Courses for Spring 2025
| Title | Instructors | Location | Time | Description | Cross listings | Fulfills | Registration notes | Syllabus | Syllabus URL | ||
|---|---|---|---|---|---|---|---|---|---|---|---|
| HSOC 0400-401 | Medicine in History | Rana Asali Hogarth | TR 10:15 AM-11:14 AM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876401, STSC0400401 | History & Tradition Sector | |||||
| HSOC 0400-402 | Medicine in History | Amelia Carter | F 10:15 AM-11:14 AM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876402, STSC0400402 | History & Tradition Sector | |||||
| HSOC 0400-403 | Medicine in History | Amelia Carter | F 12:00 PM-12:59 PM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876403, STSC0400403 | History & Tradition Sector | |||||
| HSOC 0400-404 | Medicine in History | Caroline Wechsler | F 1:45 PM-2:44 PM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876404, STSC0400404 | History & Tradition Sector | |||||
| HSOC 0400-405 | Medicine in History | Caroline Wechsler | F 3:30 PM-4:29 PM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876405, STSC0400405 | History & Tradition Sector | |||||
| HSOC 0480-001 | Health and Societies | Ramah Katherine Mckay | MW 10:15 AM-11:14 AM | "Two fundamental questions structure this course: (1)What kinds of factors shape population health in various parts of the world in the twenty-first century? and (2)What kinds of intellectual tools are necessary in order to study global health? Grasping the deeper "socialness" of health and health care in a variety of cultures and time periods requires a sustained interdisciplinary approach. "Health and Societies: Global Perspectives" blends the methods of history, sociology, anthropology and related disciplines in order to expose the layers of causation and meaning beneath what we often see as straightforward, common-sense responses to bioloogical phenomena. Assignments throughout the semester provide a hands-on introduction to research strageties in these core disciplines. The course culminates with pragmatic, student-led assessments of global health policies designed to identify creative and cost effective solutions to the most persistent health problems in the world today." | Humanties & Social Science Sector | ||||||
| HSOC 0480-201 | Health and Societies | Anna Lehr Mueser | R 5:15 PM-6:14 PM | "Two fundamental questions structure this course: (1)What kinds of factors shape population health in various parts of the world in the twenty-first century? and (2)What kinds of intellectual tools are necessary in order to study global health? Grasping the deeper "socialness" of health and health care in a variety of cultures and time periods requires a sustained interdisciplinary approach. "Health and Societies: Global Perspectives" blends the methods of history, sociology, anthropology and related disciplines in order to expose the layers of causation and meaning beneath what we often see as straightforward, common-sense responses to bioloogical phenomena. Assignments throughout the semester provide a hands-on introduction to research strageties in these core disciplines. The course culminates with pragmatic, student-led assessments of global health policies designed to identify creative and cost effective solutions to the most persistent health problems in the world today." | Humanties & Social Science Sector | ||||||
| HSOC 0480-202 | Health and Societies | Anna Lehr Mueser | R 7:00 PM-7:59 PM | "Two fundamental questions structure this course: (1)What kinds of factors shape population health in various parts of the world in the twenty-first century? and (2)What kinds of intellectual tools are necessary in order to study global health? Grasping the deeper "socialness" of health and health care in a variety of cultures and time periods requires a sustained interdisciplinary approach. "Health and Societies: Global Perspectives" blends the methods of history, sociology, anthropology and related disciplines in order to expose the layers of causation and meaning beneath what we often see as straightforward, common-sense responses to bioloogical phenomena. Assignments throughout the semester provide a hands-on introduction to research strageties in these core disciplines. The course culminates with pragmatic, student-led assessments of global health policies designed to identify creative and cost effective solutions to the most persistent health problems in the world today." | Humanties & Social Science Sector | ||||||
| HSOC 0480-203 | Health and Societies | F 10:15 AM-11:14 AM | "Two fundamental questions structure this course: (1)What kinds of factors shape population health in various parts of the world in the twenty-first century? and (2)What kinds of intellectual tools are necessary in order to study global health? Grasping the deeper "socialness" of health and health care in a variety of cultures and time periods requires a sustained interdisciplinary approach. "Health and Societies: Global Perspectives" blends the methods of history, sociology, anthropology and related disciplines in order to expose the layers of causation and meaning beneath what we often see as straightforward, common-sense responses to bioloogical phenomena. Assignments throughout the semester provide a hands-on introduction to research strageties in these core disciplines. The course culminates with pragmatic, student-led assessments of global health policies designed to identify creative and cost effective solutions to the most persistent health problems in the world today." | Humanties & Social Science Sector | |||||||
| HSOC 0480-204 | Health and Societies | Abigail Riley Ballantyne | F 10:15 AM-11:14 AM | "Two fundamental questions structure this course: (1)What kinds of factors shape population health in various parts of the world in the twenty-first century? and (2)What kinds of intellectual tools are necessary in order to study global health? Grasping the deeper "socialness" of health and health care in a variety of cultures and time periods requires a sustained interdisciplinary approach. "Health and Societies: Global Perspectives" blends the methods of history, sociology, anthropology and related disciplines in order to expose the layers of causation and meaning beneath what we often see as straightforward, common-sense responses to bioloogical phenomena. Assignments throughout the semester provide a hands-on introduction to research strageties in these core disciplines. The course culminates with pragmatic, student-led assessments of global health policies designed to identify creative and cost effective solutions to the most persistent health problems in the world today." | Humanties & Social Science Sector | ||||||
| HSOC 0480-205 | Health and Societies | F 12:00 PM-12:59 PM | "Two fundamental questions structure this course: (1)What kinds of factors shape population health in various parts of the world in the twenty-first century? and (2)What kinds of intellectual tools are necessary in order to study global health? Grasping the deeper "socialness" of health and health care in a variety of cultures and time periods requires a sustained interdisciplinary approach. "Health and Societies: Global Perspectives" blends the methods of history, sociology, anthropology and related disciplines in order to expose the layers of causation and meaning beneath what we often see as straightforward, common-sense responses to bioloogical phenomena. Assignments throughout the semester provide a hands-on introduction to research strageties in these core disciplines. The course culminates with pragmatic, student-led assessments of global health policies designed to identify creative and cost effective solutions to the most persistent health problems in the world today." | Humanties & Social Science Sector | |||||||
| HSOC 0480-206 | Health and Societies | Abigail Riley Ballantyne | F 12:00 PM-12:59 PM | "Two fundamental questions structure this course: (1)What kinds of factors shape population health in various parts of the world in the twenty-first century? and (2)What kinds of intellectual tools are necessary in order to study global health? Grasping the deeper "socialness" of health and health care in a variety of cultures and time periods requires a sustained interdisciplinary approach. "Health and Societies: Global Perspectives" blends the methods of history, sociology, anthropology and related disciplines in order to expose the layers of causation and meaning beneath what we often see as straightforward, common-sense responses to bioloogical phenomena. Assignments throughout the semester provide a hands-on introduction to research strageties in these core disciplines. The course culminates with pragmatic, student-led assessments of global health policies designed to identify creative and cost effective solutions to the most persistent health problems in the world today." | Humanties & Social Science Sector | ||||||
| HSOC 0600-401 | Technology & Society | Elly Truitt | MW 8:30 AM-9:59 AM | Technology plays an increasing role in our understandings of ourselves, our communities, and our societies, in how we think about politics and war, science and religion, work and play. Humans have made and used technologies, though, for thousands if not millions of years. In this course, we will use this history as a resource to understand how technolgoeis affect social relations, and coversely how the culture of a society shapes the technologies it produces. Do different technolgoeis produce or result from different economic systems like feudalism, capitalism and communism? Can specific technologies promote democratic or authoritarian politics? Do they suggest or enforce different patterns of race, class or gender relations? Among the technologies we'll consider will be large objects like cathedrals, bridges, and airplanes; small ones like guns, clocks and birth control pills; and networks like the electrical grid, the highway system and the internet. | SOCI0600401, STSC0600401 | Society Sector | |||||
| HSOC 1330-401 | Bioethics | Amy S Lutz | MW 10:15 AM-11:14 AM | This course is intended to introduce students to the fundamental principles of bioethics and the many ethical issues that arise in the rapidly changing fields of biomedicine and the life sciences. The first half of the course will provide an overview of the standard philosophical principles of bioethics, using clinical case studies to help illustrate and work through these principles. In the second half of the course we will focus on recent biomedical topics that have engendered much public controversy including diagnostic genetics, reproductive technologies and prenatal screening, abortion, physician assisted suicide, human experiments, and end of life decision making. We will use the principles learned in the first half of the course to systematically think through these bioethical issues, many of which affect our everyday lives. | SOCI2971401 | ||||||
| HSOC 1330-402 | Bioethics | F 12:00 PM-12:59 PM | This course is intended to introduce students to the fundamental principles of bioethics and the many ethical issues that arise in the rapidly changing fields of biomedicine and the life sciences. The first half of the course will provide an overview of the standard philosophical principles of bioethics, using clinical case studies to help illustrate and work through these principles. In the second half of the course we will focus on recent biomedical topics that have engendered much public controversy including diagnostic genetics, reproductive technologies and prenatal screening, abortion, physician assisted suicide, human experiments, and end of life decision making. We will use the principles learned in the first half of the course to systematically think through these bioethical issues, many of which affect our everyday lives. | SOCI2971403 | |||||||
| HSOC 1330-403 | Bioethics | F 1:45 PM-2:44 PM | This course is intended to introduce students to the fundamental principles of bioethics and the many ethical issues that arise in the rapidly changing fields of biomedicine and the life sciences. The first half of the course will provide an overview of the standard philosophical principles of bioethics, using clinical case studies to help illustrate and work through these principles. In the second half of the course we will focus on recent biomedical topics that have engendered much public controversy including diagnostic genetics, reproductive technologies and prenatal screening, abortion, physician assisted suicide, human experiments, and end of life decision making. We will use the principles learned in the first half of the course to systematically think through these bioethical issues, many of which affect our everyday lives. | SOCI2971404 | |||||||
| HSOC 2002-401 | Sociological Research Methods | Paula W Fomby | MW 3:30 PM-4:29 PM | One of the defining characteristics of all the social sciences, including sociology, is a commitment to empirical research as the basis for knowledge. This course is designed to provide you with a basic understanding of research in the social sciences and to enable you to think like a social scientist. Through this course students will learn both the logic of sociological inquiry and the nuts and bolts of doing empirical research. We will focus on such issues as the relationship between theory and research, the logic of research design, issues of conceptualization and measurement, basic methods of data collection, and what social scientists do with data once they have collected them. By the end of the course, students will have completed sociological research projects utilizing different empirical methods, be able to evaluate the strengths and weaknesses of various research strategies, and read (with understanding) published accounts of social science research. | SOCI2000401 | Quantitative Data Analysis | |||||
| HSOC 2002-402 | Sociological Research Methods | Patricia Van Hissenhoven Florez | R 9:00 AM-9:59 AM | One of the defining characteristics of all the social sciences, including sociology, is a commitment to empirical research as the basis for knowledge. This course is designed to provide you with a basic understanding of research in the social sciences and to enable you to think like a social scientist. Through this course students will learn both the logic of sociological inquiry and the nuts and bolts of doing empirical research. We will focus on such issues as the relationship between theory and research, the logic of research design, issues of conceptualization and measurement, basic methods of data collection, and what social scientists do with data once they have collected them. By the end of the course, students will have completed sociological research projects utilizing different empirical methods, be able to evaluate the strengths and weaknesses of various research strategies, and read (with understanding) published accounts of social science research. | SOCI2000402 | Quantitative Data Analysis | |||||
| HSOC 2002-403 | Sociological Research Methods | Patricia Van Hissenhoven Florez | R 10:15 AM-11:14 AM | One of the defining characteristics of all the social sciences, including sociology, is a commitment to empirical research as the basis for knowledge. This course is designed to provide you with a basic understanding of research in the social sciences and to enable you to think like a social scientist. Through this course students will learn both the logic of sociological inquiry and the nuts and bolts of doing empirical research. We will focus on such issues as the relationship between theory and research, the logic of research design, issues of conceptualization and measurement, basic methods of data collection, and what social scientists do with data once they have collected them. By the end of the course, students will have completed sociological research projects utilizing different empirical methods, be able to evaluate the strengths and weaknesses of various research strategies, and read (with understanding) published accounts of social science research. | SOCI2000403 | Quantitative Data Analysis | |||||
| HSOC 2012-401 | Introduction to Data Analytics | Leticia Marteleto | MW 3:30 PM-4:29 PM | In a time of abundant fake news and mis-information, it becomes ever important for students (for all, really!) to learn how to critically assess (and produce) robust empirical evidence to uncover patterns and trends about social life. The goal of this course is to do just that through the use of census microdata, video and photographs, with a focus on social inequality! Or, in other words…a first goal of this course is to introduce students to empirical work that will let them identify robust evidence on social inequality across a diverse set of topics and countries. A second goal of the course is to provide students with key analytical skills through working with microdata to uncover social inequality globally. Having exposure and hands-on experience with the correct tools to read (and produce) evidence on patterns and trends on social research is an important skill for students in any major. We will use publicly available census microdata on more than 100 countries from IPUMS and photographs from the Dollar Street Project. Students will work with a country, produce their own analysis and combine it with photographs and videos. As a Signature Course, a third key goal of the course is to teach students skills that will enable them to more easily read empirical work and write results more clearly and concisely. Students will practice reading academic research, do class exercises, write case studies, and complete a research paper/video/photo essay that will aid them in these goals. | LALS2012401, SOCI2020401, STSC2012401 | ||||||
| HSOC 2012-402 | Introduction to Data Analytics | Elise Maureen Parrish | R 12:00 PM-12:59 PM | In a time of abundant fake news and mis-information, it becomes ever important for students (for all, really!) to learn how to critically assess (and produce) robust empirical evidence to uncover patterns and trends about social life. The goal of this course is to do just that through the use of census microdata, video and photographs, with a focus on social inequality! Or, in other words…a first goal of this course is to introduce students to empirical work that will let them identify robust evidence on social inequality across a diverse set of topics and countries. A second goal of the course is to provide students with key analytical skills through working with microdata to uncover social inequality globally. Having exposure and hands-on experience with the correct tools to read (and produce) evidence on patterns and trends on social research is an important skill for students in any major. We will use publicly available census microdata on more than 100 countries from IPUMS and photographs from the Dollar Street Project. Students will work with a country, produce their own analysis and combine it with photographs and videos. As a Signature Course, a third key goal of the course is to teach students skills that will enable them to more easily read empirical work and write results more clearly and concisely. Students will practice reading academic research, do class exercises, write case studies, and complete a research paper/video/photo essay that will aid them in these goals. | LALS2012402, SOCI2020402, STSC2012402 | ||||||
| HSOC 2012-403 | Introduction to Data Analytics | Elise Maureen Parrish | R 1:45 PM-2:44 PM | In a time of abundant fake news and mis-information, it becomes ever important for students (for all, really!) to learn how to critically assess (and produce) robust empirical evidence to uncover patterns and trends about social life. The goal of this course is to do just that through the use of census microdata, video and photographs, with a focus on social inequality! Or, in other words…a first goal of this course is to introduce students to empirical work that will let them identify robust evidence on social inequality across a diverse set of topics and countries. A second goal of the course is to provide students with key analytical skills through working with microdata to uncover social inequality globally. Having exposure and hands-on experience with the correct tools to read (and produce) evidence on patterns and trends on social research is an important skill for students in any major. We will use publicly available census microdata on more than 100 countries from IPUMS and photographs from the Dollar Street Project. Students will work with a country, produce their own analysis and combine it with photographs and videos. As a Signature Course, a third key goal of the course is to teach students skills that will enable them to more easily read empirical work and write results more clearly and concisely. Students will practice reading academic research, do class exercises, write case studies, and complete a research paper/video/photo essay that will aid them in these goals. | LALS2012403, SOCI2020403, STSC2012403 | ||||||
| HSOC 2254-001 | American Medicine and Technology in War and Peace | David J. Caruso | MW 1:45 PM-3:14 PM | War and its effects on the human body are brutal; the carnage of the battlefield and the conditions of camp life have presented special challenges to medicine throughout history. Additionally, the incorporation of new technologies into the military sphere, whether or not they started as civilian technologies, fundamentally changed the ways in which war was conceptualized, fought, and won. But the significance of medicine and technology in a military context extends well beyond the injuries and illnesses of war. Looking more closely at the ways in which physicians, military officers, soldiers, and civilians have interacted with each other both in war and in peace reveals much about the political, cultural, and disciplinary formation of medicine in the modern era and the roles technology in such formations. Understanding historical uses of medicine and technologies sheds light upon notions of localized and globalized warfare, as well as the political machinations in which nations engaged to create ideologies of dominance, threat, and safety. This seminar surveys the history of medicine and technology, principally in an American context, from the seventeenth through the late twentieth centuries. We will look at the ways in which the practices, theories, and tools of military medicine have played, and continue to play, a prominent role in conceptualizations of warfare, health, disease, politics, disability, morality, society, the body, culture, and ethics. We will take an in-depth look at the ways in which militaries and medical institutions have shaped, and been shaped by, other social and political categories like gender, race, class, and ethics over the last four hundred years and across various (though mostly Western) societies, and the ramifications for both soldiers and civilians alike. Students will be graded on two short essay assignments, an exam, in-class participation, and a final paper (no longer than ten pages in length) based on material covered in the course." |
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| HSOC 2304-401 | Insect Epidemiology Pests, Pollinators and Disease Vectors | Michael Z. Levy | TR 10:15 AM-11:44 AM | Malaria, Dengue, Chagas disease, the Plague- some of the most deadly and widespread infectious diseases are carried by insects. The insects are also pernicious pests; bed bugs have returned from obscurity to wreak havoc on communities, invasive species decimate agricultural production, and wood borers are threatening forests across the United States. At the same time declines among the insects on which we depend- the honeybees and other pollinators--threaten our food security and ultimately the political stability of the US and other nations. We will study the areas where the insects and humans cross paths, and explore how our interactions with insects can be cause, consequence or symptom of much broader issues. This is not an entomology course but will cover a lot about bugs. It's not a traditional epidemiology course but will cover some fascinating epidemiological theory originally developed for the control of disease vectors. It will cover past epidemics and infestations that have changed the course of the history of cities and reversed advancing armies. HSOC 241. Stem Cells, Science and Society. Gearhart/Zaret. | STSC2304401 | ||||||
| HSOC 2312-401 | Healthy Schools | Amanda T. Dilodovico | W 3:30 PM-6:29 PM | This Fox Leadership and academically based community service seminar will use course readings and students' own observations and interviews in their service learning projects in West Philadelphia schools to analyze the causes and impact of school health and educational inequalities and efforts to address them. Course readings will include works by Jonathan Kozol, studies of health inequalities and their causes, and studies of No Child Left Behind, the CDC's School Health Index, recess, school meal, and nutrition education programs. Course speakers will help us examine the history, theories, politics and leadership behind different strategies for addressing school-based inequalities and their outcomes. Service options will focus especially on the West Philadelphia Recess Initiative. Other service options will include work with Community School Student Partnerships and the Urban Nutrition Initiative. | PSCI2203401 | Cultural Diviserity in the U.S. | |||||
| HSOC 2401-301 | Social Determinants of Health | Amy S Lutz | MW 1:45 PM-3:14 PM | Over the last century, we have witnessed dramatic historical change in population health, e.g. rising numbeers of obese Americans and dramatic declines in death from stomach cancer. There has also been highly visible social patterning of health and disease, such as socio-economic disparities in AIDS, substance abuse, and asthma in the U.S. to day or the association of breat cancer with affluence around the world. This course will explore the way researchers and others in past and present have tried to make sense of these patterns and do something about them. The course is historical and sociological. We will examine evidence and theories about how poverty, affluence and other social factors influence health AND we will examine how social and historical forces shape the ways in which health and disease are understood. | |||||||
| HSOC 2523-001 | Technology and Medicine in Modern America: From JFK to RFK, Jr | Beth Linker | MW 10:15 AM-11:44 AM | Medicine as it exists in contemporary America is profoundly technological; we regard it as perfectly normal to be examined with instruments, to expose our bodies to many different machines; and to have knowledge produced by those machines mechanically/electronically processed, interpreted and stored. We are billed technolgoically, prompted to attend appointments technologically, and often buy technologies to protect, diagnose, or improve our health: consider, for example, HEPA-filtering vacum cleaners; air-purifiers; fat-reducing grills; bathroom scales; blood pressure cuffs; pregancy testing kits; blood-sugar monitoring tests; and thermometers. Yet even at the beginning to the twentieth century, medical technolgies were scarce and infrequently used by physicians and medical consumers alike. Over the course of this semester, we will examine how technology came to medicine's center-stage, and what impact this change has had on medical practice, medical institutions and medical consumers - on all of us! | https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202510&c=HSOC2523001 | ||||||
| HSOC 2537-401 | Gender and Health | Angelica Barbara Clayton | W 3:30 PM-6:29 PM | Women's health is a constant refrain of modern life, prompting impassioned debates that speak to the fundamental nature of our society. Women's bodies are the tableaux across which politicians, physicians, healthcare professional, activists, and women themselves dispute issues as wide-ranging as individual versus collective rights, the legitimacy of scientific and medical knowledge, the role of the government in healthcare, inequalities of care, and the value of experiential knowledge, among many others. Understanding the history of these questions is crucial for informed engagement with contemporary issues. | GSWS2537401 | ||||||
| HSOC 3185-401 | Global Radiation History: Living in the Atomic Age 1945-Present | Mary Susan Lindee | TW 5:15 PM-6:44 PM | In this seminar, students will engage with broad experiences of radiation risk since 1945, of Navajo uranium miners, scientists producing and testing nuclear weapons, physicians studying those exposed to radiation, Japanese survivors of the atomic bombings, and of the Fukushima nuclear disaster, and others. We will read novels and poetry relating to the atomic bombings and other radiation incidents, consider the protracted and complex ethical debate about nuclear risk, meet with artists who have contributed to the public debate, participate in meetings with survivors and scientists, museum professionals, activists, and others, and work together to come to understand the impact of the atomic bombs, the rise of nuclear energy, and the continuing legacies of radiation exposure and risk today. This is a Penn Global Seminar that involves travel. | STSC3185401 | ||||||
| HSOC 3210-401 | Health in Philly, Past and Present | Andria B. Johnson | TR 10:15 AM-11:44 AM | How have different neighborhood organizations, activist groups, and private and public institutions in Philadelphia tried to understand and address shared health problems? How have Philadelphia organizations, groups, and institutions promoted wellbeing? In this course with a field work component, students will read about neighborhood- and community-based interventions into health in Philadelphia since the turn of the 20th century. We will start the term reading some of the foundational research of W.E.B. DuBois, who investigated health in South Philly and was the first American sociologist to identify structural racism as a cause of illness. We will then investigate the histories of various health-focused organizations in Philadelphia, which may include: Lutheran Settlement House (1900s-present), the International Institute of Philadelphia/Nationalities Service Center (1920s-present), public FQHCs (1960s-present), Yellow Seeds & the Philadelphia Chinatown Development Cooperation (1960s/1970s-present), the Black Women’s Health Alliance (1980s-present), Philadelphia Community Health Alternatives/the Mazzoni Center (1980s-present), JUNTOS/Puentes de Salud (2000s-present), Philly Thrive (2010s-present), and the Black Doctors COVID Consortium (2020s). When studying the origins of Philadelphia-based health organizations and interventions, students will ask and answer: How was “health” defined at the time and by whom? What were some important health concerns – and for whom -- that this group addressed, and how? What are some of the activities of this organization today? Students will practice historical and ethnographic research methods. Assignments will require students to 1) locate, analyze, and share primary sources that shed light on the history of these different organizations and 2) participate in a collaborative research project designed to answer a question relevant to health in Philadelphia today. Training in ethnographic interviewing methods will be provided. |
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| HSOC 3210-402 | Health in Philly, Past and Present | Andria B. Johnson | R 8:30 AM-9:29 AM | How have different neighborhood organizations, activist groups, and private and public institutions in Philadelphia tried to understand and address shared health problems? How have Philadelphia organizations, groups, and institutions promoted wellbeing? In this course with a field work component, students will read about neighborhood- and community-based interventions into health in Philadelphia since the turn of the 20th century. We will start the term reading some of the foundational research of W.E.B. DuBois, who investigated health in South Philly and was the first American sociologist to identify structural racism as a cause of illness. We will then investigate the histories of various health-focused organizations in Philadelphia, which may include: Lutheran Settlement House (1900s-present), the International Institute of Philadelphia/Nationalities Service Center (1920s-present), public FQHCs (1960s-present), Yellow Seeds & the Philadelphia Chinatown Development Cooperation (1960s/1970s-present), the Black Women’s Health Alliance (1980s-present), Philadelphia Community Health Alternatives/the Mazzoni Center (1980s-present), JUNTOS/Puentes de Salud (2000s-present), Philly Thrive (2010s-present), and the Black Doctors COVID Consortium (2020s). When studying the origins of Philadelphia-based health organizations and interventions, students will ask and answer: How was “health” defined at the time and by whom? What were some important health concerns – and for whom -- that this group addressed, and how? What are some of the activities of this organization today? Students will practice historical and ethnographic research methods. Assignments will require students to 1) locate, analyze, and share primary sources that shed light on the history of these different organizations and 2) participate in a collaborative research project designed to answer a question relevant to health in Philadelphia today. Training in ethnographic interviewing methods will be provided. |
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| HSOC 3326-401 | Medicine and Healing in China | Hsiao-Wen Cheng | TR 8:30 AM-9:59 AM | This course explores medicine and healing culture in Chinese history, including the introduction of Western/biomedicine to China. We start from the early 20th century, when we witnessed the major confrontation between Chinese medical traditions and the modernizing Chinese state. We then go back in time two thousand years ago and move chronologically to highlight plurality and changes. In the second half of the semester we come back to the 20th–21st centuries and investigate the practice and policies of public health in China and Chinese East Asia, including the recent history of SARS and COVID-19 in Taiwan. | EALC3522401, EALC7522401 | Cross Cultural Analysis | |||||
| HSOC 4028-301 | Stories, Science, and Medicine | Sara E Ray | R 5:15 PM-8:14 PM | Since COVID-19 shut down the world in 2020, we have been surrounded by stories about health, medicine, and disease that cut across every aspect of our lives. This seminar explores the relationship between scientific knowledge and narrative: how do we tell stories about science and medicine? How is medical knowledge made culturally meaningful? How can thinking about storytelling as a craft make us better at communicating complex ideas about public health, medical knowledge, and their myriad social dimensions? People enjoy stories about science and medicine whether consumed as a podcast, magazine article, novel, Netflix special, or public talk – however, the popularity and the real-world urgency of this content endows the storyteller with great responsibility. This seminar takes the “story” in history seriously and uses methods from the history of medicine to help students produce compelling, contextually nuanced stories about medicine and culture, health and society. We will learn from sources including science fiction, pandemic journalism, historical scholarship, and popular science media when comparing and contrasting how medical subjects are translated into a story for particular audiences and mediums. | |||||||
| HSOC 4114-401 | Sports Science Medicine Technology | Andria B. Johnson | TR 1:45 PM-3:14 PM | Why did Lance Armstrong get caught? Why do Kenyans win marathons? Does Gatorade really work? In this course, we won't answer these questions ourselves but will rely upon the methods of history, sociology, and anthropology to explore the world of the sport scientists who do. Sport scientists produce knowledge about how human bodies work and the intricacies of human performance. They bring elite (world-class) athletes to their laboratories-or their labs to the athletes. Through readings, discussions, and original research, we will find out how these scientists determine the boundary between "natural" and "performance-enhanced," work to conquer the problem of fatigue, and establish the limits and potential of human beings. Course themes include: technology in science and sport, the lab vs. the field, genetics and race, the politics of the body, and doping. Course goals include: 1) reading scientific and medical texts critically, and assessing their social, cultural, and political origins and ramifications; 2) pursuing an in-depth The course fulfills the Capstone requirement for the HSOC/STSC majors. Semester-long research projects will focus on "un-black-boxing" the metrics sport scientists and physicians use to categorize athletes' bodies as "normal" or "abnormal." For example, you may investigate the test(s) used to define whether an athlete is male or female, establish whether an athlete's blood is "too" oxygenated, or assess whether an athlete is "too" fast (false start). Requirements therefore include: weekly readings and participation in online and in-class discussions; sequenced research assignments; peer review; and a final 20+page original research paper and presentation. | STSC4114401 | ||||||
| HSOC 4317-401 | Slavery and Disease: Medical Knowledge in the Atlantic World | Rana Asali Hogarth | TR 1:45 PM-3:14 PM | How did the development of Atlantic World slave societies give rise to new knowledge about bodies, health and disease, race, and medical therapeutics? In this course we explore the relationship between slavery and disease and its impact upon European, Native American, and African descended populations in the Americas during the era of early contact to the early nineteenth century. We pay special attention to slavery’s economic, environmental, and human costs, as we investigate the development of the medical profession and the acquisition of formal and informal medical knowledge in this epoch. Beyond that, we will investigate how perceptions of disease susceptibility and overall experiences with specific illnesses proceeded along raced and gendered lines. Topics we cover include the exchange of ideas about health and healing, responses to epidemics, the racialization of disease, slavery and commerce as conduits of disease. This course is a capstone seminar for the HSOC major, with students exploring their own original topics to produce a 20-page research paper by the end of the semester. |
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| HSOC 4326-401 | Medicine and the Criminal Justice System | Angelica Barbara Clayton | T 3:30 PM-6:29 PM | This course interrogates the connections, collaborations and conflicts between medicine and the criminal justice system throughout the 20th and 21st century United States. We will look at the historical feedback loops between these two institutions, giving attention to how medical experts have become involved in, suggested reforms and bolstered punitive and carceral practices as well as instances when incarcerated people, bodies and minds were used and abused for medical research. We will consider the role of medicine in different parts of the carceral system, including expert witnesses in courtrooms and access to medical care in jails and prisons, and look at moments in history when carceral institutions and spaces became clinical laboratories aiding in critical moments of medical “progress." The course gives special attention to the role of sex, gender, race and disability in these interactions, both intimate and institutional, and students will engage with frameworks from black studies, disability studies, queer studies, science studies as well as histories of psychiatry, medicine and technology. | STSC4326401 | ||||||
| HSOC 4488-301 | Fitness Measures: Meanings, Marginality, and Norms in Health History | Beth Linker Projit Bihari Mukharji |
CANCELED | This course will chart the prominence, meanings, and measures of fitness in the biological and medical sciences from Darwin to our contemporary times, covering various geographical regions of the world. Students will learn how to critically analyze primary and secondary historical sources and conduct original, independent research. | |||||||
| HSOC 4880-301 | Making the Case for a Cultural Trauma | Christine Muller | TR 3:30 PM-4:59 PM | The twenty-first century dawned for the United States with the airplane hijackings of September 11, 2001. That event has been characterized as traumatic for individuals at crash sites who witnessed or narrowly survived the destruction taking the lives of many around them, for those who grieved the loss of loved ones, and also for people who had no direct connection whatsoever either to the danger or to personal loss. What can it mean to have a single word apply to such divergent experiences? In considering this question, we will first interrogate our premise term, “trauma,” to understand its definitions and its uses under a variety of circumstances and across different disciplines. Specifically, we will draw on secondary readings from psychology, sociology, history, and literary and cultural studies to explore whether and how cultural trauma (as well as similar concepts, including social and collective trauma) might be distinct from psychological trauma. We will also draw on primary sources, including within American popular culture, whose commonly accessible texts such as film and television occasion a site for meaning construction, negotiation, and contestation about historical events across a diversely and differentially situated population. This approach structures our assessment of the implications of viewing an historical occurrence as “traumatic” for a group of people. |
https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202510&c=HSOC4880301 | ||||||
| HSSC 5007-301 | The University | Bekir H Kucuk | T 3:30 PM-6:29 PM | This course is an on-ramp for the emerging field of “critical university studies.” It takes a deep historical approach and begins in the medieval period for one crucial reason: the core function of the university, instruction at a high or expert level, has remained unchanged for almost a millennium. The course additionally presents a broad survey of key scholarship on early modern, on the nineteenth-century German university and on other institutions of higher learning. The second half of the course focuses on the twentieth-century university with a special focus on American institutions and on the natural sciences. | |||||||
| HSSC 5800-301 | Environmental History | John Kanbayashi | W 12:00 PM-2:59 PM | A survey of recent and influential works in environmental history, including works from both within and outside the American environmental history canon. The focus is on situating emerging historiographical trends within the long-term development of the field and in relation to other closely allied fields, including the history of science, technology, and medicine, social and cultural history, urban history, agricultural history, world history, historical ecology, environmental anthropology, and ecocriticism. | |||||||
| HSSC 6600-301 | Research Seminar: History of Technology | Elly Truitt | R 1:45 PM-4:44 PM | This is a research seminar for beginning and mid-level graduate students. Emphasis will be on research and writing, and there will also be some broad reading and classroom discussion. A great deal of time is allotted for students to become familiar with the archival resources in the region, for individual meetings, peer review, and writing. The goal of the semester will be for each student to produce a first draft of a publishable research paper (7500-9000 words) in the history of technology broadly conceived. |
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| STSC 0400-401 | Medicine in History | Rana Asali Hogarth | TR 10:15 AM-11:14 AM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876401, HSOC0400401 | History & Tradition Sector | |||||
| STSC 0400-402 | Medicine in History | Amelia Carter | F 10:15 AM-11:14 AM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876402, HSOC0400402 | History & Tradition Sector | |||||
| STSC 0400-403 | Medicine in History | Amelia Carter | F 12:00 PM-12:59 PM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876403, HSOC0400403 | History & Tradition Sector | |||||
| STSC 0400-404 | Medicine in History | Caroline Wechsler | F 1:45 PM-2:44 PM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876404, HSOC0400404 | History & Tradition Sector | |||||
| STSC 0400-405 | Medicine in History | Caroline Wechsler | F 3:30 PM-4:29 PM | This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras. | HIST0876405, HSOC0400405 | History & Tradition Sector | |||||
| STSC 0600-401 | Technology & Society | Elly Truitt | MW 8:30 AM-9:59 AM | Technology plays an increasing role in our understandings of ourselves, our communities, and our societies, in how we think about politics and war, science and religion, work and play. Humans have made and used technologies, though, for thousands if not millions of years. In this course, we will use this history as a resource to understand how technolgoeis affect social relations, and coversely how the culture of a society shapes the technologies it produces. Do different technolgoeis produce or result from different economic systems like feudalism, capitalism and communism? Can specific technologies promote democratic or authoritarian politics? Do they suggest or enforce different patterns of race, class or gender relations? Among the technologies we'll consider will be large objects like cathedrals, bridges, and airplanes; small ones like guns, clocks and birth control pills; and networks like the electrical grid, the highway system and the internet. | HSOC0600401, SOCI0600401 | Society Sector | |||||
| STSC 1101-401 | Science and Literature | Kathryn N Dorsch | MW 3:30 PM-4:59 PM | Science fiction has become the mythology of modern technological civilization, providing vivid means for imagining (and proclaiming) the shape of things to come. This interdisciplinary seminar will consider SF in multiple manifestations -- literature, film and TV shows, visual art and architecture. We will debate how the genre has shaped ideas about scientific knowledge, the position of humans in the universe, and our possible futures by examining themes including time travel, robots and androids, alien encounters, extraterrestrial journeys, and the nature of intelligent life. This seminar will consider SF from the perspective of the history of science and technology: critically and comparatively, with a primary focus on social and cultural contexts in addition to literary aspects. | ENGL1509401 | Arts & Letters Sector | |||||
| STSC 1151-401 | Modern Biology and Social Implications | John Ceccatti | TR 7:00 PM-8:29 PM | This course covers the history of biology in the 19th and 20th centuries, giving equal consideration to three dominant themes: evolutionary biology, classical genetics, and molecular biology. The course is intended for students with some background in the history of science as well as in biology, although no specific knowledge of either subject in required. We will have three main goals: first, to delineate the content of the leading biological theories and experimental practices of the past two centuries; second, to situate these theories and practices in their historical context, noting the complex interplay between them and the dominant social, political, and economic trends; and, third, to critically evaluate various methodological approaches to the history of science. | HIST0877401 | Natural Sciences & Mathematics Sector | https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202510&c=STSC1151401 | ||||
| STSC 1201-301 | Darwin's Legacy: The Evolution of Evolution | Mary Susan Lindee | W 12:00 PM-2:59 PM | Darwin's conceptions of evolution have become a central organizing principle of modern biology. This lecture course will explore the origins and emergence of his ideas, the scientific work they provoked, and their subsequent re-emergence into modern evolutionary theory. In order to understand the living world, students will have the opportunity to read and engage with various classic primary sources by Darwin, Mendel, and others. The course will conclude with guest lectures on evolutionary biology today, emphasizing current issues, new methods, and recent discoveries. In short, this is a lecture course on the emergence of modern evolutionary biology--its central ideas, their historical development and their implications for the human future. | Living World Sector | ||||||
| STSC 1880-001 | Environment and Society | John Kanbayashi | MW 10:15 AM-11:14 AM | This course examines contemporary environmental issues such as energy, waste, pollution, health, population, biodiversity and climate through a historical and critical lens. All of these issues have important material, natural and technical aspects; they are also inextricably entangled with human history and culture. To understand the nature of this entanglement, the course will introduce key concepts and theoretical frameworks from science and technology studies and the environmental humanities and social sciences. | Humanties & Social Science Sector | https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202510&c=STSC1880001 | |||||
| STSC 1880-201 | Environment and Society | Elspeth Gow | F 10:15 AM-11:14 AM | This course examines contemporary environmental issues such as energy, waste, pollution, health, population, biodiversity and climate through a historical and critical lens. All of these issues have important material, natural and technical aspects; they are also inextricably entangled with human history and culture. To understand the nature of this entanglement, the course will introduce key concepts and theoretical frameworks from science and technology studies and the environmental humanities and social sciences. | Humanties & Social Science Sector | ||||||
| STSC 1880-202 | Environment and Society | Elspeth Gow | F 12:00 PM-12:59 PM | This course examines contemporary environmental issues such as energy, waste, pollution, health, population, biodiversity and climate through a historical and critical lens. All of these issues have important material, natural and technical aspects; they are also inextricably entangled with human history and culture. To understand the nature of this entanglement, the course will introduce key concepts and theoretical frameworks from science and technology studies and the environmental humanities and social sciences. | Humanties & Social Science Sector | ||||||
| STSC 2012-401 | Introduction to Data Analytics | Leticia Marteleto | MW 3:30 PM-4:29 PM | In a time of abundant fake news and mis-information, it becomes ever important for students (for all, really!) to learn how to critically assess (and produce) robust empirical evidence to uncover patterns and trends about social life. The goal of this course is to do just that through the use of census microdata, video and photographs, with a focus on social inequality! Or, in other words…a first goal of this course is to introduce students to empirical work that will let them identify robust evidence on social inequality across a diverse set of topics and countries. A second goal of the course is to provide students with key analytical skills through working with microdata to uncover social inequality globally. Having exposure and hands-on experience with the correct tools to read (and produce) evidence on patterns and trends on social research is an important skill for students in any major. We will use publicly available census microdata on more than 100 countries from IPUMS and photographs from the Dollar Street Project. Students will work with a country, produce their own analysis and combine it with photographs and videos. As a Signature Course, a third key goal of the course is to teach students skills that will enable them to more easily read empirical work and write results more clearly and concisely. Students will practice reading academic research, do class exercises, write case studies, and complete a research paper/video/photo essay that will aid them in these goals. | HSOC2012401, LALS2012401, SOCI2020401 | ||||||
| STSC 2012-402 | Introduction to Data Analytics | Elise Maureen Parrish | R 12:00 PM-12:59 PM | In a time of abundant fake news and mis-information, it becomes ever important for students (for all, really!) to learn how to critically assess (and produce) robust empirical evidence to uncover patterns and trends about social life. The goal of this course is to do just that through the use of census microdata, video and photographs, with a focus on social inequality! Or, in other words…a first goal of this course is to introduce students to empirical work that will let them identify robust evidence on social inequality across a diverse set of topics and countries. A second goal of the course is to provide students with key analytical skills through working with microdata to uncover social inequality globally. Having exposure and hands-on experience with the correct tools to read (and produce) evidence on patterns and trends on social research is an important skill for students in any major. We will use publicly available census microdata on more than 100 countries from IPUMS and photographs from the Dollar Street Project. Students will work with a country, produce their own analysis and combine it with photographs and videos. As a Signature Course, a third key goal of the course is to teach students skills that will enable them to more easily read empirical work and write results more clearly and concisely. Students will practice reading academic research, do class exercises, write case studies, and complete a research paper/video/photo essay that will aid them in these goals. | HSOC2012402, LALS2012402, SOCI2020402 | ||||||
| STSC 2012-403 | Introduction to Data Analytics | Elise Maureen Parrish | R 1:45 PM-2:44 PM | In a time of abundant fake news and mis-information, it becomes ever important for students (for all, really!) to learn how to critically assess (and produce) robust empirical evidence to uncover patterns and trends about social life. The goal of this course is to do just that through the use of census microdata, video and photographs, with a focus on social inequality! Or, in other words…a first goal of this course is to introduce students to empirical work that will let them identify robust evidence on social inequality across a diverse set of topics and countries. A second goal of the course is to provide students with key analytical skills through working with microdata to uncover social inequality globally. Having exposure and hands-on experience with the correct tools to read (and produce) evidence on patterns and trends on social research is an important skill for students in any major. We will use publicly available census microdata on more than 100 countries from IPUMS and photographs from the Dollar Street Project. Students will work with a country, produce their own analysis and combine it with photographs and videos. As a Signature Course, a third key goal of the course is to teach students skills that will enable them to more easily read empirical work and write results more clearly and concisely. Students will practice reading academic research, do class exercises, write case studies, and complete a research paper/video/photo essay that will aid them in these goals. | HSOC2012403, LALS2012403, SOCI2020403 | ||||||
| STSC 2080-301 | Science and Religion: Global Perspectives | Bekir H Kucuk | T 10:15 AM-1:14 PM | This survey course provides a thematic overview of science and religion from antiquity to the present. We will treat well-known historical episodes, such as the emergence of Muslim theology, the Galileo Affair and Darwinism, but also look beyond them. This course is designed to cover all major faith traditions across the globe as well as non-traditional belief systems such as the New Age movement and modern Atheism | |||||||
| STSC 2304-401 | Insect Epidemiology Pests, Pollinators and Disease Vectors | Michael Z. Levy | TR 10:15 AM-11:44 AM | Malaria, Dengue, Chagas disease, the Plague- some of the most deadly and widespread infectious diseases are carried by insects. The insects are also pernicious pests; bed bugs have returned from obscurity to wreak havoc on communities, invasive species decimate agricultural production, and wood borers are threatening forests across the United States. At the same time declines among the insects on which we depend- the honeybees and other pollinators--threaten our food security and ultimately the political stability of the US and other nations. We will study the areas where the insects and humans cross paths, and explore how our interactions with insects can be cause, consequence or symptom of much broader issues. This is not an entomology course but will cover a lot about bugs. It's not a traditional epidemiology course but will cover some fascinating epidemiological theory originally developed for the control of disease vectors. It will cover past epidemics and infestations that have changed the course of the history of cities and reversed advancing armies. HSOC 241. Stem Cells, Science and Society. Gearhart/Zaret. | HSOC2304401 | ||||||
| STSC 2607-301 | Cyberculture | Zehra Hashmi | W 10:15 AM-1:14 PM | Computers and the internet have beome critical parts of our lives and culture. In this course, we will explore how people use these new technologies to develop new conceptions of identify, build virtual communities and affect political change. Each week we'll see what we can learn by thinking about the internet in a different way, focusing successively on hackers, virtuality, community, sovreignty, interfaces, algorithms and infrastructure. We'll read books, articles, and blogs about historical and contemporary cultures of computing, from Spacewar players and phone phreaks in the 1970s to Google, Facebook, World of Warcraft, WikiLeaks, and Anonymous today. In addition, we'll explore some of these online communities and projects ourselves and develop our own analyses of them. | |||||||
| STSC 3136-401 | Queer Science | Beans Velocci | T 3:30 PM-6:29 PM | This course gives students a background in the development of sex science, from evolutionary arguments that racialized sexual dimorphism to the contemporary technologies that claim to be able to get at bodily truths that are supposedly more real than identity. Then, it introduces several scholarly and political interventions that have attempted to short-circuit the idea that sex is stable and knowable by science, highlighting ways that queer and queering thinkers have challenged the stability of sexual categories. It concludes by asking how to put those interventions into practice when so much of the fight for queer rights, autonomy, and survival has been rooted in categorical recognition by the state, and by considering whether science can be made queer. Along the way, students will engage with the tools, methods, and theories of both STS and queer studies that emphasize the constructed and political underpinnings of scientific thought and practice. | GSWS3136401 | Cultural Diviserity in the U.S. | |||||
| STSC 3185-401 | Global Radiation History: Living in the Atomic Age 1945-Present | Mary Susan Lindee | TW 5:15 PM-6:44 PM | In this seminar, students will engage with broad experiences of radiation risk since 1945, of Navajo uranium miners, scientists producing and testing nuclear weapons, physicians studying those exposed to radiation, Japanese survivors of the atomic bombings, and of the Fukushima nuclear disaster, and others. We will read novels and poetry relating to the atomic bombings and other radiation incidents, consider the protracted and complex ethical debate about nuclear risk, meet with artists who have contributed to the public debate, participate in meetings with survivors and scientists, museum professionals, activists, and others, and work together to come to understand the impact of the atomic bombs, the rise of nuclear energy, and the continuing legacies of radiation exposure and risk today. This is a Penn Global Seminar that involves travel. | HSOC3185401 | ||||||
| STSC 3766-401 | Cultures of Surveillance | Zehra Hashmi | W 1:45 PM-4:44 PM | Developments in digital technology have generated urgent political discussions about the pervasive role of surveillance in our everyday life, from the mundane to the exceptional. But surveillance has a much longer history. In this course, students will learn to think and write critically about the historical, socio-cultural, and political dynamics that define surveillance today. This course asks: how can we historicize what we call surveillance to understand its political and social implications beyond what appears in the document caches of the NSA or on a Black Mirror episode? What role does identity and identification play in surveillance? How do surveillance and computational technologies produce racializing effects? Students will apply course concepts to technologies of daily use, such as self-tracking devices like fit bits or identity documents, and reflect on debates surrounding race, policing, imperialism, and privacy. Through primary source materials, films, podcasts, and key texts, we will engage in a cross-cultural exploration of the multi-faceted phenomena of surveillance technology. Through regular writing assignments, such as surveillancediaries, students will analyze and articulate how they understand surveillance to operate in various domains of everyday life. In this course, students will: (1) Apply course concepts to their lived experience, from securitized architecture to search engines, in order to understand how surveillance operates in everyday life; (2) Analyze how historical context has shaped the current configuration of securitization and surveillance on a global scale; (3) Use ethnographic approaches to study the interaction between individuals, their social relations, and technologies of surveillance. |
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| STSC 4000-301 | Capstone Research Seminar in Science, Technology and Society | Adelheid Clara Voskuhl | W 12:00 PM-2:59 PM | This is the capstone research seminar for STSC majors. It is designed to provide the scholarly tools necessary to undertake original research in the field of Science and Technology Studies. All students in the course will produce a research paper by the end of the term; those intending to write an honors thesis (who must take the course in the spring of their junior year) will also complete a proposal for further research. Each student will work on a specific topic of their own choosing, while also learning about general methods of historical and social scientific research and reading key texts in Science and Technology Studies. | |||||||
| STSC 4114-401 | Sports Science Medicine Technology | Andria B. Johnson | TR 1:45 PM-3:14 PM | Why did Lance Armstrong get caught? Why do Kenyans win marathons? Does Gatorade really work? In this course, we won't answer these questions ourselves but will rely upon the methods of history, sociology, and anthropology to explore the world of the sport scientists who do. Sport scientists produce knowledge about how human bodies work and the intricacies of human performance. They bring elite (world-class) athletes to their laboratories-or their labs to the athletes. Through readings, discussions, and original research, we will find out how these scientists determine the boundary between "natural" and "performance-enhanced," work to conquer the problem of fatigue, and establish the limits and potential of human beings. Course themes include: technology in science and sport, the lab vs. the field, genetics and race, the politics of the body, and doping. Course goals include: 1) reading scientific and medical texts critically, and assessing their social, cultural, and political origins and ramifications; 2) pursuing an in-depth The course fulfills the Capstone requirement for the HSOC/STSC majors. Semester-long research projects will focus on "un-black-boxing" the metrics sport scientists and physicians use to categorize athletes' bodies as "normal" or "abnormal." For example, you may investigate the test(s) used to define whether an athlete is male or female, establish whether an athlete's blood is "too" oxygenated, or assess whether an athlete is "too" fast (false start). Requirements therefore include: weekly readings and participation in online and in-class discussions; sequenced research assignments; peer review; and a final 20+page original research paper and presentation. | HSOC4114401 | ||||||
| STSC 4317-401 | Slavery and Disease: Medical Knowledge in the Atlantic World | Rana Asali Hogarth | TR 1:45 PM-3:14 PM | How did the development of Atlantic World slave societies give rise to new knowledge about bodies, health and disease, race, and medical therapeutics? In this course we explore the relationship between slavery and disease and its impact upon European, Native American, and African descended populations in the Americas during the era of early contact to the early nineteenth century. We pay special attention to slavery’s economic, environmental, and human costs, as we investigate the development of the medical profession and the acquisition of formal and informal medical knowledge in this epoch. Beyond that, we will investigate how perceptions of disease susceptibility and overall experiences with specific illnesses proceeded along raced and gendered lines. Topics we cover include the exchange of ideas about health and healing, responses to epidemics, the racialization of disease, slavery and commerce as conduits of disease. This course is a capstone seminar for the HSOC major, with students exploring their own original topics to produce a 20-page research paper by the end of the semester. |
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| STSC 4326-401 | Medicine and the Criminal Justice System | Angelica Barbara Clayton | T 3:30 PM-6:29 PM | This course interrogates the connections, collaborations and conflicts between medicine and the criminal justice system throughout the 20th and 21st century United States. We will look at the historical feedback loops between these two institutions, giving attention to how medical experts have become involved in, suggested reforms and bolstered punitive and carceral practices as well as instances when incarcerated people, bodies and minds were used and abused for medical research. We will consider the role of medicine in different parts of the carceral system, including expert witnesses in courtrooms and access to medical care in jails and prisons, and look at moments in history when carceral institutions and spaces became clinical laboratories aiding in critical moments of medical “progress." The course gives special attention to the role of sex, gender, race and disability in these interactions, both intimate and institutional, and students will engage with frameworks from black studies, disability studies, queer studies, science studies as well as histories of psychiatry, medicine and technology. | HSOC4326401 |