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Syllabus: Nature/Culture Now!

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Nature Culture Now!, an upper division anthropology lecture course at the University of Michigan, traces the trajectory of nature/culture debates in American anthropology through modules on race, sex, and health and disease. The course is co-taught by a biological anthropologist, and myself, a cultural/medical anthropologist. The impetus for Nature/Culture Now! came from a formative experience I had as an undergraduate …

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Global Health Education: When (and How) Global Health Issues Should Be Introduced to Youth

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How do we foster empathy in our children? (Particularly empathy for people living in poverty – both in countries far away and neighborhoods closer to home?) We ask this question as parents and professors who are dedicated to global health research and education. As college professors, we are deeply invested in cultivating well-rounded global citizens who not only think about …

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Enhancing learning and teaching about mental health in higher education

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An interview with Jill Anderson about the Mental Health in Higher Education project

mhhe can be found at www.mhhehub.ning.com and, on twitter, @mhhehub.

The UK-based project Mental Health in Higher Education (mhhe) sets out to increase networking and sharing innovative approaches to learning and teaching about mental health and distress across the disciplines …

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Ethnography Labs: Unpacking Ethnographic Narrative

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My first experience teaching an ethnographic text to a classroom full of students was rocky. My attempts to draw them out into making connections between the ethnographic materials and our big course questions were met with silence. I, panicked, asked ever more concrete questions about the text, while the silence slowly turned stony until a chatty student desperately regurgitated some …

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Intimate, Familiar and Strange, or Why I Don’t Teach a Class on Sleep

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One of the insights into teaching provided to me by Donald Morse, one of my undergraduate professors, was to never teach the same class twice. But, simultaneously, not to overburden oneself by developing a new course every year. His model, which I’ve entirely stolen, was to teach one-third texts he knew intimately, one-third texts he was familiar with, and …