| | 01 | -T-R--- | 1:00P-2:20P | TBA | Wysession, Kidder | No final | 80 | 0 | 0 | | |
| A | --W---- | 3:00P-3:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| B | --W---- | 4:00P-4:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| C | ---R--- | 4:00P-4:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| D | ---R--- | 4:00P-4:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| E | ----F-- | 1:00P-1:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| | 01 | M------ | 4:00P-4:50P | TBA | Gustafson | No final | 174 | 0 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | McMillan / 150 | Jacobsen | Paper/Project/TakeHome | 0 | 0 | 0 | | |
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| | 01 | M-W-F-- | 1:00P-1:50P | TBA | Strait | Dec 18 2024 1:00PM - 3:00PM | 350 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 9:00A-9:50A | TBA | Ross | No final | 175 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Olson | Paper/Project/TakeHome | 200 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Baitzel | No final | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Childs | No final | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Dan-Cohen | No final | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Frachetti | No final | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Gildner | No final | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Gustafson | No final | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Jacobsen | No final | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Kidder | No final | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Lester | No final | 0 | 0 | 0 | | |
| 14 | TBA | | TBA | Milich | No final | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Mueller | No final | 0 | 0 | 0 | | |
| 16 | TBA | | TBA | Nakissa | No final | 0 | 0 | 0 | | |
| 18 | TBA | | TBA | Parikh | No final | 0 | 0 | 0 | | |
| 22 | TBA | | TBA | Strait | No final | 0 | 0 | 0 | | |
| 23 | TBA | | TBA | Woldekiros | No final | 0 | 0 | 0 | | |
| 24 | TBA | | TBA | Wroblewski | No final | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Jacobsen | No final | 0 | 0 | 0 | | |
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| Description: | Long before COVID-19, scholars across the globe postulated that language in health care is one of the most significant, and yet underexplored, social determinants of health in underserved linguistic diverse communities. This new course attempts to harmonize work across the disciplines of Global Public Health and Applied Linguistics by analyzing studies that examine language acquisition and language use across contexts with populations that experience serious health disparities- immigrants, refugees, indigenous peoples, racial and ethnic minority groups- and the course offers corresponding implications for health equity. Broadly speaking, this course addresses global health literacy issues, in both spoken and written communications, and its relationship to public health. As part of the seminar, students will apply the theory and research they learn to help meet the local language health needs of a changing population of refugees and immigrants in St. Louis community. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Brantmeier | Paper | 15 | 0 | 0 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Wroblewski | Paper/Project/TakeHome | 75 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: |
This course is a survey of the cultural and political-economic aspects of health, illness, and embodied difference in Latin America. We will approach these themes from an interdisciplinary perspective with an emphasis on anthropology and history, exploring how local, national, regional, and global factors affect health and healthcare and how people experience and respond to them. Topics will include interactions between traditional healing practices and biomedicine; the lasting impacts of eugenic sciences on contemporary ideas about race and disability; the unequal impacts of epidemic disease; Indigenous cosmologies and healing systems; the politics of access to healthcare; the cultural and political specificities of reproductive health; and the intersections of race, gender, ethnicity, class, and bodily capacities in the pursuit of wellbeing. This course is designed for students of all levels interested in health and/or Latin American cultures. It will be taught in English, and there are no prerequisites. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Williamson | Paper/Project/TakeHome | 85 | 0 | 0 | | |
| 02 | -T-R--- | 4:00P-5:20P | TBA | Williamson | Paper/Project/TakeHome | 90 | 0 | 0 | | |
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| Description: | From the hyper-arid desert of the Pacific Coast to the high-mountain plateaus of the Andes more than 12,000 feet above sea level to the lush forested Amazonian lowlands, Western South America presents one of the most diverse natural and cultural environments in the world and one of the few places where social complexity first developed. Beginning with the earliest human occupations in the region more than 12,000 years ago, this course examines how domestication, urbanization, the rise of early states, and major technological inventions changed life in the Andes from small village societies to the largest territorial polity of the Americas - the Inca Empire. Students will become familiar with the major debates in the field of Andean archaeology. Together, we will examine archaeological evidence (architecture, art, ceramics, metals, textiles, plant and animal remains, etc.) from context of everyday life (households, food production, craft production) to the rituals and ceremonies (offerings, tombs) that took place in domestic and public spaces. We will also touch on the role of Andean archaeology in the context of national politics and heritage sustainability. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Baitzel | Paper/Project/TakeHome | 40 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Richardson | Paper/Project/TakeHome | 35 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Ampadu | Paper/Project/TakeHome | 35 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Mueller | Paper/Project/TakeHome | 20 | 0 | 0 | | |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Hores | Paper/Project/TakeHome | 40 | 0 | 0 | | |
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| Description: | This course will cover major topics in the archaeology of ancient Egypt, incorporating the latest debates and archaeological discoveries. The course will emphasize Egyptian material culture, including settlements, landscapes, cities, tombs, pyramids, and temples, in order to model the wider cultural and social development over the past five millennia as well as the place of Egypt, globally. Students will learn to critically approach and assess Egyptian material culture in order to understand the social, historical, and geographical context of ancient Egypt - one of the most intriguing cultures in human history. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Woldekiros | Dec 18 2024 3:30PM - 5:30PM | 150 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Humanity, before the advent of agriculture and industrialization, evolved a wide range of behavioral adaptations and patterns that enabled them to survive as hunter-gatherers in diverse environments with complex cultural systems. Using a broad evolutionary framework, this course will explore these behaviors (e.g., hunting, control of fire, toolmaking, representational art, altruism, gender roles, language, religion) to examine what it means to be human through a biocultural lens. We will take a comparative approach to address these topics by examining our earliest ancestors (both nonhuman primates and early hominins) as well as modern human societies to better understand how we got where we are today. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Hores | Paper/Project/TakeHome | 40 | 0 | 0 | | |
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| Description: | What is Indigenous St. Louis and why don't we know about it? And who is the "we" who doesn't know? In this course, we will study Indigenous presence in St. Louis and how Indigenous geographies overlap and coexist in tension with settler-colonial geographies. While St. Louis began as a French colonial settlement, established by fur traders in 1764, the lands that the city occupied were and continue to be Native lands. What we call St. Louis was a geography shared by many Indigenous peoples. The region was a major urban center between the 11th and 14th centuries-today referred to as Cahokia. It then became a territory shared by many tribes, including Ni Okaska (Osage), Niúachi (Missouria), Illiniwek (Illinois Confederacy), and others. In the nineteenth century, some of these tribes were coerced into leaving their homelands and sent to reservations in Indian Territory (also known as Oklahoma). A century later, St. Louis was one of the urban centers where Indigenous people were relocated as part of an effort to break up tribes and the reservation system. And today Indigenous peoples from all over the continent inhabit St. Louis as a place of family, friendships, community, of livelihoods, education, and creative practices; but also, as a place of contestation, as a city structured by systems of domination, such as race and class, and Indigenous erasure. Loosely following this historical timeline, we will study how this erasure happened and engage with different sources to study St. Louis as an ongoing Indigenous place and space. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Gill | Paper/Project/TakeHome | 19 | 0 | 0 | | |
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| Description: | This course is designed to introduce the basic principles of forensic anthropology, a subdiscipline within the discipline of biological anthropology. Forensic anthropology uses human osteology, archaeology, and other anthropological research methods to solve problems of scientific, historic, and medicolegal significance associated with human remains. The course will cover a variety of subjects including: basic skeletal biology, osteology, field recovery of human remains, cause/manner of death, time since death, and methods of individualization. It will not provide in-depth coverage of ballistics, serology, hair analysis, or fingerprinting, except as related to forensic anthropological investigations. In addition to learning the basic information, this course also provides the opportunity to discuss not just forensics but forensic anthropologists, forensic archaeology, forensic cases, and human rights issues. |
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| Description: | The U.S. stands out among industrialized nations for its relatively low life expectancy, poor health outcomes, and high rates of chronic disease - despite spending more than any other country in the world on healthcare. But while these statistics themselves are relatively uncontroversial, their meanings are not. American bodies are politically embattled: debates about belonging, identity, power, personal and collective responsibility, and what constitutes a good or aspirational life play out in and as discourses about the state of bodies and the provenance of their ills. American bodies are in many ways diverse - but they are also conditioned by broadly shared (but unevenly distributed) exposure to a unique constellation of infra/structural, environmental, and social determinants of health. In this course, we will read broadly across disciplines in order to survey the conditions that shape American bodies, and consider how bodies and their un/healthy status come to speak in cultural and political discourse. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Nilsson | Paper/Project/TakeHome | 18 | 0 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Boyer | No final | 40 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Although this is an introductory course, students who have taken Linguistics 170D, namely, "Introduction to Linguistics", will benefit from knowledge of phonology, morphology, syntax and semantics. The primary content of this course explores the relationship between linguistic practice and other social and cultural processes. Anthropological linguistics, including alternative approaches to fieldwork and data collection are introduced, along with various studies of language usage in social and cultural contexts that consider language and thought, language and identity, language and gender, as well as multilingualism and other forms of language contact. The ethnography of speaking and communication are central to this course, as is conversation analyses, which will introduce a combination of qualitative and quantitative linguistic research methods. |
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| | 01 | -T----- | 3:00P-5:50P | TBA | Baugh | Paper/Project/TakeHome | 15 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Jacobsen | Paper/Project/TakeHome | 0 | 0 | 0 | | |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Richardson | Dec 17 2024 10:30AM - 12:30PM | 175 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Quinn | Dec 18 2024 3:30PM - 5:30PM | 75 | 0 | 0 | | |
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| Description: | Use of GIS is rapidly becoming standard practice in anthropological research. This course will introduce students to the basic theories and techniques of GIS. Topics will include the application of GIS in archaeologial survey and ethnographic research, as well as marketing, transportation, demographics, and urban and regional planning. This course will enable students to become familiar not only with GIS software such as ArcGIS, but also the methodologies and tools used to collect and analyze spatial data. Students will gain expertise engaging with data situated across a number spatial scales, from households, communities and cities to landscapes, nation-states, and global phenomena. Students will need to work on their own laptops, but no software purchases are necessary. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Olson | No final | 20 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | From the beginning of the human campaign, societies have socialized the spaces and places where they live. This socialization comes in many forms, including the generation of sacred natural places (e.g., Mt. Fuji) to the construction of planned urban settings where culture is writ large in overt and subtle contexts. Over the past two decades or so, anthropologists, archaeologists, and geographers have developed a wide body of research concerning these socially constructed and perceived settings -- commonly known as "landscapes". This course takes a tour through time and across the globe to trace the formation of diverse social landscapes, starting in prehistoric times and ending in modern times. We will cover various urban landscapes, rural landscapes, nomadic landscapes (and others) and the intersection of the natural environment, the built environments, and the symbolism that weaves them together. Chronologically, we will range from 3000 BCE to 2009 CE and we will cover all the continents. This course will also trace the intellectual history of the study of landscape as a social phenomenon, and will investigate the current methods used to recover and describe social landscapes around the world and through time. Join in situating your own social map alongside the most famous and the most obscure landscapes of the world and trace the global currents of your social landscape! |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Frachetti | Paper/Project/TakeHome | 50 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 11:30A-12:50P | McMillan / 150 | Frachetti | Paper/Project/TakeHome | 15 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This introductory course in Geographic Information Systems (GIS) is designed to provide you with the knowledge, skills, and confidence to be an independent user of GIS. The course will use the latest version of ESRI ArcGIS. The course is taught using a combination of lectures, demonstrations, and hands-on, interactive tutorials in the classroom. You will also explore the scientific literature to understand how GIS is being used by various disciplines to address spatial questions. The course takes a multidisciplinary approach that is focused on learning the tools of GIS versus working with data from a particular field. The goal is to establish a solid foundation you can use to address spatial questions that interest you, your mentor, or your employer. The first weeks of the course will provide a broad view of how you can display and query spatial data and produce map products. The remainder of the course will explore the power of GIS with a focus on applying spatial analytical tools to address questions and solve problems. As the semester develops, more tools will be added to your GIS toolbox so that you can complete a final independent project that integrates materials learned during the course with those spatial analyses that interest you the most. Students will have the choice of using a prepared final project, a provided data set, or designing an individualized final project using their own or other available data. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Wroblewski | No final | 75 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | What does global mental health mean for different actors and stakeholders? This course will examine the history, interventions, and critiques of global mental health. We will explore how diagnosis, distress, and treatment are experienced in different cultural and geographic contexts. Moreover, we will consider how biomedical psychiatry complements and conflicts with other forms of healing expertise. We will also consider mental health disparities, and critically reflect on the successes and challenges of global mental health interventions. This course will draw on materials from different disciplines, including anthropology, public health, psychiatry, social work, long form journalism, and guest speakers to examine topics in global mental health, such gender and sexuality, migration and displacement, environmental determinants and climate change, and global crises like COVID-19. Our course materials will draw on research carried out in a variety of locations, including the United States, India, Iran, Italy, Botswana, Brazil, and Thailand. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Canna | Paper/Project/TakeHome | 40 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Baitzel | No final | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Childs | No final | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Dan-Cohen | No final | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Frachetti | No final | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Gildner | No final | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Gustafson | No final | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Jacobsen | No final | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Kidder | No final | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Lester | No final | 0 | 0 | 0 | | |
| 14 | TBA | | TBA | Milich | No final | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Mueller | No final | 0 | 0 | 0 | | |
| 16 | TBA | | TBA | Nakissa | No final | 0 | 0 | 0 | | |
| 18 | TBA | | TBA | Parikh | No final | 0 | 0 | 0 | | |
| 22 | TBA | | TBA | Strait | No final | 0 | 0 | 0 | | |
| 23 | TBA | | TBA | Woldekiros | No final | 0 | 0 | 0 | | |
| 24 | TBA | | TBA | Wroblewski | No final | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Baitzel | No final | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Childs | No final | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Dan-Cohen | No final | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Frachetti | No final | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Gildner | No final | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Gustafson | No final | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Jacobsen | No final | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Kidder | No final | 0 | 0 | 0 | | |
| 13 | TBA | | TBA | Lester | No final | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Milich | No final | 0 | 0 | 0 | | |
| 16 | TBA | | TBA | Mueller | No final | 0 | 0 | 0 | | |
| 17 | TBA | | TBA | Nakissa | No final | 0 | 0 | 0 | | |
| 19 | TBA | | TBA | Parikh | No final | 0 | 0 | 0 | | |
| 23 | TBA | | TBA | Strait | No final | 0 | 0 | 0 | | |
| 24 | TBA | | TBA | Woldekiros | No final | 0 | 0 | 0 | | |
| 25 | TBA | | TBA | Wroblewski | No final | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Baitzel | No final | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Childs | No final | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Dan-Cohen | No final | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Frachetti | No final | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Gildner | No final | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Gustafson | No final | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Jacobsen | No final | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Kidder | No final | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Lester | No final | 0 | 0 | 0 | | |
| 14 | TBA | | TBA | Milich | No final | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Mueller | No final | 0 | 0 | 0 | | |
| 16 | TBA | | TBA | Nakissa | No final | 0 | 0 | 0 | | |
| 18 | TBA | | TBA | Parikh | No final | 0 | 0 | 0 | | |
| 22 | TBA | | TBA | Strait | No final | 0 | 0 | 0 | | |
| 23 | TBA | | TBA | Woldekiros | No final | 0 | 0 | 0 | | |
| 24 | TBA | | TBA | Wroblewski | No final | 0 | 0 | 0 | | |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Boyer | No final | 50 | 0 | 0 | | |
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| Description: | From streets to wifi signals, the electricity grid to pipes, infrastructures surround us and shape the society we inhabit. Whether it is brushing your teeth, checking your e-mail or taking the train, you use infrastructures regularly. Yet people pay little attention to them--until they break down. From the inconvenience of a late bus to deadly power outages or floods, infrastructures are vital. This seminar is an anthropological study of infrastructure's role in governance, livelihood, sociality, & cultural meaning in urban life. By looking at different forms of and experiences with infrastructure around the world, we discuss varying understandings of infrastructure, theorize what it does, and analyze its politics. We draw from anthropology, political theory, and science & technology studies to think about what studying infrastructure entails; therafter, the course engages with infrastructure in the Global South to rethink what infrastructure is and does. |
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| | 01 | ---R--- | 3:00P-5:50P | TBA | Ross | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| Description: | In this class, we will engage with concepts, methods, and techniques used in the study of archaeological temporalities and chronology building. We will examine recent trends in the literature of archaeological dating which include time perspectivism, unit issues, radiocarbon dating, Bayesian chronological modeling, geochronology, and seriation among others. There will be a particular methodological focus on analyzing radiocarbon datasets using Bayesian interpretive frameworks. Students will become familiar with best practices in radiocarbon dating (from appropriate materials, contexts, interpretation, and presentation) and will gain expertise in using specialized software to conduct Bayesian chronological modeling. Special attention will be paid to how radiocarbon data can be formally integrated with, and interpreted alongside, other archaeological datasets in the context of particular research questions and hypotheses. |
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| | 01 | M-W---- | 2:30P-3:50P | McMillan / G057 | Olson | Paper/Project/TakeHome | 12 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Baitzel | Paper/Project/TakeHome | 12 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | --W---- | 3:00P-5:50P | TBA | Lester | Paper/Project/TakeHome | 15 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | In the year 2000, HIV became the world's leading infectious cause of adult death. In the next 10 years, AIDS killed more people than all wars of the 20th century combined. As the global epidemic rages on, our greatest enemy in combating HIV/AIDS is not knowledge or resources but rather global inequalities and the conceptual frameworks with which we understand health, human interaction, and sexuality. This course emphasizes the ethnographic approach for the cultural analysis of responses to HIV/AIDS. Students will explore the relationships among local communities, wider historical and economic processes, and theoretical approaches to disease, the body, ethnicity/race, gender, sexuality, risk, addiction, power, and culture. Other topics covered include the cultural construction of AIDS and risk, government responses to HIV/AIDS, origin and transmission debates, ethics and responsibilities, drug testing and marketing, the making of the AIDS industry and "risk" categories, prevention and education strategies, interactions between biomedicine and alternative healing systems, and medical advances and hopes. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Parikh | Dec 16 2024 1:00PM - 3:00PM | 200 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This course will investigate historical and current views regarding the cognitive capacities of non-human primates, and the extent to which these abilities are shared with humans. Topics for this class will include: social cognition, problem-solving, tool use, culture, communication, theory of mind, deception, self-recognition, imitation, and numerical cognition. The classes will involve discussion and critical evaluation of theory and methods in this challenging and exciting area of primate cognitive research. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Richardson | Paper/Project/TakeHome | 35 | 0 | 0 | | |
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| Description: | This course explores the complex connections between culture, nature, and economy within the dynamic landscape of local, national, and global politics. We will focus on understanding how the environment is utilized, claimed, and perceived by examining the power structures that influence environmental discussions. The course covers key topics such as the dynamics of rural and urban environments, the interplay of place, identity, and social movements, environmental security, theoretical ecology, ecofeminist perspectives, ecological economics, resource extraction for green economy, and ethical considerations in political ecology. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Ampadu | Paper/Project/TakeHome | 20 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | --W---- | 1:00P-3:50P | McMillan / 150 | Milich | No final | 12 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Do water meters have politics? Can architects manufacture consent for political repression or engage in activism? What happens when designed systems fail? Design is everywhere. It is in the water you drink; it is in the built material and digital spaces you hang out in; and it is in the chair you are sitting in. And yet, perhaps because of its ubiquity, design receives very little attention from scholars in the humanities and even less from African studies. In this course, we will examine a number of case studies, from minor architectures and ruins in Monrovia to hydraulic engineering in Johannesburg and iconic architecture in Casablanca to DIY market spaces in Nairobi and insurgent public space-making in Kinshasa. We will explore the ways that designers, architects, and technocrats engineer authority and how (sometimes) urban residents take it apart. One potential definition (among many other potential definitions) of design could be the following: the practices that humans employ to arrange, engineer, plan and fashion their material, digital, and social environments. But designs are also artifacts -- master plans, prototypes, and brands -- that occupy social lives independent of their assigned functions. Design is often about aspirations for a better world and finding technological and aesthetic solutions to social problems. Yet the products of design -- from zoning codes and service delivery networks to iconic built structures -- seem to always invite failures, disruptions, hackings, and ruination. A central argument in this course is that understanding design is also key to understanding power, inequality, and insurgency in Africa. We will draw our texts and case studies from places that are normally left off the map of design studies -- African cities and towns -- and explore the applicability of these theories to St. Louis. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Shearer | Paper/Project/TakeHome | 15 | 0 | 0 | Desc: | This course fulfills Area 4 for the AFAS major. |
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| Description: | This course is designed to build on foundations provided in the First Year Medicine and Society Seminar. It will interrogate current health related issues including gender, sexuality, politics, policy, and economics, and will also explore how these and many other issues, demographics, and such impact current health and healing related decisions and policies. We will read about and unpack contemporary issues in health care (insurance, big pharma, gender and sexuality, race) and have local experts visit to talk about their practical experience with and in health care. Students will be expected to engage with ethnographic, medical, economic, political and sociological material as well as current journalism to interrogate the topic. This course will meet twice per week for 1.5 hours. Prerequisites: ANTH L48 141 and L48 142 |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Neiman | No final | 0 | 0 | 0 | | |
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| Description: | In this course, we will examine the crucial role of anthropology in interdisciplinary projects that deal with economic development and planned change, both nationally and internationally. We will focus on how anthropology can shape sustainable, culturally sensitive, and socially just development initiatives. We will use various case studies to explore issues such as natural resource exploitation and development, disaster recovery, migration, household livelihood security, microcredit, global land governance, and participatory development. The course is designed to provide students with the theoretical foundations and critical perspectives that are necessary to analyze the impact of development initiatives on diverse societies and cultures. This course will require extensive reading, discussion, and writing with revision, fulfilling the writing-intensive (WI) requirements for undergraduates and capstone requirements for some majors.
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| | 01 | -T-R--- | 8:30A-9:50A | McMillan / 150 | Ampadu | Paper/Project/TakeHome | 20 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This course will discuss the anatomy of most of the functional systems of the human body. Topics covered will include the peripheral nervous system, respiration, circulation, the skeletal system, the gastro-intestinal tract, the urogenital system, the male and female reproductive systems, locomotion, manipulation, mastication, vocalization, the visual system, the auditory system and the olfactory system. Selected topics in human embryology will also be introduced. The course provides valuable preparation for any student interested in human biology, anthropology, medicine or the health sciences. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Strait | Dec 16 2024 10:30AM - 12:30PM | 340 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | A seminar on social theory and its ethnographic implications. Course combines major works of modern social theory, including Marx, Weber, and Durkheim, with current work by contemporary anthropologists, such as Clifford Geertz, Eric Wolf, Marshall Sahlins, and Fredrik Barth, and ethnographers from related disciplines, such as Pierre Bourdieu and Paul Willis. Prerequisite: Previous anthropology coursework or permission of instructor. |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Gustafson | No final | 15 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | TBA | Baitzel | No final | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Childs | No final | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Dan-Cohen | No final | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Frachetti | No final | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Gildner | No final | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Gustafson | No final | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Jacobsen | No final | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Kidder | No final | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Lester | No final | 0 | 0 | 0 | | |
| 14 | TBA | | TBA | Milich | No final | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Mueller | No final | 0 | 0 | 0 | | |
| 16 | TBA | | TBA | Nakissa | No final | 0 | 0 | 0 | | |
| 18 | TBA | | TBA | Parikh | No final | 0 | 0 | 0 | | |
| 22 | TBA | | TBA | Strait | No final | 0 | 0 | 0 | | |
| 23 | TBA | | TBA | Woldekiros | No final | 0 | 0 | 0 | | |
| 24 | TBA | | TBA | Wroblewski | No final | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Baitzel | No final | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Childs | No final | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Dan-Cohen | No final | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Frachetti | No final | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Gildner | No final | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Gustafson | No final | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Jacobsen | No final | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Kidder | No final | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Lester | No final | 0 | 0 | 0 | | |
| 14 | TBA | | TBA | Milich | No final | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Mueller | No final | 0 | 0 | 0 | | |
| 16 | TBA | | TBA | Nakissa | No final | 0 | 0 | 0 | | |
| 18 | TBA | | TBA | Parikh | No final | 0 | 0 | 0 | | |
| 22 | TBA | | TBA | Strait | No final | 0 | 0 | 0 | | |
| 23 | TBA | | TBA | Woldekiros | No final | 0 | 0 | 0 | | |
| 24 | TBA | | TBA | Wroblewski | No final | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Baitzel | No final | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Childs | No final | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Dan-Cohen | No final | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Frachetti | No final | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Gildner | No final | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Gustafson | No final | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Jacobsen | No final | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Kidder | No final | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Lester | No final | 0 | 0 | 0 | | |
| 14 | TBA | | TBA | Milich | No final | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Mueller | No final | 0 | 0 | 0 | | |
| 16 | TBA | | TBA | Nakissa | No final | 0 | 0 | 0 | | |
| 18 | TBA | | TBA | Parikh | No final | 0 | 0 | 0 | | |
| 22 | TBA | | TBA | Strait | No final | 0 | 0 | 0 | | |
| 23 | TBA | | TBA | Woldekiros | No final | 0 | 0 | 0 | | |
| 24 | TBA | | TBA | Wroblewski | No final | 0 | 0 | 0 | | |
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