Courses

Each of these courses has been approved to count towards the Health and Society minor.
Please note: Only one methods course can be used to satisfy the minor requirements. Methods courses have been noted with an *.

Complete course listings can be found at coursesearch.uchicago.edu


COURSES 2019-20

 

HLTH 17000
Introduction to Health and Society
Eugene Raikhel

MW 3-4:20PM
PQ: Required for all Health and Society Minors
Disability, experiences of illness, categories of disorder, ideals of well-being, and models of medical intervention can all vary between cultural settings and across history. Rapid changes in medicine and biotechnology create new understandings and expectations about illness, health, and well-being. At the same time, inequalities in access to care and in health outcomes across populations, in the United States and globally, have become important to conversations in policy and practice alike. This course introduces students introduces students to the social, political, and economic processes that shape individual and population health, as well as to a range of concepts and methods which social scientists use to study these processes. A requirement for students undertaking the “Health and Society” minor, the class will also serve as an introduction to the faculty researching and teaching on issues of health and society in the Social Sciences Division and beyond.

SOSC 18100
Topics in Behavioral and Social Sciences Relevant to Medicine
Kerry LeDoux

TR 9:30-10:50
This class will survey key topics in Behavioral and Social Sciences relevant to training in and practice of medicine. Among the topics addressed will be sensation and perception, cognition, social psychology and the biological bases of behavior, as well as communications theory, institutional organization, sociology of health choices and outcomes, statistical reasoning, and research design. Grades will be based on a combination of exams and quizzes. There are no prerequisites for this class, and it will not count toward major and minor credit in any College department or program. This course is most appropriate for second and third year students preparing for the MCAT.

CHDV 20000 (HLTH 20000; PSYC 20850)
Introduction to Human Development
Eugene Raikhel

MW 1:30-2:50PM
This course introduces the study of lives in context. The nature of human development from infancy through old age is explored through theory and empirical findings from various disciplines. Readings and discussions emphasize the interrelations of biological, psychological, and sociocultural forces at different points of the life cycle.
Prerequisite(s): CHDV majors or intended majors.
Note(s): Required Course for Comparative Human Development Majors

CCTS 21008 (HLTH 21008)
Health Systems in Low and Middle Income Countries
Veena Sriram
TR 2-3:20PM

Strengthening health systems is imperative to achieving lasting improvements in health. This course provides students with a comprehensive overview of health systems in low- and middle-income countries. We will learn key frameworks and tools to analyze, assess and influence health systems in these contexts. The course is organized around core components of health systems, including service delivery, human resources for health, health financing, supply chain systems, governance, community engagement and information systems. Each class draws upon contemporary case studies from a variety of low- and middle-income countries to illustrate challenges, controversies and opportunities in these contexts. We will examine historical, social and political contexts, and key international, national and local stakeholders that influence health systems presently. We will consider the impact of external shocks, such as conflict, natural disasters, and economic and political crises, on the structure and functioning of health systems. Finally, recognizing the convergence between global and local, we will situate current challenges in the U.S. health system in a global context.

ECON 21010
Statistical Methods in Economics *
Christopher Roark
TR 9:30-10:50; M 5:30-6:20

This course provides a solid foundation in probability and statistics for economists. We emphasize topics needed for further study of econometrics in ECON 11020 and ECON 21020. Topics include elements of probability theory, sampling theory, estimation, hypothesis testing, and an introduction to linear algebra. MATH 13300/15300/16300/16310 and ECON 10200/20000/20010 (Standard Economics students should complete the third quarter calculus and ECON 20000/20010 before taking ECON 21010. Students who have declared business economics specialization should complete the third quarter of calculus and at least ECON 10200 before taking ECON 21010.)

PSYC 21750 (HLTH 21750; BIOS 24248; NSCI 21400)
Biological Clocks and Behavior
Brian Prendergast
TR 12:30-1:50PM
Biological Clocks and Behavior, will address physiological and molecular biological aspects of circadian and seasonal rhythms in biology and behavior. The course will primarily emphasize biological and molecular mechanisms of CNS function, and will be taught at a molecular level of analysis from the beginning of the quarter. Those students without a strong biology background are unlikely to resonate with the course material. Therefore, a quality grade in PSYC 20300 (Introduction to Biological Psychology) is a prerequisite for enrollment in this course; additional biology courses are also desirable. Completion of Core Biology will NOT suffice as a prerequisite. For Biology majors: Completion of three quarters of a Biological Sciences Fundamentals Sequence

HIPS 22001 (HLTH 22001;ANTH 32305; CHSS 32000; HIST 56800; KNOW 31408; SOCI 40137)
Introduction to Science Studies
Karin Knorr; Adrian Johns
W 9:30AM-12:30PM
This course provides an introduction to the interdisciplinary study of science, medicine, and technology. During the twentieth century, sociologists, historians, philosophers, and anthropologists raised original, interesting, and consequential questions about the sciences. Often their work drew on and responded to each other, and, taken together, their various approaches came to constitute a field, “science studies.” The course furnishes an initial guide to this field. Students will not only encounter some of its principal concepts, approaches and findings, but will also get a chance to apply science-studies perspectives themselves by performing a fieldwork project. Among the topics we may examine are: the sociology of scientific knowledge and its applications; actor-network theories of science; constructivism and the history of science; and efforts to apply science studies approaches beyond the sciences themselves

PSYC 22350 (HLTH 22350; BIOS 24137; CHDV 22350; NSCI 21000; ECON 21830)
Social Neuroscience
Jean Decety
TR 9:30-10:50AM
Social species, by definition, create emergent organizations beyond the individual — structures ranging from dyads and families to groups and cultures. Social neuroscience is the interdisciplinary field devoted to the study of neural, hormonal, cellular, and genetic mechanisms, and to the study of the associations and influences between social and biological levels of organization.The course provides a valuable interdisciplinary framework for students in psychology, neuroscience, behavioral economics and comparative human development. Many aspects of social cognition will be examined, including but not limited to attachment, attraction, altruism, contagion, cooperation, competition, dominance, empathy, isolation, morality, and social decision-making.

PLSC 22913
The Practice of Social Science Research *
Patricia Conley
TR 12:30-1:50
This is a first course in empirical research as it is practiced across a broad range of the social sciences, including political science. It is meant to enable critical evaluation of statements of fact and cause in discussions of the polity, economy, and society. One aim is to improve students’ ability to produce original research, perhaps in course papers or a senior thesis. A second objective is to improve students’ ability to evaluate claims made by others in scholarship, commentary, or public discourse. The specific research tools that the course develops are statistical, but the approach is more general. It will be useful as a guide to critical thinking whether the research to be evaluated, or to be done, is quantitative or not. Above all, the course seeks to demonstrate the use of empirical research in the service of an argument. Open to Political Science majors only.

CHDV 23301 / 33301 (HLTH 23301; ANTH 24315 / 35115; HIPS 27302)
Culture, Mental Health, and Psychiatry
Eugene Raikhel
TR 11-12:20PM
While mental illness has recently been framed in largely neurobiological terms as “brain disease,” there has also been an increasing awareness of the contingency of psychiatric diagnoses.  In this course, we will draw upon readings from medical and psychological anthropology, cultural psychiatry, and science studies to examine this paradox and to examine mental health and illness as a set of subjective experiences, social processes and objects of knowledge and intervention. On a conceptual level, the course invites students to think through the complex relationships between categories of knowledge and clinical technologies (in this case, mainly psychiatric ones) and the subjectivities of persons living with mental illness.  Put in slightly different terms, we will look at the multiple links between psychiatrists’ professional accounts of mental illness and patients’ experiences of it. Questions explored include: Does mental illness vary across social and cultural settings?  How are experiences of people suffering from mental illness shaped by psychiatry’s knowledge of their afflictions?

CHDV 27860/37860 (HLTH 27860; KNOW 27860; HIPS 27860; CHSS 37860)
History of Evolutionary Behavioral Sciences
Dario Maestripieri
TR 9:30-10:50AM
This course will consist in lectures and discussion sessions about the historical and conceptual foundations of evolutionary behavioral sciences (evolutionary anthropology, evolutionary psychology, ethology, comparative behavioral biology), covering the period from the publication of Charles Darwin’s The Origin of Species up to the present day. Topics will include new theoretical developments, controversies, interdisciplinary expansions, and the relationships between evolutionary behavioral sciences and other disciplines in the sciences and the humanities.

HIST 29678
History Colloquium: Medicine and Society
Michael Rossi
TR 9:30-10:50AM
How does medical knowledge change? How do medical practices transform over time? What factors influence the ways in which doctors and patients—and scientists, artists, politicians, legislators, activists, and educators, among others—understand matters of health and disease, of proper and improper interventions, of the rights of individuals and the needs of communities? This course treats these questions as a starting point for exploring the interactions of medicine and society from 1800 to the present. Through a combination of primary and secondary sources we will examine changing causes of morbidity and mortality, the development of new medical technologies and infrastructures, shifting patterns of disease and shifting ideas about bodies, and debates about health care policy, among other topics. Assignment: Students will be expected to conduct original research and produce an original research paper of fifteen to twenty pages. Priority registration is given to History majors.

KNOW 29901 (HLTH 29901; ANTH 24360; ARTV 20014; BIOS 29209; HIPS 28350; HLTH 29901)
XCap: The Experimental Capstone
The Art of Healing: Medical Aesthetics in Russia and the US
William Nickell; Brian Callendar; Elizabeth Murphy
R 9:30AM-12:20PM
What makes a medical treatment look like it will work? What makes us feel that we are receiving good care, or that we can be cured? Why does the color of a pill influence its effectiveness, and how do placebos sometimes achieve what less inert medication cannot? In this course we will consider these problems from the vantage points of a physician and a cultural historian. Our methodology will combine techniques of aesthetic analysis with those of medical anthropology, history and practice. We will consider the narratology of medicine as we examine the way that patients tell their stories—and the way that doctors, nurses, buildings, wards, and machines enter those narratives. The latter agents derive their meaning from medical outcomes, but are also embedded in a field of aesthetic values that shape their perception. We will look closely at a realm of medical experience that continues to evade the grasp of instruments: how the aesthetic experience shapes the phenomenon of medical treatment.

Course Description Notes: This course is one of three offered in The Experimental Capstone (XCAP) in the 2019-20 academic year. Enrollment in this course is restricted to 3rd and 4th year undergraduates in the College. For more information about XCAP, visit https://sifk.uchicago.edu/courses/xcap/

PBHS 30910 (HLTH 20910; ENST 27400; PPHA 36410; STAT 22810)
Epidemiology and Population Health
Diane S. Lauderdale
TR 3:30-4:50PM

Epidemiology is the study of the distribution and determinants of health and disease in human populations. This course introduces the basic principles of epidemiologic study design, analysis, and interpretation through lectures, assignments, and critical appraisal of both classic and contemporary research articles. This course does not meet requirements for the Biological Sciences major. Prerequistites: STAT 22000 or other introductory statistics highly desirable. For BIOS students—completion of the first three quarters of a BIological Sciences Fundamentals sequence

CCTS 20400 (HLTH 20400; BIOS 24327; CCTS 40400)
Health Disparities in Breast Cancer
Suzanne Conzen; Eileen M. Dolan

MW 3-4:20
Across the globe, breast cancer is the most common women’s cancer. In the last two decades, there have been significant advances in breast cancer detection and treatment that have resulted in improved survival rates. Yet, not all populations have benefited equally from these improvements, and there continues to be a disproportionate burden of breast cancer felt by different populations. In the U.S., for example, white women have the highest incidence of breast cancer but African-American women have the highest breast cancer mortality overall. The socioeconomic, environmental, biological, and cultural factors that collectively contribute to these disparities are being identified with a growing emphasis on health disparities research efforts. In this 10-week discussion-based course students will meet twice weekly and cover major aspects of breast cancer disparities.

CHDV 21500 (HLTH 21500; GNSE 21500; HIPS 22401)
Darwinian Health
Jill Mateo

TR 11-12:20
This course will use an evolutionary, rather than clinical, approach to understanding why we get sick. In particular, we will consider how health issues such as menstruation, senescence, pregnancy sickness, menopause, and diseases can be considered adaptations rather than pathologies. We will also discuss how our rapidly changing environments can reduce the benefits of these adaptations. Permission of instructor only.BPRO 28900 (ECON 24720; PBPL 28920)

PHIL 21609 (HLTH 21609; BIOS 29314; BPRO 22612; HIPS 21609)
Medical Ethics: Central Topics
Daniel Brudney

T 12:30-3:20
Decisions about medical treatment, medical research, and medical policy often have profound moral implications. Taught by a philosopher, two physicians, and a medical lawyer, this course will examine such issues as paternalism, autonomy, assisted suicide, kidney markets, abortion, and research ethics. (A)
Prerequisites: Third or fourth year standing. This course does not meet requirements for the Biological Sciences major.
Course Description Notes: Philosophy majors: this course fulfills the practical philosophy (A) requirement.

PSYC 22580 (HLTH 22580; CHDV 22580)
Child Development in the Classroom
Katherine O’Doherty

TR 12:30-1:50
This discussion-based, advanced seminar is designed to investigate how preschool and elementary students think, act, and learn, as well as examine developmentally appropriate practices and culturally responsive teaching in the classroom. This course emphasizes the application of theory and research from the field of psychology to the realm of teaching and learning in contemporary classrooms. Course concepts will be grounded in empirical research and activities geared towards understanding the nuances and complexities of topics such as cognitive development (memory, attention, language), early assessment systems, standardized testing, “mindset”, “grit”, exercise/nutrition, emotion regulation, and more.

PLSC 22913
The Practice of Social Science Research *
Patricia Conley
TR 12:30-1:50
This is a first course in empirical research as it is practiced across a broad range of the social sciences, including political science. It is meant to enable critical evaluation of statements of fact and cause in discussions of the polity, economy, and society. One aim is to improve students’ ability to produce original research, perhaps in course papers or a senior thesis. A second objective is to improve students’ ability to evaluate claims made by others in scholarship, commentary, or public discourse. The specific research tools that the course develops are statistical, but the approach is more general. It will be useful as a guide to critical thinking whether the research to be evaluated, or to be done, is quantitative or not. Above all, the course seeks to demonstrate the use of empirical research in the service of an argument. Open to Political Science majors only.

CHDV 23305 (HLTH 23305; CHDV 33305; ANTH 24333; ANTH 35133)
Critical Studies of Mental Health in Higher Education
Eugene Raikhel

W 1:30-4:20
This course draws on a range of perspectives from across the interpretive, critical, and humanistic social sciences to examine the issues of mental health, illness, and distress in higher education. Prerequisites: Registration by instructor consent only.

ANTH 24335 (HLTH 24335; CHDV 24335; HIPS 24335)
Introduction to Medical Anthropology and Critical Studies of Global Health
Sean Brotherton

MW 1:30-2:50PM
Ideas about health and the experience and interpretation of distress and illness are products of specific historical, social, economic, and cultural contexts. The physical body, however, constrains the shaping of these ideas. The aim of this course is to examine the way in which concepts about the body in health and in illness in any given society are reflections of specific kinds of social organization and political relations together with shared cultural values. The first module of the course will outline the major theoretical models for approaching the study of illness, health, and medicine, as objects of anthropological analysis. The second, third, and fourth modules of this course will variously examine historical, cultural, environmental, economic, and political considerations to provide a comprehensive global overview of the many factors that influence the health of individuals and populations. In each module we will explore specific themes, buttressed by ethnographic case studies: for example, medicine as a cultural system; different medical traditions; cross-cultural medicine; medicalization of the life-cycle; anthropology of the body; the social lives of medicines, reemerging infections, biomedical technologies; social suffering; and, finally, the political dimensions of health policy in the US and abroad.
Prerequisites
This course qualifies as a “Discovering Anthropology” selection for Anthropology Majors.
Prerequisite(s): CHDV majors or intended majors.
Note(s): Required Course for Comparative Human Development Majors

PBPL 26690
The Politics of Health Care
S. Brophy

TR 11-12:20
In this course we will tackle some of the complexity of healthcare head-on, considering how cultural, legal and structural factors shape the delivery of care. Our goal will be to address foundational questions about how we as a society imagine healthcare, the professionals who work within the field, and the patients. We will draw on evidence from the United States to ask: How have shifts in the institutional context in which medical professionals work altered their task? How do we imagine patients and their choices? How do external and internal pressures shape what issues are prioritized and who receives care?

PBHS 28010 (HLTH 28010; PBHS 28010; PPHA 38290)
Introduction to Health Economics
Tamara R. Konetzka

MW 1:30-2:50
This course covers the foundations of the economics of health care. Content includes demand for health, medical care, and insurance; supply of medical care and behavior of health care practitioners; and economic perspectives on
measurement in health care research. Using a combination of lectures, readings, and problem sets, the goal is for students to acquire a basic understanding of economic knowledge and thinking that can be applied to current challenges in health care policy and practice. The course is open to undergraduate and graduate students with at least one prior course in microeconomics.

BPRO 28300 (HLTH 28301; MAAD 28300; MUSI 25719; CHV 28301)
Disability and Design
Michele Friedner; Jennifer Iverson

F 10:30-1:20
Disability is often an afterthought, an unexpected tragedy to be mitigated, accommodated, or overcome. In cultural, political, and educational spheres, disabilities are non-normative, marginal, even invisible. This runs counter to many of our lived experiences of difference where, in fact, disabilities of all kinds are the “new normal.” In this interdisciplinary course, we center both the category and experience of disability. Moreover, we consider the stakes of explicitly designing for different kinds of bodies and minds. Rather than approaching disability as a problem to be accommodated, we consider the affordances that disability offers for design. This course begins by situating us in the growing discipline of Disability Studies and the activist (and intersectional) Disability Justice movement. We then move to four two-week units in specific areas where disability meets design: architecture, infrastructure, and public space; education and the classroom; economics, employment, and public policy; and aesthetics. Traversing from architecture to art, and from education to economic policy, this course asks how we can design for access. Prerequisite(s): Third or fourth-year standing

BPRO 28900 (ECON 24720; PBPL 28920)
Inequality: Origins, Dimension and Policy
Allen R. Sanderson

TR 3:30-4:50
For the last four decades, incomes in the United States and across the globe have grown more unequal. That fact has attracted worldwide attention from scholars, governments, religious figures, and public intellectuals. In this interdisciplinary course, participating faculty members drawn from across the University and invited guest speakers will trace and examine the sources and challenges of inequality and mobility in many of its dimensions, from economic, political, legal, biological, philosophical, public policy, and other perspectives. This course is part of the College Course Cluster program: Inequality. Prerequisites: third-or-fourth year standing. NOTES: ECON 24720 or ECON 22410 may be used as an Economics elective, but only one of the two may be used toward Economics major requirements.

SSAD 49032
Erin Lakhmani
Health and Aging Policy
R 5:30-8:20
This course begins with an examination of the historical development of public policies on aging. Students will use an understanding of this history to critically examine current policies and programs. In particular, attention is given to the design and delivery of services and their implications for the social, economic, and physical welfare of the aged and their caregivers. The unique dynamics that accompany the initiation, implementation, and impacts of aging policies are considered as students contemplate the design and development of future policy.

 

 

GNSE 12103 (HLTH 12103; ANTH 25212; CHDV 12103; HIPS 12103)
Treating Trans-:Practices of Medicine, Practices of Theory
Paula Martin
MW 4:30-5:50
Medical disciplines from psychiatry to surgery have all attempted to identify and to treat gendered misalignment, while queer theory and feminisms have simultaneously tried to understand if and how trans- theories should be integrated into their respective intellectual projects. This course looks at the logics of the medical treatment of transgender (and trans- more broadly) in order to consider the mutual entanglement of clinical processes with theoretical ones. Over the quarter we will read ethnographic accounts and theoretical essays, listen to oral histories, discuss the intersections of race and ability with gender, and interrogate concepts like “material bodies” and “objective science”. Primary course questions include:
1. How is “trans-” conceptualized, experienced, and lived? How has trans-studies distinguished itself from feminisms and queer theories?
2. What are the objects, processes, and problematics trans- medicine identifies and treats? How is “trans-” understood and operationalized through medical practices?
3. What meanings of health, power, knowledge, gender, and the body are utilized or defined by our authors? What relations can we draw between them?

CHDV 20100 (HLTH 20100; PSYC 21100)
Human Development Research Design *
TR 2-3:20
The purpose of this course is to expose CHD majors in college to a broad range of methods in social sciences with a focus on human development research. The faculty in Comparative Human Development is engaged in interdisciplinary research encompassing anthropology, biology, psychology,sociology, and applied statistics. The types of data and methods used by faculty span the gamut of possible methodologies for addressing novel and important research questions. In this course, students will study how appropriate research methods are chosen and employed in influential research and will gain hands-on experience with data collection and data analysis.The lab/discussion sections are designed to review the key concepts, practice through applying some of the methods, and prepare students for the assignments. Students in each section will be assigned to small groups. Some of the assignments are group-based while others are individual-based.

CCTS 21007 (HLTH 21007; CCTS 43007)
Clinical and Health Services Research: Methods and Applications
Gregory Ruhnke
This course will introduce the interdisciplinary field of clinically-oriented health services research with a focus on policy-related implications. Through exposure to theoretical foundations, methodologies, and applications, students without significant investigative experience will learn about the design and conduct of research studies. We will cover the integration of research within the stages of translational medicine, and how science conducted across the translational medicine spectrum informs policy through purveyors of clinical services (e.g. physicians, hospitals), government, insurers, and professional societies. We will use the examples of postmenopausal hormone replacement therapy and autologous bone marrow transplantation to illustrate pitfalls in the progression from basic science research to clinical trials leading to diffusion in clinical medicine that can complicate the creation of logical, evidence-based practice guidelines, reimbursement, and clinical practice.

ANTH 21345 (HLTH 21345)
Living With Toxins: The Anthropology of Environmental Health
Hiroko Kumaki
TR 11-12:20
The ongoing saturation of our bodies and environments with chemicals, pesticides, radiation, mercury, and microplastics has made environmental health a central issue of our time. This course explores how anthropologists have engaged environmental pollution, disaster, and climate change by tracing the historical and conceptual development of an anthropology of environmental health as an emerging field of inquiry. It will draw on works in medical anthropology, environmental anthropology, political ecology, environmental history, and science and technology studies, paying close attention to the concerns, questions, and analytic perspectives they raise in engaging with issues of environment and health. The goal of this course is to develop analytic tools to critically assess responses to environmental health issues and examine the stakes and experiences surrounding toxic worlds across space, time, and disciplines. Students will have the opportunity to apply their insights by working closely on an environmental health issue of their own choosing throughout the course.

ANTH 21420
Ethnographic Research Methods *
Lake Polan
MW 3-4:20
(PQ: Preference given to third-year Anthropology majors preparing to write BA papers next year.) This course is a practical and theoretical introduction to ethnographic research. It will provide students with (i) a background in the key epistemological, ethical and representational issues raised by fieldwork, and (ii) a collaborative forum for practicing and critically interrogating ethnographic methods, including participant observation, fieldnote writing, interviewing, and archival research. With the help of instructor and peer feedback, students will design and execute a short fieldwork-based research project over the course of the quarter. Readings and discussions will guide students through the process of developing research questions, choosing and gaining access to a field site, generating data, and re-presenting that field site in writing. We will pay particular attention to questions of knowledge, location, evidence, ethics, power, translation, and experience, and to the nature of the theoretical and social claims that can be pursued through ethnographic research. Class sessions will be divided between discussions of critical readings in anthropology related to methodological epistemology and practice, and workshop-style sessions where we collectively discuss student projects, reflect on the experience of fieldwork, and share advice and constructive criticism.

BPRO 22800 (ANTH 25310; BIOS 02280)
Drinking Alcohol: Social Problem or Normal Cultural Practice?
M. Dietler; W. Green
TR 2-3:20

Alcohol is the most widely used psychoactive agent in the world, and, as archaeologists have recently demonstrated, it has a very long history dating back at least 9,000 years. This course will explore the issue of alcohol and drinking from a trans-disciplinary perspective. It will be co-taught by an anthropologist/archaeologist with experience in alcohol research and a neurobiologist who has experience with addiction research. Students will be confronted with literature on alcohol research from anthropology, sociology, history, biology, medicine, psychology, and public health and asked to think through the conflicts and contradictions. Selected case studies will be used to focus the discussion of broader theoretical concepts and competing perspectives introduced in the first part of the course. Topics for lectures and discussion include: What is alcohol? The early history of alcohol; Histories of drinking in ancient, medieval, and modern times; Alcohol and the political economy; Alcohol as a cultural artifact; Styles of drinking and intoxication; Alcohol, addiction, and social problems; Alcohol and religion; Alcohol and health benefits; Comparative case studies of drinking.
Prerequisites: Third or fourth-year standing.
Course Description Notes: This course does not meet requirements for the biological sciences major.

PLSC 22913
The Practice of Social Science Research *
Patricia Conley
TR 12:30-1:50
This is a first course in empirical research as it is practiced across a broad range of the social sciences, including political science. It is meant to enable critical evaluation of statements of fact and cause in discussions of the polity, economy, and society. One aim is to improve students’ ability to produce original research, perhaps in course papers or a senior thesis. A second objective is to improve students’ ability to evaluate claims made by others in scholarship, commentary, or public discourse. The specific research tools that the course develops are statistical, but the approach is more general. It will be useful as a guide to critical thinking whether the research to be evaluated, or to be done, is quantitative or not. Above all, the course seeks to demonstrate the use of empirical research in the service of an argument. Open to Political Science majors only.

CHDV 23405 (HLTH 23405; ANTH 24365; CRES 23405)
Cultural Diversity, Structural Barriers, and Multilingualism in Clinical and Healing Encounters
David Ansari
TR 11-12:20
How are illness, disorder, and recovery experienced in different localities and cultural contexts? How do poverty, racism, and gender discrimination translate to individual experiences of disease? Combining anthropological perspectives on health and illness with a social determinants of health framework, this course will examine topics such as local etiologies of disease and healing practices, linguistic interpretation in clinical and healing contexts, and structural factors that hinder health care access and instigate disorder. Moreover, by taking clinical and healing encounters as our locus of analysis, we will explore how healers and health professionals recognize and respond to diversity, power imbalances, and the language individuals give to illness and suffering. We will draw on a range of materials, from ethnographies to long-form journalism to the perspectives of course visitors, in order to examine case studies in mental illness, sexual health, organ donation and transplantation, and chronic disease in a variety of geographic contexts.

PSYC 23800 (HLTH 23800)
Introduction to Learning and Memory
David Gallo
TR 2-3:20
This course examines basic questions in learning and memory. We discuss the historical separation and division of these two areas as well as the paradigmatic differences in studying learning and memory. We also discuss basic research methods for investigating learning and memory and survey established and recent research findings, as well as consider several different kinds of models and theories of learning and memory. Topics include skill acquisition, perceptual learning, statistical learning, working memory, implicit memory, semantic vs. episodic memory, and memory disorders.

RLST 24103 (HLTH 24103)
Bioethics
Laurie Zoloth
M 9:30-10:20
This lecture course will introduce you to the field of Bioethics. We will use a case-based method to study how different philosophical and theological traditions describe and defend differences in moral choices in contemporary bioethics. This class is based on the understanding that case narratives serve as the motivation for the discipline of bioethics and that complex ethical issues are best considered by a careful examination of the competing theories as they work themselves out in specific cases. We will examine both classic cases that have shaped our understanding of the field of bioethics and cases that are newly emerging, including the case of research done at Northwestern University. Through these cases, we will ask how religious traditions both collide and cohere over such topics as embryo research, health care reform, terminal illness, issues in epidemics and public health, and our central research question, synthetic biology research.

This class will also explore how the discipline of bioethics has emerged to reflect upon such dilemmas, with particular attention to the role that theology philosophy, law, public health, and religious studies have played in such reflection. We will look at both how the practice of different disciplines has shaped the field of bioethics and in particular at how different theological and philosophical claims, methodology, and praxis have continued to shape and inflect bioethics.

ANTH 24341 (HLTH 24341; NTH 40310; CHSS 40310; CRES 24341)
Topics in Medical Anthropology
Sean Brotherton

T 2-4:50
This seminar will review theoretical positions and debates in the burgeoning fields of medical anthropology and science and technology studies (STS). We will begin this seminar exploring how “disease” and “health” in the early 19-century became inseparable from political, economic, and technological imperatives. By highlighting the epistemological foundations of modern biology and medicine, the remainder of this seminar will then focus on major perspectives in, and responses to, critical studies of health and medicine, subjectivity and the body, entanglements of ecology and health, humanitarianism, and psychoanalytic anthropology.

PBPL 27905 (PBHS 31900; PBHS 27900)
Global Health Metrics
Kavi Bhalla

TR 3:30-4:50
This course provides an overview of the causes of illness and injury in populations across the world and the most important risk factors. We will discuss how population health is measured using summary indicators that combine mortality and non-fatal health outcomes. We will use these indicators to compare and contrast the health of populations across global regions and in time. Sound measurement of the global burden of disease is essential for prioritizing prevention strategies. Therefore, there will be a strong emphasis on understanding how data sources in information-poor settings are used to generate estimates of population health.

PBHS 28500 (HLTH 25500; PBHS 35500; PPHA 37720; SSAD 45011)
Introduction to US Health Policy and Politics
Loren Saulsberry
The purpose of this course is to introduce students to the concepts needed to critically evaluate U.S. health policy issues. The course will 1) provide an overview of the U.S. health system including its institutions, stakeholders, and financing mechanisms, 2) describe the politics of health and illuminate how the structure of our political system shapes health policy outcomes, and 3) offer a framework for assessing the critical features central to health policy debates. Building upon this knowledge, the course will conclude with a discussion of strategies for influencing the health policy process and how they might be employed in future leadership roles within the health sector.

PBPL 28925 (HLTH 28925; ENST 28925; PPHA 41021)
Health Impacts of Transportation Policies
Kavi Bhalla
W 3:30-6:20
Governments invest in transport infrastructure because it encourages economic growth and mobility of people and goods, which have direct and indirect benefits to health. Yet, an excessive reliance on motorized modes of transport harms population health, the environment and social well-being. The impact on population health is substantial: Globally, road traffic crashes kill over 1.3 million annually. Air pollution, to which transport is an important contributor, kills another 3.2 million people. Motorized modes of transport are also an important contributor to sedentary lifestyles. Physical inactivity is estimated to cause 3.2 million deaths every year, globally. This course will introduce students to thinking about transportation as a technological system that affects human health and well-being through intended and unintended mechanisms. The course will examine the complex relationship between transportation, land use, urban form, and geography, and explore how decisions in other sectors affect transportation systems, and how these in turn affect human health. Students will learn to recognize how the system level properties of a range of transportation systems (such as limited-access highways, urban mass transit, inter-city rail) affect human health.

HIPS 29635 (HLTH 29635; HIST 25020; KNOW 28002)
Tutorial: Power and Medicine
Emily Webster; Caine Jordan
TR 2-3:20
The marvel of modern medicine has been lauded as a great leveler of the human condition. From sanitary regimes, to the discovery of antibiotics, to anaesthesia and the development of successful surgery and lifestyle intervention, medicine has improved the lives of all humankind. However, research shows that this improvement is not uniform – that some benefit more from medicine than others. This disparity, which public health scientists and medical researchers have followed for decades, is borne of a complex set of societal factors – including socioeconomic status, race, genetic background, environment, and lifestyle. These studies show us a key feature of medicine: it does not exist in a vacuum, and one’s lifespan and quality of life are as tethered to social factors as they are to scientific innovation.

This class will explore the effects of uneven power systems on health and human medicine in modern history. We will explore how different peoples – of diverse racial, socioeconomic and historical backgrounds – experienced medical and sanitary regimes, and how they navigated disparities in access. Every week we will examine a particular theme in the history of medicine and explore its effects first on a regional scale in the U.S., and the following meeting in the global context. The goal in this structure is to demonstrate the diversity of experience and the complex systems that influence medical regimes.

KNOW 29971 (HLTH 29971; CHDV 20971)
XCAP: The Epermimental Capstone—What is an Intervention (for Mental Health)
Eugene Raikhel; M. Marcangelo
M 1:30-4:20
What does it mean for a practice to be understood as an intervention in the domain of mental health? Interventions in mental health can be carried out with tools ranging from chemicals and electrical impulses, to words, affects, and social relationships, to organizations. They can involve acting on a range of distinct targets — from brains and bodies to psyches and emotional conflicts to housing and employment. This course will use a focus on mental health interventions to introduce students to a range of conceptual and practical issues surrounding mental health and illness, as well as to raise a set of broader questions about the relationships between knowledge formation, practice, ethics, and politics. The questions we will ask throughout the course will include: What does it mean for an intervention to be successful? How is effectiveness understood and measured? Are mental health interventions ethically-neutral or do they contain embedded within them assumptions about the normal, the pathological, and the good life? We will think through these questions vis-a-vis readings drawn from psychiatry, psychology, and the social sciences — but more importantly, through weekly practical and experiential activities. Each week will focus on one kind of mental health intervention, and will involve a particular kind of practical learning activity. This course is one of three offered in The Experimental Capstone (XCAP) in the 2019-20 academic year. Enrollment in this course is restriced to 3rd and 4th year undergraduates in the College.

PBHS 35100 (HLTH 29100; PPHA 28010; SSAD 46300)
Health Services Research Methods *
Prachi Sanghavi
MW 1:30-2:50
The purpose of this course is to better acquaint students with the methodological issues of research design and data analysis widely used in empirical health services research. To deal with these methods, the course will use a combination of readings, lectures, problem sets (using STATA), and discussion of applications. The course assumes that students have had a prior course in statistics, including the use of linear regression methods. PQ: At least one course in linear regression and basic familiarity with STATA; or consent of instructor

PPHA 37302
Key Issues in Healthcare: An Interdisciplinary Case Studies Approach
Laura Botwinick
T 5:30-8:20
This is a capstone course for the graduate program in health administration and policy. The course will explore how to approach persistent administrative and policy problems from an interdisciplinary approach. It will draw from the disciplinary skills and knowledge of students in the course and challenge students to use that knowledge in collaborative and creative ways to solve real world problems. Students will take on an administrative, strategy, or policy problem in interdisciplinary teams. Building on each disciplinary strength–social welfare frameworks, policy analysis, and business (management, financial, etc.) strategy–students will provide an action plan and set of recommendations to approach the health problem. Topics will be chosen by students, but provided by instructor. Course will examine numerous case studies of interdisciplinary projects and consider how common challenges and pitfalls can be avoided.

PPHA 38300 (CCTS 28200; ECON 27700; PBHS 38300; PBPL 28300)
Health Economics and Public Policy
David Meltzer

TR 2-3:20
This course analyzes the economics of health and medical care in the United States with particular attention to the role of government. The first part of the course examines the demand for health and medical and the structure and the consequences of public and private insurance. The second part of the course examines the supply of medical care, including professional training, specialization and compensation, hospital competition, and finance and the determinants and consequences of technological change in medicine. The course concludes with an examination of recent proposals and initiatives for health care reform. Prerequisite(s): PBPL 20000 or ECON 20000 and one undergraduate course in quantitative research methods (Statistics or Econometrics) or the equivalent or consent of the instructor

 

 

 

 

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