We live in a time of emerging infectious diseases as well as the resurgence of old ones. This growing disease burden can be linked to human activities, such as deforestation, inappropriate use of antibiotics, limited knowledge of cultural practices, and a lack of resources necessary for prevention measures. This course explores disease using a bio-cultural perspective, emphasizing the importance of human actions to understand diseases and the specific ecological, political, and social contexts in which they occur.

The history of Native North Americans from their arrival on this continent, sometime between 80,000 and 12,000 years ago, up until their initial contact with Europeans. Archaeology as a source for the telling of history sensitive to voices often excluded from the written record. (Gen.Ed. HS, DU)

In this course, we will examine four central questions regarding the anthropology of race and education, focusing on issues in the K-12 levels in the United States. First, what assumptions about "education" and "race" impact policy-making and popular understandings? Second, how are the material conditions of education intimately connected to race? Third, what are the struggles, hopes, and dreams forged by racialized communities around education? Finally, what are the obstacles to achieving racial equity in education and how might we propose they be overcome? (Gen. Ed. SB, DU)

This course is designed to give the student a thorough understanding of human gross anatomy from embryological, functional and evolutionary perspectives. The course is divided into 4 Units (Thorax and Abdomen, Back and Upper Limb, Pelvis and Lower Limb, Head and Neck), each of which covers specific anatomical regions and introduces the major systems of the human body. Each unit will integrate anatomy with evolutionary and functional approaches on various aspects of anatomical complexes specific to that unit (e.g.

This course is designed to give the student a thorough understanding of human gross anatomy from embryological, functional and evolutionary perspectives. The course is divided into 4 Units (Thorax and Abdomen, Back and Upper Limb, Pelvis and Lower Limb, Head and Neck), each of which covers specific anatomical regions and introduces the major systems of the human body. Each unit will integrate anatomy with evolutionary and functional approaches on various aspects of anatomical complexes specific to that unit (e.g.

This course is designed to give the student a thorough understanding of human gross anatomy from embryological, functional and evolutionary perspectives. The course is divided into 4 Units (Thorax and Abdomen, Back and Upper Limb, Pelvis and Lower Limb, Head and Neck), each of which covers specific anatomical regions and introduces the major systems of the human body. Each unit will integrate anatomy with evolutionary and functional approaches on various aspects of anatomical complexes specific to that unit (e.g.

This course is designed to give the student a thorough understanding of human gross anatomy from embryological, functional and evolutionary perspectives. The course is divided into 4 Units (Thorax and Abdomen, Back and Upper Limb, Pelvis and Lower Limb, Head and Neck), each of which covers specific anatomical regions and introduces the major systems of the human body. Each unit will integrate anatomy with evolutionary and functional approaches on various aspects of anatomical complexes specific to that unit (e.g.

This course offers a plurality of perspectives on a range of economic systems across the world. It emphasizes anthropological approaches to economic phenomena; offers a critique of leading theoretical perspectives in the field; examines relationships among economic, political, ritual, and social aspects of culture; and focuses on the impact of globalization, its inequalities, and possibilities. (Gen. Ed. SB, DG)

This class challenges assumptions about death and dying as we examine its meanings and related practices in various cultural contexts. We will ask, what is universal about death and dying, and what is socially constructed? What can the social sciences, biomedicine, literature, the arts, and our own qualitative research tell us about the processes of dying, of grieving, and of providing care? In essence, what does it take to approach death?

The study of human/environmental interactions. Emphasis on biological and cultural responses by contemporary human groups to pervasive environmental problems. Examples from mountains, grasslands, deserts, and tropical forests. (Gen.Ed. SB, DG)