This is an unofficial list of courses anticipated in coming quarters. Finalized course schedules are published on the registrar's Course Search Page. The documents of record for courses and requirements can be found at the College Catalog and the Graduate Announcement archives.

Winter 2019


20100. Human Development Research Design. (A. Mueller)

20300. Biological Psychology. (L. Kay, B. Prendergast)

20703. Literacy, Language and Education. (L. Horton)

20772. Self and Other. (S. Numanbayraktaroglu)

20773. Emotion. (S. Numanbayraktaroglu)

21230/31230. Stigma Lab. (M. Friedner)

21401. Introduction African Civilization II. (K. Takabvirwa)

21910. Political Psychology: Rallies, Riots, and Revolutions. (S. Power)

21920/41920. The Evolution of Language. (S. Mufwene)

21940. Methods That Matter in the Social Sciences. (S. Power)

23204/43204. Medical Anthropology. (E. Raikhel)

23249. Animal Behavior. (J. Mateo)

23406. Migration Trajectories: Ethnographies of Place and the Production of Diasporas. (D. Ansari)

23512. Human Rights Across the Life Course. (G. Velez)

23610. Uncertain Times/Precarious Futures: Youth, Hope, and the Contemporary Crisis. (M. Loomis)

23900/31600. Introduction to Language Development. (S. Goldin-Meadow)

25120. Child Development and Public Policy. (A. Kalil)

26901. Psychology For Citizens. (W. Goldstein)

27802/37802. Seminar: Challenging Legends and Other Received Truths: A Socratic Practicum. (R. Shweder)

29700. Undergraduate Reading and Research. (Select Faculty Advisor)


30102. Introduction to Causal Inference. (G. Hong, K. Yamaguchi)

31230/21230. Stigma Lab. (M. Friedner)

31600/23900. Introduction to Language Development. (S. Goldin-Meadow)

32200. Anthropology and 'The Good Life': Ethics, Morality, Well-Being. (F. Mckay)

37202. Language in Culture 2. (M. Silverstein)

39900. Readings: Human Development. (Select Faculty Advisor)

40770. Early Childhood: Human Capital Development and Public Policy. (A. Kalil)

41601. Seminar in Language Development. (S. Goldin-Meadow)

41920/21920. The Evolution of Language. (S. Mufwene)

42214. Ethnographic Writing. (J. Cole)

43204/23204. Medical Anthropology. (E. Raikhel)

43335. Psychiatry and Society. (E. Raikhel)

45699. When Cultures Collide: Multiculturalism in Liberal Democracies. (R. Shweder)

48001. Mind and Biology Proseminar II. (J. Mateo)

49856. Mobilities. (M. Friedner)

49900. Research in Human Development. (Select Faculty Advisor)

Spring 2019


20140. Qualitative Field Methods. (O. McRoberts)

20704. Language and Cognition Across the Lifespan. (L. Horton)

21930. Remembering & Imagining in Human Development. (S. Power)

22350. Social Neuroscience. (J. Decety)

23404. Forced Exile: Displacement, Development and Disaster. (D. Ansari)

23405. Cultural Diversity, Structural Barries, and Multilingualism in Clinical and Healing Encounters. (D. Ansari)

25900. Intro to Developmental Psychology. (K. O'Doherty)

28301. Disability and Design (M. Friedner, J. Iverson)

28600. Neuroendocrine Mechanisms of Human Behavior. (N. Nickels)

29700. Undergraduate Reading and Research. (Select Faculty Advisor)

29800. BA Honors Seminar. (R. Gugwor)


32411. Mediation, Moderation, and Spillover Effects. (G. Hong)

32822. Experiencing Madness: Empathic Methods in Cultural Psychiatry. (F. McKay)

34710. In Conversation With Language & Culture. (P. Fan)

39900. Readings: Human Development. (Select Faculty Advisor)

42401. Trial Research in Human Development I. (M. Keels)

43302. Illness and Subjectivity. (E. Raikhel)

44700. Seminar: Topics in Judgment and Decision Making. (W. Goldstein)

48003. Mind and Biology Proseminar III. (J. Mateo)

49900. Research in Human Development. (Select Faculty Advisor)



Course Areas
A. Comparative Behavioral Biology
B. Life Course Development
C. Culture and Community
D. Mental Health
M. Methods

20000. Intro to Human Development. PQ: CHDV majors or intended majors. (=PSYC 20850) This course provides an introduction to the study of lives in context. The nature of human development from infancy through old age will be explored through theory and empirical findings from various disciplines. Reading and discussion will emphasize the interrelations of biological, psychological, sociocultural forces at different points of the life cycle. CHDV Distribution: R (Staff, Autumn).

20100. Human Development Research Designs in the Social Sciences. (=PSYC 21100)This course aims to expose students to a variety of examples of well-designed social research addressing questions of great interest and importance. One goal is clarify what it means to do"interesting" research. A second goal is to appreciate the features of good research design. A third goal is to examine the variety of research methodologies in the social sciences, including ethnography, clinical case interviewing, survey research, experimental studies of cognition and social behavior, behavior observations, longitudinal research, and model building. The general emphasis is on what might be called the aesthetics of well-designed research. CHDV Distribution: R (A. Mueller, Winter).

20101/30101. Applied Statistics in Human Development Research. This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced courses in applied statistics for students in social sciences who are interested in studying human development in social contexts. The course covers univariate and bivariate descriptive statistics, an introduction to statistical inference, t test, two-way contingency table, analysis of variance, simple linear regression, and multiple regression. All statistical concepts and methods will be illustrated with applications to a series of scientific inquiries organized around describing and understanding adolescent transitions into adulthood across demographic subpopulations in the contemporary American society. We will use the National Longitudinal Survey of Youth 1997 (NLSY97) throughout the course to reveal disparities between subpopulations in opportunities and life course outcomes. At the end of the course, students should be able to define and use descriptive and inferential statistics to analyze data and to interpret analytical results. No prior knowledge in statistics is assumed. High school algebra and probability are the only mathematical prerequisites. Every student is required to participate in a lab section. Students will review the course content and learn to use the Stata software in the lab under the TA’s guidance. CHDV Distribution: M (G. Hong, Autumn)

20140. Qualitative Fields Methods. (=SOCI 20140, CRES 20140) This course introduces techniques of, and approaches to, ethnographic field research. We emphasize quality of attention and awareness of perspective as foundational aspects of the craft. Students conduct research at a site, compose and share field notes, and produce a final paper distilling sociological insight from the fieldwork. CHDV Distribution: M (O. McRoberts, Spring)

20150/30150. Language and Communication. (=LING 20150/30150) This course is a complement to the Introduction to Linguistics sequence. It can also be taken as an alternative to it by those students who are not majoring in Linguistics but are interested in learning something about language. The topics covered by the class include, but are by no means limited to the following: What is the position of spoken language in the usually multimodal forms of communication among humans? In what ways does spoken language differ from signed language? What features make spoken and signed language linguistic? What features distinguish linguistic means of communication from animal communication? How do humans communicate with animals? From an evolutionary point of view, how can we account for the fact that spoken language is the dominant mode of communication in all human communities around the world? Why cannot animals really communicate linguistically? How did language evolve in mankind and how did linguistic diversity emerge? Is language really what makes mankind unique among primates? What factors bring about language evolution, including language loss and the emergence of new language varieties? This a general education course without any prerequisites. CHDV Distribution: B, C; 5* (S. Mufwene, Autumn)

20300. Biological Psychology. (=PSYC 20300, BIOS 29300) Prerequisites: Some background in biology and psychology. What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course introduces the anatomy, physiology, and chemistry of the brain; their changes in response to the experiential and sociocultural environment; and their relation to perception, attention, behavioral action, motivation, and emotion. CHDV Distribution: A (L. Kay, B. Prendergast, Winter).

20305/40315. Inequality in Urban Spaces. (=PBPL 20305, CRES 20305) The problems confronting urban schools are bound to the social, economic, and political conditions of the urban environments in which schools reside. Thus, this course will explore social, economic, and political issues, with an emphasis on issues of race and class as they have affected the distribution of equal educational opportunities in urban schools. We will focus on the ways in which family, school, and neighborhood characteristics intersect to shape the divergent outcomes of low- and middle-income children residing with any given neighborhood. Students will tackle an important issue affecting the residents and schools in one Chicago neighborhood. CHDV Distribution: B; 2* (M. Keels, Autumn)

20703. Literacy, Language and Education. (=LING 20703) This course will consider the complex relationship between literacy, standard and nonstandard language, and formal and informal education. Many of the world’s languages and speakers are non-literate, they speak one or more languages that have a long history of use but have never been represented with a written script. We will consider theoretical perspectives on the effects of cultural practices including literacy and formal schooling on the individual child, in terms of development and cognition; on languages, in terms of linguistic structure; and on language users in terms of mobility, identity and status. CHDV Distribution: B, C (L. Horton, Winter)

20704. Language and Cognition Across the Lifespan. In this course, we will explore the relationship between language and cognition, at both the beginning and end of the lifespan, as well as in cases of language disorders. We will cover topics including linguistic relativity, bilingualism and aging, multimodal language and cognition and atypical circumstances of language learning and language attrition. CHDV Distribution: B, C (L. Horton, Spring)

20772. Self and Other. In this seminar, we will examine the relationship between self and other. In order to develop a comprehensive account of this multifaceted and multiform relationship, we will critically investigate the relationship of self to different types of ‘others’ ranging from primary caregivers and society to immediate as well as distant and despised interlocutors. We will supplement this discussion with an inquiry into the possibility and limits of self without an other, and visit the question of how human consciousness differs from that of other primates. In the course of our discussions, we will critically engage issues concerning the development of the self, its unity, individuality, and agency, and the possibilities of creativity, resistance and the transformation of the self. By the end of the quarter, you are expected to develop a deeper understanding of the relationship between self and other. CHDV Distribution: TBD (S. Numanbayraktaroglu, Winter)

20773. Emotion. This course provides a broad overview of theory and research on human emotions across different fields of social sciences. Each discipline highlights different aspects of human emotions: psychological studies tends to focus on individual experiences of emotion; sociological studies focus on emotion in social context; and anthropological studies focus on cultural constitution of emotions. As we critically examine psychological, sociological, and anthropological conceptions of emotion, we will aim to arrive at a comprehensive account of human emotions that neither sidelines the lived experience of emotions nor disregards their relationships to society and culture. Following a review of emotions across different disciplines in social sciences, we will visit the relationship between gender and emotion, development of emotions, and mental health and emotions. It is expected that you will develop a deeper understanding of human emotions. CHDV Distribution: D (S. Numanbayraktaroglu, Winter)

21000/31000. Cultural Psychology.  (=PSYC 23000/33000, ANTH 24320/35110, GNSE 21001/31000, AMER 33000) PQ: Third or fourth year standing. There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space.  At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world.  Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups.  In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization and reasoning. CHDV Distribution: B, C; 2*, 3* (R. Shweder, Autumn).

21230/31230. Stigma Lab (=ANTH 35140, MAPS 31230) The concept of stigma is mobilized to explain a wide range of practices and experiences both in scholarship and everyday life. In this course, we critically engage readings on stigma from across the social sciences in order to develop a genealogy of how the concept emerged. We then read a series of ethnographic and other social science texts to analyze how the concept is utilized. Finally, students consider how stigma functions as an analytic and explanatory model in their own work. It is important that students enrolled in this course have a research project-- proposed or actual-- involving stigma in some way-- or that they are interested in working through stigma as a concept collectively. CHDV Distribution: C, 2 (M. Friedner, Winter)

21401. Introduction to African Civilization II. (=ANTH 20702, HIST 10102, CRES 20802) The second quarter of the African Civilization sequence takes up the classic question of continuity and change in African societies by examining the impact of colonialism and daily life in post-colonial societies. The course is structured in terms of critical themes in the study of modern African societies. The themes that we address are: the colonial experience, with particular emphasis on the symbolic and intimate dimensions of the colonial experience, anti-colonial movements and the construction of political imaginaries, and finally the experience of everyday life in the context of neoliberal economic reform. We will focus on the countries of South and South Eastern Africa: Kenya, Zimbabwe, Zambia, South Africa and Madagascar. CHDV Distribution: C (K. Takabvirwa, Winter)

21500. Darwinian Health. (=GNDR 21500, HIPS 22401) Permission of Instructor Only This course uses an evolutionary, rather than clinical, approach to understanding why we get sick. In particular, we will consider how health issues such as menstruation, senescence, menopause and allergies can be considered adaptations rather than pathologies, and how in our rapidly changing environments these traits may no longer be beneficial. CHDV Distribution: A (J. Mateo, Winter)

21901/31901. Language, Culture, and Thought. (=PSYC 21950/31900, ANTH 27605/37605, LING 27700/37700) Grad status, Undergrads in 3rd or 4th year, or permission of instructor. This is a survey course exploring the role of natural language in shaping human thought. The topic will be taken up at three levels: semiotic-evolutionary (the role of natural language in enabling distinctively human forms of thinking--the rise of true concepts and self-consciousness), structural-comparative (the role of specific language codes in shaping habitual thought--the "linguistic relativity" of experience), and functional-discursive (the role of specialized discursive practices and linguistic ideologies in cultivating specialized forms of thought--the pragmatics, politics, and aesthetics of reason and expression). Readings will be drawn from many disciplines but will emphasize developmental, cultural, and critical approaches. Class time will be divided between lecture and discussion. CHDV Distribution: B, C (J. Lucy, Spring)

21910. Political Psychology: Rallies, Riots, & Revolutions. (=PSYC 21910) The aim of this class is to introduce undergraduate students to the trans-disciplinary study of political psychology and to challenge deeply held assumptions in light of the debates and discussions stimulated by the readings each week. Readings pull from across the social sciences with a particular focus on political, social, and cultural psychology; political science and sociology, and are chosen to provide a broad overview of the expansive literature on this topic. Students will engage with the fundamental issues concerning political psychology, and will learn to think through historical and contemporary issues in relation to social change and social stasis with reference to the readings and other course materials. More specifically, students will learn how to apply class concepts to better understand a broader range of issues concerning how social movements form, grow, and disperse; why people justify the unfair or corrupt systems in which they live; police and protester interaction; the psychology of riots; and the psychology of democracies and dictatorships. Each student will write an essay about a particular topic or principle from the trans-disciplinary field of political psychology (e.g. contagion; democratic citizens; worker strikes; processes of social change, etc.) or about a particular contemporary or historical case study (e.g. the 1992 L.A. riots or 2011 U.K. riots; the Arab Spring; Irish anti-water tax protest; the recent women’s march; various social justice movements, etc.) CHDV Distribution: C (S. Power, Autumn)

21920/41920. The Evolution of Language. (=LING 21920/41920, CHSS 41920, PSYC 41920, EVOL 41920, ANTH 47305) How did language emerge in the phylogeny of mankind? Was its evolution saltatory or gradual? Did it start late or early and then proceed in a protracted way? Was the emergence monogenetic or polygenetic? What were the ecological prerequisites for the evolution, with the direct ecology situated in the hominine species itself, and when did the prerequisites obtain? Did there ever emerge a language organ or is this a post-facto construct that can be interpreted as a consequence of the emergence of language itself? What function did language evolve to serve, to enhance thought processes or to facilitate rich  communication? Are there modern “fossils” in the animal kingdom that can inform our scholarship on the subject matter? What does paleontology suggest? We will review some of the recent and older literature on these questions and more. (S. Mufwene, Winter)

21930. Remembering & Imagining. Remembering and imagining are two core processes of human development. In this class we will study how, when, why, and what people remember and imagine on individual, group, and national levels. Readings for this interdisciplinary course pull from across the social sciences, including psychology, anthropology, sociology, political science, and history. The aim of the class is to think deeply about how individual life courses, group membership, and national identities are situated in the present but are constructed through complex processes of remembering and imagining. In the class we will discuss and debate the scopes and limits of these two interrelated processes for understanding individual lives, group trajectories, and possible future societies. We will discuss the ways in which memories inform imagination; how memories can be constructed; metaphors of memory and imagination; and how remembering and imagining impact our daily realities, lived experiences, and possible worlds. We will review literature illustrating why the past and future is often contested. Students will write a final paper on a topic of interest based on course material. CHDV Distribution: B, C (S. Power, Winter)

21940. Methods for the Social Sciences. (=PSYC 21940) P/Q: This course may not be used as a substitution for PSYC 20200 Psychological Research Methods. Methods reveal and conceal. But multiple methods are needed if social science is to advance and deal with the pressing issues of both the present and the future. In this class we will read classic studies from across the social sciences to think about the scopes and limits of individual research methods. Students will learn how to combine various methods, at multiple levels of analysis, to understand social scientific phenomenon and how to make sense of sometimes-contradictory evidence. Readings will draw from classic studies in anthropology, sociology, and psychology and will cover a variety of methods from ethnographies, qualitative interviewing, field experiments, and cognitive experiments, in multiple socio-cultural contexts and in relation to a variety of social scientific issues. In conjunction to reading about research methods, students will also learn about multiple methods by actively conducting their own research project. The final paper will be a discussion of the project itself, as well as a critical reflection on the research process and the methods used. CHDV Distribution: M (S. Power, Spring)

22350. Social Neuroscience. (=PSYC 22350) The social environment affects behavior (and vice versa) across species, from microbes to humans. Vertebrate species display a remarkable range in social organization, from living relatively asocial and territorial lives, to being socially monogamous and living as bonded pairs, to being highly gregarious and living in large social groups. Humans are fundamentally a social species whose social environment has shaped our genetic expression, brains and bodies, and our biology has fundamentally shaped the social environment we created. Understanding the human brain and mind, when healthy and in plight, requires the merging of multiple, distinct disciplines with translation across scientific perspectives and levels of analysis. The capacity and motivation to be social is a key component of the human adaptive behavioral repertoire. Recent research has identified social behaviors remarkably similar to our own in other animals, including empathy, consolation, cooperation, and strategic deception. CHD Distribution: A, D (J. Decety, Spring)

22831. Debates in Cognitive And Social Neuroscience. (=PSYC 22831) This course will survey some of the current debates in the fields of cognitive and social neurosciences. The readings and discussions will cover a variety of topics ranging from the functional specificity of brain regions supporting face processing to the network of brain regions believed to support mental state inferences about others. Discussions and response papers will emphasize careful consideration of each perspective on these topics. CHDV Distribution: A (J. Cloutier, Spring)

23204. Medical Anthropology. (=CHDV 43204, ANTH 24330, ANTH 40330, HIPS 27301) This course introduces students to the central concepts and methods of medical anthropology. Drawing on a number of classic and contemporary texts, we will consider both the specificity of local medical cultures and the processes which increasingly link these systems of knowledge and practice. We will study the social and political economic shaping of illness and suffering and will examine medical and healing systems - including biomedicine - as social institutions and as sources of epistemological authority. The course is divided into three units. Over the first three weeks we cover a range of basic concepts and frameworks in medical anthropology ranging from the distinction between disease and illness to the notion of structural violence. During the second unit, we focus on the epistemic cultures of a range of different forms of medicine, with a particular focus on the ways in which biomedicine understands evidence, efficacy, the body, and cultural difference. The final unit takes us beyond the clinic to explore a range of thematic domains which medical anthropologists have engaged over recent years, including global health, obesity, and new medical technologies. CHDV Distribution: C, D (E. Raikhel, Winter)

23249. Animal Behavior. (=BIOS 23249, HDCP 41650, PSYC 23249) PQ: Completion of the general education requirement in the biological sciences. This course introduces the mechanism, ecology, and evolution of behavior, primarily in nonhuman species, at the individual and group level. Topics include the genetic basis of behavior, developmental pathways, communication, physiology and behavior, foraging behavior, kin selection, mating systems and sexual selection, and the ecological and social context of behavior. A major emphasis is placed on understanding and evaluating scientific studies and their field and lab techniques. CHDV Distribution: A (Mateo, Winter)

23301/33301. Culture, Mental Health and Psychiatry. (=ANTH 24315, ANTH 35115, HIPS 27302) Prerequisites: Undergraduates must have previously completed a SOSC sequence. While mental illness has recently been framed in largely neurobiological terms as "brain disease," there has also been an increasing awareness of the contingency and complexity of psychiatric disorders. In this course, we will draw upon readings from medical and psychological anthropology, cultural psychiatry, and science studies to examine this paradox and to examine mental health and illness as a set of subjective experiences, social processes and objects of knowledge and intervention. Questions explored include: Does mental illness vary across social and cultural settings? How are experiences of people suffering from mental illness shaped by psychiatry's knowledge of their afflictions? CHDV Distribution: C, D (E. Raikhel, Autumn)

23404. Forced Exile: Displacement, Development and Disaster. According to the International Organization for Migration (IOM), forced migration involves coercion, including threats to life and livelihood that arise from natural or human-induced causes. What constitutes coercion, and who deserves to migrate? How are threats to life and livelihood recognized and to what extent can they be minimized? In this course, we will examine the conditions of forced exile, ranging from violence and persecution, to environmental degradation and climate change, to the economic decimation of local communities. Moreover, we will critically examine how governments and international organizations respond to forced exile through securitization techniques and long term development projects to reduce the so called “push factors” that compel people to migrate. We will draw on a range of materials, including ethnographies, policy documents, documentaries, and the perspectives of course visitors, to examine cases of forced migration in Syria, El Salvador, Bangladesh, Eritrea, Haiti, and elsewhere. CHDV Distribution: C (D. Ansari, Winter)

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

23406. Migration Trajectories: Ethnographies of Place and the Production of Diasporas. (=GLST 23406, =CRES 23406) Global movements of people have resulted in a substantial number of immigrant communities whose navigation of various facets of everyday life has been complicated by restrictive citizenship regimes and immigration policies, as well as linguistic and cultural differences. The experiences of a wide range of individuals involved in migration raise the following questions: what strategies do immigrants use to negotiate transnational identities and what are the implications of these strategies? How do future generations manage simultaneous and intersectional forms of belonging? To address these questions, we will draw on ethnographic texts that explore various facets of transnational migration, such as diasporas, place, citizenship, mobility, and identities. The term “trajectories,” reflects different situations of migration that are not necessarily linear or complete. Moreover, term “place” is meant to capture the continuity between displacement and emplacement, and to critically analyze the durability associated with notions of ‘sending’ and ‘receiving’ countries. Lastly, rather than take diasporas as a given, we will explore the ways that they are produced and enacted in a variety of geographic contexts. CHDV Distribution: C, D (D. Ansari, Spring)

23512. Human Rights Across the Life Course. This course is designed to discuss the ways that psychology and anthropology contribute to understandings about human rights, their implementation, and violations of them. Over the quarter, students will analyze theories on social dynamics, intergroup conflict, prejudice, bias, truth telling, and psychosocial healing. Students will synthesize these frameworks with empirical studies, and apply these insights to human rights abuses and issues across the life course. Students’ explorations of these issues will be grounded in the Universal Declaration of Human Rights (UDHR), which students will analyze in relation to the how humans develop across the life course within social contexts. Students will also be challenged to reflect on the role of the researcher by assessing the relevance and impact of studying and producing data on human rights issues. As a final project, students will integrate the units on the UDHR, psychological theory, and research in relation to a specific human rights issue of their choosing. CHDV Distribution: B, C, D (G. Velez, Winter)

23610. Uncertain Times/Precarious Futures: Youth, Hope, and the Contemporary Crisis. Concerns over the failure of young people to reach adulthood have gone global. American millennials are said to be a “boomerang generation,” trapped in their parents’ basements and more generally “failing to launch.” In urban Zambia, young people are “stuck in the compound” and unable to marry. In Japan, too, people are worried about so-called “parasite singles” who are seemingly enamored with the comforts of home and unable or unwilling to work. Meanwhile, in a manner strikingly similar to their peers in the Middle East caught in a prolonged period of “waithood,” middle-class young men in India are mired in “timepass,” accumulating useless degrees with few prospects of gainful employment. The list goes on and on: from Africa to Asia, from America to the Middle East, it is reported that young people are being held in a liminal phase, that they are not growing up. This course aims to situate such broad and widespread worries about youth and adulthood amidst the more complex (and highly variable) articulation between the individual life-course and recent transformations of global capitalism. The course is divided into two parts. In part one, we begin by unpacking the modernist notion of adulthood that is so bemoaned today, tracing its origins to the unique developments of mid-twentieth century welfare state capitalism. We then go on to examine changes in the life-course that have accompanied the unraveling of this model of mid-century adulthood, foregrounding the emergence of new forms of precarity and uncertainty in the interrelated worlds of life and labor. In part two, we look at changes in orientations to the future following recent financial crises in both the “global north” and the “global south.” After first examining the growing importance of debt in foreclosing the future for youth in many parts of the world, we then turn to those spaces that serve to sustain hope in these “troubled times.” By foregrounding the complex relationship between the macro-level processes of global capitalism and the everyday temporalities of the life-course, students will be asked to critically and creatively think about those forces, both near and far, that the frame the future itself. CHDV Distribution: B (M. Loomis, Winter)

23900/31600. Introduction to Language Development. This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). CHDV Distribution: B, 2*, 5* (S. Goldin-Meadow, Winter)

25120. Child Development and Public Policy. (=PBPL 25120*) The goal of this course is to introduce students to the literature on early child development and explore how an understanding of core developmental concepts can inform social policies. This goal will be addressed through an integrated, multidisciplinary approach. The course will emphasize research on the science of early child development from the prenatal period through school entry. The central debate about the role of early experience in development will provide a unifying strand for the course. Students will be introduced to research in neuroscience, psychology, economics, sociology, and public policy as it bears on questions about “what develops?” critical periods in development, the nature vs. nurture debate, and the ways in which environmental contexts (e.g., parents, families, peers, schools, institutions, communities) affect early development and developmental trajectories. The first part of the course will introduce students to the major disciplinary streams in the developmental sciences and the enduring and new debates and perspectives within the field. The second part will examine the multiple contexts of early development to understand which aspects of young children’s environments affect their development and how those impacts arise. Throughout the course, we will explore how the principles of early childhood development can guide the design of policies and practices that enhance the healthy development of young children, particularly for those living in adverse circumstances, and thereby build a strong foundation for promoting equality of opportunity, reducing social class disparities in life outcomes, building human capital, fostering economic prosperity, and generating positive social change. In doing so, we will critically examine the evidence on whether the contexts of children’s development are amenable to public policy intervention and the costs and benefits of different policy approaches.  (CHDV Distribution Area: B) (A. Kalil)

25900/30700. Developmental Psychology. (=PSYC 20500/30500) This is an introductory course in developmental psychology, with a focus on cognitive and social development in infancy through early childhood. Example topics include children's early thinking about number, morality, and social relationships, as well as how early environments inform children's social and cognitive development. Where appropriate, we make links to both philosophical inquiries into the nature of the human mind, and to practical inquiries concerning education and public policy. CHDV Distribution: B (K. O'Doherty, Spring)

26000/30600. Introduction to Social Psychology. (=PSYC 20600/30600) This  course examines social psychological theory and research based on both classic and contemporary contributions. Among the major topics examined are conformity and deviance, the attitude-change process, social role and personality, social cognition, and political psychology. CHDV Distribution: C (W. Goldstein, Autumn).

26665. Epigenetics in Brain and Behavior. (=PSYC 26665)  Once considered a domain of cancer, we now recognize that epigenetic processes affect neurodevelopment, cognitive processes, mental disorders, and behavior. Epigenetic mechanisms are those that alter the function of the genome without altering the base sequence of genomic DNA (the As, Cs, Ts, and Gs we are familiar with), thus can be flexibly modified in response to the environment. In this seminar, we will explore a variety of epigenetic modifications, consider how they encode personal and transgenerational experiences, and examine how they direct brain function and behavior. Behavior can be understood on multiple levels and timescales; we will employ knowledge from the emerging field of epigenetics to shed more light into the black box of behavior.  At the end, the goal is to have a more comprehensive understanding of the biology that gives rise to what we measure as simple and complex behavioral patterns. CHDV Distribution: A (S. London, Winter)

26660/36660. Genes and Behavior. (=PSYC 26660, 36660) There are complex interactions between the genome and behavior. This course will examine how behavior can be understood by investigating the sequence and structure of genes, especially those expressed in the brain. It will consider behaviors in several species (including human), and present various molecular, genetic, and genomic approaches used to uncover how genes contribute to behavior and how behavior alters the genome. Lectures will provide background for gene-behavior interactions that will be further discussed using primary literature readings. CHDV Distribution: A (S. London, Winter)

26901. Psychology for Citizens. (=PSYC 26901) This course will examine aspects of the psychology of judgment and decision making that are relevant to public life and citizenship. Judgment and decision making are involved when people evaluate information about electoral candidates or policy options, when they vote, and when they choose to behave in ways that affect the collective good. Topics considered in the course will include the following. (1) What is good for people? What do we know about happiness? Can/should happiness be a goal of public policy? (2) How do people evaluate information and make decisions? Why does public opinion remain so divided on so many issues? (3) How can people influence others and be influenced (e.g., by policy makers)? Beyond persuasion and coercion, what are more subtle means of influence? (4) How do individuals’ behaviors affect the collective good? What do we know about pro-social behavior (e.g., altruism/charitable giving) and anti-social behavior (e.g., cheating)? (5) How do people perceive and get along with each other? What affects tolerance and intolerance? (W. Goldstein, Winter)

27802/37802. Seminar: Challenging Legends and Other Received Truths: A Socratic Practicum. This seminar is an experiment in honoring the skeptical intellectual tradition.  That intellectual tradition, which has its home in the great universities of the world, aims to achieve accuracy and impartiality in human understanding through a principled commitment to explore the other side, even when that requires the articulation of an unpopular, politically incorrect or against the current point of view.   While it may be a matter for debate whether the intellectual virtues we associate with skepticism are at risk of being sacrificed in the academy these days, this seminar engages a social science and public policy literature that raises skeptical doubts about "received wisdom" on a variety of consequential fronts.  Warning to prospective seminar participants: "... a good university,  like Socrates, will be upsetting" (The University of Chicago "Kalven Committee Report", November 11, 1967). CHDV Distribution: M, M (R. Shweder, Winter)

27821. Urban Schools and Communities. (=PBPL 27821, SOCI 20226) This course explores the intersection of urban schools and community, with a focus on the evolution of urban communities, families and the organization of schools. It emphasizes historical, anthropological, and sociological perspectives as we explore questions about the purpose and history of public schools, and factors that influence the character of school structure and organization in urban contexts, such as poverty, segregation, student mobility, etc. The topics covered provide essential intellectual perspectives on the history, work, and complexities of urban schools with a particular focus on the communities that surround them. CHDV Distribution: C (S. Stoelinga, Autumn)

27860/37860. History of Evolutionary Behavioral Sciences. (= KNOW 27860, HIPS 27860, CHSS 37860) This course will consist of lectures and discussion sessions about the historical and conceptual foundations of evolutionary behavioral sciences (evolutionary anthropology, evolutionary psychology, ethology, comparative behavioral biology), covering the period from the publication of Charles Darwin’s The Origin of Species up to the present day. Topics will include new theoretical developments, controversies, interdisciplinary expansions, and the relationships between evolutionary behavioral sciences and other disciplines in the sciences and the humanities. CHDV Distribution: A, 1* (D. Maestripieri, Autumn)

28301. Disability and Design. (=BPRO 38300) PQ: Third or fourth year standing. Disability is often an afterthought, an unexpected tragedy to be mitigated, accommodated, or overcome. In cultural, political, and educational spheres, disabilities are non-normative, marginal, even invisible. This runs counter to many of our lived experiences of difference where, in fact, disabilities of all kinds are the “new normal”. In this interdisciplinary course, we center both the category and experience of disability. Moreover, we consider the stakes of explicitly designing for different kinds of bodies and minds. Rather than approaching disability as a problem to be accommodated, we consider the affordances that disability offers for design. CHDV Distribution: C (M. Friedner and J. Iverson, Spring)

28400. Gender in the Classroom. No inherent difference in general intelligence or academic ability have been found between males and females, despite extensive research on the topic. However, gendered patterns of learning and achievement persist. In the US, girls outperform boys on tests of reading and literacy, earn better grades, and are more likely to graduate high school and enroll in college. At the same time, while boys and girls now perform similarly on most tests of math and science achievement, boys are still more likely than girls to take Advanced Placement tests in STEM-related fields during high school, and ultimately to pursue STEM Careers. CHDV Distribution: B, C (E. Lyons, Autumn)

28600. Neuroendocrine Mechanisms of Human Behavior. This course aims to explore the role hormones play in the study of human behavior and development across various stages in the life course. We will explore how biological mechanisms take part in explaining many different aspects of human behavior, and how these explanations fit into discourse from the fields of evolutionary biology, psychology, and behavioral economics. CHDV Distribution: A (N. Nickels, Spring)

29700. Readings and Research in Human Development. Prerequisites: Consent of Instructor. Students are required to submit the College Reading and Research Course Form. Available for quality grades or for P/F grades. (Select section from faculty list on web, all quarters).

29800. BA Honors Seminar. Required for students seeking honors in Human Development. This seminar is designed to help students develop an honors paper to be submitted for approval and supervised by a CHDV faculty member. A course preceptor provides guidance through the process of research design and proposal writing. (R. Gugwor, Spring)

29900. Honors Paper Preparation. Prerequisites: PQ: CHDV 29800 and an approved honors project. To complete work on their Honors Papers, students must register for this course with their faculty supervisor, normally in the quarter preceding the one in which they expect to graduate. Students are required to submit the College Reading and Research Course Form. The grade assigned to the Honors Paper will become the grade of record for this course. (Select Faculty from List, Autumn).


Graduate Course Areas

1. Comparative Behavioral Biology
2. Society, Institutions, Culture and the Life Course
3. Cultural Psychology, Psychological Anthropology, Immigration Studies
4. Health, Vulnerability and Culture
5. Language and Communication in Thought and Interaction
M. Methods

30102. Introduction to Causal Inference. PQ: Intermediate Statistics or equivalent such as STAT 224/PBHS 324, PP 31301, BUS 41100, or SOC 30005 is a prerequisite(=STAT 31900, SOSI 30315, PBHS 43201, PLCS 30102) This course is designed for graduate students and advanced undergraduate students from the social sciences, education, public health science, public policy, social service administration, and statistics who are involved in quantitative research and are interested in studying causality. The goal of this course is to equip students with basic knowledge of and analytic skills in causal inference. Topics for the course will include the potential outcomes framework for causal inference; experimental and observational studies; identification assumptions for causal parameters; potential pitfalls of using ANCOVA to estimate a causal effect; propensity score based methods including matching, stratification, inverse-probability-of-treatment-weighting (IPTW), marginal mean weighting through stratification (MMWS), and doubly robust estimation; the instrumental variable (IV) method; regression discontinuity design (RDD) including sharp RDD and fuzzy RDD; difference in difference (DID) and generalized DID methods for cross-section and panel data, and fixed effects model. Intermediate Statistics or equivalent is a prerequisite. This course is a pre-requisite for “Advanced Topics in Causal Inference” and “Mediation, moderation, and spillover effects.” CHDV Distribution: M ; M* (G. Hong & K. Yamaguchi, Winter)

32200. Anthropology and “the Good Life”: Culture, Ethics, and Well-being (= MAPS 32200, ANTH 24345, 35130) This course takes a critical, historical and anthropological look at what is meant by “the good life.” Anthropologists have long been aware that notions of “the good” play an essential role in directing human behavior, by providing a life with meaning and shaping what it means to be a human being. Over the past several years, however, there has been an increasing demand for clarification on what is meant by “the good life,” as well as how cultural conceptions of “the good” relate to science, politics, religion, and personal practice. In this course, we will take up that challenge by exploring what is meant by “the good,” focusing on three domains in which it has most productively been theorized: culture, ethics, and well-being. Through a close reading of ethnographic and theoretical texts, as well as through analysis of documents and resources used and produced by different communities in order to explore the good life, we will gain an understanding of the different theoretical and methodological approaches for understanding the good in the social sciences, the various cultural logics shaping knowledge and practices of the good, and how human experience is shaped by those iterations in the process. CHDV Distribution: C; 3* (F. McKay, Autumn)

32411. Mediation, Moderation, and Spillover Effects. (=PSYC 23411, PBPL 29411, STAT 33211, CCTS 32411) This course is designed for graduate students and advanced undergraduate students from social sciences, statistics, health studies, public policy, and social services administration who will be or are currently involved in quantitative research. The course is focused on methodological issues with regard to mediation of intervention effects, moderated intervention effects, cumulative effects of treatment sequences, and spillover effects in a variety of settings. Research questions about why an intervention works, for whom, under what conditions, in what sequence, and whether one individual’s treatment could affect other individuals’ outcomes are often key to the advancement of scientific knowledge yet pose major analytic challenges. Readings will reflect the current development and controversies around these issues. All students will contribute to the knowledge building through participating in a big study group and, when applicable, will be encouraged to bring ongoing empirical work for class discussion. CHDV Distribution: M, M (G. Hong, Spring)

32822. Phenomenology & Madness: Perspectives from Cultural Psychiatry. (= MAPS 32800) This course provides students with theoretical and methodological grounding in phenomenological approaches to cultural psychiatry, examining how anthropologists and social scientists more generally have tried to describe the lived experiences of various forms of “psychopathology” or “madness.” Though the course focuses largely on phenomenological approaches within anthropology, students will also gain exposure to a mixed methodological approach, embracing philosophy, science studies, history, psychiatry, and cognitive science. By the end of the course, students will have learned how to describe and analyze the social dimension of a mental health experience, using a mixed methods approach, and using a technical vocabulary for understanding the lived experiences of mental illness (including: phenomena, life-world, being-in-the-world, epoche, embodiment, madness, psychopathology, melancholia/depression, schizophrenia, etc). Students will also present their work at the end of quarter in a creative medium appropriate to that analysis, during a final-week mock-workshop. CHDV Distribution: 4 (F. McKay, Spring)

34501-34502. Anthropology of Museums I, II.(=ANTH 24511-24512/34501-34502, MAPS 34500-34600, SOSC 34500-34600) PQ: Advanced standing and consent of instructor. This sequence examines museums from a variety of perspectives. We consider the World’s Columbian Exposition of 1893, the Native American Graves Protection and Repatriation Act, the image and imagination of African American culture as presented in local museums, and museums as memorials as exemplified by Holocaust exhibitions. Several visits to area museums required. CHDV Distribution: C (M. Fred, Winter)

34710. In Conversation With Language & Culture. (=MAPS 34700) This course is designed to be an interdisciplinary class that explores research in early cognitive development within the field of language, culture and the self. We will discuss a variety of topics in cognitive development, as well as important questions concerning language and culture. This course will touch upon on research across development to document early biases in human reasoning that might persist through the lifespan, and will emphasize how we can use basic science research to inform educational goals and make positive contributions to addressing issues related to language and culture. CHDV Distribution: 5 (P. Fan, Spring)

34800. Kinships and Social Systems. (= EVOL 34800) PQ: Consent of instructor. This course will use a biological approach to understanding how groups form and how cooperation and competition modulate group size and reproductive success. We will explore social systems from evolutionary and ecological perspectives, focusing on how the biotic and social environments favor cooperation among kin as well as how these environmental features influence mating systems and inclusive fitness. While a strong background in evolutionary theory is not required, students should have basic understanding of biology. The essence of what I hope you will get from this course is a radically different way of thinking about why animals, including humans, behave as they do. In contrast to physiological, developmental, cognitive or other 'proximate' approaches to behavior, in this course an evolutionary or functional approach will be presented. The kinds of behavior we will focus on include aggression, cooperation, kin favoritism, mating systems, parental investment and sexual selection. We will examine these behaviors in numerous animal groups, including insects, fishes, birds, mammals, primates and humans, to mention only a few. CHDV Distribution: A; 1* (J. Mateo, Autumn)

37201/37202. Language in Culture I-II. (=ANTH 37201/37202, LING 31100/31200, PSYC 47001/47002) Prerequisites: Undergrads require consent of instructor. Among topics discussed in the first half of the sequence are the formal structure of semiotic systems, the ethnographically crucial incorporation of linguistic forms into cultural systems, and the methods for empirical investigation of “functional” semiotic structure and history. CHDV Distribution: 5* (Staff, Autumn, Winter)

39301. Qualitative Research Methods. Prerequisites: Graduate students only. In this course, students will learn and practice a range of qualitative research methods with a focus on ethnography, person-centered interviewing, narrative analysis, and involved interviewing. Through engaging with these different methods, students will discuss the usefulness and limitations of each method. Students will connect one or more of these methods to a particular research question by designing, completing, and writing up a research project using the methods discussed. Readings for the course will include both those explicitly about methods and some examples of different qualitative approaches to research. CHDV Distribution: M* (M. Chladek, Spring)

39900. Readings in Human Development. PQ: Permission of instructor. This course is often taken with the student's advisor in preparation for their thesis proposal. (Select section from faculty list, all quarters).

40000. HD Concepts. (=PSYC 40900) PQ: CHD graduate students only. Our assumptions about the processes underlying development shape how we read the literature, design studies, and interpret results.  The purpose of this course is two-fold in that, first, it makes explicit both our own assumptions as well as commonly held philosophical perspectives that impact the ways in which human development is understood. Second, the course provides an overview of theories and domain-specific perspectives related to individual development across the life-course.  The emphasis is on issues and questions that have dominated the field over time and, which continue to provide impetus for research, its interpretation, and the character of policy decisions and their implementation. Stated differently, theories have utility and are powerful tools. Accordingly, the course provides a broad basis for appreciating theoretical approaches to the study of development and for understanding the use of theory in the design of research and its application. Most significant, theories represent heuristic devices for "real time" interpretations of daily experiences and broad media disseminated messages. CHDV Distribution: R (J. Lucy, Autumn).

40770. Early Childhood: Human Capital Development and Public Policy (=PPHA 40700) The goal of this course is to introduce students to the literature on early child development and explore how an understanding of core developmental concepts can inform social policies. This goal will be addressed through an integrated, multidisciplinary approach. The course will emphasize research on the science of early child development from the prenatal period through school entry. The central debate about the role of early experience in development will provide a unifying strand for the course. Students will be introduced to research in neuroscience, psychology, economics, sociology, and public policy as it bears on questions about “what develops?” critical periods in development, the nature vs. nurture debate, and the ways in which environmental contexts (e.g., parents, families, peers, schools, institutions, communities) affect early development and developmental trajectories. The course will introduce students to the major disciplinary streams in the developmental sciences and the enduring and new debates and perspectives within the field. In this course students will critically examine historical trends, current challenges, and new directions in developmental science and early childhood policy. Through directed readings, written work, and class participation, students will have opportunities to grapple with the complexities of connecting scientific research to the formulation of evidence-based policies that advance the healthy development of children, families, and communities and bring high returns to all of society, in the United States and around the world. CHDV Distribution: 2* (A. Kalil, Winter)

40851-40852-40853. Topics in Developmental Psychology I-II-III(=PSYC 40851-40852-40853) PQ: Consent required. Graduate students only. (Staff, Autumn, Winter, Spring)

41601. Seminar in Language Development. (=PSYC 43200) Advanced undergraduates and MAPSS students should register for PSYC 33200. Psychology graduate students should register for PSYC 43200. This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). CHDV Distribution: 2*, 5* (S. Goldin-Meadow, Winter)

41900. Advanced Topics in Language, Culture, and Thought: Standardization. (=PSYCH 41901, ANTH 47605) PQ: CHDV 21901/31901, PSYC 21950/31900, ANTH 27605/37605, LING 27605/37605 or Permission of Instructor. This course examines more intensively one or more of the topics discussed in CHD 319, Language, Culture, and Thought. The focus in Autumn 2018 will be on language standardization, in particular, the interplay between the social, instrumental, and cognitive aims and effects of language standardization as these manifest themselves in literacy, schooling, language revitalization, etc. CHDV Distribution: C, 5*. (J. Lucy, Autumn)

42214. Ethnographic Writing. (=ANTH 53520) PQ: Consent of instructor required. This course is intended for qualitative, anthropologically oriented graduate students engaged in the act of ethnographic writing, be it a thesis, a prospectus or an article.  The course is organized around student presentations of work in progress and critical feedback from course participants.  It is hoped that each participant will emerge from the course with a polished piece of work. Intense, committed participation is expected. Consent of constructor required. CHDV Distribution: 3,* 4* (J. Cole, Autumn)

42401. Trial Research in Human Development – I. Prerequisites: CHD grad students only. This course is taken in the Spring quarter of the first year, and again in the Autumn quarter of the second year. The purpose of this seminar is to help students formulate and complete their trial research projects. CHDV Distribution: R (M. Keels, Spring).

42402. Trial Research in Human Development - II. PQ: CHD graduate students only. Second in required Trial Research Seminar sequence. The purpose of this seminar is to help students formulate and complete their trial research projects. CHDV Distribution: R (M. Keels, Autumn.)

43302. Illness and Subjectivity. (=ANTH 51305) While anthropology and other social sciences have long explored the social and cultural shaping of the self and personhood, many scholars have recently employed the rubric of “subjectivity” to articulate the links between collective phenomena and the subjective lives of individuals. This graduate seminar will examine “subjectivity” —and related concepts—focusing on topics where such ideas have been particularly fruitful: illness, pathology and suffering. Throughout the course we will critically examine the terms “self,” “personhood” and “subjectivity”— and their relationship to one another. Each week we will discuss a mix of conceptual and ethnographic readings which draw on some common analytical frameworks and categories, including narrative theory, phenomenology, psychoanalysis, biopower and science and technology studies. CHDV Distribution: 3*, 4* (E. Raikhel, Spring)

43335. Psychiatry and Society. (= ANTH 40345) This course examines psychiatry as a social institution, an epistemological authority, and a source of social ontology. It will trace the production, circulation, and use of psychiatric knowledge from research to clinical practice. Moreover, the course will examine the complex relationships between psychiatric knowledge and its object: mental illness or psychopathology. Put in slightly different terms, we will look at the links between psychiatrists' professional accounts of mental illness and patients' first-hand experiences of it.  CHDV Distribution: 4* (E. Raikhel, Autumn)

43600. Process of Judgment and Decision Making. (=PSYC 43600) Prerequisites: Graduate students only. This course offers a survey of research on judgment and decision making, with emphasis placed on uncertainty and (intrapersonal) conflict. An historical approach is taken in which the roots of current research issues and practices are traced. Topics are drawn from the following areas: evaluation and choice when goals are in conflict and must be traded off, decision making when consequences of the decision are uncertain, predictive and evaluative judgments under conditions of uncertain, incomplete, conflicting, or otherwise fallible information. (W. Goldstein, Autumn).

44214. Gender, Health, & Medicine. (=GNSE 44214, CRES 44214, SOCI 40221) From the day we are born til the day we die, we experience a gendered world that shapes our opportunities, our social interactions, and even our physical health and wellbeing. This course will provide an introduction to sociological perspectives on gender, physical and mental health, and medicine while also providing a deep interrogation of the social, institutional, and biological links between gender and health. We will discuss inequalities in morbidity, mortality, and health behaviors of women, men, and transgendered individuals from different race, ethnic, and class backgrounds, and we will use sociological concepts, theories, and methods to understand why these differences appear. Finally, we will examine how medicine as an institution and medical practices as organizations sometimes contribute to and combat gender inequality in health. By the end of the course, you will be familiar with social scientific perspectives on (1) gender, (2) mental and physical health, and (3) the practice of medicine, as well as some of the fundamental debates in current medical sociology and sociology of gender. CHDV Distribution: 2*, 4* (A. Mueller, Autumn)

44700. Sem: Topics in Judgment and Decision Making. (=PSYC 44700) PQ: Graduate students only. This course offers a survey of research on judgment and decision making, with emphasis placed on uncertainty and (intrapersonal) conflict. An historical approach is taken in which the roots of current research issues and practices are traced. Topics are drawn from the following areas: evaluation and choice when goals are in conflict and must be traded off, decision making when consequences of the decision are uncertain, predictive and evaluative judgments under conditions of uncertain, incomplete, conflicting, or otherwise fallible information. Consent of instructor required. (W. Goldstein, Spring).

45699. When Cultures Collide: Multiculturalism in Liberal Democracies. (=PSYC 45300, ANTH 45600, HMRT 35600, GNDR 45600) Coming to terms with diversity in an increasingly multicultural world has become one of the most pressing public policy projects for liberal democracies in the early 21st century. One way to come to terms with diversity is to try to understand the scope and limits of toleration for variety at different national sites where immigration from foreign lands has complicated the cultural landscape. This seminar  examines a series of legal and moral questions about the proper response to norm conflict between mainstream populations and cultural minority groups (including old and new immigrants), with special reference to court cases that have arisen in the recent history of the United States. CHDV Distribution: C; 3* (R. Shweder, Winter).

48001-48002-48003. Mind and Biology Proseminar I-II-III. (=PSYC 48001/2/3) PQ: 3 quarter sequence; receive 100 units of credit IN SPRING ONLY after completing all quarters. Consent Only. The goal of this proseminar is to give graduate students the opportunity to be exposed to and discuss the research in biopsychology currently conducted at the Institute for Mind and Biology. The Mind and Biology Proseminar meets four times a quarter (plus an orientation meeting in Autumn quarter, each time for two hours.  A meeting consists of a 45 – 60 minute research presentation by an IMB faculty member (or a guest speaker) and 60 minutes of discussion. (J. Mateo, Autumn, Winter, Spring)

48412. Publications, Grants, and the Academic Job Market. (=PSYC 48412, EVOL 48412, NURB TBD) In this graduate seminar we will discuss how to write and publish scientific articles, prepare grant applications, write CVs and job applications, and give job talks and interviews. In other words, everything you always wanted to know about being successful in academia but were afraid to ask. (D. Maestripieri, Autumn)

48414. Evolution of Human Development. (=PSYC 48414) In this graduate seminar we will read and discuss seminar theoretical and empirical articles that address aspects of human lifespan development from an evolutionary perspective. Topics include: developmental plasticity, life history, sex differences, childhood and juvenility, puberty and adolescence, gene-environment interactions, attachment, parent-offspring conflict, and neurobiological mechanisms. CHDV Distribution: 1*, 2* (D. Maestripieri, Autumn)

49856. Mobilities. (=ANTH 45626, MAPS 49856) This course considers the "mobilities turn” in anthropology and other social sciences through an engagement with foundational mobility studies literature as well as close readings of ethnographies of and about mobilities. We will consider mobilities in relation to people, places, and objects and we will look at a range of sites. What does a consideration of mobility enable both theoretically and empirically? What is the connection between mobility, change, and political, social, and economic (re)production? CHDV Distribution: 2 (M. Friedner, Winter)

49900. Research in Human Development. PQ. Permission of instructor. This course is often taken with the student's advisor in preparation for their dissertation. (Select faculty from section list, all quarters.)