth? My hope is that by the end of class you will have done enough fieldwork to have arrived at a good set of answers, and to begin developing the ability to communicate your answers to others.

A note on intellectual parentage: The particular approach to training in this course is based on a qualitative bootcamp developed by Mario Small for Harvard’s Ph.d cohorts. Other methods courses focus on particular technical skills rather than analytic frames, or merely on empirical work itself, rather than secondary literature on method. This is one way to think through analytic training. We will try it out together.

• Department: Sociology
• T 10:10 a.m.-noon
• Instructor: Tey Meadow
  h-index: 8 Info
• 4 points

Specialized Social Work Practicum

SECOND YEAR FIELD WORK

• Department: Social Work
• Instructor: Charles Lewis
  Info
• 9 points

CLASSICAL FIELDS & WAVES

Prerequisites: PHYS G6092. This course will study the classical field theories used in electromagnetism, fluid dynamics, plasma physics, and elastic solid dynamics. General field theoretic concepts will be discussed, including the action, symmetries, conservation laws, and dissipation. In addition, classical field equations will be analyzed from the viewpoint of macroscopic averaging and small-parameter expansions of the fundamental microscopic dynamics. The course will also investigate the production and propagation of linear and nonlinear waves; with topics including linearized small-amplitude waves, ordinary and extraordinary waves, waves in a plasma, surface waves, nonlinear optics, wave-wave mixing, solitons, shock waves, and turbulence.

• Department: Physics
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Andrei Beloborodov
  Info
• 4.5 points

Independent Study

INDEPENDENT STUDY

Individualized, guided learning experiences at the graduate level in a selected area of concentration. The area of concentration selected should reflect both the role of the clinical specialist/nurse practitioner and the student's specific interests. Proposed work must be outlined prior to registration and agreed upon by both faculty and student.

• Department: Nursing
• Instructor: Judy Honig
  h-index: 13 Info
• 0-8 points

INTRO TO COMP LIT & SOC-GRAD

Please note: This course is required for ICLS graduate students, and priority will be given to these students. Generally the course fills with ICLS students each semester. Students MAY NOT register themselves for this course. Contact the ICLS office for more information at icls.columbia@gmail.com. This course was formerly numbered as G4900. This course introduces beginning graduate students to the changing conceptions in the comparative study of literatures and societies, paying special attention to the range of interdisciplinary methods in comparative scholarship. Students are expected to have preliminary familiarity with the discipline in which they wish to do their doctoral work. Our objective is to broaden the theoretical foundation of comparative studies to negotiate a conversation between literary studies and social sciences. Weekly readings are devoted to intellectual inquiries that demonstrate strategies of research, analysis, and argumentation from a multiplicity of disciplines and fields, such as anthropology, history, literary criticism, architecture, political theory, philosophy, art history, and media studies. Whenever possible, we will invite faculty from the above disciplines and fields to visit our class and share their perspectives on assigned readings. Students are encouraged to take advantage of these opportunities and explore fields and disciplines outside their primary focus of study and specific discipline.

• Department: Comparative Literature and Society, Institute for
• W 4:10 p.m.-6 p.m.
• 4 points

Managerial Statistics

• Department: Decision, Risk and Operations
• TR 2 p.m.-3:30 p.m.
• TR 10:20 a.m.-11:50 a.m.
• TR 8:30 a.m.-10 a.m.
• Instructor: Paul Glasserman
  Info
• 1.5 points