NYU Abu Dhabi Saadiyat Campus PO Box 129188 Abu Dhabi United Arab Emirates

NEW YORK UNIVERSITY ABU DHABI

BULLETIN 2019–20

The policies, requirements, course offerings, and other information set forth in this bulletin are subject to change without notice and at the discretion of the administration. For the most current information, please see nyuad.nyu.edu.

TABLE OF CONTENTS4 INTRODUCTION 5 NYUAD Mission Statement 6 Educating Global Leaders 8 About NYU Abu Dhabi

9 BASIC INFORMATION 10 Programs at a Glance 12 Academic Calendar 14 Language of Instruction 14 Accreditation 14 Degree Requirements 17 Admissions 18 Cost of Attendance

20 CORE CURRICULUM22 Core Curriculum Courses 80 Writing Program

88 ARTS & HUMANITIES 90 Art & Art History 108 Film & New Media 121 History 136 Literature & Creative Writing 151 Music 165 Philosophy 175 Theater 183 Anthropology 187 Languages

194 SOCIAL SCIENCE 195 Foundations of Social Science 200 Economics 217 Political Science 232 Social Research & Public Policy

252 SCIENCE 255 Foundations of Science 258 Biology 268 Chemistry 276 Computer Science 285 Mathematics 295 Physics 303 Psychology

312 ENGINEERING 321 General Engineering 322 Civil Engineering 323 Computer Engineering 324 Electrical Engineering 325 Mechanical Engineering

342 MULTIDISCIPLINARY PROGRAMS 344 Arab Crossroads Studies 356 Interactive Media 367 Legal Studies 379 African Studies 382 The Ancient World 384 Arab Music Studies 386 Design 389 Environmental Studies

392 Heritage Studies 397 Peace Studies 402 Sound & Music Computing 405 Urbanization

408 PRE-PROFESSIONAL COURSES 415 Business & Organizational Studies 416 Education 417 Leadership & Social Entrepreneurship 418 Media, Culture & Communication 420 Museum & Curatorial Studies 421 Premedical & Health Studies

422 JANUARY TERM 428 SUMMER SCHOOL 430 STUDY AWAY 436 PHYSICAL EDUCATION

444 SPECIAL PROGRAMS & RESOURCES 445 Academic Enrichment Program447 Student Research 447 Regional Academic Seminars 448 Directed Study 449 Summer Opportunities Program 449 Writing Center 449 NYUAD Library450 NYUAD Institute

452 CAMPUS LIFE 453 Advisement & Mentoring 453 Moses Center for Students with Disabilities454 Athletics, Intramural Sports, & Recreation 454 Fitness Center 454 Career Development Center 455 Community Outreach 455 Office of First-Year Experience 456 Student Health & Wellness Center 456 Health Promotion 457 Intercultural Education & Spiritual Life 457 Residential Education 458 Student Activities 459 Public Safety 460 Transportation

462 ACADEMIC POLICIES

476 ABOUT NEW YORK UNIVERSITY 479 NYU’s Global Network 479 NYU Global Academic Centers 485 New York University Board of Trustees 486 New York University Leadership

488 ABOUT NYU ABU DHABI 489 NYUAD Leadership 490 NYUAD Faculty

502 NYUAD CAMPUS 506 Campus Map 508 Important Contacts

4 2019–20 | INTRODUCTION | WELCOME

Welcome to NYU Abu Dhabi!

As I take up the role of Vice Chancellor of NYU Abu Dhabi, I am amazed to see how large, strong, and distinctive a learning and research community we have become since I served as Provost 10 years ago. It is an honor and pleasure to welcome our tenth class to campus!

I invite each member of our community —whether newly arrived undergraduates, PhD students returning to their labs, or faculty ready for a year of fresh intellectual endeavor—to enjoy this Bulletin as a portal to the powerful vision of education at NYUAD.

NYUAD offers the best of the American liberal arts and sciences with the intercultural perspective required for shared understanding and common purpose in our global world. This Bulletin is a roadmap to an exciting educational journey. No matter what path you take, our faculty and staff will help you tailor it to meet your intellectual curiosity and your professional interests.

Our students are drawn from the world’s best. They are bright, intellectually passionate, and committed to building a campus environment anchored in mutual respect, understanding, and care. They are resolved to place their talents at the service of the needs and aspirations of their communities and humanity at large.

NYUAD faculty are leading researchers, scholars, writers, and artists, within

and beyond their disciplines. They are dedicated teachers, committed to supporting and challenging their students and engaging them in groundbreaking research. A joy for all of us who teach here is watching our students become intellectual colleagues.

Our undergraduate curriculum builds from a cross-disciplinary core, through 24 rigorous majors, towards a full-year independent Capstone project. Learning, research, and community engagement extend well beyond the classroom into the residences and dining halls, the city of Abu Dhabi and the Emirates, and around the world in NYU’s global siteson six continents.

Our community is animated by inspiring faculty, students, and staff, working together in a dynamic city at a crossroads of our world. There are many wonderful people here: I encourage you to go out and meet them!

I know of no institution that offers a more profound sense of the joy, possibility, and value of education, or that more effectively prepares its students for leadership in a complex world.

I look forward to joining you all for a remarkable year!

Mariët Westermann

Welcome from the Vice Chancellor

2019–20 | INTRODUCTION | NYUAD MISSION STATEMENT 5

NYU Abu Dhabi is pioneering a new model of higher education for a global world, dedicated at once to excellence in teaching and research and to advancing cooperation and progress on humanity’s shared challenges. Drawing on the strengths of the NYU global network, it offers an outstanding liberal arts and sciences education to students from the United Arab Emirates, the United States, and around the world, with a distinctive focus on intercultural understanding and leadership. It supports innovative research and graduate education programs that push forward the frontiers of knowledge and respond in powerful and interdisciplinary ways to vital global and local challenges. NYU Abu Dhabi advances NYU as a model university for the 21st century and contributes in multiple ways to the development of a sustainable, knowledge-based economy in Abu Dhabi.

NYUAD Mission Statement

6 2019–20 | INTRODUCTION | EDUCATING GLOBAL LEADERS

Drawing on the traditions of the finest liberal arts and sciences colleges and the exceptional resources of a major research university, NYU Abu Dhabi offers students unmatched attention from professors who are leaders of their fields.

The students of NYU Abu Dhabi come from over 100 countries and form a unique, highly-talented peer group. The international diversity of NYU Abu Dhabi combined with its global curriculum sets a new standard for a 21st-century global education.

The creation of a new university has provided an unusual opportunity to design a curriculum for the 21st century.

Ten hallmarks shape this unprecedented education:

Educating Global Leaders

2019–20 | INTRODUCTION | EDUCATING GLOBAL LEADERS 7

A strong intellectual foundation in critical thinking, research skills, analysis, and written and oral communication.

Work across the disciplines and collaborative problem-solving to understand complex issues from multiple perspectives.

Global orientation reflecting the international diversity of the student body and the cosmopolitan character of Abu Dhabi.

Undergraduate research woven through the curriculum, culminating in a Capstone Project of significant and original work by each student, and opportunities to participate in advanced faculty research.

Pre-professional courses that draw upon the professional schools of NYU and connect with internships and professional opportunities in Abu Dhabi and beyond.

A residential campus that extends learning beyond the classroom, integrating academics, student leadership and service, arts and culture, athletics, student clubs, and social activities.

Community-based learning with programs that take advantage of Abu Dhabi’s location, research initiatives, and engagement with world problems, through fieldwork service learning.

Study Away programs during fall and spring semesters as well as January terms that allow NYUAD students to study at the NYU campuses in New York and Shanghai, as well as NYU academic centers in Accra, Berlin, Buenos Aires, Florence, London, Madrid, Paris, Prague, Sydney, Tel Aviv, and Washington, DC.

Creative use of technology to connect NYU Abu Dhabi, NYU New York, NYU Shanghai, and other NYU global academic centers, and promote interaction between students and faculty on different continents.

A leadership mission reinforced in course offerings and co-curricular activities that encourage and prepare students to make a difference in their community.

8 2019–20 | INTRODUCTION | ABOUT ABU DHABI

About Abu Dhabi: A New World City

Abu Dhabi is located in the heart of the Middle East, on the southwestern coast of the Arabian Gulf. It is the capital of the United Arab Emirates. The city is becoming an educational, intellectual, and cultural capital, and NYU Abu Dhabi plays a central role in that evolution. The international composition, rigorous academic program, and rich array of extracurricular options that characterize NYU Abu Dhabi are aligned with the Emirate’s ambitious vision for its development into a leading global city.

As Abu Dhabi’s first American-style, comprehensive, liberal arts and sciences research university, NYU Abu Dhabi is a force for social and educational progress and intercultural understanding. The dynamic relationship between NYU’s campuses in New York, Shanghai, and

Abu Dhabi links our cities as idea capitals, where world-class universities support a rich and nuanced public sphere, propel innovation, and educate leaders and citizens of the world.

The city has built a forward-looking agenda in health care, the arts, economic and environmental sustainability, and educational and human development, and is committed to supporting the vital talent and infrastructure required for it. Together, this strategic location and progressive commitment create an astounding array of opportunities for developing effective responses to the world’s critical challenges.

NYU Abu Dhabi brings the benefits of NYU’s international prominence and worldwide network of thinkers, scholars, scientists, artists, and leaders in all fields of human enterprise to the global crossroads of Abu Dhabi. NYU Abu Dhabi is helping to build one of the world’s great idea capitals.

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10 2019–20 | BASIC INFORMATION | PROGRAMS AT A GLANCE

NYU Abu Dhabi offers a core curriculum, 24 majors, numerous multidisciplinary and disciplinary minors and specializations, pre-professional courses, and electives in a variety of fields. As the student body and faculty grow, new courses are developed to reflect student interests and expanding faculty expertise. The offerings at NYU Abu Dhabi are also enriched by the wide array of programs across NYU’s global network. During four years of undergraduate study, students have an extensive choice of courses in all disciplines and are able to fulfill all requirements.

Programs at a Glance

2019–20 | BASIC INFORMATION | PROGRAMS AT A GLANCE 11

CORE CURRICULUM

ColloquiaCore Competencies Arts, Design, & Technology Cultural Exploration and Analysis Data and Discovery Structures of Thought and Society

Writing

MAJORS

Arts and HumanitiesArt and Art History Arts Practice Track Art History TrackFilm and New Media Media Practice Track Media Studies TrackHistoryLiterature and Creative Writing Literary Studies Track Creative Writing TrackMusic Artistic Practice Track Music Studies TrackPhilosophyTheater

Social ScienceEconomics Global Studies Track Political ScienceSocial Research and Public Policy

Science and MathematicsBiology Specialization: Brain and Cognitive ScienceChemistryComputer Science Global Studies TrackMathematicsPhysicsPsychology

EngineeringGeneral EngineeringCivil EngineeringComputer EngineeringElectrical EngineeringMechanical Engineering

Multidisciplinary ProgramsArab Crossroads StudiesInteractive Media Legal Studies

MINORS

MultidisciplinaryThe Ancient World African StudiesArab Crossroads Studies Arabic Music StudiesDesignEnvironmental StudiesHeritage Studies Interactive MediaLegal StudiesPeace Studies Sound and Music ComputingUrbanization

Disciplinary Anthropology Applied Mathematics Arabic Art HistoryArt Practice ChineseComputer Science Creative Writing Economics Engineering Film and New Media History Literature MusicNatural Sciences Philosophy Political Science PsychologySocial Research and Public Policy Theater

PRE-PROFESSIONAL COURSES

Business and Organizational StudiesEducationLeadership and Social EntrepreneurshipMedia, Culture, and Communication Museum and Curatorial StudiesPremedical and Health Studies

LANGUAGES

Arabic ChineseFrench

12 2019–20 | BASIC INFORMATION | ACADEMIC CALENDAR

Academic Calendar2019–20ORIENTATION

August 14–16 (Weds–Fri) Arrival window for new studentsAugust 17–23 (Sat–Fri) First-Year Marhaba (Student Orientation)August 20 (Tuesday) Arrival date for visiting studentsAugust 21–25 (Weds–Sun) Visiting Student OrientationAugust 22-25 (Thurs-Sun) Faculty OrientationAugust 23–25 (Fri–Sun) Arrival window for returning students

FALL SEMESTER I

August 26 (Monday) Classes beginSeptember 2 (Monday) Add/Drop deadline for 7-week coursesSeptember 9 (Monday) Add/Drop deadline for 14-week coursesSeptember 23 (Monday) Withdrawal and change of grading basis deadline for 7-week coursesOctober 13 (Sunday) Last day of classes for 7-week coursesOctober 14 (Monday) Reading DayOctober 15–17 (Tues–Thurs) No classes or midterms: Final exams for 7-week coursesOctober 18–21 (Fri–Mon) Fall Break

FALL SEMESTER II

October 22 (Tuesday) Classes resume/Legislative Day (classes meet on a Sunday schedule)October 23 (Wednesday) Legislative Day (classes meet on a Monday schedule) October 28 (Monday) Add/Drop deadline for 7-week courses November 4 (Monday) Withdrawal and change of grading basis deadline for 14-week coursesNovember 19 (Tuesday) Withdrawal and change of grading basis deadline for 7-week coursesDecember 1–3 (Sun–Tues) No classes: Commemoration & National DayDecember 12 (Thursday) Legislative Day/Last day of classes (classes meet on a Tuesday schedule)December 15–19 (Sun–Thurs) Final ExamsDecember 20 (Friday) Departure Day/Winter Break begins

WINTER BREAK

December 20, 2019–January 5, 2020 Winter Break

JANUARY TERM IN ABU DHABI

January 4–5 (Sat–Sun) Arrival window for all studentsJanuary 4 (Saturday) Arrival date for visiting studentsJanuary 5 (Sunday) Visiting Student OrientationJanuary 5 (Sunday) Faculty OrientationJanuary 6 (Monday) Classes beginJanuary 23 (Thursday) Last day of classesJanuary 23–24 (Thurs–Fri) Departure window

2019–20 | BASIC INFORMATION | ACADEMIC CALENDAR 13

JANUARY TERM IN NEW YORK AND WASHINGTON, DC

January 5 (Sunday) Arrival dayJanuary 6 (Monday) Classes beginJanuary 20 (Monday) No Classes: Martin Luther King DayJanuary 24 (Friday) Last day of classesJanuary 24–25 (Fri–Sat) Departure window

JANUARY TERM IN NYU GLOBAL SITES

January 6 (Monday) Arrival dayJanuary 7 (Tuesday) Classes beginJanuary 24 (Friday) Last day of classesJanuary 24–25 (Fri–Sat) Departure window

SPRING SEMESTER I

January 25–27 (Sat–Mon) Arrival date for all studentsJanuary 24 (Friday) Arrival date for visiting studentsJanuary 25–27 (Sat–Mon) Visiting Student OrientationJanuary 26-27 (Sun-Mon) Faculty OrientationJanuary 28 (Tuesday) Classes beginFebruary 3 (Monday) Add/Drop deadline for 7-week coursesFebruary 10 (Monday) Add/Drop deadline for 14-week coursesFebruary 24 (Monday) Withdrawal and change of grading basis deadline for 7-week coursesMarch 16 (Monday) Last day of classes for 7-week coursesMarch 17–19 (Tues–Thurs) No Classes or Midterms: Final exams for 7-week courses

SPRING BREAK

March 20–28 (Fri–Sat) No classes

SPRING SEMESTER II

March 29 (Sunday) Classes beginApril 4 (Saturday) Add/Drop deadline for 7-week coursesApril 11 (Saturday) Withdrawal and change of grading basis deadline for 14-week coursesApril 25 (Saturday) Withdrawal and change of grading basis deadline for 7-week coursesApril 23 (Thursday) Beginning of RamadanMay 14 (Thursday) Last day of classesMay 16–21 (Sat–Thurs) Final ExamsMay 22 (Friday) Underclass departure dateMay 24–26 (Sun–Tues) Eid al Fitr HolidayMay 27 (Wednesday) Commencement (subject to change)May 28 (Thursday) Graduating student departure date

SUMMER TERM

May 31 (Sunday) Classes begin/Visiting Research Student Arrival DateJune 1 (Monday) Visiting Student OrientationJune 2 (Tuesday) Add/Drop deadlineJune 14 (Sunday) Withdrawal and change of grading basis deadlineJune 25 (Thursday) Last day of classesJune 27 (Saturday) Final ExamsJune 28 (Sunday) Departure day for summer school students

LANGUAGE OF INSTRUCTION

English is the language of instruction at NYU Abu Dhabi, and mastery of English is required for admission. NYU Abu Dhabi offers various non-credit individualized instruction experiences designed to enhance students’ spoken and written English.

ACCREDITATION

New York University is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 (267-284-5000). The Middle States Commission on Higher Education is an institutional accreditation agency recognized by the US Secretary of Education and the Council for Higher Education Accreditation. NYU Abu Dhabi is approved by the Middle States Commission as an additional location of NYU, and is included within the scope of its accreditation.

NYU Abu Dhabi, is officially licensed by the Ministry of Education of the United Arab Emirates to grant degrees and other academic awards in higher education. All degree programs at NYU Abu Dhabi are also individually accredited by the Ministry’s Commission for Academic Accreditation.1

In addition to the above, the five engineering majors offered by NYU Abu Dhabi have programmatic accreditation. General Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, and Mechanical Engineering are accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.

DEGREES AND GRADUATION REQUIREMENTS

Graduates of NYU Abu Dhabi receive either a Bachelor of Arts (BA) or a Bachelor of Science (BS) degree. The degrees are conferred by New York University and are identical to the degrees awarded at

the New York campus. The general degree requirements are the same for the BA and the BS and are described below.

Students who major in the Arts, Humanities, Social Sciences, and Psychology, and who complete all the degree requirements earn the Bachelor of Arts degree. The Bachelor of Science degree is awarded to students who major in Engineering or the Sciences (other than Psychology) and who complete all the degree requirements. Students who complete double majors earn the degree associated with their primary major, the one in which they complete their capstone project.

The academic year is divided into 15-week fall and spring semesters, January term (3 weeks), and an optional summer term (4 weeks). During regular semesters students typically take four courses; during January or summer terms students take a single course. NYU Abu Dhabi has several types of courses: while most course offerings are full courses counting for four academic credits; Engineering, Science, and Music do offer a variety of two-credit or half courses. Most of the half courses last only seven weeks, but 14-week half courses do exist as do intensive 7-week full, four-credit courses. Students must complete a minimum of 140 credits (35 full courses) and have a minimum cumulative grade point average of 2.00 to graduate.

Students must take a writing seminar in the first year, complete the Core Curriculum, fulfill the requirements for an academic major, and complete a two-semester Capstone Experience. Students are also required to complete two physical education activities. These requirements are described in greater detail below.

Beyond these requirements, students are free to choose general electives from across

14 2019–20 | BASIC INFORMATION | LANGUAGE OF INSTRUCTION

2019–20 | BASIC INFORMATION | DEGREES AND GRADUATION REQUIREMENTS 15

the curriculum. These general elective courses can include foreign language courses, extra courses from within their major, courses from other programs, and pre-professional courses. Between study abroad, January term, and courses offered by the many visiting faculty from NYU New York and other prestigious universities, significant opportunities exist for students to sample from an almost limitless set of courses. Pre-professional courses, in particular, allow students to begin exploring careers through an investigation of the academic preparation expected in various fields.

Core Curriculum: The Core Curriculum (the Core) forms the heart of NYUAD’s mission to provide an international student body with an outstanding, expansive education. The Core draws on the diversity and cultural wealth of the world’s traditions and spans the content and methodologies of 21st-century disciplines across the Arts and Humanities, Engineering, Science, and Social Science. It offers Core Competencies that will help graduates address major global challenges, including the pursuit of equality, justice, peace, health, sustainability, and a rich understanding of humanity. It fosters modes of thinking and habits of mind central to well-rounded intellectual development and to global citizenship and leadership.

The Core requires students to complete two Core Colloquia as well as one course in each of four broad areas of inquiry: Arts, Design, and Technology; Cultural Exploration and Analysis; Data and Discovery; and Structures of Thought and Society. Through these six courses or through courses in their major or general elective selections, students are also required to fill requirements in quantitative reasoning, experimental inquiry, and Islamic studies.

The development of strong writing skills

throughout a student’s academic career is an important objective of an NYUAD education. This work begins with a semester-long writing seminar in the first year which introduces students to the reading, writing, oral expression, and critical thinking skills essential to a liberal arts education. The First-Year Writing Seminar lays the foundation for the continued practice in university-level thinking and writing that students will experience at NYU Abu Dhabi. In addition to the First-Year Writing Seminar, students receive extensive writing and communication practice in all Core courses and come to learn through written assignments in disciplinary courses that each discipline has its own conventions for advanced writing in their fields.

Students complete writing assessments during their Admissions Candidate Weekend that guide initial placement in the program’s courses. These assessments help the Writing Program faculty advise students about how to maximize the impact of the course on their learning. For instance, students who are identified as needing more time to practice college-level writing are strongly advised to take the Writing Seminar in the fall of their first year. Students identified as being more fully prepared often delay taking are advised their First-Year Writing Seminar until the following spring.

Major: Students must complete the requirements for a major, which vary. NYU Abu Dhabi offers 24 majors across the Arts, Humanities, Social Sciences, Sciences and Engineering. Students declare a major by the end of their second year. However, many majors do have requirements beginning in the first year. Although all courses successfully completed may count toward the 140-credit graduation requirement, only those courses in which

grades of C or higher are earned count toward major, minor, or Core requirements.

Capstone Experience: Every NYUAD student completes a Capstone Project in their major field. Depending on academic discipline, this may be either an individual or team project. The Capstone Project is a demanding, two- or three-semester-long endeavor aiming at a significant piece of research or creative work; an historical narrative, musical composition, performance, invention, documented experiment, scholarly thesis, or other form appropriate to the student’s goals and major. Unlike other courses in which faculty establish the structure and set assignments, the Capstone Project puts the student in charge. The fundamental challenge is to enter unmapped terrain and to extend oneself in making knowledge, reframing conventional approaches to an issue or creating something new.

No matter what form the Capstone Project takes, each student has a capstone mentor and participates in a Capstone Seminar or other preparatory course(s) that serves as a forum to discuss the research process and present work in progress. These seminars offer a model of intellectual community and collaborative learning in which participants offer their thoughts across fields of study and engage in active critique and revision. Students publicly present their Capstone Project in celebration of their creative achievements.

January Term: Students are required to complete three January term courses, including one in the first year. In the absence of an approved, compelling reason, such as a study away calendar conflicts, students complete their two remaining January terms during their second and third year of enrollment. For further information on January term, see pp. 423–427.

Minors: Most NYUAD academic programs offer optional minors for non-majors. Additional multidisciplinary minors support work across disciplines and require students to think about complex subjects from multiple perspectives. NYUAD minors allow students to focus on a second field of study, in addition to their major, without the extensive commitment required of a second major. Most minors require four or five courses that complement the major area of study or are of personal interest to a student. Students are encouraged to explore the option of completing a minor rather than a full second major.

Physical Education: The Physical Education requirement includes the completion of two seven-week sessions of monitored athletic activity. Students can choose from a variety of classes or participate as a member of a competitive team (depending on skill level). Physical Education classes are participatory in nature, requiring participation rather than athletic excellence to receive credit. These activities are not graded.

Minors in the NYU global network: Where comparable NYUAD minors do not already exist, NYUAD students may be able to complete one of the many academic minors offered elsewhere in the NYU global network. Students interested in completing one of these minors ordinarily take most or all of the required courses in New York, Shanghai, and/or one of the other global sites. However, appropriate NYUAD courses may also be used toward completion of an NYU minor. Directed Study courses generally cannot be used to meet global network minor requirements.

16 2019–20 | BASIC INFORMATION | DEGREES AND GRADUATION REQUIREMENTS

ADMISSIONS

NYU Abu Dhabi Office of Admissions in Abu DhabiTel: +971 2 628 5511Email: nyuad.uae.admissions@nyu.edu

NYU Abu Dhabi Office of Admissions in New York Tel: +1 212 992 7230 Email: nyuad.admissions@nyu.edunyuad.nyu.edu/admissions

Admission to NYU Abu Dhabi is highly selective. Each student is admitted based on the overall strength of the application he or she submits, including academic excellence, extracurricular activities, teacher and counselor evaluations, and a demonstrated interest in global citizenship, service, and leadership.

Application Deadline:Early Decision I• Application due: November 1• Financial Support Application due:

November 15

Early Decision II• Application due: January 1• Financial Support Application due:

January 15

Regular Decision• Application due: January 1• Financial Support Application due:

February 20

The Admissions Process: Applications to NYU Abu Dhabi are processed through New York University’s Office of Undergraduate Admissions in New York City and evaluated by NYUAD admissions staff. Students must apply using the Common Application. For up-to-date information on admissions policies and procedures, please see the Admissions website at: nyuad.nyu.edu/admissions

Application Requirements: For an application to be considered complete, the Office of Undergraduate Admissions must receive the following:

• The Common Application• Official high school and/or college records

for courses for which academic credit has been earned;

• Official score reports of any standardized tests, forwarded to NYU from the testing agency; and

• Teacher and counselor evaluations.

Testing Requirements: For complete information regarding testing requirements for NYU Abu Dhabi, please see our website at: nyuad.nyu.edu/admissions-testing

Applying to NYU Abu Dhabi and Other NYU Campuses: Students can indicate their interest in being considered for admission to NYU Abu Dhabi in addition to NYU campuses in New York City and/or Shanghai on the Common Application.

Transfer Applicants: NYU Abu Dhabi is not accepting applications for transfer students in the 2019–20 admissions cycle.

2019–20 | BASIC INFORMATION | ADMISSIONS 17

COST OF ATTENDANCE

Cost of Attendance AY 2019–20201

Tuition $50,686Registration and Service Fees $2,624Books and Supplies $1,730Health Insurance 2,3 $2,370Room and board (meals) 2 $11,806Estimated personal expenses $2,364Estimated travel $3,480

Total cost of attendance $75,060(estimated)

*Initial financial support awards are based on prior, estimated costs of attendance.

*Entry visas require that students be covered by health insurance that originates in the United Arab Emirates. Consequently, health insurance is a mandatory fee.

*In accordance with the Federal Decree Law No (8) of 2017, a Value Added Tax will be applied to Estimated Health Insurance and the Estimated Meals portion of Room and Board at the rate of 5%. The estimated charge is covered in the financial support award for those who receive full financial support.

Financial Support: NYU Abu Dhabi recognizes that higher education is a significant investment, and we are committed to attracting and educating exceptionally talented students from around the world. NYUAD provides financial support in the form of fellowships and need-based grants, to those who qualify. Every admitted student is also automatically considered for merit-based fellowships.

We aim to attract the best possible students from around the world, regardless of financial circumstances. In recognition of NYUAD’s highly-selective admissions process, and of the important role that the University plays in shaping future world leaders, the Abu Dhabi government provides fellowships to all admitted UAE National students in the form of the Sheikh Mohamed bin Zayed NYUAD Scholarship for Exceptional Emirati Students.

All other students who file the CSS Profile will be considered for need-based support based on their family’s financial circumstances. Need-based support may cover up to the full cost of attendance, including tuition, foreign travel for study integral to a student’s academic program, room and board, health insurance, personal expenses, books, and many student life activities. Financial support may also include up to two tickets each year between Abu Dhabi and the student’s country of permanent residence. NYU Abu Dhabi encourages all students, regardless of citizenship, to file the CSS Profile as the Office of Financial Support gives consideration to a broad range of family situations.

Please note, students whose permanent addresses are within the UAE are not eligible to receive funding for home travel. A student whose permanent residence

18 2019–20 | BASIC INFORMATION | COST OF ATTENDANCE

2019–20 | BASIC INFORMATION | COST OF ATTENDANCE 19

changes must notify the Office of Global Education at nyuad.studenttravel@nyu.edu and the Office of Financial Support at nyuad.financial.support@nyu.edu for reconsideration.

Students are encouraged to contact the Office of Financial Support at nyuad.financial.support@nyu.edu if they have any questions or concerns about the application process or their award.

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NYUAD’s Core Curriculum forms the heart of our mission to provide an international student body with an outstanding, expansive education. The Core draws on the diversity and cultural wealth of the world’s traditions and spans the content and methodologies of 21st-century disciplines across the Arts and Humanities, Engineering, Science, and Social Science. It offers Core Competencies that will help graduates address major global challenges, including the pursuit of equality, justice, peace, health, sustainability, and a rich understanding of humanity. It fosters modes of thinking and habits of mind central to well-rounded intellectual development and to global citizenship and leadership.

The NYUAD Core consists of:• 2 Core Colloquia, each of which addresses

a significant global challenge from multidisciplinary perspectives

• 4 Core Competency Courses, one each in: – Arts, Design, and Technology – Cultural Exploration and Analysis – Data and Discovery – Structures of Thought and Society

All students are also required to take at least one course designated as filling a Quantitative Reasoning (Q) requirement, one that fills an Experimental Inquiry (E) requirement, and one that fills an Islamic Studies (X) requirement. These will be drawn from courses across the curriculum and may also count toward other requirements, such as the Core, a major, or a minor. For the most up-to- date list of courses that fulfill the Q, E, and X requirements, please consult the NYUAD website.

The guiding principles of the Core Curriculum include:

• Small, discussion-based seminars: 10–15 students

• Sustained interaction with faculty• Global perspectives• Big ideas and transformative works

of human thought and invention• Foundational modes of thinking• Significant emphasis on writing and

effective communication

All Core courses develop students’ abilities to formulate precise questions and arrive at well-reasoned and effectively communicated conclusions. These skills are essential not only to complement students’ advanced coursework in their majors but also to help them think deeply about themselves and the world we share.

The values central to the Core Curriculum underscore the fact that an NYUAD education consists of much more than preparation for a profession; the Core aims to cultivate habits of mind that allow students to navigate the ethical complexity of a rapidly changing, increasingly global society. We cannot assume we are “global citizens” simply by virtue of living in an international environment. Learning to ask and approach profound questions from a variety of viewpoints and cultivating the ability to exchange views about the major challenges of our time requires practice and deliberate attention. The Core Curriculum offers repeated occasions to develop these skills and habits, which should help prepare students for meaningful lives of intellectual curiosity and civic engagement.

PREVIOUS CORE CURRICULUMStudents who entered NYU Abu Dhabi Fall 2015 or earlier may need to follow requirements for an earlier version of the Core Curriculum. Details can be found in prior NYUAD bulletins.

2019–20 | CORE CURRICULUM 21

CORE CURRICULUM COURSESCore Curriculum courses vary from year to year. A significant variety in each category is on offer every semester.

COLLOQUIA

Core Colloquia are small, discussion-oriented seminars designed to help students deepen their understanding of significant global challenges, including the pursuit of equality, justice, peace, health, sustainability, and a rich understanding of humanity. Taught by faculty from all divisions, these seminars offer multidisciplinary, global perspectives and substantively engage two or more of the Core Competencies. Core Colloquia explicitly aim to nurture civic awareness fundamental to global citizenship and leadership by developing students’ abilities to grapple with the complex conceptual and ethical dimensions of global issues, to communicate respectfully across cultural difference, and to devise problem-solving strategies. Colloquia are fourteen-week courses taught in Abu Dhabi. Students are required to take two Core Colloquia, one of which should be taken during the first year. Numerous Colloquia are offered every semester. The courses specified below are offered periodically, typically each year in the semester indicated.

CCOL-UH 1000Mortal and Immortal QuestionsTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumConceptions of death and the afterlife not only structure traditional religious beliefs and practices, but they also subtly inform politics, scientific research, and societies more widely. How societies mete out punishment, engage in war, treat animals, distribute funds for scientific research or medical treatment, give legal expression to various moral mandates, etc.—all are rooted in their attitudes and beliefs about death and the afterlife. This colloquium takes up a range of literary, political, and philosophical works from different cultures

and periods that have framed in memorable, though often contradictory, ways some basic questions about death and immortality. How long should people live? How would immortality impact the planet’s resources? And how might these questions inflect our views about recent technological efforts to extend life and ultimately to achieve immortality—virtual or otherwise? Students will confront such questions from a variety of moral, scientific, and cultural perspectives and explore the role that death plays in their own lives and in those of other peoples and societies.

CCOL-UH 1001Dignity and IndignityTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumDignity, a concept elaborated for its emancipatory potential, has come to serve varied ends. Beginning with contemporary evocations of the notion of dignity within international institutions (the Universal Declaration of Human Rights), bioethics (stem-cell research and end-of-life care), and socio-economics (the Indignants Movement and the Vatican’s “Dignity of Labor”), this class traces distinct and often conflicting conceptions of the term “dignity.” It investigates the ways in which the notion and experience of human dignity have come under assault in the modern world system, with its corresponding economic, social, and cultural practices. A series of historical investigations into philosophical definitions, visual and literary expressions, key official documents, and personal narratives will lead the class to ask whether the contemporary period may recover or conserve the liberating potential of dignity in our evolving world system.

CCOL-UH 1002IndigeneityTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumThis course explores the quality and concept of indigeneity—or native belonging—as a force of history and nature. It will examine trajectories of indigenous peoples, paying attention to relationships between indigenous peoples and their respective settler-states, and to how legacies of conflict and accommodation raise difficult questions about economic, cultural, and political justice. It will also look at “at-risk” ecologies currently threated by so-called invasive species, asking if notions of justice apply equally to the natural world, and if not what alternatives are available for protecting the non-human. Science, Social Science, and Culture converge in this class, in an inquiry into who or what came first, and why it matters for where we go

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next. Students examine local manifestations of global phenomena through case studies drawn from the Americas, the north and south Pacific, and Zomia. Readings are drawn from the fields of anthropology, environmental studies, ethnopharmacology, history, and public policy, and also include memoirs and personal testimony.

CCOL-UH 1003XFaith in Science, Reason in RevelationTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumWe live simultaneously in an age of science and an era of great religious faith, when reason and revelation are often depicted as being in inherent and eternal tension. This course traces the history of the relationship of religion and science in Christendom and Islamdom from the Middle Ages to the present day. As a colloquium within NYU Abu Dhabi’s Core Curriculum, the course addresses the global challenges of understanding humanity (by paying close attention to how humans in two religious traditions have defined and narrated the relationship between rational and revealed thought) and seeking peace (by attending to how a nineteenth-century narrative of a timeless conflict between science and religion has distorted our understanding of the past and continues to undermine contemporary debates on their compatibility).

CCOL-UH 1005Wellness, Illness, and Everything in BetweenTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumPlease Check One That Best Describes Your Current Status:

Healthy Ill Healing

Can this survey be answered accurately? This course focuses on how these states are defined personally, culturally, biologically, and clinically. Laying a foundation in the biological basis of illness and wellness, the course also considers cultural and social issues that impact disease susceptibility, treatment, and outcome. Students will explore how data are used to construct evidence-based best practices for clinical care and will discuss how these can be implemented across a range of societies. Two of the most pressing global health concerns—cancer and obesity—will serve as primary case studies to be examined from scientific and cultural perspectives. Assignments and class discussions will include clinical studies, documentaries, and readings that highlight how globalization and diverse cultural contexts have influenced the prevalence and treatment of these conditions. Students will acquire an informed perspective

on the scientific, medical, and cultural issues surrounding wellness and illness and the medical practices that aim to heal the sick and “above all, do no harm.”

CCOL-UH 1006Conserving Our Global Heritage through ScienceTypically offered: fall, springPrerequisite: Must be an NYUAD student taking the new core curriculumWhat is “global heritage”? Is it simply our collective legacy as human societies—how we want to be remembered by future generations—or must we confront more difficult questions about identity, the ownership of culture, and conflicts between local and global stewardship of the cultural treasures and historical evidence? With time, negligence, and even military conflict working to erase the past, we must ask: Can a better understanding of our shared heritage assist us in addressing cultural differences in the present day? And how can science both help us understand the historic record and work to preserve it? This class examines ways in which scientific methods can help define “global heritage” and protect it for future generations. Students explore the history and the science behind the creation of paintings, frescoes, parchments, sculptures, ancient mummies, historical buildings, musical instruments, and other artifacts. They will also examine the methods used to differentiate between an authentic object and a fake and ask how some objects come to be valued more than others: distinctions that can lead, and have led, to cultural conflict in recent years.

CCOL-UH 1007What Do Leaders Do?Typically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumAre social outcomes primarily shaped by prominent individuals or deterministic structural forces? Some claim leadership is a mere label used to justify social change stemming from structural forces of nature and culture. Others assert history can be found in the biographies of a few prominent men and women. In this course we examine this old and unsettled debate. Considering political, social, artistic, and business perspectives, we dissect the concept of leadership. Students will learn to elaborate on the interplay between culture and leadership and to what extent societies create their own leaders. The course draws on the work of classic and modern thinkers. We will also explore the life of prominent individuals, such as Mandela, Mother Teresa, Jobs, Soros, Churchill, Thatcher, Sheikh Zayed, among many others. Students will develop a conceptual framework to link leadership and some of our most pressing global challenges, such as inequality, sustainability, peace, and understanding humanity.

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CCOL-UH 1008Reading the EarthTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumThis course introduces students to a wide variety of cultural perspectives on the ways that nature is conceived in its relation to human agency, social organization, and political behavior. As we become increasingly caught up in a new and ever-changing dynamic of climate change that is transforming cultures and societies globally, understanding our relation to nature becomes a pressing global challenge. How are we to confront the environmental changes caused by industrialization and continuing technological change? How have our views of nature and of ourselves been transformed by urbanization and technological change? Does the global character of production inevitably lead to the dilution of individual and local identities together with previous conceptions of nature? Constructed around a series of discrete problems that will be contextualized historically and culturally, the course strives for a unifying, global perspective on the environmental crisis and will address a range of today’s most pressing eco-critical dilemmas.

CCOL-UH 1010Future of MedicineTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumOne of the biggest challenges in medicine is to prevent disease and ensure personalized treatment. This is now becoming possible thanks to high-resolution DNA sequencing technology that can decipher our individual information. These developments are already impacting global health, but they raise global challenges such as equality. How will these new technologies blend into healthcare systems? What regulations are needed to ensure that personalized medicine reaches all layers of society? How do we prevent discrimination based on our genes? Through an inquiry-based approach we will examine the science, economics, and politics behind medicine and evaluate the ethical issues that arise in this fast-developing field.

CCOL-UH 1013Colonialism and PostcolonialismTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumUntil very recently much of the world has lived under colonial rule. Major colonial powers shaped social, religious, and institutional life in countries that they controlled. This course explores the legacies of colonial rule. In it, students encounter the markedly different perspectives of the

colonizers and the colonized and ask whether these can be reconciled both historically and in the context of more contemporary postcolonial discourse. Asking how colonial practices have shaped the causes of global inequality and have influenced the dynamics of recent conflicts, the class also engages with the notion of justice in postcolonial contexts and asks whether former colonizers might have contemporary obligations toward their former subjects. This is a multidisciplinary course drawing on sources from the social sciences, history, and literature.

CCOL-UH 1015QLaborTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumHow has labor—and our attitude towards it—evolved from subsistence farming and slavery? What happened in the industrial revolution and what further changes have been brought about in the new digital age? What role have institutions and religions played in attitudes toward labor? How does education affect work/life satisfaction, wages, and mobility? Why do so many people choose not to work “in the market,” and at the same time, why in happiness surveys is job loss often ranked similar in severity to the death of a close relative or divorce? These are some of the questions students will discuss in this class as they study how the roles of and attitudes towards labor have changed.

CCOL-UH 1016QCooperationTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumHow can we best address global challenges such as promoting peace and environmental sustainability? Hardly a week goes by without a major news story concerning the need for cooperation either between countries, political parties, organizations, or individuals. This course explores the topic of cooperation using insights from economics, evolutionary biology, mathematics, social psychology, and anthropology. The main questions to be addressed are: When is cooperation desirable? When should an individual, an organization, or a country expect others to cooperate? Why do some people fail to cooperate even when it would be to their benefit? Which factors undermine cooperation? How can we engineer cooperation to achieve better outcomes?

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CCOL-UH 1019ExtinctionTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumEvidence suggests that our planet is currently experiencing the onset of a sixth mass extinction. (The fifth, caused by a meteor collision, occurred 65 million years ago.) Just recently, experts recommended that scientists recognize and declare a new geological epoch, the Anthropocene, to mark the massive impact of human activities (and human-induced extinctions) on its biosphere. But how might we make sense of this era’s accelerating rate of species death? Is there a connection between the extinction of a species and the extinction of cultures, languages, and lifeways? And how have biodiversity loss, language death, the vanishing of “savage races” and aboriginal populations, genocide, and the specter of self-extinction shaped our understanding of what it means to be human? This course examines the human encounter with biotic, cultural, and metaphorical extinctions through a variety of genres, from Darwin’s reflections aboard the Beagle to the preservation of Ishi (“the last wild Indian”) and from flood narratives to apocalyptic fantasies.

CCOL-UH 1020WaterTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumWater is the life blood of existence. Across time and place it has sustained society, nourished crops, made war, diffused networks of trade and cultural exchange, delimited political jurisdictions, and powered machines. Whether tranquil, in motion, or in modes of manipulation, water has also inspired many worlds of artistic practice. This course uses examples from the visual and performing arts to highlight the subject of water as element, energy, human right, bridge between cultures, and instrument of war. Films include Drowned Out by Arundhati Roy, Even the Rain by Icíar Bollaín, Water by Deepa Mehta, and Black Water. Performing arts include plays such as Fire on the Water, a fast-paced series of short plays inspired by a pivotal moment in Cleveland’s history created by diverse playwrights; Water by the Spoonful by Quiara Alegría Hudes; and The Water Carriers by Michael Williams. These works highlight representations of water, the technologies deployed to shape such representations, and their larger role in illuminating big questions about the human condition.

CCOL-UH 1021The DesertTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumThe desert has been imagined as a barrier, a dry ocean, a bridge, and a hyphen between various ecological and cultural spaces across the globe. Drifting, parched tides of sand and vast, empty landscapes have made it seem uninhabitable and a metaphor for exile, difficult journeys, spiritual reflection, and death. This course explores the ways in which the desert has been depicted and experienced in various historical, cultural, and geographic contexts – from the Sahara to the Mojave, from the origins of Abrahamic religions to Burning Man, from desert oasis to urban food desert. This course will also consider the future of deserts and global challenges posed by climate change, desertification, and resources (water, oil, solar). Students will encounter the desert through diverse sources that include film, literature, soundscapes, musical performances, environmental and social history, artistic production, fieldtrips, and travel writings. So, even while the desert is an environmental reality that makes inhabitation difficult, it is still a space of demographic, cultural, and economic activity and exchange..

CCOL-UH 1024QLife in the UniverseTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumHow did life form on Earth? How likely is it that life formed elsewhere in the universe? If it did, how can we find these beings? Was the formation of life in the universe a bygone conclusion? Answering these questions requires understanding the basics of biology, chemistry, and physics and has strong bearing on our understanding of the human condition and the sustainability of life on our planet. During this semester, students will discuss current models for how the necessary ingredients for life formed in the universe, the observational and experimental evidence for these theories, attempts by scientists and science fiction writers to imagine life in other parts of the universe, and the many questions which remain.

CCOL-UH 1025Human BodyTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumWhen looking at paintings of Rubens, pictures of fashion models, prehistoric Venus figurines or Greek sculptures, it is obvious that the appreciation for the human body has changed drastically through space and time. These differences of perception can generate inter-individual and

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cultural tensions and affect public policy, for example in the context of health care policy and equal opportunity in the work place. This course will examine how our understanding of human physiology, genetics, and development, as well as methods of investigations of human anatomy, have shaped the perception of the human body, through history, and across cultures. Students will examine the function of the body and how the understanding of bodily functions has changed (the working body). The course will also delve into the modifications the human body has experienced evolutionarily and how our own body is changing from a single cell until death (the changing body). Finally, it will examine deviations from the typical body plan and the causes for these deviations (the abnormal body). These topics will be explored using scientific and non-scientific literature, art, and movies.

CCOL-UH 1026MigrationTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumThere are more migrants worldwide today than Brazil has inhabitants. China, India, and the Philippines are sending most migrants; the most important host areas are Europe and the United States; and expats make up more than 60% of the total population in Qatar and the UAE. How has migration been represented in and shaped by literature and art? This course reviews exemplary texts, striking images, and important films. It focuses on the United States from around 1880 to World War II and on Europe in the second half of the twentieth century, then opens up toward students’ examination of cultural work by and about contemporary migrants from around the world. Readings include autobiography, reportage, documentary photography and film as well as fiction and creative visual work. Among the topics for discussion are metaphors and theories of migration (from uprooting and bird-of-passage to expatriate and melting-pot); labor arrangements; scenes of departure, voyage, and arrival; vibrant migrant communities and migrant alienation and pain; negotiation between places of origin and of arrival

CCOL-UH 1027Privacy in a Digital SocietyTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumWhat is privacy, and how will our digital future change the ways we perceive and experience it—individually, as nations, and as a global society? We leave digital footprints on the Internet and in numerous everyday situations, with direct consequences on our privacy. These digital footprints are desirable in some cases, such as

when we post pictures and comments in discussion forums and social networks. In other situations, the consequences of leaking information are less apparent, such as when we are tracked by carrying electronic devices or by the websites we visit. Personal data is increasingly becoming the new currency used to pay for services—consciously and unconsciously. In this colloquium, students sharpen their understanding of privacy in the digital age, discuss historic and various national views on privacy, form opinions on levels of desirable privacy, and develop a basic understanding of technical means to reach privacy goals, with a focus on their respective opportunities and limitations. Materials include the Universal Declaration of Human Rights, court rulings, and Solove’s taxonomy of privacy, along with technical and ethical discussions.

CCOL-UH 1028Global GovernanceTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumThe creation of structures and norms of global governance is fundamental to international relations, fostering economic development, and providing global public goods. Today, an expansive network of inter-governmental institutions exists, but global attempts at engaging with poor, conflict-affected countries often struggle to meet local needs. This course will examine global governance’s origins and logic, and its varying impact in local contexts. Through critical debate, students will explore different perspectives on global governance and develop a better understanding of how power, institutions, and cultural norms shape interactions between global and local actors. Specifically, we will analyze:1.Successes and failures of international attempts

at post-conflict peacebuilding in Namibia, Somalia, and Afghanistan;

2.Facilitating transitional justice in Liberia and Yugoslavia; and

3.Addressing the refugee crises in Mozambique and Syria.

The course will help students to grapple with complex political and ethical dilemmas and devise more effective and context-sensitive strategies for resolving some of the most pressing challenges of our time.

CCOL-UH 1029Humanity and the Cosmos: Is There Room for Philosophy and Religion in a Scientific World?Typically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumScientific development has gradually appropriated the explanatory domains once thought to be exclusive to philosophy and religion. Is there any role left, then, for philosophy and religion in a

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modern scientific world? How might reflection on this question allow us better to understand humanity’s place in the universe? This course will investigate these questions through the lens of physical cosmology, a discipline whose emergence has upended our perceived centrality in the universe. What lesson s might cosmology have for philosophy, religion, and our general understanding of ourselves as human beings? We will consider the intellectual history of cosmology and its 20th-century transition into a modern scientific discipline, in addition to the contemporary frontiers of cosmological knowledge. Are there reasons to think the origins of the universe were “fine-tuned” for human existence, and does this create conceptual space for theological and philosophical considerations within modern science? Why is there something rather than nothing? Should we even think that cosmology (and science generally) is the appropriate tool for addressing existential questions about the nature of humanity?

CCOL-UH 1030WarTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumWhat is war? Why do wars exist? What are the differences between wars in the past and those being waged today and how have the conditions of conflict changed throughout history? Is there an art of war? These questions are central to the purview of this course, which examines artistic responses to war across a wide range of historical and cultural contexts from antiquity to the present. The course explores how the arts, particularly music and musical practices, play a critical role in accompanying the sociological rituals of war from the military marches part of deployment, to the laments and requiems that figure centrally in processes of mourning in the aftermath of conflict. Drawing on histories and philosophies of war, students will engage with issues related to propaganda, censorship, detention, internment, torture, heroism, sacrifice, bravery, justice, history, memory, and death and with reference to work by Homer, Thucydides, Sun Tzu, Clausewitz, Tolstoy, Shostakovitch, Britten, Picasso, Dix, Mishima, Wiesel, Tarkovsky, Kubrick, and John Lennon, among others.

CCOL-UH 1031Nature and Human NatureTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumThe notion of “following nature” as a guide to human conduct is ages-old. So is the opposing contention that humanity should rise (but how?) above what nature has given us in order to grasp some higher destiny (but what?). What lies behind these opposing conceptions of the

relationship between humanity and our natural environment? If we are shown to be nothing but animals of a particular sort, then what does that spell for our self-image, societal ideals, and ultimate end? And does our place in the natural order confer upon us some special duties with regard to the rest of nature? Finally, what notion of “natural” is operative behind these discussions, anyway? Is the notion of “human nature” even coherent, or particularly helpful? Students will examine psychology, society, morality, and religion, and approach these topics from the point of view of philosophy, literature, and science. Classical texts and cutting-edge research will deepen an understanding of the problem faced by us all—that of what it means to act naturally, and whether we should.

CCOL-UH 1032Crosstalk and Communication: From Bacteria to HumansTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumNo organism on Earth lives in isolation! This simple fact underscores the importance of interactions between species. But how do organisms interact? What languages do they use? This course explores how interspecies crosstalk sustains life on Earth and how challenges such as global warming influence such communication. Topics to discuss include the role of chemical communication between bacteria in causing infectious diseases and whether the overuse of antibiotics is sustainable; how communication between ocean algae coupled with global warming lead to recurrent “red tides”; the breakdown of coral-algae symbiosis and implications for coastal fisheries; disruption of the language bees use to maintain colonies and the rise of colony collapse disorder that threatens pollination globally; the potential use of plant language to combat bug infestation in lieu of pesticides; how our gut microbiota influence physical appearance and susceptibility to disease and whether our innate bacteria affect our social interactions; how human communication has influenced civilization and whether modern technological advances, such as social media, have positive or negative effects on us as a species..

CCOL-UH 1034GenderTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumWhat is gender? What does it mean to be male or female across time and space? How can thinking about gender inform the analysis of texts, societies, and politics? This class will explore these questions by drawing on a wide range of sources from religion, science, Islamic and Jewish law, psychoanalysis, philosophy, art, history,

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and literature including Marquis de Sade, Freud, Virginia Woolf, Anton Chekhov, and the feminist revolutionary Alexandra Kollontai. Using these and other sources, we will investigate how gender is constructed in relation to race, class, morality, social justice, and other norms of “appropriate” social behavior in different contexts. The class will conclude by drawing on examples from contemporary advertising and media to discuss the relationships between gender and power, violence, the economy, and humor.

CCOL-UH 1035InequalityTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumInequality is a fundamental issue with which every human society, past and present, has had to deal. This course explores why inequality occurs and why it matters, questions which have taken on critical importance in this time of deepening global inequalities. The course will approach these questions by considering inequality in comparative and historical perspective so that students will gain a deeper perspective on today’s debates. While the course will focus on the wide-ranging consequences of inequality, particular emphasis will be placed on the relationship between inequality and government. How does governmental action influence inequality, and why? Does the presence of inequality influence what type of government is possible? To answer these questions the course will draw on sources from a range of academic disciplines including political science, history, economics, philosophy, and literature. However, no prior expertise in any of these areas will be required. By the end of the course students will be in a better position to formulate their own normative opinions about inequality while also understanding how it functions in practice.

CCOL-UH 1036Postcolonial Memory: Representing Cultures of DisplacementTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculum

“We are here because you were there” has become a common slogan for postcolonial diasporas in the metropolitan “centers” of the West. With the growing numbers of immigrants and refugees from the Middle East/North Africa in cities such as London, Paris, Berlin, Barcelona, New York, Los Angeles, Montreal, Mexico City, Buenos Aires, and São Paulo, the construction of “us” versus “them” can no longer correspond to one geography, simplistically imagined as “over there.” This seminar will study questions of displacement as represented, mediated, and narrated in a wide variety of texts. It will focus especially on memoirs,

whether in written or audiovisual form, which confront exclusionary and essentialist discourses with a rich cultural production that foregrounds a complex understanding of such issues as “home,”

“homeland,” “exile,” “hybridity,” and “minorities.”

CCOL-UH 1038PrejudiceTypically offered: fall, springPrerequisite: Must be an NYUAD student taking the new core curriculum

“Prejudice is a burden that confuses the past, threatens the future and renders the present inaccessible”—Maya Angelou. Every society in the world struggles with intergroup prejudice to some degree. This colloquium explores the antecedents and consequences of (and potential remedies for) intergroup prejudice through the lens of multiple disciplines, including history, social science, literature, and the arts. It considers the perspectives of the perpetrators, targets, and observers of prejudice and discrimination and explores the following topics: the origins of prejudice, the different forms of prejudicial expression and their justifications, the conditions under which prejudice is exacerbated (or reduced), and the differential ways explicit and implicit prejudice manifests in individuals and institutions. We also discuss the burden of living in prejudicial societies, the social and psychological obstacles involved in acknowledging and confronting prejudice, and the costs associated with overcoming these obstacles.

CCOL-UH 1039Animal PerspectivesTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumHumans, across culture and time, have turned to animals to address fundamental questions in biology. Select species coined model organisms have been widely used to study development, behavior, evolution, disease, and recently to demystify cognition and perception. By anthropomorphizing non-human species, we create frameworks for understanding and relating to them. Animal research has also been essential to addressing the global challenges to preserve declining and endangered species. This course tackles a number of biological paradigms where the animal has been a central figure. What determines which animals we use as subjects in research? What are the ethical and moral implications of animal-based experiments? How have animal-based research discoveries been communicated in the scientific community and popular media? And how might we tackle environmental and conservation issues through a non-human lens? As a final project, students will choose an animal and explore its representation in scientific and artistic practices. Creating short

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films about these subjects, they will give the animals unique perspectives and an opportunity to speak back to us.

CCOL-UH 1040DisabilityTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumThis course considers disability as a cultural concept—not simply a medical condition or personal misfortune—that describes how human variation matters in the world. How has disability been understood over time and across cultures? How have disabled bodies been represented and classified? How does disability intersect with other identity formations such as race, class, and gender? Ultimately, we will ask: what new forms of representation might bodily difference produce, and what might the concept of disability teach us about all bodies? Alongside texts that may describe disability as defective or tragic, we will trace other literary possibilities for bodies and minds that resist normative structures, from narratives that theorize ideas of access, cure, and care to fictions that reclaim disability as enlivening identity.

CCOL-UH 1041Atom and EnergyTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumE=mc2: One simple equation encapsulates the power to grant life and death in equal measure—life associated with fusion in the sun, radiation therapy, and nuclear energy; death via nuclear bombs and nuclear disasters. This course uses nuclear physics as a prism for exploring scienceas a human endeavor, focusing on the physics of the atomic nucleus and its technological applications. Arguments for and against nuclear power plants are analyzed, while the power and threat of nuclear weapons are assessed. The international treaties designed to limit the spread of nuclear weapons are scrutinized, emphasizing the challenges that lawmakers and citizens face in determining and guiding the uses of nuclear power and grappling with the moral responsibility that all of us—scientists, politicians, and citizens—must bear for ourselves, our nations, and ultimately, for humanity.

CCOL-UH 1042Multi-ethnic DemocracyTypically offered: fall, springPrerequisite: Must be an NYUAD student taking the new core curriculumMost democracies in the world are multi-ethnic. But the jury is still out on the question of what ethnic diversity means for democratic stability and governance. This course combines materials from

across many disciplines, including political science, political philosophy, economics, mathematics, anthropology, history, and the humanities to address questions including the following: Does ethnic diversity—based on race, color, nationality, language, tribe, caste, religion, sect and region—constitute an obstacle or an asset for successful democracy? What are the goals of individuals who mobilize politically on the basis of one or more of these identities? What are the principles that democratic systems should employ in responding to identity-based claims? And how should we evaluate public policies designed to respond to such claims, including affirmative action, federalism, cultural rights, educational policies, and electoral systems? The aim is to train students to think critically and comparatively about the global and local challenges faced by multi-ethnic democracies, using a combination of primary and secondary materials and real-world examples drawn from across several countries.

CCOL-UH 1043XReligion, Revolution, MediaTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumCan a better understanding of religion and media lead to superior analysis of their deepening interaction in contemporary globalization? Media history is frequently framed as revolutionary, e.g. “the print revolution” or “the information revolution.” But revolution is a word with its own history, including religious implications, whether as inaugurating a new order of the ages, novus ordo saeclorum (see the Great Seal of the United States, est. 1782), or as a cycle of time, of conservation and restoration, to invoke revolution’s older, astronomical meaning. As religious politics comes to the fore in contexts as varied as South Asia, the Middle East, and the United States, and movements such as Christian Evangelism and Islamism gain global momentum, some historical stock-taking is due. To understand the media’s role in contemporary global conflict, including the interplay of religiosity and media-led mobilization, students will examine a range of materials and situations, from the use of religion in and beyond the U.S. as an ally against “godless Communism,” to the world-wide flaring up of religious politics as the Cold War ended, to our immediate geopolitical contexts.

CCOL-UH 1044ContagionTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumHow do we respond to news that some among us are ill, and that the illness is, perhaps, contagious? Are the healthy ethically obliged to tend to the sick? What are the relationships between

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“communicable” disease and verbal communication: rumors, medical information, stories about the dying and the dead? How has illness literally and metaphorically participated in the reimagination of community, kinship, and sexuality in different times and places? This multidisciplinary course examines the intersections of contagious disorder and storytelling in a range of cultures, settings, and forms, from ancient Greece to contemporary South Africa, from the Black Death, influenza, and AIDS to the proliferation of zombies and vampires in global popular culture today.

CCOL-UH 1045Axes of EvilTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumWhat is evil? We use the term to describe human behavior, political regimes, natural disasters, and epidemic disorder. The idea of evil is as old as humanity, and various religious, legal, political, and social arrangements aim to circumvent it. But definitions vary over time and across cultures, suggesting that evil may be contextual rather than universal. If so, can we say that evil is a constitutive part of the human condition? This colloquium offers a multi-disciplinary investigation into evil’s dimensions and its implications for peace, justice, and human understanding. It begins with the theological conundrum all major religions face: how to reconcile the evils of human suffering with the existence of a loving god. Additional topics include the concept of evil as a rationale for colonial and imperial projects; the Nazi use of gas chambers during WWII; and the Aversion Project in South Africa. Students will examine attempts to prevent evil, venturing into the realm of clinical psychology with the psychopathic serial killer and exploring Marx’s indictment of capitalism’s evils by considering alternatives to corporations’ pursuit of profit at the expense of ordinary people.

CCOL-UH 1046Women and LeadershipTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumDo women lead differently than men? What are the implications of women’s and men’s unequal distribution in leadership across many social domains? This course examines past and present challenges and opportunities related to women and leadership, empowerment, equality, and gender equity from a global perspective. In doing so it seeks to examine critically the historical contexts and conditions within which issues of women and leadership have been embedded. What are the effects of inequality, injustice, and discrimination on women’s underrepresentation in leadership across the world? The course will take a variety

of disciplinary approaches to the topic, drawing on autobiographies, biographies, novels, films, and TV series, alongside academic literature.

CCOL-UH 1048StatehoodTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumStates form the building blocks of our global order, significantly impacting how people from diverse countries, cultures, and regional backgrounds interact with each other. Yet what does the concept of statehood entail and what is its role in a globalized world? The course examines the historical, legal, political, and cultural foundations of the concepts of state and statehood, along with related ideas, such as sovereignty, citizenship, and statelessness. A diverse range of literary, cultural, legal, and government sources will help create the course’s conceptual framework as well as case studies of past and present challenges to state-building efforts. Examples will include state-building in the Global South, various forms of regional cooperation (e.g. the GCC, ASEAN, etc.), and the creation of supranational institutions such as the European Union. In addition, the course will examine questions of statehood/statelessness during times of war and conflict, and in relation to topics such as migration and refugees, social movements, gender, race and ethnicity, and civil and human rights.

CCOL-UH 1049State of the NationTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumThis colloquium examines the increasingly urgent global challenge posed by radical forms of nationalism. Beginning with the nation-state’s origin and logic and extending to contemporary notions of citizenship across the globe, students will draw on disciplines such as history, politics, economics, anthropology, and cultural studies to ask: What makes an individual a citizen? Are nations and states synonymous? Do nations require cultural unity? Focusing on how colonialism and neo-colonialism have shaped the emergence of modern nations, the seminar trains special attention on the Arab world. How did early Arab writers represent other nations before the nation-state? How do Western views of nation-state interact with local understandings of tribe, umma (Muslim people), or community? Historical and theoretical frames range from the Prophet Muhammad’s vision for the Islamic umma to Plato’s polis, from Benedict Anderson’s account of imagined community to Arab socialist adaptations of Marx and Lenin, from oil’s impact on notions of citizenship and Arabness in Gulf states to the global refugee crisis that threatens international

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stability and human rights today.

CCOL-UH 1050 Transnational FeminismTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumHow has feminism—as a social movement—responded to globalization’s challenges? What are transnational feminist networks? Does the very concept of “global sisterhood” need to be critiqued? Where do “local” feminist movements (cultural, national, regional) fit within the frameworks of an increasingly global economy? What role have the United Nations or international non-governmental organizations played in challenging discriminatory laws and attitudes worldwide? What are some feminist responses from around the world to conflict, war, or religious fundamentalisms? To sexual harassment, rape, genital mutilation, sex trafficking and other similar social issues? How should “western” feminisms approach gender, sexuality, class in “non-western” contexts? What might, reciprocally, be learned? Are LGBTQ rights linked to transnational feminist goals? What roles do hegemonic or hyper-masculinities play in maintaining inequalities and injustices against women (and underprivileged men)? What roles can men play in global movements for sex and gender justice? Students will hone these and similar questions through multidisciplinary readings, film, and case studies for political debate.

CCOL-UH 1052Art of RevolutionTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumCan aesthetic forms promote and not just respond to revolutionary social and political change? This Core Colloquium confronts global challenges of peace, justice, and equality by examining the role of music and other art forms in advancing social movements, using the recent history of the Middle East and North Africa as a principal case study. Placing these events in a longer historical context, course materials will explore what role the arts have played in social movements, including 20th-century revolutions in Egypt, the Iranian Revolution of 1979, the Palestinian Intifadas, and the Arab Uprisings. Students will ask how artistic practices not only reflect social changes in these case studies, but also promote them. Drawing on theoretical readings on aesthetics, social movements, and revolution from disciplines including anthropology, musicology, and Middle East Studies, students will develop a critical understanding for the role of art in social change, an analytical grasp of theories of social mobilization, and deeper knowledge of recent historical moments in the Middle East and North Africa region.

CCOL-UH 1053Calamity and CreationTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumWhile natural disasters—floods, earthquakes, and outbreaks of infectious diseases—have devastated human communities over the centuries, they have also often led to significant advances in the arts. From some of our earliest mythologies to the con temporary struggle with global climate change, the expressive and performing arts have helped us to understand the magnitude of catastrophes, both natural and man-made, as well as to shape our responses to them. How can we better understand this inti mate relationship among catastrophe and creative expression? How have artists responded historically to catastrophic events? What aesthetic strategies do artists develop to make large-scale catastrophes tangible on a human level? What role do the art s and expressive culture play in debates—scientific, governmental, economic—on natural and man-made disasters? What can such expression tell us about ourselves as humans? Students will read primary historical texts and engage with artistic responses to catastrophe, ranging from literature and painting to music, drama, and cinema.

CCOL-UH 1054Between Faith and UnbeliefTypically offered: fallPrerequisite: Must be an NYUAD student taking the new core curriculumWhat is religious faith? How is it found, inherited, lost, or questioned? If one questions faith, does that amount to unbelief? Or are faith and unbelief two sides of the same coin? These questions have appeared in the writing and living of scholars, saints, politicians, and laypeople in various traditions. Individuals, religious institutions, and political authorities have sought to cultivate, monitor, compel, or prohibit expressions of religious faith and unbelief in different ways. Thus questions about faith and unbelief have inspired works of art as well as political crises that prompt national and even global concern about peace, justice, and equality. This colloquium explores the study of religious faith by listening to those who find faith alongside those who lose or question it. We bring some classic texts in the study of religion together with film, poetry, biography, ethnography, and history to explore the lives of Muslims, Christians, Hindus and Jews in India, Ethiopia, Britain, Turkey, and Iran. What are the consequences for the prospects of peace, justice, and equality in the twenty-first century when the lines between faith and unbelief are drawn or blurred?

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CCOL-UH 1055OilTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumOil is obviously a matter of huge importance in Abu Dhabi and globally. But what is oil? Is it a mineral formed by long-decayed microorganisms or volcanic activity? Is it a source of power (the fuel derived by cracking it into gasoline)—or a source of geopolitical power? Does oil bring wealth—or, as some researchers argue, a “resource curse”? What is oil for Arab states? For the planet? And what happens if or when it runs out? This Core Colloquium addresses these and many related issues from multidisciplinary and global perspectives, drawing on materials and concepts from geology, history, political economy, film, and literature.

CCOL-UH 1056EQFairnessTypically offered: springPrerequisite: Must be an NYUAD student taking the new core curriculumWhat is fair and what is unfair? Is fairness universal? Are equality and fairness synonyms? How can we build a fairer world? Anyone can recall a situation when someone exclaimed, “That’s not fair!” Whether arguing with your roommate about the upkeep of common areas, viewing the daily news, or analyzing fiscal policies, people often disagree on what constitutes a