Spring 2019 Class Schedule
|GBL_HLTH 301||Introduction to International Public Health||Sarah Rodriguez||Core|
GBL_HLTH 301 Introduction to International Public Health
This course introduces students to pressing disease and health care problems worldwide and examines past and current efforts to address them. Taking an interdisciplinary approach, the course identifies the main actors, institutions, practices and forms of knowledge production characteristic of what we call “global health” today, and explores the environmental, social, political and economic factors that shape patterns and experiences of illness and healthcare across societies. We will scrutinize the value systems that underpin specific paradigms in the policy and science of global health and place present-day developments in historical perspective.
|GBL_HLTH 302||Global Bioethics||Sarah Rodriguez||Core|
GBL_HLTH 302 Global Bioethics
Global health is a popular field of work and study for Americans, with an increasing number of medical trainees and practitioners, as well as people without medical training, going abroad to volunteer in areas where there are few health care practitioners or resources. In addition, college undergraduates, as well as medical trainees and practitioners, are going abroad in increasing numbers to conduct research in areas with few health care resources. But all of these endeavors, though often entered into with the best of intentions, are beset with ethical questions, concerns, and dilemmas, and can have unintended consequences. In this course, students will assess these ethical challenges. In so doing, students will examine core ethical codes, guidelines, and principals – such as solidarity, social justice, and humility – so they will be able to ethically assess global health practices in a way that places an emphasis on the core goal of global health: reducing health inequities and disparities.
|GBL_HLTH 307||International Perspectives on Mental Health||Rebecca Seligman||Core|
GBL_HLTH 307 International Perspectives on Mental Health
This course will explore issues of mental health in cross-cultural, international perspective and examine the impact of psychological illness on the global burden of disease. Students explore the following questions: how do cultural systems of meaning and behavior affect the vulnerability of individuals within the population to mental illness and the mental illnesses to which they are vulnerable? How does culture influence the way that mental illness is expressed and experienced and how does this affect our ability to measure psychological illness cross-culturally? How do cultural factors affect the way that mental illnesses are diagnosed and labeled, and the degree to which they are stigmatized? And how do such factors affect our ability to create effective public health interventions? Finally, how do healing practices and the efficacy of particular treatments vary across cultures? By examining these and related questions, in the context of specific mental illnesses including schizophrenia, depression, and PTSD students are exposed to a unique set of ideas otherwise unrepresented in the current global health curriculum. Mental health is crucially linked to physical health, and represents an enormous global health burden in its own right. It is crucial, therefore, that global health students be introduced to central issues related to epidemiology and intervention in this area.
|GBL_HLTH 320||Qualitative Research Methods in Global Health||Noelle Sullivan||Core|
GBL_HLTH 320 Qualitative Research Methods in Global Health
This course is designed to provide global health students with the tools they will need in order to design, revise, conduct, and write up current and future qualitative research projects relating to global health topics. This course is experientially driven, allowing students opportunities to actually "do" research, while providing careful mentoring and engaging in in-depth discussions about ethical and methodological issues associated with qualitative approaches and with working with living humans. Students will learn methods such as: writing research proposals, research ethics, writing ethnographic field notes, doing qualitative interviews and focus groups, analyzing and writing up data.
|GBL_HLTH 322||The Social Determinants of Health||Peter Locke||Core|
GBL_HLTH 322 The Social Determinants of Health
This upper-level seminar in medical anthropology examines the role of social markers of difference including race, class, nationality, gender, sexuality, age and religion in current debates and challenges in the theory and practice of global health. We will explore contemporary illness experiences and therapeutic interventions in sociocultural and historical context through case studies from the US, Brazil, and South Africa. Students will be introduced to key concepts such as embodiment, medicalization, structural violence, the social determinants of health, and biopolitics. Central questions of the seminar include: How do social categories of difference determine disease and health in individuals and collectivities? How is medical science influenced by economic and political institutions and by patient mobilization? How does social and economic inclusion/exclusion govern access to treatment as well as care of the self and others? The course will provide advanced instruction in anthropological and related social scientific research methods as they apply to questions of social inequality and public health policy in both the United States and in emerging economic powers. The course draws from historical accounts, contemporary ethnographies, public health literature, media reports, and films.
|GBL_HLTH 390||Native American Health||Beatriz Reyes||Core|
GBL_HLTH 390 Native American Health
This course introduces students to the social determinants of health influencing the broader health status and access to health care for Native American populations in the United States. Students will engage in a reading-intensive, discussion-based seminar, drawing upon research and scholarship from a variety of disciplines including public health, Native American and Indigenous Studies, anthropology, sociology, history, nursing, and medicine. Seminar topics will include infectious diseases and the Columbian Exchange, federal obligations to Native American people, community-based participatory research, and Indigenous health globally.
|GBL_HLTH 390||Biocultural Perspectives on Water Insecurity||Sera Young||Core|
GBL_HLTH 390 Biocultural Perspectives on Water Insecurity
The first objective of this course is to introduce students to the many ways that water impacts our world. We will discuss what the international recommendations for safely managed water are and the health and social consequences of water insecurity. The second objective is explore why there is such variety in water insecurity worldwide. These discussions will be guided by the socio-ecological framework, in which dimensions ranging from the individual to the geopolitical are considered. Influences on access to water will be broadly considered; we will draw on literature in global health, ethnography, the life sciences, and public policy. The third objective is to develop critical thinking and writing abilities to reflect on the multi-dimensional causes and consequences of water insecurity and the appropriateness of potential solutions.
|GBL_HLTH 390 / REL 373||Religion and Bioethics||Cristina Traina||Core|
GBL_HLTH 390 / REL 373 Religion and Bioethics
|AF_AM_ST 380-0-20||HIV/AIDS in the Social and Political||Celeste Watkins-Hayes||Elective|
AF_AM_ST 380-0-20 HIV/AIDS in the Social and Political
The remarkable transformation of HIV/AIDS from an inevitable death sentence to a manageable chronic illness in well-resourced countries like the United States is one of the most noteworthy scientific achievements of the past 35 years. Recent medical advances have made the goal of an AIDS-free generation plausible in the US, and the epidemic commands less and less public attention. Yet the rate of new HIV infections in the US hovers stubbornly at approximately 50,000/year, and HIV/AIDS is widely recognized as not only a medical epidemic but also a manifestation of complex inequalities at the intersections of race, class, gender, and sexuality. In this advanced undergraduate seminar, students will develop an in-depth understanding of the scope and dimensions of HIV/AIDS in the United States and abroad and consider the role of race, class, gender, and sexuality in the epidemic. We will also explore how social movements, public policies, and cultural representations (film, art, media, public debate, etc) have played integral roles in the epidemic and the response.
|ANTHRO 306||Evolution of Life Histories||Elective|
ANTHRO 306 Evolution of Life Histories
This course introduces life history theory as an integrated framework for understanding the biological processes underlying the human life cycle and its evolution. After constructing a solid foundation in life history theory and the comparative method, the class will address questions such as: Why do humans grow and develop much more slowly than other primate species? Why do we have so few offspring? What is the significance of puberty? What is the function of menopause? In-depth analysis of several case studies will allow the class to examine in detail the utility of life history theory for explaining aspects of human development and behavior from an evolutionary perspective.
|ANTHRO 309||Human Osteology||Elective|
ANTHRO 309 Human Osteology
Knowledge of human osteology forms the basis of physical and forensic anthropology, bioarchaeology, paleoanthropology and clinical anatomy. This course will provide an intensive introduction to the human skeleton; particularly the identification of complete and fragmentary skeletal remains. Through this course you will be exposed to techniques for identification and classification of human skeletal anatomy through hands-on, dry laboratory sessions. Additional time outside of class is available and may be required to review practical materials.
|ANTHRO 314||Human Growth and Development||Elective|
ANTHRO 314 Human Growth and Development
This course will examine human growth and development. By its very nature this topic is a biocultural process that requires an integrated analysis of social construction and biological phenomena. To this end we will incorporate insight from evolutionary ecology, developmental biology and psychology, human biology and cultural anthropology. Development is not a simple matter of biological unfolding from birth through adolescence; rather, it is a process that is designed to be in sync with the surrounding environment within which the organism develops. Additionally we will apply these biocultural and socio-ecological insights to emerging health challenges associated with these developmental stages.
|ANTHRO 315||Medical Anthropology||Elective|
ANTHRO 315 Medical Anthropology
|ANTHRO 390-0-27||Migrant Sexualities||Elective|
ANTHRO 390-0-27 Migrant Sexualities
This course draws together scholarship from queer migration studies, queer diasporic critique and critical race and feminist studies in order to examine the historical and contemporary conditions for the intersections of sexuality and mobility. In this course, we will attend to the formation of "gender" and "sexuality" as categories of anthropological, historical and social analysis, surveying the major shifts within the intellectual history of studies in gender and sexuality. At the same time, however, we strive to keep in analytical view the politically pressing ways in which race, class, and nationality complicate studies of mobility and those of gender and sexuality alike. In other words, if one major question that animates the course is what studies of mobility have to contribute to historical and anthropological studies of gender and sexuality, the other is what kind of new analytical ground studies of gender and sexuality could open up in anthropology of mobility, migration and transnationalism.
|ANTRHO 390-0-22||Archaeology of Food and Drink||Elective|
ANTRHO 390-0-22 Archaeology of Food and Drink
Food is a universal requirement for humans to survive, yet different cultures have developed radically divergent cuisines. In this course, we will use archaeology to explore the diversity of human foodways throughout time, and the role of food in human evolution and culture. You will learn about the origins of cooking over 1 million years ago, the `real' Paleodiet, how the Incas used beer at parties to build social alliances, and how Columbus's discovery of the Americas spurred global scale shifts in food and agriculture. The course begins with an overview of how anthropologists and archaeologists study food, and then moves through time, beginning with our early hominid ancestors and ending with colonialism.
BIO_SCI 355 Immunobiology
The immune system is the primary defense mechanism of vertebrates against invading pathogenic organisms. This cellular system has the remarkable ability to recognize as foreign any material which is not normally a constituent of an individual's own tissues. This includes not only bacteria, viruses, and tumor cells when they express modified or new proteins, but nearly all compounds from a chemist's shelf - natural and synthetic. The immune system confronts this vast universe of foreign materials, referred to as antigens, by synthesizing an equally vast array of proteins each of which can bind to one antigen, and by so doing eliminate it. How this array of antigen-receptors is generated, how the genes which encode these are organized, the strategies adopted by the immune system to specifically activate the cells which bear the receptors and fastidiously eliminate self recognition are addressed in this course.
|BMD_ENG 380||Medical Devices, Disease & Global Health||Elective|
BMD_ENG 380 Medical Devices, Disease & Global Health
An examination of the intersection of technology and the delivery of health care in resource-poor environments, especially in Africa. Engineering and the application of technologies are important in delivery of health care. This is true in the developing world as well as in the developed world, however health care technologies often fail to work as intended when solutions from wealthy countries are used in poor countries. Differences in burden of disease, infrastructure, economic and social structures are examined in the context of developing practical ways to improve health in specific parts of the developing world. Students work with the instructor to develop ideas a term paper examining a particular intervention. The global burden of disease.
|CFS 391||Field Studies in Social Justice||Elective|
CFS 391 Field Studies in Social Justice
Social justice is often defined as the just and equal access to resources, privileges, and social status, and involves the recognition of persistent social inequalities, and that work toward social justice involves ongoing structural social change. This course examines social justice as idea and process, in historical perspective and around the world, and through the lens of active social justice movements in Chicago today. We look in particular at the Black Lives Matter movement, struggles against urban gentrification and displacement, and the immigrant rights movement, as case studies offering new internship opportunities. Course readings and meetings emphasize reflection, debate, and constructive critique, as we pay attention to the intersections of race, class, gender, citizenship, and sexuality, but focus especially on the discourses and practices of race and racism that frame social justice struggles.
|CFS 392||Field Studies in Public Health||Elective|
CFS 392 Field Studies in Public Health
Field Studies in Public Health was developed for students interested in health-related fields, including public health, medicine, and health policy. In this course, students will learn the broad definition of Public Health and its history, and will explore the complexity of this field by examining current public health issues such as food safety, gun violence, and healthcare reform. The course will provide students an opportunity to consider how the theory and ideology of public health square up with the practice of this field at their internship sites.
|CFS 397||Field Studies in Civic Engagement||Elective|
CFS 397 Field Studies in Civic Engagement
|CHEM 316||Medicinal Chemistry||Elective|
CHEM 316 Medicinal Chemistry
This is a survey course designed to show how organic chemistry plays a major role in the design, development, and action of drugs. Although concepts of biology, biochemistry, pharmacy, physiology, and pharmacology will be discussed, it is principally an organic chemistry course with the emphasis on physical interactions and chemical reactions and their mechanisms as applied to biological systems. We will see how drugs are discovered and developed; how they get to their site of action; what happens when they reach the site of action in their interaction with receptors, enzymes, and DNA; how resistance occurs; how the body gets rid of drugs, and what a medicinal chemist can do to avoid having the body eliminate them before they have produced their desired effect. The approaches discussed are those used in the pharmaceutical industry and elsewhere for the discovery of new drugs.
|COMM_ST 395-0-21||Intro to Health Information||Elective|
COMM_ST 395-0-21 Intro to Health Information
This course provides an overview of health information technologies (HIT) from a medical informatics perspective. The course is directed towards health communication students who want to understand the rapidly evolving field of HIT and its integral role in healthcare systems.
|COMM_ST 395-0-25||Health and Social Media||Elective|
COMM_ST 395-0-25 Health and Social Media
Social media is revolutionizing health communication. As such, the goal of this course is to provide the knowledge and skills needed to select and use social media appropriately for health-related purposes. You will learn best practices for health communication between a variety of health care consumers (health organizations, providers, patients, family members, and friends) on several types of social media (Twitter, YouTube, social network sites, blogs, and online support groups). The capstone project will allow you to design an intervention, social site, or health communication campaign using social media.
|ENG 385||Introduction to Medical Humanities||Elective|
ENG 385 Introduction to Medical Humanities
The doctor-patient relationship is founded on storytelling. Whether you hope to become a healthcare provider or not, the medical experience requires a kind of narrative literacy. Both physicians and patients must grapple with narrative expectations (such as notions of causal sequence, symbolism, and closure) when conferring on medical decisions. As a group of future doctors, nurses, caregivers, and patients, we will explore what kinds of stories congregate around Western conceptions of the medical experience. We will approach this task with a multi-disciplinary lens, examining the history of medicine, medical ethics, religious practices, and narrative theory. We will pair contemporary theoretical and non-fiction works on illness with various kinds of narratives designed to communicate a patient’s perspective. We will analyze the distinctive opportunities for immersion in stories about illness offered by different genres and media, including personal essays, poetry, films and even a cancer-themed video game. Finally, we will debate the limits of narrative in medical practice—as in communicating the unique cognition of autism, the experience of physical pain, or the process of dying.
|ENVR_SCI 399-0-22||Global Change Ecology||Elective|
ENVR_SCI 399-0-22 Global Change Ecology
Global environmental change has significant impacts on social and ecological systems around the world. Global Change Ecology is an emerging field that aims to understand the ecological implications of environmental change (especially anthropogenic climate change) and to assess risks under future global change. In this course, students will review the basics of the earth system and climate change before investigating how organisms in terrestrial and aquatic ecosystems respond to climate change. Finally, we will consider the impacts of future climate change and the implications for conservation policy and adaptation management.
|HISTORY 352||New Lectures in History - "Global History of Death and Dying"||Elective|
HISTORY 352 New Lectures in History - "Global History of Death and Dying"
Does death have a history? This course explores the changing realities of, attitudes towards and ways of coping with death drawing on examples from Europe, Africa, the Caribbean, the Middle East, Latin America and the United States. We will look in particular at the role of death in shaping the modern world via the global slave trades, imperial conquest, pandemics, wars and genocides. In addition, we will explore the more complicated issue of the changing ways people have made sense of death, both in extraordinary circumstances as well as during calmer times. We will examine long continuities and transformations in rituals relating to death, intellectual and philosophical debates about the personal and social meanings of death, and the political and intimate consequences of particular ways and patterns of dying.
|HISTORY 392-0-30||Topics in History – Black Death||Elective|
HISTORY 392-0-30 Topics in History – Black Death
The fourteenth-century Black Death (or bubonic plague) has long been the benchmark against which all other disasters have been measured. Although there were devastating instances of plague in Roman times, and even isolated outbreaks in our own time, the medieval plague was a true pandemic that raged throughout the world. This courses focuses on Western Europe in which, between 1346 and 1348, the Black Death wiped out somewhere between 40 and 60 percent of the population. At a time when principles of contagion were hazy and medical treatment primitive, the panic-stricken society alternated between regarding the plague as evidence of God's wrath for humanity's sins and desperately seeking scapegoats to blame. This course will approach the plague from multiple perspectives through the lens of primary and secondary sources. Among the topics addressed will be: the immediate causes of the plague; medieval and modern theories of the disease; the plague's impact on both religious personnel and the secular work force; its impact on culture; the relation between plague and persecution, and violence; and the impact of the plague outside of Europe and beyond the Middle Ages.
|SESP 303||Designing for Social Change||Elective|
SESP 303 Designing for Social Change
How can we encourage and inspire meaningful social change? How can we design and implement effective programs that address social problems and social needs? How can we realize human rights and secure civil rights in our communities and around the world? We will attempt to answer these questions by exploring specific steps of the design and implementation process. By examining characteristics of youth and community programs in the fields of education, social justice, human development, health promotion, human rights, and civic engagement –at the local, national, and international levels –we will seek to identify commonalities and understand differences among them. A major goal of this course is to acquire an intellectual and applied understanding of the principles of program design and development, which include a sustained consideration of issues affecting the quality of program implementation. Considerable attention will be devoted to specific steps within the design and implementation process, as well as case studies of actual programs.We will examine a range of topics, including: finding inspiration; identification, recruitment, and retention of target audiences; staff selection; setting global and incremental goals; and ensuring sustainability.We must also acknowledge that what counts as a social need or social problem is subjective and complex and that programs can therefore be controversial, difficult to manage, and difficult to evaluate. In light of this, we will touch on the organizational, ethical,and political contexts of implementation.While much of the design and implementation process can be seen as intuitive, you are encouraged –through class discussion, your writing, and your designs –to actively challenge your assumptions about creating community programming, as well as critique the programs that we learn about and the design techniques that we practice.
|SOCIOL 305||Population Dynamics||Elective|
SOCIOL 305 Population Dynamics
This course is designed to provide students with an overview of the field of population studies, also known as demography. Demography covers all of the factors related to changes in the size and characteristics of a human population. The topics that will be covered in the course include health disparities in the United States, the impact of AIDS on family life and longevity in Africa, migration patterns within and from Latin America, the reasons behind sex-selective abortions in Asia, and the implications of the current low birthrates in Europe.
|SOCIOL 355||Medical Sociology||Elective|
SOCIOL 355 Medical Sociology
This reading and discussion intensive course will focus on the sociology of medicine in the contemporary international context. How does biomedicine and health care work at the close of the 20th century? What is the nature of the doctor-patient relationship, and what roles do other players--advocacy groups, drug companies, governments, insurance companies--play in the processes of health care? How does biomedicine compare across countries? How do contemporary globalization processes influence the conduct of biomedicine and health care worldwide? The course will cover major concepts in medical sociology: the social shaping of disease, dynamics of the doctor/patient relationship, gender and race issues in medical care, structures of health care and medical institutions, regulation of biomedicine, patient activism, intellectual property issues, and the conduct of biomedical research--using US and international examples. Each broad theme will be explored through empirically rich case studies, from debates about stem cell research to the globalization of AIDS drugs, the birth of biotechnology to the discovery of the "gay gene".