Health & Human Behavior
Fall 1999

OVERVIEW OF THE YEAR LONG PROGRAM
In this study of health, development and behavior we will investigate the biological, sociological and psychological forces that influence the development of the "self". We will examine the self as an integration of mind, body and spirit that grows and lives within a cultural and ecological context. Program material will be presented on the basis of two important assumptions. First, health and development are mutually influenced by biological and social forces. Second, culture defines and influences our understanding and facilitation of health.

We will begin the year by examining the development of a physiological, social and psychological identity. As the year progresses, we will examine the assumption that health is dependent on units functioning collaboratively as part of a larger system. Metaphorically speaking, sickness, whether that of the human being or the cell, occurs when the individual is at odds with the community in which s/he/it lives. Study topics will include such areas as psychoneuroimmunology; pathogens, genes and diseases; and deviance and social control. We will continue to broaden the perspective from which we are studying health by making use of epidemiology and public policy in the study of world health issues.

As faculty, we share an interest in promoting the well being of individuals, families, homes, workspaces and communities. It is our intent to explore the contributions of (i) nutrition, exercise and various healing arts to individual well being; and (ii) communication and collaboration to the health of both individuals and communities.

An early fall-quarter retreat will enable students begin forming a learning community. In fall and winter quarters, through workshops, lectures, seminars, guest presentations, group and individual projects, students will develop skills and knowledge to support their selection of a spring quarter project or internship in an area of interest. The program will encourage development in reading, writing, self-awareness, social imagination, research and communication, as well as strategies to facilitate students' own good health.

Credit awarded in such areas as: human biology, human development, nutrition, communication, developmental psychology, sociology, social sciences, approaches to health, and integrative writing.

Total: 16 credits each quarter. Students with strong background in science or social science may substitute a four-credit course, (i.e., chemistry, college algebra, statistics, language) with faculty signature.

Program is preparatory for careers and future studies in the health professions, human services, education, and public policy.

FALL QUARTER PREVIEW
During the first, we will explore what is involved in the formation of a human being. We will study aspects of prenatal development, socialization, the psychological and social construction identity, nutrition, genetics, cell to cell communication and psychoneuroimmunology. We expect the readings to include a selection of articles as well as the following books:

Sacks, O. (1990) Seeing Voices : A Journey into the World of the Deaf. HarperCollins
Finger, A. (1990) Past Due: A Story of Disability, Pregnancy and Birth. The Seal Press.
Lamott, A (1994) Operating Instructions : A Journal of My Son's First Year.
Levine, J., & Suzuki, D. (1998) The Secret of Life : Redesigning the Living World. W H Freeman & Co.
Orenstein, P. (1994) School Girls: Young Women, Self-Esteem and the Confidence Gap. Anchor Books.
Restak, R.M. (1993) Receptors. Bantam Books.
Ornish, D. (1998) Love and Survival. Harper Collins Publishers.
Sizer, F.S. & Whitney, E.N. (1997) Nutrition : Concepts and Controversies. Wadsworth Publishing Company.

STUDENT INFORMATION SURVEY
HEALTH AND HUMAN BEHAVIOR - FALL 1999

Academic Year in fall, 1999: Fr:___ So:___ Jun: ___ Sr: ___

1. What are your long-term goals?

2. What are your goals for the coming year (be as specific as possible)?

3. What is your background in psychology, sociology, and anthropology?
   What classes have you taken?
   How interested are you in these perspectives?
   How would you describe your level of understanding?

4. What is your background in biology and nutrition?
   What classes have you taken?
   How interested are you in these fields?
   How would you describe your level of understanding?

5. How comfortable are you at working with computers?
   What kinds of things do you use them for? (nothing, basic word processing, Internet, spreadsheet, etc.)?
   Do you have access to a computer at home? ____ Internet? _____

6. Is there any other background or special skills that you'd like to share with us and/or the program (volunteering, internships, jobs, special interests, experience abroad, etc.)?

7. What special factors may you be dealing with while in the program (family responsibilities, health problems, job hours, sports teams, governance duties, special learning needs, etc.)?

8. Which of the following best describes your preferred context for learning and doing projects?
   (1= first preference; 2=second preference; 3=third preference).
   ___ comfortable researching and working on my own
   ___ comfortable discussing and working with one partner or in a small team.
   ___ comfortable discussing ideas with a group of 15 or 20 students.