The Graduate Center
The City University of New York
Women’s Studies Certificate Program
Acting Coordinator: Hester Eisenstein, Room 5116 (817-8896, 817-8905)
The Certificate in Women’s Studies is available to students matriculated in the Ph.D. programs at The Graduate Center. Women’s Studies is an interdisciplinary approach to research and scholarship that draws on various disciplines, while challenging disciplinary boundaries. The general aim of the program is to offer critical reflection on the experience of both women and men in terms of gender, sexuality, race, class, ethnicity, and nation. Students are prepared to teach courses and to do research in Women’s Studies and related critical approaches to the disciplines, such as those developed in Queer Studies, Postcolonial Studies, and Cultural Studies. Besides focused course work and guidance in research, Women’s Studies offers participation in a wide range of graduate students and faculty activities, including lecture series and forums. Students are also invited to participate in the research programs and seminars at the Center for Women and Society at The Graduate Center.
WSCP U81601 – Topics in Women’s and Gender Studies: Trans Theories, Practices, Politics
GC T 2:00-4:00 p.m., Room 6417, 3 credits, Prof. Paisley Currah  [Cross listed with PSC 71903]
In this course, “trans” will be looked at as an identity, a set of practices, a site of activism, and a point of entry for the study of gender. We will become familiar with different approaches to the topic of transgender—some that understand the category as a basic for gender self-determination and some that see trans* as a way to move away from norms organized around the gender binary. Many of the texts will be situated on a continuum between gender fundamentalist projects and gender subversive projects. We will begin with an overview of some canonical texts on sex, gender, and the relation between them and then move on to the public history of transsexuality, the emergence of movements for transgender equality, medical accounts of gender non-conformity, struggles for de-pathologization, debates about quests for recognition and redistribution, the racialization of transsexuality and transgender subjectivities, trans-feminism, minoritizing and universalizing approaches to (trans)gender, and intersections with other interdisciplinary areas (e.g. animal studies, disability studies, post-colonial studies). The last section of the course will focus on particular topics reflecting the interests of those in the class, possibly including: sex classification, incarceration, discrimination, pedagogy, art and activism, quantitative and qualitative research questions (e.g., methodology, ethics) on transgender and gender non-conforming communities.
WSCP 81000 –Character and Caricature: Minor Characters in Novels from Burney to Wharton
GC T 11:45-1:45 p.m., Room 3306, 4 credits, Prof. Rachel Brownstein  [Cross listed with ENGL 87100]
We will read and discuss seven or eight novels, most of them focused on women, pursuing the pleasures offered by these texts and also trying to discern and define the terms of the reader’s engagement with minor (often comic) characters. We will look at some pictures (portraits and caricatures) and read some critical works (by, e.g., E.M. Forster, D.W. Harding, Deidre Lynch, D.A. Miller, and Alex Woloch). The novels are: Frances Burney, Evelina (1788); Jane Austen, Pride and Prejudice (1813); Jane Austen, Emma (1816); William Makepeace Thackeray, Vanity Fair (1847-48); Anthony Trollope, Barchester Towers (1857) ;George Meredith, The Egoist (1879) ;Henry James, The Portrait of a Lady (1880-81); Edith Wharton, The Custom of the Country (1913).
WSCP 81000 –Children’s and Young Adult Literature: Reflections on Theory and Method
GC M 6:30-8:30 p.m., Room 5383, 4 credits, Prof. Carrie Hintz  [Cross listed with ENGL 80600]
The course will explore secondary and theoretical texts in the field of Children’s and Young Adult literature to explore how scholars develop their research—and their methodological and theoretical underpinnings as they do so. After looking at a couple of formative texts (Beverly Lyons Clark and Jacqueline Rose), we will focus on books and articles published over the last 5-10 years, selectively reading relevant primary texts. A number of the books and articles we cover will be those honored with prizes by the Children’s Literature Association—but not all of them. Critical methods explored will include, but not be limited to: historicism, critical race theory, feminist theory, object-oriented-ontology, psychoanalysis, visual and sound studies, the new formalism, affect theory, postcolonial theory, popular culture theory and criticism (esp. film and television), genre theory, material culture approaches, and childhood studies approaches. The course will be useful not only to those who seek to incorporate children’s and YA into their own scholarship, but also to students who would like to examine theoretical methodologies within the field of English studies more generally (and good for those working on their Passport essay).
WSCP 81000 –Postcolonialism/Poststructurlism/Postmarxism
GC W 4:15-6:15 p.m., Room 3207, 4 credits, Prof. Peter Hitchcock  [Cross listed with ENGL 86600]
We are so used to “post”ing theory that understanding its nuance is already lost to generalization and conflation of differing forms of “post” in its articulation. There is also a deadening presentism prevalent in the politics of post that must, at any cost, announce a fetishistic timeliness by post-dating any current theoretical position (this is basically academic Snapchat). Thirdly, one cannot discount the power of posting theory because a politics of “after” is after the idea theory is often a luxurious and elitist alibi for the real foundations evident in otherwise relatively simple truths. This course will argue for a somewhat more conflictual, reflexive, and situated understanding of theory in the era of the post-it. On the one hand it will serve as a polemical introduction to some of the more prominent figures and theories associated with my troublesome trio; on the other, the course will advance a critical paradigm in the service of a practical cross-talk in their otherwise disparate concerns. This does not mean the politics of continued decolonization, rigorous anti-structuralism, and Marxist exceptionalism are the same. Far from it. Nevertheless, I hope to clarify the notion that theoretical difference has a politics of alignment and the obfuscation of this possibility principally girds the will-to-post in contemporary theorization and its discontents. We will attempt to avoid the supermarket approach to theory (“better reference this Italian, French or “other” somewhere”) and a new passion for dismissing theory as some hermeneutical fib. If we take theory more seriously we might better appreciate its ability to conceptualize radically our research agendas, even if this might mean suspending the pretensions of post in such endeavor (seen, for instance, is some forms of eco-criticism), or subjecting its matter-of-factness to committed reevaluation (approaches that can extend to a variety of posts, like postfeminism, postnationalism, postcommunism, and, most awkwardly, post-postcolonialism, etc.). The course will conclude with a view to the future of “posts,” and theories most likely to inform or supercede it. Readings will be drawn from Spivak, Mbembe, Brown, Foucault, Derrida, Baudrillard, Butler, Jameson, Foster, Balibar, Ranciere, Zizek, Negri, Agamben and Badiou, but not exclusively. Pre-posts will include Spinoza, Marx, and Fanon. While prior knowledge of such theory would be greatly appreciated it will not be assumed. The basis of our discussions will be critical curiosity not estimable fluency. A class presentation and essay will be required in consultation with the instructor.
WSCP 81000 –The Digital Caribbean
GC W 2:00-4:00 p.m., Room 3310A, 4 credits, Prof. Kelly Josephs  [Cross listed with ENGL 85800]
In its rhizomatic structure and development, the internet is analogous to Caribbean culture: born out of disparate pieces and peoples; always already predicated on an elsewhere as home or authority; always already working to ignore geography and physical space as barriers to connection. This seminar probes the various epistemological, political and strategic ways in which cyberspace intersects with the formation and conceptualization of the Caribbean. What constitutes the Caribbean is, of course, not a new question. As we explore the digital media productions that continue to reconfigure the social and geographic contours of the region, we will build on familiar debates surrounding study of the Caribbean. Issues to be addressed include: Geography: What challenge, if any, might cyberspace pose to our geo-centered conceptualization of Caribbean cultures? Community: In what ways do online spaces that claim (or are claimed by) the Caribbean struggle, together or individually, to articulate a cohesive culture? Archival history and voice: Does the ephemerality of online life and the economics of access endanger or enable what we may call the Caribbean subject? Identity and representation: What indeed comprises “the Caribbean subject”? How do questions of authenticity get deployed in crucial moments of tension involving diasporic subjects, particularly in the sped-up world of digital production? These questions, framed by Caribbean Studies, will be our primary focus, but they will be articulated with questions and theories from new digital media studies about knowledge production and circulation, digital boundaries and the democracy of access and usage. Taking the concept of articulation (primarily as it was developed by Stuart Hall in the Cultural Studies context) as a starting point, this course begins by suggesting how Caribbean culture online can be mapped along select nodes of articulation, which carry within them registers of identity formation as well as resistances to structures of dominance. For example, what spaces serve as joints between academic, social, cultural, institutional and pedagogical sites? How, across these spaces and intersections, does cyberspace create the Caribbean? That is, we have long looked at film and literature to think the epistemology of this ever-shifting geo-cultural site, but how does a turn to the trans-textual internet and the usage thereof affect what we think we know about the region and its diaspora? As the majority of graduate students are both scholars and future teachers, we will continuously consider the pedagogical and professional aspects of working with not only digital texts, but specifically those produced to represent a minority culture, particularly given the increasing digitization of academic work. Texts: This course melds theories of Caribbean culture with those of digital culture to conduct critical study of online spaces. In addition to examining primary digital sources, we will read articles from writers including: Stuart Hall, Kamau Brathwaite, Edouard Glissant, Gilles Deleuze and Félix Guattari, David Scott, Annie Paul, Curwen Best, Lisa Paravisini-Gebert, Anna Everett, Karim H. Karim, Lisa Makamura, Wendy Hui Kyong Chun, Jennifer Brinkerhoff and others. Requirements: Oral presentation, blog and in-class participation, and a term paper (15-20 pages) or digital project.
WSCP 81000 –Trance
GC T 2:00-4:00 p.m., Room 9116, 4 credits, Prof. Wayne Koestenbaum  [Cross listed with ENGL 80200]
Dickinson called it “Circumference.” Tennyson called it “mystic gleams.” Walter Benjamin called it “concentration.” (Elsewhere, he called it “hashish.”) In this seminar, we will conduct a spirited investigation of trance—as metaphor and method—in literary experience. Trance, for our curious purposes, can include any extreme state of consciousness, any condition of automatism, exaltation, possession, inspiration, or acute receptivity. We won’t seek to confirm or deny the truth of trance; instead, we will trace its role as imagined catalyst for rhapsodic flights, for somatic and ontological experiment, and for oneiric (and quasi-somnambulistic?) departures from customary behavior. Our adventure may begin with Marcel Mauss’s A General Theory of Magic, Gertrude Stein’s Lucy Church Amiably, stories by Robert Walser, and essays by Walter Benjamin. We will then read some visionary poets, including Antonin Artaud, Vicente Huidobro, Aimé Césaire, H.D., and Alice Notley. Next on our itinerary will be errant prose: Clarice Lispector’s Água Viva, Jane Bowles’s Two Serious Ladies, Henri Michaux’s mescaline writings (Thousand Times Broken: Three Books), and Pierre Guyotat’s In the Deep. We might end the semester by reading selections from Jerome Rothenberg’s epochal anthology, Technicians of the Sacred: A Range of Poetries from Africa, America, Asia, Europe & Oceania. Requirements: in-class presentation and a final project.
WSCP 81000 –Experimental Selves, Graphic Subjects
GC W 4:15-6:15 p.m., Room 3209, 4 credits, Prof. Nancy K. Miller  [Cross listed with ENGL 87500]
“I do not know how far I differ from other people,” Virginia Woolf remarks in “A Sketch of the Past,” neatly summarizing the memoirist’s dilemma. In this course we will explore the process of self-representation in the works of twentieth and twenty-first century writers and artists for whom questions of identity have led to experiments in form. Writers include: Roland Barthes, Lynda Barry, Alison Bechdel, Leslie Feinberg, Zora Neale Hurston, Maxine Hong Kingston, Adrienne Rich, Marjane Satrapi, Gertrude Stein, Virginia Woolf. Work for the course: in class presentations and a final paper.
WSCP 81000 –Modernity and Consciousness
GC W 11:45-1:45 p.m., Room 4433, 4 credits, Prof. Allison Pease  [Cross listed with ENGL 76000]
The search for subjectivity, for authentic self-presence, is the subject of some of the most provocative and exciting, if challenging, literature and theory of the twentieth century. What does it mean to be a self, and can meaning emanate from the self alone? In this course we will read theories of modernity and consciousness alongside novels, plays, and stories from the twentieth century in search of answers to these questions. Writers and thinkers on the reading list may include Rene Descartes, Mathew Arnold, Walter Pater, Jurgen Habermas, W.E.B. DuBois, Sigmund Freud, Paul Gilroy, Henry James, William James, May Sinclair, Virginia Woolf, Nella Larsen, James Joyce, Joseph Conrad, Dorothy Richardson, and Samuel Beckett.
WSCP 81000 –Early Modern Tragic Women and their Classical Models
GC R 4:15-6:15 p.m., Room 3310A, 4 credits, Prof. Tanya Pollard  [Cross listed with ENGL 81500]
Early moderns identified tragedy explicitly with its origins in the ancient Greek world, and the Greek plays most frequently printed, translated, and staged in the period all featured female protagonists: especially bereaved mothers and self-sacrificing virgins. This course will explore the way these female tragic icons haunted the early modern stage. We will read classical tragedies popular in the period, and consider their resonances in early modern plays that engage them directly or indirectly. Readings will include Euripides’ Hecuba, Iphigenia, Alcestis, and Medea; Seneca’s Troades and Medea; Lumley’s Iphigenia, Kyd’s Spanish Tragedy, Shakespeare and Peele’s Titus Andronicus, Shakespeare’s Hamlet and Winter’s Tale, and Webster’s Duchess of Malfi.
WSCP 81000 –Black Lives
GC T 2:00-4:00 p.m., Room 3307, 4 credits, Prof. Robert Reid-Pharr  [Cross listed with ENGL 85500]
We will begin with the assumption that the very idea of a socially alive blackness continues to be intensely contested both philosophically and socially. The field of Black Studies is designed in part to address this situation. In most instances, however, the fundamental belief of scholars of black identity and culture has been that if the humanities and social sciences could only be weaned from the most vulgar forms of white supremacy they might yet provide key locations for the articulation of truly inclusive universalist ideals. In this course we will ask simply if this assumption is true. We will read both life writing and key works addressing questions of black subjectivity. These include: Frantz Fanon, Black Skin/White Masks; Alexander G. Welheliye, Habeas Viscus: Racializing Assemblages, Biopolitics, and Black Feminist Theories of the Human. Selections from Katherine McKittrick, ed. Sylvia Wynter: On Being Human as Praxis; Fred Moten and Stefano Harvey, The Undercommons: Fugitive Planning and Black Study; Nahum Chandler, “Of Exorbitance: The Problem of the Negro as a Problem of Thought.” Criticism 50:3 (2008): 345 – 410; Stuart Hall, “Race, Articulation, and Societies Structured in Dominance.” In Sociological Theories: Race and Colonialism, Paris: UNESCO, 1980; Sylvia Wynter, “On How We Mistook the Map for the Territory and Re-imprisoned Ourselves in our Unbearable Wrongness of Being, of Désêtre: Black Studies Toward the Human Project,” in Lewis Gordon and Jane Gordon, eds. Not Only the Master’s Tools: African American Studies in Theory and Practice; Frank B. Wilderson, Incognegro: A Memoir of Exile and Apartheid; Lucille Clifton, Good Woman: Poems and a Memoir; Richard Wright, Black Boy: A Record of Childhood and Youth; James Baldwin, Notes of a Native Son; Samuel Delany, The Motion of Light in Water; M. Nourbese Philip, Zong; Gary Fisher, Gary in Your Pocket: Stories and Notebooks of Gary Fisher. Students will be responsible for two in class presentations and a final.
WSCP 81000 –Toni Morrison
GC T 6:30-8:30 p.m., Room 4422, 4 credits, Prof. Michele Wallace  [Cross listed with ENGL 85700]
In this course we will read and discuss six of Toni Morrison's eleven novels--The Bluest Eye, Song of Solomon, Beloved, Jazz, A Mercy and Home, paying close attention to interlocking and continuing themes, as well as supplementary materials taken from photography, visual art and the many interviews and lectures available of Morrison discussing her work in some detail. Morrison is the most celebrated and the most widely read African American writer alive today. Her work focuses on issues of race, identity, gender and sexuality in a manner that evokes feminist concerns without, itself, being particularly feminist in its convictions. She also focuses intensively on African American culture with a magisterial finesse, from the 17th century in a time before slavery was identified with race (A Mercy) through 1963 (Song of Solomon), the year both Medgar Evers and John Kennedy were murdered, and the official onset of the modern Civil Rights Movement. Requirements for this course are reading, thinking and writing one final paper.
WSCP 81000 – The Medium of Culture
GC T 2:00-4:00 p.m., Room 6114, 3 credits, Prof. Dagmar Herzog  [Cross listed with Hist.72800]
This class is an experiment in educating ourselves about important recent developments in theoretically informed writing in history and allied disciplines. The five core topics (knowledge, faith, desire, violence, madness) are ones which have strong resonance in our present, even as assumptions about their meanings and functions have changed dramatically across historical times and locations. All five raise significant puzzles for historians with regard to issues of periodization, causation, agency, and interpretation of evidence. More generally, all five challenge us to think more critically and carefully about the relations between individuals’ values and behaviors and social structures and polities – and the role of culture in mediating all of these. Because of its special expertise in theorizing culture, the discipline from which we will borrow the most is anthropology. But we will also read many historians, as well as philosophers, sociologists, literary critics, and journalists. One goal will be for you to acquire competence in reading a great variety of theoretically informed work, but another will be to understand the practical usefulness of this variety of cultural theory for the diverse historical research projects you are yourselves engaged in. Critical thinking about gender and sexuality will be integrated throughout. Requirements include: thorough reading of the assigned materials, two critical questions about each assigned text sent to instructor and classmates in advance of class every time, thoughtful and active participation in class discussions, two short summary analyses of weekly readings also sent to instructor and classmates in advance of class (we will divide up the reading list on the first day), and one longer final paper exploring the relevance of and putting to use some aspect(s) of cultural theory for your own work.
WSCP 81000 – Bastards, Kingship, and Kinship in Medieval Europe
GC W 2:00-4:00 p.m., Room 5212, 3 credits, Prof. Sara McDougall  [Cross listed with Hist.70400]
This course will investigate ideas of illegitimate birth in medieval Europe and particularly their role in dynastic succession. Throughout the Middle Ages some children were classified as less worthy than others: less worthy to inherit royal or noble title, and less worthy to inherit property more generally. This class will critically examine the history of when people in medieval Europe began to identify other people as "bastards," what they meant when they did so, and when calling a child a bastard meant his or her exclusion from succession or an inheritance. We will make use of a wide range of primary sources available in the original and in translation, sources including chronicles, legal texts, theological writings, vernacular literature, and images.
WSCP 81000 - Law and Film: Childhood, Pornography and Death
GC T 11:45-3:45, Room C419, 3 credits, Profs. Joe Rollins & Amy Herzog  [Cross listed with PSC 82001]
In this seminar we will examine the relationship between law and moving-image media with an emphasis on race, gender, and sexuality as they are represented across three cultural locations: childhood, pornography, and death. Our inquiry will emphasize the ways that law is represented on film; the ways regulations have intervened in the production, distribution, and consumption of media; as well as the ways that films structure our conceptions of law and legal actors. During the first section of the semester we will explore representations of judges, juries, lawyers, legal education, and political activism as well as the place of such concepts as fairness, equality, morality, and justice as they are represented in popular culture. We will then turn our attention to the ways that legal conflicts about gender, sexuality, and the family are represented in both law and popular culture, paying particular attention to the points of intersection and slippage between these two discursive realms. The final section of the course will approach death and cinema through several examples: controversies surrounding purported snuff films, and in the re-animated form of the zombie film.
WSCP 81000 -International Human Rights and Humanitarian Affairs
GC W 6:30-8:30 p.m., Room 5212, 4 credits, Prof. George Andreopoulos  [Cross listed with PSC 86401]
This course will focus on key concepts in human rights and humanitarianism, and examine their analytical value in the context of varying approaches towards the promotion and protection of internationally recognized human rights and humanitarian norms. In particular, the course will examine these concepts in light of (a) the recent debates in international relations theory on the role of ideas and norms, and the intersections between international relations and international law research agendas; and (b) the growing convergence between international human rights law and international humanitarian law. It will assess the impact of normative considerations, as well as the role of the relevant state and non-state actors on a whole set of critical issue areas including discrimination, accountability, human protection, political membership, human development, and legal empowerment. The course will conclude with a critical discussion of recent UN initiatives in these issue areas.
WSCP 81000 - Policing the Social: Aristotle, Arendt, Foucault, Rancière
GC R 11:45-1:45p.m , Room 5212, 4 credits, Prof. Leonard Feldman [Cross listed with PSC 80302]
This course examines the writings of three political theorists—Arendt, Foucault, and Rancière—who sought to make sense of distinctively modern forms of governance, ordering and exclusion in part through critical engagement with, and selective appropriation of, Aristotle’s Politics. We will look at some of the key contributions of each including Focuault’s account of biopower, governmentality and police in History of Sexuality, vol. 1, and selections from his 1978 and 1979 lectures Security, Territory, Population and The Birth of Biopolitics, Rancière’s distinction between (democratic) politics and police and the notion of the police order, and Arendt’s theory of the rise of the social and critique of natural rights in the nation-state system. The course will also examine three texts of 21st century political theory that each draw upon one of these thinkers to provide insight into contemporary political problems: Wendy Brown on neoliberalism (Foucault); Ayten Gundogdu on migrants and statelessness (Arendt) and Davide Panagia on the sensory basis of democracy (Rancière).
WSCP 81000 – Sociology of Gender
GC T 2:00-4:00 p.m., Room 3310A, 3 credits, Prof. Hester Eisenstein  [Cross listed with Soc. 73200]
In this course we look at a range of issues in the sociology of gender, including the beliefs, interests and structures that tend to preserve the traditional relations between the sexes, and those which contest them. Among other areas, the field considers the process of socialization into masculine and feminine roles in childhood, through education, and into the public worlds of work and politics, acknowledging the critical challenge to traditional femininity and masculinity from “queer” and transgendered folk. The framework of this course is influenced by the political history of gender studies. The establishment of the category of sex and gender in the official canon of the profession of sociology is the outcome of a renewed wave of feminist activism that swept society, and therefore the academy. In the 1960s and 1970s, massive social movements for Black civil rights, women’s rights, ending the war in Vietnam, lesbian and gay rights, and environmentalism in the United States and internationally shook the economic and social status quo. I hope to convey the connections to politics and activism behind these topics, so as to keep the links between academic research and social change fresh and vibrant. Students are encouraged to pursue their own interests in the class, and to develop their own frameworks for research and activism.
WSCP 81000 – The Non-Human Environment
GC T 4:15-6:15 p.m., Room 6421, 3 credits, Prof. Patricia T. Clough  [Cross listed with Soc. 80000]
The course brings together a number of strands of criticism, theory and philosophy that address the non-human, such as: affect theory, actor-network theory, new materialisms, animal studies, cognitive sciences, new media theory, speculative realism, new media studies, accelerationism, and post-cybernetic studies. Across the social sciences, the humanities and the arts, the non-human turn differs from post-humanism in that the former focuses more on the relationship that always has existed between the human and non-human objects, things, other species and environments such that the human is identified precisely by this indistinction from the nonhuman. Studying noted authors such as Wendy Chun, Steven Shaviro, Mark B.N. Hansen, A.N. Whitehead, Bruno Latour, Luciana Parisi, Brian Massumi and Timothy Morton, the focus will be on the implications for understanding the social, the political, the psychic, and what we have thought in terms of identity, race, class, gender and sexuality
WSCP 81000 –Diversity Issues in Clinical Psychology
QC W 5:00-7:50 p.m., Room TBA, 3 credits, Prof. Joan Borod  [Cross listed with Psych. 84400]
This course is designed to cover a range of diversity and cross-cultural issues as they apply to the discipline of clinical psychology. These issues are approached from two different perspectives. The first refers to specific content areas, including cultural/ethnicity, socioeconomic status, sexual orientation, gender, age, and disabilities. More specifically, the cultural/ethnicity area includes racial, national, religious, and linguistic components. The second perspective concerns the processes underlying the practice of clinical psychology, running from the beginning to end stages of that process: self-assessment, establishing rapport, assessment, standardized testing, diagnosis, and therapy. Throughout the course, case examples will be provided. Of note, the course reading materials are authored by individuals from diverse backgrounds.
WSCP 81000 – Terrorism
JJ M 2:00-4:00 p.m., Room TBA, 3 credits, Profs. Joshua D.Freilich and Gary LaFree
The four objectives of this course are to: (1) Briefly review the history of terrorism, and the debate surrounding its definition. (2) Examine the major data sources available to empirically examine terrorism issues as well as qualitative approaches to collecting terrorism data, including interviews, ethnography and other strategies. (3) Study the major theories of radicalization, terrorism, and political violence from a variety of disciplines, including criminology, psychology, sociology, economics, and political science. We will explore why terrorism occurs in certain locations as opposed to other areas (incident-level); who becomes a terrorist and why (perpetrator-level), who is more likely to be victimized and why (victim-level); as well as why some groups/movements employ terrorist tactics, while others do not (organizational-level). We will also examine the life course of terrorists and terrorist organizations and study de-radicalization and disengagement on both levels. (4) Provide a brief overview of different types of terrorism.
WSCP 81000 – Crime Mapping
JJ T 4:15-6:15 p.m., Room TBA, 3 credits, Prof. Eric Piza  [Cross listed with CRJ 88100]
This course will deal with both the theory and practice of crime mapping. It will demonstrate how mapping of crime patterns can assist in the explanation of crime. It will also show how this understanding is vital for designing and implementing effective programs of crime prevention and public safety. The major theories of criminal events, which are crucial for interpreting crime patterns, will be discussed in detail. The course will incorporate diverse learning activities including lectures, PowerPoint presentations, instructor-led skills training, and student practice sessions. Hands-on skills training will "walk" students through a series of tasks for GIS mapping and analysis. Lessons will focus on using ArcGIS software to make maps, manage spatial data, and conduct rigorous statistical analysis in the exploration of spatially-derived research questions.
WSCP 81000 - Social Welfare Policy and Planning I
H Silberman School of Social Work 2180 Third Ave, 6th Floor, New York, 10035
T 2:00- 4:00 p.m., Room TBA, 3 credits, Prof. Mimi Abramovitz  [Cross listed with SSW 71000] Permission of the instructor required.
Social Welfare Policy and Planning I introduces doctoral students to the conceptual, theoretical, historic and ideological paradigms/models that shape the policy climate and underpin the development of social policies, policy research, policy analysis and advocacy. The course uses theories/paradigms/models to examine 20th and 21st century policy history and the origins, content, and impact of the current policies; to identify the forces contributing to policy change overtime. It prepares students to become policy-informed researchers and teachers and/or to specialize in policy based research and teaching.
WSCP 81000 - Social Welfare Policy and Planning Il
H Silberman School of Social Work 2180 Third Ave, 6th Floor, New York, 10035
M 11:05- 1:00 p.m., Room TBA, 3 credits, Prof. S.J. Dodd  [Cross listed with SSW 71100] Permission of the instructor required.
Social Welfare Policy and Planning II is a seminar style course that builds on the understanding of social policy and planning developed in the first social welfare policy course. Students deepen their understanding of social problems and social policy analysis through the exploration of social problem definitions, social problem development and social policy analysis models. The first half of the course explores historical trends in social problem definition and the implications of those definitions on the development of policy responses and analysis. The second half of the course focuses on factors that influence the policy making and policy change processes.