2015–16 Undergraduate Index A–Z
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|Title||Offering||Standing||Credits||Credits||When||F||W||S||Su||Description||Preparatory||Faculty||Days||Multiple Standings||Start Quarters||Open Quarters|
Signature Required: Winter
|Program||FR–SRFreshmen–Senior||16||16||Day||W 16Winter||Why do humans keep pets and at the same time raise animals for food? What are the psychological and moral complexities that characterize our relationships with animals? What is the impact of human-animal interactions on the health and well-being of people and animals? How do we assess the relative welfare of animals under a variety of circumstances? This program is an interdisciplinary study of human (anthro) and animal (zoo) interaction. This topic of inquiry will be used to study general biology, evolutionary biology, zoology, anthropology, and philosophy. Through field trips, guest speakers, reading, writing, and discussion, students will become familiar with the multiple and often paradoxical ways we relate to companion animals, animals for sport, zoo animals, wildlife, research animals, and food animals. We will use our collective experiences, along with science-based and value-based approaches, to critically examine the ever-changing role of animals in society.We will begin the quarter by focusing on the process of animal domestication in different cultures from an evolutionary and historical perspective. Through the formal study of animal ethics, students will also become familiar with different philosophical positions on the use of animals. Physiology and neuroscience will be used to investigate the physical and mental lives of animals, while simultaneously exploring domestic animal behavior. Students will explore the biological basis and psychological aspects of the human-animal bond. They will then study the science of animal welfare and complete a final project in which they will apply their scientific and ethical knowledge to a controversial and contemporary animal welfare question. Students will finish the quarter with a multiple-day trip to University of British Columbia, where they will visit with faculty and students doing active research in animal welfare science.Students will be expected to read primary literature in such diverse fields as animal science, ethology, neurobiology, sociobiology, anthropology, and philosophy. Student success in this program will depend on commitment to in-depth understanding of complex topics and an ability to combine empirical knowledge and philosophical reflection.||Michael Paros||Freshmen FR Sophomore SO Junior JR Senior SR||Winter||Winter|
Carolyn Prouty, Laura Citrin and Rita Pougiales
|Program||FR–SOFreshmen–Sophomore||16||16||Day||F 15 Fall||W 16Winter||Bodies are tangible; they have form and substance, a materiality that we can perceive, sense, and touch. Bodies, too, can sense and feel the world they inhabit—the heat of the sun, the pain of a thorn, the coolness of water, the slap of an insult, the jolt from a pleasant surprise. Bodies are organisms that grow, change, and die. It is within these bodies that we experience what we call a And yet, bodies are also signs; like a text, we learn to read (and misread) our body and the bodies of others. The color, size, age, and sex of a body (among other features) are computed to determine meaning and value. Some bodies matter in our cultural, political, historical field more than others; some bodies are prized and imitated. The body, in its psychological, biological, and social realms, will be at the center of our study. We will investigate the knowledge we have created about the body and how that knowledge relates to broader cultural, historical, environmental, and political forces. Our study will integrate current research and scholarship from the fields of psychology, biology, anthropology, feminist epistemology and philosophy, public health, literature, and sociology. We will study introductory anatomy and physiology—the basics of how our bodies work—in order to know something about the physical matter of which our bodies are comprised, and concepts in public health that help us to understand the contexts which determine health and illness. Our work in social psychology will examine the everyday interplay between embodied individuals and the social world in which we live, move, think, emote, and act. Through anthropological, sociological, and feminist lenses, we will examine the history, institutions, and cultural beliefs that shape how and why bodies are judged to be healthy or sick, normal or abnormal, beautiful or ugly, virtuous or deviant, powerful or weak.In this lower-division program for freshmen and sophomores, we will pay special attention to nurturing intellectual skills and sensibilities. In particular, we will help students learn to listen and observe attentively, do close and critical reading with challenging texts, contribute clear and well developed writing, make relevant contributions to seminar discussions, and acquire research and laboratory skills in biology, social psychology, and anthropology.||Carolyn Prouty Laura Citrin Rita Pougiales||Freshmen FR Sophomore SO||Fall||Fall Winter|
|Course||FR–SRFreshmen–Senior||4||04||Weekend||F 15 Fall||In what ways do our positive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies.||Jamyang Tsultrim||Freshmen FR Sophomore SO Junior JR Senior SR||Fall||Fall|
Andrew Brabban and Heesoon Jun
Signature Required: Winter
|Program||SO–SRSophomore–Senior||16||16||Day||F 15 Fall||W 16Winter||Human life begins as a combination of the parental genetic material in a single fertilized egg and, through development, it becomes an intricate and reactive organism composed of ten trillion differentiated cells. The nervous system alone contains hundreds of billions of cells, forming trillions of electrical connections and serving as the foundation for an immensely complex consciousness capable of thousands of thoughts and feelings per day. In this two-quarter-long interdisciplinary program, we will examine health and human development from evolutionary, developmental, physiological, integrative (allopathic and complementary), and psychological perspectives.Within the psychological component of our program, students will explore the diagnosis and treatment of mental disorders and essentials of healthy development from a holistic perspective. This will include understanding the interaction between nervous systems and environment and examining Diagnostic Statistical Manual Mental Disorders (DSM) from developmental, sociopolitical, and cultural aspects. We shall also focus on the biochemical, psychosocial, and spiritual aspects of specific conditions (e.g., trauma, the repeated experience of not being good enough, the profound psychological effects resulting from betrayal, etc.) on the development of psyche and its impact on healthy/unhealthy development. The importance of mindfulness for staying healthy will be emphasized and students are encouraged to practice mindfulness daily. Attention will also be paid to the psychopharmacology of legal and illegal drugs. In addition, we will explore multicultural perspectives of health and human development. No one model will prevail over another, but rather an integration of ideas, concepts, and thoughts will be presented. Within the biological component, we will approach the human body from an evolutionary and structural/functional perspective. Starting at a molecular level (genetics, cell structure, biochemistry, and gene regulation) and building through cell processes to organ systems, we will examine the human body as an integrated system that reacts to physiological and environmental factors (diet, stress, disease, and pharmacology).The program activities will provide students an opportunity to work collaboratively. Students will develop critical thinking, quantitative reasoning and writing skills and will learn that human health and development are complex, fluid, and dynamic through workshops, lectures, seminars, guest presentations, laboratory work, and group and individual projects. This is a full-time program and students will be expected to work efficiently for a total of 40 hours each week.||Andrew Brabban Heesoon Jun||Mon Mon Wed Thu Thu||Sophomore SO Junior JR Senior SR||Fall||Fall Winter|
Neil Switz and Michael Paros
|Program||SO–SRSophomore–Senior||16||16||Day||F 15 Fall||Students in this lower-division physics/optics and upper-division biology program will gain exposure to how the sensory organs and systems for touch, taste, smell, hearing, and vision work on a basic scientific level. Students will learn the fundamental steps in sensory perception, starting with the transmission of a given physical phenomenon from the outside world to a molecular cell receptor and ending with neurophysiologic interpretation by the brain.The physics component of the program will focus primarily on the wave behavior and optics underlying the detection of sound and light. In the biology component, the somatosensory, olfactory, gustatory, auditory, and visual systems will be used as focused topics to study more general concepts in molecular cell biology and neuroscience.Weekly assignments will consist of textbook readings with assigned problem sets as well as primary scientific and review papers. Electrophysiology, cell signaling, synaptic function, neuroanatomy, psychophysics, and neural integration will be emphasized for each sensory system studied, with special emphasis on physics of the auditory and visual systems (wave propagation, interference, and ray optics). Laboratory sessions will reinforce the physics and biology concepts learned in lecture and provide students with opportunities to learn fundamental optical, cell, and molecular biology techniques.This program is appropriate for students interested in pursuing further work in biophysics, biological research, neurobiology, and the biomedical sciences. Students who successfully complete this program will attain upper-division credit in cell biology, molecular biology, and neuroscience, and lower-division credit in both introductory physics (equivalent to one quarter of algebra-based physics) and biophysics.||Neil Switz Michael Paros||Sophomore SO Junior JR Senior SR||Fall||Fall|