Courses

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.


Autumn 2016

20000. Introduction to Human Development. (Staff)

20101/30101. Applied Statistics in Human Development Research. (G. Hong).

20150/30150. Language and Communication. (S. Mufwene)

20400/30401. Intensive Study of a Culture: Lowland Maya History and Ethnography. (J. Lucy)

20505/30405. Anthropology of Disability. (M. Fred)

20636. An Anthropology of Anxiety. (A. Hampel)

21000/31000. Cultural Psychology. (R. Shweder)

26000/30600. Introduction to Social Psychology. (W. Goldstein)

27821. Urban Schools and Communities. (S. Stoelinga)

27950/37950. Evolution and Economics of Human Behavior. (D. Maestripieri)

28901/38901. Intermediate Modern Spoken Yucatec Maya I. ( J.Lucy)

29700. Undergraduate Reading and Research. (Select Faculty)

29900. Honors Paper Preparation. (Select Faculty)

30249. Language and Migration: Social and Institutional Perspectives. (C. Vigouroux)

30322. Reasoning Development. (L. Richland)

32200. Anthropology and “the Good Life”: Culture, Ethics, and Well-being (F. McKay)

37201. Language in Culture - I (M. Silverstein)

39900. Readings in Human Development. (Select Faculty)

40000. HD Concepts. (J. Lucy)

40851. Topics in Developmental Psychology I (S. Goldin-Meadow)

42402. Trial Research in Human Development II. (J. Cole)

43600. Processes of Judgment and Decision Making. (W. Goldstein)

45600. When Cultures Collide: The Multicultural Challenge. (R. Shweder)

48001. Mind and Biology Proseminar I. (Staff)

49900. Research in HD. (Select Faculty)


Winter 2017

20100. Human Development Research Designs in the Social Sciences. (G. Hong)

20209. Adolescent Development (M. Spencer)

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

20305/40315. Inequality in Urban Spaces. (M. Keels)

21400. Health and Human Rights. (E. Lyon, R. Sherer)

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

23204. Medical Anthropology. (E. Raikhel)

23249. Animal Behavior. (S. Pruett-Jones)

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

25100. Anthropology of the Body. (S. Brotherton)

26901. Psychology for Citizens. (W. Goldstein)

27657. Sexual Development across the Life Course. (S. Coyne)

29700. Undergraduate Reading and Research. (Select Faculty)

29900. Honors Paper Preparation. (Select Faculty)

30102. Introduction to Causal Inference. (G.Hong)

30239. Language and Labor. (C. Vigouroux)

30245. Approaches to Social Literacy. (C. Vigouroux)

30609. Women’s Rights, Cultural Nationalisms and Moral Panics. (J. Cole)

30669. African Mobilities: Theories and Ethnography. (J. Cole)

34501. Anthropology of Museums. (M. Fred)

37850/41451. Evolutionary Psychology. (D. Maestripieri, D. Gallo)

39900. Readings in Human Development. (Select Faculty)

40207. Development in Adolescents. (M. Spencer)

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

43760. Sensitive Periods: How the Timing of Exper Alters Its Effect. (S. London)

43770. Social Structure, Culture, and Human Development. (A. Mueller)

43901. Concepts in the Antrhopology of Medicine. (E. Raikhel)

48002. Mind and Biology Proseminar I. (Staff)

48412. Publications, Grants, and the Academic Job Market. (D. Maestripieri)

49900. Research in Human Development. (Select Faculty)


Spring 2017

20140. Qualitative Field Methods. (O. McRoberts)

20177. Social Adulthood and Future Making. (L. Conklin)

20240/30240. Language and Economy: an Interdisciplinary Approach. (C. Vigouroux)

20440. Inequality, Health, and the Life Course. (A. Mueller)

20773. Emotion in Social Sciences. (S. Numanbayraktaroglu)

20882. Parenting, Culture, and Mental Health in Childhood. (H. Lee)

21401. Introduction to African Civilization II. (J. Cole)

23403. Borders, (Im)mobilities and Human Rights. (D. Ansari)

25220. Constructing A Society of Human Rights: A Psychological Framework. (G. Velez, C. Bertrand)

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

29700. Readings and Research in Human Development. (Select Faculty)

29701. Intro to Buddhism. (S.Collins)

29800. BA Honors Seminar. (L. Conklin)

32822. Phenomenology & Madness: Perspectives from Cultural Psychiatry. (F. McKay)

37202. Language in Culture - II. (Staff)

39900. Readings in Human Development. (Select Faculty)

40102. Advanced Topics in Causal Inference. (G. Hong)

40203. Youth of the Great Recession. (G. Hong)

40772. Self and Other. (S. Numanbayraktaroglu)

40853. Topics in Developmental Psychology III. (S. Levine)

42300. Development through the Life Course. (S. Hans)

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

43250. Readings in Language Acquisition. (S. Goldin-Meadow)

43255. Assembling the biosocial. (E. Raikhel)

44214. Gender, Health & Medicine. ( A. Mueller)

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

48003. Mind and Biology Proseminar III. (B. Prendergast) 

49900. Research in Human Development. (Select Faculty)


Autumn 2017

20000. Introduction to Human Development. (Staff)

20150/30150. Language and Communication. (S. Mufwene)

20209. Adolescent Development. (M. Spencer)

20305/40315. Inequality in Urban Spaces. (M. Keels)

20505/30405. Anthropology of Disability. (M. Fred)

21000/31000. Cultural Psychology. (R. Shweder)

21401. Introduction to African Civilization II. (J. Cole)

23301/33301. Culture, Mental Health and Psychiatry. (E. Raikhel)

23360/33360. Methods in Gesture and Sign Language Research. (S. Goldin-Meadow)

26000/30600. Introduction to Social Psychology. (W. Goldstein)

27821. Urban Schools and Communities. (S. Stoelinga)

27950/37950. Evolution and Economics of Human Behavior. (D. Maestripieri)

29700. Undergraduate Reading and Research. (Select Faculty)

29900. Honors Paper Preparation. (Select Faculty)

30901. Biopsychology of Sex Differences. (J. Mateo)

32200. Anthropology and “the Good Life”: Culture, Ethics, and Well-being (F. McKay)

35401. Advanced Topics in Mesoamerican Language and Culture. (J. Lucy)

37201. Language in Culture - I (M. Silverstein)

39900. Readings in Human Development. (Select Faculty)

40000. HD Concepts. (J. Lucy)

40128. Sociology of Education. (A. Mueller)

40207. Development in Adolescents. (M. Spencer)

42402. Trial Research in Human Development II. (M. Keels, L. Richland)

43303. Society & Mental Health. (A. Mueller)

43345. The work of “care”:  managing life in the 21st century. (J. Cole, E. Raikhel)

43600. Processes of Judgment and Decision Making. (W. Goldstein)

45601Moral Psychology & Comparative Ethics. (R. Shweder)

49900. Research in HD. (Select Faculty)



Courses

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 (G. Hong, Winter).

20101/30101. Applied Statistics in Human Development Research. PQ: High school algebra and probability. First priority for CHDV grads; second priority CHDV undergrad majors. 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 in which we will consider research questions, study designs, analytical choices, validity of inferences, and reports of findings. 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 pre-requisites. Every student is required to participate in one of the two lab sections. Students will review the course content and learn to use the Stata software in the lab under the TA’s guidance.
          Students will learn the statistical concepts in the context of a series of scientific inquiries organized around describing and understanding adolescent transitions into adulthood across demographic subpopulations defined by gender, race, and social class in the contemporary American society. The entire class will work together as a research group to raise and address theoretically and practically important questions about socialization, social stratification, inequality, and human development in multiple domains of life. We will use the National Longitudinal Survey of Youth 1997 (NLSY97) throughout the course to reveal disparities between highly vulnerable youth and relatively privileged youth in opportunities and life course outcomes. NLSY97 started data collection when the participants were between 14~17 year old and followed them annually into adulthood. The data are publicly available online. CHDV Distribution: M* ; M*  (G. Hong, Autumn).

20140. Qualitative Field 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)

20177. Social Adulthood and Future Making. In this course, we will examine social adulthood in life course perspective. We will specifically explore the question: What is social adulthood? In doing so, we will seek to understand how social adulthood fits into the life course. That is, how does it differ from adolescence or adulthood? Can it be considered a distinct developmental stage? In the first part of class, we will focus on life course stage theory to understand the analytic construction of life course stages. In the second part of the course, we will explore current literature on the stalled transition to social adulthood in different socio-cultural contexts and critically examine the following “new” stages: “emerging adulthood” in the US and “waithood” in the Middle East. In the third part of the class, we will turn to futurity in order to understand the link between social adulthood and projects of future making. Throughout the course, we will consider the impact of gender, socioeconomic status, race, religion, and generation. Some themes we will address include temporality, globalization, modernity, capitalism, and family crisis. CHDV Distribution: B, C (L. Conklin, Spring)

20209. Adolescent Development (=PSYC 20209) Adolescence represents a period of unusually rapid growth and development. At the same time, under the best of social circumstances and contextual conditions, the teenage years represent a challenging period. The period also affords unparalleled opportunities with appropriate levels of support. Thus, the approach taken acknowledges the challenges and untoward outcomes, while also speculates about the predictors of resiliency and the sources of positive youth development. CHDV Distribution: B*,D* (M. Spencer, Winter)

20240/30240. Language and Economy: an Interdisciplinary Approach. (=ANTH 37530, LING 30241) This course is about the relationship between language and economy, focusing on the ways in which the subject matter can be addressed theoretically and methodologically. Through reading some key texts, we will analyze how disciplines such as economics, linguistics, and anthropology have conceptualized this relationship. Among many topics, we will address issues about language development and language commodification, and about notions such as linguistic market and language as public good. We will explore ways in which linguistics and economics perspectives on the role of language in economic development and that of economic factors in language practices can be mutually enriching. CHDV Distribution: C*; 2*, 5* (C. Vigouroux, Spring)

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, Winter)

20400/30401. Intensive Study of a Culture: Lowland Maya History and Ethnography. (=LACS 20400/30401, ANTH 21230/30705, CRES 20400) PQ: 3rd or 4th year Undergrads or Graduate status. This seminar surveys patterns of cultural continuity and discontinuity in the lowland Maya area of southeastern Mexico from the time of Spanish contact until the present. The survey encompasses the dynamics of first contact, long term cultural accommodations achieved during colonial rule, disruptions introduced by state and market forces during the early postcolonial period, the status of indigenous communities in the twentieth century, and new social, economic, and political challenges being faced today by the contemporary peoples of the area. A variety of traditional theoretical concerns of the broader Mesoamerican region will be stressed. CHDV Distribution: C* (J. Lucy, Autumn)

20440. Inequality, Health, and the Life Course. (=SOCI 20248) By virtue of who we are born to and the social world that surrounds us as we grow, some individuals have a better chance of living a long, healthy life than others. In this course, we leverage sociological and social scientific concepts, theories and methods to examine how these inequalities in morbidity, mortality, and health behaviors develop and change across the life course from infancy to later life. We will pay particular attention to how individual characteristics (namely gender, race/ethnicity, socioeconomic status, and sexual orientation, but also genetic vulnerabilities) interact with social-structural, institutional, and cultural realities to shape individual’s physical and mental health. We will also discuss how social conditions, particularly during key developmental stages, can have lifelong consequences for individual’s health and well-being. CHDV Distribution: B*, C*(A. Mueller, Spring)

20505/30405. Anthropology of Disability. (=MAPS 36900, ANTH 30405, SOSC 36900, ANTH 20405, HMRT 25210, HMRT 35210) PQ: 3rd or 4th year standing for undergraduates. This seminar will explore a wide range of theoretical, legal, ethical, and policy issues as they relate to the experiences of individuals with disabilities, their families, and advocates. At the conclusion of the course, students will make presentations on fieldwork projects conducted during the quarter. CHDV Distribution: C, D; 4 (M. Fred, Autumn) 

20636. An Anthropology of Anxiety. When anxious, we anticipate shifting dangers that we cannot see or even quite define. In this course, we will meet people suffering from anxiety in different times and places, and see how they try to manage intertwined physical, social, and moral threats. Beginning with theories of anxiety, we will analyze concerns about everything from witches to war to the details of our social media profiles. We will also think about the role of fear in the politics of everyday life, colonial empires, and nation states. Along the way, we will cover key themes in psychological anthropology, examining how culture, society, and technology shape the self and mental health. We will see how anxiety disorders are affected by sociocultural systems and by psychopharmaceuticals. Finally, we will reflect on the pressure we feel to secure a place for ourselves in a competitive society, to be happy, and to live our lives entwined in risky global webs. Whether they live in global networks or in traditional societies, people are anxious to control unpredictable physical and social threats, dangers from within and risks from without. CHDV Distribution: C, D (A. Hampel, Autumn)

20773. Emotion in Social Sciences. 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.By the end of the quarter, you are expected to develop a deeper understanding of the relationship between self and other. CHDV Distribution: D* (S. Numanbayraktaroglu, Spring)

20882. Parenting, Culture, and Mental Health in Childhood. This course will examine the complex ways in which diverse socio-cultural factors shape parents’ beliefs and behaviors – within this country and around the world, and how these impact children's socialization.  Each week, we will examine various ways environmental factors interact and influence parenting and child development, especially in early childhood. We will cover key dimensions of parenting and their relations to social and cultural diversity, as well as the role of parenting in relation to mental health in childhood, including a focus on disability and autism.  CHDV Distribtuion: C*, D* (H. Lee, Spring)

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).

21400. Health and Human Rights. (=HMRT 21400, MEDC 60405, LLSO 21400) This course attempts to define health and health care in the context of human rights theory and practice. Does a “right to health” include a “right to health care"? We delineate health care financing in the United States and compare these systems with those of other nations. We explore specific issues of health and medical practice as they interface in areas of global conflict: torture, landmines, and poverty. Readings and discussions explore social determinants of health: housing, educational institutions, employment, and the fraying of social safety nets. We study vulnerable populations: foster children, refugees, and the mentally ill. Lastly, does a right to health include a right to pharmaceuticals? What does the big business of drug research and marketing mean for our own country and the world? (E. Lyon, R. Sherer, 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* (J.Cole, Spring).

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)

23204. Medical Anthropology. (=ANTH 24330, HIPS 27301) Prerequisites: SOSC sequence. 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. Topics covered will include the problem of belief; local theories of disease causation and healing efficacy; the placebo effect and contextual healing; theories of embodiment; medicalization; structural violence; modernity and the distribution of risk; the meanings and effects of new medical technologies; and global health. 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* (S. Pruett-Jones, 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)

23360/33360. Methods in Gesture and Sign Language Research. (= PSYC 23360/33360, LING 23360/ 33360) In this course we will explore methods of research used in the disciplines of linguistics and psychology to investigate sign language and gesture.  We will choose a set of canonical topics from the gesture and sign literature such as pointing, use of the body in quotation, and the use of non-manuals, in order to understand the value of various effective methods in current use and the types of research questions they are best equipped to handle. CHDV Distribution: M; M* (S. Goldin-Meadow, Autumn)

23403. Borders, (Im)mobilities and Human Rights. (=HMRT 23403) In 2015, over one million migrants and refugees entered Europe using land and sea routes. Many more ended up, often in highly precarious conditions, in Turkey, Lebanon, Jordan, and other countries at the frontiers of conflict. The International Organization for Migration reports that 2015 was the deadliest year on record for migrants and refugees crossing the Mediterranean trying to reach Europe and nearly five thousand people lost their lives in 2016 while making these perilous journeys. According to the U.N.’s refugee agency, there were over sixty-five million forcibly displaced persons globally—over twenty million of whom are refugees—at the end of 2015. This global displacement of people and the experiences of a wide range of actors involved in migration raise the following questions: What is the human cost of border control and securitization? To what extent do individuals possess the right to move to other states? How do different states with large populations of refugees and asylum seekers develop and enforce migration policies, and what do the differences in these policies reveal about the social histories and futures of these states?
To address these questions, we will consider how borders, institutions, and categories of migrant groups mutually shape one another. We will critically examine the filtering mechanisms of borders. We will explore the interrelationships between categories of migration—namely forced and irregular migration—in order to understand the multiple and unequal forms of mobility experienced by those who inhabit these categories. We will discuss how the management of borders impacts aspects of the everyday lives of those who move across borders, such as through access to housing and health services, encounters with the police, and the acquisition of documents and legal statuses. We will also consider the conditions of asylum in different states and the proof that asylum seekers must provide in order to receive a protected administrative status.
By utilizing a framework of human rights, this course will investigate how contemporary issues in migration—such as border management, illicit movement, and the fuzzy distinction between forced and economic migration—raise and reopen debates concerning the management of difference. We will draw on the work of anthropologists, sociologists, and political scientists, as well as journalists, legal and medical professionals. Our readings each week will include a mix of conceptual, ethnographic, long-form journalism, and policy texts. When possible, we will also invite representatives from different Chicago-based organizations (e.g. Heartland Alliance, the Chicago Legal Clinic, World Relief) that promote and protect the rights of people in various situations of migration to come to our class to discuss their work. We will cover a lot of different material in this course, and each weekly session could be its own course. However, my goal is to introduce different perspectives in different areas of research and hopefully inspire further inquiry! (D. Ansari, Spring)

23900/31600. Introduction to Language Development. (=LING 21600/31600, PSYC 23200/33200) 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)

25100. Anthropology of the Body. (=ANTH 25100) Drawing on a wide and interdisciplinary range of texts, both classic and more recent, this seminar will variously examine the theoretical debates of the body as a subject of anthropological, historical, psychological, medical and literaryinquiry. Theseminarwillexplorespecificthemes,forexample,thepersistenceofthemind/bodydualism, experiences of embodiment/alienation, phenomenology of the body, Foucauldian notions of bio-politics, bio- power and the ethic of the self, and the medicalized, gendered, and racialized body, among other salient themes.
This seminar is a collaborative exercise that is only as good as the contribution of each participant. Attendance, preparation, and participation are essential to the quality of everyone’s seminar experience. In this seminar, the assigned readings correspond to the general theme of the week’s seminar. The weekly session is organized as follows: during the first hour, two students will participate in co-leading a critical discussion of the required readings for that day. We will then take a short break, and the remainder of the class will be a general lecture and discussion fleshing out the major debates and significance of the week’s theme. CHDV Distribution: D ( Brotherton, S. Winter)

25220. Constructing A Society of Human Rights: A Psychological Framework. (=HMRT 25220) This course is designed to discuss the ways that cultural and social psychology contributes to understandings about human rights conceptually, and how human rights issues emerge from social dynamics.  Over the course of the quarter, students will learn about theories on intergroup conflict and prejudice, how an individual's beliefs emerge from social contexts and shape their relationships with others, how obedience to authority is created and abused, and how social positioning and narratives influence conceptions of self and other. We will also discuss the relevance and impact of psychological study and data on human rights issues. We will discuss how data is gathered and analyzed data that can support -- or reject -- claims about how and why violations have occurred. These conceptual frameworks will then be discussed in relation to specific case studies involving state-sponsored violence, individual and collective trauma, transitional justice and peace processes, and illegal detention and imprisonment.
Students will apply these lessons through analytic papers, presentations of their own case study and recommendations for policy or programs aiming to build understanding or utilization of human rights framework. (G. Velez, C. Bertrand, Spring)

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 (Fulfills Specialization, but not Distribution) (W. Goldstein, 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)

27657. Sexual Development across the Life Course. This course aims to explore how humans develop as sexual beings across various stages in the life course. We will look at sexual determination, behavior, and function from a variety of perspectives, including biological, psychological, and cultural. By breaking up the course into various life stages, we will investigate the role of sex at various points including sex determination at birth, the role of puberty on sexual life, mating strategies, and post-sexual life (e.g., menopause). We will also investigate topics of gender identity and sexual orientation, as well as so-called “disorders,” such as when sex determination does not follow the typical progression. While the focus is on humans, we will also rely on animal models to compare and contrast with human health and behavior, in that development in non-humans can show us evolutionarily conserved aspects of sexual development and behavior, as well as ways in which humans are exceptional. CHDV Distribution: A*, B* (S. Coyne, 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)

27901-27902-27903/47901-47902-47903. Modern Spoken Yucatec Maya 1-2-3. (=LACS 27901-27902-27903/ 47901-47902-47903) Basic introduction to the modern Yucatec Maya language, an indigenous American language spoken by about 750,000 people in southeastern Mexico. Three consecutive quarters of instruction will be offered for those aiming at basic and intermediate proficiency. Students receiving FLAS support must take all three quarters. Others may elect to take only the first quarter or first two quarters.  Students wishing to enter the course midyear (e.g., those with prior experience with the language) must seek explicit permission from the Instructor.  Materials exist for a second year of the course; interested students should consult with the Instructor. (CHDV/LACS 28901-28902-28903/38901-38902-38903)  Students wishing to continue their training with native speakers in Mexico may apply for FLAS funding in the summer to support such efforts. (J. Lucy, Autumn, Winter, Spring) Note: Not offered 2016-17

27950/37950. Evolution and Economics of Human Behavior. (= PSYC 27950/37950, BIOS 29265) This course explores how evolutionary biology and behavioral economics explain many different aspects of human behavior. Specific topics include evolutionary theory, natural and sexual selection, game theory, cost-benefit analyses of behavior from an evolutionary and a behavioral economics perspective, aggression and dominance, experimental economic games of cooperation and competition, parenting and development, love and mating, emotion and motivation, cognition and language, decision-making and risk-taking, and personality and psychopathology. CHDV Distribution: A*, 1* (D. Maestripieri, Autumn)

28901-28902-28903/38901-38902-38903 Intermediate Modern Spoken Yucatec Maya 1-2-3. (= LACS 28901-28902-28903/38901-38902-38903) The course will emphasize learning the rudiments of the contemporary spoken language to enable further work on the language (or related ones) and/or to facilitate the use of the language for other historical or anthropological projects. Regularly scheduled class time will be evenly divided between practice in speaking and hearing the language and discussions of basic grammar, resources (e.g., grammars, dictionaries, text collections, etc.), the language family, cultural and historical context, salient linguistic issues especially in the areas of morphology and semantics, pragmatics and usage, and practical research methods. (J. Lucy, Autumn, Winter, Spring) Note: Only offered in Autumn for 2016

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).

29701. Intro to Buddhism. (=SALC 29700, RLST 26150) This course, which is intended for both undergraduates and graduates, introduces students to some aspects of the philosophy, psychology, and meditation practice of the Theravada Buddhist tradition in premodern and modern South and Southeast Asia, and also in the modern west.  It looks first at basic Buddhist ideas and practices, , and then and the relationship(s) between Buddhism and psychology, in two ways: in relation to the indigenous psychology of the Shan in contemporary Northern Thailand, and then in the ways elements from Buddhist meditation have been taken up in recent years by western scientific psychologists.  The course ends with an ethnography of a Buddhist meditation monastery in Thailand.  Throughout the course attention is paid to the role(s) of gender. CHDV Distribution: C (S. Collins, Spring)

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. (L. Conklin, 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. (Staff, Autumn, Winter).

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, F. Yang, K. Yamaguchi, Winter)

30239. Language and Labor. (=ANTH 37525, LING 30239) In this class we analyze the role played by language in labor management from the training of the workers, selecting them, and monitoring them at the workplace. We show how Taylorization (i.e. a form of work management based on breaking down occupations into small tasks dissociated from the skills of the workers) has reshaped not only the labor process but also the discourse on workers’ skills, including language skills. We also look at the ways in which language performance in the late modernity corporate world has increasingly become what many workers are recruited and therefore paid for. CHDV Distribution: C*; 2*, 5* (C. Vigouroux, Winter)

30245. Approaches to Social Literacy. (=ANTH 37520, LING 30242) This course focuses on understanding the ways in which literacy practices and events are social phenomena inextricably linked to specific social and political circumstances. Looking at reading and writing not as simply cognitive accomplishments of individual minds but as socially embedded practices enables us to reflect on what counts as literacy for whom and in which context, how it is performed in different settings (home, school, workplace), and the extent to which it is a source of inequality among people. CHDV Distribution: C*; 2*, 5* (C. Vigouroux, Winter)

30249. Language and Migration: Social and Institutional Perspectives. (ANTH= 37116, LING 30249) This class offers a broad range of perspectives on issues regarding language in the context of migration. For instance we analyze the ways in which language has been instrumentalized by Nation-States to regiment and restrain the mobility of targeted populations. We deconstruct the straightforward correlation between socio-economic integration and language competence in discourse produced by politicians and some academics alike. We also analyze how different types of mobility (e.g., slavery, colonization, and free individual migration) produce, at different times, differing sociolinguistic dynamics. CHDV Distribution: C*; 3*, 5* (C. Vigouroux, Autumn)

30322. Reasoning Development. This course examines the lifespan development of thinking and reasoning skills.  We will examine the development of types of reasoning including causal, symbolic, analogical and explanation based thinking, discuss the role of aging on reasoning, and consider the roles of context and environment versus genetic and evolutionary foundations.  Finally we will consider implications for educational contexts. CHDV Distribution: B*; 2* (L. Richland, Autumn)

30609. Women’s Rights, Cultural Nationalisms and Moral Panics. (= ANTH 35218, HIST 40101, CDIN 43105, SALC 43105) PQ: Undergrads with consent of instructors. Contemporary history is rife with a tension between the rise of a rights discourse and accompanying moral panics. This dialectic constitutes the central theme of this course.  Why is it that women’s economic success, political recognition, and rights to their bodies have been accompanied by “moral panics” over the visibility, mobility, and sexuality of women and girls?  And what might this tell us about changing forms of differential citizenship in the contemporary world?  In order to take up these questions, this course offers a historical and anthropological perspective on the questions of gender and freedom/ moral panic/ differential citizenship.  We focus our inquiry on empirical examples drawn from Africa and India. CHDV Distribution: 2*, 3* (J. Cole, R. Majumdar, Winter)

30669. African Mobilities: Theories and Ethnography. ( =ANTH 32226) It would be difficult to overstate the centrality of the “migration crisis narrative” in current discussions of migration in Europe. Even before the refugee crisis this past year, images of overcrowded boats sinking in the Mediterranean, and the strident nationalist discourse with which so many European states have responded, had placed the issue front and center in the European political landscape. Although our attention this past summer was largely focused on the exodus out of Syria, it has long been the case that many of these migrants also hail from Africa. Generally, changes in the landscape of mobility have made the presence of Africans in global migration streams increasingly apparent. In light of these issues, this course examines African migration, but it is as much focused on theories of migration as it is on the specificities of African mobility. To that end, the class tacks back and forth between analyses of mobility within Africa, and studies of migration more generally. Topics to be addressed include governmentality and the creation of borders, the production of immobility, kinship and migration, and the role of mobility in the reproduction of African societies. Readings will include studies of migration from within the African continent, to Europe and to the United States. CHDV Distribution: B*, C*; 2*, 3* (J.Cole, Winter)

30901. Biopsychology of Sex Differences. (=PSYC 31600, EVOL 36900, GNSE 30901) This course will explore the biological basis of mammalian sex differences and reproductive behaviors. We will consider a variety of species, including humans. We will address the physiological, hormonal, ecological and social basis of sex differences. To get the most from this course, students should have some background in biology, preferably from taking an introductory course in biology or biological psychology. CHDV Distribuiton: A; 1* (J. Mateo, Autumn)

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)

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)

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)

35401. Advanced Topics in Mesoamerican Language and Culture. (=LACS 35401) PQ: CHDV 20400/30401, ANTH 21230/30705, LACS 20400/30401, CRES 20400, or Permission of Instructor. A seminar that considers recent research in the ethnography of language in the Mesoamerican region (especially Guatemala and southern Mexico). The course is intended for advanced students with prior experience studying the indigenous languages and cultures of the region through coursework and/or fieldwork. Class effort will be devoted to reading and discussion of selected contemporary ethnographic works, complemented by a few relevant classics. The substantive foci will vary over time but may include language standardization, multilingualism, language socialization, and aspects of the broader communicative ecology including migration, missionization, nonverbal communication, and new media. Special attention will be given to the place of community-based fieldwork in a contemporary context that increasingly demands both narrower topical and broader contextualizing perspectives (whether these be historical, regional, or global). (J. Lucy, 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, Spring)

37850/41451. Evolutionary Psychology. (=PSYC 41450) PQ: Undergraduates must have permission of instructor. This course explores human social behavior from the perspective of a new discipline: evolutionary psychology. In this course we will read and discuss articles in which evolutionary theory has been applied to different aspects of human behavior and social life such as: developmental sex differences, cooperation and altruism, competition and aggression, physical attractiveness and mating strategies, incest avoidance and marriage, sexual coercion, parenting and child abuse, language and cognition, and psychological and personality disorders. CHDV Distribution: A*; 1* (D. Maestripieri, D. Gallo, Winter)

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).

40102. Advanced Topics in Causal Inference. (=SOCI 40202) PQ:Intermediate Statistics such as STAT 224 and Introduction to causal inference or their equivalent. This course provides an in-depth discussion of selected topics in causal inference that are beyond what are covered in the introduction to causal inference course. The course is intended for graduate students and advanced undergraduate students who have taken the “introduction to causal inference” course or its equivalent and want to extend their knowledge in causal inference. The course is particularly suitable for students who plan to conduct scientific research that involve investigations of causal relationships as well as for those with strong methodological interests. Topics will include (1) alternative matching methods, randomization inference for testing hypothesis and sensitivity analysis; (2) marginal structural models and structural nested models for time-varying treatment; (3) Rubin Causal Model (RCM) and Heckman’s scientific model of causality; (4) latent class treatment variable; (5) measurement error in the covariates; (6) the M-estimation for the standard error of the treatment effect for the use of IPW; (7) the local average treatment effect (LATE) and its problems, sensitivity analysis to examine the impact of plausible departure from the IV assumptions, and identification issues of multiple IVs for multiple/one treatments; (8) multilevel experimental designs and observational data for treatment evaluation; (9) nonignorable missingness and informative censoring issues. CHDV Distribtuion: M* (G. Hong, Spring)

40128. Sociology of Education. (=SOCI 40225) Education plays a fundamental role in society, both because it determines individuals’ life chances and because it has the power to reproduce or ameliorate inequality in society. In this course, we will discuss theoretical and empirical research that examines how schools both perpetuate socioeconomic inequality and provide opportunities for social mobility. We will pay particular attention to the role of schools in the intergenerational transmission of social status, especially based on race, class, gender, and immigrant status and with an emphasis on the U.S. We will also discuss the social side of schools, delving into (1) the role of adolescent culture(s) in youths’ educational experiences and human development and (2) social psychological aspects of schooling. Schools are the primary extra-familial socializing institution that youth experience; thus, understanding how schools work is central to understanding the very structure of societies as well as the transition from childhood to adulthood. CHDV Distribution: 2* (A. Mueller, Autumn)

40203. Youth of the Great Recession. PQ: CHDV 30101 or equivalent required; two or more applied statistics courses preferred. This research seminar is designed for graduate students who are eager to investigate how the Great Recession in the past decade has affected the life course trajectories of people, especially children and youth, in various demographic groups defined by the intersections of social class, race/ethnicity, gender, and urbanisity. Dramatic changes in the economic context have posed challenges to individuals, families, and communities to various degrees, which offer opportunities to revisit and possibly revise theories about human development. The class will raise big questions substantiated by the literature and will ask specific questions for empirical investigation. These questions will then evolve into research projects to be carried out collectively or individually through analyzing large-scale longitudinal data sets. The process will involve discussions of appropriate research designs, development of data analytic plans, and interpretations of empirical evidence. Throughout the course, students will receive hands-on training on how to write an empirical paper for an academic journal. Students are expected to produce single-authored or co-authored manuscripts at the end of the course. Pre-requisites for this course are at least one and preferably two applied statistics courses. CHDV Distribtuion: 2* (G. Hong, Spring)

40207. Development in Adolescents. Adolescence represents a period of unusually rapid growth and development. At the same time, under the best of social circumstances and contextual conditions, the teenage years represent a challenging period. The period also affords unparalleled opportunities with appropriate levels of support. Thus, the approach taken acknowledges the challenges and untoward outcomes, while also speculates about the predictors of resiliency and the sources of positive youth development. The perspective taken unpacks the developmental period's complexity as exacerbated by the many contextual and cultural forces which are often made worse by unacknowledged socially structured conditions, which interact with youths' unavoidable and unique meaning making processes. As a function of some youths' privileging situations versus the low resource and chronic conditions of others, both coping processes and identity formation processes are emphasized as highly consequential. Thus, stage specific developmental processes are explored for understanding gap findings for a society's diverse youth. In sum, the course presents the experiences of diverse youth from a variety of theoretical perspectives. The strategy improves our understanding about the "what" of human development as well as the "how." Ultimately, the conceptual orientation described is critical for 1) designing better social policy, 2) improving the training and support of socializing agents (e.g., teachers), and 3) enhancing human developmental outcomes (e.g., resilient patterns). CHDV Distribution: 2* (M. Spencer, Winter)

40772. 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: 3* (S. Numanbayraktaroglu, Spring)

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: Language Development. (=PSYC 43200, HDCP 41650) 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). (S. Goldin-Meadow, Winter)

42300. Development through the Life Course (=SSAD 50400) This course explores the biological and social patterning of lives from infancy through old age. Readings will include class and contemporary theory and research related to varied stages of the life course. Discussion will focus on paradigmatic themes in life course development such as: the social situation of lives in time and place, the interconnectedness of lives and generations, the nature of developmental transitions, the timing of life experiences, and the continuity of lives through time. Examples will be drawn from populations of traditional concern within social welfare policy and social work practice. CHDV Distribution: 2* (S. Hans, Spring)

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, L. Richland, 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, L.Richland, Autumn.)

43250. Readings in Language Acquisition. (=PSYC 43250) How do children learn language? This seminar will explore different ways in which the mind, body, and world constrain how language is acquired and processed. The readings include (but are not limited to) two books: "Creating language: Integrating evolution, acquisition, and processing" by Christiansen & Chater; and "Rethinking Innateness" by Elman et al.” CHDV Distribution: 5* (S. Goldin-Meadow, Spring)

43255. Assembling the biosocial. (=ANTH 40350) Over recent decades research in the life sciences has increasingly drawn attention to the ways in which processes taking place outside “the body proper” profoundly shape the materializations of health and illness. Rather than understanding brains or genes as determinative and relatively immutable templates for human bodies and behaviors, researchers working on neuroplasticity and epigenetics have increasingly focused on understanding how social and material environments and experiences “get under the skin.” While many social scientists have welcomed these developments as validating long-held views about the social determination of health and illness, others have warned these seemingly paradigmatic shifts may only lead to new forms of reductionism. Perhaps most fundamentally, such emergent research has been described as the grounds for a renewed biosocial research agenda or for the rethinking of interdisciplinary work between the life and social sciences.  This course traces both the discussions and their historical background, addressing topics including: the nature/culture distinction in anthropology, conceptualizations of “plasticity,” “development,” and “heredity” in the life and social sciences, and the forms of interdisciplinary exchange and conversation which biosocial research may require. CHDV Distribution: 1*, 4* (E. Raikhel, Spring)

43303. Society & Mental Health. (=SOCI 40224, GNSE 43303) Acquire a broad understanding of the central theoretical and empirical approaches to mental health and illness and society. Learn to critique the major assumptions of each major approach and understand their strengths and weaknesses Identify at least one significant new research question related to the study of the sociology of mental health and illness. CHDV Distriubtion: 2*, 4* (A. Mueller, Autumn)

43345. The work of “care”:  managing life in the 21st century. (=ANTH 45115) In recent years it has become increasingly clear that the biopolitical project associated with the liberal polity has undergone radical transformation, and that these transformations have been accompanied by increasing social precarity in many parts of the world.  In response to the unsettling of older ways of governing people and growing populations, anthropologists have increasingly begun to examine new, emergent ways of fostering life and belonging. This course will examine a range of such works in order to interrogate on the one hand, how governments or other bureaucratic entities may be reformulating their modes of governance and on the other, how people respond with new ways of belonging and care. Potential readings include texts by Anne Allison, Veena Das, Clara Han, Annemarie Mol, Elizabeth Povinelli, China Scherz, Lisa Stevenson, and others. CHDV Distribution: 2*, 3*, 4* (J. Cole, 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, Winter).

43760. Sensitive Periods: How the Timing of Exper Alters Its Effect. (=PSYC 43760) Sensitive periods are defined as phases in life when experience has the most effect on a particular brain system. Typically occurring during development, experience during sensitive periods has long-term implications for sensory processing, affective development, cognitive processes, and production of complex learned behavior such as language. We will combine an investigation of biological underpinnings with behavioral consequences of sensitive periods and ask questions such as: How are sensitive periods defined during development?  Are sensitive periods for a variety of behaviors different or the same? How does experience intersect with the brain to encode and modify a sensitive period? Can we re-open sensitive periods after their normal end - and do we want to? CHDV Distribution: 1* (S. London, Winter)

43770. Social Structure, Culture, and Human Development (=SOCI 40220) What leads people to set certain goals (among a wide set of possibilities), order their preferences, and make certain decisions? How does common sense come to be “common?” Why do people report thinking one thing and then do the opposite? How do social emotions like shame or pride influence behavior and how do they become social in the first place? Like gravity, social structure (like social networks) and culture (like belief systems, social norms) facilitate and constrain what is possible and what is probable for feeling, thinking, and doing. Like gravity, social structure and culture are often invisible, taken for granted forces that are external to us, but coerce nonetheless. This course explores how social scientists have theorized and empirically studied social structure as well as culture in relationship to a wide range of social behaviors, as well as how structure and culture can change due to the efforts of individuals and groups. In our exploration of the role of social structures and culture and human development, we will discuss topics relating to educational and occupational attainment, identity development in adolescence and young adulthood, the experience of life course transitions, health and deviant behaviors, and mental and physical health. Additionally, this course will provide an overview of sociological social network research as well as a review of leading perspectives linking culture to human behavior. CHDV Distribution: 2*, 4* (A. Mueller, Winter)

43901. Concepts in the Antrhopology of Medicine. (=ANTH 40355) This is a graduate level introduction to the anthropology of medicine. Students will focus on a number of foundational readings in the anthropology of medicine, with an emphasis on links to broader social and cultural theory. Topics covered will include the problem of belief; local theories of disease causation and healing efficacy; the placebo effect and contextual healing; theories of embodiment; medicalization; structural violence; modernity and the distribution of risk; the meanings and effects of new medical technologies; and global health. CHDV Distribution: 4* (E. Raikhel, Winter)

44214. Gender, Health & Medicine. (=SOCI 40221, GNSE 44214, CRES 44214, PBHS 31414) 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. Muller, Spring)

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).

45600. When Cultures Collide: The Multicultural Challenge. (=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, Autumn).

45601. Moral Psychology & Comparative Ethics. (=PSYC 44000) Three types of questions about morality can be distinguished: (1) philosophical, (2) psychological, and (3) epidemiological.  The philosophical question asks, whether and in what sense (if any) "goodness" or "rightness" are real or objective properties that particular actions possess in varying degrees.  The psychological question asks, what are the mental states and processes associated with the human classification of actions are moral or immoral, ethical or unethical.  The epidemiological question asks, what is the actual distribution of moral judgments across time (developmental time and historical time) and across space (for example, across cultures).  In this seminar we will read classic and contemporary philosophical, psychological and anthropological texts that address those questions. CHDV Distribution: C, B; 3 (R. Shweder, Autumn)

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, 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. (Staff, Autumn, Winter, Spring)

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.)