{"id":28,"date":"2018-01-17T06:50:53","date_gmt":"2018-01-17T06:50:53","guid":{"rendered":"https:\/\/www.macalester.edu\/160-community-global-health\/schedules\/"},"modified":"2024-05-01T10:18:27","modified_gmt":"2024-05-01T15:18:27","slug":"schedules","status":"publish","type":"page","link":"https:\/\/www.macalester.edu\/community-global-health\/schedules\/","title":{"rendered":"Class Schedules"},"content":{"rendered":"
\n <\/a>\n

\n \n Fall 2025<\/a>\n \n \n Spring 2026<\/a>\n \n \n\t\n\t\n\t\n <\/p>\n \n\t

Fall 2025<\/h2>\n

Visit the Registrar's Class Schedule for live registration information<\/a><\/p>\n

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Num. \/ Sec. \/ CRN<\/th>\n Name<\/th>\n Days<\/th>\n Time<\/th>\n Room<\/th>\n Instructor<\/th>\n <\/th>\n \n <\/tr>\n <\/thead>\n
STAT 125-01 12575<\/span><\/td>\n Epidemiology<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>12:00 pm-01:00 pm\n <\/td>\n \n Room: <\/span>THEATR 205\n <\/td>\n \n Instructor: <\/span>Kelsey McDonald\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required; first day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Epidemiology is the study of the distribution and determinants of disease and health in human populations and the application of this understanding to the solution of public health problems. Topics include measurement of disease and health, the outbreak and spread of disease, reasoning about cause and effect, analysis of risk, detection and classification, and the evaluation of trade-offs. The course is designed to fulfill and extend the professional community's consensus definition of undergraduate epidemiology. In addition to the techniques of modern epidemiology, the course emphasizes the historical evolution of ideas of causation, treatment, and prevention of disease. The course is a required component of the concentration in Community and Global Health.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-01 12576<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>OLRI 254\n <\/td>\n \n Instructor: <\/span>Alicia Johnson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-02 12577<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>OLRI 254\n <\/td>\n \n Instructor: <\/span>Alicia Johnson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-03 12578<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>09:40 am-10:40 am\n <\/td>\n \n Room: <\/span>THEATR 002\n <\/td>\n \n Instructor: <\/span>Md Mutasim Billah\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-04 12579<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>12:00 pm-01:00 pm\n <\/td>\n \n Room: <\/span>THEATR 202\n <\/td>\n \n Instructor: <\/span>Md Mutasim Billah\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-05 12580<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>THEATR 202\n <\/td>\n \n Instructor: <\/span>Jedidiah Carlson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 201-01 12695<\/span><\/td>\n Research in Psychology I<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span>OLRI 352\n <\/td>\n \n Instructor: <\/span>Brooke Lea\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science.\u00a0We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs.\u00a0The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100\u00a0Permission of instructor is required for first year students.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 201-L1 12696<\/span><\/td>\n Research in Psychology I Lab<\/td>\n \n Days: <\/span> R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>OLRI 349\n <\/td>\n \n Instructor: <\/span>Brooke Lea\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science.\u00a0We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs.\u00a0The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100\u00a0Permission of instructor is required for first year students.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 201-L2 12697<\/span><\/td>\n Research in Psychology I Lab<\/td>\n \n Days: <\/span> R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>OLRI 349\n <\/td>\n \n Instructor: <\/span>Brooke Lea\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science.\u00a0We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs.\u00a0The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100\u00a0Permission of instructor is required for first year students.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 225-01 12378<\/span><\/td>\n Introduction to Geographic Information Systems<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>09:40 am-10:40 am\n <\/td>\n \n Room: <\/span>CARN 107\n <\/td>\n \n Instructor: <\/span>Kelsey McDonald\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required; first day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course provides an introduction to cartography, visualization, and analyses of geospatial data, as well as hands-on experience with geospatial technologies in the GIS laboratory. Students will learn the basics of mapping\/cartography (e.g. scale, projections, map design) and Geographic Information Systems. Students will create maps with commonly used digital data (e.g., aerial photographs, census boundaries, digital elevation models, etc.), and master basic methods of spatial analyses. Both concepts and techniques will be taught in this course. Hands-on assignments include classification of demographic data and query\/analysis of vector and raster data. One and one half laboratory hours per week required. Prerequisite(s): Permission of instructor.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q2\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 225-L1 12379<\/span><\/td>\n Introduction to Geographic Information Systems Lab<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>12:00 pm-01:30 pm\n <\/td>\n \n Room: <\/span>CARN 108\n <\/td>\n \n Instructor: <\/span>Ashley Nepp\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required; first day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course provides an introduction to cartography, visualization, and analyses of geospatial data, as well as hands-on experience with geospatial technologies in the GIS laboratory. Students will learn the basics of mapping\/cartography (e.g. scale, projections, map design) and Geographic Information Systems. Students will create maps with commonly used digital data (e.g., aerial photographs, census boundaries, digital elevation models, etc.), and master basic methods of spatial analyses. Both concepts and techniques will be taught in this course. Hands-on assignments include classification of demographic data and query\/analysis of vector and raster data. One and one half laboratory hours per week required. Prerequisite(s): Permission of instructor.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 225-L2 12380<\/span><\/td>\n Introduction to Geographic Information Systems Lab<\/td>\n \n Days: <\/span> R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>CARN 108\n <\/td>\n \n Instructor: <\/span>Ashley Nepp\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required; first day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course provides an introduction to cartography, visualization, and analyses of geospatial data, as well as hands-on experience with geospatial technologies in the GIS laboratory. Students will learn the basics of mapping\/cartography (e.g. scale, projections, map design) and Geographic Information Systems. Students will create maps with commonly used digital data (e.g., aerial photographs, census boundaries, digital elevation models, etc.), and master basic methods of spatial analyses. Both concepts and techniques will be taught in this course. Hands-on assignments include classification of demographic data and query\/analysis of vector and raster data. One and one half laboratory hours per week required. Prerequisite(s): Permission of instructor.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ANTH 230-01 12087<\/span><\/td>\n Ethnographic Interviewing<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>09:40 am-10:40 am\n <\/td>\n \n Room: <\/span>CARN 06B\n <\/td>\n \n Instructor: <\/span>Arjun Guneratne\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introduction to ethnographic field interviewing learned in the context of individually run student field projects. Focuses on the anthropologist-informant field relationship and the discovery of cultural knowledge through participant observation and ethnosemantic interviewing techniques. Prerequisite(s): ANTH 101\u00a0or ANTH 111\u00a0or permission of instructor.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ANTH 239-01 12088<\/span><\/td>\n Medical Anthropology<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>CARN 06A\n <\/td>\n \n Instructor: <\/span>Ron Barrett\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course examines issues of health, illness, and healing from a variety of anthropological perspectives. From a cross-cultural perspective, we will examine the diversity of beliefs about human health and sickness, and a variety of healing practices by which people treat them. From the perspective of critical epidemiology, we will wrestle with recurrent problems of socioeconomic inequalities, ecological disruptions, and their impact upon the differential distribution, prevention, and treatment of human diseases.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 252-01 12705<\/span><\/td>\n Distress, Dysfunction, and Disorder: Perspectives on the DSM<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span>THEATR 205\n <\/td>\n \n Instructor: <\/span>Brian Rood\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course\u00a0examines the experiences, causes, and treatments of the major forms of distress and disorder codified in the Diagnostic and Statistical Manual (DSM), including schizophrenia, mood disorders, anxiety disorders, dissociative disorders, stress disorders, and personality disorders. We\u00a0critically evaluate theories and research derived from biological, genetic, psychological, interpersonal, and social-cultural perspectives. Group B course. Prerequisite(s): PSYC 100\u00a0or PSYC 180\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 253-01 12581<\/span><\/td>\n Statistical Machine Learning<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>08:00 am-09:30 am\n <\/td>\n \n Room: <\/span>OLRI 241\n <\/td>\n \n Instructor: <\/span>Kelsey Grinde\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n The linear and logistic modeling techniques from\u00a0STAT 155\u00a0are augmented with the three foundational machine learning tasks: regression, classification, and clustering. \u00a0The course explores techniques central to these tasks, including methods of data exploration, supervised and unsupervised learning, parametric and nonparametric modeling, and model training and evaluation. \u00a0As required by the application of these sophisticated techniques, the course also introduces foundational statistical computer programming concepts. Prerequisite(s): STAT 155.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 253-02 12582<\/span><\/td>\n Statistical Machine Learning<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>OLRI 241\n <\/td>\n \n Instructor: <\/span>Kelsey Grinde\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n The linear and logistic modeling techniques from\u00a0STAT 155\u00a0are augmented with the three foundational machine learning tasks: regression, classification, and clustering. \u00a0The course explores techniques central to these tasks, including methods of data exploration, supervised and unsupervised learning, parametric and nonparametric modeling, and model training and evaluation. \u00a0As required by the application of these sophisticated techniques, the course also introduces foundational statistical computer programming concepts. Prerequisite(s): STAT 155.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 253-03 12583<\/span><\/td>\n Statistical Machine Learning<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>OLRI 241\n <\/td>\n \n Instructor: <\/span>Kelsey Grinde\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n The linear and logistic modeling techniques from\u00a0STAT 155\u00a0are augmented with the three foundational machine learning tasks: regression, classification, and clustering. \u00a0The course explores techniques central to these tasks, including methods of data exploration, supervised and unsupervised learning, parametric and nonparametric modeling, and model training and evaluation. \u00a0As required by the application of these sophisticated techniques, the course also introduces foundational statistical computer programming concepts. Prerequisite(s): STAT 155.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 256-01 12387<\/span><\/td>\n Health Geography<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>01:10 pm-02:10 pm\n <\/td>\n \n Room: <\/span>CARN 05\n <\/td>\n \n Instructor: <\/span>Eric Carter\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course examines the geographical dimensions of health and disease, emphasizing global and domestic public health issues. Key approaches and themes include the social determinants of health; health equity; how place influences individual health; health equity; epidemiological mapping and spatial analysis; environmental health; environmental justice; the relationship among demographic change, economic development, and population health; the geography of pandemics; the disease ecology approach to infectious and vector-borne diseases; and the challenges of global health governance in the 21st century, with special emphasis on emerging infectious diseases.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ENVI 258-01 12389<\/span><\/td>\n Geography of Environmental Hazards<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span>CARN 05\n <\/td>\n \n Instructor: <\/span>Eric Carter\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; cross-listed with GEOG 258-01 (12388)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n The study of environmental hazards stands at a key point of intersection between the natural and social sciences. Geography, with its focus on human-environment interactions, provides key analytical tools for understanding the complex causes and uneven impacts of hazards around the world. We will explore the geophysical nature and social dimensions of disasters caused by floods, droughts, earthquakes, volcanoes, tsunamis, tornadoes, hurricanes, and wildfires. For each of these hazard types, we apply theoretical concepts from major hazards research paradigms, including quantifying the human and economic impacts of disaster; assessing, managing, and mitigating risk; and reducing the impacts of disaster, not only through engineering works but also by reducing social vulnerability and enhancing adaptive capacity. Looking into the future, we will discuss how global-scale processes, such as climate change and globalization, might affect the frequency, intensity, and geographical distribution of environmental hazards in the decades to come.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 258-01 12388<\/span><\/td>\n Geography of Environmental Hazards<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span>CARN 05\n <\/td>\n \n Instructor: <\/span>Eric Carter\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; cross-listed with ENVI 258-01 (12389)*<\/p>\n

\n
\n \n Details\n <\/a>\n
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\n The study of environmental hazards stands at a key point of intersection between the natural and social sciences. Geography, with its focus on human-environment interactions, provides key analytical tools for understanding the complex causes and uneven impacts of hazards around the world. We will explore the geophysical nature and social dimensions of disasters caused by floods, droughts, earthquakes, volcanoes, tsunamis, tornadoes, hurricanes, and wildfires. For each of these hazard types, we apply theoretical concepts from major hazards research paradigms, including quantifying the human and economic impacts of disaster; assessing, managing, and mitigating risk; and reducing the impacts of disaster, not only through engineering works but also by reducing social vulnerability and enhancing adaptive capacity. Looking into the future, we will discuss how global-scale processes, such as climate change and globalization, might affect the frequency, intensity, and geographical distribution of environmental hazards in the decades to come.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

POLI 269-01 12665<\/span><\/td>\n Empirical Research Methods<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>10:50 am-11:50 am\n <\/td>\n \n Room: <\/span>CARN 206\n <\/td>\n \n Instructor: <\/span>Julie Dolan\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course will equip you with the skills and intuition to think about politics in a more critical and organized way. \u00a0You will practice the scientific method - identifying a problem worthy of study, developing testable hypotheses, designing a research strategy, gathering data, analyzing data, and interpreting your results - and contemplate the philosophical conundrums that underlie our efforts to describe, explain, and interpret complex phenomena. Empirical Methods: The department requires its majors to take one course in empirical research methodology\u00a0before\u00a0their senior year. In addition to this course, there are a number of other courses that fulfill this requirement, including:\u00a0POLI 272,\u00a0SOCI 269,\u00a0SOCI 270,\u00a0SOCI 275. In some cases, research methods courses taken in other social science disciplines may be used to fulfill this requirement following approval by the political science department chair.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

AMST 271-01 12462<\/span><\/td>\n Uses and Abuses: Drugs, Addiction and Recovery<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>HUM 400\n <\/td>\n \n Instructor: <\/span>Amy Sullivan\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with HIST 271-01 (12461)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n After a brief but essential global history of drugs, this course will focus primarily on the 20th century to the present. We will examine histories of substance use and abuse, temperance and prohibition, the "War on Drugs," the shifting concept of addiction as a moral failing to addiction as a treatable disease, as well as study the history of the recovery movement and harm reduction. This course is not intended to be an exhaustive, comprehensive history of the subject-but it will provide you with a solid base from which to explore other aspects of this fascinating and contentious aspect of human history.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

HIST 271-01 12461<\/span><\/td>\n Uses and Abuses: Drugs, Addiction and Recovery<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>HUM 400\n <\/td>\n \n Instructor: <\/span>Amy Sullivan\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with AMST 271-01 (12462)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n After a brief but essential global history of drugs, this course will focus primarily on the 20th century to the present. We will examine histories of substance use and abuse, temperance and prohibition, the "War on Drugs," the shifting concept of addiction as a moral failing to addiction as a treatable disease, as well as study the history of the recovery movement and harm reduction. This course is not intended to be an exhaustive, comprehensive history of the subject-but it will provide you with a solid base from which to explore other aspects of this fascinating and contentious aspect of human history. Meets the post-1800 requirement, and can count towards "Gender," or "Race and Indigeneity," or "Law and Social Justice," or "North America" fields.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

INTL 282-01 12478<\/span><\/td>\n Introduction to International Public Health<\/td>\n \n Days: <\/span>M \n <\/td>\n \n Time: <\/span>07:00 pm-10:00 pm\n <\/td>\n \n Room: <\/span>CARN 404\n <\/td>\n \n Instructor: <\/span>Vanessa Voller\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course introduces and explores the major health problems facing developing countries, and the main approaches to remediation. The course considers the social determinants of health, and the need for public health programs to address the root causes of health inequities as well as illness itself. Focus is at the country, international-organization, and donor levels. Attention will be given to major indicators, recent trends, policies, and metrics for monitoring progress. A case study, such as international tuberculosis control, will be used as an applied analysis.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

SOCI 294-01 12757<\/span><\/td>\n Stigma, Discrimination, and Health<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>10:50 am-11:50 am\n <\/td>\n \n Room: <\/span>MAIN 002\n <\/td>\n \n Instructor: <\/span>Gabriele Gomez\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Why are there large-scale health inequalities? While many popular accounts emphasize differences in individual bodies or behavior, this course examines how social processes affect individuals, populations, and their health, placing special emphasis on stigma and discrimination. We study theories that account for the ways that stigma and discrimination can act as social determinants of health, examine research that seeks to isolate the ways that stigma and discrimination can affect health and health disparities, and use this material to think creatively about potential solutions to health inequalities. There are no prerequisites for this course.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 294-01 12825<\/span><\/td>\n Health and Power: Disability and Debility in a Globalized World<\/td>\n \n Days: <\/span>M W \n <\/td>\n \n Time: <\/span>07:00 pm-08:30 pm\n <\/td>\n \n Room: <\/span>MAIN 111\n <\/td>\n \n Instructor: <\/span>Layla Zbinden\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n What is \u201chealth\u201d in both a globalized world and a world shaped by legacies of colonialism, transatlantic enslavement, climate change, and forced migration? Is \u201chealthy\u201d a politically neutral and universally accessible classification? How do we understand disability - chronic or short term - as not just a biological experience, but a social one shaped by gender, sexuality, race, and empire? In this interdisciplinary class we will look at case studies to try to answer these questions. Some case studies include, but are not limited to, public health and labor migration between the US\/Mexico border, medical racism and biological warfare, US imperialism in the Pacific Islands, the War on Gaza, detentions and quarantine in Guantanamo Bay, and South African apartheid. Through these examples, we will discuss the ways that health, medicine, and disability become used to uphold US\/European power and white supremacy, and become the gauge for deciding who is worth the classification of \u201chuman\u201d and who is deemed not worthy of life.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ENGL 294-03 12320<\/span><\/td>\n The Curse and the Cure: Literature, Magic, and Medicine<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>HUM 215\n <\/td>\n \n Instructor: <\/span>Karen Soto\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Doctor, occultist, magician. The great healers of the Renaissance fashioned themselves not as surgeons (how barbarous), but magi. They sought to cure ailing patients through a combination of drugs, bloodletting (with a knife or leeches), and magical remedies (amulets, casting, exorcism). What might it have been like to be a doctor or a patient in an age of enchantment? What did \u201cholistic\u201d medicine look like during the Renaissance and after the Reformation? How did literature shape cultural understanding of the doctor- patient relationship, nursing as gendered labor, and disease as a blight or a curse? In addition to reading plays, poems, and short prose romances, we will examine the writings of notable Renaissance doctors and healers, chart the rise of royal and civic hospitals, and learn about the transmission of scientific and medical knowledge from the East to the West. Students will have the chance to conduct independent and original archival research and hone their writing skills in community. This course counts for the Renaissance period requirement for the English major and the Community and Global Health Concentration. No prerequisites, but familiarity with early modern English is an asset.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

BIOL 312-01 12160<\/span><\/td>\n Microbiology<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>08:30 am-09:30 am\n <\/td>\n \n Room: <\/span>THEATR 202\n <\/td>\n \n Instructor: <\/span>Yao-Chung Chang\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the diverse field of microbiology, including prokaryotes, archaea, viruses, and eukaryotic microorganisms. We will explore the ways microbes interact with their environments, in particular their diverse and complex relationships with humans. The course includes regular discussion of primary literature and an emphasis on written and oral communication. In the laboratory, students will practice fundamental microbiology techniques and data analysis, and lead hypotheses-driven independent investigations. Three lecture hours and one three-hour laboratory each week. Prerequisite(s): BIOL 170, BIOL 190\u00a0and\u00a0BIOL 200;\u00a0CHEM 211\u00a0recommended.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n Quantitative Thinking Q1\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 381-01 12278<\/span><\/td>\n Introduction to Econometrics<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>OLRI 150\n <\/td>\n \n Instructor: <\/span>Felix Friedt\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Econometrics is the theory and practice of analyzing economic data. We investigate and implement methods economists use to test theories, evaluate and establish causal inference, and conduct economic forecasts. Students learn to design, conduct, and evaluate empirical work in economics and other social sciences. We apply acquired skills through a final research project that integrates secondary research, economic theory, and econometric analysis. We take a "hands on" approach by practicing each week's material in the Economics Department's computer lab.\u00a0This course counts as a Group E elective. Prerequisite(s): ECON 361;\u00a0and one of the following:\u00a0STAT 155\u00a0or\u00a0GEOG 278\u00a0or\u00a0PSYC 201. A grade of\u00a0C- or higher required for all prerequisites.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 381-02 12279<\/span><\/td>\n Introduction to Econometrics<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>THEATR 204\n <\/td>\n \n Instructor: <\/span>Felix Friedt\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Econometrics is the theory and practice of analyzing economic data. We investigate and implement methods economists use to test theories, evaluate and establish causal inference, and conduct economic forecasts. Students learn to design, conduct, and evaluate empirical work in economics and other social sciences. We apply acquired skills through a final research project that integrates secondary research, economic theory, and econometric analysis. We take a "hands on" approach by practicing each week's material in the Economics Department's computer lab.\u00a0This course counts as a Group E elective. Prerequisite(s): ECON 361;\u00a0and one of the following:\u00a0STAT 155\u00a0or\u00a0GEOG 278\u00a0or\u00a0PSYC 201. A grade of\u00a0C- or higher required for all prerequisites.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 381-L1 12280<\/span><\/td>\n Introduction to Econometrics Lab<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>10:50 am-11:50 am\n <\/td>\n \n Room: <\/span>THEATR 002\n <\/td>\n \n Instructor: <\/span>Felix Friedt\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Econometrics is the theory and practice of analyzing economic data. We investigate and implement methods economists use to test theories, evaluate and establish causal inference, and conduct economic forecasts. Students learn to design, conduct, and evaluate empirical work in economics and other social sciences. We apply acquired skills through a final research project that integrates secondary research, economic theory, and econometric analysis. We take a "hands on" approach by practicing each week's material in the Economics Department's computer lab.\u00a0This course counts as a Group E elective. Prerequisite(s): ECON 361;\u00a0and one of the following:\u00a0STAT 155\u00a0or\u00a0GEOG 278\u00a0or\u00a0PSYC 201. A grade of\u00a0C- or higher required for all prerequisites.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 381-L2 12281<\/span><\/td>\n Introduction to Econometrics Lab<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>12:00 pm-01:00 pm\n <\/td>\n \n Room: <\/span>THEATR 002\n <\/td>\n \n Instructor: <\/span>Felix Friedt\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Econometrics is the theory and practice of analyzing economic data. We investigate and implement methods economists use to test theories, evaluate and establish causal inference, and conduct economic forecasts. Students learn to design, conduct, and evaluate empirical work in economics and other social sciences. We apply acquired skills through a final research project that integrates secondary research, economic theory, and econometric analysis. We take a "hands on" approach by practicing each week's material in the Economics Department's computer lab.\u00a0This course counts as a Group E elective. Prerequisite(s): ECON 361;\u00a0and one of the following:\u00a0STAT 155\u00a0or\u00a0GEOG 278\u00a0or\u00a0PSYC 201. A grade of\u00a0C- or higher required for all prerequisites.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 394-01 12713<\/span><\/td>\n LGBTQ+ Health<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>OLRI 301\n <\/td>\n \n Instructor: <\/span>Brian Rood\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with WGSS 394-03 (12714)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This is an advanced psychology course on the health of lesbian, gay, bisexual, transgender, queer, and other sexually and gender diverse (LGBTQ+) people. The course is designed to engage students in a critical examination of health and healthcare disparities among LGBTQ+ populations, and evidence-based health models that explain the root causes and drivers of disparities. Students will also learn about and gain experience in behavioral interventions: how these are researched, developed, and implemented to target disparities, and promote the health and wellbeing of LGBTQ+ populations. Class time will consist of didactic instruction, large and small group discussions, application activities, and student presentations. Prerequisites: PSYC 100; STAT 155 or PSYC 201; and one intermediate psychology course.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 394-03 12714<\/span><\/td>\n LGBTQ+ Health<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>OLRI 301\n <\/td>\n \n Instructor: <\/span>Brian Rood\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with PSYC 394-01 (12713)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This is an advanced psychology course on the health of lesbian, gay, bisexual, transgender, queer, and other sexually and gender diverse (LGBTQ+) people. The course is designed to engage students in a critical examination of health and healthcare disparities among LGBTQ+ populations, and evidence-based health models that explain the root causes and drivers of disparities. Students will also learn about and gain experience in behavioral interventions: how these are researched, developed, and implemented to target disparities, and promote the health and wellbeing of LGBTQ+ populations. Class time will consist of didactic instruction, large and small group discussions, application activities, and student presentations.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n <\/tbody>\n <\/table>\n<\/div>\n\n \n\n \n\t

Spring 2026<\/h2>\n

Visit the Registrar's Class Schedule for live registration information<\/a><\/p>\n

\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n
Num. \/ Sec. \/ CRN<\/th>\n Name<\/th>\n Days<\/th>\n Time<\/th>\n Room<\/th>\n Instructor<\/th>\n <\/th>\n \n <\/tr>\n <\/thead>\n
STAT 155-01 32475<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>01:10 pm-02:10 pm\n <\/td>\n \n Room: <\/span>THEATR 200\n <\/td>\n \n Instructor: <\/span>Brianna Heggeseth\n <\/td>\n \n \n <\/td>\n <\/tr>\n
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*First day attendance required; Registration limit will be adjusted to save 4 seats for Seniors, 6 seats for Juniors, 8 seats for Sophomores and 6 seats for First Years*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-02 32476<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span>THEATR 200\n <\/td>\n \n Instructor: <\/span>Brianna Heggeseth\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; Registration limit will be adjusted to save 4 seats for Seniors, 6 seats for Juniors, 8 seats for Sophomores and 6 seats for First Years*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-03 32477<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>THEATR 202\n <\/td>\n \n Instructor: <\/span>Jedidiah Carlson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; Registration limit will be adjusted to save 4 seats for Seniors, 6 seats for Juniors, 8 seats for Sophomores and 6 seats for First Years*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-04 32478<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>THEATR 202\n <\/td>\n \n Instructor: <\/span>Jedidiah Carlson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; Registration limit will be adjusted to save 4 seats for Seniors, 6 seats for Juniors, 8 seats for Sophomores and 6 seats for First Years*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-05 32479<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>08:00 am-09:30 am\n <\/td>\n \n Room: <\/span>THEATR 202\n <\/td>\n \n Instructor: <\/span>Alicia Johnson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; Registration limit will be adjusted to save 4 seats for Seniors, 6 seats for Juniors, 8 seats for Sophomores and 6 seats for First Years*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-06 32480<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>09:40 am-10:40 am\n <\/td>\n \n Room: <\/span>THEATR 203\n <\/td>\n \n Instructor: <\/span>Md Mutasim Billah\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; Registration limit will be adjusted to save 4 seats for Seniors, 6 seats for Juniors, 8 seats for Sophomores and 6 seats for First Years*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 155-07 32481<\/span><\/td>\n Introduction to Statistical Modeling<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>10:50 am-11:50 am\n <\/td>\n \n Room: <\/span>THEATR 203\n <\/td>\n \n Instructor: <\/span>Md Mutasim Billah\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; Registration limit will be adjusted to save 4 seats for Seniors, 6 seats for Juniors, 8 seats for Sophomores and 6 seats for First Years*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introductory statistics course with an emphasis on multivariate modeling. Topics include descriptive statistics, data visualizations, multivariate linear regression, logistic regression, probability, model building and interpretation (i.e., confounding variables, causal diagrams, data context), and statistical inference (i.e., confidence intervals and hypothesis testing).\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

HIST 164-01 32339<\/span><\/td>\n Global Health Histories<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>10:50 am-11:50 am\n <\/td>\n \n Room: <\/span>LIBR 250\n <\/td>\n \n Instructor: <\/span>Jess Pearson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n How can history help us understand the landscape of global public health today? This history-of-the-present course will help you situate contemporary global health topics in a broader historical perspective and show you how skills from the historian's toolkit can be instrumental in helping build better public health systems. Global Health Histories is organized around three topic-focused units that vary by semester. Possible topics include: pandemics; disease control and eradication; racism and health; vaccines and vaccine hesitancy; health and colonialism; international health organizations; family and child health; and the intersections between public health and eugenics and\/or population control. Community and Global Health concentrators and students majoring in the natural sciences are very welcome in this course, including folks without previous history experience. For History majors, this course meets the global and\/or comparative requirement, the post-1800 requirement, and can count towards the following fields: "Race and Indigeneity;" or "Law and Social Justice," or "Global\/Comparative."\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

SOCI 194-01 32649<\/span><\/td>\n Sociology of Disability: Reimagining Care<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>HUM 110\n <\/td>\n \n Instructor: <\/span>Lisa Gulya\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course focuses on disability rights and justice activism to highlight how disability movements contest expert authority, with particular attention to the tensions between parents and disabled children. We will consider ableism and disability as forms of social meaning-making that work within larger systems of power, privileging some and excluding others. In this course we approach the study of dis\/abled bodyminds through the ever-shifting historical, socio-cultural, and political formations that name them as such. We will draw on classics of disability studies and emergent feminist sociological texts on disability, as well as memoir, personal essays, pop culture and current events. By understanding disability as a vector of privilege and oppression, we will analyze its intersections with other vectors of oppression, such as race, class, gender, sexuality and citizenship. Although the course will focus on disability in the United States, we will do so by locating the U.S. transnationally within larger global economic, social and political systems.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 201-01 32592<\/span><\/td>\n Research in Psychology I<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>09:40 am-10:40 am\n <\/td>\n \n Room: <\/span>THEATR 002\n <\/td>\n \n Instructor: <\/span>Steve Guglielmo\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Students registered for this section must register for either PSYC 201-L1 or L2*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science.\u00a0We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs.\u00a0The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100\u00a0Permission of instructor is required for first year students.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 201-02 32593<\/span><\/td>\n Research in Psychology I<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>08:30 am-09:30 am\n <\/td>\n \n Room: <\/span>OLRI 352\n <\/td>\n \n Instructor: <\/span>Ariel James\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Students registered for this section must register for either PSYC 201-L3 or L4*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science.\u00a0We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs.\u00a0The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100\u00a0Permission of instructor is required for first year students.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 201-L1 32594<\/span><\/td>\n Research in Psychology I Lab<\/td>\n \n Days: <\/span> R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>OLRI 349\n <\/td>\n \n Instructor: <\/span>Steve Guglielmo\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science.\u00a0We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs.\u00a0The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100\u00a0Permission of instructor is required for first year students.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 201-L2 32595<\/span><\/td>\n Research in Psychology I Lab<\/td>\n \n Days: <\/span> R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>OLRI 349\n <\/td>\n \n Instructor: <\/span>Steve Guglielmo\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science.\u00a0We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs.\u00a0The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100\u00a0Permission of instructor is required for first year students.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 201-L3 32596<\/span><\/td>\n Research in Psychology I Lab<\/td>\n \n Days: <\/span> T \n <\/td>\n \n Time: <\/span>08:00 am-09:30 am\n <\/td>\n \n Room: <\/span>OLRI 349\n <\/td>\n \n Instructor: <\/span>Ariel James\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science.\u00a0We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs.\u00a0The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100\u00a0Permission of instructor is required for first year students.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 201-L4 32597<\/span><\/td>\n Research in Psychology I Lab<\/td>\n \n Days: <\/span> T \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>OLRI 349\n <\/td>\n \n Instructor: <\/span>Ariel James\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course is an introduction to the basic principles of research in psychology, with an emphasis on statistical techniques used in psychological science.\u00a0We examine how to test psychological hypotheses using various statistical analyses, and we consider the pros and cons of experimental, quasi-experimental, and correlational research designs.\u00a0The course includes a weekly laboratory component in which students develop proficiency with statistical software, writing reports in American Psychological Association style, and familiarity with experimental techniques unique to behavioral research. Prerequisite(s): PSYC 100\u00a0Permission of instructor is required for first year students.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

CLAS 220-01 32155<\/span><\/td>\n Ancient Healing and Medicine<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>MAIN 003\n <\/td>\n \n Instructor: <\/span>Andrew Overman\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course reconnects with early approaches to medicine, health and healing. We study and discuss earlier wisdom that informed health practices for centuries. These traditions shaped a role for the caregiver, healer- physician. They inherited traditions and practices from earlier generations and from their own schools and teachers. These early practitioners combined traditional, popular practices, with newer advances and medical discoveries. Health care givers and Physicians were philosophers, botanists, observers and students of nature who built the foundations of modern medicine and continued the ancient traditions that had been handed down to them. This course is not a critique of modern medical practices. It is a retrieval of other and earlier ideas and practices about health and wellness.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 225-01 32279<\/span><\/td>\n Introduction to Geographic Information Systems<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>09:40 am-10:40 am\n <\/td>\n \n Room: <\/span>CARN 107\n <\/td>\n \n Instructor: <\/span>Kelsey McDonald\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course provides an introduction to cartography, visualization, and analyses of geospatial data, as well as hands-on experience with geospatial technologies in the GIS laboratory. Students will learn the basics of mapping\/cartography (e.g. scale, projections, map design) and Geographic Information Systems. Students will create maps with commonly used digital data (e.g., aerial photographs, census boundaries, digital elevation models, etc.), and master basic methods of spatial analyses. Both concepts and techniques will be taught in this course. Hands-on assignments include classification of demographic data and query\/analysis of vector and raster data. One and one half laboratory hours per week required. Prerequisite(s): Permission of instructor.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q2\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 225-L1 32280<\/span><\/td>\n Introduction to Geographic Information Systems Lab<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>12:00 pm-01:30 pm\n <\/td>\n \n Room: <\/span>CARN 108\n <\/td>\n \n Instructor: <\/span>Robert Hendrickson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course provides an introduction to cartography, visualization, and analyses of geospatial data, as well as hands-on experience with geospatial technologies in the GIS laboratory. Students will learn the basics of mapping\/cartography (e.g. scale, projections, map design) and Geographic Information Systems. Students will create maps with commonly used digital data (e.g., aerial photographs, census boundaries, digital elevation models, etc.), and master basic methods of spatial analyses. Both concepts and techniques will be taught in this course. Hands-on assignments include classification of demographic data and query\/analysis of vector and raster data. One and one half laboratory hours per week required. Prerequisite(s): Permission of instructor.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 225-L2 32281<\/span><\/td>\n Introduction to Geographic Information Systems Lab<\/td>\n \n Days: <\/span> R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>CARN 108\n <\/td>\n \n Instructor: <\/span>Robert Hendrickson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course provides an introduction to cartography, visualization, and analyses of geospatial data, as well as hands-on experience with geospatial technologies in the GIS laboratory. Students will learn the basics of mapping\/cartography (e.g. scale, projections, map design) and Geographic Information Systems. Students will create maps with commonly used digital data (e.g., aerial photographs, census boundaries, digital elevation models, etc.), and master basic methods of spatial analyses. Both concepts and techniques will be taught in this course. Hands-on assignments include classification of demographic data and query\/analysis of vector and raster data. One and one half laboratory hours per week required. Prerequisite(s): Permission of instructor.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ANTH 230-01 32016<\/span><\/td>\n Ethnographic Interviewing<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>09:40 am-10:40 am\n <\/td>\n \n Room: <\/span>CARN 06B\n <\/td>\n \n Instructor: <\/span>Arjun Guneratne\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n An introduction to ethnographic field interviewing learned in the context of individually run student field projects. Focuses on the anthropologist-informant field relationship and the discovery of cultural knowledge through participant observation and ethnosemantic interviewing techniques. Prerequisite(s): ANTH 101\u00a0or ANTH 111\u00a0or permission of instructor.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

AMST 237-01 32236<\/span><\/td>\n Environmental Justice<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>OLRI 243\n <\/td>\n \n Instructor: <\/span>Christie Manning\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; cross-listed with ENVI 237-01 (32235)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Poor and minority populations have historically borne the brunt of environmental inequalities in the United States, suffering disproportionately from the effects of pollution, resource depletion, dangerous jobs, limited access to common resources, and exposure to environmental hazards. Paying particular attention to the ways that race, ethnicity, class, and gender have shaped the political and economic dimensions of environmental injustices, this course draws on the work of scholars and activists to examine the long history of environmental inequities in the United States, along with more recent political movements-national and local-that seek to rectify environmental injustices.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ENVI 237-01 32235<\/span><\/td>\n Environmental Justice<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>OLRI 243\n <\/td>\n \n Instructor: <\/span>Christie Manning\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required; cross-listed with AMST 237-01 (32236)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Poor and minority populations have historically borne the brunt of environmental inequalities in the United States, suffering disproportionately from the effects of pollution, resource depletion, dangerous jobs, limited access to common resources, and exposure to environmental hazards. Paying particular attention to the ways that race, ethnicity, class, and gender have shaped the political and economic dimensions of environmental injustices, this course draws on the work of scholars and activists to examine the long history of environmental inequities in the United States, along with more recent political movements-national and local-that seek to rectify environmental injustices.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ANTH 241-01 32017<\/span><\/td>\n Anthropology of Death and Dying<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>07:00 pm-10:00 pm\n <\/td>\n \n Room: <\/span>CARN 06B\n <\/td>\n \n Instructor: <\/span>Ron Barrett\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course examines the dying process and the ways that humans beings come to terms with their mortality in different societies. We will learn how people die in major illnesses and critically analyze controversial issues regarding brain death, suicide, and euthanasia. We will survey funerary traditions from a variety of cultures and compare the social, spiritual, and psychological roles that these rituals play for both the living and the dying. We will examine cultural attitudes towards death; and how the denial and awareness of human mortality can shape social practices and institutions. Finally, we will consider issues regarding the quality of life, the opportunities and challenges of caregiving, and hospice traditions around the world.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

WGSS 250-01 32356<\/span><\/td>\n Race, Gender, and Medicine<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>THEATR 206\n <\/td>\n \n Instructor: <\/span>Amy Sullivan\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with HIST 350-01 (32355)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This seminar-style class examines the intersection of race, gender, and sexuality in the history of medicine and health in the U.S. Our diverse topics for study include eugenics, sexuality, midwifery, cultural\/spiritual healing methods, pandemics, race- and gender-based ailments and medical experiments (such as the science and politics of the birth control pill and the infamous U.S Public Health Service syphilis experiment in Tuskegee), gender reassignment surgery, and sex-testing in the Olympics. This wide range of topics will prepare students to explore a research topic of their own choosing for a final paper. Can count towards "Gender," or "Race and Indigeneity," or "Law and Social Justice," or "North America" fields\u200b.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 252-01 32607<\/span><\/td>\n Distress, Dysfunction, and Disorder: Perspectives on the DSM<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span>THEATR 205\n <\/td>\n \n Instructor: <\/span>Brian Rood\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course\u00a0examines the experiences, causes, and treatments of the major forms of distress and disorder codified in the Diagnostic and Statistical Manual (DSM), including schizophrenia, mood disorders, anxiety disorders, dissociative disorders, stress disorders, and personality disorders. We\u00a0critically evaluate theories and research derived from biological, genetic, psychological, interpersonal, and social-cultural perspectives. Group B course. Prerequisite(s): PSYC 100\u00a0or PSYC 180\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 253-01 32483<\/span><\/td>\n Statistical Machine Learning<\/td>\n \n Days: <\/span>M W \n <\/td>\n \n Time: <\/span>08:00 am-09:30 am\n <\/td>\n \n Room: <\/span>OLRI 254\n <\/td>\n \n Instructor: <\/span>Kelsey Grinde\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n The linear and logistic modeling techniques from\u00a0STAT 155\u00a0are augmented with the three foundational machine learning tasks: regression, classification, and clustering. \u00a0The course explores techniques central to these tasks, including methods of data exploration, supervised and unsupervised learning, parametric and nonparametric modeling, and model training and evaluation. \u00a0As required by the application of these sophisticated techniques, the course also introduces foundational statistical computer programming concepts. Prerequisite(s): STAT 155.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 253-02 32484<\/span><\/td>\n Statistical Machine Learning<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>OLRI 245\n <\/td>\n \n Instructor: <\/span>Leslie Myint\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n The linear and logistic modeling techniques from\u00a0STAT 155\u00a0are augmented with the three foundational machine learning tasks: regression, classification, and clustering. \u00a0The course explores techniques central to these tasks, including methods of data exploration, supervised and unsupervised learning, parametric and nonparametric modeling, and model training and evaluation. \u00a0As required by the application of these sophisticated techniques, the course also introduces foundational statistical computer programming concepts. Prerequisite(s): STAT 155.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

STAT 253-03 32485<\/span><\/td>\n Statistical Machine Learning<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span>THEATR 213\n <\/td>\n \n Instructor: <\/span>Md Mutasim Billah\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*First day attendance required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n The linear and logistic modeling techniques from\u00a0STAT 155\u00a0are augmented with the three foundational machine learning tasks: regression, classification, and clustering. \u00a0The course explores techniques central to these tasks, including methods of data exploration, supervised and unsupervised learning, parametric and nonparametric modeling, and model training and evaluation. \u00a0As required by the application of these sophisticated techniques, the course also introduces foundational statistical computer programming concepts. Prerequisite(s): STAT 155.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

POLI 269-01 32573<\/span><\/td>\n Empirical Research Methods<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>02:20 pm-03:20 pm\n <\/td>\n \n Room: <\/span>CARN 305\n <\/td>\n \n Instructor: <\/span>Lisa Mueller\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course will equip you with the skills and intuition to think about politics in a more critical and organized way. \u00a0You will practice the scientific method - identifying a problem worthy of study, developing testable hypotheses, designing a research strategy, gathering data, analyzing data, and interpreting your results - and contemplate the philosophical conundrums that underlie our efforts to describe, explain, and interpret complex phenomena. Empirical Methods: The department requires its majors to take one course in empirical research methodology\u00a0before\u00a0their senior year. In addition to this course, there are a number of other courses that fulfill this requirement, including:\u00a0POLI 272,\u00a0SOCI 269,\u00a0SOCI 270,\u00a0SOCI 275. In some cases, research methods courses taken in other social science disciplines may be used to fulfill this requirement following approval by the political science department chair.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

SOCI 269-01 32653<\/span><\/td>\n Social Science Inquiry<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>CARN 204\n <\/td>\n \n Instructor: <\/span>Erik Larson\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Social scientists have many methodological approaches to choose from in their research toolkit ranging from qualitative to quantitative to comparative historical. Each of these approaches allows us to see and understand society from different perspectives, sometimes offering us complementary snapshots and other times presenting us with contradictory information. How, then, can we engage evidence to make claims about the social world? What even counts as evidence and who gets to speak for whom? Social Science Inquiry is part of a methods training sequence that emphasizes quantitative social science inquiry-that is, the approach to social science research that entails statistically analyzing relatively large datasets and emphasizes concerns such as measurement, replicability, objectivity, generalizability, and causal inference. However, this methodological approach is not without its critics. Therefore, this course begins by being in conversation with quantitative social science's critics, examining the abuse of quantitative knowledge in social science research and how quantitative social scientists have themselves been complicit in building many of the tools now at the center of contemporary ethical debates over online privacy, digitization, facial recognition, AI, and their use in policing, surveillance, and border enforcement. Taking the stance that quantitative methods are tools with the capacity to either build up or break down social structures, we will work with municipal data from the City of Minneapolis to explore how quantitative methods may be, in sociologist Ruha Benjamin's words, "retooled" to serve emancipatory and abolitionist purposes. Readings will focus on case studies from social science research and critical texts from science and technology studies. Methods-training content will specifically entail the use of R and will cover inferring population characteristics from survey samples, estimating causality and predicting outcomes using linear regression, the principles of probability and estimating statistical uncertainty, and how to critically read quantitative information presented via figures and tables.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n Quantitative Thinking Q3\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 272-01 32743<\/span><\/td>\n Health Psychology<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>01:10 pm-02:10 pm\n <\/td>\n \n Room: <\/span>THEATR 205\n <\/td>\n \n Instructor: <\/span>Grace Vieth\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course\u00a0examines multiple, interactive factors that contribute to human health; we\u00a0take a biopsychsocial approach\u00a0to understanding how best to promote and maintain health, prevent and treat illness, and adapt and thrive in the context of chronic illness. We discuss the roles of stress, coping, immune response, social relationships, personality, and structural inequalities in the progression and prevention of disease. We also address some ways in which behaviors (e.g., physical activity, nutrition, substance use, sleep) can contribute to wellbeing or sickness, and we\u00a0examine behavior change strategies that can help improve our own and our\u00a0community's\u00a0health habits. Group B course. Prerequisite(s): PSYC 100\u00a0.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

INTL 282-02 32797<\/span><\/td>\n Introduction to International Public Health<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>07:00 pm-10:00 pm\n <\/td>\n \n Room: <\/span>CARN 404\n <\/td>\n \n Instructor: <\/span>Vanessa Voller\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course introduces and explores the major health problems facing developing countries, and the main approaches to remediation. The course considers the social determinants of health, and the need for public health programs to address the root causes of health inequities as well as illness itself. Focus is at the country, international-organization, and donor levels. Attention will be given to major indicators, recent trends, policies, and metrics for monitoring progress. A case study, such as international tuberculosis control, will be used as an applied analysis.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

INTL 282-03 32964<\/span><\/td>\n Introduction to International Public Health<\/td>\n \n Days: <\/span>M \n <\/td>\n \n Time: <\/span>07:00 pm-10:00 pm\n <\/td>\n \n Room: <\/span>CARN 411\n <\/td>\n \n Instructor: <\/span>Vanessa Voller\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course introduces and explores the major health problems facing developing countries, and the main approaches to remediation. The course considers the social determinants of health, and the need for public health programs to address the root causes of health inequities as well as illness itself. Focus is at the country, international-organization, and donor levels. Attention will be given to major indicators, recent trends, policies, and metrics for monitoring progress. A case study, such as international tuberculosis control, will be used as an applied analysis.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Internationalism\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 294-01 32173<\/span><\/td>\n Health Economics<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>09:40 am-10:40 am\n <\/td>\n \n Room: <\/span>CARN 305\n <\/td>\n \n Instructor: <\/span>Jessica Kiser\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course provides an overview of health economics and is designed to introduce students to the issues, theory, and practice of health economics. We will discuss the various market participants, including patients, provider firms, the healthcare labor force, hospitals, and insurance providers in the United States. We will explore recent research in peer-reviewed health economics journals to learn about the causal effect of various policies, incentives, and interventions. The topics include the demand\/production of health (and the importance of health endowments, pollution, education, etc.), the market for health insurance (with a focus on asymmetric information, adverse selection, moral hazard etc.), supply side incentives (including physician incentives, induced demand, and medical malpractice). Prerequisite(s): ECON 119 or ECON 129. C- or higher required for all prerequisites. Prerequisite(s): ECON 119 or ECON 129. C- or higher required for all prerequisites. This course counts as a Group E elective.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 294-01 32292<\/span><\/td>\n Conspiracies, Controversies, and the Contested Terrain of Public Health<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>03:30 pm-04:30 pm\n <\/td>\n \n Room: <\/span>CARN 05\n <\/td>\n \n Instructor: <\/span>Eric Carter\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n With the rising power of alt-right figures like RFK, Jr. in the health policy of the second Trump administration, the world of public health seems more contested than ever. Although the current atmosphere of partisan polarization may be especially intense, public health and medicine have often been at the center of political conflict. This course traces the origins, causes, and enduring effects of public health controversies and conspiracy theories, past and present, internationally and domestically. We will examine several (in)famous historical episodes: the "Revolt against the Vaccine" in early 20th century Brazil, a reaction of the urban poor to displacement by modern city planning; the Tuskegee syphilis study, an unethical experiment on African-Americans supported by the US government; recurrent controversies over fluoridation of the public water supply, with origins in anti-communist conspiracy theories of the 1950s and 1960s; how sterilization rumors hampered polio vaccination campaigns in Nigeria and Pakistan; and how misinformation about the causes of autism undermines childhood vaccination in the US. Along the way, we explore major themes in public health policy and ethics: What factors promote public trust (or distrust) in science? How can public health officials allay genuine public concerns about the safety of health interventions? What role has the media played in exposing questionable interventions, stirring up conspiracy theories, and setting the parameters of permissible debate? This course also encourages empathetic examination of the many sides of health controversies, including how to avoid methodological pitfalls like confirmation bias, ideological echo chambers, and presentism. Students will put such reasoning and analysis skills to work in a research project using primary source materials on a specific public health controversy of their choice.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 294-02 32174<\/span><\/td>\n Health Economics<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>10:50 am-11:50 am\n <\/td>\n \n Room: <\/span>CARN 305\n <\/td>\n \n Instructor: <\/span>Jessica Kiser\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course provides an overview of health economics and is designed to introduce students to the issues, theory, and practice of health economics. We will discuss the various market participants, including patients, provider firms, the healthcare labor force, hospitals, and insurance providers in the United States. We will explore recent research in peer-reviewed health economics journals to learn about the causal effect of various policies, incentives, and interventions. The topics include the demand\/production of health (and the importance of health endowments, pollution, education, etc.), the market for health insurance (with a focus on asymmetric information, adverse selection, moral hazard etc.), supply side incentives (including physician incentives, induced demand, and medical malpractice). Prerequisite(s): ECON 119 or ECON 129. C- or higher required for all prerequisites. This course counts as a Group E elective.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

HIST 350-01 32355<\/span><\/td>\n Race, Gender, and Medicine<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>THEATR 206\n <\/td>\n \n Instructor: <\/span>Amy Sullivan\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with WGSS 250-01 (32356)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This seminar-style class examines the intersection of race, gender, and sexuality in the history of medicine and health in the U.S. Our diverse topics for study include eugenics, sexuality, midwifery, cultural\/spiritual healing methods, pandemics, race- and gender-based ailments and medical experiments (such as the science and politics of the birth control pill and the infamous U.S Public Health Service syphilis experiment in Tuskegee), gender reassignment surgery, and sex-testing in the Olympics. This wide range of topics will prepare students to explore a research topic of their own choosing for a final paper. Can count towards "Gender," or "Race and Indigeneity," or "Law and Social Justice," or "North America" fields.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Humanities\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

GEOG 368-01 32297<\/span><\/td>\n Health GIS<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>12:00 pm-01:00 pm\n <\/td>\n \n Room: <\/span>CARN 109\n <\/td>\n \n Instructor: <\/span>Kelsey McDonald\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course builds on skills learned in the introductory Geographic Information Systems (GIS) course, focusing explicitly on geospatial techniques used for analyzing problems in public health. Mainly through lectures, discussions, hands-on lab exercises, and collaborative group work, students will learn to use advanced GIS tools to visualize and analyze public health issues, including: health disparities; neighborhood effects on health; spatial clustering of disease events, such as cancers; environmental health and environmental justice; infectious and vector-borne disease; and accessibility of populations to health care services. The course builds skills in spatial thinking, statistical and epidemiological reasoning, logical inference, critical use of data, geovisualization, and research project design. Students will be required to complete a final independent project on a topic of their choice. Laboratory work is required. Prerequisite(s): GEOG 225\u00a0and permission of instructor; completion of GEOG 256\u00a0and\/or STAT 125\u00a0is highly encouraged before taking this course.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 368-01 32613<\/span><\/td>\n Psychology of\/and Disability<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>THEATR 205\n <\/td>\n \n Instructor: <\/span>Joan Ostrove\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with WGSS 368-01 (32614)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n What is "disability" and what does an understanding of disability tell us about human experience more generally? What is a "disability identity" and what implications might claiming that identity have for psychological well-being and social change? How do stereotypes of disabled people and expectations of "normality" affect everyone's lives (not just those with disabilities)? Why don't many Deaf people consider themselves "disabled?" What might we learn from shifting the "problem" of disability from the individual person to the social environment? How do sexism, racism, classism, homophobia, transphobia, and other forms of oppression influence how different bodies are viewed, treated, educated, and experienced? This course will explore questions that emerge from thinking about the experience of disability (and its intersection with identities based on gender, race, class, and sexuality). Our work together will be grounded in critical disability and Deaf studies frameworks that are themselves informed by and in conversation with feminist, queer, and critical race theories and perspectives. Through a consideration of the socially, culturally, linguistically, and historically constructed meanings of physical, sensory, and cognitive "impairments," the course will rely on theoretical and empirical readings from psychology and related disciplines, personal essays, film\/video, and guest visitors as we explore the social and psychological meanings of disability. Prerequisite(s): PSYC 100;\u00a0PSYC 201\u00a0or\u00a0STAT 155; and one intermediate Psychology course.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 381-01 32183<\/span><\/td>\n Introduction to Econometrics<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>09:40 am-11:10 am\n <\/td>\n \n Room: <\/span>CARN 305\n <\/td>\n \n Instructor: <\/span>Amy Damon\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Econometrics is the theory and practice of analyzing economic data. We investigate and implement methods economists use to test theories, evaluate and establish causal inference, and conduct economic forecasts. Students learn to design, conduct, and evaluate empirical work in economics and other social sciences. We apply acquired skills through a final research project that integrates secondary research, economic theory, and econometric analysis. We take a "hands on" approach by practicing each week's material in the Economics Department's computer lab.\u00a0This course counts as a Group E elective. Prerequisite(s): ECON 361;\u00a0and one of the following:\u00a0STAT 155\u00a0or\u00a0GEOG 278\u00a0or\u00a0PSYC 201. A grade of\u00a0C- or higher required for all prerequisites.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 381-02 32184<\/span><\/td>\n Introduction to Econometrics<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>CARN 305\n <\/td>\n \n Instructor: <\/span>Amy Damon\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Econometrics is the theory and practice of analyzing economic data. We investigate and implement methods economists use to test theories, evaluate and establish causal inference, and conduct economic forecasts. Students learn to design, conduct, and evaluate empirical work in economics and other social sciences. We apply acquired skills through a final research project that integrates secondary research, economic theory, and econometric analysis. We take a "hands on" approach by practicing each week's material in the Economics Department's computer lab.\u00a0This course counts as a Group E elective. Prerequisite(s): ECON 361;\u00a0and one of the following:\u00a0STAT 155\u00a0or\u00a0GEOG 278\u00a0or\u00a0PSYC 201. A grade of\u00a0C- or higher required for all prerequisites.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 381-L1 32185<\/span><\/td>\n Introduction to Econometrics Lab<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>10:50 am-11:50 am\n <\/td>\n \n Room: <\/span>THEATR 001\n <\/td>\n \n Instructor: <\/span>Amy Damon\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Econometrics is the theory and practice of analyzing economic data. We investigate and implement methods economists use to test theories, evaluate and establish causal inference, and conduct economic forecasts. Students learn to design, conduct, and evaluate empirical work in economics and other social sciences. We apply acquired skills through a final research project that integrates secondary research, economic theory, and econometric analysis. We take a "hands on" approach by practicing each week's material in the Economics Department's computer lab.\u00a0This course counts as a Group E elective. Prerequisite(s): ECON 361;\u00a0and one of the following:\u00a0STAT 155\u00a0or\u00a0GEOG 278\u00a0or\u00a0PSYC 201. A grade of\u00a0C- or higher required for all prerequisites.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ECON 381-L2 32186<\/span><\/td>\n Introduction to Econometrics Lab<\/td>\n \n Days: <\/span> W \n <\/td>\n \n Time: <\/span>12:00 pm-01:00 pm\n <\/td>\n \n Room: <\/span>THEATR 001\n <\/td>\n \n Instructor: <\/span>Amy Damon\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n Econometrics is the theory and practice of analyzing economic data. We investigate and implement methods economists use to test theories, evaluate and establish causal inference, and conduct economic forecasts. Students learn to design, conduct, and evaluate empirical work in economics and other social sciences. We apply acquired skills through a final research project that integrates secondary research, economic theory, and econometric analysis. We take a "hands on" approach by practicing each week's material in the Economics Department's computer lab.\u00a0This course counts as a Group E elective. Prerequisite(s): ECON 361;\u00a0and one of the following:\u00a0STAT 155\u00a0or\u00a0GEOG 278\u00a0or\u00a0PSYC 201. A grade of\u00a0C- or higher required for all prerequisites.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

BIOL 394-01 32793<\/span><\/td>\n Human Anatomy and Physiology<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>03:00 pm-04:30 pm\n <\/td>\n \n Room: <\/span>THEATR 200\n <\/td>\n \n Instructor: <\/span>Yao-Chung Chang\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*ACTC students not eligible to register until the beginning of the spring semester*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course offers an in-depth exploration of the intricate relationship between human anatomy and physiology, with a particular emphasis on the dynamic principle of homeostasis. We will investigate how the specific form (anatomy) of organs and systems dictates their function (physiology), and how these functions are precisely regulated to maintain the stable internal environment essential for life. The course is weighted toward physiological mechanisms, delving into the complex control systems\u2014neural, endocrine, and cellular\u2014that integrate the body's activities. A central theme will be the examination of homeostatic imbalances. We will analyze common pathophysiology (diseases) that reveal the critical importance of regulatory processes. By studying conditions such as diabetes, hypertension, and autoimmune disorders, students will gain a profound understanding of how the failure of homeostasis manifests as clinical disease. Prerequisite(s): BIOL 200\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Natural science and mathematics\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ENVI 394-01 32025<\/span><\/td>\n Human Ecology of Infectious Disease<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>CARN 06B\n <\/td>\n \n Instructor: <\/span>Ron Barrett\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with ANTH 394-02 (32024)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course explores the human determinants of infectious diseases ranging from Paleolithic parasites to 21 st Century pathogens. Yet even as we examine the latest disease threats, we will find that their evolution and emergence in human populations are largely based on ancient and recurring themes \u2013 i.e. the ways that people have interacted with, and disrupted, their natural and social environments. These lessons will help us gain further understanding into current issues such as animal- human spillover events, the evolution of virulence, and the inevitable rise of antibiotic resistance. This course is especially geared for students who enjoy making connections between the social and natural sciences. Previous courses in biology and anthropology are recommended but not required.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

ANTH 394-02 32024<\/span><\/td>\n Human Ecology of Infectious Disease<\/td>\n \n Days: <\/span> T R \n <\/td>\n \n Time: <\/span>01:20 pm-02:50 pm\n <\/td>\n \n Room: <\/span>CARN 06B\n <\/td>\n \n Instructor: <\/span>Ron Barrett\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Cross-listed with ENVI 394-01 (32025)*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n This course explores the human determinants of infectious diseases ranging from Paleolithic parasites to 21 st Century pathogens. Yet even as we examine the latest disease threats, we will find that their evolution and emergence in human populations are largely based on ancient and recurring themes \u2013 i.e. the ways that people have interacted with, and disrupted, their natural and social environments. These lessons will help us gain further understanding into current issues such as animal- human spillover events, the evolution of virulence, and the inevitable rise of antibiotic resistance. This course is especially geared for students who enjoy making connections between the social and natural sciences. Previous courses in biology and anthropology are recommended but not required.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

PSYC 394-05 32745<\/span><\/td>\n Neuroethics<\/td>\n \n Days: <\/span>M W F \n <\/td>\n \n Time: <\/span>03:30 pm-04:30 pm\n <\/td>\n \n Room: <\/span>THEATR 213\n <\/td>\n \n Instructor: <\/span>Emily Twedell\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*Permission of instructor required*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n What does neuroscience reveal about free will, responsibility, and identity \u2013 and how do those insights challenge the ways we thinkabout law, medicine, and society? This discussion-based seminar examines the ethical, legal, and societal questions raised bycontemporary neuroscience. Topics include moral decision-making, brain-based lie detection, cognitive enhancement, psychiatricneurotechnologies, and the use of neural data in courts, clinics, and consumer settings. The course also considers how neuroethicsintersects with broader questions of equity, disability, identity, and systemic bias. Course work involves reading and analyzing workfrom neuroscience, psychology, philosophy, and law. It also includes leading and contributing to inclusive discussions and applyingethical reasoning to real-world scenarios. A final project provides the opportunity to investigate a neuroethical issue in a format thatfits individual interests, such as a research proposal, policy brief, public-facing resource, or legal case analysis. Prerequisites: PSYC201 or STAT 155; and one intermediate psychology course.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n Writing WA\n \n \n U.S. Identities and Differences\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n Social science\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

INTD 411-01 32899<\/span><\/td>\n Sr Seminar in Community and Global Health<\/td>\n \n Days: <\/span>M \n <\/td>\n \n Time: <\/span>07:00 pm-08:00 pm\n <\/td>\n \n Room: <\/span>CARN 204\n <\/td>\n \n Instructor: <\/span>Ron Barrett\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*1 credit*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n A one-credit culminating seminar, meeting weekly for one hour in the spring term, in which issues in community and global health are discussed from an interdisciplinary perspective. In addition to sponsoring lectures by notable public health professionals, the seminar will also provide opportunities for students to share the work they have done on their CGH project in a public presentation. Credit for the CGH project is earned upon successful completion of the senior seminar. Typically, this seminar will be taken in the student's senior year. S\/SN grading only.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n

INTD 411-02 32904<\/span><\/td>\n Sr Seminar in Community and Global Health<\/td>\n \n Days: <\/span> T \n <\/td>\n \n Time: <\/span>07:00 pm-08:00 pm\n <\/td>\n \n Room: <\/span>CARN 204\n <\/td>\n \n Instructor: <\/span>Ron Barrett\n <\/td>\n \n \n <\/td>\n <\/tr>\n
\n

*1 credit*<\/p>\n

\n
\n \n Details\n <\/a>\n
\n

\n A one-credit culminating seminar, meeting weekly for one hour in the spring term, in which issues in community and global health are discussed from an interdisciplinary perspective. In addition to sponsoring lectures by notable public health professionals, the seminar will also provide opportunities for students to share the work they have done on their CGH project in a public presentation. Credit for the CGH project is earned upon successful completion of the senior seminar. Typically, this seminar will be taken in the student's senior year. S\/SN grading only.\n <\/p>\n

\n General Education Requirements:<\/strong>\n \n \n <\/p>\n

\n Distribution Requirements:<\/strong>\n \n \n <\/p>\n

\n \n Course Materials<\/strong>\n <\/a>\n <\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/td>\n <\/tr>\n \n <\/tbody>\n <\/table>\n<\/div>\n\n \n\n \n \n \n\n \n\n \n<\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-28","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.macalester.edu\/community-global-health\/wp-json\/wp\/v2\/pages\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.macalester.edu\/community-global-health\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.macalester.edu\/community-global-health\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.macalester.edu\/community-global-health\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.macalester.edu\/community-global-health\/wp-json\/wp\/v2\/comments?post=28"}],"version-history":[{"count":1,"href":"https:\/\/www.macalester.edu\/community-global-health\/wp-json\/wp\/v2\/pages\/28\/revisions"}],"predecessor-version":[{"id":153,"href":"https:\/\/www.macalester.edu\/community-global-health\/wp-json\/wp\/v2\/pages\/28\/revisions\/153"}],"wp:attachment":[{"href":"https:\/\/www.macalester.edu\/community-global-health\/wp-json\/wp\/v2\/media?parent=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}