thesis columbia university

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Dissertations

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Columbia University Libraries

Dissertations & theses (south & southeast asia including australia, new zealand): home, dissertations, theses & preprints.

• Electronic thesis and dissertations of Indian Institute of Science This repository has been developed to capture, disseminate and preserve research theses of Indian Institute of Science. It complements ePrints@IISc , the research publications repository of IISc.
• Etheses--A Saurashtra University Library Service Online archive of PhD theses of Saurasthra University
• Knowledge Repository Open Network (KNoor) University of Kashmir digital repository. Includes multilingual Ph.D. theses .
• NTLTD Global ETD search. Search the 4,044,454 [as of 8-26-15] electronic theses and dissertations contained in the NDLTD archive. Service provided by Networked Digital Library of Theses and Dissertations.
• Pakistan research repository . This link opens in a new window Pakistan Research Repository is an ongoing project of the Higher Education Commission to promote the international visibility of research originating out of institutes of higher education in Pakistan. The aim of this service is to maintain a digital archive of all PhD and M Phil theses. more... less... Pakistan research repository .
• Researching World Christianity: Doctoral Dissertations on Mission since 1894 International Bulletin of Missionary Research with Yale Divinity School Library. includes English-language doctoral dissertations without regard to country of origin. Second, rather than focusing narrowly on missions, it also includes dissertations dealing with Christianity outside the West. Excluded are dissertations about Christianity in Europe, Australasia, and North America, with the exception of aboriginal missions in those areas. Third, it expands the chronological scope to include dissertations presented since 1894. Over 6,250 titles as of May 2014.
• Shodhganga : a reservoir of Indian theses. Digital repository of Indian electronic theses and dissertations. 43039 theses uploaded as of 8-26-2015
• ShodhGangotri : Repository of Indian Research in Progress details (Synopses/Research Proposals for PhD programme) Under the initiative, research scholars / research supervisors in universities are requested to deposit electronic version of approved synopsis submitted by research scholars to the universities for registering themselves for the Ph.D programme. The repository on one hand, would reveal the trends and directions of research being conducted in Indian universities, on the other hand it would avoid duplication of research. Synopsis in “ShodhGangotri” would later be mapped to full-text theses in " ShodhGanga ".
• Theses Canada portal = Portail de theses Canada. This link opens in a new window This website provides a central access point for Canadian theses. It allows to search AMICUS, Canada's national online catalogue, for bibliographic records of all theses in the National Library of Canada theses collection, which was established in 1965, and access for free the full text electronic versions of Canadian theses and dissertations. more... less... Theses Canada portal = Portail de theses Canada.
• Trove theses (National Library of Australia) The National Library of Australia's Trove service is a free repository of Australian material, including almost a million Australian theses. For instructions and advice on locating theses from Australian and New Zealand universities, see Finding Australian theses at the CAUL site.

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The M.S. Thesis Track

The MS Thesis track is for students who want to concentrate on research in some sub-field of Computer Science.  You are required to arrange for a Computer Science Faculty member who agrees to advise the thesis and the rest of your course selection prior to selecting the track.

SUMMARY OF REQUIREMENTS

• Complete a total of  30 points  (Courses must be at the 4000 level or above)
• Maintain at least a  2.7  overall GPA. (No more than 1 D is permitted).
• Complete the  Columbia Engineering Professional Development & Leadership (PDL)  requirement
• Satisfy  breadth requirements
• Take at least  6 points  of technical courses at the 6000 level
• At most, up to 3 points  of your degree can be Non-CS/Non-track If they are deemed relevant to your track and sufficiently technical in nature. Submit the  Non-CS/NonTrack form  and the course syllabus to your CS Faculty Advisor for review

1. BREADTH REQUIREMENT

Visit the breadth requirement page for more information.

2. REQUIRED TRACK COURSES (9 credits)

Students must take 9 credits of COMS E6902 Thesis. The points are typically spread over multiple semesters, e.g., 3 points each for 3 semesters or 4.5 points each for 2 semesters. No more than 9 points of E6902 may be taken. Sign up for the section number of E6902 associated with your thesis advisor.

3. ELECTIVE TRACK COURSES

Students are required to complete 9 elective credits of graduate courses (4000-level or above) selected from Computer Science and/or related areas together with your faculty thesis advisor. These would normally be strongly related to your thesis topic.

Up to 3 of these points may be in COMS E6901 Projects in Computer Science.

Please note:

The  degree progress checklist should be used to keep track of your requirements. if you have questions for your track advisor or cs advising, you should have an updated checklist prepared, due to a significant overlap in course material, ms students not in the machine learning track can only take 1 of the following courses – coms 4771, coms 4721, elen 4903, ieor 4525, stat 4240, stat 4400/4241/5241 – as part of their degree requirements, the elective track courses cannot be imported from another institution., 4. general electives.

Students must complete the remaining credits of General Elective Courses at the 4000 level or above. At least three of these points must be chosen from either the Track Electives listed above or from the CS department at the 4000 level or higher.

Students may also request to use at most 3 points of Non-CS/Non-Track coursework if approved by the process listed below.

5. THESIS DEFENSE

A thesis proposal is presented to your thesis committee at least three months before your defense. Your thesis committee should have three members. Two of them must be internal, but one can be an outsider. Please bring the thesis defense form to your defense. Once completed, please submit the form to CS Advising via email: [email protected].

The thesis cannot be imported from another institution.

A publication-quality thesis document is also published as a CS department technical report. Once completed, please upload your thesis into MICE.

PROGRAM PLANNING

Please visit  the Directory of Classes  to get the updated course listings. Please also note that not all courses are offered every semester or even every year. A few courses are offered only once every two or three years or even less frequently.

Updated: 3/26/2024

Find open faculty positions here .

Computer Science at Columbia University

Upcoming events, ms new student reception.

Tuesday 2:00 pm

Labor Day - University Holiday

Monday 9:00 am

First Day of Classes

Tuesday 9:00 am

Fall 2024 Research Fair

Thursday 12:00 pm

In the News

Press mentions, dean boyce's statement on amicus brief filed by president bollinger.

President Bollinger announced that Columbia University along with many other academic institutions (sixteen, including all Ivy League universities) filed an amicus brief in the U.S. District Court for the Eastern District of New York challenging the Executive Order regarding immigrants from seven designated countries and refugees. Among other things, the brief asserts that “safety and security concerns can be addressed in a manner that is consistent with the values America has always stood for, including the free flow of ideas and people across borders and the welcoming of immigrants to our universities.”

This recent action provides a moment for us to collectively reflect on our community within Columbia Engineering and the importance of our commitment to maintaining an open and welcoming community for all students, faculty, researchers and administrative staff. As a School of Engineering and Applied Science, we are fortunate to attract students and faculty from diverse backgrounds, from across the country, and from around the world. It is a great benefit to be able to gather engineers and scientists of so many different perspectives and talents – all with a commitment to learning, a focus on pushing the frontiers of knowledge and discovery, and with a passion for translating our work to impact humanity.

I am proud of our community, and wish to take this opportunity to reinforce our collective commitment to maintaining an open and collegial environment. We are fortunate to have the privilege to learn from one another, and to study, work, and live together in such a dynamic and vibrant place as Columbia.

Mary C. Boyce Dean of Engineering Morris A. and Alma Schapiro Professor

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Archival Collections

Search constraints, search results, columbia university doctoral dissertations, 1872-2020, harriman institute theses and dissertations, 1947-2018.

This collection contains theses and dissertations submitted to Columbia University's Harriman Institute.

Series I: Harriman Institute Theses and Dissertations

Columbia university library office files, 1890-1998, dissertations box ii.9.

• Series II. Library Office Files, 1890-1998
• Subseries II.1. Administrative Files, 1890-1975
• Correspondence Miscellaneous, 1900-1930

Dissertations Box ii.50

• Subseries II.2. Subject Files, 1920s-1973
• Subject Files, Up to, 1942

Dissertations Box ii.348

• Subseries II.4. Additions, 1970-1998
• Library Services Group, 1970-1980

Benjamin Nelson papers, 1925-1977

Professional and personal correspondence, manuscripts and notes for his many publications in the social sciences and Renaissance studies, drafts and notes for his THE IDEA OF USURY and writings about Max Weber, other papers collected during his teaching career, and materials for the many professional conferences which he attended and for the academic associations and societies in which he was active.

Dissertations Box 77

• Series II: General Alphabetical Files
• New School for Social Research

Harriet Zuckerman papers, 1887-2014, bulk 1963-1992

Correspondence, manuscripts, research files, drafts, memoranda, etc.

Dissertations Box 2

• Series III. Professional Career, 1942-2014
• Subseries III.2 Affiliations, 1954-2014
• The Andrew Mellon Foundation
• The Emergence of a Scientific Specialty: A Sociological Study of the Sociology of Science--draft, 1975

Department Dissertations in Progress, 1991 Box 2

• Subseries III.1 Sociology Department, 1942-1993
• Department Matters

Reprint Series: Unpublished Dissertations, 1974-1977 Box 33

• Series V. Writings, 1887-2005
• Subseries V.2 Books--Edited Volumes and Chapters, 1930-1989
• Unpublished Dissertation Series--Correspondence, 1977-1980

Ernest Victor Hollis Jr. Manuscripts, 1955-1957

Two typescript copies of a Ph.D. dissertation by Hollis which he wrote as a candidate for a Ph.D. in political science at Columbia University. The early version (1955, 596 p.) is incomplete, including most of the first eight chapters of a projected eleven-chapter work. The later version (1957, 695 p.), which comprises an edited text of the original thesis and the final three chapters, appears to be Hollis' final draft. The collection also contains a microfilm of the second version.

Dissertations Box 1

• Manuscripts

Raisa Berg Papers, 1898-2006

Dissertations.

• Series II: Works and Writings by R.Berg; Research Data and Notes, 1937-2006

Subseries II.1: Scientific Writings and Works on the History of Science, 1937-2002

Typescripts, manuscripts, and reprints of writings on Drosophila research, genetics and the history of genetics, general biology and the history of biology. Materials are arranged in several groups: articles and talks, lectures, dissertations, monographs and projects (organized alphabetically within each group); collection of works; reviews, forewords, abstracts, grant proposals, expeditions logbooks, experiments and research logbooks and data (organized chronologically within each group); tables, data, and notes related to various unidentified research and works, slides, photographs, and microfilms with research data and reference materials don't have formal organization.

Enno Franzius papers, 1938-1976

Correspondence, manuscripts, notes, clippings, and printed material related to his historical research, to his publications, and to his teaching. There are complete files documenting the research, writing, search for publishers, and publication of his works which deal with modern European history, chiefly 19th and 20th century French and German history, Byzantine history, and Islamic history. In addition there are files for manuscripts on Konrad Adenauer, Aristide Briand, Joseph Caillaux, Francisco Franco, and Gustave Stresemann. Some of these have been published by the Hoover Institution in their MANUSCRIPTS IN MICROFILM SERIES. The majority of the lecture notes in this collection are for the Columbia College course Contemporary Civilization. There is also a small file of personal correspondence.

Dissertations, 1973 Box 10

• Series II: Alphabetical Files
• Bibliography

Marvin I. Herzog papers, 1942-2008

The Marvin Herzog collection contains correspondence relating to Herzog's academic and personal life, including printouts from an email list devoted to Yiddish Studies. Also included is teaching and research materials, as well as materials relating to Herzog's work on the Language and Culture Atlas of Ashkenazic Jewry (LCAAJ), and various materials relating to Zionist summer camps.

Dissertations, 1999 Box 4, Folder 8

typescript of Holger Nath's dissertation

• Series II: Teaching, 1953-1996

Nath, Holger: Dissertation proposal, 1990-1991 Box 5, Folder 3

dissertation proposal with comments by Rakhmiel Peltz and Mikhl Herzog; correspondence

Nath, Holger, 1996 Box 5, Folder 4

letter and dissertation draft from Holger Nath

William S. Vickrey papers, 1939-1996

The collection is comprised of correspondence, manuscripts, teaching materials, conference materials, subject files, and printed items from William S. Vickrey's career as an economist. It contains published and unpublished papers illustrating his thoughts on various aspects of economic theory and their practical application. Topics discussed in these manuscripts involve macroeconomics, marginal cost pricing, microeconomics, political economy and welfare, public finance, social choice, taxation, transportation, urban economics, and related matters. The collection also has records from his tenure at Columbia University, including correspondence with his academic colleagues and participation in professional activities.

Dissertations, 1947-1987 Box 35, Folder 628

• Series IV: Columbia University
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Has online content.

• Rare Book & Manuscript Library 569
• Columbia University Archives 79
• Avery Drawings & Archives 61
• Burke Library at Union Theological Seminary 48
• C.V. Starr East Asian Library 12
• Barnard Archives & Special Collections 10
• Oral History Archives at Columbia 4
• Bureau of Applied Social Research records, 1938-1977 99
• Eric R. Kandel papers, 1940s-2015 35
• Harriet Zuckerman papers, 1887-2014, bulk 1963-1992 28
• Sylvia Ardyn Boone Papers, 1925-2011, bulk 1961-1993 27
• The Temple Hoyne Buell Center for the Study of American Architecture records 24
• Columbia University Library Office files, 1890-1998 21
• Marshall Berman papers, 1940-2013 13
• Aaron W. Warner Papers, 1936-2004 12
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Current results range from 1500 to 2024

• [None Given] 525
• English 103
• Spanish; Castilian 4
• Collection 111
• Subseries 32
• Sub-subseries 5
• Rare Book and Manuscript Library 85
• Burke Library at Union Theological Seminary 17
• Columbia University -- Faculty 9
• Columbia University 8
• Columbia University -- : Faculty 6
• Avery Architectural and Fine Arts Library 4
• Trilling, Lionel, 1905-1975 4
• Yale University 4
• Barnard Archives and Special Collections 3
• MacLeish, Archibald, 1892-1982 3
• American literature 2
• Europe -- Description and travel 2
• United States -- Foreign relations 2
• United States -- History 2
• United States -- History -- Colonial period, ca. 1600-1775 2
• United States -- Race relations 2
• Africa -- Maps 1
• Africa, West -- Description and travel 1
• Beirut (Lebanon) -- Description and travel 1
• Boston (Mass.) -- Social life and customs 1
• Correspondence 21
• Manuscripts (documents) 18
• Photographic prints 18
• College teachers 15
• Photographs 13
• Notes (documents) 11
• Articles 10
• Clippings (Information Artifacts) 10
• Dissertations 10

Senior Thesis in Comparative Literature and Society

Senior Thesis in Medical Humanities

A vademecum

General Information

The Senior Thesis in Comparative Literature and Society and the Senior Thesis in Medical Humanities give students the opportunity to deepen and refine their interest in a particular subject, establish a sustained intellectual relationship with a Columbia or Barnard Faculty member, and be considered for ICLS Departmental Honors.

Students are advised to start thinking about their thesis, including possible topics and faculty members who might serve as Thesis Supervisors, in the Spring Semester of their junior year.

CLS and Medical Humanities majors are encouraged to consult with the DUS early in the process. The DUS can offer early advice on topic and Supervisor selection.

Note: Medical Humanities majors are also encouraged to consult with Professor Rishi Goyal ( [email protected] ), Director of Medical Humanities, for advice on the early steps of thesis construction. If you plan to use the Health Sciences Library, please see the slide show from this Fall 2022 orientation.

Students who decide to write a thesis will enroll in a year-long course (CPLS3995) starting in the Fall of their Senior Year. This year-long, 3-credit course (1.5 credits in Fall, 1.5 credits in Spring) will allow students to receive academic credits for their thesis, and to count the thesis towards completion of their major requirement when necessary (Requirement #10 of the CLS Course Chart).

The Thesis: What Is It?

The Senior Thesis is a piece of scholarly research, the model for which is an academic journal article. A translation or a piece of creative work, such as a piece of creative writing, can be submitted with the prior approval of the DUS, and must be accompanied by an explanatory introduction or foreword of no less than 5000 words in length.

The Senior Thesis must be between 11,000 and 15,000 words, in 12-point font, and double-spaced. The total page count includes the preface or introduction, the main body of the thesis, references and/or a bibliography, and appendices (when applicable). The following items (all of which are optional and are not required) do not count toward the total page number: Title page; Table of contents; List of charts, graphs, and illustrations.

The Thesis must be written in English unless the student has received permission to write in another language. The citational and bibliographical style will be decided in consultation with the Thesis Supervisor.

Who Can Be Your Thesis Supervisor?

Any Columbia and Barnard faculty member can serve as Thesis Supervisor.  This is usually a person you have worked with previously or taken a class with, or who is an expert in your subject matter. You are encouraged to discuss with your DUS before finalizing your choice.

Why Write A Senior Thesis?

The Senior Thesis is the culmination of a student’s journey through the major. It presents a unique opportunity to utilize one’s skills in research, critical analysis, and sustained written argumentation while developing a topic of choice and, in the process, gain valuable scholarly expertise. Being completed in close collaboration with a Faculty member, the Senior Thesis provides an occasion to develop a close academic relationship with someone who is an expert in their field, and to experience the rewards and demands of academic research during this year-long process.

The Senior Thesis is the capstone of a student’s undergraduate studies, and represents valuable experience – and precious training – for those considering a graduate career in academia, as well as any other endeavor involving research and writing.

Thesis Proposal in Junior Year

Students interested in writing a senior thesis (or, in the case of Barnard students, students who have to write one) will submit a thesis proposal in the Spring semester of their junior year. The proposal should be short,  no longer than 1 page single-spaced , and should include the name of your advisor. This early preliminary work on your thesis will help you prepare better for the challenge of writing it. The thesis proposal should ideally indicate your topic, justification, methodology, aims, questions that concern you, and a sketch of the overall argument. Your proposal should also include a tentative title. Of course, it is to be expected that all these might change over the course of your research and writing. For Spring 2024, thesis proposals for juniors are due on May 3.  Contact Profs. Bugnevicius and Goyal to discuss your thesis idea or if you need help with finding an advisor.

On the Construction and Completion of the Thesis

1  How to Find and Shape a topic?

If you are still reading, you may indeed end up writing a Senior Thesis in ICLS! Let me now address you directly, (future) thesis writer.

First, how do you find a topic? Topics arise from curiosity, interest, love at first sight with a text or work of art, and the desire to explore and learn more about a particular issue or a complicated question.  In the early steps of the process of identifying a topic, you should cast a wide net: What is it that you like to study? What are the areas, events, authors, exchanges, issues, or archives that have nourished your curiosity? How are they connected? In answering the last of these questions, you are beginning to shape your thesis comparatively . The way you decide to explore and organize the comparison will shape the structure of your work.

The topic for your thesis is often – but not necessarily – the result of your engagement with a particular question, theme, or set of works in a class you have taken. You have the option, in accordance with your Supervisor, to develop the Senior Thesis from a research paper you have already written.

After identifying the broader contours of your topic, your focus should shift to progressively scaling down and refining your topic so that a limited, manageable, yet clear and fruitful set of questions will guide your thesis. The nature of your revised frame of inquiry should remain comparative: How do texts, contexts, events, images, or social practices inform each other and amplify information when they are brought into shared frames of analysis? What might comparing, contrasting, or otherwise juxtaposing material allow us to see that we might not otherwise see when we read or interpret materials separately, or solely within their tradition, context, or medium?

Identifying your sources is crucial to defining your topic and to constructing an appropriate set of methodology(ies) for your thesis. Like other aspects of writing a senior thesis, deciding what kind of sources to use or what text/material to include or exclude is a process of refinement that will require time and that will invariably involve making a set of difficult choices. It is not possible, nor should one try, to write about everything at once!

Some helpful tips:

* Start locating and assembling the corpus of your thesis early, in terms of both primary sources (novels, art pieces, archival sources, etc.) and relevant secondary sources (scholarship).

* Continue to refine that corpus in conversation with your Supervisor while remaining attentive to your evolving interests and preoccupations, until the final core texts or authors become clear.

* Do not be afraid to change your mind, but at the same time bear in mind that this is just one serious piece of writing. There will be others.

* Because the thesis is limited in scope – and one of your first research experiences – it cannot encompass all of your interests. If you are dealing with a large quantity of material, in the very early stages of the process your attention should be directed to breaking down your interests (and the materials that will allow you to develop them) into smaller, more manageable chunks. Your thesis will grow out of this process of selection, execution, and imagination.

3) Research and early Writing: the Outline and a Preliminary Bibliography:

The goal of the Fall semester of your Senior year should be completing a good amount of research and reading. Do not wait for research to finish to start writing: research never finishes. To start and grow your work, take advantage of the structure of the Senior Seminar, which is aimed to encourage you to start writing early, even if that only means a few sentences, a paragraph, or a page. Make an outline and keep it up-to-date and useful. As you keep reading and narrowing the scope of your intervention, keep revising the outline and, in light of it, readjust the direction of your writing. Submit your abstract and writing to your Supervisor throughout the Fall semester, and by the time Spring comes, you will have a clear roadmap, as well as sufficient progress, to finish the thesis as thoroughly and carefully as it deserves, while preventing the April 15 th deadline from becoming a source of anxiety.

4) Funding your research You may apply through research funding through your college. Students in Columbia College see this page . Note the deadline is usually in the Fall term. Students in the College of General Studies may apply in either term, information can be found here . Consult these websites for application details and updated deadlines. Barnard College students can find funding resources here . *Note that this page also has additional funding resources for which CC and GS students may be eligible.

5) Coversheet details We do not have strict guidelines regarding the format of the coversheet but we ask that you include: the thesis title, the date, your name, the phrase “Senior Thesis in (your major) at the Institute for Comparative Literature and Society at Columbia University,” and your thesis advisor and their department.

Submission Deadline and Grading

The deadline for submitting the Senior Thesis is April 15 th .The Thesis will be submitted electronically to the DUS of ICLS and to the Thesis Supervisor. Medical Humanities majors will also submit, at the same time, to Professor Rishi Goyal, Director of Medical Humanities. The Thesis Supervisor is solely responsible for the final grade.

Submission Extension Policy

Short extensions of the submission deadline can be requested with prior approval of your Thesis Supervisor. Any request for extension should be submitted to your DUS by email as early as possible, and your Supervisor should be copied. Please be advised that being granted an extension makes you ineligible for Departmental Honors and Prizes .

Click here to watch the 2020 Senior Thesis presentations .

DOWNLOAD MATERIALS

Students who decide to write a thesis will enroll in a year-long course (CPLS3995) starting in the Fall of their Senior Year. This year-long, 3-credit course (1 credit in Fall, 2 credits in Spring) will allow students to receive academic credits for their thesis, and to count the thesis towards completion of their major requirement when necessary (Requirement #10 of the CLS Course Chart).

The deadline for submitting the Senior Thesis is April 15 th .The Thesis will be submitted both electronically and in hard copy to the DUS of ICLS and to the Thesis Supervisor. Medical Humanities majors will also submit, at the same time, to Professor Rishi Goyal, Director of Medical Humanities. The Thesis Supervisor is solely responsible for the final grade.

Columbia University Ecology, Evolution and Environmental Biology Department

Senior Theses

Name: Natalia Arguelles Title of Thesis: No More Monkeys Jumping on the Bed: Understanding Variation in Rates of Injury and Poor Health in Wild Blue Monkeys Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Prof. Marina Cords Mentor's Affiliation: Dept EEEB, Columbia University

Name: Emma Gometz Title of Thesis: Once in a Blue Moon: What Predicts Daytime Births In Blue Monkeys, and Does Hour of Birth Affect Survivorship? Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Prof. Marina Cords Mentor's Affiliation: Dept EEEB, Columbia University

Name: Ruby Mustill Title of Thesis: Love Drunk off My Rump: Female Parity, Sexual Signaling, and Sexual Behavior in the Kinda Baboon (Papio kindae) Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Megan Petersdorf Mentor's Affiliation: Department of Anthropology, New York University

Name: Caroline Soper Title of Thesis: Parental Modulation of the Infant Hippocampus Project Advisor(s)/Mentor(s): Dr. Regina Sullivan Mentor's Affiliation: Department of Child and Adolescent Psychiatry, NYU Grossman School of Medicine

Name: Jordyn Tomlin Title of Thesis: Assessing Sex Using Metric Mastoid Volume: A New Approach Involving the Mastoid Process Project Advisor(s)/Mentor(s): Dr. Kanya Godde Mentor's Affiliation: Department of Anthropology, University of La Verne

Name: Clara Benioff Title of Thesis: The Path from the Homeland: The Evolution and Biogeography of Indo-European Languages Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Dr. Ward Wheeler & Dr. Peter Whitely Mentor's Affiliation: American Museum of Natural History [AMNH]

Name: Morgan Brown Title of Thesis: Stable Isotope Analysis of Cercopithecidae in the Shungura Formation 3.3-1.2 Ma: Dietary Niche Partitioning of Theropithecus and Sympatric Monkeys Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Dr. Kevin Uno Mentor's Affiliation: Lamont Doherty Research Institute, Columbia University

Name: Alexandra Maces Title of Thesis: Corporal Perceptions in Nasca Society Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Prof. Terrance D'Altroy Mentor's Affiliation: Dept. of Anthropology, Columbia University

Name: Nikita Israni Title of Thesis: A Synthetic Approach to Vitamin D Deficiency in the Past and Present Academic Advisor: Jill Shapiro

Name: Cecilia Sena Title of Thesis: Evaluating the Taxonomic Status of the "Robust" Australopithecines: A Comparative Analysis Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Prof. Christopher Gilbert Mentor's Affiliation: Dept. of Anthropology, Hunter College, CUNY

Name: Amanda Frame Title of Thesis: Biocultural Narratives, Race, and Birth in the 19th and 20th Centuries Academic Advisor: Jill Shapiro

Name: Sofia Schembari Title of Thesis: No Monkey Business: Why Blue Monkey Males Reject Female Sexual Advances Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Prof. Marina Cords Mentor's Affiliation: Dept EEEB, Columbia University

Name: Jonathan Harper Title of Thesis: Drying Effects on Bone Defects. Investigating a Method of Perimortem Size Estimation Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Dr. Douglas Ubelaker Mentor's Affiliation: Smithsonian Institution National Museum of Natural History

Name: Humza Mira Title of Thesis: Resting State Analysis in Kallmann Patients Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Dr. François Lalonde Mentor's Affiliation: National Institute of Health, Bethesda MD

Name: Juliana Cuartas Barajas Title of Thesis: What the Bones of the Living Can Tell Us About the Dead Academic Advisor: Jill Shapiro

Name: Ian Hewitt Title of Thesis: Sex, Sexual Orientation, and Mating Psychology: Testing Predictions Generated by "Feminization" Hypotheses of Male Homosexuality Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Prof. Richard Lippa Mentor's Affiliation: CSU Fullerton

Name: Laura Hunter Title of Thesis: Slipping on the Banana Peel: The Evolutionary Basis of Mirth Academic Advisor: Jill Shapiro

Name: Nia Hollister-Bernier Title of Thesis: From Climbing in Trees to Throwing Life a Pro: The Evolution of the Shoulder and Its Relation to Modern Human Injuries Academic Advisor: Jill Shapiro

Name: Sarah Ricklan Title of Thesis: Torquing and Talking: Evaluating Methods to Study Brain Asymmetries and Their Evolution Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Prof. Ralph Holloway Mentor's Affiliation: Department of Anthropology, Columbia University

Name: Juliana Cuartas Title of Thesis: Child Abuse: What the Bones of the Living Can Tell Us About the Dead Academic Advisor: Jill S. Shapiro

Name: Ian Hewitt Title of Thesis: Sex, Sexual Orientation, and Mating Psychology: Testing Predictions Academic Advisor: Jill S. Shapiro

Name: Nia Hollister-Bernier Title of Thesis: The Evolution of the Shoulder: From Climbing Trees to Throwing Like a Pro and Its Relation to Injuries in Modern Human Academic Advisor: Jill S. Shapiro

Name: Laura Hunter Title of Thesis: The Evolutionary Basis of Mirth Academic Advisor: Jill S. Shapiro

Name: Sarah Ricklan Title of Thesis: Asymmetrical Brains: Evaluation of Methods Used to Study Asymmetries in Hominin Brain Endocasts Project Advisor(s)/Mentor(s): Ralph Holloway Mentor's Affiliation: Dept of Anthropology, CU

Name: Rachel Bell Title of Thesis: Factors Affecting the Activity Budget of Female Blue Monkeys (Cercopithecus mitis stuhlmanni) Academic Advisor: Jill S. Shapiro

Name: Laritz Diaz Title of Thesis: Evolutionary and Neural Origins of Anxiety Academic Advisor: Jill S. Shapiro

Name: Justine Horton Title of Thesis: Revisiting the Trivers-Willard Hypothesis, 43-YearsLater Academic Advisor: Jill S. Shapiro

Name: Daniel R. Wang Title of Thesis: Bat-Borne Emerging Infectious Diseases: A Case Studies Analysis of Host Ecology and Anthropogenic Drivers Academic Advisor: Jill S. Shapiro

Name: Laura Booth Title of Thesis: Has prevalence and diversity of avian malaria changed with a changing climate? Academic Advisor: Hugh Ducklow Project Advisor(s)/Mentor(s): Dustin Rubenstein Mentor's Affiliation: E3B

Name: Alexandra Decandia Title of Thesis: Method for the noninvasive sex identification of order Carnivora Academic Advisor: Jenna Lawrence Project Advisor(s)/Mentor(s): George Amato Mentor's Affiliation: AMNH

Name: Alessandra Vecino Gazabon Title of Thesis: Intrapopulational Variation in Cranial Non-Metric Traits for Ancestry Determination: A Case Study with European Populations Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Jill Shapiro Mentor's Affiliation: E3B

Name: Lucy Gill Title of Thesis: A soil story: Reconstructing the paleoecological and anthropological history of Haverstraw tidal marshlands Academic Advisor: Jenna Lawrence Project Advisor(s)/Mentor(s): Dorthy Peteet Mentor's Affiliation: NASA/LDEO

Name: Dezmond Goff Title of Thesis: Responses of biological nitrogen fixation in bulk soils and lichen-moss soil crusts to nitrogen fertilization of Pacific northwest alpine dry meadows Academic Advisor: Matt Palmer Project Advisor(s)/Mentor(s): Darlene Zabowski Mentor's Affiliation: University of Washington

Name: Elleny Gutierrez Title of Thesis: How Man Made His Best Friend. A Synthetic Approach to the History of Dog Domestication Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Jill Shapiro Mentor's Affiliation: E3B

Name: Taylor Hains Title of Thesis: Does hybridization occur in a captive population of the scarlet macaw complex (Ara macao)? Academic Advisor: Jenna Lawrence Project Advisor(s)/Mentor(s): George Amato Mentor's Affiliation: AMNH

Name: Shaneka Langhorne Title of Thesis: Genetics and the Consumer: An Evaluation of the Direct-to-Consumer Genetics Industry in Society Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Jill Shapiro Mentor's Affiliation: E3B

Name: Elora Lopez Title of Thesis: Genetic Connectivity Among Populations of Black Sea Cucumber (Holothuria atra) in Fiji Academic Advisor: Jenna Lawrence Project Advisor(s)/Mentor(s): Josh Drew Mentor's Affiliation: E3B

Name: Caitlin Miller Title of Thesis: Abdominal Skeleton Variation in Neotropical Collared Lizards (Tropidurus) Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): André Luiz Gomes de Carvalho Mentor's Affiliation: American Museum of Natural History

Name: Julia Oppenheimer (Barnard Anthropology --honorary EBHS) Title of Thesis: Robust Bodies and Resilient Spirits: An Anthropometric Assessment of Nutritional Status in the New York African Burial Ground Population Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Jill Shapiro Mentor's Affiliation: E3B

Name: Hannah Skolnik Title of Thesis: Patterns of DNA methylation in the avian glucocorticoid receptor: A study of NR3C1 in Lamprotornis superbus Academic Advisor: Matt Palmer Project Advisor(s)/Mentor(s): Dustin Rubenstein Mentor's Affiliation: E3B

Name: Julia Russell Title of Thesis: The effects of oyster aquaculture on sediment processes Academic Advisor: Hugh Ducklow Project Advisor(s)/Mentor(s): Anne Giblin Mentor's Affiliation: Marine Biological Laboratory

Name: Evelyn Jagoda Title of Thesis: Small- and Large-Scale Polymorphic Repetitions in the Primate Genome: Microsatellites, Copy Number Variations, and their Significance in the Study of Biological Anthropology Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Anne Stone Mentor's Affiliation: Arizona State University

Name: Gideon Wolf Title of Thesis: A Spoonful of Sugar. Understanding the Complexities of HIV-medication Adherence within the Medical, Political, and Cultural Sphere of Botswana Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Shaanan Meyerste Mentor's Affiliation: Botswana Baylor Children's Clinical Center of Excellence, Gaborone

Name: Lucia Weinman Title of Thesis: A comparison of SNP and microsatellite markers for parentage analysis in a cooperatively breeding bird Academic Advisor: Natalie Boelman Project Advisor(s)/Mentor(s): Dustin Rubenstein Mentor's Affiliation: E3B

Name: Madeline Thaler Title of Thesis: A Morphological Phylogeny of Pomecentrids Endemic to The South Pacific Academic Advisor: Elisa Bone Project Advisor(s)/Mentor(s): Josh Drew Mentor's Affiliation: E3B

Name: Misha Solomon Title of Thesis: Selective Promiscuity: A Critical Analysis of the Deployment of Female Sexuality in Studies of Nonhuman Primate Mate Choice and Human Mate Choice Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Jill Shapiro Mentor's Affiliation: E3B

Name: Victoria Silva Title of Thesis: Putting the Science Back into Forensics: A Closer Look into Biological Developments in Forensic Science and Their Future Impact in the Field Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Welyn Craig Mentor's Affiliation: The Forensic Panel

Name: Leslie Quade Title of Thesis: The Precarious Search for Caries: Progression of Oral Health at the Medieval site of La Granède, France Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Stephan Naji Mentor's Affiliation: Université Bordeaux

Name: Molly Priester Title of Thesis: Evaluating nymphalid butterflies as indicators of biodiversity in southwestern Amazonia Academic Advisor: Matthew Palmer Project Advisor(s)/Mentor(s): Chris Kirkby Mentor's Affiliation: Fauna Forever

Name: Kelsey Kephart Title of Thesis: Gathering Dust: A Bioarchaeological Examination of the Non-Adult B2 Skeletal Collection Academic Advisor: Jill Shapiro Project Advisor(s)/Mentor(s): Jill Shapiro Mentor's Affiliation: E3B

Name: Gabriella Aitcheson Title of Thesis: Expression of TGFßI in Bronchial Epithelial Cells from Patients with Asbestos-Induced Mesothelioma Causes Down-Regulation of Tumorigenesis Academic Advisor: David Reid Project Advisor(s)/Mentor(s): Tom Hay and Youping Sun Mentor's Affiliation: Columbia U. – Mailman/ Physicians & Surgeons

Name: Abigail Golden Title of Thesis: Traditional Ecological Knowledge and Conservation Concerns of Subsistence and Artisanal Fishers in a Fijian Fishing Village Academic Advisor: Elisa Bone Project Advisor(s)/Mentor(s): Josh Drew Mentor's Affiliation: E3B

Name: Rebecca Gibson Title of Thesis: Analyzing vegetation indices as rapid indicators of leaf pigment content in the Arctic tundra Academic Advisor: David Reid Project Advisor(s)/Mentor(s): Natalie Boelman and Kevin Griffin Mentor's Affiliation: LDEO/ E3B

Name: Jessica Gersony Title of Thesis: Greater shrub dominance enhances canopy nitrogen concentration in the Arctic tundra Academic Advisor: Matthew Palmer Project Advisor(s)/Mentor(s): Natalie Boelman and Kevin Griffin Mentor's Affiliation: LDEO/ E3B

Name: Morgan Dorsch Title of Thesis: Tree seed and seedling dynamics in recently established urban reforestation sites Academic Advisor: Elisa Bone Project Advisor(s)/Mentor(s): Matthew Palmer Mentor's Affiliation: E3B

Name: Suzanna Buck Title of Thesis: Genetic variation at an immune-relevant locus in urban and rural populations of Peromyscus leucopus in New York State Academic Advisor: Matthew Palmer Project Advisor(s)/Mentor(s): Jason Munshi-Sout Mentor's Affiliation: Fordham

Name: Rachel Arkebauer Title of Thesis: Respiratory responses to temperature change in broadleaf trees from the northeastern US Academic Advisor: David Reid Project Advisor(s)/Mentor(s): Kevin Griffin Mentor's Affiliation: E3B/ LDEO

Name: Moyo Ajayi Title of Thesis: Examining Arctic Shrub Physiology in CO2 Exchange Academic Advisor: Stephanie Pfirman Project Advisor(s)/Mentor(s): Kevin Griffin and Natalie Boelman Mentor's Affiliation: E3B/ Lamont Doherty Earth Observatory

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Russian Language and Culture

Departmental Office: 708 Hamilton; 212-854-3941 http://www.columbia.edu/cu/slavic/

Director of Undergraduate Studies: Prof. Adam Leeds, 715 Hamilton Hall; 212-854-3941; [email protected]

Russian Language Program Director: Prof. Alla Smyslova, 708 Hamilton; 212-854-8155; [email protected]

The Department of Slavic Languages and Literatures is devoted to the study of the cultures, literatures, and languages of Russia and other Slavic peoples and lands. We approach our study and teaching of these cultures with an eye to their specificity and attention to their interaction with other cultures, in history and in the contemporary global context. We focus not only on the rich literary tradition, but also on the film, theater, politics, art, music, media, religious thought, critical theory, and intellectual history of Russians and other Slavs. Our approach is interdisciplinary.

Students who take our courses have different interests. Many of our courses are taught in English with readings in English and have no prerequisites. As a consequence, our majors and concentrators are joined by students from other literature departments, by students of history and political science who have a particular interest in the Slavic region, and by others who are drawn to the subject matter for a variety of intellectual and practical reasons.

We provide instruction in Russian at all levels (beginning through very advanced), with a special course for heritage speakers. To improve the proficiency of Russian learners and speakers, we offer a number of literature and culture courses in which texts are read in the original and discussion is conducted in Russian. We offer three levels of other Slavic languages: Bosnian-Croatian-Serbian, Czech, Polish, and Ukrainian (with additional courses in culture in English). All language courses in the Slavic Department develop the four basic language skills (speaking, listening, reading, and writing) and cultural understanding.

Our department prides itself on the intellectual vitality of its program and on the sense of community among students and faculty. As they explore Russian and Slavic languages, literatures, and cultures, students develop not only their specific knowledge and cultural understanding, but also the capacity for critical thought, skills in analyzing literary and other texts, and the ability to express their ideas orally and in writing. Our graduates have used their knowledge and skills in different ways: graduate school, Fulbright and other fellowships, journalism, publishing, law school, NGO work, public health, government work, and politics. Our faculty is proud of its students and graduates.

Guided by the director of undergraduate studies and other faculty members, students majoring in Slavic create a program that suits their intellectual interests and academic goals. They choose from three tracks: Russian Language and Culture (for those with a strong interest in mastering the language), Russian Literature and Culture (for those who want to focus on literary and cultural studies), and Slavic Studies (a flexible regional studies major for those interested in one or more Slavic cultures). In each major, students may count related courses in other departments among their electives.

In addition to its majors, the department offers five concentrations. Three are analogous to the major tracks (Russian Language and Culture, Russian Literature and Culture, and Slavic Studies). There is also a concentration in Russian Literature that does not require language study and another concentration in Slavic Cultures that allows students to focus on a Slavic language and culture other than Russian.

Motivated seniors are encouraged but not required to write a senior thesis. Those who write a thesis enroll in the Senior Seminar in the fall term and work individually with a thesis adviser. Students have written on a wide range of topics in literature, culture, media, and politics.

Slavic Culture at Columbia Outside of the Classroom

All interested students are welcome to take part in departmental activities, such as conversation hours, Slavic student organizations, the department's various film series (Russian, East Central European, Central Asian, and Ukrainian), and the country's first undergraduate journal of Eastern European and Eurasian Culture, The Birch . The Slavic Department has close ties to the Harriman Institute and the East Central European Center, which sponsor lectures, symposia, performances, and conferences.

Study and Research Abroad

The department encourages its students to enrich their cultural knowledge and develop their language skills by spending a semester or summer studying in Russia, the Czech Republic, Poland, Ukraine, or the countries of the former Yugoslavia. The department helps students find the program that suits their needs and interests. Undergraduates may apply to the Harriman Institute for modest scholarships for research during winter/spring breaks or the summer.

Advanced/NEWL Placement 

A score of 5 on the AP/NEWL Russian exam satisfies the foreign language requirement. Upon successful completion of a 3-point 3000 level (or higher) course at Columbia, the Department of Slavic Languages will award 3 points of AP credit, provided the grade in the course is a B or better. Courses taught in English may not be used to earn AP credit. No credit or placement is given for the SAT II Subject test. If you wish to continue with Russian at Columbia, you should take the departmental placement test and speak with the Russian program director prior to registration to ensure proper placement.  

• Valentina Izmirlieva  Liza Knapp (Chair) Mark Lipovetsky (Leiderman)
• Irina Reyfman 

Assistant Professors   

Ofer Dynes Adam Leeds Jessica Merrill

Term Assistant Professors

Erica Drennan (Barnard)

Senior Lecturers

• Christopher Harwood Yuri Shevchuk Alla Smyslova
• Aleksandar Boskovic
• Christopher Caes Tatiana Mikhailova

Adam Leeds (Fall 2022, Spring 2023)  

Guidelines for all Slavic Majors and Concentrators

Senior thesis.

A senior thesis is not required for any Slavic major. Students who wish to undertake a thesis project should confer with the director of undergraduate studies during the registration period in April of their junior year and register to take RUSS UN3595 SENIOR SEMINAR in the fall term of their senior year. Students can opt to expand the thesis into a two-semester project register for RUSS UN3998 SUPERVISED INDIVIDUAL RESEARCH , with their thesis adviser, in the spring term of their senior year. Senior Seminar may satisfy one elective requirement; the optional second semester of thesis work adds one course to the 15 required for the major.

Courses in which a grade of D has been received do not count toward major or concentration requirements.

Major in Russian Language and Culture

This major is intended for students who aim to attain maximal proficiency in the Russian language. Intensive language training is complemented by an array of elective courses in Russian culture that allow students to achieve critical understanding of contemporary Russian society and of Russian-speaking communities around the world. Since this major emphasizes language acquisition, it is not appropriate for native Russian speakers.

The program of study consists of 15 courses, distributed as follows:

Major in Russian Literature and Culture

The goal of this major is to make students conversant with a variety of Russian literary, historical and theoretical texts in the original, and to facilitate a critical understanding of Russian literature, culture, and society. It is addressed to students who would like to complement serious literary studies with intensive language training, and is especially suitable for those who intend to pursue an academic career in the Slavic field.

Students considering graduate study in Russian literature are strongly advised to complete four years of language training.

Major in Slavic Studies

This flexible major provides opportunities for interdisciplinary studies within the Slavic field. Students are encouraged to choose one target language (Bosnian-Croatian-Serbian, Czech, Polish, Russian, or Ukrainian), though there are possibilities for studying a second Slavic language as well. Generally, the major has one disciplinary focus in history, political science, economics, religion, anthropology, sociology, art, film, or music. In addition, this program allows students to focus on a particular Slavic (non-Russian) literature and culture or to do comparative studies of several Slavic literatures, including Russian. Students should plan their program with the director of undergraduate studies as early as possible, since course availability varies from year to year.

Altogether students should complete four courses in a single discipline, including, if appropriate, the required history or literature/culture courses.

Concentration in Russian Language and Culture

This program is intended for students who aim to attain proficiency in the Russian language. Intensive language training is complemented by an array of elective courses in Russian culture that allow students to achieve critical understanding of contemporary Russian society and of Russian-speaking communities around the world. Since this concentration emphasizes language acquisition, it is not appropriate for native Russian speakers.

The program of study consists of 10 courses, distributed as follows:

Concentration in Slavic (Non-Russian) Language and Culture

This program is intended for students who aim to attain proficiency in a Slavic language other than Russian. Intensive language training is complemented by an array of elective courses in Slavic cultures that allow students to achieve critical understanding of the communities that are shaped by the Slavic language of their choice. Since this concentration emphasizes language acquisition, it is not appropriate for native speakers of the target language.

Concentration in Russian Literature and Culture

The goal of this concentration is to make students conversant with a variety of Russian literary texts and cultural artifacts that facilitate a critical understanding of Russian culture. It is addressed to students who would like to combine language training with study of the Russian literary tradition.

Concentration in Slavic Studies

This flexible concentration provides opportunities for interdisciplinary studies within the Slavic field. Students are encouraged to choose one target language (Bosnian-Croatian-Serbian, Czech, Polish, Russian, or Ukrainian), and one disciplinary focus in history, political science, economics, religion, anthropology, sociology, art, film, or music. In addition, this program allows students to focus on a particular Slavic (non-Russian) literature and culture, or to do comparative studies of several Slavic literatures, including Russian.

Altogether students should complete three courses in a single discipline, including, if appropriate, the required history or literature/culture courses.

Concentration in Russian Literature

This concentration is addressed to serious literature students who would like to pursue Russian literature but have no training in Russian. It allows students to explore the Russian literary tradition, while perfecting their critical skills and their techniques of close reading in a variety of challenging courses in translation.

The program of study consists of 8 courses, with no language requirements, distributed as follows:

Relevant literature courses from other departments may count toward the concentration only if approved by the director of undergraduate studies.

Bosnian/Croatian/Serbian Language and Literature

BCRS UN1101 ELEM BOSNIAN/CROATIAN/SERBIAN. 4.00 points .

Essentials of the spoken and written language. Prepares students to read texts of moderate difficulty by the end of the first year

BCRS UN1102 ELEM BOSNIAN/CROATIAN/SERBIAN. 4.00 points .

BCRS UN2101 INTER BOSNIAN/CROATIAN/SERBIAN. 4.00 points .

Prerequisites: BCRS UN1102 or the equivalent. Prerequisites: BCRS UN1102 or the equivalent. Readings in Serbian/Croatian/Bosnian literature in the original, with emphasis depending upon the needs of individual students

BCRS UN2102 INTER BOSNIAN/CROATIAN/SERBIAN. 4.00 points .

Prerequisites: BCRS UN1102 or the equivalent. Prerequisites: BCRS UN1102 or the equivalent. Readings in Serbian/Croatian/Bosnian literature in the original, with emphasis depending upon the needs of individual students. This course number has been changed to BCRS 2102

BCRS GU4002 YUGOSLAV＆POST-YUGOSLAV CINEMA. 3.00 points .

This course investigates the complex relationship between aesthetics and ideology in Yugoslav and post-Yugoslav cinema. Specifically, it examines the variety of ways in which race, ethnicity, gender inequality, and national identity are approached, constructed, promoted, or contested and critically dissected in film texts from the Socialist Federative Republic of Yugoslavia (SFRY) and its successor states (Bosnia, Croatia, Serbia, FYR Macedonia). The course has four thematic units and is organized chronologically.

BCRS GU4331 ADV BOSNIAN/CROATIAN/SERBIAN. 3.00 points .

Prerequisites: BCRS UN2102 Prerequisites: BCRS UN2102 Further develops skills in speaking, reading, and writing, using essays, short stories, films, and fragments of larger works. Reinforces basic grammar and introduces more complete structures

BCRS GU4332 ADV BOSNIAN/CROATIAN/SERBIAN. 3.00 points .

Comparative Literature - Czech

CLCZ GU4020 Czech Culture Before Czechoslovakia. 3 points .

Not offered during 2023-2024 academic year.

Prerequisites: sophomore standing or the instructor's permission.

An interpretive cultural history of the Czechs from earliest times to the founding of the first Czechoslovak republic in 1918. Emphasis on the origins, decline, and resurgence of Czech national identity as reflected in the visual arts, architecture, music, historiography, and especially the literature of the Czechs.

CLCZ GU4030 POSTWAR CZECH LITERATURE. 3.00 points .

A survey of postwar Czech fiction and drama. Knowledge of Czech not necessary. Parallel reading lists available in translation and in the original

CLCZ GU4035 THE WRITERS OF PRAGUE. 3.00 points .

After providing an overview of the history of Prague and the Czech lands from earliest times, the course will focus on works by Prague writers from the years 1895-1938, when the city was a truly multicultural urban center. Special attention will be given to each of the groups that contributed to Prague’s cultural diversity in this period: the Austro-German minority, which held disproportionate social, political and economic influence until 1918; the Czech majority, which made Prague the capital of the democratic First Czechoslovak Republic (1918-1938); the German- and Czech-speaking Jewish communities, which were almost entirely wiped out between 1938 and 1945; and the Russian and Ukrainian émigré community, which—thanks in large part to support from the Czechoslovak government—maintained a robust, independent cultural presence through the 1920s and early 1930s. Through close reading and analysis of works of poetry, drama, prose fiction, reportage, literary correspondence and essays, the course will trace common themes that preoccupied more than one Prague writer of this period. In compiling and comparing different versions of cultural myth, it will consider the applicability of various possible definitions of the literary genius loci of Prague

CLCZ GU4038 PRAGUE-SPRING 1968-FILM ＆ LIT. 3.00 points .

The course explores the unique period in Czech film and literature during the 1960s that emerged as a reaction to the imposed socialist realism. The new generation of writers (Kundera, Skvorecky, Havel, Hrabal) in turn had an influence on young emerging film makers, all of whom were part of the Czech new wave

Comparative Literature - Polish

CLPL GU4042 Bestsellers of Polish Literature. 3 points .

A study of the 20th-century Polish novel during its most invigorated, innovative inter-war period. A close study of the major works of Kuncewiczowa, Choromanski, Wittlin, Unilowski, Kurek, Iwaszkiewicz, Gombrowicz, and Schulz. The development of the Polish novel will be examined against the background of new trends in European literature, with emphasis on the usage of various narrative devices. Reading knowledge of Polish desirable but not required. Parallel reading lists are available in the original and in translation.

CLPL GU4040 Mickiewicz. 3 points .

The Polish literary scene that in this particular period stretched from Moscow, Petersburg, and Odessa, to Vilna, Paris, Rome. The concept of exile, so central to Polish literature of the 19th-century and world literature of the 20th will be introduced and discussed. The course will offer the opportunity to see the new Romantic trend initially evolving from classicism, which it vigorously opposed and conquered. We will examine how the particular literary form - sonnet, ballad, epic poem and the romantic drama developed on the turf of the Polish language. Also we will see how such significant themes as madness, Romantic suicide, Romantic irony, and elements of Islam and Judaism manifested themselves in the masterpieces of Polish poetry. The perception of Polish Romanticism in other, especially Slavic, literatures will be discussed and a comparative approach encouraged.Most of the texts to be discussed were translated into the major European languages. Mickiewicz was enthusiastically translated into Russian by the major Russian poets of all times; students of Russian may read his works in its entirety in that language. The class will engage in a thorough analysis of the indicated texts; the students' contribution to the course based on general knowledge of the period, of genres, and/or other related phenomena is expected.

CLPL GU4300 The Polish Novel After 1989. 3 points .

This seminar is designed to offer an overview of Post-1989 Polish prose. The literary output of what is now called post-dependent literature demonstrates how political transformations influenced social and intellectual movements and transformed the narrative genre itself. The aesthetic and formal developments in Polish prose will be explored as a manifestation of a complex phenomenon bringing the reassessment of national myths, and cultural aspirations. Works by Dorota Maslowska, Andrzej Stasiuk, Pawel Huelle, Olga Tokarczuk, Magdalena Tulli and others will be read and discussed. Knowledge of Polish not required.

CLPL GU4301 Survey of Polish Literature and Culture. 3 points .

This course introduces and explores key works, traditions, and tendencies in Polish literature and culture from the Middle Ages to the present. Focusing in particular on the monuments of Polish literature, the course embeds them in historical context and places them in dialog with important ideas and trends in both Polish and European culture of their time.  The aim is to engender and establish an understanding of Poland’s position on the literary and cultural map of Europe.  In addition to literature, works of history, political science, film, and the performing arts will be drawn on for course lecture and discussion. No prerequisites. Readings in English.

Comparative Literature - Slavic

CLSL UN3304 How To Read Violence: The Literature of Power, Force and Brutality from 20th Century Russia and America. 3 points .

This course seeks to understand how authors and filmmakers in the 20th century communicate the experience of violence to their audiences. We will discuss how fragmentation, montage, language breakdown and other techniques not only depict violence, but reflect that violence in artistic forms. We will also ask what representing violence does to the artistic work. Can the attempt to convey violence become an act of violence in itself? We will consider texts from Vladimir Mayakovsky, John Dos Passos, Andrei Platonov, Vasiliy Grossman, Allen Ginsberg, Anna Akhmatova, Richard Wright, Cormac McCarthy, Vladimir Sorokin, as well as films from Sergei Eisenstein, Alexei Balabanov and Quentin Tarantino. Full course description and syllabus available at  readingviolence.weebly.com .

CLSL GU4000 Hebrew: History, Politics, Culture, Literature. 3.00 points .

This class offers an introduction to Hebrew culture from a historical and literary perspective, focusing on the intersection of linguistic ideology, and literary and cultural creativity. What, we will ask, is the relationship between what people think about Hebrew and what they write in Hebrew? We will investigate the manners in which Hebrew was imagined – as the language of God, the language of the Jews, the language of the patriarchy, the language of secularism, the language of Messianism, the language of nationalism, a dead language, a diasporic Eastern European language, a local Middle Eastern Language, ext., and how these conflicting imaginaries informed Hebrew creativity. This class does not require prior knowledge of Hebrew. Students proficient in Hebrew, Yiddish, Arabic, Ladino, and/or European languages are encouraged to contact the instructor in advance for supplementary material in these languages

CLSL GU4003 Central European Drama in the Twentieth Century. 3 points .

Focus will be on the often deceptive modernity of modern Central and East European theater and its reflection of the forces that shaped modern European society. It will be argued that the abstract, experimental drama of the twentieth-century avant-garde tradition seems less vital at the century's end than the mixed forms of Central and East European dramatists.

CLSL GU4004 Introduction to Twentieth-Century Central European Fiction. 3 points .

This course introduces students to works of literature that offer a unique perspective on the tempestuous twentieth century, if only because these works for the most part were written in "minor" languages (Czech, Polish, Hungarian, Serbian), in countries long considered part of the European backwaters, whose people were not makers but victims of history. Yet the authors of many of these works are today ranked among the masters of modern literature. Often hailing from highly stratified , conservative societies, many Eastern and Central European writers became daring literary innovators and experimenters. To the present day, writers from this "other" Europe try to escape history, official cultures, politics, and end up redefining them for their readers. We will be dealing with a disparate body of literature, varied both in form and content. But we will try to pinpoint subtle similarities, in tone and sensibility, and focus, too, on the more apparent preoccupation with certain themes that may be called characteristically Central European.

CLSL GU4008 Slavic Avant-Garde Surfaces. 3 points .

This lecture course will provide a punctual survey of the major trends and figures in the interwar visual culture and avant-garde poetry of the Soviet Russia and East Central Europe (Poland, Czechoslovakia, Hungary, and Yugoslavia), including the opulent field of their intersection. Topics include various interfaces of visual culture and graphic arts, such as public spaces, walls, propaganda trains, windows, postcards, posters, books, and screens. The course will address the innovative use of typography and photography, typophoto and photomontage, as well as the short written and hybrid genres such as manifesto, cinepoetry, photo essay, and photo frescoes. We will discuss poets and artists such as Mayakovsky, Lissitsky, Rodchenko, Klutsis, Vertov, Teige, Nezval, Sutnar, Štirsky, Szczuka, Stern, Themersons, Kassák, Kertész, Moholy-Nagy, Goll, Micić, VuÄo, Matić. Each session will include a lecture followed by discussion.

CLSL GU4010 What We Do in the Shadows: A History of the Night in Eastern Europe. 3.00 points .

This course looks at nighttime as an object of inquiry from an experiential, historical, religious, literary, and cultural perspectives, introducing the students with the growing field of night studies. It covers the Early Modern and the Modern Periods and centers primarily on Eastern Europe and East Central Europe, with a secondary focus on Jewish Literature and Culture in these regions. The course caters for students who are interested in in night studies, in the history and culture of Eastern Europe, students who are interested in Jewish (Hebrew and Yiddish) Studies, as well as students who are interested in the intersection of history and literature

CLSL GU4011 Experimental Cultures. 3.00 points .

This seminar course will provide a punctual survey of trends and figures in the experimental cultures of East Central Europe. Formations include the avant-gardes (first, postwar, and postcommunist); experimental Modernisms and Postmodernisms; alternative film, media, and visual culture; and formally inventive responses to exceptional historical circumstances. Proceeding roughly chronologically from early twentieth to early twenty-first centuries, we will examine expressionist/surrealistic painting and drama; zenithist hybrid genres such as cinépoetry and proto-conceptualist writing; mixed-media relief sculpture; post-conceptual art; experimental and animated film; and avant-garde classical music. In terms of theory, we will draw on regional and global approaches to artistic experimentation ranging from Marxist and other theories of value through discourses of the body and sexuality in culture to contemporary affect theory. The course will be taught in English with material drawn primarily from Poland, Yugoslavia, Czechoslovakia, and Hungary. Each session will include a lecture followed by discussion

CLSL GU4012 Holocaust Literature: Critical Thinking in Dark Times. 3.00 points .

How do you write literature in the midst of catastrophe? To whom do you write if you don’t know whether your readership will survive? Or that you yourself will survive? How do you theorize society when the social fabric is tearing apart? How do you develop a concept of human rights at a time when mass extermination is deemed legal? How do you write Jewish history when Jewish future seems uncertain? This course offers a survey of the literature and intellectual history written during World War II (1939-1945) both in Nazi occupied Europe and in the free world, written primarily, but not exclusively, by Jews. We will read novels, poems, science fiction, historical fiction, legal theory and social theory and explore how intellectuals around the world responded to the extermination of European Jewry as it happened and how they changed their understanding of what it means to be a public intellectual, what it means to be Jewish, and what it means to be human. The aim of the course is threefold. First, it offers a survey of the Jewish experience during WWII, in France, Russia, Poland, Latvia, Romania, Greece, Palestine, Morocco, Iraq, the USSR, Argentina, and the United States. Second, it introduces some of the major contemporary debates in holocaust studies. Finally, it provides a space for a methodological reflection on how literary analysis, cultural studies, and historical research intersect

CLSL GU4016 Socialist World Literature. 3.00 points .

This course researches the potentiality and development of a Socialist World Literature. Students will learn about the more contemporary constructions of World Literature in the West, and then look at how the Soviet Union and its satellites potentially crafted an alternative to the contemporary construction. The class will then examine whether the Soviet version addressed some of the criticism of the contemporary definitions of World Literature, particularly through addressing the colonialism and nationalism. Students will learn about the complex history of World Literature and its definitions, reading the major theorists of the concept as well as the major critics. They will also create their own arguments about World Literature in a highly-scaffolded major project due at the end of the term. All readings will be provided online

CLSL GU4017 The Central European Grotesque. 3.00 points .

Central Europe is home to large number of authors, artists, and directors who made use of the critical power of the grotesque. Beginning from the fin-de-siecle and moving to the contemporary moment, students will get to know a wide range of grotesque art from Central Europe as well as several of the critical approaches to the subject. The course should be of interest to anyone studying Central European culture, as well as students interested in cultural studies more generally. Students will learn to identify and analyze examples of the grotesque through a variety of theoretical lenses. They will also enrich their knowledge of Central European literature and culture

CLSL GU4075 POST COLONIAL/POST SOV CINEMA. 3.00 points .

The course will discuss how filmmaking has been used as an instrument of power and imperial domination in the Soviet Union as well as on post-Soviet space since 1991. A body of selected films by Soviet and post-Soviet directors which exemplify the function of filmmaking as a tool of appropriation of the colonized, their cultural and political subordination by the Soviet center will be examined in terms of postcolonial theories. The course will focus both on Russian cinema and often overlooked work of Ukrainian, Georgian, Belarusian, Armenian, etc. national film schools and how they participated in the communist project of fostering a «new historic community of the Soviet people» as well as resisted it by generating, in hidden and, since 1991, overt and increasingly assertive ways their own counter-narratives. Close attention will be paid to the new Russian film as it re-invents itself within the post-Soviet imperial momentum projected on the former Soviet colonies

CLSS GU4101 Balkan as a Metaphor. 3 points .

This seminar for graduate and advanced undergraduate students has two main objectives. First, it is to critically assess competing and conflicting conceptions of the Balkans, Balkanism, and Balkanization. Second, it engages with border studies, a vast and thriving field that makes sense of widely different and constantly changing definitions of the border. The course’s case studies focus on the region of the former Yugoslavia across the disciplines currently recognized as the humanities and social sciences. We will examine what those disciplinary borders do to the different types of borders we have chosen to analyze. We will discuss the concepts of copy and imitation in relation to Balkan arts and politics in the contemporary globalized world. We will explore documentary film and performance art representations of how refugees, migrant minorities, and borderline populations counter marginalizations and trauma.

CLSL GU4995 Central European Jewish Literature: Assimilation and Its Discontents. 3 points .

Examines prose and poetry by writers generally less accessible to the American student written in the major Central European languages: German, Hungarian, Czech, and Polish. The problematics of assimilation, the search for identity, political commitment and disillusionment are major themes, along with the defining experience of the century: the Holocaust; but because these writers are often more removed from their Jewishness, their perspective on these events and issues may be different. The influence of Franz Kafka on Central European writers, the post-Communist Jewish revival, defining the Jewish voice in an otherwise disparate body of works.

Comparative Literature - Russian

CLRS UN3314 The Story, She Told: Women's Autofiction ＆ Life Writing in Russian. 3.00 points .

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

CLRS UN3309 Fact and Fiction: The Document in Russian and American Literature. 3 points .

“Truth is stranger than fiction,” wrote Mark Twain in 1897. It is an axiom more relevant today than ever before, as more and more writers draw on “true events” for their literary works. Svetlana Alexievich, 2015 winner of the Nobel Prize for Literature, goes so far as to insist that “there are no borders between fact and fabrication, one flows into the other” in contemporary literature. In this course we read works from Russian and American literature that dance along this line between fact and fiction. Sometimes called “creative non-fiction,” “literary journalism,” or “documentary prose,” these works (Sergei Tretiakov, Viktor Shklovsky, Truman Capote, Tom Wolfe, John McPhee, Artem Borovik, and others) blur the boundaries between documentary evidence and literary art. No prerequisites.

CLRS GU4011 DOSTOEVSKY,TOLSTOY ＆ ENG NOVEL. 3.00 points .

A close reading of works by Dostoevsky (Netochka Nezvanova; The Idiot; A Gentle Creature) and Tolstoy (Childhood, Boyhood, Youth; Family Happiness; Anna Karenina; The Kreutzer Sonata) in conjunction with related English novels (Bronte's Jane Eyre, Eliot's Middlemarch, Woolf's Mrs. Dalloway). No knowledge of Russian is required

CLRS GU4017 Chekhov [English]. 3 points .

A close reading of Chekhov's best work in the genres on which he left an indelible mark (the short story and the drama) on the subjects that left an indelible imprint on him (medical science, the human body, identity, topography, the nature of news, the problem of knowledge, the access to pain, the necessity of dying, the structure of time, the self and the world, the part and the whole) via the modes of inquiry (diagnosis and deposition, expedition and exegesis, library and laboratory, microscopy and materialism, intimacy and invasion) and forms of documentation (the itinerary, the map, the calendar, the photograph, the icon, the Gospel, the Koan, the lie, the love letter, the case history, the obituary, the pseudonym, the script) that marked his era (and ours). No knowledge of Russian required.

CLRS GU4022 Russia and Asia: Orientalism, Eurasianism, Internationalism. 3 points .

CC/GS/SEAS: Partial Fulfillment of Global Core Requirement

This course explores the formation of Russian national and imperial identity through ideologies of geography, focusing on a series of historical engagements with the concept of "Asia." How has the Mongol conquest shaped a sense of Russian identity as something destinct from Europe? How has Russian culture participated in Orientalist portrayals of conquered Asian lands, while simultaneously being Orientalized by Europe and, indeed, Orientalizing itself? How do concepts of Eurasianism and socialist internationalism, both arising in the ealry 20th century, seek to redraw the geography of Russia's relations with East and West? We will explore these questions through a range of materials, including: literary texts by Russian and non-Russian writers (Pushkin, Lermontov, Tolstoy, Solovyov, Bely, Blok, Pilnyak, Khlebnikov, Planotov, Xiao Hong, Kurban Said, Aitimatov, Iskander, Bordsky); films (Eisenstein, Tarkovsky, Kalatozov, Paradjanov, Mikhalkov); music and dance (the Ballets Russes); visual art (Vereshchagin, Roerich); and theoretical and secondary readings by Chaadaev, Said, Bassin, Trubetskoy, Leontievm, Lenin, and others.

CLRS GU4036 Nabokov and Global Culture. 3 points .

In 1955, an American writer of Russian descent published in Paris a thin book that forever shaped English language, American culture, and the international literary scene.  That book, of course, was Vladimir Nabokov's Lolita .

We will speak of exile, memory and nostalgia, of hybrid cultural identities and cosmopolitan elites, of language, translation and multilingualism.  All readings will be in English.

CLRS GU4037 Poets, Rebels, Exiles: 100 Years of Russians and Rusian Jews in America. 3.00 points .

Poets, Rebels, Exiles examines the successive generations of the most provocative and influential Russian and Russian Jewish writers and artists who brought the cataclysm of the Soviet and post-Soviet century to North America. From Joseph Brodsky—the bad boy bard of Soviet Russia and a protégé of Anna Akhmatova, who served 18 months of hard labor near the North Pole for social parasitism before being exiled—to the most recent artistic descendants, this course will interrogate diaspora, memory, and nostalgia in the cultural production of immigrants and exiles

CLRS GU4038 DOSTOEVSKY,DEMONS,DICKENS. 3.00 points .

A study of Dostoevsky and Dickens as two writers whose engagement in the here and now was vital to their work and to their practice of the novel. Readings from Dostoevsky cluster in the 1870s and include two novels, Demons (1872) and The Adolescent (1876), and selections from his Diary of a Writer. Readings from Dickens span his career and include, in addition to David Copperfield (1850), sketches and later essays.

CLRS GU4040 The Future is Red (White and Blue): Modernity and Social Justice in U.S. and U.S.S.R.. 4 points .

In the 1920s, the Soviet Union and the U.S. emerged as growing world powers, offering each other two compelling, if often opposed, versions of modernity. At the same time, each country saw its intercontinental rival as an attractive, but dangerous “other”: a counterexample of the road not taken, and a foil for its own ideology and identity. From the 1920s to the heat of the Cold War, Some of the USSR’s most prominent public figures came to the U.S. and several American intellectuals, progressive activists, and officials traveled to the Soviet experiment. This course examines the cultural images of the American and Soviet “other” in the texts that resulted from these exchanges. We will read works about America from Sergei Esenin, Vladimir Mayakovsky, Ilya Il'f and Evgeny Petrov, and poems, essays, and novels about Russia by Langston Hughes, Claude McKay, Louise Bryant, W.E.B. Du Bois, John Steinbeck, and others. Each of these texts attempts to grapple with what it means to be modern—both technologically advanced and socially liberated—in different national contexts and under different proclaimed ideologies. 

CLRS GU4111 Narrative and Repetition: Circling in Time and Space. 3.00 points .

An introduction to central concepts in narrative theory: plot, archetype, myth, story vs. discourse, Freudian analysis, history and narrative, chronotype and personal narrative. These are explored in the context of sustained investigation of a particular plot device: the time loop. Examples come from Russian modernist fiction, Soviet and American science fiction, and film. We compare being stuck in a time loop with being lost in space - a theme found in personal narratives shared orally and online, as well as in literary fiction. Students develop a final paper topic on time loop narrative of their choice

CLRS GU4113 Impossible Worlds in Russian and English Ficiton. 3.00 points .

It is often remarked that narratives constrain. The pressure to fit knowledge to a plot structure can limit understanding. This course explores the problem of narrative structure by focusing on the storyworld. We ask, can distorting the time and space of a fictional world enable new knowledge? We consider fictions set in other places (heterotopias), stories without endings, genre hybrids, time travel, 4D space. In addition to texts, units focus on oral storytelling, and image and game based narrative. The syllabus is historical and comparative, contrasting (primarily) Russophone and Anglophone works drawn from the 19th-20th centuries. Our investigation of impossible worlds is supported throughout by readings in narrative theory. The course thus also provides an introduction to Bakhtinian, structuralist, and cognitive narrative studies. No prerequisites. All assigned reading is provided in English

CLRS GU4213 Cold War Reason: Cybernetics and the Systems Sciences. 3.00 points .

The Cold War epoch saw broad transformations in science, technology, and politics. At their nexus a new knowledge was proclaimed, cybernetics, a putative universal science of communication and control. It has disappeared so completely that most have forgotten that it ever existed. Its failure seems complete and final. Yet in another sense, cybernetics was so powerful and successful that the concepts, habits, and institutions born with it have become intrinsic parts of our world and how we make sense of it. Key cybernetic concepts of information, system, and feedback are now fundamental to our basic ways of understanding the mind, brain and computer, of grasping the economy and ecology, and finally of imagining the nature of human life itself. This course will trace the echoes of the cybernetic explosion from the wake of World War II to the onset of Silicon Valley euphoria

CLRS GU4215 Thinking Socialism: The Soviet Intelligentsia After Stalin. 3.00 points .

While Soviet Union after the second World War is often figured as a country of “stagnation,” in contrast to the avant garde 1920s and the tumult of Stalin’s 1930s, this figure is currently being re-evaluated. Political calm belied a rapidly changing society. The period developed a Soviet culture that was indubitably educated, modern, and mass. Despite, or within, or against the ever changing and ambiguous boundaries, censors, and dogmas, Soviet intellectuals generated cultural productions that reflected upon, processed, and critiqued the reality in which they lived and created. This course examines the development of this late Soviet “intelligentsia,” the first that was fully a product of Soviet society itself. Against a background of social history, we will select developments in various realms of cultural production for further examination, which from year to year may include philosophy, literature, political culture and ideology, art, and science

Czech Language and Literature

CZCH UN1101 ELEMENTARY CZECH I. 4.00 points .

Essentials of the spoken and written language. Prepare students to read texts of moderate difficulty by the end of the first year

CZCH UN1102 ELEMENTARY CZECH II. 4.00 points .

CZCH UN2101 INTERMEDIATE CZECH I. 4.00 points .

Prerequisites: CZCH UN1102 or the equivalent Prerequisites: CZCH UN1102 or the equivalent Rapid review of grammar. Readings in contemporary fiction and nonfiction, depending upon the interests of individual students

CZCH UN2102 INTERMEDIATE CZECH II. 4.00 points .

Prerequisites: CZCH UN1102 or the equivalent. Prerequisites: CZCH UN1102 or the equivalent. Rapid review of grammar. Readings in contemporary fiction and nonfiction, depending upon the interests of individual students

CZCH GU4333 READINGS IN CZECH LITERATURE I. 3.00 points .

Prerequisites: two years of college Czech or the equivalent. A close study in the original of representative works of Czech literature. Discussion and writing assignments in Czech aimed at developing advanced language proficiency

CZCH GU4334 READINGS IN CZECH LITERATURE II. 3.00 points .

Prerequisites: two years of college Czech or the equivalent. Prerequisites: two years of college Czech or the equivalent. A close study in the original of representative works of Czech literature. Discussion and writing assignments in Czech aimed at developing advanced language proficiency

Polish Language and Literature

POLI UN1101 ELEMENTARY POLISH I. 4.00 points .

POLI UN1102 ELEMENTARY POLISH II. 4.00 points .

POLI UN2101 INTERMEDIATE POLISH I. 4.00 points .

Prerequisites: POLI UN1102 or the equivalent. Prerequisites: POLI UN1102 or the equivalent. Rapid review of grammar; readings in contemporary nonfiction or fiction, depending on the interests of individual students

POLI UN2102 INTERMEDIATE POLISH II. 4.00 points .

POLI GU4051 Movements in Polish Cinema. 3 points .

This course introduces and explores three separate movements in Polish post-World War II cinema – the “Polish School” of 1955–1965, the “Cinema of Moral Concern” of 1976–1981, and the “New Naïveté,” of 1999–2009. Each of these currents adopted a loosely conceived, historically specific aesthetic and ideological platform, which they sought to put into practice artistically in order to exert a therapeutic and a didactic influence on the culture and society of their time.

• The “Polish School,” which was characterized by a blend of Italian neorealist and Polish Romantic or absurdist/existentialist styles, sought to represent and work through the national trauma of World War II in a context in which political censorship prevented the direct address of such issues. It includes the early work of world-renowned director Andrzej Wajda, as well as works by prominent filmmakers such as Andrzej Munk, Jerzy Kawalerowicz, and Wojciech Has.
• The “Cinema of Moral Concern,” which drew on and combined the techniques of West European “cinemas of truth” with those of the New Hollywood, was in the forefront of the cultural ferment of the late 70s, which was devoted to the establishment of an underground civil society outside the institutions of the communist state and led up to the founding of the trade union Solidarity. It includes early work by internationally recognized filmmakers Krzysztof Kieślowski, Krzysztof Zanussi, and Agnieszka Holland.
• The “New Naïveté” drew on a broad variety of Hollywood and international styles, seeking to transform the legacy of Solidarity’s anti-communist “revolution of the spirit” into contemporary forms of cultural capital in order to lay the foundations for “capitalism with a human face.” Among filmmakers active in this movement are Krzysztof Krauze, Robert Gliński, and Piotr Trzaskalski.

Screening approximately one film a week, we will view at least five works from each movement, examining and discussing their individual formal and aesthetic principles and ideological investments, their relation to their respective movement as a whole, and their impact on the culture of their day.

POLI GU4101 ADVANCED POLISH. 3.00 points .

Prerequisites: two years of college Polish or the instructor's permission. Extensive readings from 19th- and 20th-century texts in the original. Both fiction and nonfiction, with emphasis depending on the interests and needs of individual students

POLI GU4102 ADVANCED POLISH II. 3.00 points .

Prerequisites: two years of college Polish or the instructors permission. Extensive readings from 19th- and 20th-century texts in the original. Both fiction and nonfiction, with emphasis depending on the interests and needs of individual students

Russian Language

RUSS UN1101 FIRST-YEAR RUSSIAN I. 5.00 points .

Grammar, reading, composition, and conversation

RUSS UN1102 FIRST-YEAR RUSSIAN II. 5.00 points .

RUSS UN2101 SECOND-YEAR RUSSIAN I. 5.00 points .

Prerequisites: RUSS UN1102 or the equivalent. Prerequisites: RUSS UN1102 or the equivalent. Drill practice in small groups. Reading, composition, and grammar review.Off-sequence

RUSS UN2102 SECOND-YEAR RUSSIAN II. 5.00 points .

Prerequisites: RUSS UN2101 or the equivalent. Prerequisites: RUSS UN2101 or the equivalent. Drill practice in small groups. Reading, composition, and grammar review

RUSS UN3101 THIRD-YEAR RUSSIAN I. 4.00 points .

Limited enrollment.

Prerequisites: RUSS UN2102 or the equivalent, and the instructor's permission. Prerequisites: RUSS UN2102 or the equivalent, and the instructor's permission. Recommended for students who wish to improve their active command of Russian. Emphasis on conversation and composition. Reading and discussion of selected texts and videotapes. Lectures. Papers and oral reports required. Conducted entirely in Russian

RUSS UN3102 THIRD-YEAR RUSSIAN II. 4.00 points .

Prerequisites: RUSS UN2102 or the equivalent and the instructor's permission. Prerequisites: RUSS UN2102 or the equivalent and the instructors permission. Enrollment limited. Recommended for students who wish to improve their active command of Russian. Emphasis on conversation and composition. Reading and discussion of selected texts and videotapes. Lectures. Papers and oral reports required. Conducted entirely in Russian

RUSS UN3105 Real World Russian. 3 points .

Prerequisites: ( RUSS UN2102 ) (department placement test)

This content-based course has three focal points: 1) communicative skills 1) idiomatic language; 3) cross-cultural awareness. The course is designed to help students further develop all of their language skills with particular focus on communicative and information processing skills, as well as natural student collaboration in the target language. The materials and assignments that will be used in class allow to explore a broad range of social, cultural, and behavioral contexts and familiarize students with idiomatic language, popular phrases and internet memes, developments of the colloquial language, and the use of slang in everyday life. On each class students will be offered a variety of content-based activities and assignments, including, information gap filling, role-play and creative skits, internet search, making presentations, and problem-solving discussions. Listening comprehension assignments will help students expand their active and passive vocabulary and develop confidence using natural syntactic models and idiomatic structures. Students will be exposed to cultural texts of different registers, which will help them enhance their stylistic competence. Students will learn appropriate ways to handle linguo-social situations, routines, and challenges similar to those they come across when traveling to Russia. They will explore various speech acts of daily communication, such as agreement/disagreement, getting and giving help, asking for a favor, expressing emotions, and so forth. Part of class time will be devoted to nonverbal communication, the language of gestures, emotional phonetics and intonation.

RUSS UN3430 RUSSIAN FOR HERITAGE SPEAKERS. 3.00 points .

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

RUSS UN3431 RUSSIAN FOR HERITAGE SPKRS II. 3.00 points .

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

RUSS GU4342 FOURTH-YEAR RUSSIAN I. 4.00 points .

Prerequisites: RUSS UN3101 and RUSS UN3102 Third-Year Russian I and II, or placement test. Prerequisites: RUSS UN3101 and RUSS UN3102 Third-Year Russian I and II, or placement test. Systematic study of problems in Russian syntax; written exercises, translations into Russian, and compositions. Conducted entirely in Russian

RUSS GU4343 FOURTH-YEAR RUSSIAN II. 4.00 points .

FOURTH-YEAR RUSSIAN II

RUSS GU4350 Moving to Advanced-Plus: Language, Culture, Society in Russian Today. 3 points .

Prerequisites: Six semesters of college Russian and the instructor's permission.

The course is designed to provide advanced and highly-motivated undergraduate and graduate students of various majors with an opportunity to develop professional vocabulary and discourse devices that will help them to discuss their professional fields in Russian with fluency and accuracy. The course targets all four language competencies: speaking, listening, reading and writing, as well as cultural understanding. Conducted in Russian.

RUSS GU4351 Moving to Advanced-Plus: Language, Culture, Society in Russian Today. 3 points .

Prerequisites: eight semesters of college Russian and the instructor’s permission.

RUSS GU4434 PRACTICAL STYLISTICS-RUSS LANG. 3.00 points .

Prerequisites: RUSS W4334 or the equivalent or the instructor's permission. Prerequisites: RUSS W4334 or the equivalent or the instructor's permission. Prerequisite: four years of college Russian or instructor's permission. The course will focus on theoretical matters of language and style and on the practical aspect of improving students' writing skills. Theoretical aspects of Russian style and specific Russian stylistic conventions will be combined with the analysis of student papers and translation assignments, as well as exercises focusing on reviewing certain specific difficulties in mastering written Russian

RUSS GU4910 LITERARY TRANSLATION. 4.00 points .

Prerequisites: four years of college Russian or the equivalent. Prerequisites: four years of college Russian or the equivalent. Workshop in literary translation from Russian into English focusing on the practical problems of the craft. Each student submits a translation of a literary text for group study and criticism. The aim is to produce translations of publishable quality

Russian Literature

RUSS UN3332 Vvedenie v russkuiu literaturu: Scary Stories. 3 points .

For non-native speakers of Russian.

Prerequisites: two years of college Russian or the instructor's permission.

The course is devoted to the reading, analysis, and discussion of a number of Russian prose fiction works from the eighteenth to twentieth century. Its purpose is to give students an opportunity to apply their language skills to literature. It will teach students to read Russian literary texts as well as to talk and write about them. Its goal is, thus, twofold: to improve the students' linguistic skills and to introduce them to Russian literature and literary history. A close study in the original of the "scary stories" in Russian literature from the late eighteenth century. Conducted in Russian.

RUSS UN3333 VVEDENIE V RUSSKUIU LITERATURU. 3.00 points .

Prerequisites: two years of college Russian or the instructor's permission. Prerequisites: two years of college Russian or the instructor's permission. The course is devoted to the reading, analysis, and discussion of a number of Russian prose fiction works from the eighteenth to twentieth century. Its purpose is to give students an opportunity to apply their language skills to literature. It will teach students to read Russian literary texts as well as to talk and write about them. Its goal is, thus, twofold: to improve the students’ linguistic skills and to introduce them to Russian literature and literary history. In 2007-2008: A close study in the original of the “fallen woman” plot in Russian literature from the late eighteenth century. Conducted in Russian

RUSS GU4332 CHTENIIA PO RUSSKOI LITERATURE. 3.00 points .

Prerequisites: Three years of college Russian and the instructor's permission. Prerequisites: Three years of college Russian and the instructors permission. The course is devoted to reading shorter works by Nikolai Gogol. The syllabus includes a selection of stories from Evenings at a Farm near Dikanka and Mirgorod, “Nevsky Prospect,” “The Overcoat,” “Nose,” and “Petersburg Tales,” and The Inspector General

RUSS GU4338 CHTENIIA PO RUSSKOI LITERATURE. 3.00 points .

The course is devoted to reading and discussing of Tolstoy's masterpiece. Classes are conducted entirely in Russian.

RUSS GU4340 Chteniia po russkoi literature: Bulgakov. 3.00 points .

The course is devoted to reading and discussing of Mikhail Bulgakov’s masterpiece Master i Margarita. Classes are conducted entirely in Russian

RUSS GU4344 ADV RUSSIAN THROUGH HISTORY. 3.00 points .

Prerequisites: RUSS UN3101 and RUSS UN3102 Third-Year Russian I and II, or placement test. Prerequisites: RUSS UN3101 and RUSS UN3102 Third-Year Russian I and II, or placement test. A language course designed to meet the needs of those foreign learners of Russian as well as heritage speakers who want to develop further their reading, speaking, and writing skills and be introduced to the history of Russia

RUSS GU4345 ADV RUSSIAN THROUGH HISTORY. 3.00 points .

Prerequisites: three years of Russian. Prerequisites: three years of Russian. This is a language course designed to meet the needs of those foreign learners of Russian as well as heritage speakers who want to further develop their reading, listening, speaking, and writing skills and be introduced to the history of Russia

Slavic Culture

SLCL UN3001 SLAVIC CULTURES. 3.00 points .

The history of Slavic peoples - Russians, Czechs, Poles, Serbs, Croats, Ukrainians, Bulgarians - is rife with transformations, some voluntary, some imposed. Against the background of a schematic external history, this course examines how Slavic peoples have responded to and have represented these transformations in various modes: historical writing, hagiography, polemics, drama and fiction, folk poetry, music, visual art, and film. Activity ranges over lecture (for historical background) and discussion (of primary sources)

SLCL UN3100 FOLKLORE PAST ＆ PRESENT. 3.00 points .

An introduction to the concept of folklore as an evolving, historical concept, and to primary source materials which have been framed as such. These are translated from Bosnian, Chukchi, Czech, Finnish, German, Polish, Russian, Serbian, Tuvan, Ukrainian, Yiddish, Yupik languages, and others. Geographical range is from South-Eastern Europe to the Russian Far East. We learn about particular oral traditions, their social mechanisms of transmission and performance, their central themes and poetics. Attention is paid to the broader sociopolitical factors (Romantic nationalism, colonization) which have informed the transcription, collection and publication of these traditions. For the final project, students learn how to conduct an ethnographic interview, and to analyze the folklore of a contemporary social group. Our goal is to experientially understand—as folklorists and as members of folk groups ourselves—the choices entailed in transcribing and analyzing folklore

HNGR GU4028 Modern Hungarian Prose in Translation: Exposing Naked Reality. 3 points .

This course introduces students to representative examples of an essentially robust, reality-bound, socially aware literature. In modern Hungarian prose fiction, the tradition of nineteenth-century "anecdotal realism" remained strong and was further enlivened by various forms of naturalism. Even turn-of-the century and early twentieth-century modernist fiction is characterized by strong narrative focus, psychological realism, and an emphasis on social conditions and local color. During the tumultuous decades of the century, social, political, national issues preoccupied even aesthetics-conscious experimenters and ivory-tower dwellers. Among the topics discussed will be "populist" and "urban" literature in the interwar years, post-1945 reality in fiction, literary memoirs and reportage, as well as late-century minimalist and postmodern trends.

HNGR GU4050 The Hungarian New Wave: Cinema in Kadarist Hungary [In English]. 3 points .

Hungarian cinema, like film-making in Czechoslovakia, underwent a renaissance in the 1960's, but the Hungarian new wave continued to flourish in the 70's and film remained one of the most important art forms well into the 80's. This course examines the cultural, social and political context of representative Hungarian films of the Kadarist period, with special emphasis on the work of such internationally known filmmakers as Miklos Jancso, Karoly Makk, Marta Meszaros, and Istvan Szabo. In addition to a close analysis of individual films, discussion topics will include the "newness"of the new wave in both form and content (innovations in film language, cinematic impressionism, allegorical-parabolic forms, auteurism, etc.), the influence of Italian, French, German and American cinema, the relationship between film and literature, the role of film in the cultures of Communist Eastern Europe, the state of contemporary Hungarian cinema. The viewing of the films will be augmented by readings on Hungarian cinema, as well as of relevant Hungarian literary works.

Slavic Literatures

SLLT GU4000 EURASIAN EXILES & LIT IN N.Y.. 3 points .

Eurasian Exiles and Literature in New York examines Eurasian exile literature in the United States and especially New York over the course of four emigration waves: so called Second Wave writers who fled the Russian Revolution (Vladimir Nabokov), the Third Wave exiles, who came after World War II (Joseph Brodsky and Sergei Dovlatov), the exile literature of the last Soviet generation who came as refugees in the late 1970s and early 1980s (Gary Shteyngart, Irina Reyn), and the perestroika and post-Soviet diaspora, who came to New York after 1991. All four waves drew upon a rich Russian cultural heritage and influences that they encountered abroad to create innovative work: new topoi and urban fiction as well as unique images of New York. All four have complicated and fascinating engagements with American society and the cultures of New York City, and also with the Russian and Eurasian émigré communities, vibrant worlds unto themselves. The initial waves drew mainly on East European themes and were still attached to Russia while the latter were increasingly concerned with non-Russian nationalities like Bukharan Jews, Georgians, and Tajiks. The course looks closely and critically at the meanings of “exile” and “Eurasia,” as well as the poetics of exilic and urban writing; it asks whether we can still speak of exiles and exile fiction in the postSoviet age of globalization, social media, and unprecedented migration.

Ukrainian Language and Literature 

UKRN UN1101 ELEMENTARY UKRAINIAN I. 4.00 points .

Designed for students with little or no knowledge of Ukrainian. Basic grammar structures are introduced and reinforced, with equal emphasis on developing oral and written communication skills. Specific attention to acquisition of high-frequency vocabulary and its optimal use in real-life settings

UKRN UN1102 ELEMENTARY UKRAINIAN II. 4.00 points .

UKRN UN2101 INTERMEDIATE UKRAINIAN I. 4.00 points .

Prerequisites: UKRN UN1102 or the equivalent. Prerequisites: UKRN UN1102 or the equivalent. Reviews and reinforces the fundamentals of grammar and a core vocabulary from daily life. Principal emphasis is placed on further development of communicative skills (oral and written). Verbal aspect and verbs of motion receive special attention

UKRN UN2102 INTERMEDIATE UKRAINIAN II. 4.00 points .

UKRN GU4001 Advanced Ukrainian I. 3 points .

Prerequisites: UKRN UN2102 or the equivalent.

The course is for students who wish to develop their mastery of Ukrainian. Further study of grammar includes patterns of word formation, participles, gerunds, declension of numerals, and a more in-depth study of difficult subjects, such as verbal aspect and verbs of motion. The material is drawn from classical and contemporary Ukrainian literature, press, electronic media, and film. Taught almost exclusively in Ukrainian.

UKRN GU4002 Advanced Ukrainian II. 3 points .

UKRN GU4006 Advanced Ukrainian Through Literature, Media, and Politics. 3.00 points .

This course is organized around a number of thematic centers or modules. Each is focused on stylistic peculiarities typical of a given functional style of the Ukrainian language. Each is designed to assist the student in acquiring an active command of lexical, grammatical, discourse, and stylistic traits that distinguish one style from the others and actively using them in real-life communicative settings in contemporary Ukraine. The styles include literary fiction, scholarly prose, and journalism, both printed and broadcast

UKRN GU4007 Advanced Ukrainian Through Literature, Media and Politics II. 3.00 points .

UKRN GU4033 FIN DE SIECLE UKRAINIAN LIT. 3.00 points .

The course focuses on the emergence of modernism in Ukrainian literature in the late 19th century and early 20th century, a period marked by a vigorous, often biting, polemic between the populist Ukrainian literary establishment and young Ukrainian writers who were inspired by their European counterparts. Students will read prose, poetry, and drama written by Ivan Franko, the writers of the Moloda Muza, Olha Kobylianska, Lesia Ukrainka, and Volodymyr Vynnychenko among others. The course will trace the introduction of feminism, urban motifs and settings, as well as decadence, into Ukrainian literature and will analyze the conflict that ensued among Ukrainian intellectuals as they shaped the identity of the Ukrainian people. The course will be supplemented by audio and visual materials reflecting this period in Ukrainian culture. Entirely in English with a parallel reading list for those who read Ukrainian

UKRN GU4037 SOV UKRAINIAN MODERNISM: REV, REB, EXPER. 3.00 points .

This course studies the renaissance in Ukrainian culture of the 1920s - a period of revolution, experimentation, vibrant expression and polemics. Focusing on the most important developments in literature, as well as on the intellectual debates they inspired, the course will also examine the major achievements in Ukrainian theater, visual art and film as integral components of the cultural spirit that defined the era. Additionally, the course also looks at the subsequent implementation of the socialist realism and its impact on Ukrainian culture and on the cultural leaders of the renaissance. The course treats one of the most important periods of Ukrainian culture and examines it lasting impact on today's Ukraine. This period produced several world-renowned cultural figures, whose connections with the 1920s Ukraine have only recently begun to be discussed. The course will be complemented by film screenings, presentations of visual art and rare publications from this period. Entirely in English with a parallel reading list for those who read Ukrainian

UKRN GU4054 CREATING ID-CONTEMP UKRN CULTR. 3.00 points .

This course presents and examines post-Soviet Ukrainian literature. Students will learn about the significant achievements, names, events, scandals and polemics in contemporary Ukrainian literature and will see how they have contributed to Ukraine’s post-Soviet identity. Students will examine how Ukrainian literature became an important site for experimentation with language, for providing feminist perspectives, for engaging previously-banned taboos and for deconstructing Soviet and Ukrainian national myths. Among the writers to be focused on in the course are Serhiy Zhadan, Yuri Andrukhovych, Oksana Zabuzhko and Taras Prokhasko. Centered on the most important successes in literature, the course will also explore key developments in music and visual art of this period. Special focus will be given to how the 2013/2014 Euromaidan revolution and war are treated in today’s literature. By also studying Ukrainian literature with regards to its relationship with Ukraine’s changing political life, students will obtain a good understanding of the dynamics of today’s Ukraine and the development of Ukrainians as a nation in the 21st century. The course will be complemented by audio and video presentations. Entirely in English with a parallel reading list for those who read Ukrainian

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The Cuban Missile Crisis, October 1962 : A Reading List (2002)

This reading list is composed of titles cataloged in the Kennedy Library's printed materials collections. The Kennedy Library applies special local modifications to standard Library of Congress Subject Headings. This is so that researchers who use our archival holdings may focus more closely on titles that may contain important information about issues of the Kennedy administration. This list contains more than 225 titles indexed under the library's Cuban Missile Crisis heading. It does not include undergraduate student papers, novels, or general biographies of President Kennedy and other participants. 

Nearly all of these publications are based on research conducted in the Kennedy Library's document collections, or on publications, microfilm collections, World Wide Web sites, and other institutions that contain copies or facsimiles of portions of Kennedy Library document holdings.

Abel, Elie. The Missile Crisis . Philadelphia : Lippincott, 1966.

Akers, Albert B. The Cuban Missile Crisis : A Study in Multilateral Diplomacy . Master's thesis : American University, 1964.

Allison, Graham T. Essence of Decision : Explaining the Cuban Missile Crisis . Boston : Little, Brown, 1971.

Allison, Graham T. Policy, Process, and Politics : Conceptual Models and the Cuban Missile Crisis . Ph.D. dissertation : Harvard University, 1968.

Allison, Graham T. and Philip Zelikow. Essence of Decision : Explaining the Cuban Missile Crisis . New York : Addison Wesley Longman, c1999.

Allyn, Bruce James. Sources of "New Thinking" in Soviet Foreign Policy : Civilian Specialists and Policy Toward Inadvertent War . Ph.D. dissertation : Harvard University, 1990.

Ball, George Wildman. The Past Has Another Pattern : Memoirs . New York : Norton, 1982.

Barlow, Jeffrey Graham. President John F. Kennedy and His Joint Chiefs of Staff . Ph.D. dissertation : University of South Carolina, 1981.

Barnouw, Erik. A History of Broadcasting in the United States . New York : Oxford University Press, 1966-1970.

Beggs, Robert. Flashpoints : The Cuban Missile Crisis. London : Longman Group Ltd., 1971.

Berkowitz, Morton, P.G.Bock, and  Vincent J. Fuccillo. The Politics of American Foreign Policy : The Social Context of Decisions . Englewood Cliffs, NJ : Prentice-Hall, c1977.

Beschloss, Michael R. The Crisis Years : Kennedy and Khrushchev, 1960-1963 . New York : Harper/Collins, c1991.

Biermann, Harald. J ohn F. Kennedy und der Kalte Krieg: Die Aussenpolitik der USA und die Grenzen der Glaubwürdigkeit . Paderborn, Germany : Ferdinand Schöningh, c1997.

Biggs, James W. A Rhetorical Analysis of the Speechmaking of Adlai Stevenson Inside and Outside the United Nations on Major Issues During the 17th, 18th, and 19th Sessions of the General Assembly . Ph.D. dissertation : Southern Illinois University, 1970.

Bird, Kai. The Color of Truth: McGeorge Bundy and William Bundy: Brothers in Arms . New York : Simon & Schuster, c1998.

Blight, James G. The Shattered Crystal Ball : Fear and Learning in the Cuban Missile Crisis . Savage, MD : Rowman & Littlefield Publishers, c1990.

Blight, James G., Bruce J. Allyn, and David A.Welch.  Cuba on the Brink : Castro, the Missile Crisis, and the Soviet Collapse . New York : Pantheon Books, 1993.

Blight, James G and David A.Welch.  Intelligence and the Cuban Missile Crisis . London : Frank Cass, 1998.

Blight, James G and David A.Welch. On the Brink : Americans and Soviets Reexamine the Cuban Missile Crisis . New York : Hill & Wang, 1989.

Bohlen, Charles E. Witness to History, 1929-1969 . New York : Norton, 1973.

Bostdorff, Denise M. The Presidency and the Rhetoric of Foreign Crisis . Columbia : University of South Carolina Press, 1994.

Brinkley, Douglas G. Dean Acheson : Elder Statesman of the Cold War, 1953-1971 . Ph.D. dissertation : Georgetown University, 1989.

Brown, Richard Mayhew. United States Propaganda Performance in Crisis, 1960-1965 . Ph.D. dissertation : University of North Carolina, 1971.

Brown, Seyom. T he Faces of Power : Constancy and Change in United States Foreign Policy from Truman to Johnson . New York : Columbia University Press, 1968.

Brubaker, Paul. The Cuban Missile Crisis in American History . Berkeley Heights, NJ : Enslow Publishers, Inc, c2001.

Brugioni, Dino A. Eyeball to Eyeball : The Inside Story of the Cuban Missile Crisis . New York : Random House, 1991, c1990.

Brune, Lester H. The Missile Crisis of October 1962 : A Review of Issues and References . Claremont, CA : Regina Books, 1996.

Bundy, McGeorge. Danger and Survival . New York : Random House, 1988.

Caldwell, Dan. " Department of Defense Operations During the Cuban Crisis : A Report by Adam Yarmolinsky, 13 February 1963 ". In Naval War College Review, V.32, July-Aug. 1979.

Cambridge Conference on the Cuban Missile Crisis, October 11-12 1987. Proceedings . Cambridge, MA : John F. Kennedy School of Government, Center for Science & International Affairs, Harvard University, January, 1989.

Cecile, Robert E. Crisis Decision-making in the Eisenhower and Kennedy Administration : Applications of an Analytical Scheme . Ph.D. dissertation : University of Oklahoma, 1965.

Chang, Laurence and Peter Kornbluh. The Cuban Missile Crisis, 1962 : A National Security Archive Documents Reader . New York : The New Press, 1992.

Chayes, Abram. The Cuban Missile Crisis . London ; New York : Oxford University Press, 1974.

Chrisp, Peter. The Cuban Missile Crisis . Milwaukee : World Almanac Library, 2002.

Clinton, Susan Maloney. The Cuban Missile Crisis . Chicago : Childrens Press, 1993.

Cold War International History Project Bulletin . Washington, DC : Woodrow Wilson International Center for Scholars, 1992-.

Crabb, Cecil Van Meter. American Foreign Policy in the Nuclear Age . New York : Harper & Row, 1972.

Crowley, Desmond W. The Background to Current Affairs . New York : St. Martin's, 1966.

Crozier, Brian. The Masters of Power . Boston : Little Brown, 1969.

Curry, Joanne Marie. John F. Kennedy, the Bay of Pigs and the Cuban Missile Crisis : An Examination of Presidential Leadership . Master's thesis : University of San Francisco, 1981.

Daniel, James and John G. Hubbell.  Strike in the West : The Complete Story of the Cuban Crisis . New York : Holt, Rinehart & Winston, 1963.

Delmas, Claude. Crises a Cuba : 1961-1962 . Brussels : Editions Complexe : Diffusion, S.P.R.L., c1983.

Detzer, David. The Brink : Cuban Missile Crisis, 1962 . New York : Crowell, 1979.

Dinerstein, Herbert Samuel. The Making of a Missile Crisis, October, 1962 . Baltimore : Johns Hopkins University Press, 1976.

DiRenzo, Gordon J. Personality and Politics . Garden City, NY : Anchor Books, 1974.

Divine, Robert A. The Cuban Missile Crisis . New York : M. Wiener Pub., 1988.

Dobrynin, Anatoly. In Confidence : Moscow's Ambassador to America's Six Cold War Presidents (1962-1986) . New York : Times Books, c1995.

Donovan, James A. Militarism, U.S.A. New York : Scribner, 1970.

Eubank, Keith. The Missile Crisis in Cuba . Malabar, FL : Krieger Pub. Co., 2000.

Finkelstein, Norman H. Thirteen Days / Ninety Miles : The Cuban Missile Crisis . New York : Simon & Schuster, 1994.

Fisher, Roger Drummer. International Conflict for Beginners . New York : Harper & Row, 1969.

Fleming, Fergus. The Cuban Missile Crisis : To the Brink of World War III . Chicago : Heinemann Library, c2001.

Fontaine, Mark Roselius. The Press, American Policy, and the Cuban Missile Crisis . Master's thesis : American University, 1969.

Freedman, Lawrence. Kennedy's Wars . New York, Oxford : Oxford University Press, 2000.

Friedrich, Carl Joachim. The Pathology of Politics : Violence, Betrayal, Corruption, Secrecy, and Propaganda . New York : Harper & Row, 1972.

Fursenko, Aleksandr and Timothy Naftali,. One Hell of a Gamble : Khrushchev, Castro, and Kennedy, 1958-1964 . New York : W.W. Norton & Co., 1997.

Gaddis, John Lewis. We Now Know: Rethinking Cold War History . Oxford : Clarendon Press, 1997.

Gambrell, Leonard Lee. The Influence of the Senate Foreign Relations Committee Chairman in the Making of United States Foreign Policy : A Case Analysis . Ph.D. dissertation : University of Virginia, 1971.

Garthoff, Raymond L. Reflections on the Cuban Missile Crisis . Washington, DC : Brookings Institution, c1989.

Gehlen, Michael P. The Politics of Coexistence : Soviet Methods and Motives . Bloomington : Indiana University Press, 1967.

George, Alexander L., David K. Hall and William E. Simons. The Limits of Coercive Diplomacy : Laos, Cuba, Vietnam . Boston : Little, Brown, 1971.

George, Alexander L. and Richard Smoke. Deterrence in American Foreign Policy : Theory and Practice . New York : Columbia University Press, 1974.

George, Alice L. The Cuban Missile Crisis : Americans' Responses to the Threat of Nuclear War . Ph.D. dissertation : Temple University, May 2001.

Gerson, Joseph. With Hiroshima Eyes : Atomic War, Nuclear Extortion and Moral Imagination . Philadelphia : New Society Publishers, with the cooperation of the American Friends Service Committee, New England Regional Office, c1995.

Goldgeier, James Marc. Soviet Leaders and International Crises : The Influence of Domestic Political Experiences on Foreign Policy Strategies . Ph.D. dissertation : University of California at Berkeley, 1990.

Goldsmith, William M. The Growth of Presidential Power : A Documented History . New York : Chelsea House Publishers, 1974.

Goldwater, Barry Morris. With No Apologies : The Personal and Political Memoirs of United States Senator Barry M. Goldwater . New York : Morrow, 1979.

Graziano, Paul Eugene. Soviet Motivations During the Cuban Missile Crisis (1962) . Master's thesis : Duquesne University, 1972.

Greenstein, Fred I. Personality and Politics : Problems of Evidence, Inference, and Conceptualization . Chicago : Markham Pub. Co., 1969.

Gribkov, Anatoli I. and William Y. Smith. Operation ANADYR : U.S. and Soviet Generals Recount the Cuban Missile Crisis . Chicago : Edition q, Inc, c1994.

Guthman, Edwin. We Band of Brothers . New York : Harper & Row, 1971.

Halper, Thomas. Appearance and Reality in Five American Foreign Policy Crises . Ph.D. dissertation : Vanderbilt University Press, 1970.

Halperin, Morton H. Bureaucratic Politics and Foreign Policy . Washington, DC : Brookings Institution, 1974.

Hamby, Alonzo L. The Imperial Years : The United States Since 1939 . New York : Weybright and Talley, c1976.

Hammarskjold Forum, 3d, New York, Nov. 19 1962. The Inter-American Security System and the Cuban Crisis : Background Papers and Proceedings . Dobbs Ferry, NY : Published for the Association of the Bar of the City of New York by Oceana Publications, 1964.

Hardin, Charles Meyer. Presidential Power & Accountability : Toward a New Constitution . Chicago : University of Chicago Press, 1974.

Harris, George Sellers. Troubled Alliance : Turkish-American Problems in Historical Perspective, 1945-1971 . Washington, DC : American Enterprise Institute for Public Policy Research, 1972.

Hawk's Cay Conference on the Cuban Missile Crisis, March 5-8, 1987. Proceedings . Cambridge, MA : John F. Kennedy School of Government, Center for Science & International Affairs, Harvard University, January, 1989.

Hilsman, Roger. The Cuban Missile Crisis : The Struggle Over Policy . Westport, CT, London : Praeger, 1996.

Hilsman, Roger and Robert C. Good.  Foreign Policy in the Sixties : The Issues and the Instruments : Essays in Honor of Arnold Wolfers . Baltimore : Johns Hopkins University Press, 1965.

Hoagland, Steven William. Operational Codes and International Crises : The Berlin Wall and Cuban Missile Cases . Ph.D. dissertation : Arizona State University, 1978.

Holbraad, Carsten. Superpowers and International Conflict . New York : St. Martin's Press, 1979.

Holsti, Ole R. Crisis, Escalation, War . Montreal : McGill-Queen's University Press, 1972.

Huchthausen, Peter A. October Fury . Hoboken, NJ : John Wiley & Sons, Inc., c2002.

Hudson, Geoffrey Francis. The Hard and Bitter Peace : World Politics Since 1945 . New York : Praeger, 1967.

Hunt, Michael H. Crises in U.S. Foreign Policy . New Haven & London : Yale University Press, c1996.

Infield, Glenn B. Unarmed and Unafraid . New York : Macmillan, 1970.

Isenberg, Michael T. Shield of the Republic : The United States Navy in an Era of Cold War and Violent Peace : Volume 1, 1945-1962 . New York : St. Martin's Press, c1993.

Janis, Irving Lester. Groupthink : Psychological Studies of Foreign Policy Decisions and Fiascoes . Boston : Houghton Mifflin, 1983, c1982.

Johns, Forrest Ronald. The Naval Quarantine of Cuba, 1962 . Master's thesis : University of California, San Diego, 1984.

Joxe, Alain. Socialisme et Crise Nucleaire . Paris : L'Herne, 1973.

Kagan, Donald. On the Origins of War and the Preservation of Peace . New York : Doubleday, 1995.

Kahan, Jerome H. Security in the Nuclear Age : Developing U.S. Strategic Arms Policy . Washington, DC : Brookings Institution, 1975.

Kahan, Jerome and Anne K. Long.  " The Cuban Missile Crisis : A Study of its Strategic Context ". Reprinted from Political Science Quarterly, V.87, #4, December 1972.

Kahn, Herman. On Escalation : Metaphors and Scenarios . New York : Praeger, 1965.

Karol, K. S. Guerrillas in Power : The Course of the Cuban Revolution . New York : Hill & Wang, 1970.

Kennedy, John Fitzgerald. The Cuban Missile Crisis : President Kennedy's Address to the Nation, October 22, 1962 . Washington, DC : National Archives and Records Administration, 1988.

Kennedy, John Fitzgerald. John F. Kennedy: The Great Crises . 3 vol. Timothy Naftali, Ernest R. May and Philip Zelikow, editors. New York : W.W. Norton, c2001.

Kennedy, John Fitzgerald. The Kennedy Tapes: Inside the White House During the Cuban Missile Crisis . Ernest R. May and Philip Zelikow, editors. Cambridge & London : Belknap Press of the Harvard University Press, 1997.

Kennedy, John Fitzgerald and Nikita Sergeevich Khrushchev. " Kennedy-Khrushchev Correspondence During the Cuban Missile Crisis of October, 1962 ". In Department of State Bulletin . Washington, DC : U.S. Dept. of State, November 19, 1973

Kennedy, Robert F. Thirteen Days : A Memoir of the Cuban Missile Crisis . New York : W.W. Norton, 1969.

Kern, Montague, Patricia W. Levering and Ralph B. Levering. The Kennedy Crises : The Press, the Presidency, and Foreign Policy . Chapel Hill : University of North Carolina Press, c1983.

Khrushchev, Nikita Sergeevich. Khrushchev Remembers : The Last Testament . Boston : Little, Brown, 1974.

Kurland, Gerald. The Cuban Missile Crisis . Charlotteville, NY : Story House Corp., 1973.

LaFeber, Walter. A merica in the Cold War : Twenty Years of Revolutions and Response, 1947-1967 . New York : Wiley, 1969.

LaFeber, Walter. America, Russia, and the Cold War, 1945-1975 . New York : Wiley, c1976.

Lapp, Ralph Eugene. The Weapons Culture . New York : Norton, 1968.

Larson, David L. The "Cuban Crisis" of 1962 : Selected Documents and Chronology . Lanham, MD : University Press of America, 1986.

Latham, Earl. J .F. Kennedy and Presidential Power . Lexington, MA : Heath, 1972.

Layson, Walter W. Cuba, Soviet Motivations and Khrushchev's Grand Strategy . Paper Presented before the International Crises Panel, annual meeting of the International Studies Association, Dallas, Texas, March 17, 1972.

Layson, Walter W. T he Political and Strategic Aspects of the 1962 Cuban Crisis . Ph.D. dissertation : University of Tennessee, [1971?]

Lazo, Mario. Dagger in the Heart : American Policy Failures in Cuba . New York : Funk & Wagnalls, 1968.

Lebow, Richard Ned and Janice Gross Stein. We All Lost the Cold War . Princeton, NJ : Princeton University Press, c1994.

Lechuga, Carlos. Cuba and the Missile Crisis . Melbourne, Australia & New York : Ocean Press, c2001.

Lee, Chris P. An Exercise in Utility : Civil Defense From Hiroshima to the Cuban Missile Crisis . Ph.D. dissertation : Saint Louis University, 2001.

Leighton, Richard M. The Cuban Missile Crisis of 1962 : A Case in National Security Crisis Management . Washington, DC : National Defense University ; for sale by the Supt. of Docs., U.S. Govt. Print. Off., 1978.

Lobel, Aaron. Presidential Judgment : Foreign Policy Decision Making in the White House . Hollis, NH : Hollis Publishing Company, c2001.

Lofgren, Charles A. Kennedy, Clio, and the Cuban Missile Crisis . Paper. Claremont Men's College, Claremont, CA, 1967; revised June 1969.

Luskin, John. Lippmann, Liberty, and the Press . University, AL : University of Alabama Press, 1972.

Machín, María. The Cuban Missile Crisis : An Analysis of a Quarter Century of historiography . Master's thesis : Florida Atlantic University, 1990.

Macmillan, Harold. At the End of the Day, 1961-1963 . New York : Harper & Row, 1973.

MacNeil, Robert. The Right Place at the Right Time . Boston : Little, Brown, c1982.

Malkasian, Mark and Louise K. Davidson.  In the Shadow of the Cold War : The Caribbean and Central America in U.S. Foreign Policy . Providence, RI : Center for Foreign Policy Development , The Choices for the 21st Century Education Project, Brown University, c1991.

Manchester, William Raymond. The Glory and the Dream : A Narrative History of America, 1932-1972 . Boston : Little, Brown, 1974.

Mandelbaum, Michael. The Nuclear Question : The United States and Nuclear Weapons, 1946-1976 . Cambridge; New York : Cambridge University Press, 1979.

Mankiewicz, Frank and Kirby Jones. With Fidel : A Portrait of Castro and Cuba . Chicago : Playboy Press, c1975.

Matthews, Herbert Lionel. A World in Revolution : A Newspaperman's Memoirs . New York : Scribner, 1972, c1971.

McClellan, Grant S. U.S. Policy in Latin America . New York : H.W. Wilson Co., 1963.

McLellan, David S. Dean Acheson : The State Department Years . New York : Dodd, Mead & Co., c1976.

McMahan, Ian. Highlights of American History . New York : Golden Press, 1968.

Medina, Loreta M., ed. The Cuban Missile Crisis . San Diego, CA :Greenhaven Press, c2002.

Medland, William J. The American-Soviet Nuclear Confrontation of 1962 : A Historiographical Account of the Cuban Missile Crisis . Ph.D. dissertation : Ball State University, 1980.

Medland, William J. The Cuban Missile Crisis of 1962 : Needless or Necessary . New York : Praeger, 1988.

Meisler, Stanley. United Nations : The First Fifty Years . New York : Atlantic Monthly Press, c1995.

Melhuish, Paul. The Rhetoric of Crisis : A Burkian Analysis of John F. Kennedy's October 22, 1962 Cuban Address . Master's thesis : University of Oregon, 1963.

Merchant Jerrold Jackson. Kennedy-Khrushchev Strategies of Persuasion During the Cuban Missile Crisis . Ph.D. dissertation : University of Southern California, 1971.

Mezerik, A.G. Cuba and the United States : Bay of Pigs, October Crisis, Khrushchev-Kennedy, U.S., OAS Action . New York : International Review Service, 1963.

Miller, Lynn H. and Ronald W. Pruessen.  Reflections on the Cold War : A Quarter Century of American Foreign Policy . Philadelphia : Temple University Press, 1974.

Minow, Newton N, John Bartlow Martin and Lee M. Mitchell.  Presidential Television . New York : Basic Books, 1973.

Minter, William Maynard. The Council on Foreign Relations : A Case Study in the Societal Bases of Foreign Policy Formation . Ph.D. dissertation : University of Wisconsin, 1974.

Molineu, James Harold. The Concept of the Caribbean in the Latin American Policy of the United States . Ph.D. dissertation : American University, 1967.

Morris, Richard B and James Woodress. Hope and Anguish in Foreign Relations, 1962-1975 . New York : Webster Division, McGraw-Hill, 1976.

Morris, Richard Brandon and Jeffery B. Morris.  Great Presidential Decisions : State Papers That Changed the Course of History from Washington to Reagan . New York : Richardson, Steirman & Black, 1988.

Morris, Richard Brandon and James Woodress. Times of Crisis, 1962-1975 . New York : Dutton, c1976.

Moscow Conference on the Cuban Missile Crisis (1989 : Moscow, R.S.F.S.R.). Back to the Brink : Proceedings of the Moscow Conference on the Cuban Missile Crisis, January 27-28, 1989 . Lanham, MD : Center for Science and International Affairs, Harvard University ; University Press of America, Inc, c1992.

Moss, Norman. Men Who Play God : The Story of the H-bomb and How the World Came to Live With It . New York : Harper & Row, c1968.

Murphy, Robert Daniel. Diplomat Among Warriors . Garden City, NY : Doubleday, 1964.

Nacos, Brigitte Lebens. The Press, Presidents, and Crises . New York : Columbia University Press, c1990.

Nash, Philip. The Other Missiles of October: Eisenhower, Kennedy, and the Jupiters, 1957-1963 . Chapel Hill & London : University of North Carolina Press, c1997.

Nathan, James A. The Cuban Missile Crisis Revisited . New York : St. Martin's Press, c1992.

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Dreeszen Bowman named a Biliniski Dissertation Fellow

Rhys Dreeszen Bowman has been selected as a Biliniski Dissertation Fellow for the 2024-2025 academic year. During the fellowship, Dreeszen Bowman, who uses the pronoun they, will focus on completing their dissertation — From Margins to Center: Community-Based Action Research with Transgender Communities in South Carolina .

The College of Arts and Sciences manages the Russell J. and Dorothy S. Bilinski Fellowships which provide $40,000 to graduate students in the humanities and social sciences to support completion of their doctoral degrees.  

Dreeszen Bowman is the first doctoral student from the School of Information Science to receive the award. 

“Receiving this fellowship is a clear indication of the importance of Rhys’s dissertation work. It is timely and relevant to communities throughout the state of South Carolina,” says Lyda Fontes McCartin , director of the School of Information Science. 

The main goal of Dreeszen Bowman’s dissertation is to understand how transgender individuals in South Carolina are able to find reliable information and what role libraries play in their ability to do so.  

“I’m curious how this climate is impacting trans people’s ability to find reliable information and survive in this state,” Dreeszen Bowman says.

Dreeszen Bowman went on to explain how the Fellowship will allow them to fully focus on their dissertation, easing the financial strain of being a doctoral student. 

“I’ve taught every year since I started the program and so being able to not have to teach — as much I love teaching and love working as a graduate assistant — but just being able to focus on my dissertation makes it feel possible to finish within the time that I’m funded by my program,” Dreeszen Bowman says. 

Dreeszen Bowman plans to conduct community-based action research by recruiting an advisory board of five transgender people in Columbia to assist with the project. The committee will review Dreeszen Bowman’s research questions and collaborate in the creation of an informational health care resource to be used by transgender communities across the state. 

By interviewing people across the state to get their viewpoints on their transgender healthcare ban for minors, Dreeszen Bowman hopes to make their dissertation reflect the issues faced by transgender people in both urban and rural communities. 

“The interviews will be with people all across the state of South Carolina, and I’m really hoping that I can represent a broad racial diversity and also find rural folks. We know that people in rural communities in the South are facing a lot more barriers than people living in the cities, in these really regressive, political and religious climates where it can be very difficult to be trans, so I’m really hoping to be able to represent a rural perspective as well,” Dreeszen Bowman says.

After completing their dissertation, Dreeszen Bowman hopes to find employment in academia. 

“I’m going to be applying for jobs , and I’m hoping to secure a job as a tenure track assistant professor at a university,” they say. “I’m hoping that being able to focus full   time on the dissertation will give me the time I need to finish and also allow time for me to submit job applications.”

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