Welcome to Anth 253!
If you joined this course because you are interested in actively incorporating biomarkers in your research, then you are in the right place.
By the end of the course, you will
In this class, respect for one another is our highest priority. We will actively listen to one another's interests, thoughts, and perspectives and maintain respectful curiosity for perspectives that we do not understand. These perspectives include, but are not limited to religion, sexual orientation, gender, and racial identity. Disagreement and debate is healthy. However, try though to use "I" statements during disagreements and make reference to your understanding of specific readings and your personal experience. Avoid making over-generalized statements such as "everyone knows" or "it's a fact that". We will prioritize impact over intention, i.e. if someone perceives harm in either an act or statement and wishes to address it, then the speaker/actor will acknowledge harm done and apologize. Please write or speak to me in private if you would like help to address or moderate any issue.
My office hours: Monday 11 am - 12pm on zoom (signup)
Email: natg@ucsb.edu
If you joined this course because you are interested in actively incorporating biomarkers in your research, then you are in the right place.
By the end of the course, you will
- be able to navigate the logistics of measuring and assaying a wide array of biomarkers.
- gain an important theoretical foundation of biomarkers' roles within broad physiological and ecological contexts.
- implement this knowledge in designing a research proposal on a chosen and specific topic.
- gain hands-on practice in the Biobehavioral Health Lab to perform several collection and measurement techniques yourself.
In this class, respect for one another is our highest priority. We will actively listen to one another's interests, thoughts, and perspectives and maintain respectful curiosity for perspectives that we do not understand. These perspectives include, but are not limited to religion, sexual orientation, gender, and racial identity. Disagreement and debate is healthy. However, try though to use "I" statements during disagreements and make reference to your understanding of specific readings and your personal experience. Avoid making over-generalized statements such as "everyone knows" or "it's a fact that". We will prioritize impact over intention, i.e. if someone perceives harm in either an act or statement and wishes to address it, then the speaker/actor will acknowledge harm done and apologize. Please write or speak to me in private if you would like help to address or moderate any issue.
My office hours: Monday 11 am - 12pm on zoom (signup)
Email: natg@ucsb.edu
Class schedule:
3/28 wk 1: What are we doing here?
Readings for day of class:
4/4 wk 2: Sampling techniques and principles of immunoassay
Readings for day of class:
Lab work: Multi-channel pipetting
Due: Proposal topic and annotated bibliography (15 minimum)
4/11 wk 3: Social determinants of health
Readings for day of class:
Lab work: Creatinine, practice saliva collection, pick up sample collection packages.
4/18 wk 4: Energetics and life history
Readings for day of class:
Due: Outline proposal background. Saliva and urine samples. Hyperlink for collection protocols.
4/25 wk 5: Stress response and glucocorticoids
Readings for day of class:
5/2 wk 6: Cortisol assay and analytical controls
Readings for day of class:
Due: Outline proposal methods, concept map (examples)
5/9 wk 7: Immune response - energetics and dysregulation
Readings for day of class:
Lab work: N/A
5/16 wk 8: Hormones & emergent social behavior
Readings for day of class:
Lab work: QBC Star blood differentials (the star tube, sampling protocol, background slides)
Due: Cortisol lab report (including interpretation of lab results - copy and paste into Rmd file)
5/23 wk 9: Presentations
5/30 wk 10: Memorial day
Due 5/31: QBC star lab report
6/3 : Written proposals due
3/28 wk 1: What are we doing here?
Readings for day of class:
- Foundation: Nelson Chapter 2 The endocrine system
- Perspective: Grunspan 2018 Core principles of evolutionary medicine
- Perspective: McEwen 2020 Integration of brain-body science (highly technical, read for general principles)
- Perspective: Selleck et al 2017 What are biomarkers in clinical use?
- Course overview
- What are biomarkers and what are their added value to social science?
- Student introductions
- Discuss Grunspan, McEwen, Selleck
4/4 wk 2: Sampling techniques and principles of immunoassay
Readings for day of class:
- Behringer & Deschner 2017 Non-invasive monitoring of physiological markers in primates
- Schultheiss Stanton 2009 Assessment of salivary hormones
- Grüner et al. 2015 Dried blood spots - preparation and processing
Lab work: Multi-channel pipetting
Due: Proposal topic and annotated bibliography (15 minimum)
4/11 wk 3: Social determinants of health
Readings for day of class:
- Braveman 2011 The Social determinants of health: Coming of age
- Snyder Mackler et al. 2020 Social determinants of health and survival in humans and other animals
- Gravlee 2009 How race becomes biology
Lab work: Creatinine, practice saliva collection, pick up sample collection packages.
4/18 wk 4: Energetics and life history
Readings for day of class:
- Ellison 2017 Endocrinology, energetics, and human life history: A synthetic model (pay special attention to Figs. 1 and 2)
- Hampson 2020 A brief guide to the menstrual cycle and oral contraceptive use for researchers in behavioral endocrinology
Due: Outline proposal background. Saliva and urine samples. Hyperlink for collection protocols.
4/25 wk 5: Stress response and glucocorticoids
Readings for day of class:
- Foundation: Sapolsky Chapter 11 Endocrinology of the stress response (pp. 409 - 425, 436 - 448)
- Perspective: Goldman-Mellor et al. 2012 Psychological distress and cortisol reactivity
- Perspective: Ellis et al. 2016 The adaptive calibration model of stress responsivity: An empirical test
- Review slides on Sapolsky Chpt 11
5/2 wk 6: Cortisol assay and analytical controls
Readings for day of class:
- Cortisol ELISA protocol pages 3-5
- review explainer on cortisol ELISA
- review slides on principles of ELISA.
- review principles of immunoassay
- controlling for Specific Gravity and salivary flow rate
- review hypothesis vs prediction
- share topics and concept maps
Due: Outline proposal methods, concept map (examples)
5/9 wk 7: Immune response - energetics and dysregulation
Readings for day of class:
- Foundation: Sapolsky Chapter 11 The immune system and its response to stress (pp. 427- 434)
- Perspective: Blackwell et al. 2016 Immune function in Amazonian horticulturalists
- Perspective: Klein Flanagan 2016 Sex differences in immune responses
Lab work: N/A
5/16 wk 8: Hormones & emergent social behavior
Readings for day of class:
- Foundation: Carré Robinson 2020 Testosterone administration in humans: past, present, future
- Foundation: De Dreu et al. Oxytocin in cooperation and competition
- Perspective: Dreher et al. 2016 Testosterone causes both prosocial and antisocial status-enhancing behaviors in human males.
- Perspective: Julian et al. 2018 Oxytocin and parenting among impoverished mothers
Lab work: QBC Star blood differentials (the star tube, sampling protocol, background slides)
Due: Cortisol lab report (including interpretation of lab results - copy and paste into Rmd file)
5/23 wk 9: Presentations
5/30 wk 10: Memorial day
Due 5/31: QBC star lab report
6/3 : Written proposals due
Grading:
Participation and paper leading: 30 pts
Lab reports: 20 pts (10 x 2)
Research Proposal: 50 pts
Potential Resources:
EvMed resources
Nelson Chapter 1 What is behavioral endocrinology
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81. West, K. M., Blacksher, E., & Burke, W. (2017). Genomics, Health Disparities, and Missed Opportunities for the Nation’s Research Agenda. JAMA, 317(18), 1831–1832. https://doi.org/10.1001/jama.2017.3096
82. Wingfield, J. C., & Sapolsky, R. M. (2003). Reproduction and resistance to stress: When and how. Journal of Neuroendocrinology, 15(8), 711–724.
83. Woo, H., & Zajacova, A. (2017). Predictive Strength of Self-Rated Health for Mortality Risk Among Older Adults in the United States: Does It Differ by Race and Ethnicity? Research on Aging, 39(7), 879–905. https://doi.org/10.1177/0164027516637410
84. Yang, Y. C., Gerken, K., Schorpp, K., Boen, C., & Harris, K. M. (2017). Early-Life Socioeconomic Status and Adult Physiological Functioning: A Life Course Examination of Biosocial Mechanisms. Biodemography and Social Biology, 63(2), 87–103. https://doi.org/10.1080/19485565.2017.1279536
85. Yip, T. (2018). Ethnic/Racial Identity—A Double-Edged Sword? Associations With Discrimination and Psychological Outcomes. Current Directions in Psychological Science, 27(3), 170–175. https://doi.org/10.1177/0963721417739348
Participation and paper leading: 30 pts
Lab reports: 20 pts (10 x 2)
Research Proposal: 50 pts
- Annotated bibliography 5 pts
- Outline background 10 pts
- Outline methods 10 pts
- Presentation 15 pts
- Written proposal 15 pts
Potential Resources:
EvMed resources
Nelson Chapter 1 What is behavioral endocrinology
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