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Please note that all course offerings are subject to change. Changes in faculty availability and student enrollment can occasionally result in course cancellations.

Issues in Contemporary British Politics and Culture (zero to two credits) is a required course for all students.

Please review the NYU London Registration Guidelines for important information before registering for classes.

A list of all courses offered at the Global Academic Centers, organized by department, can be found here.


Academic Requirements & Registration Guidelines

  • Students must register for 12-18 credits
  • All students will take Global Orientations - a zero credit pass/fail course. Students will be enrolled by Global Programs during registration week.
  • Attendance is expected and required; absences will negatively affect grades
  • Before you plan your personal travel, check your syllabi! Academic site visits and field trips are considered required class time.
  • If you're wait-listing, don't forget to Swap. More information on wait-listing is available here.
  • Certain Business, Economics, Math, and Psychology courses have prerequisites, visiting students email global.academics@nyu.edu for permission.
  • Some Stern (Business) courses are restricted to Stern students only until Friday of registration week. Non-Stern students will be able to register beginning Friday.
  • Registration in the Gallatin Fashion courses is given to students in the Gallatin Fashion Program. Other students will be permitted to register as space remains available.
  • Internship Seminar & Fieldwork is a permission only class. Students needed to apply ahead of time for this course. This course is full and no longer accepting applications.
  • More information about Registering for Study Away Courses and registration FAQ's is available here.
  • If you have trouble finding a course on Albert or encounter problems, email global.academics@nyu.edu

Required Course For All Students

We often hear that Britain is a global country and London is a global city, but what does this mean? In recent years Britain has undergone striking changes in its social makeup, political outlook and cultural activities. Rapid change also brings tensions around housing, the National Health Service and education all of which are increasingly facing pressures from immigration, larger numbers of unemployed and the economic squeeze. The most recent census suggested Polish was the second is spoken language in Britain. So what is happening and why and how does it affect you as a visiting student?

Global Orientation: British Culture is intended to introduce students to ideas formed by global and local issues and focus on concerns regarding politics, the media, migration, the free market, foreign policy, cultural homogeneity and democracy that are the keys to modern British national identity.
The course in based around a series of lectures and talks by prominent speakers from British politics, culture, economics and the arts, and incorporates various optional excursions into London to see some of what is being talked about in action.

Sample Syllabus

Sample 2


Africana Studies

Introduces students to the tools of cultural criticism and theory, with particular emphasis on black culture, urban environment, and black people’s relationships to a variety of social and cultural institutions and practices. The latter may include the mass media, class and poverty, the police, urban development, education, music, art, and sports. 

Sample Syllabus

Africana Studies (The School of Oriental and Africana  Studies, University of London)

Read more about the SOAS Africana Studies programme here. (Please note that SOAS courses outside of this selection are not open to NYU London students, and students on the NYU London program cannot enroll directly in University of London courses.)

This course provides students with knowledge of the diverse literatures composed and written in indigenous languages of Africa, as well as of the general issues relevant to the study of this literature. The languages covered include Swahili (East Africa), Hausa and Yoruba (Nigeria and West Africa), Xhosa (Southern Africa), and Somali (Horn of Africa). The literature is discussed largely according to major genre types, such as poetry and song, oral narratives, and written prose literature. No knowledge of these languages is required for the course. 

The course familiarizes students with a selection of the varying perspectives from which African experience has been perceived, analyzed, and interpreted, primarily by Africans and persons of African descent, both on the continent and in the diaspora. 

An introduction to thinking about the human faculty of language within a specifically African context. The course focuses on issues of language within the framework of human society at all levels, and not so much on language as a structural entity. Topics include the general characteristics of human language; the description of the languages of Africa; the question of language and cultural contact in Africa; and the contemporary issues of language and sociopolitics in Africa. 

The course examines not only the common concerns but also the diverse traditions, as a result of historical, social, and cultural imperatives, that have informed the literature produced by African writers. Topics include colonialism; the question of language; race and identity; nationalism and literature; modernity; exile; and the politics of gender in the African context. 

The aim of the course is to introduce students to cultural dimensions in Africa, and to ways of approaching the study of culture in Africa. It focuses on three overall themes: orality, performance and identity, exploring ways in which these find expression primarily (though not exclusively) through language, religious belief, music, literature, nationalism, and popular culture. After presenting a general theoretical framework for the study of the themes, it concentrates on specific cultural contexts, illustrated with "case studies". Students are also encouraged to do further reading within other culture areas of Africa and the African Diaspora. 


Teaching and Learning / Applied Psychology

Students enrolling in the Human Development course sequence must register for both APSY-UE 9020 Human Development I and one of the Human Development II sections (APSY-UE 9021, 9022, or 9023). Human Development I runs for the first 7 weeks of the semester followed by Human Development II. All sections of Human Development II will meet together for class sessions however classroom observations and assignments will be differentiated.

Students enrolling in the Human Development course sequence must also conduct observations in a London school classroom each week. This course carries a fee of $215 for non-Steinhardt students to cover the cost of observation placements.

All students registering for Human Development courses must obtain a "good conduct certificate" (sometimes also called a "letter of good standing") from their local police department before leaving for London. This is essential in order to participate in observations.

Note: Students accepted to this course must indicate on their visa inquiry form that they want a Tier-4 General Student Visa; you will not be permitted to intern (paid or unpaid) in the UK without a Tier-4 visa. A Tier-4 visa costs a minimum of £298 GBP (approximately $500 USD), plus any applicable shipping and expedite fees. (*Does not apply to students traveling on EEA or Swiss passports.)

All students interested in the Human Development Course sequence should complete the Human Development Placement Registration Form (https://www.surveymonkey.com/s/HDS15) as soon as possible, and no later than November 30.

Introduction to research and theory of human development across the life span. Seminal theories & basic research of individual growth & development are analyzed & critiqued. Emphasis is on the range in human development with discussion of normative & non-normative development. Emphasis is also placed on the importance of understanding the influence of normative & non-normative contexts of development, including the impact of culture, heritage, socioeconomic level, personal health, & safety. Relations between home, school, & community and their impact on development are also explored via readings, lectures, discussions, & weekly observations in the field. Interrogation of implicit folk theories as a foundation for exploration of formal knowledge of human development.

Sample Syllabus

Further analysis of research findings & theories of human development focusing on early childhood, & applied across various institutional contexts. Important issues include: language development, assessment of readiness to learn, separation from the family, peer relationships, aesthetic experiences. Developmentally appropriate consideration of abusive & dangerous environments, & of alcohol, tobacco & drug use will also be included. Direct application of theory & research is made through field-based inquiry & issue-based investigation.

Sample Syllabus

Further analysis of research findings & theories of human development focusing on childhood, & applied across various institutional contexts. Important issues include: numeric competence, assessment of reading problems, gender differences in learning styles. Developmentally appropriate consideration of abusive & dangerous environments, & of alcohol, tobacco, & drug use will also be included. Direct application of theory & research is made through field-based inquiry & issue-based investigation.

Sample Syllabus

Further analysis of research findings & theories of human development focusing on early through late adolescence & applied across various institutional contexts. Important issues include puberty, cross-gender peer relations, preventing risky behaviors, understanding & mastering test-based graduation requirements, transition to work/college, identity development, depression, & aggression. Developmentally appropriate consideration of abusive & dangerous environments & of alcohol, tobacco, & drug use is also included. Direct application of theory & research is made through field-based inquiry & issue-based investigation.

Sample Syllabus


Art History

Students in the NYU Art History Dept: This course counts for Art History elective credit.

A survey of British painting, sculpture and architecture of the 17ththrough 20th centuries. Museums, galleries, churches, palaces and stately homes in and around London will be visited to examine and critique major works.

 

Students in the NYU Art History Dept: This course counts for Art History elective credit.

London has some of the richest collections of renaissance art in the world. Students in this course will be brought into direct contact with a large variety of artefacts to be found in museums and galleries such as the National Gallery, the National Portrait Gallery, the Victoria and Albert Museum, the British Museum as well as the British Library. Works by Van Eyck, Leonardo da Vinci, Michelangelo, Raphael, Durer and Holbein will be examined alongside those of less well-known artists. Rather than provide a standard chronological narrative of European Art History c. 1400- c. 1600, focus will be placed on subject areas such as the altarpiece and the private devotional image, the renaissance portrait, graphic practices, print culture, the materials and functions of sculpture, myth and allegory, the cabinet of curiosities, the concept of the 'Renaissance' itself. These topics will not be organised around traditional national or regional 'schools' considered in isolation from one another but instead interconnections will be explored between the development of different types, technical processes and cultural practices across the Netherlands, France, Germany and Italy. A special case will be made of the English Renaissance, in order to place it within the wider European context through additional visits to Westminster Abbey and Hampton Court. 

Students in the NYU Art History Dept: This course counts for Art History elective credit.

This 15 week course will take an in-depth yet wide-ranging look at an important but curiously neglected aspect of modern western visual culture. Within a broadly chronological structure, topics to be dealt with will include the following: the relationship between art and atrocity, and the attendant problem of the aestheticisation of horror; the crucial influence of photography and the growth of mass communications; the issue of censorship, both external and internal, and the related issue of the "limits of representation" (above all, in relation to the Holocaust and Hiroshima); the distinction between official and unofficial war art, and between art and propaganda, between art that endorses and even glorifies war and an art of protest; issues of gender and sexuality; questions of cultural memory and the memorialization process, and the representation of war in contemporary art practice.

It will consist of a combination of informal lectures, student presentations, at least one gallery visit, and the occasional film showing. 

Students in the NYU Art History Dept: This course counts for Urban Design credit or Art History elective credit.

British designers are playing an increasingly important part on the world stage. This course examines changing attitudes to design in Britain: from the eighteenth century, when it played a central role in the modernisation of the country, to the Millennium and beyond, when it is being called upon to rekindle some lost glory. We will ask whether there are features about British design over the last 250 years which are distinctively British; and to what extent British designers have been informed by developments in the rest of the world.

Design now seems all-encompassing, and this very fact also raises broader questions. Have we overvalued this work of the mind over more traditional hand-skills? Are we becoming cynical in the face of endless "rebrandings" (which includes the rebranding of cities and whole countries)? Does design necessarily falsify, or paper over the cracks? And is it good for the planet?

The course format consists of Lectures, and Visits to museums, London sites etc. 

Students in the NYU Art History Dept: This course counts for Art History Elective credit & Urban Design credit.

British architecture is studied, from the Roman remains to the Post-Modern ITV Studios in London. Architecture, urban systems, preservation, and planning issues will be studied. While examining the past and present, the future of architecture will also be explored with an emphasis on the importance of renovating and refurbishing old buildings. There will be site visits in and around the City.

Sample Syllabus

Students in the NYU Art History Dept: This course counts for Architecture and Urban Design credit only.

London, like New York is a rich and complicated city. Unlike New York however, it has been continuously occupied for just under 2000 years. Almost every epoch of London’s history can be detected in the city’s architecture and distinctive streetscape.

This course is designed to work in three ways. Firstly it is an opportunity to learn about London’s architecture and art by physically exploring it. Secondly this class is an introduction to sketching and keeping a travel notebook, a basic and useful skill that any liberal arts student should have an experience of. Finally, and perhaps most importantly, this course teaches how to 'read' a town or city. The ability to visually make sense of European built-environment should really help in understanding the architecture of New York City and, of course, town and cities throughout the United States, and anywhere else. 

Sample Syllabus

Students in the NYU Art History Dept: This course counts for Art History elective credit.

Contemporary art raises vigorous debate and criticism. But what is contemporary about contemporary art? This course introduces you to some of the key issues in dealing critically with contemporary art with a focus on work on display in exhibitions in London, both major national collections and private galleries. The course explores art produced since the late 1950s through case studies of the work of individual artists and through themes which include photography; representations of the body; gallery display; migration, visual imagery of political issues, video practice and installation art. Among other things we consider how contemporary art came to look as it does [with a focus on British art]; the different forms of material and presentation artists have employed; why and how diverse audiences are addressed; how markets, national prizes and private collections shape the kinds of art produced and inform public taste. We also look at the collection and display of contemporary art, on a private and a public scale; dealer galleries and issues of curation.

Sample Syllabus

Students in the NYU Art History Dept: This course counts for Architecture and Urban Design credit only

Re-cycling or re-using buildings is one of the most important subjects in the built environment. It is an area in which there have been some remarkable successes in recent years both in America and in Europe: impressive and much loved public buildings have been given new life by progressive architects and developers, helping ensure that our towns and cities retain their individual character. Unlike international modern buildings, historic buildings are strong markers of the industry, aspirations, local materials and resources of a particular place. Recycling old buildings is crucial so our architectural and social history can be read in the townscape that surrounds us.

A course about recycling old buildings presents an opportunity to explore some basic themes in the built environment – architecture history, environmental issues and the rise of the conservation movement in the 19th and 20th centuries. Buildings are responsible for 50% of our carbon emissions each year, and more than half of a building’s energy footprint is expended in the relatively short spell of its construction. Re-using our redundant historic architecture for new purposes has obvious positive benefits for the planet. Equally, upgrading historic buildings in use, like our housing stock, is environmentally smarter that demolishing parts of our cities and starting again with new structures.

The locations and nature of industrial production has changed across the world. Most western cities have a surfeit of industrial spaces and buildings lying empty, often in their centres. This course will first cover the story of the development of industrial architecture from the 18th century onwards and look at how these robust, proud and often highly decorative structures can accommodate new uses. Based in London, we will have the opportunity to visit a number of key examples of re-use where we can see first-hand how industrial history, modern technology and the changing use of our city centres combine to form this essential story in contemporary urbanism.  

Sample Syllabus

*Important note for students in the Art History Department: This course does not satisfy requirements for the major or minor in Art History or Urban Design.  

Please note that this course is currently under development. Actual course description may vary.

The course is designed as an introduction to museum studies through the study of London Museums. We will cover the types and definitions of museums, using key London collections, such as the British Museum and the Tate as well as smaller collections such as the Wallace Collection.

The course will introduce contemporary theories and practices in museology, examine how collections evolve, interrogate the role of individual collectors, study the specific character of the permanent and temporary exhibitions, and discuss the relationship between museums, cultures, and society. We will examine current issues in the museum profession as it faces the future of museums in the twenty-first century.


Biology

Prerequisite: High School Chemistry
Students registering for this course must also register for Lecture & Recitation.

Introductory course mainly for science majors designed to acquaint the student with the fundamental principles and processes of biological systems. Subjects include the basics of chemistry pertinent to biology, biochemistry and cell biology, genetics and molecular biology, anatomy and physiology, neurobiology, ecology, population genetics, and history and classification of life forms and evolution.

Sample Syllabus

Prerequisite: High school chemistry and BIOL-UA 11, Principles of Biology I or equivalent

Students registering for this course must register for the Lecture & Recitation.

Introductory course mainly for science majors designed to acquaint the student with the fundamental principles and processes of biological systems. Subjects include the basics of chemistry pertinent to biology, biochemistry and cell biology, genetics and molecular biology, anatomy and physiology, neurobiology, ecology, population genetics, and history and classification of life forms and evolution.

Note: Biology majors are not required to register for this lab course. All other students should consult with their advisor to determine if the lab is a requirement of their program of study.

Laboratory exercises illustrate the basics of experimental biology, molecular biology, and biochemistry as well as the diversity of life forms and organ systems.


Business

This course is only open to Stern BPE Students.

This course provides students with an overview of the theoretical traditions inspiring current research in international relations (IR). IR is a discipline which attempts to explain processes and events in world politics. Primarily emerging as a way to explain the behaviour of nation-states and their interactions, the discipline has expanded with the onset of globalization to explore an array of actors, institutions and processes which include but simultaneously transcend the nation-state.

The course will focus on the major theories of IR, and how theoretical debates inform key literature in major subfields of the discipline. The course is constructed in such a way as to familiarize students with core debates and cleavages in the field, for example between behavioural and ideological approaches to the study of world politics. There will also be a focus on some of the key substantive subfields of IR such as international organisations, humanitarian intervention, and global governance. Lastly, there will be ample opportunity for students to model international political behaviour through the application of rational choice and game theory. Students will be encouraged to use this as an opportunity to explore the efficacy of such approaches and their alternatives, to explaining the behaviour and actions of different actors in world politics.

Sample Syllabus

The course is informed by the significant transformation the world economy is currently undergoing, paying particular attention to the evolving dynamics of international trade and the global distribution of power within a longer-term historical perspective. The result is a course strongly geared towards providing students with an understanding of contemporary international economic and political trends, issues and events alongside the requisite analytical skills to evaluate current economic and political policies.

This course is divided into two sections. The first section focuses on the political economy of international trade. It will examine the role of labour, land and capital in determining what is traded, by whom and for what purpose. The second section examines the key global issues in 21st century political economy. It will focus on cultural transformation in an age of globalization, the economic rise of Asia, the political economy of militant Islam and, most saliently, the future of Western hegemony in light of the global economic crisis.

Sample Syllabus

Prerequisites: (1) STAT-UB 103 Statistics for Business Control and Regression/Forecasting Models OR ECON-UA 18 Statistics (6 credits) OR ECON-UA 18 Statistics (4 credit) plus ECON-UA 19/STAT-UB 3 Regression/Forecasting (2 credit) OR STAT-UB 1 Statistics for Business Control (4 credit) plus STAT-UB 3 Regression/Forecasting (2 credit) AND (2) one of the following: ECON-UB 1 Microeconomics OR ECON-UA 2 Economic Principles II, OR ECON-UA 5 Introduction to Economic Analysis, AND (3) ACCT-UB 1 Principles of Financial Accounting AND (4) At least Sophomore Standing.

A rigorous course developing the basic concepts and tools of modern finance. Basic concepts of return and risk are explored in detail with a view to understanding how financial markets work and how different kinds of financial instruments are valued. These instruments, including equities, fixed income securities, options, and other derivative securities become vehicles for exploring various financial markets and the utilization of these markets by managers in different kinds of financial institutions to enhance return and manage risk. The course includes a segment on the use and application of computer-based quantitative technology for financial modeling purposes.

Sample Syllabus

Prerequisite: Foundations of Finance (FINC-UB 2) and Statistics or equivalents.

The class focuses on the nature of financial management from a number of perspectives including the national, the corporate and the individual, but particularly the corporate. You will become familiar with the financial system, including that relating to banking, though there will be little overlap with courses that deal with the functioning of financial markets. The importance of behavioural finance will also be stressed during the course. 

Sample Syllabus

Investigates the nature, functions, and responsibilities of the management of organizations. Develops an analytical approach to the identification, structuring, analysis, and solution of organizational problems. Introduces the student to organizational policies and structures, functional areas, and production processes (including resource allocation, measurement and evaluation, and control), leadership style, and organizational adaptation and evolution. Teaching methodologies include lectures, case analysis, and class discussion.

Sample Syllabus

This course carries an additional fee of £20 to cover the cost of course materials.

Evaluates, from the management point of view, marketing as a system for the satisfaction of human wants and as a catalyst of business activity. Deals with the subject at all levels from producer to consumer and emphasizes the planning required for the efficient use of marketing tools in the development and expansion of markets. Concentrates on the principles, functions, and tools of marketing, including quantitative methods. Utilizes cases and projects to develop a problem-solving ability in dealing with specific areas.

Sample Syllabus

Prerequisites: STAT-UB 103 Statistics for Business Control and Regression/Forecasting Analysis (also accepted: ECON-UA 18, ECON-UA 20, or BOTH STAT-UB 1 and STAT-UB 3)

Designed to give students a better understanding of how firms can gain competitive advantage from their operations function. Typically this requires the firm to achieve, at a minimum, cost, quality and ecological parity; responsiveness and adaptability to customer needs and desires; rapid time to market; process technology leadership; and sufficient and responsive capacity. A problem-solving framework is developed that enables students to undertake managerial and technical analysis that should result in the desired competitive advantage. Both service and manufacturing case examples are utilized.

Sample Syllabus

This course is only open to Stern juniors.

Every professional business person must be aware of how legal systems work and effect business decisions. Furthermore, the interaction between Law and Business is multidimensional involving international, ethical, and technological considerations. In this course, students examine how key areas of business law, including contracts, torts, and business organizations, influence the structure of domestic and international business relationships. Students actively participate in legal studies designed to enhance business skills such as analytical thinking, written communication, oral presentation, conflict resolution, and team work problem-solving. 

Sample Syllabus Coming Soon

This course provides the theoretical fundamentals in communication, applies communication strategy to oral and written business assignments, and focuses on how organizations communicate to their varied internal and external stakeholders.

Sample Syllabus

Prerequisites: ECON-UB11: Economics of Global Business or ECON-UA 238: International Economics and FINC-UB2: Foundations of Finance or ECON-AD 302:Foundations of Financial Markets

This course description is based on the Stern course offered on Washington Square Campus

Recent global financial turbulence has demonstrated both how important the financial
system is to the world economy and how complex it is.

Financial systems are centered on key institutions, instruments and markets. But they
also involve governments, public policy and regulation. They span the globe from the
US, the EU and Japan to Russia, China and the Emerging Markets. In critical ways,
country-level financial architectures are integrating to form a more seamless, high-performance whole. This is good for efficiency, innovation and growth, yet it also
amplifies problems during times of crisis

This course provides students with a broad and rigorous understanding of (i) How the
global financial system works and what purposes it serves, (ii) What the major elements
are and how they operate, and (iii) What challenges the global financial system creates
for public policy makers. In seeking to achieve these objectives, this broad-gauge
course provides a perspective that helps students understand and make the most of
their own professional opportunities. Along with a working knowledge of the global
macroeconomy, foundations of finance and corporate finance, this course will be
extremely helpful for students as a lens to focus on the key dimensions of the modern
business environment.

Sample Syllabus Coming Soon.

 


Chemistry

Prerequisite: CHEM-UA 102 College Chemistry II or its equivalent.

Students registering for this course must register for lecture, laboratory, and recitation.

An introduction to the chemistry of organic compounds, the course is presented in the functional group framework incorporating reaction mechanisms. Topics include structure and bonding of organic materials, nomenclature, conformational analysis, stereochemistry, reactions of aliphatic and aromatic hydrocarbons, and spectroscopy (IR, NMR, UV/visible, and mass spectroscopy). 

Laboratory provides training in the basic techniques of the organic chemistry laboratory, including crystallization, distillation, extraction, and other separation techniques such as column chromatography and gas chromatography. Experiments involving the synthesis of organic compounds are introduced as well as those performing qualitative organic analysis.

Sample Lecture Syllabus

Sample Lab Syllabus

Prerequisite: CHEM-UA 243, Organic Chemistry I or its equivalent

Students registering for this course must register for the Lecture, Lab, & Recitation

A continuation of the study of chemistry of organic compounds. The material is presented in the functional group framework, incorporating reaction mechanisms. Topics include structure and bonding of organic materials, nomenclature, conformational analysis, stereochemistry, spectroscopy, and reactions of aliphatic and aromatic hydrocarbons, alcohols, ethers, amines, and carbonyl compounds. Multifunctional organic compounds are covered, including topics of relevance to biochemistry, such as carbohydrates, amino acids, peptides, and nucleic acids. Laboratories provide training in the syntheses of organic precursors in high yields and high purity needed for multistep procedures. An extensive research project involving unknown compounds is conducted. The use of IR and NMR spectroscopy is explored.


Child and Adolescent Mental Health Studies

How do children learn right from wrong? Today's youth face an onslaught of mixed messages about morality. Parents and teachers champion honesty, integrity, and empathy, while sports stars use steroids, music and video games glorify sexual violence, and politicians pander for votes based on prejudice and fear. At the same time, children are confronted with uniquely modern moral challenges, as they navigate bullying and privacy invasion on the Internet, easily accessible drugs, and gang and relationship violence. This course examines how children negotiate these challenges and learn moral principles, using perspectives from developmental neurobiology, evolutionary biology, philosophy, and multiple theoretical frameworks within cognitive and social psychology. Topics include gender, culture, socioeconomic status, education, and parenting and their influence on moral development from infancy through adolescence.

Prerequisite: This course is open to students who have completed an introductory course in psychology and a course in either child and adolescent psychopathology or abnormal psychology or have received consent of the instructor.

Children and adolescents suffer worldwide from significant mental health stressors, but how mental health and illness are perceived and addressed varies greatly around the world. The first part of the course will provide a brief overview of human rights, child development, social determinants of mental health, trauma and resilience, and the global public health significance of mental illness. Using this framework, the impact of selected salient cross-cultural factors affecting mental health (i.e. poverty, war and conflict, and gender-based exploitation) on children’s development and wellbeing will be studied. Throughout the course, various perspectives will be considered, while dominant paradigms will be recognized and critically examined. Lastly, the course will conclude on a pragmatic level—deliberating specific settings, available resources, barriers, and preventative proposals. Selected case studies from the Americas, Africa, Europe, Asia, and the Middle East will be used to illustrate key concepts. Through lectures, readings, documentaries, and active discussion this course will provide an engaging forum to consider and debate child and adolescent mental health issues globally.

Sample Syllabus


Chinese Language

Introductory course in modern Chinese using Lin’s College Chinese. Covers both spoken and written aspects of the language. Open to students who have had no training in Chinese, the course includes translation from and into Chinese and a basic study of elementary Chinese grammar.


Cinema Studies

Students registering for this class must also register for the Screenings section.

This course carries an additional fee of £20 to cover the cost of course materials.

This course provides an exciting and challenging introduction to British Cinema, studying the rich and varied relationships between the society and its films. It is organised in four main parts, offering an Introduction to Film Studies; a look at National Identity and the Cinema in relation to England, Scotland, Northern Ireland and the UK as a whole; case studies in key authors Mike Leigh and Ken Loach; and approaches to narrative and genre.

Sample Syllabus


Creative Writing

Beginning workshop in creative writing designed to explore and refine the student's individual writing interests. This course may include fiction and/or poetry and creative non-fiction. 

Sample Syllabus


College Core Curriculum

This class introduces students to an in-depth academic study of changing views of British national identity and culture, using a variety of primary and secondary sources. Britain is a multi-national state, a union of 4 nations, each with their own distinctive cultures and heritages. Three of the nations, Wales, Scotland and Ireland have been brought under the English monarchy and political system, and, in the case of the first two, they have been long-term partners in the benefits accruing to the largest empire the world has seen and the first, and for a long time, the most successful industrial nation. The height of that unity was probably in the period of the Second World War and its aftermath. Since then, with the collapse of the British Empire, Britain’s membership of the European Union, devolution of power to Scotland and Wales, the union has come under increasing pressure from centrifugal forces. The course examines the image that Britain presents to the world, the myths on which the national identity of the component nations were formed and the institutions that might be considered to hold the union together today. This involves looking at the self-image of Britain in relation to empire, foreign policy, immigration and multiculturalism, monarchy, parliament , sport and media representations. British national identity is revealed as an increasingly contested concept in a globalised world.

Sample Syllabus

The College Core Curriculum directorate is currently working to develop this course in collaboration with FAS Irish Studies, NYU London, and Global Programs

Students in the NYU Art History Dept: This course counts for Art History elective credit.

Contemporary Art in Britian. Contemporary art raises vigorous debate and criticism. But what is contemporary about contemporary art? We consider some key issues in dealing critically with contemporary art with a focus on work on display in exhibitions in London, both major national collections and private galleries, exploring art produced since the late 1950s through case studies of the work of individual artists and through themes which include photography, representations of the body, gallery display, video practice, and installation art. Topics include how contemporary art came to look as it does, with a focus on British art; the different forms of material and presentation artists have employed; why and how diverse audiences are addressed; and how markets, national prizes, and private collections shape the kinds of art produced and inform public taste. We also look at the collection and display of contemporary art, on a private and a public scale; dealer galleries, and issues of curation. Critical and historical writings by artists and theorists will be considered.

Note: This course counts for Urban Design (Art History Department) major and minor credit.

The history of London architecture as exemplified by surviving buildings, which can be seen and visited, principally from the 17th to the 20th centuries, considered through an equal mixture of classroom lectures and field study visits to the sites and buildings, and types of buildings, discussed in the lectures.


Drama

This course carries an additional fee of $267 in Spring 2015 to cover the cost of theatre tickets.

Explores the works of Shakespeare as text and performance. A variety of critical methodologies, including biographical and cultural analysis, are used to reveal the continuing vitality of these plays and their relevance to the theatre of our time.

Sample Syllabus


Dramatic Literature

Students registering for this course must also register for the theatre visits section.

This course carries an additional fee of  $470 in spring 2015 to cover the cost of theatre tickets.

This course, designed to introduce students to the range of 20th-century drama staged in the contemporary London theater scene, presents a wide variety of British, American, and multicultural works currently playing. Students analyze the history of the modern theatre in London. Emphasis is placed on comparative interpretation of texts and the dramatic performances of works.

Sample Syllabus


Economics

Prerequisites for students who enter NYU Fall 2012 or later: Introduction to Microeconomics (ECON-UA 2) and Mathematics for Economics II (MATH-UA 212). Restriction only for students who enter NYU Fall 2012 or later: not open to seniors.

Prerequisites for students who entered NYU before Fall 2012: Introduction to Microeconomics (ECON-UA 2) and Calculus I (MATH-UA 121) or Mathematics for Economics I (MATH-UA 211).

Not open to NYU Stern students.

Examines the manner in which producers, consumers, and resource owners acting through the market determine the prices and output of goods, the allocation of productive resources, and the functional distribution of incomes. The price system is seen as a network of interrelated decisions, with the market process serving to communicate information to decision makers.

Sample Syllabus

Prerequisites for students who enter NYU Fall 2012 or later: Introduction to Macroeconomics (ECON-UA 1) and Intermediate Microeconomics (ECON-UA 10). Restriction only for students who enter NYU Fall 2012 or later: not open to seniors.

Prerequisites for students who entered NYU before Fall 2012: Introduction to Macroeconomics (ECON-UA 1), Introduction to Microeconomics (ECON-UA 2), and Calculus I (MATH-UA 121) or Mathematics for Economics I (MATH-UA 211).  

Study of aggregate economic analysis with special attention paid to the determination of the level of income, employment, and inflation. Critically examines both the theories and the policies associated with them.

Sample Syllabus

This course is currently under development.  Please find below a sample course description from the MATH-UA 211 course offered in New York.  Please note that the actual description for this course may vary.

Elements of calculus and linear algebra are important to the study of economics. This class is designed to provide the appropriate tools for study in the policy concentration. Examples and motivation are drawn from important topics in economics. Topics covered include derivatives of functions of one and several variables; interpretations of the derivatives; convexity; constrained and unconstrained optimization; series, including geometric and Taylor series; ordinary differential equations; matrix algebra; eigenvalues; and (possibly) dynamic optimization and multivariable integration.

 

This course is not open to NYU Stern students.

Prerequisites: Introduction to Macroeconomics (ECON-UA 1) and Introduction to Microeconomics (ECON-UA 2), or Introduction to Economic Analysis (ECON-UA 5) or equivalents.

The principal characteristics of the financial system and its current challenges; derivatives, financial innovation and the banking industry; money supply and monetary policy; bonds, equities and interest rates; financial supervision and regulation; pricing of financial securities and balanced portfolios; foreign exchange and how currency markets impact policy and asset choices; international policy co-ordination; banking crises and reform programmes.

Sample Syllabus

Prerequisite: ECON-UA 9001, Economic Principles and ECON-UA 9002, Economic Principles II

This course focuses on international trade in goods, services, and capital. It serves as an introduction to international economic issues and as preparation for the department’s more advanced course in ECON-UA 324. The issues discussed include gains from trade and their distribution; analysis of protectionism; strategic trade barriers; the trade deficit; exchange rate determination and government intervention in foreign exchange markets.

Sample Syllabus (Please note that there are different sections of this course which use different text books. Please wait to hear from NYU London or your Professor about which book to buy. Do not base your purchase off of this sample syllabus)


English

On Christmas Day, 1764 Horace Walpole published The Castle of Otranto, the very first Gothic novel. The Gothic flourished especially in the nineteenth century, creating a whole vocabulary of new creatures and landscapes and two of the great books of the genre: Frankenstein And Dracula. This course concentrates on the great works of Gothic which are central to an understanding of literature, film, early Romanticism and popular culture. Specialising on the works of the eighteenth and nineteenth centuries we will also explore how those texts were reinvented for film and what new elements were added in the twentieth century. Using a selection of texts and using a variety of approaches from the historical to the post modern and the feminist to queer theory we will explore the multifarious levels of meaning in Gothic texts as well as looking at narrative strategies and a variety of themes including the political and revolutionary, the erotic and the exotic, the Promethian and the undead, the role of religion, the role of women, the Wandering Jew and the 'mock' medieval.

Most of these major texts from the canon of English literature have been selected because they open out onto life in London at the time they were written. We shall be concerned not only with topics of place and setting, but also with issues of individual and national identity, as well as with forms of verse, drama, and fictional narratives. We shall be seeing a performance of Marlowe’s Dr Faustus at Shakespeare’s Globe, witnessing justice in action in a London court, as well as visiting the houses of Dr Johnson and Charles Dickens, Tate Britain, and viewing screen versions of a couple of our chosen novels. Texts will be studied in chronological order; the course is weighted towards literature of the last 100 years. The Oxford Book of English Verse will help give us a sense of continuity and change.

Sample Syllabus

This course will study a variety of texts written at particular times in the history of London. The aims of the course are to encourage student to think historically, in terms of the way London and representations of the city have changed and developed over time; and theoretically, in terms of the way the city is mediated through different forms and genres (e.g. poetry, novels, essays, film). We will also examine the texts in relation to issues such as gender, the definition of the modern metropolis as a labyrinthine city of Babylon, the influence of metropolitan culture on Modernism and Modernity, assimilation versus multiculturalism, immigration, and the effects of new modern spaces on individuals.

Students registering for this class must also register for the Theatre Visits section.

This course carries an additional fee of $283 to cover the cost of theatre tickets.

This course provides an introduction to the dramatic work of Shakespeare and his contemporaries. Students read and attend representative comedies, tragedies, and histories, their selection to be determined by the plays actually in production in and around London, particularly at the Barbican, New Globe, and Stratford to which at least one excursion will be made. Special attention will be given to the playhouses and the influence they had on the art of the theatre, actors' companies, and modes of production and performance. Lectures and discussions will focus on the aesthetic quality of the plays, their relationship with the audiences (then and now), the application of the diverse attitudes and assumptions of modern critical theory to the Elizabethan stage, the contrasting structures of Shakespearean and non-Shakespearean drama, the new emphasis on selfhood and individuality, and the major themes of hierarchy, order, and justice, the conflict of Nature and Fortune, the role of Providence, the ideals of love, and the norms of social accord. Opportunities will be given to investigate the interrelations of the plays and other arts, including film, opera, and ballet. 

Sample Syllabus

This course will examine the major British novels of the 19th Century in the context of their setting in London and British culture. The course will include visits to London sites presented in the works that will be read. Readings include such major novelists as Dickens, Thackeray, Wilde, Woolf, and others. 

Prerequisite: ENGL-UA 220:British Literature II

Students will undertake a study of the culture, thought and literary production of Britain between the Crimean War (1853-6) and the First World War (1914-8).  

 

This course explores the meaning of colonialism and postcolonialism in India by examining its historical background, its main themes and its defining problems. The course introduces students to some of the key texts of British cultural and educational policy in India. It also gives students the opportunity to examine a major ethnographic text. The course will then grapple with a cross-section of colonial and postcolonial literary representations of India. The focus here will be on issues of identity and strategies of narrative in colonialist and nationalist texts. The course concludes with an overall view of postcolonial studies as it relates to India and some suggestions as to its future developments. 


Environmental Studies

Over half of the human population lives within 100 km of a coast and coastlines contain more than two-thirds of the world’s largest cities. As a result, the world’s natural coastal environments have been substantially modified to suit human needs. This course will use the built and natural  environments of coastal cities as laboratories to examine the environmental and cological implications of urban development in coastal areas. Using data from multiple coastal cities, student teams will use field-based studies and Geographic Information System (GIS) data to examine patterns and processes operating in coastal cities. This course uses the local terrestrial, marine, and built environments as a laboratory to address these issues, and team projects requiring field work form a core component of the learning experience. As part of the Global Network University initiative this course will be offered simultaneously in multiple locations and students will collaborate with their counterparts on other campuses.

Watch the video and read more about Where The City Meets The Sea

Course under consideration with a possible Biology cross-list, in consultation with Mary Killilea, Biology Dept. Environmental Studies Dept,  NYU London, and Global Programs


Gallatin School of Individualized Study

Please note that students accepted to the Gallatin Fashion in London Program will be given registration priority for this course.

The topic of clothing and adornment embraces a broad spectrum, from the need for protective covering to the desire for individual expression to the profit goal of international industries. Clothing epitomizes the way a fundamental necessity has been transformed by cultural construction---as well as desire and creativity---into a complex social indicator, a matrix of culture, class, gender identity and aesthetics. This course looks at the ways clothing and fashion are used by story tellers, in print and on film, from the ancient world to the modern as indicators of civilization, individuality, sensuality, polymorphous gender, guilt, and conspicuous consumption. In order to establish a critical grid and vocabulary with which to discuss fiction’s use of clothing/fashion our sources will also include readings in cultural studies, art, sociology, economics, fashion theory, and semiotics.

Sample Syllabus

Please note that students accepted to the Gallatin Fashion in London Program will be given registration priority for this course.

This is a course that explores the relationship between ideas, the body and the way that fashion can be understood to mediate between the two. Through a range of disciplines and media this course considers the body as an aspect of not only medical and scientific exploration, but crucially as a vital element of culture and society. Bodies affect the ways in which the social world and power relations are organised, and they even arguably condition the way that we understand reality itself. Our physical form is constantly shaped according to both philosophies and fashions. Body ideals and broader ideals often interrelate strongly through bodily practices and with what we wear. There are meanings and fashions in all bodily forms (skinny, buxom, muscular, ideas of ‘whiteness’) and body practices (dieting, hair management, cleansing rituals, plastic surgery and genital cutting).

Over the sessions, we will take a conceptual approach to fashion, as a strident condition of modern life, that incorporates politics, science and aesthetics and we will closely read a number of cultural texts against a number of theoretical models. Attitudes towards the body can vary widely according to historical period, and this course will explore how, in different moments, and via different media, we have been preoccupied with the aesthetics of different body zones, with displaying identity (gender, class and ethnicity), and also with power. Different cultural forms (literary, visual, material etc) will provide the focus of our discussions as they all engage with the different ways that we make meaning out of our bodies. Students will be invited to investigate in their written work set texts from class in addition to primary material of their own choice.

 

Please note that students accepted to the Gallatin Fashion in London Program will be given registration priority for this course.

This interdisciplinary seminar serves as a broad overview for several centuries of British male and female fashion trends, from roughly the Tudor period to today. The course focuses on ways that modes and standards of dress evolved in response to political, economic and technological developments; empire and immigration; changing gender and class formations; and the vagaries of popular culture. In short, the course examines not only what people wore at different historical moments, but why they wore what they did, and how they felt about it. Readings come from the fields of literature, history, art history, gender studies, and sociology.

Sample Syllabus

Please note that students accepted to the Gallatin Fashion in London Program will be given registration priority for this course.

This course will introduce students to the lifecycle of fashion, from forecasting fashion trends to the retailing and representation of vintage clothing, through design development, branding, buying and journalism. The course will also explore key issues for the sector – ethics, sustainability and the impact of the digital revolution. It will add a practical dimension to the NYU London triptych of fashion exploration, giving students unique access to studios and businesses working at the heart of London’s vibrant fashion industry. Each session is structured to give students an overview of a particular stage in the fashion development process, through a mix of lectures from the course leader and visiting professionals, studio visits, walking tours, reading assignments and practical projects.


Global Public Health

Please note that this course is currently under development.  Actual course description may vary.

By the end of this course students will develop the ability to understand the evolution and current role of epidemiology as an approach to assessing public health problems; describe epidemiological approaches to defining and measuring health problems in defined populations; understand how epidemiologic studies are designed, implemented and analyzed; understand the concepts of measurement of test performance and be able to apply these concepts of testing and screening in a range of health and other settings; understand and apply epidemiological criteria needed to establish cause and effect relationships; understand, and apply key ethical issues to the conduct of epidemiological and other scientific investigations; conduct library research to find information on diseases and other health conditions; and critically read and understand health information.

Sample Syllabus

Please note that this course is currently under development.  Actual course description may vary.

This course will examine the various dimensions of the field of public health and how the public’s health is protected. Students explore the ways social, economic, and political forces influence the health of populations. Additionally, this course will focus upon some of the current ethical public health dilemmas where the rights of the individual versus the rights of society come into conflict. The course makes use of diverse methods of instruction, including, but not limited to, small group discussion, group exercises, mini-lectures, student debates, field-based group projects and student presentations. Students may be involved in gathering information and observations from projects outside of the classroom at government, NGO and health care institutions.

For Global Public Health Majors

The global health undergraduate internship has a three-fold goal: It: 1) broadens the student’s exposure to public health issues, 2) facilitates opportunities for student’s to observe public health work and leadership in action, and 3) increases the student’s knowledge of specific career opportunities. The internship is a semester long course where the student engages in fieldwork (a minimum of 90 hours) and attends in-class seminar sessions. The integration of didactic and practice experiences provide the student with opportunities to critically reflect on the fieldwork experience, complete a public health project that is mutually beneficial to the student and the organization, and synthesize public health knowledge, skills, and attitudes.

Course Objectives
• apply knowledge, skills, and attitudes gained from public health courses to global health practice setting(s)
• observe the culture, milieu, goals, work-ethic, and deliverables of a public health professional and/or public health practice
• enhance basic leadership skills in establishing, developing, and refining interpersonal and work relationships
• enhance critical thinking , analytic, and problem solving skills
• broaden awareness of public health career opportunities
• contribute to the internship site through the completion of an appropriate public health project or task


History

A survey of Europe from 1789 to the present. Investigates the political, social, economic, and cultural developments that shaped and continue to shape the modern age. Emphasis is on the evolution of the nation-state, on industrialization and its impact on society and politics, and on the intellectual responses to the rapid changes these developments inspired. Topics include Europe and the French Revolution; the rise of the nation-state, 1848-1914; and the impact of totalitarian ideologies on 20th-century Europe.

Sample Syllabus

The course examines the growth and importance of London from the Roman invasion of 43 AD to the present day. Students will learn about London's changing economic and political role, and will understand how London grew to dominate the commerce, industry and culture of England. They will find out how London became the biggest city the world has ever known, and how it coped (or failed to cope) with the social and environmental problems created by its enormous size. Each week (unless there is a field trip) there will be a lecture and a discussion in which you will be able to present ideas and information gathered from lectures and from your weekly reading. There will also be four walking tours of parts of London which relate to the period we are studying at a particular time. 

Sample Syllabus

Covers the impact of World War II, the postwar division of Europe, the onset of the cold war, the economic recovery and transformation of Western Europe, Stalinism in Eastern Europe, the 1960s and events of 1968, the origins and development of the European community, and the cultural and intellectual life of European nations in this period. Ends with a discussion of the Eastern European revolutions of 1989 and their significance, together with the reunification of Germany, for the future of the continent. 

Sample Syllabus

This course will focus on a history of Modern Imperialism from the beginning of the nineteenth century to post-Second World War decolonisation: with particular reference to the British Empire.

Sample Syllabus

This course examines the evolution of diplomatic, trade, and cultural contacts between Islam and the West. Particular attention is paid to the complex relationship that developed between these two civilizations and their historical impact on each other.

*Please Note: Does not count toward the major or minor in Middle Eastern Studies.

This course examines the place that slavery played in Britain's past and its legacy today. In the eighteenth century, Britain prided itself on the liberty enjoyed by its people, yet it was the largest participant in the Atlantic slave trade, and grew rich on the wealth created by ports such as London, Bristol and Liverpool. In the same period some 15,000 black people lived in English ports and their presence has only recently been properly acknowledged. In the nineteenth century, however, Britain perceived itself as in the forefront of the global battle to end the slave trade and slavery itself. This pioneering campaign contributed to a more positive sense of British national identity. Yet Britain continued to depend on the importation of slave-grown produce and even began to ship hundreds of thousands of Indians as virtual slaves to many parts of the world. The ambivalent legacy of Britain’s past involvement with slavery remains important to Britain's multi-cultural identity and its global role today. 

Sample Syllabus


Internship for Credit

Note: Students accepted to this course must indicate on their Student Information Form that they want a Tier-4 General Student Visa; you will not be permitted to intern (paid or unpaid) in the UK without a Tier-4 visa.A Tier-4 visa costs a minimum of £310 GBP (approximately $527 USD), plus any applicable shipping and expedite fees.

Enrollment by permission only.  Application required.

This 4 credit course includes a weekly seminar and minimum of 16 hours fieldwork per week.  Internship placements are made by EUSA, an organization partnering with NYU. EUSA provides internship placements in a wide range of organizations.

The seminar portion of the course explores many different aspects of your internship site. The goal is to finish the semester with an in-depth understanding of the company or organization, including its approach, its policies, and the context in which it operates. We will also discuss more generally the state of the contemporary workplace and ourselves as workers. Finally, you will use the seminar to reflect critically and analytically on the internship experience and as a way to refine your own personal and professional goals.

Sample Syllabus



Irish Studies

This course examines the history of the Irish in Britain from earliest times to the present day, with a
particular focus on the last two centuries and a component which introduces students to the role of
archives in historical research. The course takes a broadly thematic approach to the subject of the Irish in Britain looking at set topics each week across the chronological range. By doing so, it provides students with a wide-ranging and comparative historical perspective on issues such as: changing motivations for migration; evolving patterns of transport and settlement; shifting social and political influences; the development of differing cultural identities and expression. In addition to looking at relations between migrant and host communities, the course also explores interactions between the Irish in Britain and the Irish in Ireland and investigates how the relationship between those who leave and those who stay is reflected in the social, political and cultural domains. A strong emphasis of the course will be access to archival records and collections in order to provide students with the opportunity to directly consult contemporaneous documentation and other audio-visual materials. The course will conclude with a review of the key themes and an assessment of the current position of the Irish in Britain in relation to the wider Irish diaspora.

Sample Syllabus


Journalism & Mass Communication

Students in this course must also register for the Methods and Practice Theatre visit on Thursday evenings.

This course carries an additional fee of $345 in spring 2015 to cover the cost of theatre tickets. Students should also be prepared to pay up to £100 or $167 for extra tickets while in London as part of the Methods & Practice course.

Using the cultural life of London as its focus, this course aims to enable students to report on the diversity of cultural and artistic activity in the British capital across the spectrum, with an inevitable focus on theatre and live performance (classical music/opera, classical and contemporary dance) given the professor's own ongoing career as a theatre critic; other art forms, including art, television, and film, are considered, as well, depending on what is on in the capital at any given time. Numerous forms and techniques will be explored through la mixture of lecture, discussion, and student presentations, and students will be required to follow the work of several critics throughout the term even as they develop their own critical voice and methodology. At every turn, the course aims to wed the specific cultural goings-on in London during the semester to the methods and practice necessary to respond to and evaluate the work on offer.

Sample Syllabus

Designed to interrogate the impact of various forms of media on "society" and various notions of society on "media." Students consider conventional and unconventional media in Britain - from the London Times to movies to fashion magazines - in an effort to interpret British culture. The key question is not "Is this text 'good'?" but "What does this text mean?"

Sample Syllabus 


Mathematics

Prerequisite: A grade of C or better in MATH-UA 121 Calculus I or the equivalent.

Systems of linear equations. Gaussian elimination, matrices, determinants, and Cramer's rule. Vectors, vector spaces, basis and dimension, linear transformations. Eigenvalues, eigenvectors, quadratic forms.

Sample Syllabus

Prerequisites: Completion of Algebra and Calculus with a grade of C or higher or passing placement exam.

This course is only open to Economics Policy Majors and prospective majors.

Please find below a sample course description from the MATH-UA 211 course offered in New York. Please note that the actual description for this course may vary.

Elements of calculus and linear algebra are important to the study of economics. This class is designed to provide the appropriate tools for study in the policy concentration. Examples and motivation are drawn from important topics in economics. Topics covered include derivatives of functions of one and several variables; interpretations of the derivatives; convexity; constrained and unconstrained optimization; series, including geometric and Taylor series; ordinary differential equations; matrix algebra; eigenvalues; and (possibly) dynamic optimization and multivariable integration.

Prerequisite: A grade of C or better in MATH-UA 211 Math for Economics I or the equivalent.

This course is only open to Economics Policy Majors and prospective majors.

This course is currently under development. Please find below a sample course description from the MATH-UA 212 course offered in New York. Please note that the actual description for this course may vary.

Elements of calculus and linear algebra are important to the study of economics. This class is designed to provide the appropriate tools for study in the policy concentration. Examples and motivation are drawn from important topics in economics. Topics covered include derivatives of functions of one and several variables; interpretations of the derivatives; convexity; constrained and unconstrained optimization; series, including geometric and Taylor series; ordinary differential equations; matrix algebra; eigenvalues; and (possibly) dynamic optimization and multivariable integration.

Prerequisite: A grade of C or better in MATH-UA 122/Calculus II and MATH-UA 123/Calculus III or the equivalent.  Not open to students who have taken MATH-UA 235/Probability and Statistics.

An introduction to the mathematical treatment of random phenomena occurring in the natural, physical, and social sciences. Axioms of mathematical probability, combinatorial analysis, binomial distribution, Poisson and normal approximation, random variables and probability distributions, generating functions, Markov chains applications. 

Sample Syllabus


Media, Culture, & Communication

A review of theories and evidence of cultural and political transformations in culture underway in the era of media proliferation, multinational conglomerates, and cyberspace. The role of international flows and national differences.

Sample Syllabus


Metropolitan Studies (Social & Cultural Analysis)

An urban centre for nearly two millennia, London has both shaped and been shaped by processes stretching over ever widening geographical scales, to claim its place within a select network of cities that are said to command contemporary globalisation. This course explores London’s evolving global reach, examining its role in key economic, social, political, cultural and spatial processes and identifying the effects that these have in turn had in its own urban life and landscape. The course briefly documents London’s establishment as an outpost of the Roman Empire in early history to its rise as the politico-administrative heart of the British Empire, to focus on London’s emergence as a global city. Largely oriented by the work of Human Geography scholars, the course examines the unravelling of London’s global connections through concepts such as urban space and place, globalisation, spatial division of labour, networks and flows, migration, transnationalism and multiculturalism.

The course is based on a mix of lectures and student-led seminars, and also includes a guided city walk and a museum visit. Lectures by the course convenor address the key themes of the weekly programme. Students are required to read designated texts for the week ahead. In seminars, students present and discuss their findings from different learning activities (readings, field walk, museum visit, their personal experience of London, lectures). Students are expected to participate actively in learning activities, especially seminars, and their participation constitutes one assessment component. 

Sample Syllabus


Middle Eastern Studies


Philosophy

This is an introduction to some central questions, perplexities and concepts within the main areas of philosophy, introducing themes from metaphysics, epistemology and ethics. Some extracts from some classic texts will be engaged – Plato, Descartes and John Stuart Mill, for example – and contemporary approaches will be addressed. Questions include: What am I? Is free will an illusion? What is knowledge? Is belief in God rational? and Whom ought I to save? In discussing these questions, important distinctions will be introduced and there will be attention to rigorous argument, including the nature of deductively sound argument.

The classes will involve informal instruction and discussion, with a focus upon clarity and argument over a range of topics, though also, it is hoped, with a lightness of touch.

Sample Syllabus

Examines fundamental questions of moral philosophy. What are our most basic values and which of them are specifically moral values? What are the ethical principles, if any, by which we should judge our actions, ourselves, and our lives?

Sample Syllabus

Discusses general questions concerning the nature of reality and truth. What kind of things exist? Are there minds or material bodies? Is change illusory? Are human actions free or causally determined? What is a person and what, if anything, makes someone one and the same person?


Physics

Students registering for this course must also register for Lecture, Laboratory, & Recitation. Students should note that the Physics lab takes place at King's College in Waterloo. This is roughly a 30 minute bus journey from the academic centre.

This course begins a two-semester introduction to physics (lecture and laboratory-recitation) intended primarily for preprofessional students and for those majoring in a science other than physics. Topics include kinematics and dynamics of particles; momentum, work, and energy; gravitation; circular, angular, and harmonic motion; mechanical and thermal properties of solids, liquids, and gases; heat and thermodynamics. 

Sample Lecture Syllabus

Sample Lab Syllabus

Prerequisite: PHYS-UA 9011, General Physics I with a grade of C- or better

Students registering for this course must register for Lecture, Laboratory, and Recitation. Students should note that the Physics lab takes place at King’s College in Waterloo. This is roughly a 30 minute bus journey from the academic centre.

This course is a continuation of PHYS-UA 9011. This course is composed of a lecture and laboratory-recitation. Topics include electric charge, field, and potential; magnetic forces and fields; resistive, capacitive, and inductive circuits; electromagnetic induction; wave motion, electromagnetic waves; geometrical optics; interference, diffraction, and polarization of light; relativity; atomic and nuclear structure; elementary particle physics. 


Politics

Introduction to the politics and society of the United Kingdom of Great Britain and Northern Ireland. Traces the political and social development of the historic countries of England, Ireland, Scotland, and Wales; the growth of British hegemony and imperialism; the politics of decline and decay; and the promise of rebirth. Studies contemporary political institutions and processes that have undergone massive transformation over the past 50 years. Examines the continuing conflict and terrorism in Northern Ireland and dynamics of change in the Thatcher era and beyond.

Sample Syllabus

Introduction to the politics of Eastern and Central European countries. Considers political, social, and economic developments in these countries during the post-Versailles period. Subjects include the communist takeover at the end of World War II, uprising during the de-Stalinization era, and the collapse of communism at the end of the 1980s. Also deals with contemporary issues, including the process of democratization. 

Sample Syllabus

This course critically investigates European integration, the operation of the EU as a political system and European policies. The course explores the origins, development, institutions, major policies, policy-making, current problems and matters of controversy of the European Community / Union. The major approaches applied to explain integration as well as the complex operation of the EU as a political system are described and discussed. The political and economic logic behind different national perspectives on European integration are examined.

Sample Syllabus

*Please Note: This course does not count towards the major or minor in International Relations.

Characteristics and conditions of war and peace and the transition from one to the other from the perspective of political and social science. Examines the role and use of coercion in global affairs, with emphasis on attempts to substitute negotiation, bargaining, market forces, politics, and law for the resort to massive violence in moderating disputes. Considers recent developments in both the theory and practice of peacebuilding demonstrating the differing ways in which particular conflicts tend to be viewed by participants, external commentators and policy-makers.  Students will also undertake their own research on a case study of conflict.

The course will be taught in the form of an informal lecture and a class discussion, and students will present preliminary versions of their case studies to the class. A visiting speaker from an organisation dealing with issues of violent conflict and peace will also participate in one of the sessions (to be arranged).

Sample Syllabus

Historical-political background of the Middle East and its contemporary social and political problems, including the impact of the West; religious and liberal reactions; conflict of nationalisms (Arab, Iranian, Turkish, and Zionist); and revolutionary socialism. Specific social, political, and economic problems - using a few selected countries for comparison and analysis - including the role of the military, the intelligentsia, the religious classes, the legitimation of power, urban-rural cleavages, bureaucracy, and political parties.

Sample Syllabus


Psychology

Fundamental principles of psychology, with emphasis on basic research and applications in psychology's major theoretical areas of study: thought, memory, learning, perception, personality, social processes, development, and the physiological bases of psychology. Direct observation of methods of investigation by laboratory demonstrations and by student participation in current research projects.

Sample Syllabus

Prerequisite for NYU Students: PSYCH-UA 1/Introduction to Psychology

Introduction to theories and research in some major areas of cognitive psychology, including human memory, attention, language production and comprehension, thinking and reasoning.

Sample Syllabus

Prerequisite for NYU Students: PYSCH-UA 1/Introduction to Psychology

Introduction to research in personality, including such topics as the self-concept; unconscious processes; how we relate to others; and stress, anxiety, and depression.

Sample Syllabus

Prerequisite for NYU Students: PSYCH-UA 1/Introduction to Psychology

Introduction to theories and research about the social behavior of individuals, such as perception of others and the self, attraction, affiliation, altruism and helping, aggression, moral thought and action, attitudes, influence, conformity, social exchange and bargaining, group decision making, leadership and power, and environmental psychology.

Sample Syllabus

Prerequisite for NYU Students: PSYCH-UA 1/Introduction to Psychology

Introduction and overview of theoretical issues and selected research in developmental psychology. Focus on infancy through adolescence. Lectures interweave theory, methods, and findings about how we develop as perceiving, thinking, and feeling beings.

Prerequisite for NYU Students: PSYCH-UA 1/Introduction to Psychology and any Core B Psych course (Personality, Social, or Developmental).

The kinds, dynamics, causes, and treatment of psychopathology. Topics include early concepts of abnormal behavior; affective disorders, anxiety disorders, psychosis, and personality disorders; the nature and effectiveness of traditional and modern methods of psychotherapy; and viewpoints of major psychologists past and present.

Sample Syllabus

Prerequisite for NYU Students: PSYCH-UA 1/Introduction to Psychology

This course will cover historical and contemporary scientific approaches to understanding prejudice, specifically prejudice that exists between social groups (for example, ethnic prejudice, religious prejudice, etc.) across different cultures. Readings will draw from the literature in psychological science, and will cover topics including the origins of prejudice, the justification of prejudice, the different forms of prejudicial expression, the identification of prejudice in individuals and institutions, the consequences of being a victim of prejudice, and the value (or not) of different prejudice reduction strategies.


Public Policy

In all spheres of society, individuals from different faiths are coming into contact with each other more and more often. Effective leadership plays an integral role in bridging communities that historically were separate, but today exist side-by-side in a culture that is religiously and spiritually diverse. This course seeks to prepare students to become aware of faith traditions other than their own, with a strong emphasis on learning techniques and theories of how to engage others. We will look at different theories of religions, current examples of leadership and communities, influence of media, and movements around social justice and service in hopes of laying a foundation for solid connections across religious communities.

Sample Syllabus

Religious Studies

An introductory course dealing with the life of the Prophet Muhammad and the origins of Islam; the beliefs and practices of the Islamic community; differences between Sunni and Shiite Islam; Sufism; the spiritual, intellectual, and artistic life of the Islamic commonwealth; and modern Islamic revival. 

Sample Syllabus

*Please Note: Does not count toward the major or minor in Middle Eastern Studies.


Sociology

To provide an understanding of the main immigration trends in Britain, France and Germany since 1850 To provide an understanding of the problems attending the social and political integration of immigrants in contemporary Western Europe To compare the experience and understanding of immigration in Europe with the experience and understanding of immigration in the United States To examine the ways in which the memory of immigration is represented in literature and contemporary culture.

Sample Syllabus

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