This two-semester seminar discusses, theorizes, and illuminates the importance of oral history (the recording of life experiences) for silenced communities alienated from prevailing historical discourses. Oral history allows us to look at history from "below," to acquire "new ways of seeing," and to delineate new epistemologies. Some of the questions that guided the course include: Who makes history? Why have certain individuals been studied while others ignored?

This course examines the biological, cultural, and political frameworks that put females at risk for high rates of morbidity and mortality. Using the (8) Millennial Development Goals (MDGs) set by the United Nations and its partners to frame our conversations, we will work to understand the UNs targeted programs. We will unpack the complex global issues that reproductive aged women face, and investigate how obstetric death rates can be used as a litmus test to understanding the underlying health contexts, disparities, and political/cultural systems that impact wellness.

The mental health professions offer a range of approaches for the treatment of human suffering but there is often little explanation as to what the various treatments are and how they are thought to work. A central question this class will pursue is on what basis should one choose a psychotherapist and psychotherapy? We will examine what psychotherapy is from a range of perspectives with the intention of developing a moral and ethical framework through which psychotherapeutic practice can be critically understood.

"Wicked Problems" are complex, ever changing, and resistant to simple solutions; they require transformative and purposeful innovation. In urban studies, the challenges posed by economic and social inequality, the need to plan for multiple publics, and the distancing of residents from public space and access to planning processes, suggest a number of questions: What do we need to understand about the people who seek to participate in, and are impacted by, spatial (and social) planning as we try to foster more equitable and sustainable living and working environments?

How much environmental degradation is too much? How should we value intangible goods like environmental quality? Who wins and who loses from environmental degradation? In this survey course, we will examine how the theories of neoclassical, ecological and political economics have been used to answer these questions. Using these economic lenses, we will analyze a range of issues related to pollution and natural resource use, with special attention to climate change.

Since 1982, women have earned college degrees at a higher rate than men. Yet in 2011, female full-time workers made only 77 cents for every dollar earned by men, and in 2013 only 4.2% of Fortune 500 CEOs are women. This course is designed to provide students with ideas, information, and insights about women's experiences in business. The course will look at women's experiences both historically and currently, exploring the dynamics of power, leadership and access, and considering how this may inform and shape strategies to change the landscape for women in business.

Climate change is one of the most important environmental, social, economic and political challenges of our time. While there is now widespread scientific agreement about its causes, considerable controversy exists over its potential effects and what measures should be taken to address it. This course will look at the competing ways climate change is framed by different actors, including governments, international agencies, energy companies, militaries, environmental movements, celebrities, politicians, and social justice activists.

In this course we will read writers who disturb experiences of memory, perception, the body and desire itself, rupturing a familiar, stable 'reality', and offering in its stead the elusive workings of the unconscious. The fiction of Proust and Woolf uniquely leaves a trace of this process of disturbance, a rich vein of language in which each maps and remaps the shifting shoreline of consciousness and desire - processes that change engagement with the world. Their work interrogates the routines and habits that disallow ambivalence and fluidity.

In this course, we will use the method of critical ethnography to explore food as a system that connects individuals and communities, locally and globally. Students will carry out a multi-sited ethnographic research project that begins with a question about food, whether about production and consumption, identity and belonging, health and environment, memory and desire, community and activism.

How do we understand childhoods as temporary states of being, and childhood itself as a temporal construct? How does time play a role across children's lives? How might children's ideas about and experiences of time differ from adults' ideas about and experiences of time? How do children imagine time in relation to themselves? In this course we explore time and temporality as a window onto children's self-experiences and adults' ideas about children and childhood.