IS 303: Fundamentals of Human-Computer Interaction (3)
Tera Reynolds, Lecture Tu 1-2:15, Discussion W time varies, Fine Arts 306
This course provides a survey of human
factors and human computer interaction relevant to the design and use of
information systems. It describes the contributions of information
systems, computer science, psychology, sociology and engineering to
human-computer interaction. Emphasis is placed on human factors
theories, human information processing concepts, interaction design
approaches and usability evaluation methods. Application areas and
current research are also reviewed.
AGNG 200: Aging People, Policy, and Management
Lauren Price, Lecture TuTh 10-11:15, Sondheim 108 (Variety of online options)
Based in the life-course perspective, this
course blends academic analysis of human aging in social context with
more experiential learning, including exposure to literature on older
adults, awareness exercises about aging in the news and talking with
older adults in and out of class to debunk common myths and stereotypes
regarding aging and older adults. Academic content is broadly social, in
terms of understanding family and community contexts of aging, the
individual experience of aging including productivity, spirituality and
typical engagement, normal changes and diseases common in physical and
psychological health, and a focus on how society views aging. Finally,
students will be encouraged to identify themselves as aging individuals,
on a trajectory toward later life.
ANCS 375: Ancient Medicine
History of the development of medicine and
medical theory in the ancient Mediterranean basin, focusing on the
period spanning the 5th century BCE to 2nd century CE (Hippocratic
Corpus to Galen). Course material covers how and why theories about the
human body arose and vied for dominance; students will explore the
ancient roots of professionalism, pharmacy, surgery, gynecology, ethics,
public health, hygiene, and medical law.
PBHL 350: Public Health Ethics
This course serves to introduce central
concepts and key issues in public health ethics. Students will learn
various proposed frameworks for analyzing ethical issues in public
health, and how public health ethics differs from traditional medical
ethics. Students will use a case-based approach to analyze ethical
issues in public health, and practice applying the frameworks to real
and fictitious cases through class discussions and written assignments.
PBHL 355: Public Health Justice and Advocacy
Skills related to advocacy for health
justice can be applied in a variety of disciplines. This course covers
contextual theories, U.S. social movement insights, and legal system
drawbacks that impede health justice. Students will build an
understanding of government limitations in public health, detrimental
legal doctrines, and the absence of human rights focus. They will also
discuss inequalities and health disparities among marginalized groups.
The course analyzes a holistic health justice agenda and ongoing
initiatives. Students will apply their knowledge to advocate for
equitable health policies, synthesizing their understanding of health
justice.
PSYC 305: Children with Exceptionalities
This course will examine development and
behavior of various types of children with exceptionalities.
Consideration is given to children with intellectual and developmental
disabilities, autism spectrum disorders, learning disabilities,
attention deficit/hyperactive disorders, emotional and behavioral
disorders, communication, language, and speech disorders, children who
have special gifts and talents, are deaf or hard of hearing, are
visually impaired, and children with physical disabilities, health
impairments, and multiple disabilities.
SOCY 351: Sociology of Health, Illness, and Medicine
Karon Phillips, Lecture W 7:10-9:40, Interdisciplinary Life Science 116A
This course explores how health, illness,
and the field of medicine are shaped by social and cultural forces. It
examines the changing role of physicians and other providers; medicine
as a social institution; the nature of healthcare organizations; and the
experience of health and illness. Special attention is given to the
doctor-patient relationship, and factors that shape individuals'
interactions with their health providers, as well as analyzing the role
of persistent sociocultural inequalities across health and health care.
*ENGL 493: Minds, Madness, and Power: Rhetorics of Brain and Behavior
Philosopher Roland Barthes wrote that the
brain of physicist Albert Einstein became a "mythical object" in the
popular imagination as a "machine of genius" (Mythologies 68). While for
Einstein the brain signifies intelligence and humanity's dominance over
the secrets of nature, the brain is also a symbolic vehicle for
collective fears and associated with all kinds of socially deviant
behavior. In this course, we will explore from a disability studies
perspective the myriad ways that brains have appeared in public
discourse: as puzzle and solution, mystery and machine, the source of
civilization and of madness. Our readings will consider the brain as a
centerpiece of debates about human behavior and intelligence and analyze
its history as a scientific and cultural icon. Throughout the course,
we will pay particular attention to discourses of behavioral and
cognitive deviance as they have materialized in the institutional
practices of psychiatry. Discussions and assignments will emphasize the
rhetorical-historical processes that have structured current conceptions
of the brain and the work of activists who critique the logics and
social effects of psychiatry and neuroscience.
*Not a part of the Critical Disability Studies track
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