Winter 2019 Class Schedule
|GBL_HLTH 301||Introduction to International Public Health||Peter Locke||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 306||Biomedicine and Culture||Noelle Sullivan||Core|
GBL_HLTH 306 Biomedicine and Culture
Biomedicine (aka "Western" or allopathic medicine) is often represented as neutral and 'scientific', the opposite of culture. In contrast, this course begins with the premise that biomedicine is produced through social processes, and therefore has its own inherent culture(s). The aim of this course is to expose students to the social and cultural aspects of biomedicine within a variety of contexts and countries throughout the world. Focusing on the interrelations between technology, medicine, science, politics, power and place, topics covered will include: colonialism and biomedicine, learning biomedical cultures at medical school, experiences of health practitioners and patients, medicine in resource rich and resource-poor health systems, and biomedicine and inequality.
|GBL_HLTH 320||Qualitative Research Methods in Global Health||Peter Locke||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 390||Global Health from Policy to Practice||Noelle Sullivan||Core|
GBL_HLTH 390 Global Health from Policy to Practice
This seminar explores global health and development policy ethnographically, from the politics of policy-making to the impacts of policy and on health practice, and on local realities both abroad and at home. Going beyond the intentions underlying policy, this course highlights the histories and material, political, and social realities of policy and its application. Drawing on case studies of policy makers, government officials, data collectors, health care workers, aid recipients, and patients, the course asks: how do politics inform which issues become prioritized or codified in health and development policy, and which do not? How do policies affect (global) health governance? In what ways are policies adapted, adopted, innovatively engaged, or outright rejected by various actors, and what does this mean for the challenges that such policies aim to address? Ultimately, what is the relationship between health policies and health disparities, abroad and at home?
|GBL_HLTH 390||Ecology of Infant Feeding||Sera Young||Core|
GBL_HLTH 390 Ecology of Infant Feeding
The first objective of this course is to introduce students to the many ways that babies are fed around the world, including breastfeeding, bottle feeding, and complementary (non-milk) foods. We will discuss the health and social consequences of each mode, and what the international recommendations, i.e. best practices are. The second objective is explore why there is such variety in infant feeding worldwide. These discussions will be guided by the socio-ecological framework, in which biological and psychosocial characteristics of the individual, household, community, and national policy are considered. Indeed, influences on infant feeding will be broadly considered; we will draw on literature in global health, ethnography, evolution, and public policy. We will also consider the representation of infant feeding in popular culture and visit a local breast milk bank. The third objective is to develop critical thinking and writing abilities, using a literature review, in-depth interviews, and other research techniques to reflect on the consequences of infant feeding have for society at large.
|GBL_HLTH 390||History of Reproductive Health||Sarah Rodriguez||Core|
GBL_HLTH 390 History of Reproductive Health
|HISTORY 379 / GBL_HLTH 309||Biomedicine and World History||Helen Tilley||Core|
HISTORY 379 / GBL_HLTH 309 Biomedicine and World History
Global health has justifiably become a popular buzzword in the twenty-first century, but too often its multifaceted origins are allowed to remain obscure. This lecture course is designed to provide students with a historical overview of four subject areas pivotal to the field's consolidation: the unification of the globe by disease; the spread of biomedicine and allied disciplines around the world; the rise of institutions of transnational and global health governance; and the growth of the pharmaceutical industry. In order to place global health in its widest possible context, students will learn about the history of empires, industrialization, hot and cold wars, and transnational commerce. We will analyze the political and economic factors that have shaped human health; the ways in which bodies, minds, and reproduction have been medicalized; and the socio-cultural and intellectual struggles that have taken place at each juncture along the way. Above all, this course should give students tools to assess the benefits, dangers, and blind spots of existing global health programs and policies.
Biomedicine and World History is listed under the HISTORY call number but can count towards GHS requirements as GBL_HLTH 309.
|ANTHRO 359||The Human Microbiome & Health||Katherine Amato||Elective|
ANTHRO 359 The Human Microbiome & Health
|ANTHRO 386||Methods in Human Biology Research||Aaron Miller||Elective|
ANTHRO 386 Methods in Human Biology Research
Laboratory-based introduction to international research in human biology and health; methods for assessing nutritional status, physical activity, growth, cardiovascular health, endocrine and immune function. Prerequisite: 213 or consent of instructor.
|ANTHRO 390-0-22||Food Security & Sustainability||Amanda Logan||Elective|
ANTHRO 390-0-22 Food Security & Sustainability
Food security is one of the wicked problems of our time, an issue so complex that it seems to defy resolution. One camp suggests that if only the world could produce more food, everyone could be fed. The other camp claims that we already produce more than enough food to feed the world's growing population, and that food insecurity arises from unequal access to resources. At the crux of these perspectives are different understandings of how we might achieve social and environmental sustainabilityshould we produce more or consume less? In this class, we'll approach these complex issues from a social and historical perspective rooted in anthropology. The first half of class will examine how chronic and severe food shortages arise by searching for their historical roots. The second half of class will focus on the different kinds of solutions that have been proposed to ameliorate food insecurity and achieve long-term food sustainability.
|BIOL_SCI 341||Population Genetics||Joseph Walsh||Elective|
BIOL_SCI 341 Population Genetics
|BIOL_SCI 355||Immunobiology||Eric Mosser||Elective|
BIOL_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 343||Biomaterials and Medical Devices||Guillermo Ameer||Elective|
BMD_ENG 343 Biomaterials and Medical Devices
Structure-property relationships for biomaterials. Metal, ceramic, and polymeric implant materials and their implant applications. Interactions of materials with the body. Taught with MAT SCI 370; may not receive credit for both courses. Prerequisites: BIOL SCI 215; MAT SCI 201 or 301; senior standing.
|CFS 392||Field Studies in Public Health||Hannah Badal||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||Elizabeth McCabe||Elective|
CFS 397 Field Studies in Civic Engagement
|CIV_ENV 361||Public and Environmental Health||Luisa Marcelino||Elective|
CIV_ENV 361 Public and Environmental Health
Explores current problems in public and environmental health, such as the worldwide burden of major infectious diseases; the emergence of new pathogens, environmental reservoirs of infectious organisms, transport of microorganisms in the environment, and evaluating the combined effects of land use modification, water abstraction, and global climate change on ecosystems. Prerequisite: 361-1 or consent of department
|COMM_ST 395-0-22||Health Communication and Precision Medicine||Courtney Scherr||Elective|
COMM_ST 395-0-22 Health Communication and Precision Medicine
|ECON 359||Economics of Nonprofit Organizations||Dean Karlan||Elective|
ECON 359 Economics of Nonprofit Organizations
Among the questions examined in this course are: Why is the NP sector growing so rapidly? Why is it more important in the U.S. than in other countries? Why are NPs concentrated in particular industries and totally absent in others? In institutionally-"mixed" industries, how, if at all, does the behavior of NP, for-profit (FP), and governmental organizations differ, and why? How do nonprofits finance themselves? Why does volunteer labor go predominantly to NPs? How does tax policy affect NPs? How should, "good performance" of a NP be (a) defined, (b) measured, and (c) rewarded, and how effective is public policy in encouraging good performance?
|GNDR_ST 332||Gender, Sexuality, and Health: Reproductive Health/Rights/Justice||Amy Partridge||Elective|
GNDR_ST 332 Gender, Sexuality, and Health: Reproductive Health/Rights/Justice
|HDPS 351-0-22||Special Topics in HDPS: Health Program Planning||David Moskowitz||Elective|
HDPS 351-0-22 Special Topics in HDPS: Health Program Planning
|HISTORY 300-0-24||New Lectures in History: "Making Drugs in the Americas"||Lina Britto||Elective|
HISTORY 300-0-24 New Lectures in History: "Making Drugs in the Americas"
|IEMS 365||Analytics for Social Good||Karen Smilowitz||Elective|
IEMS 365 Analytics for Social Good
This new university-wide course in humanitarian and non-profit logistics will explore the challenges and opportunities of achieving social good in the age of analytics. Students will work on interdisciplinary teams on a series of case studies that range in topic from advanced technology for disaster response and preparedness to improved decision-making frameworks for community-based health care providers. To assist in the understanding of these complex settings, the course will include guest speakers from local and national organizations, including the Manager of Operations Analysis and Disaster Dispatch at the American Red Cross of Greater Chicago and the Medical Director of the Bank of America Chicago Marathon.
|PUB_HLTH 391||Global Health Care Service Delivery||Ashti Doobay-Persaud||Elective|
PUB_HLTH 391 Global Health Care Service Delivery
The course will engage students in an analysis of case studies that describe interventions to improve healthcare delivery in resource-limited settings. The cases capture various programmatic, organizational and policy-related innovations related to care delivery. Classroom discussions of these case studies will help illuminate principles and frameworks for the design of effective global health interventions. Through a focus on HIV, TB, malaria and other health conditions, these cases will allow students to carefully consider the question of how epidemiology, pathophysiology, culture, economy and politics inform the design and performance of global health programs.
|SESP 303||Designing for Social Change||Daniel Cohen||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.
|SOC 392||Health and Politics||Jane Pryma||Elective|
SOC 392 Health and Politics