UT College of Liberal Arts:

H S 341C • Comparative Us Hlth Systems

30010 • Fall 2022
Meets TTH 12:30PM-2:00PM JES A218A

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In this course you will learn more about the U.S. health care system as it compares to health
care systems in other countries around the world. We will start with a look at what the other
rich countries in the world are doing, including a few countries that are particularly innovative
in their approach to health care. Next, we will spend some time on the Nordic model and the
cultural values that underlie the health care system. The final project in this course is to
design your own health care innovation.

Health care is one of the largest and fastest-growing industries nationally and internationally
and health care reform continues to be a pressing political topic. Health care also something
that affects every person’s future, whether as a future health care provider, other health
expert, or patient.

The first book we will read this semester is The Healing of America: A
Global Quest for Better, Cheaper, and Fairer Health Care by T.R. Reid.
The author, a journalist, details his visits to several industrialized
democracies around the world for a tour of their health care systems.

The second book we will read is The Price We Pay: What Broke
American Health Care – And How to Fix It by Marty Makary, M.D. The
author is a surgeon and health policy expert. He proposes grass-roots
movements and physician-led solutions for solving health care
problems.

The third book we will read is called The Nordic Theory of Everything: In
Search of a Better Life. The author is a Finnish journalist and now
naturalized American citizen. The book describes her entry into
American life and the way life in the U.S. differs from the Nordic model
when it comes to health care, business, education, and more.

The final book we will read is The Spirit Catches You and You Fall Down:
A Hmong Child, Her American Doctors, and the Collision of Two
Cultures by Anne Fadiman. The book has become a classic for
understanding the need for cultural competency in medical and social
service fields.

H S 378 • Seminar In Health & Society

30025 • Fall 2022
Meets TTH 2:00PM-3:30PM JES A207A
IIWr

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SOC 322J • Economic Sociology Of Hlth

44595 • Fall 2022
Meets TTH 11:00AM-12:30PM JES A218A
(also listed as H S 340)

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SOC F308S • Intro To Health & Society-Wb

83085 • Summer 2022
Internet; Asynchronous
SB (also listed as H S F301)

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COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

H S 378 • Seminar In Health & Society

30015 • Spring 2022
Meets TTH 3:30PM-5:00PM WCP 5.102
IIWr

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SOC 308S • Intro To Health & Society

43850 • Spring 2022
Meets TTH 11:00AM-12:30PM JES A121A
CD SB (also listed as H S 301)

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COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

SOC 312S • Society, Health, And Happiness

43860 • Spring 2022
Meets TTH 12:30PM-2:00PM JES A305A
SB

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H S 341C • Comparative Us Hlth Systems

30400 • Fall 2021
Meets TTH 3:30PM-5:00PM PAR 101

show description

In this course you will learn more about the U.S. health care system as it compares to health
care systems in other countries around the world. We will start with a look at what the other
rich countries in the world are doing, including a few countries that are particularly innovative
in their approach to health care. Next, we will spend some time on the Nordic model and the
cultural values that underlie the health care system. The final project in this course is to
design your own health care innovation.

Health care is one of the largest and fastest-growing industries nationally and internationally
and health care reform continues to be a pressing political topic. Health care also something
that affects every person’s future, whether as a future health care provider, other health
expert, or patient.

The first book we will read this semester is The Healing of America: A
Global Quest for Better, Cheaper, and Fairer Health Care by T.R. Reid.
The author, a journalist, details his visits to several industrialized
democracies around the world for a tour of their health care systems.

The second book we will read is The Price We Pay: What Broke
American Health Care – And How to Fix It by Marty Makary, M.D. The
author is a surgeon and health policy expert. He proposes grass-roots
movements and physician-led solutions for solving health care
problems.

The third book we will read is called The Nordic Theory of Everything: In
Search of a Better Life. The author is a Finnish journalist and now
naturalized American citizen. The book describes her entry into
American life and the way life in the U.S. differs from the Nordic model
when it comes to health care, business, education, and more.

The final book we will read is The Spirit Catches You and You Fall Down:
A Hmong Child, Her American Doctors, and the Collision of Two
Cultures by Anne Fadiman. The book has become a classic for
understanding the need for cultural competency in medical and social
service fields.

H S 378 • Seminar In Health & Society

30410 • Fall 2021
Meets TTH 11:00AM-12:30PM GDC 2.502
IIWr

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SOC 322J • Economic Sociology Of Hlth

44835 • Fall 2021
Meets TTH 2:00PM-3:30PM PAR 101
(also listed as H S 340)

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H S 378 • Seminar In Health & Society-Wb

30170 • Spring 2021
Meets TTH 3:30PM-5:00PM
Internet; Synchronous
IIWr

show description

SOC 308S • Intro To Health & Society-Wb

44640 • Spring 2021
Meets TTH 11:00AM-12:30PM
Internet; Synchronous
CD SB (also listed as H S 301)

show description

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

SOC 312S • Society, Hlth And Happiness-Wb

44650 • Spring 2021
Meets TTH 2:00PM-3:30PM
Internet; Synchronous
SB

show description

H S 341C • Comparative Us Hlth Systems-Wb

29005 • Fall 2020
Meets TTH 3:30PM-5:00PM
Internet; Synchronous

show description

In this course you will learn more about the U.S. health care system as it compares to health
care systems in other countries around the world. We will start with a look at what the other
rich countries in the world are doing, including a few countries that are particularly innovative
in their approach to health care. Next, we will spend some time on the Nordic model and the
cultural values that underlie the health care system. The final project in this course is to
design your own health care innovation.

Health care is one of the largest and fastest-growing industries nationally and internationally
and health care reform continues to be a pressing political topic. Health care also something
that affects every person’s future, whether as a future health care provider, other health
expert, or patient.

The first book we will read this semester is The Healing of America: A
Global Quest for Better, Cheaper, and Fairer Health Care by T.R. Reid.
The author, a journalist, details his visits to several industrialized
democracies around the world for a tour of their health care systems.

The second book we will read is The Price We Pay: What Broke
American Health Care – And How to Fix It by Marty Makary, M.D. The
author is a surgeon and health policy expert. He proposes grass-roots
movements and physician-led solutions for solving health care
problems.

The third book we will read is called The Nordic Theory of Everything: In
Search of a Better Life. The author is a Finnish journalist and now
naturalized American citizen. The book describes her entry into
American life and the way life in the U.S. differs from the Nordic model
when it comes to health care, business, education, and more.

The final book we will read is The Spirit Catches You and You Fall Down:
A Hmong Child, Her American Doctors, and the Collision of Two
Cultures by Anne Fadiman. The book has become a classic for
understanding the need for cultural competency in medical and social
service fields.

H S 378 • Seminar In Health/Society-Wb

29015 • Fall 2020
Meets TTH 11:00AM-12:30PM
Internet; Synchronous
IIWr

show description

SOC 322J • Economic Sociology Of Hlth-Wb

43250 • Fall 2020
Meets TTH 2:00PM-3:30PM
Internet; Synchronous
CD

show description

SOC F308S • Intro To Health & Society-Wb

82353 • Summer 2020
Internet; Asynchronous
CD SB (also listed as H S F301)

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What is this course about?
This course provides an introduction to the social forces that shape health and illness, both historically and in the present-day United States. What diseases killed people ten thousand years ago? Two hundred years ago? Today? What explains these changes? Why do women live longer than men? Why do African American moms die in childbirth three times as often as white moms? Why has teenage mental health deteriorated over the past decade? Why has the anti-vaccination movement gained steam and how should we address it? Why does American life expectancy rank 29th in the world and why is it falling? By the end of the semester, you will have a better understanding of the complex realities that underlie these phenomena.

Course description
The principle objective of Introduction to Health & Society is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities affect morbidity and mortality rates and determine access to healthcare. How do economic factors, politics, and historical biases against specific populations shape modern-day experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. Finally, we will explore contemporary issues in health and health care and how these issues affect us as individuals and as a society. This course is built around lectures (including guest lectures), class discussion, and film screenings.

Course objectives
By the end of this course, students will be able to:
-Analyze contemporary health issues from a variety of disciplinary and professional perspectives.
-Explain how one’s social location, the media, and economic forces shape health behaviors and outcomes.

-Explain how social and cultural factors shape contemporary understandings and experiences of health, illness, death, and dying in the U.S.

-Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

H S 378 • Seminar In Health & Society

29575 • Spring 2020
Meets TTH 3:30PM-5:00PM GAR 2.128
IIWr

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SOC 304 • Society, Health & Happiness

43685 • Spring 2020
Meets TTH 11:00AM-12:30PM CBA 4.348

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Course description

In this course, we will examine the interplay between society, health, and happiness, drawing upon findings from a variety of fields, including psychology, sociology, neuroscience, and economics. Topics include the nature and measurement of happiness, the relationship between health and happiness, the social or collective dimensions of health and happiness, and the relationship between money and individual well- being. Students will also engage with practical lessons from the scientific study of happiness and human flourishing by applying insights from research to their own lives.

Course objectives

By the end of the course, students will be prepared to answer the following questions:

What are different ways in which happiness is understood, defined, measured, and studied?
What does research tell us about the relationships between health, happiness, and money?
What are the relationships between health, happiness, and social connectedness?
To what extent can health and happiness be facilitated by society?

Required books

Buettner, Dan. (2012). The Blue Zones of Happiness: Lessons From the World’s Happiest People. Washington, D.C.: National Geographic.

Partanen, Ann. (2015). The Nordic Theory of Everything: In Search of a Better Life. New York: Harper Collins.

Grading

Final letter grades will be assigned using the scale below.

A	94.0-100	B	84.0-86.9	C	74.0-76.9	D	64.0-66.9
A-	90.0-93.9	B-	80.0-83.9	C-	70.0-73.9	D-	60.0-63.9
B+	87.0-89.9	C+	77.0-79.9	D+	67.0-69.9	F	0-59.9

Course requirements

Six short papers (30%)

For each class day, a prompt will be posted on Canvas with some questions related to the readings. Everyone must submit the first paper. Everyone must also submit three papers during the first half of the course (topics covered by the first exam) and three papers during the second half of the course (topics covered by the second exam). Outside of those parameters, you may submit your papers on any topic of your choice. Reading response papers will be graded as 100 (extraordinary), 90 (exceeds expectations), 80 (meets expectations, but with minor problems), 70 (meets minimum expectations, with some problems), or 0 (not worthy of credit). All reading papers are due on Canvas one hour before class begins.

Book discussion assignments (20%)

To prepare for our in-class book discussions, you will need to submit an assignment in response to a prompt that will be provided. Book discussion assignments will also be graded as 100 (extraordinary), 90 (exceeds expectations), 80 (meets expectations, but with minor problems), 70 (meets minimum expectations, but with some problems), or 0 (not worthy of credit). The book assignments are due on Canvas one hour before class begins.

Exams (30%)

There are two exams in this course. The first exam will cover the first half of the topics (1-8). The second half will cover the second half of the topics (9-16). There is no cumulative exam or final exam at the end of the semester.

Happiness project (10%)

To apply course concepts, we will conduct our own happiness projects this semester. They will consist of interventions designed to improve your overall happiness. You are encouraged to work in pairs or small groups. As we will learn this semester, happiness is a group project. More information will be provided early in the semester.

Presentation (5%)

At the end of the semester, each happiness project will be presented to the class.

Attendance & participation (5%)

Your grade will be based in part on the quantity and quality of your contributions to class activities and discussions. To earn an A, you should generally plan to attend at least 90% of classes and contribute to each class discussion.

SOC 308S • Intro To Health & Society

43710 • Spring 2020
Meets TTH 12:30PM-2:00PM
CD SB (also listed as H S 301)

show description

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

SOC 322F • Mental Hlth In Social Context

43805 • Spring 2020
Meets MW 1:00PM-2:30PM UTC 3.132

show description

H S 341C • Comparative Us Hlth Systems

29085 • Fall 2019
Meets TTH 12:30PM-2:00PM GAR 2.112

show description

In this course you will learn more about the U.S. health care system as it compares to health
care systems in other countries around the world. We will start with a look at what the other
rich countries in the world are doing, including a few countries that are particularly innovative
in their approach to health care. Next, we will spend some time on the Nordic model and the
cultural values that underlie the health care system. The final project in this course is to
design your own health care innovation.

Health care is one of the largest and fastest-growing industries nationally and internationally
and health care reform continues to be a pressing political topic. Health care also something
that affects every person’s future, whether as a future health care provider, other health
expert, or patient.

The first book we will read this semester is The Healing of America: A
Global Quest for Better, Cheaper, and Fairer Health Care by T.R. Reid.
The author, a journalist, details his visits to several industrialized
democracies around the world for a tour of their health care systems.

The second book we will read is The Price We Pay: What Broke
American Health Care – And How to Fix It by Marty Makary, M.D. The
author is a surgeon and health policy expert. He proposes grass-roots
movements and physician-led solutions for solving health care
problems.

The third book we will read is called The Nordic Theory of Everything: In
Search of a Better Life. The author is a Finnish journalist and now
naturalized American citizen. The book describes her entry into
American life and the way life in the U.S. differs from the Nordic model
when it comes to health care, business, education, and more.

The final book we will read is The Spirit Catches You and You Fall Down:
A Hmong Child, Her American Doctors, and the Collision of Two
Cultures by Anne Fadiman. The book has become a classic for
understanding the need for cultural competency in medical and social
service fields.

H S 378 • Seminar In Health & Society

29095 • Fall 2019
Meets TTH 11:00AM-12:30PM RLP 0.106
IIWr

show description

SOC 322F • Mental Hlth In Social Context

43525 • Fall 2019
Meets MW 11:30AM-1:00PM BUR 216

show description

SOC 322J • Economic Sociology Of Hlth

43530 • Fall 2019
Meets TTH 3:30PM-5:00PM RLP 0.104
CD (also listed as H S 340)

show description

SOC F308S • Intro To Health & Society

83740 • Summer 2019
Meets MTWTHF 11:30AM-1:00PM GDC 6.202
CD SB (also listed as H S F301)

show description

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

H S 378 • Seminar In Health & Society

29540 • Spring 2019
Meets TTH 3:30PM-5:00PM RLP 3.106
IIWr

show description

SOC 308S • Intro To Health & Society

44210 • Spring 2019
Meets TTH 12:30PM-2:00PM WCH 1.120
CD SB (also listed as H S 301)

show description

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

H S 378 • Seminar In Health & Society

29660 • Fall 2018
Meets TTH 12:30PM-2:00PM BUR 214
IIWr

show description

SOC 322J • Economic Sociology Of Hlth

44785 • Fall 2018
Meets TTH 9:30AM-11:00AM RLP 1.108
(also listed as H S 340)

show description

SOC F308S • Intro To Health & Society

84814 • Summer 2018
Meets MTWTHF 11:30AM-1:00PM CLA 0.128
CD SB (also listed as H S F301)

show description

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

SOC 308S • Intro To Health & Society

44865 • Spring 2018
Meets TTH 11:00AM-12:30PM CAL 100
CD SB (also listed as H S 301)

show description

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

SOC 308S • Intro To Health & Society

44870 • Spring 2018
Meets TTH 12:30PM-2:00PM CAL 100
CD SB (also listed as H S 301)

show description

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

SOC 333K • Sociology Of Gender

45020 • Spring 2018
Meets TTH 3:30PM-5:00PM MEZ B0.306
CD (also listed as WGS 322)

show description

SOC 369K • Population And Society

45050 • Spring 2018
Meets TTH 9:30AM-11:00AM CLA 0.102
GC (also listed as WGS 322)

show description

SOC 323 • The Family

45415 • Fall 2017
Meets TTH 11:00AM-12:30PM JES A307A
Wr (also listed as WGS 345)

show description

SOC 354K • Sociology Of Health & Illness

45473 • Fall 2017
Meets TTH 3:30PM-5:00PM BUR 212

show description

SOC 308S • Intro To Health & Society

45375 • Spring 2017
Meets TTH 11:00AM-12:30PM CLA 0.126
CD SB (also listed as H S 301)

show description

COURSE DESCRIPTION

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physicianrelationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

COURSE OBJECTIVES

By the end of this course, students will be able to:

• Analyze contemporary health issues from a variety of disciplinary and professional perspectives.

• Explain how social location, the media, and economic forces shape health behaviors and outcomes.

• Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.

• Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

COURSE MATERIALS

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York:Metropolitan.

Marmot, Michael. 2005. The Status Syndrome: How Social Standing Affects Our Health and Longevity. New York: Holt.

Course readings also include scholarly articles, book chapters, and other required readings available on Canvas.

COURSE REQUIREMENTS AND EVALUATION

This course is organized in a lecture format, but it is greatly enhanced by your participation. For variety’s sake, I will often incorporate short video-clips, group activities, and/or writing exercises in our class session. We will also spend considerable time each week discussing the readings and our own experiences, interests, and knowledge in this area. Please remember that discussions will only be as rich as you all make them, so it is essential that everyone come prepared to speak about the readings thoughtfully and critically. Your final evaluation for the course will be broken down as follows:

Attendance and Preparedness (10%)

Students are expected to attend class, read assignments before each class, and actively participate in classroom discussions during the week. Eight times during the semester the instructor will have students sign in on a class roster or complete a group assignment in the first few minutes of class. Students will be granted one unexcused absence with no penalty. If you have a university-related conflict or medical or family emergency that prevents you from attending class, alert your TA (providing relevant documentation) and you will not be penalized for a particular absence, but you must contact your TA in advance of missing class. NOTE: Tardiness will adversely affect your grade; students who arrive late risk missing this activity or sign-in sheet and will not be allowed to receive credit for the day.

Reading responses (10%)

Students are expected to keep up with the reading for the class. Six times during the course of the semester, I will pose a reading question on the course Canvas page relevant to recent reading. The questions will be posted on Sunday evening and students are expected to write a reading response of one page, double-spaced (between 250 and 350 words) and upload a copy to the Canvas page by 5pm on the Thursday that they are due. Responses will be graded as meets/exceeds expectations (100), meets minimum expectations (70), no credit (0). See course schedule for Reading Responses (marked RR).

Exams (60%)

Two exams (worth 30% each) will be given to assess your level of mastery of the course material, including assigned readings, lectures (including guest lectures), and in-class films and other media presentations. . Both exams will be a combination of multiple choice, true-false, fill-in-theblank, short answer, or short essay items.

Essay (20%)

Students are required to write one of two essay assignments offered during the term. The paper will be approximately 5 pages in length (not to exceed 6 double-spaced pages), and will answer a specific prompt related to course topics. Specific assignments will be posted to Canvas on the dates indicated below. Papers are due in class; electronic submissions of papers will NOT be accepted. Due dates are firm. Five points will be deducted each day the paper is late, but papers will not be accepted if they are more than five days late. Late papers cannot be emailed or posted to Canvas, so it a student’s responsibility to submit a hard copy of his/her paper to the appropriate TA.

SOC 308S • Intro To Health & Society

45379 • Spring 2017
Meets MW 2:30PM-4:00PM JGB 2.216
CD SB (also listed as H S 301)

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Welcome to HS 301/SOC 308S! The principle objective of this course is to offer students a broad overview of health and illness in society from a variety of disciplinary perspectives. We will examine how social forces influence patterns of health and disease in U.S. society, considering how economic, political and structural factors shape morbidity and mortality rates, and public health policy in the U.S. We will also explore how ingrained cultural beliefs, such as racial/ethnic and gendered biases, among others, shape public perceptions of morality and public health policies. Finally, we will explore how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments, and the experience of illness in U.S. society. To this end, our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. Our journey this term will be rigorous, but exciting! By the end of the semester you will be able to confidently recognize and analyze all of the social forces that shape health and illness in U.S. society.

For those students pursing the Health and Society major in the College of Liberal Arts, this course is required. For others, this course can be used to fulfill the social and behavioral sciences component of the university core curriculum and addresses the following four core objectives established by the Texas Higher Education Coordinating Board: communication skills, critical thinking skills, empirical and quantitative skills, and social responsibility. This course also carries a cultural diversity flag.

COURSE OBJECTIVES

By the end of this course, students will be able to:

Analyze contemporary health issues from a variety of disciplinary and professional perspectives.
Explain how one’s social location, the media, and economic forces shape health behaviors and outcomes.
Explain how social and cultural factors shape contemporary understandings and experiences of health and illness and death and dying in the U.S.
Critically evaluate the assumptions, motives, and evidence that individuals and groups use to make specific claims about health and illness.

READINGS AND OTHER COURSE MATERIALS

Course readings consist of scholarly journal articles, book chapters, timely news articles, blog posts, and other social media posts related to health and illness. Unless otherwise indicated, these are all available on Canvas, under the Files tab, organized in folders by class day. Please read and watch all assigned course materials before arriving to class any given day. Most readings are listed below and 3 posted on Canvas early in the term, but I am likely to add additional short, newsworthy articles on health and illness that occur during the term. You’ll also find that I have assigned several TED Talks and other online videos too. Finally, near the end of the semester we’ll read one book that you are responsible for purchasing or borrowing from the library—any edition is fine. It is listed below.

Gawande, Atul. 2014. Being Mortal: Medicine and What Matters in the End. New York: Metropolitan.

GRADING AND EVALUATION OVERVIEW

Your final course grade will be calculated as follows:

Squarecap responses = 10%
Exam #1 = 25%
Exam #2 = 25%
Exam #3 = 25%
Reading Responses = 15%

Total 100%

SOC 321K • Economic Sociology Of Hlth

45435 • Spring 2017
Meets MW 10:00AM-11:30AM CLA 3.106

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SOC 333K • Sociology Of Gender

45525 • Spring 2017
Meets MW 1:00PM-2:30PM CLA 0.102
CD (also listed as WGS 322)

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SOC 321K • Economic Sociology Of Hlth

45373 • Fall 2016
Meets MW 1:00PM-2:30PM PAR 304

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SOC 323 • The Family

45410 • Fall 2016
Meets MW 11:00AM-12:30PM CBA 4.332
Wr (also listed as WGS 345)

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Course description

Family life today differs dramatically from that of previous generations. The goal of this course is to understand how changes in American family life occurred and what these changes mean for adults and children in contemporary society. In this course, we will examine trends over time in specific aspects of family life, including marriage, cohabitation, mate selection, divorce, parenthood, family structure, and work-family balance. Students will also gain an understanding of the methods that sociologists and demographers use to study the family.

Required reading

There is no textbook for this course. Instead, the readings come from articles posted on Canvas for each topic. I will post two or three readings per topic – typically one article from a peer-reviewed academic journal and one or two from a newspaper or magazine. You should read all of the articles.

Attendance

Class discussions are an important component of your learning. As such, attendance and participation are critical to the success of this course. Students are expected to attend class daily and attendance will be taken at the beginning of each class period. Each student may miss up to 4 days of class without penalty. This allows you to attend to any conflicts that may arise during the semester, including illness, travel, court appearances, doctor’s appointments, oversleeping, etc. Missing more than 4 days of class will result in a failing grade (F). Exam review days are optional.

Course requirements

There are five primary course requirements:

1. Reading response papers (50%)

After you have finished the readings for each week, compose a 500-1000 word reading response paper. In the first half of the paper, briefly summarize the main point(s) of each article. In the second half of the paper, offer some discussion. For example: What did you find interesting or surprising? What do you think of the author’s arguments? If the reading discusses a problem, what do you see as a solution?

A total of seven response papers is due over the course of the 21 topics we will cover this semester. You may choose the topics you write and do not write papers about, but I highly recommend that you turn in your first paper early in the semester. Papers are due at the beginning of class on the date listed on the course calendar. Papers turned in after the class discussion will receive half credit.

2. Group presentation (5%)

Five topics will be covered student group presentations, rather than by theinstructor. A sign up sheet will be passed around early in the semester so that you can sign up for a topic.

3. Family interview assignment draft (5%)

For this assignment, you will interview a family member or another individual over the age of 65. The purpose of the interview is to get another generation’s perspective on family life. You should plan to turn in a 4-5 page paper. More details will be provided later in the semester.

4. Family interview assignment final paper (10%)

A final copy of the paper is due at the end of the semester.

5. Exam 1 (15%)

The first exam will cover the topics from the first half of the semester.

6. Exam 2 (15%)

The second exam will cover the topics from the second half of the semester.

Participation

There is no official participation grade, but at the end of the semester I will consider bumping final grades by one third of a grade (e.g., from an A- to an A, or a B to a B+) for a few students who contributed regularly and thoughtfully to class discussions and demonstrated that they had read the assigned articles.

Extra credit

No extra credit assignments will be offered. However, if you would like to improve your grade on the reading response papers, you may write additional papers to replace grades that you feel need improvement.

Grading

Final letter grades will be assigned as follows:

A 93-100 B 83-86 C 73-76 D 63-66

A- 90-92 B- 80-82 C- 70-72 D- 60-62

B+ 87-89 C+ 77-79 D+ 67-69 F 59 or below

SOC 323 • The Family

44570 • Spring 2016
Meets TTH 9:30AM-11:00AM CLA 1.102
Wr (also listed as WGS 345)

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SOC S323 • The Family

88295 • Summer 2013
Meets MTWTHF 10:00AM-11:30AM CLA 0.112

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SOC 308 • American Families Past & Pres

45605 • Spring 2013
Meets TTH 12:30PM-2:00PM PAR 203
SB

show description

Course description

American family life today differs dramatically from that of previous generations. The goal of this course is to understand how changes in American family life occurred and what these changes mean for adults and children in contemporary society. In this course, we will examine trends over time in specific aspects of family life, including marriage, cohabitation, mate selection, divorce, parenthood, family structure, and work-family balance. Students will also gain an understanding of the methods that sociologists and demographers use to study the family.

Required reading

There is no textbook for this course. Instead, the reading comes from articles posted on Blackboard for each topic. I will post two or three readings per topic – typically one article from a peer-reviewed academic journal and one or two from a newspaper or magazine. You should read all articles.

Course requirements

1. Reading response papers (50%)

After you have finished the readings for each week, compose a 400-800 word reading response paper. In the first half of the paper, briefly summarize the main point(s) of each article. In the second half of the paper, offer some discussion. For example: What did you find interesting or surprising? What do you think of the author’s arguments? How do the readings relate to each other? If the reading discusses a problem, what do you see as a solution? A total of six response papers is due over the course of the fifteen topics we will cover this semester. You may choose the weeks that you write and do not write papers, but you must turn in at least two papers before spring break. Papers are due at the beginning of class on the date listed on the course calendar. Because we will discuss the papers during class, late papers will not be accepted.

2. Group presentation (10%)

Some topics will be covered by an in-class presentation instead of or in addition to a lecture/discussion. The presentations will be done in groups of three students vs. three students.

3. Family interview assignment (10%)

For this assignment, you will interview a family member or another individual over the age of 65. The purpose of the interview is to get another generation’s perspective on family life. You should plan to turn in a 4-5 page paper. More details will be provided later in the semester.

4. Exam 1 (15%)

The first exam will cover the topics from the first half of the semester.

5. Exam 2 (15%)

The second exam will cover the topics from the second half of the semester.

SOC 308 • American Families Past & Pres

45410 • Spring 2012
Meets TTH 8:00AM-9:30AM BUR 134
SB

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Description:

Is dating dead? Is cohabitation a good idea? Are divorce rates on the rise? Why are there so many single parent families? What does same sex marriage mean for the future of marriage? In this course, we examine recent trends in family life from a sociological perspective. The goal of this course is to understand how diverse family forms came to exist and what these changes mean for adults and children in contemporary society. We will examine recent trends in several aspects of family life, including dating & courtship, cohabitation, marriage, divorce, parenthood, family structure, and work-family balance. Students will also gain an understanding of the methods that sociologists and demographers use to study the family.

Required Texts:

Academic and non-academic articles posted on Blackboard. Selections include:

Martin King Whyte. 1992. “Choosing Mates – The American Way.” Society.

Jeffrey Jensen Arnett. 2000. “Emerging Adulthood: A Theory of Development From the Late Teens Through the Twenties.” American Psychologist.

Andrew Cherlin. 2004. “The Deinstitutionalization of American Marriage.” Journal of Marriage and Family.

Linda Waite. 1995. “Does Marriage Matter?” Demography.

Steven Nock. 2005. “Marriage as a Public Issue.” The Future of Children.

Peter McDonald. 2006. “Low Fertility and the State: The Efficacy of Policy.” Population and Development Review.

Suzanne Bianchi, Melissa Milkie, Liana Sayer, & John Robinson. 2000. “Is Anyone Doing the Housework? Trends in the Gender Division of Household Labor.” Social Forces.

Brad Wilcox. 2009.“The Evolution of Divorce.” National Affairs.

Jeremy Travis, Elizabeth Cincotta McBride, & Amy Solomon. 2005. “Families Left Behind: The Hidden Cost of Incarceration and Reentry.” Urban Institute (Justice Policy Center).

Grading Policy:

Reading response papers (60%)

Family interview assignment (20%)

Final exam (20%)

Final letter grades will be assigned as follows:

A (93-100), A- (90-92), B+ (87-89), B (83-87), B- (80-82), C+ (77-79), C (73-76), C- (70-72),

D+ (67-69), D (63-66), D- (60-62), F (59 or below)

SOC F323 • The Family

88545 • Summer 2011
Meets MTWTHF 1:00PM-2:30PM BUR 220

show description

SOC 308 • American Families Past & Pres

45955 • Spring 2011
Meets MWF 1:00PM-2:00PM PAR 301
SB

show description

Description:

Is dating dead? Is cohabitation a good idea? Are divorce rates on the rise? Why are there so many single parent families? What does same sex marriage mean for the future of marriage? In this course, we examine recent trends in family life from a sociological perspective. The goal of this course is to understand how diverse family forms came to exist and what these changes mean for adults and children in contemporary society. We will examine recent trends in several aspects of family life, including dating & courtship, cohabitation, marriage, divorce, parenthood, family structure, and work-family balance. Students will also gain an understanding of the methods that sociologists and demographers use to study the family.

Required Texts:

Academic and non-academic articles posted on Blackboard. Selections include:

Martin King Whyte. 1992. “Choosing Mates – The American Way.” Society.

Jeffrey Jensen Arnett. 2000. “Emerging Adulthood: A Theory of Development From the Late Teens Through the Twenties.” American Psychologist.

Andrew Cherlin. 2004. “The Deinstitutionalization of American Marriage.” Journal of Marriage and Family.

Linda Waite. 1995. “Does Marriage Matter?” Demography.

Steven Nock. 2005. “Marriage as a Public Issue.” The Future of Children.

Peter McDonald. 2006. “Low Fertility and the State: The Efficacy of Policy.” Population and Development Review.

Suzanne Bianchi, Melissa Milkie, Liana Sayer, & John Robinson. 2000. “Is Anyone Doing the Housework? Trends in the Gender Division of Household Labor.” Social Forces.

Brad Wilcox. 2009.“The Evolution of Divorce.” National Affairs.

Jeremy Travis, Elizabeth Cincotta McBride, & Amy Solomon. 2005. “Families Left Behind: The Hidden Cost of Incarceration and Reentry.” Urban Institute (Justice Policy Center).

Grading Policy:

Reading response papers (60%)

Family interview assignment (20%)

Final exam (20%)

Final letter grades will be assigned as follows:

A (93-100), A- (90-92), B+ (87-89), B (83-87), B- (80-82), C+ (77-79), C (73-76), C- (70-72),

D+ (67-69), D (63-66), D- (60-62), F (59 or below)

SWE 604 • Accelerated First-Year Swedish

38860 • Fall 2009
Meets MW 9:00AM-11:00AM SZB 380

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GER 506 • First-Year German I

37355 • Spring 2009
Meets MW 11:00AM-12:00PM JES A305A

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Course Description

German 506, a first semester German course, assumes no prior knowledge of German. (Note: If you have prior knowledge of German, you must take a placement test before taking classes at UT.) German 506 introduces students to the language and culture of the modern German-speaking world. Every effort is made to present opportunities to use the language: for self-expression in everyday situations, for basic survival needs in German-speaking language communities, and for personal enjoyment. To this aim, lessons center on linguistic, communicative, and cultural goals.

The functional communicative approach that we take in this course—and in the larger German program at UT—focuses on learning to use basic German language forms, i.e., grammar and vocabulary, in meaningful contexts in a variety of real-life situations and across spoken and written genres. To help students develop their ability to communicate effectively in German, they are expected to come prepared for class, use German, and actively participate in pair and group activities. Students should expect to spend two hours studying for each class period in order to keep up with the pace of the class.

Required Texts:

Course textbook: Christine Anton, Tobias Barske, Jane Grabowski, & Megan McKinstry (2016). Sag mal. An Introduction to German Language and Culture. Second Edition. Vista Higher Learning.
Sag mal Basic Supersite
Sag mal WebSAM (Student Activities Manual)

Grading Policy

Students’ progress in the class will be assessed during the semester across the following categories:

1 Class participation assessed weekly (10%)

2 Homework (15%)

3 Short writing tasks with multiple drafts (15%)

4 Chapter tests (25%)

5 Structured reflections on learning experiences (5%)

6 Regular quizzes (10%)

7 Short collaborative video project (10%)

8 Final oral exam done in pairs (10%)

Opportunities for extra credit are available. There are no incompletes given in German 506. A grade of C or better is required to enroll in German 507 (i.e., a C- is not a passing grade).

GER 507 • First-Year German II

38620 • Fall 2008
Meets MW 11:00AM-12:00PM JES A307A

show description

Course Description

German 507, a second-semester German course, continues instruction begun in German 506. (Note: If you have prior knowledge of German and did not take GER 506, you must take a placement test before taking classes at UT.) By the end of German 507, students will be familiar with most basic structures of the German language and will have developed basic cultural knowledge about the German-speaking world. As vocabulary and grammar sophistication grow, students will become increasingly proficient at expressing their thoughts, feelings, and opinions on a variety of subjects related to everyday life. To this aim, each lesson centers on linguistic, communicative and cultural goals.

The functional communicative approach that we take in this course—and in the larger German program at UT—focuses on learning to use basic German language forms, i.e., grammar and vocabulary, in meaningful contexts in a variety of real-life situations and across spoken and written genres. To help students develop their ability to communicate effectively in German, they are expected to come prepared for class, use German, and actively participate in pair and group activities. Students should expect to spend two hours studying for each class period in order to keep up with the pace of the class.

Required Texts:

Course textbook: Christine Anton, Tobias Barske, Jane Grabowski, & Megan McKinstry (2016). Sag mal. An Introduction to German Language and Culture. Second Edition. Vista Higher Learning.
Sag mal Basic Supersite
Sag mal WebSAM (Student Activities Manual)

Grading Policy

Students’ progress in the class will be assessed during the semester across the following categories:

1 Class participation assessed weekly (10%)

2 Homework (20%)

3 Short writing tasks with multiple drafts (15%)

4 Chapter tests (30%)

5 Regular quizzes (10%)

6 Reading journals (5%)

7 Final oral exam done in pairs (10%)

There are no incompletes given in German 507. A grade of C or better is required to enroll in German 612 (i.e., a C- is not a passing grade).

SWE 612 • Accelerated Second-Yr Swedish

38970 • Spring 2008
Meets MWF 9:00AM-10:00AM MEZ 1.104

show description

SWE 604 • Accelerated First-Year Swedish

39645 • Fall 2007
Meets MW 8:00AM-9:00AM BEN 1.106

show description

SWE 612 • Accelerated Second-Yr Swedish

38395 • Spring 2007
Meets MWF 8:00AM-10:00AM MEZ 1.104

show description

GER 506 • First-Year German I

38755 • Fall 2006
Meets MW 2:00PM-3:00PM JES A305A

show description

Course Description

German 506, a first semester German course, assumes no prior knowledge of German. (Note: If you have prior knowledge of German, you must take a placement test before taking classes at UT.) German 506 introduces students to the language and culture of the modern German-speaking world. Every effort is made to present opportunities to use the language: for self-expression in everyday situations, for basic survival needs in German-speaking language communities, and for personal enjoyment. To this aim, lessons center on linguistic, communicative, and cultural goals.

The functional communicative approach that we take in this course—and in the larger German program at UT—focuses on learning to use basic German language forms, i.e., grammar and vocabulary, in meaningful contexts in a variety of real-life situations and across spoken and written genres. To help students develop their ability to communicate effectively in German, they are expected to come prepared for class, use German, and actively participate in pair and group activities. Students should expect to spend two hours studying for each class period in order to keep up with the pace of the class.

Required Texts:

Course textbook: Christine Anton, Tobias Barske, Jane Grabowski, & Megan McKinstry (2016). Sag mal. An Introduction to German Language and Culture. Second Edition. Vista Higher Learning.
Sag mal Basic Supersite
Sag mal WebSAM (Student Activities Manual)

Grading Policy

Students’ progress in the class will be assessed during the semester across the following categories:

1 Class participation assessed weekly (10%)

2 Homework (15%)

3 Short writing tasks with multiple drafts (15%)

4 Chapter tests (25%)

5 Structured reflections on learning experiences (5%)

6 Regular quizzes (10%)

7 Short collaborative video project (10%)

8 Final oral exam done in pairs (10%)

Opportunities for extra credit are available. There are no incompletes given in German 506. A grade of C or better is required to enroll in German 507 (i.e., a C- is not a passing grade).

Nina Palmo, PhD

Ph.D., The University of Texas at Austin

Assistant Professor of Instruction

Contact

Biography

Courses

H S 341C • Comparative Us Hlth Systems

30010 • Fall 2022 Meets TTH 12:30PM-2:00PM JES A218A

H S 378 • Seminar In Health & Society

30025 • Fall 2022 Meets TTH 2:00PM-3:30PM JES A207A IIWr

SOC 322J • Economic Sociology Of Hlth

44595 • Fall 2022 Meets TTH 11:00AM-12:30PM JES A218A (also listed as H S 340)

SOC F308S • Intro To Health & Society-Wb

83085 • Summer 2022 Internet; Asynchronous SB (also listed as H S F301)

H S 378 • Seminar In Health & Society

30015 • Spring 2022 Meets TTH 3:30PM-5:00PM WCP 5.102 IIWr

SOC 308S • Intro To Health & Society

43850 • Spring 2022 Meets TTH 11:00AM-12:30PM JES A121A CD SB (also listed as H S 301)

SOC 312S • Society, Health, And Happiness

43860 • Spring 2022 Meets TTH 12:30PM-2:00PM JES A305A SB

H S 341C • Comparative Us Hlth Systems

30400 • Fall 2021 Meets TTH 3:30PM-5:00PM PAR 101

H S 378 • Seminar In Health & Society

30410 • Fall 2021 Meets TTH 11:00AM-12:30PM GDC 2.502 IIWr

SOC 322J • Economic Sociology Of Hlth

44835 • Fall 2021 Meets TTH 2:00PM-3:30PM PAR 101 (also listed as H S 340)

H S 378 • Seminar In Health & Society-Wb

30170 • Spring 2021 Meets TTH 3:30PM-5:00PM Internet; Synchronous IIWr

SOC 308S • Intro To Health & Society-Wb

44640 • Spring 2021 Meets TTH 11:00AM-12:30PM Internet; Synchronous CD SB (also listed as H S 301)

SOC 312S • Society, Hlth And Happiness-Wb

44650 • Spring 2021 Meets TTH 2:00PM-3:30PM Internet; Synchronous SB

H S 341C • Comparative Us Hlth Systems-Wb

29005 • Fall 2020 Meets TTH 3:30PM-5:00PM Internet; Synchronous

H S 378 • Seminar In Health/Society-Wb

29015 • Fall 2020 Meets TTH 11:00AM-12:30PM Internet; Synchronous IIWr

SOC 322J • Economic Sociology Of Hlth-Wb

43250 • Fall 2020 Meets TTH 2:00PM-3:30PM Internet; Synchronous CD

SOC F308S • Intro To Health & Society-Wb

82353 • Summer 2020 Internet; Asynchronous CD SB (also listed as H S F301)

H S 378 • Seminar In Health & Society

29575 • Spring 2020 Meets TTH 3:30PM-5:00PM GAR 2.128 IIWr

SOC 304 • Society, Health & Happiness

43685 • Spring 2020 Meets TTH 11:00AM-12:30PM CBA 4.348

SOC 308S • Intro To Health & Society

43710 • Spring 2020 Meets TTH 12:30PM-2:00PM CD SB (also listed as H S 301)

SOC 322F • Mental Hlth In Social Context

43805 • Spring 2020 Meets MW 1:00PM-2:30PM UTC 3.132

H S 341C • Comparative Us Hlth Systems

29085 • Fall 2019 Meets TTH 12:30PM-2:00PM GAR 2.112

H S 378 • Seminar In Health & Society

29095 • Fall 2019 Meets TTH 11:00AM-12:30PM RLP 0.106 IIWr

SOC 322F • Mental Hlth In Social Context

43525 • Fall 2019 Meets MW 11:30AM-1:00PM BUR 216

SOC 322J • Economic Sociology Of Hlth

43530 • Fall 2019 Meets TTH 3:30PM-5:00PM RLP 0.104 CD (also listed as H S 340)

SOC F308S • Intro To Health & Society

83740 • Summer 2019 Meets MTWTHF 11:30AM-1:00PM GDC 6.202 CD SB (also listed as H S F301)

H S 378 • Seminar In Health & Society

29540 • Spring 2019 Meets TTH 3:30PM-5:00PM RLP 3.106 IIWr

SOC 308S • Intro To Health & Society

44210 • Spring 2019 Meets TTH 12:30PM-2:00PM WCH 1.120 CD SB (also listed as H S 301)

H S 378 • Seminar In Health & Society

29660 • Fall 2018 Meets TTH 12:30PM-2:00PM BUR 214 IIWr

SOC 322J • Economic Sociology Of Hlth

44785 • Fall 2018 Meets TTH 9:30AM-11:00AM RLP 1.108 (also listed as H S 340)

SOC F308S • Intro To Health & Society

84814 • Summer 2018 Meets MTWTHF 11:30AM-1:00PM CLA 0.128 CD SB (also listed as H S F301)

SOC 308S • Intro To Health & Society

44865 • Spring 2018 Meets TTH 11:00AM-12:30PM CAL 100 CD SB (also listed as H S 301)

SOC 308S • Intro To Health & Society

44870 • Spring 2018 Meets TTH 12:30PM-2:00PM CAL 100 CD SB (also listed as H S 301)

SOC 333K • Sociology Of Gender

45020 • Spring 2018 Meets TTH 3:30PM-5:00PM MEZ B0.306 CD (also listed as WGS 322)

SOC 369K • Population And Society

45050 • Spring 2018 Meets TTH 9:30AM-11:00AM CLA 0.102 GC (also listed as WGS 322)

SOC 323 • The Family

45415 • Fall 2017 Meets TTH 11:00AM-12:30PM JES A307A Wr (also listed as WGS 345)

SOC 354K • Sociology Of Health & Illness

45473 • Fall 2017 Meets TTH 3:30PM-5:00PM BUR 212

30010 • Fall 2022
Meets TTH 12:30PM-2:00PM JES A218A

30025 • Fall 2022
Meets TTH 2:00PM-3:30PM JES A207A
IIWr

44595 • Fall 2022
Meets TTH 11:00AM-12:30PM JES A218A
(also listed as H S 340)

83085 • Summer 2022
Internet; Asynchronous
SB (also listed as H S F301)

30015 • Spring 2022
Meets TTH 3:30PM-5:00PM WCP 5.102
IIWr

43850 • Spring 2022
Meets TTH 11:00AM-12:30PM JES A121A
CD SB (also listed as H S 301)

43860 • Spring 2022
Meets TTH 12:30PM-2:00PM JES A305A
SB

30400 • Fall 2021
Meets TTH 3:30PM-5:00PM PAR 101

30410 • Fall 2021
Meets TTH 11:00AM-12:30PM GDC 2.502
IIWr

44835 • Fall 2021
Meets TTH 2:00PM-3:30PM PAR 101
(also listed as H S 340)

30170 • Spring 2021
Meets TTH 3:30PM-5:00PM
Internet; Synchronous
IIWr

44640 • Spring 2021
Meets TTH 11:00AM-12:30PM
Internet; Synchronous
CD SB (also listed as H S 301)

44650 • Spring 2021
Meets TTH 2:00PM-3:30PM
Internet; Synchronous
SB

29005 • Fall 2020
Meets TTH 3:30PM-5:00PM
Internet; Synchronous

29015 • Fall 2020
Meets TTH 11:00AM-12:30PM
Internet; Synchronous
IIWr

43250 • Fall 2020
Meets TTH 2:00PM-3:30PM
Internet; Synchronous
CD

82353 • Summer 2020
Internet; Asynchronous
CD SB (also listed as H S F301)

29575 • Spring 2020
Meets TTH 3:30PM-5:00PM GAR 2.128
IIWr

43685 • Spring 2020
Meets TTH 11:00AM-12:30PM CBA 4.348

43710 • Spring 2020
Meets TTH 12:30PM-2:00PM
CD SB (also listed as H S 301)

43805 • Spring 2020
Meets MW 1:00PM-2:30PM UTC 3.132

29085 • Fall 2019
Meets TTH 12:30PM-2:00PM GAR 2.112

29095 • Fall 2019
Meets TTH 11:00AM-12:30PM RLP 0.106
IIWr

43525 • Fall 2019
Meets MW 11:30AM-1:00PM BUR 216

43530 • Fall 2019
Meets TTH 3:30PM-5:00PM RLP 0.104
CD (also listed as H S 340)

83740 • Summer 2019
Meets MTWTHF 11:30AM-1:00PM GDC 6.202
CD SB (also listed as H S F301)

29540 • Spring 2019
Meets TTH 3:30PM-5:00PM RLP 3.106
IIWr

44210 • Spring 2019
Meets TTH 12:30PM-2:00PM WCH 1.120
CD SB (also listed as H S 301)

29660 • Fall 2018
Meets TTH 12:30PM-2:00PM BUR 214
IIWr

44785 • Fall 2018
Meets TTH 9:30AM-11:00AM RLP 1.108
(also listed as H S 340)

84814 • Summer 2018
Meets MTWTHF 11:30AM-1:00PM CLA 0.128
CD SB (also listed as H S F301)

44865 • Spring 2018
Meets TTH 11:00AM-12:30PM CAL 100
CD SB (also listed as H S 301)

44870 • Spring 2018
Meets TTH 12:30PM-2:00PM CAL 100
CD SB (also listed as H S 301)

45020 • Spring 2018
Meets TTH 3:30PM-5:00PM MEZ B0.306
CD (also listed as WGS 322)

45050 • Spring 2018
Meets TTH 9:30AM-11:00AM CLA 0.102
GC (also listed as WGS 322)

45415 • Fall 2017
Meets TTH 11:00AM-12:30PM JES A307A
Wr (also listed as WGS 345)

45473 • Fall 2017
Meets TTH 3:30PM-5:00PM BUR 212

45375 • Spring 2017
Meets TTH 11:00AM-12:30PM CLA 0.126
CD SB (also listed as H S 301)

45379 • Spring 2017
Meets MW 2:30PM-4:00PM JGB 2.216
CD SB (also listed as H S 301)

45435 • Spring 2017
Meets MW 10:00AM-11:30AM CLA 3.106

45525 • Spring 2017
Meets MW 1:00PM-2:30PM CLA 0.102
CD (also listed as WGS 322)

45373 • Fall 2016
Meets MW 1:00PM-2:30PM PAR 304

45410 • Fall 2016
Meets MW 11:00AM-12:30PM CBA 4.332
Wr (also listed as WGS 345)

44570 • Spring 2016
Meets TTH 9:30AM-11:00AM CLA 1.102
Wr (also listed as WGS 345)

88295 • Summer 2013
Meets MTWTHF 10:00AM-11:30AM CLA 0.112

45605 • Spring 2013
Meets TTH 12:30PM-2:00PM PAR 203
SB

45410 • Spring 2012
Meets TTH 8:00AM-9:30AM BUR 134
SB

88545 • Summer 2011
Meets MTWTHF 1:00PM-2:30PM BUR 220

45955 • Spring 2011
Meets MWF 1:00PM-2:00PM PAR 301
SB

38860 • Fall 2009
Meets MW 9:00AM-11:00AM SZB 380

37355 • Spring 2009
Meets MW 11:00AM-12:00PM JES A305A

38620 • Fall 2008
Meets MW 11:00AM-12:00PM JES A307A

38970 • Spring 2008
Meets MWF 9:00AM-10:00AM MEZ 1.104

39645 • Fall 2007
Meets MW 8:00AM-9:00AM BEN 1.106

38395 • Spring 2007
Meets MWF 8:00AM-10:00AM MEZ 1.104

38755 • Fall 2006
Meets MW 2:00PM-3:00PM JES A305A