TEACHING: COURSES TAUGHT BY PROF. DEGUSTA
• Human Osteology (Anthro 175/275; HumBio 180)
The identification and analysis of human skeletal remains
Offered: Every Winter quarter (Mon Wed Fri 11-11:50am)
Offered Winter 2009; Mon Wed Fri 11-11:50am; Bldg 500 Room 101
Prerequisites: none
Description: The study of human skeletal remains is a crucial part of biological anthropology, and has applications in archaeology, anatomy, paleontology, and forensics. This course is an intensive in-depth study of the human skeleton. Our primary focus is on the identification of isolated and fragmentary skeletal remains. The ability to accurately and precisely identify such remains is the fundamental skill in human osteology, as it is a prerequisite to all subsequent analysis. To acquire this skill, students will need to spend a significant amount of time in the laboratory (in addition to the scheduled lectures) working independently with the teaching collection. Beyond identification, students will be introduced to the various analytical methods used in human osteology, including paleopathology, taphonomy, forensics, paleodemography, and ancient DNA.
• Advanced Human Osteology (AnthroSci 133b/233b)
Researching human skeletal remains
Offered: Every Spring quarter (Mon Wed Fri 11-11:50am)
Prerequisites: Human Osteology (AnthroSci 133a/233a; HumBio 180)
Description: The analysis of human bones can shed light on questions in paleoanthropology, archaeology, paleontology, and forensics. This course introduces students to the methods and practice of conducting research on human skeletal remains. We will begin by reviewing the range of methods used in skeletal analysis, along with practical strategies for conducting such research. Drawing on this foundation, students will develop and carry out independent projects.
Adv Human Osteo Syllabus (2006)
• Communicating Science (Anthro 169/269)
Giving talks, writing journal papers, applying for grants
Offered: odd-numbered years
offered Winter 2009; Mon Wed 1:15-3:05pm; Bldg 160, room 317
Prerequisites: none
Description: Scientific work only has value if it is communicated to others. The presentation of research results is therefore an integral part of the scientific process. While style is no subsititute for substance, good science poorly communicated is effectively bad science. This course covers the principles and practice of effective scientific communication, both written and oral. Three main formats will be considered: the grant application, the professional talk, and the scientific journal paper. Ideally, students will produce a real grant application, talk, or research paper as their term project, though students in earlier stages of their programs are equally welcomed.
• Introduction to Anthropological Genetics (AnthroSci 13)
What can genetics tell us about the evolution and behavior of humans and other primates?
Offered: Spring 2007
Prerequisites: none
Description: This course investigates the relationships between genetics and the human condition.We will consider how genetic approaches shed light on a variety of anthropological questions, such as the evolutionary relationships between humans and the great apes, the place of the Neanderthal in human evolution, and the initial peopling of the New World. As part of our survey of anthropological genetics, we will also discuss ancient DNA, the genetics of ethnicity, forensic genetics, genomics, hereditary diseases, and the possible genetic bases of behavior including language. Throughout the class, we will compare the insights gained from genetics with the results of paleontological, archaeological, and ethnographic investigations.
Anthro Genetics Syllabus (2001 - will be updated for next offering)
• Conduct and Misconduct in Science (AnthroSci 191b/291b)
What cases of scientific misconduct tell us about how research really works
Offered: sporadically (next offered 2008-2009?)
Prerequisites: none
Description: This course investigates the structure of the modern scientific/biomedical research enterprise through a study of misconduct and ethics. We will examine case studies of alleged scientific misconduct to investigate different notions about what constitutes ethical research practice, the meaning of authorship, the limits of “grantsmanship,” the place of research in society, and the proper roles of advisors, students, postdocs, and principal investigators. Both theoretical and practical aspects of these issues will be covered, with special attention paid to case studies in anthropology, biology, and medicine. This should provide students with an improved theoretical understanding of the structure and culture of science and its role in society, as well as useful practical knowledge regarding issues of scientific conduct, misconduct, and ethics. Case studies of alleged misconduct covered include: Mendel, Piltdown, Cyril Burt and IQ, the “Baltimore” case, the Darsee case, and “Darkness in El Dorado”.