” Chelsee Bergen was one of the more articulate students in the class, offering comments and critiques in just about every class. Clearly she enjoyed the material and was thinking a lot about the intersections of science and the literature we were reading. Her writing for the course demonstrated a strong analytical perspective as well as the ability to ask interesting questions and then work within the published literature to explore them.  Her close reading of Emily Bronte’s Wuthering Heights focused on the complexity power and how this is reflects particularly in Heathcliff’s character within the novel. This was a very well written and thoughtful essay. Her critical response paper on pelvic analyses was also very well written and presented a strong summary and critique of the primary research paper given to the class. For her final paper, Chelsee focused on fertility, childhood mortality, and class in the Victorian era. This was an ambitious project, in which Chelsee examined through primary and secondary sources the data that reflects on the decline of fertility and child mortality as the Victorian era progressed, and what is may say about class status and the economic benefits (or lack of) in having (or not) children. This is clearly a complex topic and Chelsee did a good job exploring some of the many facets of fertility and child mortality, but the paper did not quite meet its potential, as one more revision would have allowed her to develop a fuller and more persuasive argument and a more cohesive presentation of the research she utilized. Chelsee is an intellectually curious student, and her work shows great promise in the anthropological questions she is asking.