Program Expectations
Academic Year: 2008 - 2009

The MCSP's curriculum is designed to educate on issues of social justice, community, community service, and aid in the transition from high school to college.

MCSP Course Requirements

As part of the MCSP academic curriculum, students are required to enroll and complete at least three MCSP course requirements during the academic year. In fall term students are required to enroll in 1) UC 102 and either 2) an MCSP-linked First-Year Seminar or 3) a community service-learning course (see the list)/intergroup dialogue course. In winter term MCSP students will enroll in the course option they did not complete fall term, either a 1) an MCSP-linked First-Year Seminar or 2) a community service-learning course (see the list)/intergroup dialogue course. In addition, students are encouraged to enroll in the MCSP English 125 course section either fall or winter term. Those students planning to take Math 115 may want to consider enrolling in the section with spaces reserved for MCSP students. On the following pages are the course descriptions for all of these courses.

MCSP Engineering Students, please note:
1) We strongly encourage you to enroll in an MCSP First-Year Seminar in fall semester.
2) We will have on-site at Couzens Hall Lorelle Meadows of Engineering who will serve as your MCSP/Engineering liaison.

Outline of Expectations

*If there are exceptional circumstances that do not allow you to fulfill MCSP course expectations, you must see Wendy or David to arrange alternate means to complete the requirements. *

Some courses taught by MCSP faculty have limited spaces reserved for MCSP students. All students should check the LSA Course Guide and the Time Schedule for official and updated information on course times, course descriptions, classroom locations, information on grading, credit hours, prerequisites, and LSA graduation requirements.

Description of Courses - Fall 2008

Required: UC102

The Student in the University
Wendy A. Woods
University Course 102 Section 001 and Various Discussion Sections
Class #13370

This course will provide students with an opportunity to think critically about their role in the university and as a Michigan Community Scholars Program participant. Students will develop a broad understanding of what their university experience can include and how they can shape it to realize their academic potential and intellectual development. The course will focus on the transition from high school to college, access to faculty, identity issues, critical thinking, social justice, and community service learning. The issues and challenges of living and working in a multicultural society will be examined. The large group discussions will focus on student perceptions, relevant research, and university resources. The small group discussions will focus on the readings and areas of practical concern. This course is open only to students in the Michigan Community Scholars Program.

(1 credit) (Excluded from Distribution) Offered mandatory credit/no credit.
Lecture: Tuesday 6-8pm, 1360 East Hall
Sections: See Time Schedule; Section Location: Couzens Hall – various locations

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Issues of Identity in Opera and Musical Theater
Naomi Andre
Women's Studies 150.001
Class #28617

This course will explore how issues of identity surrounding gender, race, community, and nationality have been articulated in opera and musical theater. Questions to be addressed include: What kind of "inside" exposure do the composer and lyricist/librettist need to present a sensitive and compelling portrayal of the characters? How is heroism expressed across country and ethnicity? Are there themes carried across genres that reveal patterns in how masculinity and femininity are portrayed? How do works from the past hold up in today's political climate? The repertoire will be drawn from well-known works in musical theater (e.g., West Side Story, South Pacific, Carmen Jones, Miss Saigon) and opera (such as Carmen, Aida, and Madama Butterfly). No prerequisites.

(3 credits) Humanities Distribution
TH 3-6pm Couzens Hall CLC

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Food, Identity, and Community in Japanese Culture
Ken Ito
Asian Studies 252 Section 001
Class #25744

This course explores the place of food in a community's understanding of itself and of others. Using modern Japanese fiction and film as our main texts, we will examine how the discourse of food defines regional and national identities, and how communities are represented through patterns of consumption or deprivation. We will probe the tension between the roles of certain foods as markers of cultural authenticity and the reality of cuisine as a historically dynamic, hybrid enterprise. We will investigate the connections of gender and class to food and its preparation, and study how the sharing of food affects human alliances. In short, we will be asking what it means to eat sushi.

(3 credits) Humanities Distribution
W F 1-2:30 Couzens Hall NAL

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Lives of Urban Children and Youth I: Schools, Community and Power
Joseph A. Galura
University Course 151 Section 004
Class #13381

Are you interested in teaching? Working with children? Urban and community studies? Community service learning?  This may be the course for you!

The class will have two components. We will meet Wednesday afternoons for seminar, studying urban history and education, positing multiple explanations for why Detroit may be the way it is. Students will also need a four-hour block to tutor at a school in Detroit .

The overall goal is to explore the dynamics of formal and informal education in urban settings. Academic content and community service will be integrated through seminar discussions, in-class activities and projects, weekly reflective journals, and integrative midterm and final papers.

(3 credits) Social Science Distribution
Wednesdays 1-4 Couzens Hall, Living Room
**An additional four-hour time block (between 8am-6pm) during the week will be needed for service in Detroit.

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Environment, Religions, Spirituality, & Sustainability
Jim Crowfoot
ENVIRON 139 Section 020
Class #19380

This interdisciplinary seminar inquires into the fundamental changes occurring in the natural environment (including humans) and in human social systems and culture to explore the question: To what extent, in what ways, and why are current trends in human impacts on the environment and social relations sustainable or unsustainable? The major contrasting responses offer differing scenarios of the future in terms of their visions, strategies, and examples of practices to be pursued. Religions to be considered include those of Native Americans and other indigenous peoples as well as world religions, e.g. Buddhism, Islam, Judaism, and Christianity. Agnostics and atheists are welcome.

(3 credits) Social Science Distribution
T&TH 1-2:30 Couzens Hall, CAMEO Lounge

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Conversations on Identity, Diversity, Democracy, and Community
David Schoem
Sociology 105.003/UC 151.006
Class # 22035

How do we have constructive conversations and dialogue about our different identities, perspectives, beliefs, experiences, and backgrounds? How do we build a strong and just democracy in our schools, neighborhoods, cities, and governments?

This seminar explores such issues as social identity and intergroup relations, notions of community, equality and inequality, and everyday politics and democracy. It examines community-building across race, gender, class, sexual orientation, national origin, etc. as students explore their own racial and other social group identities through readings, dialogue exercises, and community-based activities.

Students from every background and country who have interest in exploring new ideas, perspectives and their social identities are encouraged to enroll in this interactive seminar, bringing their personal experience and perspective to enrich the discussion of readings and theory. All students are expected to participate actively in class discussions, read carefully and write extensively. Students will observe and participate in a number of community-based activities, including attention to the presidential election.

(3 credits) Social Science and Race & Ethnicity Distribution
M&W 10-11:30 Couzens Hall, CLC

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Cities & Communities in Films & Their Scores
Janet Hart
ANTHRCUL 158 Section 002
Class #22364

This course draws its materials from urban and cultural anthropology by focusing on cities and communities and asks how and why film scores are chosen and used to evoke particular cinematic narratives. We will watch, read about, listen to and discuss a selection of films and consider the many ways in which they combine music and images to represent places, cultural practices and political relations. In addition to a take-home midterm exam, students will write short memoirs about film and take part in group projects organized around film genres, culminating in a final collective paper and presentation.

(3 credits) Social Science
Th 3-6 Couzens Hall, Living Room

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Diversity, Inequality and Democracy
Patricia Gurin
Psychology 120 Section 004/CAAS 103.006
Class #13021

How do issues of diversity and group identity (race, religion, national origin, national history, gender) influence the possibility of achieving democratic processes and building community in a democratic society? Students will explore issues of civic engagement, taking into account issues of inequality, power, conflict, coalition, and common ground. Emphasis will be placed on how these issues are dealt with in the U.S. presidential election as well as in case examples of ethnic/sectarian conflicts around the world.

How do we build community in our schools, neighborhoods, and cities comprised of people with perspectives and viewpoints that differ from our own? As communities, how do we constructively address conflicts that naturally arise among and within different groups? To what extent do democratic principles in the United States continue to bind our society in the face of racial, ethnic, and class divisions and inequalities? Students are encouraged to bring personal experience and perspectives to enrich the discussion of theoretical readings. All are expected to collaborate in group projects, participate actively in class, read carefully, write extensively and come to class excited about learning and having the opportunity to discuss these issues in a small group/seminar setting.

(3 credits) Social Science
M&W 10-11:30 Couzens Hall, Living Room

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Music in Our Lives: Music as Social Commentary
Louis B Nagel
University Course 150 Section 001
Class # 13379

How do people listen to music and how does it affect them? How does music respond to and inspire society? This seminar will focus on how people listen to music and music's impact on communities of people who listen to it. In the first weeks of the course, students will learn how to listen to music and explore the interaction of different elements of music, such as rhythm, melody, and harmony. As we begin to listen to a wider range of music, we will explore the impact of music in cases such as the Paris riot of 1913 following the performance of Stravinsky's "Rite of Spring" or the reaction of King George to the "Hallelujah Chorus" at the conclusion of Handel's "Messiah." We will consider the impact of popular music the Beatles and some rappers, religious music, and the band as examples of how music has reached out into all types of communities. Students will attend three musical events and write reviews of each based on concepts explored in class. The professor will present and perform numerous examples of music on the piano, there will be invited soloists and chamber ensembles, and students who wish may share their musical talents in class.

(3 credits) Humanities Distribution Credit
M&W 4-5:30 Couzens Hall, Living Room

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I, Too, Sing America : A Psychology of Race and Diversity
Charles Behling
Psychology 120 Section 008/CAAS 103.005
Class # 25118

Taking its title from the Langston Hughes poem, this first-year seminar will explore the psychology of cultural differences and intergroup relations in the United States . We will emphasize the study of race and racism, and we will also consider gender, religion, sexual orientation, ethnicity, social class, and other social identities. Examples of topics include intergroup stereotyping, communication, cooperation, conflict, justice, and discrimination. What are some of the opportunities and obstacles to our joining with Hughes in affirming, “They'll see how beautiful I am... I, too, am America ”?

(3 credits) (Social Sciences and Race & Ethnicity Distribution)
T&TH 1-2:30 Couzens Hall, CLC

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Recommended: MCSP-Linked Introductory Composition Courses

Walking the Ground: Writing the life
George Cooper
English 125. 056 (Introductory Composition)
Class # 19140

Writing teachers have often expressed a preference for writing that “shows” an event rather than “tells” about it. The movement now called “creative nonfiction” embodies something of the showing and telling axiom, promoting well written and well-researched information that is particularly designed to hold the interest of the reader—that is, designed to show the information rather than tell about it. This kind of writing might be contrasted with the presentation of accurate information that is not particularly well written and that does not hold the attention of the reader. As students within the Michigan Community Scholars program, participants in this class will have at hand a rich resource for research and story telling: their community service. This writing course will examine a variety of ways to “show” an experience in writing rather than “tell” about it. Before either showing or telling, however, a writer has to have something to say and to help us in this we will undertake a variety of invention strategies drawn from the rhetorical system known as tagmemics. Growing out of the work of linguist Kenneth Pike, tagmemics offers students a way to systematically approach information, finding more potential in subjects than they initially thought possible. We will also examine the problematic aspects of writing about community service, the politics of point of view, and how writers, in their presentation of language, can appropriate and alter truth. Such considerations of language and its use can and will enhance students' understanding of the community service that they participate in and write about.

(4 credits) Introductory Composition Requirement
MW 2:30-4 Couzens Hall, CLC

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Food, Justice, and the Community
Christine Modey
English 125.075 (Introductory Composition)
Class #11889

“Tell me what you eat, and I will tell you who you are,” wrote the famous French gourmand Jean-Anthelme Brillat-Savarin almost two centuries ago. He lived and wrote at the beginning of a new era of French cuisine, when food was raised from a necessity to an art. But food acquisition, preparation, and consumption have been the central activities of human cultures for millennia—a way to keep body and soul together and create relationships with others. In our own time, in an attempt to recapture what was good about the old foodways, North Americans have embraced the Slow Food movement, sustainable agriculture, and local eating. However, watching famine in the Sudan and food riots in Haiti reminds us of the inequitable distribution of food resources in the world. In this course we'll explore both the pleasures and the politics of food—how its presence strengthened some communities while its absence destroys others. We'll read some great food writers of the twentieth century and, in our writing assignments, consider how food shapes identities, communities, ecosystems, and economies. Be prepared to write about your own history and relationship with food, to explore the local food system of Washtenaw County , to eat and laugh a lot together, and to discover how sharing a meal with those who hunger can “give a hunger for justice to those who have food.” Note: as opportunities become available, students may work together a few hours during the semester at a local social service agency.

(4 Credits) Introductory Composition Requirement
TTH 10-11:30 Couzens CLC

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Required: Community Service Learning Courses

MCSP’s “Project Community”

Fall Term Options (see descriptions below)
• Sociology 389 (Project Community)
• Psychology 211 (Project Outreach)
• Psychology/Sociology 122 (Intergroup Dialogue)

Sociology 389 – MCSP students may enroll in any section of Sociology 389 – see Course Guide for descriptions of each section and community site in areas of education, health care, criminal justice, and advocacy. However, MCSP has reserved spaces for our students in the following sections: 500, 501, 502, 505 (See distinct section descriptions) so you may want to give special consideration to those sections and take the class with other MCSPers. MCSP students have a long history of participating at these community sites.

Course Homepage: http://www.umich.edu/~mserve/ProjectCommunity

Soc 389 – Project Community – Students combine up to six hours of weekly service in community settings with weekly student-led seminars. Seminars are interactive, focus on readings on related sociological issues, and provide a time for mutual support, planning, and problem solving about the community sites. Students enrolled in Sociology 389 are responsible for regular attendance in the weekly seminar as well as regular participation at the designated community service site. Students will complete reflective journal assignments, a short midterm written assignment, and a final paper/project.

Up to four credits of 389 may be included in a concentration plan in sociology. A combined total of eight credits of Sociology 321, 389, and 395 may be counted toward a concentration in sociology. May be repeated four times, for a total of eight credits.

Reserved Spaces for MCSP Students -

Elementary School Tutoring (Northside Elementary)
Sociology 389.500
Class # 13204

Participants in this section will work with elementary school students at Northside Elementary School in Ann Arbor.

Mentoring Middle School Students (Peace Neighborhood)
Sociology 389.501
Class # 20252

Participants will work with middle school and grade school students through the Peace Neighborhood Center in Ann Arbor.

Tutoring in Middle School Classrooms ( Clague Middle School )
Soc 389. 502
Course # 25403

Students in this section will be placed at Clague Middle School to work with students in Language Arts, Science, American History, Social Studies, and Math.

Rodolfo Palma
MCSP: The LUCY Initiative
Sociology 389. 505
Class # 25407

This course, as part of the LUCY Initiative, is a service-learning course designed to enhance student service in Detroit by exploring the meaning and complexities of urban communities and social justice.. Enrollment is by override and only for students who have successfully completed the LUCY section of UC 151.

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Psychology/Sociology/UC122 - Intergroup Dialogue

***Please read the registration information carefully ( www.igr.umich.edu ) and let MCSP know if you have filled out an override for this course!***

The Program on Intergroup Relations (IGR) is a social justice education program. As a joint venture of the College of Literature , Science, and Arts and the Division of Student Affairs, IGR works proactively to promote understanding of intergroup relations inside and outside of the classroom. Multidisciplinary courses offered by IGR are distinguished by their experiential focus, teaching philosophy, and incorporation of dialogical models of communication. On this site you will find information on academic and co-curricular initiatives, program history and philosophy, and resources related to social justice education.

In a multicultural society, discussion about group conflict, commonalities, and differences can facilitate understanding and interaction between social groups. In this course, students will participate in structured meetings of at least two different social identity groups, discuss readings, and explore each group's experiences in social and institutional contexts.

Students will examine psychological, historical, and sociological materials which address each group's experiences, and learn about issues facing the groups in contemporary society. The goal is to create a setting in which students will engage in open and constructive dialogue, learning, and exploration. The second goal is to actively identify alternative resolutions of intergroup conflicts. Different term-long sections of this course focus on different identity groups (for example, recent dialogues have considered white people/people of color; Blacks/Jews; lesbians, gay men, bisexuals, and heterosexuals; white women/women of color; Blacks/Latinos/as; men/women; etc.). Once registered, please go to www.igr.umich.edu to fill out a dialogue placement form. Two course packs are also required.

STUDENTS INTERESTED IN THIS COURSE MUST FILL OUT AN OVERRIDE REQUEST AT WWW.IGR.UMICH.EDU. DUE TO HIGH DEMAND, STUDENTS WHO DO NOT ATTEND THE MASS MEETING ON THE FIRST DAY OF CLASS WILL BE WITHDRAWN FROM THE COURSE. IF YOU HAVE QUESTIONS, PLEASE CONTACT THE PROGRAM ON INTERGROUP RELATIONS (PHONE: 936-1875; E-MAIL: personj@umich.edu).

Psychology 211 – Project Outreach - MCSP students may enroll in any section of Psych 211 – see Course Guide for descriptions of each section and community site in areas of working with pre-school children; big sibs: community and opportunity; juvenile and criminal justice; health, illness and society; exploring careers.

The purpose of Project Outreach is to have students learn about themselves and about psychology by becoming involved in community settings. As all sections of Project Outreach - Psychology 211 are for 3 credits (on a credit/no credit basis), the academic requirements for the course are uniform across all sections (except Exploring Careers, section 005) and include four hours of fieldwork placement, one hour of discussion section, and one hour of lecture each week. Attendance at your section is mandatory. Readings , a mid-term project, and a final exam will be assigned. The Graduate Student Instructor may state additional section requirements in class.

As an Outreach student you will be engaged in real work in the community, designed to meet community needs. You will have a chance to explore careers and significant social issues. You will be involved with a small group of students, led by an undergraduate under the supervision of a graduate student, and faculty member who will guide you through the learning cycle and make your experience educational and enjoyable.

If you have questions, please stop by the Project Outreach office in 1343 East Hall or call the office at 764-2580, Monday through Friday 8:00 a.m. to 5:00 p.m.

Working with Preschool Children
Psych 211.001
Class # 13023

Students will work with children ages 2-5 in community preschools and daycare centers. These placements offer hands-on experiences with a diverse group of children and the lecture series explores a variety of topics that influence child development. The placement sites vary in terms of the populations they serve, including “at-risk” children, children with specials needs, and children of international families with English as a second language.

Big Sibs
Psych 211.002
Class #13024

Students will become involved in a one-on-one friendship with a child in the community age four through fifteen years. You will develop a meaningful individual relationship with a child in need of a role model, mentor, and companion. The program enables you to become involved in the larger Ann Arbor community as you and your little sib participate in free or low cost, educational and fun activities. The corresponding lecture series addresses various issues that impact childhood.

Juvenile and Criminal Justice
Psych 211.003
Class #13025

Designed to provide students with experience in and knowledge of the criminal justice system. The field placements match students with juveniles or adults in a number of placement settings in the criminal justice system. The lecture series is intended to expose students to a wide variety of issues relevant to juvenile delinquency and criminality. It is our hope that you will not only learn about the criminal justice system but also have the opportunity to reach out to juveniles and adult offenders and have a positive impact on their lives.

Health, Illness, and Society
Psych 211.004
Class #13026

Help patients and families in medical facilities, community health clinics, elderly residential settings and community crisis centers. Opportunities include offering empathy, emotional and practical support, in the context of supervised care, and education. Work with a wide range of populations including children, adults, and the elderly. Learn about a variety of contemporary topics related to the field of health care and health promotion.

Exploring Careers
Psych 211.005
Class #13027

Students explore how their understandings of themselves, their interests, their values, and their skills relate to ideas about a college major and future career possibilities. The aims of this section are twofold: (1) to provide students with a psychological perspective on the development of career identity and decision making processes and (2) to encourage the development of the skills needed to identify career options, become familiar with occupational resources, and to practice job or internship search strategies.)

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Optional: Reserved Seats

Math 115.011
Class # 12770

MCSP has reserved ten spaces in Math 115.011. The advantage of registering for this section is that you will be in the same class with other MCSP students so it will be convenient for you to study with others. The instructor for this math section is selected by the math department, not MCSP, unlike all other MCSP courses. In addition, this class is not held in Couzens Hall.

(4 credits)
M, W, & F 10-11:30 607 Dennison

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