Students may be dropped from a course for non-attendance:
Departments are not obligated to withdraw students officially from the course, even though the student has been informed that his/her place in a course has been taken away. Students are responsible for the accuracy of their schedules and must be sure that all drops are processed through CRISP during the Normal Drop/Add Period.
100. Introduction to Afro-American Studies. (4). (SS).
Literature and the Arts
See History of Art 108. (Quarcoopome)
COURSES IN AMERICAN CULTURE (DIVISION 315)
201. American Values.
This course will survey changing conceptions of the meaning of the American
experiment from colonial times to the present. Political, social, economic,
religious and cultural ideals have evolved over time, under the influence
of changing historical circumstances. American ideals today differ markedly,
in all areas, from those of earlier generations; yet there is also much
continuity. And Americans of every generation have been divided among themselves
over the proper formulation of their ideals. We shall analyze the forces
and conflicts which have shaped and reshaped our national commitments. Lectures
will focus upon ideas and events from the 18th through the 20th centuries.
Readings will be drawn from the original writings of the various periods
of American history. There will be a one-hour midterm, two short papers,
and a final examination, including a take-home portion. (Scobey)
210. Topics in Ethnic Studies. (3). (SS). May be repeated for
credit with permission.
Section 001: Introduction to Asian-American Studies. The experience
of people of color have shaped and tested the character of the U.S., its
culture, institutions, and society. This course will examine the nature
of American culture and society through a study of the Asian American experience
in U.S. history. The Asian American experience reveals the dynamics of race
relations and economic stratification in this country as well as the continuing
process of defining America and American. This course provides an introductory
study of the experience of Asian immigrants and their citizen descendants
in the United States from the mid-nineteenth century to the present. The
groups covered include Chinese, Filipino, Japanese, Korean, Pacific Islander,
South Asian, Southeast Asian-Americans. Topics for discussion will include
international/domestic relations, immigration policy, ethnic adaptive strategies,
ethnic community building, constitutional issues, majority/minority relations,
and literary expressions. The format of the course will be lecture and discussion.
Students will be evaluated on the basis of discussion, exams, and papers.
Cost:3 (Fujita)
Section 002: Latinos in the United States - An Introduction. Latinos - or Hispanics - are the second largest minority in the U.S. Comprised of those whose origins - however near or far - come from the Spanish-speaking countries of Latin America, Latinos comprise very variegated experiences in the U.S. Both the reasons for migration from their countries and their processes of incorporation in American society vary widely. Together we will seek to understand both what they share and what is unique. This course explores the experiences of the major groups of Latinos in the U.S. - Chicanos, Mexicans immigrants, Puerto Ricans, Cubans - both for what it tells us about them and for the social problems and social issues they serve to exemplify: family, immigration law and its consequences, the different meaning of race in Latin America and the U.S., the unfolding drama of revolution, the culture of poverty, and the like. Overall we will seek to understand to what extent Latinos are insiders or outsiders to this society, and why. (Pedraza)
240/Women's Studies 240. Introduction to Women's Studies. Open
to all undergraduates. (4). (HU).
See Women's Studies 240.
ANTHROPOLOGY
COURSES IN BIOLOGICAL ANTHROPOLOGY (DIVISION 318)
161. Introduction to Biological Anthropology.
The course explores the biological basis for variation in human morphology,
physiology, and behavior across different modern populations around the
world, and through human evolutionary history. Major topics discussed are
evolutionary theory, genetics, human adaptation, primate and human behavior,
and the human fossil record. No special knowledge is required or assumed.
Cost:2 WL:2
COURSES IN CULTURAL ANTHROPOLOGY (DIVISION 319)
101. Introduction to Anthropology.
This introductory course exposes and explores the structures of inquiry
characteristic of anthropology and surveys the field's four subdisciplines
(biological, archaeological, cultural, and linguistic anthropology), providing
a first glimpse of the field's overall context, history, present status,
and importance. The principal aim of the course is to help students develop
a coherent view of the essential concepts, structures, and intellectual
methods that typify the discipline. It stresses unifying principles that
link the subdisciplines and thereby create anthropology's comprehensive,
holistic world view. It teaches students various ways of learning and thinking
about the world's many designs for living in time and space. It prepares
them to integrate and interpret information, to evaluate conflicting claims
about human nature and diversity, and to think critically. Topics covered
include: the nature of culture, human genetics, evolution, and the fossil
record, the concept of race, primate (monkey and ape) behavior, language
and culture, systems of marriage, kinship and family organization, sex and
gender roles, economics, politics, and religion in global perspective, the
cultural dimension of economic development and contemporary social change,
and the emergence of a world system. Required readings may include an introductory
text and various paperbacks. Lectures and discussion. Two objective exams
(multiple choice and true or false questions) cover the two halves of the
course. The second exam is given on the last day of class. There is no final
exam and no term paper. Section leaders require quizzes and, perhaps a short
paper. Cost:2 WL:1,3,4 (Kottak)
222. The Comparative Study of Cultures. No credit granted to those
who have completed or are enrolled in 101 or 426. Students with credit for
Anthro. 101 should elect Anthro. 327. (4). (SS).
The purpose of this course is to acquaint students with the great variety
existing in human culture and society so that they can place their own particular
way of life in proper perspective. Its subject matter is world ethnology
with special emphasis on social organization and economy. Lectures and readings
are organized according to complexity of society; the course begins with
hunters and gatherers, progresses through various tribal and peasant societies,
and concludes with contemporary industrial nations. The approach is comparative.
Lectures are supplemented by weekly discussion sections augmented by a variety
of readings, primarily ethnographic in nature, and by frequent showings
of ethnographic films. Course requirements include a midterm examination,
a final examination, and a paper applying principles learned in the course
to some aspect of the student's own life. Both examinations consist primarily
of essay questions. This course is intended for non-concentrators. Cost:3
WL:4 (Lockwood)
282. Introduction to Prehistoric Archaeology. (4). (SS).
This course will combine a presentation of the techniques, methods,
and theories of anthropological archaeology as a social science with a general
survey of world prehistory. The presentation of method and theory will cover
field and laboratory techniques for acquiring information about past cultures,
methods for using that information to test ideas about past cultural organization
and evolution, and current theoretical developments in anthropological archaeology
as a social science. The survey of world prehistory will focus on four major
problems in the development of human culture: (1) the emergence of Africa,
between two and six million years ago, of the first proto-humans; (2) the
appearance approximately 40,000 years ago of the first anatomically and
behaviorally "modern" humans; (3) the origins of domesticated
plants and animals and the development of the first village farming communities;
and (4) the rise of more complex, stratified societies from these simpler
farming societies. The course will be oriented as much toward students with
a general curiosity and interest in the human past as toward students who
will become eventual concentrators. There will be three lectures (one hour
each) plus one discussion section per week. Requirements include three in-class
hourly exams and a final examination, plus two take-home exercises that
give students firsthand experience with the application of analytical methods
to real archaeological data. Required Readings: ARCHAEOLOGY (2nd edition,
1989), by David Hurst Thomas, plus a course pack with articles supplementing
the text. Cost:3 WL:2 (Speth)
COURSES IN ARMENIAN STUDIES (DIVISION 322)
171/Slavic Ling. 171. First-Year Armenian.
See Armenian 171 in the Slavic Department
listing. (Bardakjian)
ASIAN LANGUAGES AND CULTURES
COURSES IN BUDDHIST STUDIES (DIVISION 332)
An introduction to the Buddhist religion, with attention to its moral
and philosophical teachings, its modes of practice (e.g., meditation and
ritual), and its social and institutional structures. The course takes a
historical approach, concentrating on the origins of the Hinayana, Mahayana,
and Tantric traditions in India, and the subsequent development of those
traditions in Tibet and East Asia. Students attend three hours of lecture
and a one-hour discussion section each week. There will be a midterm, final
exam, and a paper. No previous knowledge of the subject is required. Cost:3
WL:4 (Lopez)
COURSES IN CHINESE (DIVISION 339)
101. Beginning Chinese.
Chinese 101 is an introductory course in speaking, understanding, reading
and writing Chinese. The student is expected to achieve control of the sound
system, basic sentence patterns and basic vocabulary of Standard Mandarin
Chinese. Starting the 5th week, we will learn to read and write the characters.
In Chinese 101, the major emphasis is on speaking and aural comprehension.
We recommend that students listen to the tapes one hour per day. This is
a five-credit-hour course. We meet one hour each day. Tuesdays and Thursdays
are lectures; Mondays, Wednesdays, and Fridays are recitations. Students
are required to register for both a lecture section and a recitation section.
Attendance is taken everyday and no audits are allowed. Textbooks:
(a) John DeFrancis, Beginning Chinese (Yale Univ. Press) (b) John
DeFrancis, Beginning Chinese Reader, Part I and II (Yale Univ. Press).
Materials covered (Fall Term): Beginning Chinese, Lessons 1-13. Beginning
Chinese Reader, Lessons 1-12. Cost:2 WL:1 (Tao)
250. Topics in Chinese Civilization. No knowledge of Chinese required.
(1-3). (Excl).
Ideas and Images of China. This new course will explore the identity
of a people, defined for themselves and projected to others, by themselves
and by outsiders. With readings, films, and other materials, we will study
the relationship between ethnicity, language, culture, and location of the
Chinese, their self-definition in relation to non-Chinese on their borders
and eventually Westerners on their shores. How has historic identity shaped
the events of the present century? What cultural significance lies in the
ideas and images of watershed events like the fall of Beijing to the Mongols,
the Opium War, the collapse of the last empire, the civil war and communist
takeover, the outflow of students overseas from both Chinas, and the worldwide
showing of the Tiananmen incident? What constitutes the identity of Chinese
living outside China in the globalized culture of the world today? Class
will be a combined lecture and discussion format and will require three
short papers. (DeWoskin)
301. Reading and Writing Chinese. Permission of instructor. No
credit granted to those who have completed or are enrolled in Chinese 101
or 102. (4). (LR).
101. Beginning Japanese.
This course is designed for students with native or near-native speaking
ability in Chinese, but little or no reading and writing ability. Chinese
301 meets three hours per week; it focuses on reading and writing Chinese
and will cover the regular 101-102 reading materials. Students will be graded
on the basis of daily classroom performance, daily quizzes, periodic tests,
and homework assignments. The basic text is Beginning Chinese Reader
by John DeFrancis. Cost:1 WL:1
COURSES IN JAPANESE (DIVISION 401)
A thorough grounding is given in all the language skills: listening,
speaking, reading, and writing. The aim of the oral component is to provide
the student with the speaking and comprehension skills necessary to function
effectively in practical situations in a Japanese-speaking environment.
Attention is given to the social and cultural differences in the use of
the language. In the reading and writing component the two Kana syllabaries
(Katakana and Hiragana) and elementary characters (Kanji)
are introduced. The goal of this component is to develop proficient reading
skills through practice reinforced by oral and written short question-answer
exercises. Students are required to practice with audio/video tapes a minimum
of two hours for each class hour (10 hours per week). From the first day,
recitation sessions are conducted entirely in Japanese; no English is permitted.
Recitation sessions emphasize speaking/reading in Japanese contexts at normal
speed with near native pronunciation, accent, intonation, rhythm and appropriate
body language. Analyses, explanations, and discussions involving the use
of English are specifically reserved for lectures with a linguist. Texts:
Eleanor Harz Jorden and Mari Noda, Japanese: The Spoken Language, Parts
I-II; Eleanor Harz Jorden and Hamako Ito Chaplin, Reading Japanese.
Cost:2 WL:1
COURSES IN KOREAN (DIVISION 409)
101. Beginning Korean.
As the first half of the beginning-year course in spoken and written
Korean, it will emphasize the aural / oral skill, but attention will also
be given to grammatical structure. Class regularly meets five time a week
- 2 hours of lectures and 3 hours of aural / oral practice - and daily attendance
is expected. In addition, students are required to do additional hours of
work for listening practice on their own in the language lab. Though lectures,
students will learn Korean characters, be able to read sentences with considerable
fluency, and understand the basic grammatical structures of Korean. Based
on the knowledge obtained through lectures, recitation classes will help
the students develop an ability to use basic conversational expressions
freely. The checkpoints for evaluation include homework assignments, weekly
quizzes, reading aloud, and oral interviews. Those interested in taking
this course are recommended to see the instructor before registration. WL:3
(Park, Staff)
COURSES IN SOUTH AND SOUTHEAST ASIA (DIVISION 483)
Language Courses
Standard Thai, the language of Thailand, is typical of mainland Asia
in its basic structure (pronunciation, grammar), but it also shows its ties
to Indian culture in its alphabetic script and much of its vocabulary. The
language offers a window onto a culture that has maintained much of its
autonomy from Western influence, while being at the same time accessible
to the open-minded inquirer (it is also worth mentioning that Thailand currently
has one of Asia's fastest growing economies). The focus of the course is
one use of the spoken language in everyday situations. Upon successful completion
of the two-term sequence, students will be able to conduct conversations
dealing with basic "survival" concerns, such as food, transportation,
lodging, giving and receiving directions, etc., and will be able to read
short elementary passages and use a dictionary. Class activities are mainly
oral, and students will learn the Thai script, which is used in the written
course materials from the first day of class. The beginnings of acquaintance
with Thai culture, history, geography, etc. are offered, both in the content
of the language lessons and in supplementary English-language presentations.
Cost:1 WL:4 (Montatip Brown)
103. Beginning Indonesian. (5). (LR).
Indonesian is the national language of Indonesia, a country noted for
its rich and deep cultural heritage as well as for its remarkable cultural
diversity. With its 180,000,000 speakers, Indonesian is the sixth most prevalently
spoken of world languages. The relatively simple syntactic and grammatical
structures which characterize Indonesian make it an accessible language
for native speakers of English. The elementary course comprises a two-term
sequence designed to provide the student with a basic working knowledge
of the Indonesian language. The course aims at the acquisition of the four
basic language skills - listening, speaking, reading, and writing - in modern
Indonesian. The class emphasizes aural-oral exercises and practice and the
learning of culture throughout the course. The text used is keyed to a set
of tapes for use in the language lab and concentrates on practical knowledge
of the language. Evaluation is based on classroom performance, homework
assignments, tests, and a final exam. Cost:2 WL:4 (Florida)
105. Elementary Hindi-Urdu. No credit granted to those who have
completed or are enrolled in S&SEA 315. (4). (LR).
South and Southeast Asia 105 is the first term in the sequence of Hindi-Urdu
courses offered by the Department of Asian Languages and Cultures. The course
meets four hours per week in two sessions. If enrollments warrant, there
will be a separate course (S&SEA 315) intended for students who have
some knowledge of the spoken language but do not know the writing system.
In the first year only the Devanagari writing system (for Hindi) is introduced.
Nastaliq (for Urdu) comes in the second year. The course concentrates on
developing skills in reading, writing, speaking, and aural comprehension.
Evaluation is based on attendance, written homework assignments, quizzes,
dictations, and examinations. There are no prerequisites (no previous knowledge
of Hindi is required). Cost:2 WL:1 (Hook, Staff)
107. Beginning Tagalog. (4). (LR).
Tagalog is the national language of the Philippines. Elementary Tagalog
is a two-term sequence designed to give the student who has little or no
knowledge of Tagalog the necessary basis for learning to speak it and to
have an acquaintance with the cultural context in which it functions. Tagalog
is particularly interesting in the way it has integrated the broad influences
of both Spanish and English into its own syntactic and semantic systems.
The oral approach is greatly emphasized in the classroom, using questions
and answers and short dialogues to develop active use of the language in
the most natural way possible. This is complemented by the use of taped
lessons in the Language Laboratory. There are frequent short quizzes, a
midterm, and a final examination. At the end of the first year, the student
should be able to handle brief exchanges in common social situations and
to read and write simple Tagalog. For the student specializing in Philippine
studies, learning Tagalog is a must. For the student specializing in language
studies, a number of linguists of note have found Tagalog structure highly
instructive in understanding certain aspects of language. For the student
with Philippine affinities, learning Tagalog provides a bond of understanding
and for some, a link to one's roots. For the student who has neither a Philippine
connection nor a specialist interest in language, learning Tagalog can be
rewarding as it provides an experience of new modes of expression and new
ways of looking at the world around us and within ourselves. Cost:1 WL:1
(Naylor)
111. Beginning Punjabi. (4). (LR).
This course offers an introduction to spoken and written Panjabi, a major
language of northern India and of Pakistan, with some 80 million speakers.
It will begin with a concentration on the spoken language, emphasizing oral-aural
skills, and introducing the Gurmukhi script. Students will be encouraged
to begin basic conversation in class. The written aspects of the language
will be introduced through graded readings and written exercises. This course
is oriented toward developing a basic practical proficiency in the language.
Teaching materials will be drawn from a variety of sources: available reference
grammars, textbooks of Panjabi, and instructor-prepared materials. Evaluation
of students' performance will be based on daily class work, homework, a
midterm, and a final. Cost:1.
COURSES IN ASIAN STUDIES (DIVISION 323)
111/History 151. South Asian Civilization.
See History 151. (Murphey)
121/History 121. Great Traditions of East Asia. (4). (HU).
See History 121. (Tonomura)
230/Buddhist Studies 230/Phil. 230/Rel. 230. Introduction to Buddhism.
(4). (HU).
See Buddhist Studies 230.
COURSES IN ASTRONOMY (DIVISION 326)
101. Introductory Astronomy: The Solar System. No credit granted
to those who have completed or are enrolled in 111, 130, 160, or 221. (4).
(NS).
Astronomy 101 students attend the same lectures as Astronomy
111 students (see course description below). (Section 001:Sears; Section
006:Staff)
102. Introductory Astronomy: Stars, Galaxies, and the Universe.
No credit granted to those who have completed or are enrolled in 112, 130,
160, or 222. (4). (NS).
Astronomy 102 students attend the same lectures as Astronomy
112 students (see course description below). Instead of laboratory sections,
Astronomy 102 incorporates weekly one-hour discussions and associated homework,
which is considered along with examinations and quizzes for course grades.
Cost:2 WL:4 (Section 001:MacAlpine; Section 006:Seitzer)
111. Introductory Astronomy: The Solar System.
No credit granted to those who have completed or are enrolled 101, 130,
160, or 221. (4). (NS).
This course presents an introduction to the field of astronomy and astrophysics
with an emphasis on the discoveries from space exploration. The first third
of the course deals with understanding the history of astronomy, orbits,
gravitation, optics and the properties of light and matter. The rest of
the course explores the properties, origin and evolution of the major planets,
asteroids, comets, the Sun and other components of the Solar System with
particular emphasis on comparative aspects with respect to the Earth. The
origin and formation of the Solar System and the origin of life will also
be discussed. This course is intended for non-science concentrators with
a basic high school math and science background. Astronomy 111 has a two-hour
laboratory section every week. Astronomy 101 has a one-hour discussion section.
Course requirements include assigned reading, section meetings, homework,
observations, quizzes, midterm and a final examination. Laboratory sections
include observations with telescopes. COST:2 WL:4 (Section 001:Sears; Section
005:Staff)
112. Introductory Astronomy: Stars, Galaxies,
and the Universe. No credit granted to those who have completed or
are enrolled in 102, 130, 160, or 222. (4). (NS).
This course is intended primarily for non-science concentrators, who
wish to understand the phenomena and properties of the universe beyond our
solar system. There are no astronomy prerequisites, and a basic high school
math background (e.g., not calculus) is sufficient. We will examine the
widest possible range of interrelated natural phenomena, from sub-atomic
particles to the Universe as a whole. Lectures inventory the different types
of stars and examine how red giants, white dwarfs, black holes, supernovae,
and people all fit together in one grand, remarkable scheme. The larger
picture includes our Milky Way galaxy, less hospitable exploding galaxies,
and enigmatic quasars. The present state of knowledge or speculation regarding
the origin and ultimate fate of our universe will also receive special attention.
It all came from somewhere, but where...and how? Course grades will be derived
from scheduled quizzes, a midterm and a final exam, and laboratory exercises.
Laboratory sections, which meet for two evening hours each week, will include
planetarium demonstrations and observations with telescopes (weather permitting)
mounted on Angell Hall. Cost:3 WL:4 (Section 001:MacAlpine; Section 006:Seitzer)
160. Introduction to Astrophysics. Math. 115, and prior or concurrent
enrollment in Phys. 140; or permission of instructor. No credit granted
to those who have completed or are enrolled in 102, 112, 130, 221, or 222.
(4). (NS).
This course introduces students with some science and math background
to methods and concepts of modern astrophysics. Topics: astrophysical processes;
modern telescopes and instrumentation; stellar spectra, motions, and atmospheres;
stellar interiors and nuclear energy generation; evolution of stars and
their planetary systems from birth in giant molecular clouds to deaths as
white dwarfs, neutron stars, or black holes; stellar systems, our Milky
Way galaxy; dark matter and interactions in galaxies; the distribution of
galaxies and quasars in the Universe; cosmic background radiation and the
Big Bang. Problem sets and a weekly two-hour laboratory using telescopes
on Angell Hall. Cost:2 WL:3 (Aller)
204/AOSS 204. Introduction to Planetary and Space Science. High
school mathematics through plane geometry and trigonometry. (3). (NS).
This course will present the development of space exploration with a
concentration on the major scientific breakthroughs resulting from the exploration
of the solar system by the U.S. and Soviet spacecraft. The course is intended
for non-science majors: high school mathematics through plane geometry and
trigonometry is recommended. The emphasis will be on comparative atmospheric
phenomena, and the impact its study has had on the understanding of our
own (terrestrial) environment. Topics will include the constraints that
the environment of space places on the design of space probes, the history
of space science in studying the Earth's environment, and the deep-space
missions to the other planets and Comet Halley. There will be two one-hour
lectures a week, a one-hour discussion section, and two to three hourly
exams.
COURSES IN ATMOSPHERIC, OCEANIC AND SPACE SCIENCES (DIVISION 241)
202. The Atmosphere.
Section 001: The Atmosphere. Threats to the atmospheric environment
will be considered, with special emphasis on global changes that
are taking place, or are anticipated. The greenhouse effect, ozone
depletion, the ozone holes, and urban air pollution will
be discussed from a scientific perspective using the latest information.
(Barker)
Section 002: Climate Change and Weather. There is a real possibility that the climate of the 2000's will be dramatically different from today's. The climate change portion of this course investigates what changes are forecast in temperature, precipitation and storminess in the coming century and how climatic and meteorological variability may influence our way of life. Topics include: origins of the atmosphere, natural and unnatural climatic variability, global atmospheric circulation, and the role of air pollution. In the weather portion topics include: the science and art of weather forecasting and photographic and video presentations on severe weather topics including lightning, thunderstorms, tornados and hurricanes. Grades are based on three hourly exams each covering one-third of the material and a final report based on an analysis of either personal weather observations or weather folklore interviews. (Samson)
COURSES IN BIOLOGY (DIVISION 328)
100. Biology for Nonscientists.
Biology 100 is a one term course designed to introduce students to current
biological concepts. The course consists of three hours of lecture per week
plus a coordinated discussion session which occupies two hours per week.
Biology 100 provides an introduction to some general principles of biology
and concentrates on the areas of cell biology, genetics, evolution, and
environmental biology. A major objective of this course is to point out
to students the nature of the scientific process and illustrate the uses
and non-uses of science in contemporary life. Wherever possible, the ethical
and social implications of contemporary scientific effort will be discussed.
This course is designed for students with a minimal background in the biological sciences but we do assume some exposure to biology at the high school level. Discussion sections enroll 20 students and are taught by graduate student teaching assistants. In the discussion section, students have the opportunity to review material presented in lecture and participate in discussions of issues raised in the lecture segment. Cost:3 WL:1; you MUST attend the first discussion section to claim your place in the course.
110. Introduction to Global Change I. (4). (NS).
The course will be an introduction to the natural world in which humans
live. It will include an introduction to the evolution of the universe,
the earth and its environments, and the evolution of living organisms. Consideration
will be given to fundamental processes by which organisms grow and reproduce,
how they interact with their environments, and the distribution to major
groups of organisms on earth. The ecological roles of organisms will be
studied at the level of the individual, the population and the community.
The causes and consequences of past and present changes in the earth's environment
will be discussed on scales from local to global. The course will conclude
with a consideration of the causes and consequences of human alterations
of the earth's environment with discussion of the implications for the management
of the earth and its ecosystems. The course grade will be based on a midterm
exam and a final exam, plus successful completion of the required weekly
laboratory exercises. There are no prerequisites for this course and no
science background is assumed. The course is appropriate for all first year
students, irrespective of intended concentration. (Teeri)
152. Introduction to Biology: Term A. Chem. 130 or the equivalent
recommended. No credit granted to those who have completed or are enrolled
in Biol. 195. (4). (NS).
First term of a two-term introductory sequence (152/154) intended for
concentrators in biology, other science programs or preprof studies. Other
suitably prepared students wishing detailed coverage of biology are also
welcome. The aims of Biology 152/154 are (1) to provide factual and conceptual
knowledge, (2) to afford experience in obtaining and interpreting biological
hypotheses, (3) to give an integrated overview of modern biology and (4)
to develop thinking and writing skills. Topics in Biology 152 are divided
among four areas: (a) cellular and molecular biology, (b) genetics, (c)
evolution, and (d) ecology. Students MUST: (1) attend 3 lectures and one
3-hour lab/discussion section each week; (2) ATTEND THEIR ASSIGNED LAB/DISC
MEETINGS EACH WEEK STARTING WITH THE FIRST WEEK OR THEIR SPACE MAY BE GIVEN
TO SOMEONE ON THE WAITING LIST; and (3) RESERVE the times and dates for
the midterm and final exams (as specified in the Time Schedule) before enrolling.
There will be two midterm exams and a final exam. Students usually purchase
a textbook, lab manual and course pack consisting of a syllabus and lecture
notes. No other study guides or supplementary materials need be bought.
For honors credit, register in lecture 002 of Biology 152 and ANY lab/disc,
plus Biology 153 (see below). For further information contact the Biology
152/154 office, 1563 CCL Bldg (764-1430). Cost:3 WL:2, but go to 1563 CCL.
153. Introductory Biology Honors: Term A. Prior or concurrent
enrollment in Biology 152 and either admission to the College Honors Program
or permission of instructor. (1). (Excl).
Biology 153 is a one-credit discussion course that is meant to be taken
concurrently with Biology 152, a four-credit lecture course. The first part
of the course will deal with the nature of science and the scientific method.
Science will be viewed as an approach to viewing the universe. Subjects
that will be covered are the scientific method, hypothesis testing, the
roles of logic, creativity, and serendipity in scientific discoveries. From
a more practical point of view, the structure of a scientific paper will
be analyzed. The topics covered in the second part of the course will vary
depending on the instructor. Topics which may be covered are the genetic
code and information theory, the revolution of molecular biology, genetic
engineering and its ethical and social implications, the evolution of biochemical
pathways, the properties of life and the search for life on other planets,
the issue of gender, race, and intelligence. Cost:1 WL:2
COURSES IN CHEMISTRY (DIVISION 334)
The Chemistry Department has three types of courses available for students starting out toward careers in any of the sciences, engineering, or medicine. Students are placed into these courses according to the results of the tests in chemistry and mathematics that they take during orientation. In addition there are two distribution course, Chem 101 offered in the Fall Term and Chem 100, in the Winter Term.
For students interested in the sciences, engineering or medicine, either Chem 130 or Chem 210/211 can be their starting point. Students who have had a strong course in high school (which may include AP credit in chemistry) are advised to start in Chem 210 and 211, the laboratory course that accompanies it. Chem 130 is recommended for all other students. Section 400 of Chem 130 is reserved for students who would benefit from a smaller lecture section and more frequent contact with both senior faculty and teaching assistants.
Students who have had little or no laboratory work in high school should plan to elect Chem 125 with Chem 130. Other students electing Chem 130 may postpone laboratory to a subsequent term.
101. The Atom. Math. 105 or equivalent. Not intended for students
with extensive background in chemistry or physics. Not open to students
with AP credit in chemistry or the equivalent. (4). (NS).
Several of the major challenges to western society combine economic
and political questions with technical questions concerning the nature of
the atom. These include the occurrence and movement of elements in the environment
and production of energy from nuclear processes. In the lecture/discussion
periods of this course, which meet three times a week, we will explore in
depth some topics centered around the structure and the properties of matter.
We will explore how new experimental observations led to new theories about
the structure of matter, and how, in turn, theories changed the way we see
the world and ourselves. We will also examine issues (such as the disposal
of wastes) where political and economic considerations affect scientific
activities. Students will get hands-on experience of the processes by which
scientific data are collected and evaluated in the laboratory part of the
course which meets once a week for three hours. Grades of the course will
be based on contributions to class and laboratory discussion, several short
quizzes, midterm and final exams, and short papers (3-5 pages). Cost:2 WL:4
(Blinder)
125. General and Inorganic Chemistry: Laboratory. May be elected
by students who are eligible for (enrolled in ) Chem. 130. (2). (NS).
This laboratory course can be elected with, or following, Chem 130 or
230. It is intended that students planning to enroll in Chem 130 that have
had little or no previous chemistry laboratory enroll concurrently in Chem
125. The focus of this guided inquiry laboratory is to foster critical thinking
that allows students to design, perform, and interpret experiments. An emphasis
is placed on what constitutes valid data and provides the burden of proof
for testing hypotheses and theories. In addition, the student acquires technical
skills that are required for further advancement in experimental sciences.
Although an ability to collect and analyze data in a quantitative manner
is developed, the emphasis of the course is to provide a qualitative understanding
of the basic concepts of chemistry. This is accomplished by demonstrating
that chemical principles are derived from experimental data. The format
of the course is organized into three sections. Pre-laboratory reading and
questions are completed prior to the four-hour laboratory. The second component
is performance in the laboratory. The third begins in the last hour of the
laboratory where individual data are shared, evaluated, and discussed. Students
then provide a laboratory report based on the combined data of the section.
A one-hour lecture provides support for the topics that are investigated
in the the laboratory. Microcomputer simulations also supplement the student's
laboratory experience. There are two one-hour written examinations, scheduled
for Tuesday evenings, that constitute 25% of the grade. The remaining 75%
of the grade is based on the acquired in the laboratory points. Refer to
the Time Schedule for examination dates and times. Cost:2 WL:2 (Kerner)
130. General Chemistry: Macroscopic Investigations and Reaction Principles.
Three years of high school math or Math. 105; one year of high school chemistry
recommended. Placement by testing, or permission of Chemistry department.
Intended for students without AP credit in chemistry. No credit granted
to those who have completed Chem. 123 or 124. (3). (NS).
This General Chemistry course is intended to fulfill the one term chemistry
requirement for students interested in science, or as a natural science
elective for non-science concentrators. This course may also be used as
the first term in a four or more term chemistry sequence (probably 130,
210/211, 215/216, 340 etc.) for science concentrators and pre-professional
students. Chemistry 130 is intended for students without AP credit in Chemistry.
Chemistry 130 provides an introduction to the major concepts of chemistry, including the microscopic picture of atomic and molecular structure, periodic trends in the chemical reactivity, the energetics of chemical reactions and the nature of chemical equilibria. Students will be introduced both to the fundamental principles of modern chemistry, the descriptive chemistry of the elements, and to the underlying theories that account for observed macroscopic behavior. In Chem 130, students will learn to think critically, examine experimental data, and form generalizations about data as chemists do. Chem 130 will meet three times each week in lecture sections with senior faculty (the intensive section will have four lectures a week), and once a week in small group discussion classes led by graduate teaching assistants (the Comprehensive Study Program discussion class will meet three times a week). Lecturers and teaching assistants will have scheduled office hours for after class help, and computerized study aids will be available to all students. Course grades will be determined from discussion class evaluation, 3 one-hour examinations (Tuesday nights) and a final examination. See Time Schedule for examination times and dates.
The intensive lecture section (section 400) is intended for those students who would benefit from a smaller lecture section (maximum 100 students), more lectures so that the pace is slower, and more feedback. Placement by LS&A testing or permission of the the Chemistry Department (Room 2035 Chemistry) is needed for enrollment in this section. The CSP discussion section is intended for those students who would benefit from more group study meetings with a graduate teaching assistant. Permission of the Comprehensive Studies Program is needed for enrollment in this section. Cost:4 WL:2 (Sections 100, 200, 300: Hallada, Gland, and Staff; section 400: Weathers)
210. Structure and Reactivity I. High school chemistry. Placement
by examination during Orientation. To be taken with Chem. 211. (4). (NS).
Chemistry 210 is the first course in a two-term sequence in which the
major concepts of chemistry are introduced in the context of organic chemistry.
Emphasis is on the development of the capacity of students to think about
the relationship between structure and reactivity and to solve problems
in a qualitatively analytical way. This course is a particularly good first
course for students with AP credit in chemistry, Honors students and other
students with a strong interest in chemistry and biology. The course has
three lectures with the professor and one hour of discussion with a teaching
assistant per week. There are three hour examinations (Tuesday nights) and
a final examination. See Time Schedule for examination times and dates.
NOTE: This course is linked to Chemistry 211. The recitation sections for Chemistry 210 and the corresponding laboratory sections for Chemistry 211 are listed together in the Time Schedule under Chemistry 210. Students must elect both Chemistry 210 (for 4 credit hours) and Chemistry 211 (for 1 credit hour). Cost:3 WL:2 (Coppola, Ashe, Curtis)
211. Investigations in Chemistry. To be taken with Chem. 210.
(1). (NS).
Chemistry 211 is an laboratory introduction to methods of investigation
in inorganic and organic chemistry. Students solve individual problems using
microscale equipment and a variety of techniques such as thin layer chromatography,
titrations, and spectroscopy. The course consists of a four-hour laboratory
period with a teaching assistant under the supervision of the professor.
Students keep laboratory notebooks, which also serve as laboratory reports.
Grades are based on performance in the laboratory and the laboratory notebooks.
NOTE: This course is linked to Chemistry 210. The laboratory sections for Chemistry 211 are listed in the Time Schedule along with the recitations sections for Chemistry 210. Students must elect both Chemistry 210 (for 4 credit hours) and Chemistry 211 (for 1 credit hour). Cost:1 WL:2 (Kleinman, Staff)
215. Structure and Reactivity II. Chem. 210, 211. To be taken
with Chem. 216. (3). (NS).
The emphasis on thinking about structure and reactivity started in Chemistry
210 is continued in Chemistry 215, with the student learning to analyze
more complicated structures, ultimately being able to understand and predict
the reactivity of large molecules of biological importance, such as carbohydrates,
lipids, and proteins. The course has three examinations (Tuesday nights)
and a final examination. See Time Schedule for examination times
and dates.
NOTE: This course is linked to Chemistry 216. The laboratory sections for Chemistry 216 are listed in the Time Schedule under Chemistry 215. Students must elect both Chemistry 215 (for 3 credit hours) and Chemistry 216 (for 2 credit hour). Cost:1 WL:2 (Wiseman, Ege, and Staff)
216. Synthesis and Characterization of Organic Compounds. Chem.
210, 211. Must be taken with Chem. 215. (2). (NS).
Chemistry 216 builds on the experimental approach started in Chemistry
211. Students participate in planning exactly what they are going to do
in the laboratory by being given general goals and directions that have
to be adapted to fit the specific project they will be working on. They
use microscale equipment, which requires them to develop manual dexterity
and care in working in the laboratory. They also evaluate the results of
their experiments by checking for identity and purity using various chromatographic
and spectroscopic methods. Students will be expected to keep a laboratory
notebook that will serve as the basis for their laboratory reports.
NOTE: This course is linked to Chemistry 215. The laboratory sections for Chemistry 216 are listed in the Time Schedule under Chemistry 215. Students must elect both Chemistry 215 (for 3 credit hours) and Chemistry 216 (for 2 credit hour). Cost:1 WL:2 (Wiseman, Ege, and Staff)
CLASSICAL STUDIES
The Department of Classical Studies believes that the literature, monuments, and social institutions of the ancient world, together with the reflections of the Greek and Roman thinkers about their own cultures, are of unique value in themselves, well worth our contemplation and understanding; and that as we attempt to learn about and appreciate classical civilization, we necessarily learn as well a variety of contemporary methodologies and disciplines.
The department offers three groups of courses for distribution, those in Classical Civilization (introductory courses that require no knowledge of Greek or Latin), courses in Classical Archaeology, and upper level language courses in Greek and Latin authors or genres. While only a few courses are repeated in yearly or biennial rotation, most courses are offered less regularly. This system guarantees that the instructor approaches the subject each time with fresh impetus. We believe in a healthy change and variation in our course offerings. The undergraduate advisor of the Department of Classical Studies will consider and, if appropriate, authorize other classical civilization, literature, and archaeology courses for distribution credit upon request by students during the first drop/add period each term.
Classical Civilization offerings include the general surveys of Greek and Roman civilizations (CC 101 and 102), which provide (through readings, lectures, and discussions) a broad understanding of the literatures, thought, and social development of ancient Greece and Rome, and thus provide the student with knowledge of and appreciation for our cultural origins, as well as an acquaintance with modern methods for understanding an ancient culture. These courses are taught each year. CC 101 is offered in the Fall and CC 102 is offered in the Winter. Other courses provide understanding of particular aspects of the ancient world, approached from a variety of disciplines and studies - literary, philosophical, historical, sociological, and so on. Some students (particularly those who have already developed special interests in such disciplines) may wish to explore one of these topics without having had a broader introduction.
Classical Archaeology offerings include the broad surveys of the archaeology and monuments of Greece (Cl.Arch 221 - offered in the Fall) and Rome (Cl.Arch 222 - offered in the Winter) and a general introduction to archaeological field methods (Cl.Arch 323). Other courses use the material remains of specific cultures both to introduce students to the diversity of the ancient world and to demonstrate how, through a variety of multi-disciplinary approaches, the archaeological record can be used to reconstruct the life-ways of past societies.
COURSES IN CLASSICAL ARCHAEOLOGY (DIVISION 342)
This course surveys the history and art of Crete and Greece as revealed
by archaeology from the third millennium through the 4th century B.C. In
the prehistoric period, particular attention is given to architectural and
ceramic developments as well as to the crosscurrent of trade and economic
contacts among Asia Minor, Crete, and mainland Greece. Emphasis is also
given to the impact archaeology has had on views and theories of history:
the destructions of the civilizations of Crete and Troy, the end of the
bronze age, the volcanic eruption of Thera. In the historic period, major
artistic developments in architecture, sculpture, and painting are considered
and special attention is given to social interpretations: temples as banks
and monasteries; sculpture as dedication, decoration, and commemorative
propaganda; architectural sculpture as realized myth. Discussions in the
sections will concentrate on the historical background, archaeological field
techniques, methods of dating and stratigraphy. The sections will meet in
the Kelsey museum where it will be possible to work with the actual ancient
artifacts recovered in University of Michigan excavations. There are two
one-hour examinations and a final, as well as illustrated lectures and assigned
readings. Cost:2/3 WL:1 (Herbert)
CLASSICAL GREEK (DIVISION 385)
Elementary Courses
In combination with Greek 102, this is the first half of a year-long
introduction to ancient Greek and is designed to prepare students for the
reading of Greek texts. Greek 101 concentrates on fifth-century B.C. Attic
Greek which was the language of the "golden age" of Athens. The
Greek language of that time and place represents a cultural and linguistic
central point from which students can pursue their own interests within
a wide range of Greek literature which extends from the Homeric epics to
the Byzantine era and which includes the archaic, classical, and hellenistic
periods as well as the KOINE Greek of the New Testament. The purpose of
the course is to develop the fundamentals of the language so that these
fundamentals can then be applied to whatever area of ancient Greek students
wish to pursue. Cost:2 WL:1 (Porter)
MODERN GREEK (DIVISION 433)
101. Elementary Modern Greek.
Elementary Courses
An introductory course in language with special emphasis on developing
speaking skills. Most of the classroom time is spent on drills and on elementary
dialogues among the students and between the students and the instructor.
A creative approach to language learning is followed, whereby the class
simulates everyday life situations and the students are asked to improvise
responses to those situations. Instruction also focuses on elementary grammar
and syntax. Homework involves preparation for the dialogues and drills.
Additional exercises - at home and in the classroom - include descriptions
of objects and contexts, problem-solving, interviews among students, and
conversion of dialogues into narratives. (Van Dyke)
LATIN LANGUAGE AND LITERATURE (DIVISION 411)
Two convictions are basic to the Elementary Latin Program of the Department of Classical Studies: (1) it is possible for every able-minded person to master the basic facts of a foreign language and (2) the learning experience leading to such a mastery is a privilege that is very specifically human and ought to be most satisfying. Essential facts of morphology, syntax, semantics, vocabulary, history and culture are taught, and a knowledge of these facts enables students to understand Latin written by the famous authors of the Golden Age. Since at least 50% of the vocabulary of an educated speaker of English is Latin in origin, English vocabulary improves as Latin stems and derivatives are learned. The program normally takes four terms to complete. A placement test may be taken at the beginning or end of a term, and a student may succeed in placing out of one or more courses in the introductory sequence.
In the Elementary Latin Program, the department is offering Latin 101, 102, 193, 231, and 232. Latin 101 (see below) is for students with little or no previous Latin. A placement examination will determine the appropriate course for other students who enter the elementary sequence. Students with questions about which course to elect are encouraged to visit the department office in 2016 Angell Hall, 764-0360, or contact Professor Knudsvig in 2012 Angell Hall, 764-8297.
101. Elementary Latin. No credit granted to those who have completed
or are enrolled in 103, 193, or 502. (4). (LR).
All of the assigned tasks/exercises in Latin 101 are directed toward
the reading and translation of Classical Latin and not toward writing or
conversation. The course has as its primary objective the acquisition of
a fundamental understanding of basic Latin grammar. The text for the course
is Knudsvig, Seligson, and Craig, LATIN FOR READING. Latin 101 covers approximately
the first half of the text. Grading is based on quizzes, class participation,
hour examinations, and a final. Cost:1 WL:3
102. Elementary Latin. Latin 101. No credit granted to those who
have completed or are enrolled in 193 or 502. (4). (LR).
All of the assigned tasks/exercises in Latin 102 are directed toward
the reading and translation of Classical Latin and not toward writing or
conversation. The course continues the presentation of the essentials of
the Latin language as it covers the last half of Knudsvig, Seligson, and
Craig, LATIN FOR READING. Extended reading selections from Plautus (comedy)
and Eutropius (history) are introduced. Grading is based on class participation,
quizzes, hour examinations, and a final. Cost:1 WL:3
193. Intensive Elementary Latin I. No credit granted to those
who have completed or are enrolled in 101, 102, 103 or 502. (4). (Excl).
This course is a rapid introduction to Latin and is intended for students
with little or no prior Latin. Upperclass undergraduates in such fields
as history, medieval or renaissance literature, or linguistics and who need
to acquire a reading competence in Latin as quickly and as efficiently as
possible should elect this course. So should other undergraduates who intend
to continue the study of Latin and want a rapid introduction that enables
them to take upper-level Latin courses as soon as possible. This first term
course covers elementary grammar and syntax. Cost:1 WL:1
231. Introduction to Latin Prose. Latin 102 or 103. No credit
granted to those who have completed or are enrolled in 194, 222, or 503.
(4). (LR).
This course reviews grammar as it introduces students to extended passages
of classical Latin prose through selections from such authors of the first
centuries B.C. and A.D. as Caesar and Livy. Class discussions center upon
the readings. Grading is based on class participation, quizzes, hour examinations,
and a final. Cost:1 WL:3
232. Vergil, Aeneid. Latin 231 or 221. No credit granted to those
who have completed or are enrolled in 194, 222, or 503. (4). (LR).
SECTIONS 001 and 003. The goal of this course is simple: to learn to
read extensive passages of Vergil's Aeneid, with comprehension and
enjoyment. Careful attention is paid to Vergil's style, the more common
poetic features he employs, mythological references, and the relation of
the text to the life and time of the Emperor Augustus. Quizzes, hour exams,
a two-hour final, and regular participation in class will determine the
course grade; there are no papers. Cost:2 WL:1
SECTION 002. The goal of this course is simple: to read extensive passages of Vergil's Aeneid with comprehension and enjoyment. To the degree that there is mastery of the paradigm forms and the principal parts of the most common irregular verbs, the daily assignments will be made easier. Careful attention is paid to Vergil's style, the more common poetic features he employs, mythological references, and the relation of the text to the life and times of the Emperor Augustus. Three hour exams, a two-hour final, and regular participation in class will determine the course grade; there are no papers. In-class translation is followed by a discussion of the text under consideration that day. (Nissen)
Intermediate Courses
The primary goal of this course is to serve as an introduction to the
study of Latin literature, and, through the literature, of Roman culture.
Texts by major poets and prose authors will be read with a view to their
literary, historical, and political contexts. Translation, and review of
morphology and syntax as needed, will be stressed. There will be quizzes,
a midterm, and final exam. Cost:2 WL:3,4 (Garbrah)
CLASSICAL CIVILIZATION (DIVISION 344)
101. Classical Civilization I: The Ancient Greek World (in English).
This course serves as an introduction to the civilization of ancient
Greece from its beginnings to the Hellenistic age. All reading is in English
translation. Lectures will trace the development of Greek literature and
thought within the context of Greek society. Literature read includes THE
ILIAD and THE ODYSSEY of Homer; selected lyric poetry; selected tragedies
of Aeschylus, Sophocles, and Euripides; selected comedies of Aristophanes;
selections from the historians Herodotus and Thucydides; and philosophical
writings of Plato. The readings average about 90 pages per week. There will
be a midterm, two brief papers, and a final examination. Freshmen Honors
students in Honors sections will write enough to meet the Introductory Composition
requirement. This course is the first of a two-term series. Classical Civilization
102 is offered in the Winter Term and represents an equivalent treatment
of the civilization of ancient Rome. It is recommended that the course be
taken as a sequence, but it is not required. Cost:3 WL:4 (Scodel)
205. The Hero in Greece and Rome. (3). (Excl).
We will consider the changing figure of the Hero in Greek and Roman
literature. We will begin with heroism in a heroic society as represented
in the Homeric epics and its transformation into the tragic heroism of Greek
drama (selected plays). We will then observe the domestication of the hero
and the erotic hero of Alexandrian literature (Theocritus, Apollonius) and
conclude with further transformations of the hero at Rome (Vergil's Aeneid,
the novels of Petronius and Apuleius). Throughout the course we will be
trying to understand how aspirations of greatness can be represented and
what ideals the hero can stand for, even when a society (perhaps as our
own) is losing or has lost its ability to believe or trust in human greatness.
There will be two short papers (4-5 pages) and a final exam. Cost:3 WL:4
(Ross)
COURSES IN COMMUNICATION (DIVISION 352)
100. Public Speaking.
This course focuses on helping students to develop effective public
and interpersonal communication skills. Students will be exposed to basic
theories of interpersonal communication and models of effective communication.
Students will have opportunity to develop their public speaking and interpersonal
communication skill through a variety of structured class experiences. The
skills addressed in this course will include public speaking, listening,
small group communication, giving feedback, conflict resolution, and communication
in close relationships. Approximately half of the course will be devoted
to public speaking and half to interpersonal communication. You must be
present the first two class meetings to hold your spot. Cost:2 WL:1
103. Introduction to Mass Communication. Not open to seniors.
(4). (SS).
Providing an introduction to mass communication, this course examines
the history and current processes involved in the creation of media products
as part of American culture. The course investigates tensions between "high"
and popular cultures, between print ad electronic media, and between modernism
and postmodernism. The course analyzes political, economic, social and moral
factors confronting television, radio, movies, news, advertising, public
relations, book publishing, magazines, music videos and sound recording.
Three lectures or viewings per week plus one discussion section. Three or
four short writing projects required with emphasis on critical analysis
of media. Two exams. WL:1 (Campbell)
COURSES IN COMPUTER SCIENCE (DIVISION 353)
183(283)/EECS 183. Elementary Programming Concepts.
This is an introductory course for students who do not necessarily plan
to concentrate in engineering or computer science. It is designed to give
them a good fundamental knowledge of programming in a high-level language.
Introduction to a high-level programming language, top-down analysis, and
structured programming. Basic searching and sorting techniques. No previous
experience in computing or programming is assumed. Students will write and
debug several computer programs. Computer Usage: five or six assignments
are given, each requiring the student to write and debug a program on a
mainframe computer. (WL:1)
280/EECS 280. Programming and Introductory Data Structures. Math.
115 and (CS 183 or 284 or Engineering 104, or by placement test in PASCAL).
(4). (NS).
The goals of this course include concepts of information representation,
algorithms, processes and processors, syntax, semantics, and grammar. Students
learn the basics of programming style, debugging, error control, computational
correctness, and program verification. Prerequisites include advanced algebra
and first term calculus, and computer literacy (knowledge of Pascal). Topics
include techniques of algorithm development and effective programming in
Pascal and in the C language, top-down analysis, structured programming,
testing and program correctness. Program language syntax and static and
run-time semantics. Scope, procedure instantiation, recursion, abstract
data types, and parameter passing methods. Structured data types, pointers,
linked data structures, stacks, queues, arrays, records, and trees. Cost:2
WL:1
COURSES IN ECONOMICS (DIVISION 358)
201. Principles of Economics I.
Economics 201 concentrates on the microeconomics of the modern economy:
how prices and quantities of goods and services are determined under competitive
conditions as well as in other types of markets; the distribution of income
and wealth; the public sector; and related topics of current interest. The
course format consists of three one-hour lectures per week (either Section
100, 200, 300) taught by the professor and one and a half hours of discussion
per week (Section 101-113, 201-212, 301-312) taught by a teaching assistant.
Grades are based largely on course-wide hour tests and the final exam, but
there will be homework and/or quizzes in the sections. Economics 201 is
the first part of the two-term introduction to economics. Both 201 and 202
are required as prerequisites to the concentration and to upper level courses
in economics. Cost:2 WL:None. For information about overrides, call Lynette
McAdoo at 763-9242. (Section 100: Laitner; Section 200: Laitner.
COURSES IN ENGLISH COMPOSITION BOARD (DIVISION 360)
Placement in ECB Freshman Writing Practicum or Transfer Writing Practicum is determined by the ECB Writing Assessment Test given during orientation to all entering LS&A students and all students required by their program. After the test, the ECB notifies academic units of their students' placements, and the academic unit counselors convey the information to the students. Freshpersons may receive the following placements: ECB Freshman Writing Practicum, Introductory Composition, Introductory Composition with Writing Workshop, Exempt with Writing Workshop or Exemption. Transfer students receive placements of Transfer Writing Practicum, English 220, Exemption with Writing Workshop, or Exemption. A transfer student may enroll in a Transfer Practicum only if that is his/her placement.
Those students placed in ECB practicums must enroll in an ECB course as the first part of their writing requirement. No substitute for the ECB placement will satisfy the College writing requirement.
ECB Practicum courses meet for 2 hours twice a week: in addition each student has a required weekly half hour conference with the instructor. To enroll in the ECB course, students should select a section compatible with their schedule from the LS&A TIME SCHEDULE, from updated course lists at department counseling offices, or from the corrected LS&A TIME SCHEDULE outside 1213 Angell Hall. Students should register for their selected section at CRISP.
Any student who fails to attend the first class meeting and has not notified the instructor or department in writing may be dropped from the class by action of the instructor or department. At the same time, students are responsible for their own schedules and must process all drops through CRISP.
Students who receive the placement of Exemption with Writing Workshop come to the ECB Writing Workshop, 1025 Angell Hall, during their first term of enrollment to receive writing instruction before being certified for Exemption. No student with a Mandatory Writing Workshop placement may graduate without certification.
Students are welcome to visit the ECB office at 1025 Angell Hall to discuss their writing assessment test or to ask for course information.
See the introduction to this COURSE GUIDE for information about the LS&A Junior/Senior Writing Requirement and for a list of those courses approved by the ECB for satisfaction of that requirement.
100. Writing Practicum. ECB Assessment.
(2). (Excl). Offered mandatory credit/no credit. (TUTORIAL). May be elected
for a total of four credits for any combination of ECB 100-105.
ECB Freshman Writing Practicum 100 is a two credit course offered September
10 to October 26. Students place into Freshman Writing Practicum on the
basis of their assessment essay. Each section of ECB 100 has a maximum enrollment
of 16. Students meet with their instructor four hours each week in class
and once a week in half-hour individual sessions. The writing instruction
is designed to meet individual needs. At the end of the Practicum, each
student prepares a portfolio of his/her writing and a post test essay which
are read and evaluated by two ECB lecturers. On the basis of writing skills
demonstrated in the portfolio and the post test, Practicum students are
assigned to the appropriate level of the College writing program. NOTE:
A few sections of ECB 100 are linked to specific content-area courses. These
sections meet two hours per week for the full term.
101. Writing Practicum. ECB Assessment. (2). (Excl). Offered mandatory
credit/no credit. (TUTORIAL). May be elected for a total of four credits
for any combination of ECB 100-105.
ECB 101 is offered October 29 to December 11. For description, see ECB
100.
COURSES IN ENGLISH LANGUAGE AND LITERATURE (DIVISION 361)
For all English classes, registered students must be present at each of the first two meetings to claim their places. Any student who does not meet this requirement may be dropped from the course. NOTE: If you must miss a class due to religious observances, contact the instructor or leave a message for the instructor with the department (764-6330).
Introductory Composition (English 124 and 125):
The purpose of these courses is to develop student writing skills so that they are optimally flexible, powerful, and precise, answerable to the challenges of analysis, persuasion and (self-) expression characteristic of college writing.
Sections of English 124 and 125 are limited to approximately 22 students each. Students may elect either course to fulfill the College's Introductory Composition requirement. In order to qualify for these courses, students must show readiness by appropriate achievement on the ECB writing assessment.
124. College Writing: Writing and Literature. ECB writing assessment.
(4). (Introductory Composition).
By connecting the two terms of its title, Writing and Literature aims
to help prepare the student to produce the range and quality of expository
prose expected in college courses. Works of literature will be considered
for their effective use of language and argument. They will serve as reference
points for thinking and writing strategies. Characteristically, sections
of English 124 will involve the writing of a minimum of six essays, with
considerable attention given to the preparation of drafts and to revision.
The literary works which will serve as points of reference will vary from
section to section and from term to term.
Course descriptions for individual sections will be available after March 27 in 224 Angell Hall.
125. College Writing. ECB writing assessment. (4). (Introductory
Composition).
Like English 124 (Writing and Literature), English 125 (College Writing)
prepares students for the various kinds of academic writing required of
them as undergraduates at the University of Michigan. In addition to informal
exercises or impromptu essays, students can expect to write six or more
formal papers exemplifying the various modes of discourse which comprise
our academic community.
Individual course descriptions will be available for reference in 224 Angell Hall after March 27. For all English classes, registered students must be present at each of the first two class meetings to claim their places. Any student who does not meet this requirement may be dropped from the course.
230. Introduction to Short Story and Novel. (3). (HU).
Rather than a comprehensive survey of the short story and novel, this
course offers an introduction to the basic techniques of analyzing prose
fiction. Beginning with short stories, students learn to define questions
of narrative construction, voice, characterization, theme, and style. As
critical facility increases, the course will consider more challenging and
in some cases experimental fiction. At least three novels will be read in
addition to numerous short stories. Students should expect to read substantial
amounts of fiction, to participate in class discussions, and to write several
short literary analyses. Descriptions of all sections will be available
after March 27 in 224 Angell Hall.
245/Res. College Hums. 280/Theatre 211. Introduction to Drama and Theatre.
(4). (HU).
See Theatre 211. (Walsh, Brown)
COURSES IN ENVIRONMENTAL STUDIES (DIVISION 366)
The Environmental Studies Program is designed to complement a student's training in a particular academic discipline. Although the name "Environmental Studies" suggests that the Program is limited to the study of the environment, the Environmental Studies Program emphasizes courses concerned with HUMAN-ENVIRONMENT RELATIONS. The Program is not a concentration program although a student may emphasize environmental studies in the LS&A Individual Concentration Program (ICP).
The program offers Environmental Studies 320 as its introductory course. This course introduces students to the wide range of disciplines in the College and University which relate to environmental issues. Second-level courses provide a variety of perspectives from which to view and analyze areas of environmental concern. Since the spectrum of courses offered at this level varies from year to year, students should consult the Time Schedule for current information. Third-level courses include Environmental Studies 420 and 421. They enable students versed in environmental studies to focus on a particular issue. The student is responsible for defining a plan of study, enlisting others with similar interests (if appropriate), and locating a faculty member willing to supervise. In addition to the multidisciplinary approach to the study of human-environment relations reflected in these courses, the Program offers a number of cross-listed courses which analyze humans and the environment from the perspective of a given discipline.
320. Introduction to Environmental Studies. (4). (Excl).
This course provides a broad overview of environmental issues. Its approach
is both multi- and inter-disciplinary, with lectures given by a wide range
of specialists each addressing a specific environmental topic from the vantage
point of their own area of expertise. The lectures come from different departments
within the University, thus providing the student with a variety of perspectives.
There is no set format; however, the class usually consists of lectures,
slide presentations or films that last about an hour, followed by questions
and discussion. There will always be an opportunity to challenge and question
the guest lecturers and the student is encouraged to do so. Topics range
from cultural attitudes towards the natural environment to the environmental
influences on human health, from the physical characteristics of oceans
to the utilization of various sources of energy. Weekly discussion sessions
with T.A.s provide further opportunity to examine these environmental issues
and attitudes and, to explore possible solutions. Students will be required
to keep logs of lectures and course-related readings of their own selection.
The logs will be handed in periodically for comment and grading. The logs
and additional written assignments and a project constitute materials to
be graded.
360/Geology 280. Mineral Resources, Politics, and the Environment.
May not be included in a concentration plan in geology. (3). (NS).
See Geology 280. (Kesler)
COURSES IN FILM AND VIDEO STUDIES (DIVISION 368)
236/RC Hums. 236. The Art of the Film.
See Residential College Humanities 236.
(Cohen)
COURSES IN GEOGRAPHY (DIVISION 374)
101. Introduction to Geography.
This course introduces modern geography to students who have no previous
knowledge of the subject and demonstrates how a geographic point of view
can enhance an understanding of world regions and environments as well as
the implementation of successful urban and regional planning. To do this,
social and physical systems and the interaction between them are discussed
in terms of their spatial attributes. The course thus defines geography
as the study of human-environment systems from the viewpoint of spatial
relationships and spatial processes. Lectures begin with a consideration
of the city and introduce students to increasingly complex spatial models
which represent geography's special contribution to the social and physical
sciences. The basic premise is that the spatial insights provided apply
not only cross-culturally to human systems, but also, with appropriate modifications,
to those in nature. The course analyzes how human and natural systems in
combination create geographic regions which sustain humankind. Two one-hour
examinations plus a final; three lectures and one recitation section each
week. Cost:2 WL:4 (Kolars)
201/Geology 201. Introductory Geography: Water, Climate, and Mankind.
(4). (NS).
A. Introductory Courses and Courses for Non-concentrators
See Geological Sciences 201. (Zachos)
COURSES IN GEOLOGICAL SCIENCES (DIVISION 377)
G.S. 100-115 are short (half-term) courses. They consist of detailed examinations of restricted geologic topics. The department lists the specific courses from this series in the Time Schedule for the terms they are offered (fall and winter terms only). Each course, when offered, meets twice weekly for half of the term (first half or second half), and the specific dates for each course are printed in the Time Schedule. These courses are designed primarily for students with no prior geologic training and they are open to all interested persons. G.S. 100-115 are offered on the graded pattern (optional pass/fail).
103. Dinosaurs and Other Failures. (1). (NS).
This course will provide an introduction to our current understanding
of dinosaurs and certain other reptilian groups of the Mesozoic Era. It
is intended for students with an interest in geology, paleontology, or evolution,
but does not require prior training in these fields. The course will deal
with broad features of the evolutionary history of dinosaurs, methods of
reconstructing dinosaur behavior and ecology, new developments in our interpretation
of the biology of dinosaurs, and possible causes for the extinction of dinosaurs.
There will be two lectures each week and a single exam at the end of the
course. Cost:1 WL:3 or 4 (Cox)
104. Ice Ages, Past and Future. (1). (NS).
This course looks at the effects of present and past glaciations on
the landscape and on life, humans in particular. Glaciers are examined as
dynamic, climatically controlled systems of moving ice. Climatic and environmental
changes concurrent with glaciation, in both continental and oceanic realms,
are reviewed. The causes of the ice ages that have dominated the Earth for
the past two million years and predictions of future ice ages are examined
in the light of current geological and climatic research. The course consists
of lectures, one hour exam, and one final exam. Cost: WL:4 (Farrand)
107. Volcanoes and Earthquakes. (1). (NS).
The course is a study of the earth in action and includes the following
topics: geography of earthquakes and volcanoes; catastrophic events in historic
times; size and frequency of occurrence of earthquakes and volcanic eruptions;
the products of volcanism; volcanic rocks; volcanic activity through geologic
time; volcanic exhalations and the evolution of the earth's atmosphere and
oceans; relationship of earthquakes and volcanoes to plate tectonics and
the internal dynamics of the earth; volcanism and geothermal energy; manmade
earthquakes; and earthquake prediction and control. Instruction by lecture,
evaluation on basis of final exam. (Pollack)
110. The History of the Oceans. (1). (NS).
The history of past oceanic inhabitants, events, and environments is
recorded in the sediments which have accumulated on the ocean bottom throughout
geological time. Fossils of marine plants and animals are a major part of
the historical record; they give evidence of past oceanic living conditions
and the evolution of life forms in the sea. Sediment particles eroded from
land and carried to the oceans by rivers and winds provide insights into
past climates on continents. Changes in ocean currents and in seawater chemistry
have left their mark on the sediment record; the possible causes of these
changes are explored. Plate tectonics and seafloor spreading have rearranged
the shapes of ocean basins and repositioned continents over time. These
processes are reflected in the record in marine sediments still present
on the ocean floor and also in those now uplifted to form part of the continents.
These topics are presented in lectures held twice weekly for a half term.
A single exam at the end of the course will determine the course grade.
Cost:1 WL:4 (Rea)
111. Climate and Mankind. (1). (NS).
The intent of GS 111 is to give a heightened awareness to students of
the nature and fragility of the Earth's climate, and how changes in climate
have affected past civilizations and may affect our future. Course topics
will include: a description of the climate systems of the Earth, the atmosphere,
oceans and polar ice caps; the information we gather to understand the history
of those systems; how changes in climate have affected past civilizations,
and what may happen to the planet if the predicted "Greenhouse Effect
- Global Warming" finally arrives. Cost:1 WL:4 (O'Neil)
113. Planets and Moons. No credit granted to those with credit
for GS 278. (1). (NS).
"Planets and Moons" is a survey of the geology of the "solid"
bodies of the solar system as revealed by both the manned exploration of
our own moon and unmanned, "robotic," exploration of the inner
planets and moons of the outer planets. The course will not only provide
qualitative description of planetary surfaces as revealed by photographic
reconnaissance, but will also provide physical explanations of what we see
in terms of external cratering processing and internal dynamic processes.
Exploration of the planets reveals that impact cratering is the single most
pervasive process in the solar system. Particular emphasis will be placed
on why the various bodies have such different morphologies, especially why
they are so different from the Earth. Nevertheless, planetary exploration
does provide the framework to understand our own Earth better, especially
the first billion years of terrestrial evolution. Instruction by lecture;
evaluation by means of final exam. Cost:2 (Section 001: Pollack; Section
002: Gurnis)
115. Geologic Time. (1). (NS).
Until the middle of the 18th century the Earth was generally thought
to be less than 10,000 years old, and according to many, close to its apocolyptic
end. We now know that the Earth formed 4.5 billion years ago and that the
entire history of mankind is nothing but the latest tiny fraction of Earth
history. This course explains the formation of rocks, continental drift,
volcanoes and earthquakes. It will discuss the discovery of time from the
Renaissance to the latest high tech developments in radioactive dating.
Finally, the history of planet Earth will be described including its accretion
out of dust and giant impacts, the origin of the Moon, the formation of
the atmosphere and oceans, the development of life and the building of continents.
The course will draw upon examples meaningful to the student to illustrate
the principles. Lectures twice weekly for half the term. Course pack provides
most of the diagrams. A final one hour examination. Cost:1 WL:3/4 (Mukasa)
117. Introduction to Geology. Credit is not granted for G.S. 117
to those with credit for an introductory course in geology. (5). (NS).
A basic single-term course in introductory geology concentrating on
the Evolution of the Earth in physical and chemical terms with particular
reference to modern plate tectonic theory. Reference to the interaction
of the external biosphere-atmosphere-hydrosphere with the Earth's interior
is an essential component of the course. The laboratory provides a practical
study of minerals, rocks and geologic maps. One hour each week is scheduled
for review and discussion of topics covered in class. Lectures, laboratory
and discussion. Cost:2 WL:4 (Kesler and Lohmann)
119. Introductory Geology Lectures. Credit is not granted for
G.S. 119 to those with credit for an introductory course in geology. (4).
(NS).
This course consists of lectures shared with Geology 117 but does not
include the laboratory section. A separate discussion section is also scheduled
to insure continuity with class material and student-teacher contact. Students
interested in ONE-TERM laboratory introductory science course should elect
Geology 117. Lectures and discussion. Cost:2 WL:4 (Kesler and Lohmann)
135. History of the Earth. High school chemistry, physics and
mathematics recommended. (3). (NS).
This course provides a broad and fundamental introduction to the earth
and explains the formation of rocks and the major geological features, as
well as the changes that have occurred over the 4.5 billion years of earth
history. The course is intended for students considering a Geological Sciences
concentration, as well as for students interested in studying earth sciences
as part of their general educational background. Topics include minerals
and the formation of igneous, sedimentary and metamorphic rocks, fossils
and the evolution of life, the interior of the earth, the measurement of
time, continental drift, and the effect of the earth's atmosphere, climate,
oceans and rivers on shaping the surface of the earth. The history of the
planet will be followed from earth's accretion from dust, origin of life,
through building of the current continents and ocean basins, to the origin
of humankind. Lectures three times a week for the full term. Textbook required:
Earth: Then and Now by C.W. Montgomery and D. Dathe, (W.C. Brown,
publ). Evaluation will be based on two exams. Cost:2 WL:3/4 (Halliday)
201/Geography 201. Introductory Geography:
Water, Climate, and Mankind. (4). (NS).
This course is a basic introduction to the field of physical geography
and emphasizes many topics including maps, seasons, time, the atmosphere,
greenhouse gasses, radiation and heat balance, the dangers of global warming,
circulation, moisture and precipitation, air masses (fronts), and water
supply. Students also study climate classification, and historical changes
in global climate. Students in this lecture-lab course are evaluated by
midterm and final examinations with satisfactory completion of the lab work
a prerequisite to the final course evaluation. Cost:4 WL:3 (Zachos)
205. How the Earth Works: the Dynamic Planet. (2). (NS).
The dynamic Earth has given us oceans, continents and an atmosphere.
Its continuing activity is manifested today by the destructive powers of
such natural phenomena as volcanic eruptions, earthquakes and mountain building.
The unifying concept of plate tectonics contains the clue to the shape and
changes in the physical environment of the Earth from its initial formation
to today. Our goal is to present a fully integrated approach to the evolving
Earth's unique features in our solar system and explain its physical and
chemical principles using conceptual and factual material. Extensive use
is made of videos, slides and classroom demonstrations. Two lectures/week;
evaluation based on midterm and final exam. No special background required.
Course reading: Earth's Dynamic Systems by W.K. Hamblin and a course
pack. This course can be taken singly or concurrently with its companion
course (GS 206); together they constitute a balanced introduction to modern
earth sciences. Cost:2 WL:1 (van der Pluijm and Lange)
206. How the Earth Works: the Water Cycle and Environment. (2).
(NS).
This course describes behavior of earth materials in the surficial environment.
Water is the main transport agent in the geological cycle; it's unique properties
and exchange rates among oceans, lakes, rivers, and groundwater are one
focus. Interaction between water reservoirs and physical and chemical weathering
of soils, sediments and rocks also are discussed. Impact of humans on the
surficial environment is a unifying theme because we can affect hydrologic
and geochemical cycles. No special background required. Two lectures and
one optional discussion session per week. Several field sessions are planned
to collect water and sediment samples for follow-up lab analyses. Evaluation
based on three exams and participation. Readings include The Global Water
Cycle: Geochemistry and Environment (Berner and Berner) and a course
pack. This course, and its companion course (GS 205), may be taken singly
or concurrently and together constitute a balanced introduction to modern
earth science. Cost:2 WL:2 (L. Walter)
222. Introductory Oceanography. No credit granted to those who
have completed or are enrolled in AOSS 203. (3). (NS).
This course introduces students to the scientific study of the oceans.
Contents include the shape, structure, and origin of the ocean basins; the
sedimentary record of oceanic life and conditions in the past; the composition
of seawater and its influence on life and climate; waves and currents; the
life of the oceans and how it depends upon the marine environment; the resources
of the ocean and their wise use by society. The course format consists of
lectures and readings from an assigned textbook. The course grade will be
based on three one-hour exams and a two-hour final exam. Cost:2 WL:4 (Meyers)
223. Introductory Oceanography, Laboratory. Concurrent enrollment
in G.S. 222. (1). (NS).
This course is an optional laboratory intended to provide students with
opportunities to explore further various oceanography topics presented in
the G.S. 222 lectures. Laboratory sessions will include sampling procedures,
use of equipment, discussions, and demonstrations of how data are generated.
The course grade will be based on written laboratory exercises and a final
exam. Cost:1 WL:4 (Meyers)
275. The Ice Ages: Past and Present. (3). (NS).
Characteristics of the Earth's climate system and how various components
of that system operate to produce times when extensive ice sheets covered
large parts of the Earth's surface. The role in climate change of the oceans,
the atmosphere, the ice sheets themselves, orbital variations, and the movement
of the continental and ocean boundaries are presented and discussed. Cost:1
WL:1 (Moore)
276. Coastal Systems and Human Settlements. (3). (NS).
Coastal Systems and Human Settlements is a freshman-level, seminar-format
course directed toward an introduction to the importance of natural processes
in and consequences of human development along various coastal settings.
Study of the ramifications of short-term settlement in areas of long-term
subsidence and/or coastal erosion will be used as a means to better comprehend
the various repercussions of human interaction with natural systems. In
a small class setting the course will introduce students to those geologic
processes which have given rise to coastlines of the world, will establish
a basis for understanding why these regions have been in a state of rapid
change for thousands of years, will examine the reasons why human modification
of coasts and adjacent rivers has commonly exacerbated this situation, and
will explore the ramifications of anticipated global warming and attendant
global sea level rise in the coming decades. (Wilkinson)
280/Environ. Stud. 360. Mineral Resources,
Politics, and the Environment. May not be included in a concentration
plan in geology. (3). (NS).
Geology 280 deals with mineral resource-related problems in a complex
society. The course discusses the origin, distribution and remaining supplies
of oil, coal, uranium, iron, copper, gold, diamonds, potash, sulfur, gravel,
water, and other important mineral resources in terms of the economic, engineering,
political and environmental factors that govern their recovery, processing
and use. Among topics considered are the origin of oil, mineral exploration
methods, strip mining, recycling, smelting methods, transport of oil, money
and gold, nuclear waste disposal, and taxation vs. corporate profits. Three
lectures per week. Evaluation by means of quizzes, exercises, and a final
exam. No previous background in geology or related sciences is necessary
for this course. This course cannot be used as part of a concentration plan
in Geological Sciences. Cost:2 WL:4 (Kesler)
B. Primarily for Concentrators
This course is a comprehensive introduction to the nature, properties,
structures, and modes of occurrence of minerals. The first three-fourths
of the course (three lectures per week) considers the general features of
minerals and includes topics such as introductory crystallography, crystal
chemistry, and introductory phase equilibria. During the last portion of
the course, the principal rock-forming minerals such as feldspars, proxenes,
and olivines are individually reviewed with respect to properties, structures,
genesis, and other characteristics. The laboratory (one three-hour laboratory
each week) is divided into three sections: (1) three weeks of morphological
crystallography plus x-ray diffraction, (2) six weeks of systematic mineralogy
during which students become familiar with the properties and associations
of approximately seventy-five significant minerals, and (3) four weeks of
introduction to the use of the polarizing microscope as applied to both
crushed mineral fragments and rock thin sections. There is one required
field trip. Optical mineralogy is covered in a separate recitation. Geology
231 is a prerequisite to the professional concentration program in
the Dept of Geological Sciences. Cost:3 WL:3 (Peacor)
GERMANIC LANGUAGES AND LITERATURES
COURSES IN DUTCH (DIVISION 357)
111. First Special Speaking and Reading Course.
101. Elementary Course.
This course provides the student with the basics of the Dutch language.
We mainly use the monolingual course-book LEVEND NEDERLANDS (LIVING DUTCH)
and each lesson from the book will consist of everyday conversation, a grammatical
explanation, exercises, a coherent word list, questions about the conversation,
discussion, and homework. To enliven the class the teacher will provide
the students with songs, newspaper articles, comics, etc. Films and video
will be used where possible. Books: LEVEND NEDERLANDS, Cambridge University
Press, New York; W. Z. Shetter, INTRODUCTION TO DUTCH, Nijhoff, The Hague;
Bruce Donaldson, A DUTCH VOCABULARY, AE Press, Melbourne, 1985. J. Hulstijn,
M. Hannay, An ENGLISH SELF-STUDY SUPPLEMENT TO LEVEND NEDERLANDS, Amsterdam,
1981. Also recommended: B.C. Donaldson, DUTCH REFERENCE GRAMMAR, The Hague,
Nijhoff, 1981. Cost:2 WL:3 (Broos)
GERMAN COURSES (DIVISION 379)
First course of a two-term sequence in elementary German. The first-year
program is designed to develop the ability to understand and speak "everyday
German," to develop reading and writing skills, and to get to know
the German-speaking world through discussions and readings. Ample opportunity
is provided to develop conversational skills in a wide variety of situations
encountered in German-speaking cultures. Additional time outside of class
is required to listen to cassettes, to watch videos, to work on the computer,
to read, and to study the structure of the German language. There are chapter
tests and a final. The language of instruction is German. Cost:3 WL:2
102. Elementary Course. German 101 or the equivalent. No credit
granted to those who have completed or are enrolled in 100 or 103. (4).
(LR).
Second course of a two-term sequence in elementary German. See German
101 for a general description. Cost:3 WL:2
103. Review of Elementary German. Assignment by placement test
or permission of department. No credit granted to those who have completed
or are enrolled in 100 or 102. (4). (LR).
Course for students who have had two to three years of high school German
or one or more terms of college German - not at the University of Michigan
- but who are not yet at second-year performance level. This course is designed
to develop the ability to understand and speak "everyday German,"
to develop reading and writing skills, and to get to know the German-speaking
world through discussions and readings. Ample opportunity is provided to
develop conversational skills in a wide variety of situations encountered
in German-speaking cultures. Additional time outside of class is required
to listen to cassettes, to watch videos, to work on the computer, to read,
and to study the structure of the German language. There are three major
tests and a final. These sections meet FIVE times per week. Students may
enroll in 231 upon satisfactory completion of this course. The language
of instruction is German. Cost:3 WL:2
230. Intensive Second-Year Course. German 102 or the equivalent.
No credit granted to those who have completed or are enrolled in 221, 222,
231, or 232. (8). (LR).
This course provides highly motivated students the opportunity to complete
the two-term intermediate German sequence in one term. You will be expected
to increase the level of accuracy at which you can express yourself and
the range of situations in which you can function in German-speaking cultures.
We will read and discuss a variety of brief fiction and non-fiction texts,
e.g. fairy tales, short stories, newspaper and magazine articles. Toward
the end of the term, we will read a longer literary work, such as DER RICHTER
UND SEIN HENKER or DIE PHYSIHER. There will be an extensive review of German
grammar; however, the majority of the class time will be devoted to discussing
the assigned texts and working on small group activities. Films, short videos,
and contemporary German music will supplement classroom instruction. There
will be weekly quizzes on individual readings and grammatical features as
well as a comprehensive final. You will also have to write compositions
regularly. The language of instruction is German. Cost:2 WL:2
231. Second-Year Course. German 102 or the equivalent (placement
test). No credit granted to those who have completed or are enrolled in
230 or 221. (4). (LR).
First course of a two-term sequence in contemporary intermediate German.
The second-year program is designed to increase students' proficiency in
understanding, speaking, writing, and reading German. Students are expected
to increase the level of accuracy at which they can express themselves and
the range of situations in which they can function in German-speaking cultures.
They will be able to read, comprehend, and discuss a large variety of texts.
Traditional whole class instruction is supplemented with communicative activities
involving pairs or small groups of students. There are three hourly tests
and a final examination. Students write essays related to class readings.
The language of instruction is German. Cost:3 WL:2
232. Second-Year Course. German 231 or the equivalent (placement
test). No credit granted to those who have completed or are enrolled in
230 or 236. (4). (LR).
Second course of a two-term sequence in contemporary intermediate German.
See German 231 for a general description. In addition, a longer literary
work will be read toward the end of the term. The language of instruction
is German. Cost:3 WL:2
325. Practice in Writing and Speaking German.
German 232 or the equivalent. (3). (Excl).
The sequence of German 325 and 326 is required for concentration in
German. It is primarily intended to improve fluency and accuracy in written
and spoken German. One hour each week is devoted to a systematic grammar
review including translation from English to German. The remaining class
time is devoted to German conversation based on readings and topics chosen
at the discretion of the individual instructor. A German essay of one or
two pages is assigned approximately every week. One or more five-minute
oral presentations may be required. There are midterm and final Cost:2 WL:4
326. Practice in Writing and Speaking German. German 232 or the
equivalent. (3). (Excl).
See German 325.
SCANDINAVIAN COURSES (DIVISION 471)
First and second year SWEDISH (Swedish 103, 233) will be offered Fall Term, 1992. Taught by a lecturer from Sweden, an experienced language teacher, Swedish can be used to meet the LS&A language requirement.
Any students who would like to concentrate in Scandinavian Studies must complete two years of Swedish. Second-year proficiency in Swedish is required to participate in The University of Michigan exchange program with the University of Uppsala, Sweden. For further information, contact Marion Marzolf, Program Director, 2092 FB, (747-5353).
103. Elementary Swedish. (4). (LR).
For students with little or no previous knowledge of Swedish, this course
provides a basic introduction to Swedish vocabulary and grammar, with the
emphasis placed on developing communicative language skills. Extensive practice
in listening, speaking and reading and writing. The students will be evaluated
on the basis of class participation, assignments and tests. The teacher
is a native speaker from Sweden. Cost:2 WL:1 (Olvegård)
COURSES IN GREAT BOOKS (DIVISION 382)
191. Great Books.
Great Books 191 will survey the classical works of ancient Greece. Among
the readings will be Homer's ILIAD and ODYSSEY; a number of the plays of
Aeschylus, Sophocles, Euripides, and Aristophanes; Herodotus' HISTORIES;
Thucydides' HISTORY OF THE PELOPONNESIAN WAR; and several of Plato's dialogues.
The course format is two lectures and two discussion meetings a week. Six
to eight short papers will be assigned; there will be midterm and final
examinations. Great Books 191 is open to freshmen in the Honors Program,
and to other students with the permission of the Director of the Great Books
Program. Cost:2 WL:3 (Cameron)
201. Great Books. No credit granted to those who have completed
or are enrolled in Gt. Bks. 191 or Classical Civ. 101. (3). (HU).
SECTION 001: THE GREEKS AND THE HEBREWS. Aimed particularly at freshmen
and sophomores, this course is open to all. Unless, however, you care to
read stories that provoke thinking, talking, and writing about such matters
as human nature, the self and the relation of the individual to the community
and to the eternal, death, courage, honor, responsibility, loyalty, friendship,
love, power, and justice, this course is not for you. If you do care about
what is true or noble or good, then you may enjoy the contacts we will make,
through English translations, with the Greek and Hebrew roots of Western
Civilization. Our texts will include both Homeric epics, the ILIAD and ODYSSEY;
selected tragedies of Aeschylus and Sophocles, and comedies of Aristophanes;
selections from THE HISTORY of Herodotus; selected dialogues of Plato; and
selections from the Hebrew Bible, probably including Genesis, the Exodus
narrative, and Job. The class will be limited to thirty students. Requirements
include attendance and participation, the best ten of twelve one-page papers,
a midterm, and a final exam. Cost:2 WL:1 (Wallin)
COURSES IN HISTORY (DIVISION 390)
100-Level Courses are Survey Courses and Introductory Courses for Freshmen
and Sophomores
Section 001: Conflict and Change in European History: From the Romans to
c. 1700. History 110 is a survey designed to introduce students to the
major themes of European history, beginning with the transformation of the
Roman empire into the barbarian kingdoms of the early medieval West. Subsequent
topics include the origin of universities, and the evolution of thinking
about individuality, nationhood and the nature of political authority. Attention
is also given to events in Spain, where for centuries, Christian, Jewish
and Islamic cultures evolved along side each other. By way of examining
the impact of Europe overseas, the Spanish penetration of Central and South
America will be studied in light of both indigenous and European documentation.
The course concludes with reflections on the origins of modern political
theory and of the scientific method. Readings are from original sources.
Lectures are thematic and analytical, and class discussion, as well as written
work by students should be anchored in an active engagement with the material,
not in passive memorisation. The course, while covering a long time span
and very diverse materials, encourages understanding and critical thinking,
rather than learning by rote. (MacCormack)
111. Modern Europe. Hist. 110 is recommended as prerequisite.
(4). (SS).
This course, which has no prerequisite, will introduce Europe since
1700. We shall look at the major revolutions of the period, the world wars
of the eighteenth and twentieth centuries, such long-term processes as industrialization
and urbanization, and particular aesthetic forms -- novel, photography,
film -- that helped contemporaries understand those realities. We shall
also, however, look at how Europe invaded much of the rest of the world
in this era, and was in turn invaded by America. Finally, from first to
last we will be concerned with memory, with how Europeans in 1914 or 1815
or 1700 used history as both a mirror to see themselves in and a map to
their futures. The course is conducted in lectures and discussion. Required
work will consist of a midterm and final exam, and two short papers. (Marwil)
121/Asian Studies 121. Great Traditions of
East Asia. (4). (HU).
This is an introduction to the civilizations of China, Korea and Japan.
It aims to provide an overview of changing traditions from ancient to early
modern times (ca. 1650 AD) by outlining broad trends which not only transformed
the society, politics, economy and culture of each country but also laid
the ground for future shaping of this region into three distinctly different
modern nations. Development of Confucian style governments, the spread of
Buddhism, growing gender disparities, functions of scholars and samurai,
the meanings of peasant rebellions are some of the topics we will cover.
Besides the textbook, we will read contemporary accounts and view films
and slides in order to acquire intimate appreciation of these cultures.
There are no prerequisites for enrollment. Course requirements include attendance
at lectures, participation in discussion sections, and completion of two
examinations. Cost:2 WL:3 (Tonomura)
130/ABS 160. Introduction to the History of the Ancient Near East.
(3). (Excl).
See ABS 160. (Beckman)
151/Asian Studies 111. South Asian Civilization.
(4). (HU).
This is an introduction to the civilization of the Indian sub-continent,
from its origins about 3000 B.C. to the present, where it comprises over
a fifth of the world's people and its oldest living civilized tradition,
its largest political democracy, and a major component of the Third World.
The course progresses from origins and the Indus culture through the Aryans,
Hinduism, caste, and classical India to the succession of empires from the
Mauryas to the Mughals and the British, colonialism, independence, and partition.
We then consider current problems and changes topically: regionalism and
language, agriculture and rural development, population, urbanization, industrialization,
and "modernization," and the rise of separate nation-states (India,
Pakistan, Bangladesh, and Sri Lanka). Lectures and varied readings (via
a course pack) are designed to stimulate class discussion, and there will
be some use of slides and films. Art, literature, and religion will also
be discussed. There will be a midterm, and a final exam. There are no prerequisites
and no previous knowledge is assumed. Cost:2 WL:3,4 (Murphey)
160. United States to 1865. (4). (SS).
This course deals with the history of the part of North America that
became the United States, from before European contact to the end of the
American Civil War. Focal points are the interaction of native, European,
and African people; the emergence of political structures and cultural patterns
under British colonial rule; the nature and impact of the American Revolution;
and the origins and nature of the Civil War. Two lectures and two discussion
sections each week, at least one essay, one hour examination, and a two-hour
final examination will emphasize the problems of explaining and understanding
this formative period of American society. A comprehensive textbook plus
extensive reading in primary evidence (eyewitness accounts), from Cotton
Mather to Abraham Lincoln, provide the basis for study of the period. (Shy)
161. United States, 1865 to the Present. (4). (SS).
History 161 is designed to trace -- via talks, discussion sections and
books -- America's history from 1865 to the present. The course will attempt
to offer, with consistency, an analytical framework of usefulness to those
trying to comprehend American society. Its principal themes will be those
of small-town America and its ideological persistence; the rise of an opposing
set of values embodied in bureaucratic institutions; and the continuing
tension between local and national values in such issues as race, religion,
women's rights, foreign policy, government regulation, etc. The talks and
a significant number of the books will also attempt to convey the varieties
of personal experience so important to this period. The course will meet
four hours each week: two in lecture and two in a discussion section. Tentative
marking requirements include a short paper, a one-hour midterm examination
and a two-hour final examination. There are no history course prerequisites
for History 161. (Linderman)
COURSES IN HISTORY OF ART (DIVISION 392)
History of Art 101, 102, 103 and 108, while covering different areas, are all considered equivalent introductions to the History of art. These three introductory survey courses consider not only art objects as aesthetic experiences but also the interaction which exists between the artist and society. The lecture and discussion sections explore various historical, social, religious, and intellectual phenomena which are reflected in the style and content of works of art. Attention is also given to the creative act and to the problems of vision and perception which both the artist and his public must face. The three courses are numbered sequentially but they do not form a sequence.
Although it would be logical to move from History of Art 101 to History of Art 102, either History of Art 101 or 102 along with History of Art 103 and 108 serve as a satisfactory introduction to the history of art.
Course requirements and texts vary with individual instructors, but an effort is always made to introduce students to works of art in the collections of the university as well as in the museums of Detroit and Toledo. Most of the upper division courses in history of art require one of these three introductory courses as a prerequisite. The introductory courses are directed toward students interested in the general history of culture and are especially valuable cognates for students in the fields of history, philosophy, literature, and musicology as well as the creative arts. Photographic material is available for study in the Fine Arts Study Room in the Modern Languages Building. Examinations usually include short essays and slides which are to be identified, compared, and discussed.
101. Near Eastern and European Art from the Stone Age to the End of the
Middle Ages. (4). (HU).
This course is designed to develop a comprehensive knowledge of the
major monuments and periods of art from antiquity through the late Middle
Ages and to present the rudiments of art historical analysis. The arts of
architecture, sculpture, and painting along with significant minor arts
are included. This course along with History of Art 102 provides a basic
foundation for subsequent study in the field. Subject matter includes the
history of art as a humanistic discipline plus analysis of works of art.
Lectures concentrate on major monuments from and artistic developments in
Egyptian, Mesopotamian, Greek, Roman, Early Christian, Byzantine, Romanesque,
and Gothic art. Discussion sections will include frequent visits to the
galleries and storerooms of the Kelsey Museum of Archaeology and the Museum
of Art. Readings include a general survey text plus appropriate paperbacks.
(Gerstel)
102. Western Art from the End of the Middle Ages to the Present.
No credit granted to those who have completed 104 and 105, or 150. Two credits
granted if only 104 or 105 has been completed. (4). (HU).
The purpose of this course is present a survey of major developments
in Western art from the Renaissance to the present day. Works of architecture,
painting, and sculpture will be studied with the aim of analyzing and interpreting
their technical, formal, and expressive characteristics and their relationship
to cultural change. The presentation in the three weekly lectures will be
chronological, beginning with Italian and Northern European art of the fourteenth
and fifteenth centuries. Weekly discussion sections will be devoted to basic
characteristics of the visual arts, to the nature of painting, sculpture,
architecture, and printmaking, and to topics related to but not identical
with the lecture material; at least one section will be held in the University
Museum of Art. Reading will include a general historical text and a paperback
on characteristics of the visual arts. Two short papers and a midterm and
final examination will be required. (No previous course work is necessary,
but it is suggested that students with a strong interest in the visual arts
might take History of Art 101, the survey of Ancient and Medieval Art, prior
to the present course.) (Isaacson)
103. Arts of Asia. (4). (HU).
This survey begins with an overview of archaeological remains in Asia,
and then continues through South and Southeast Asia, introducing Hindu and
Buddhist art and architecture, as well as Indian painting and Islamic art.
Themes that emerge in this early segment continue to be developed in Chinese
sculpture and painting, as Buddhist art is transformed into its Chinese
incarnation and the secular art of ink and brush painting creates a new
view of landscape. Finally, the major monuments of Japan, sculpture, painting,
and the well-known prints of the "floating world" will be examined
using both aesthetics and religious belief as determining factors in artistic
expression. Both shared and divergent traits within the arts of Asia will
be explored and developed. The course comprises three lectures and one discussion
section a week, grades are based on two hour exams, a short paper, and a
final exam. There is no special background needed for the course. Required
reading: the Art and Architecture series on Japan, China, and India.
Cost:3 WL:1 (Mannikka)
108/CAAS 108. Introduction to African Art.
(3). (Excl).
This is a general introduction to the arts of sub-Saharan Africa. It
surveys some recent (19th and 20th century) art forms of the continent and
concludes with a critical look at African art in Euro-American society.
The approach is both historical and ethnographic, reviewing significant
developments in art production while exploring some dominant themes in African
art. A selective use of visual material -- slides, films, art objects --
help to illustrate the relationship between art production and environment.
It also shows how art functions in the cycle of life in diverse African
cultures ranging from decentralized to large complex polities. Texts: A
Short History of African Art by Werner Gillon and African Art in
the Cycle of Life by R.Sieber and R.Walker. The principle of continuous
assessment will apply and will combine records of attendance at lectures
and sessions, slide tests, and two short written assignments. (Quarcoopome)
112/Art 112. History of Photography. (3). (Excl).
This lecture course will explore the history of photography of the 19th
and 20th centuries through a comparative study of photographs, photographers,
and theories about the nature of photography. The goal is to create an understanding
of the themes and issues, concepts and context associated with the image
making - from American and international perspectives. One intent is that
at the end of the study the student should be aware of some of the diverse
concerns in present day photography and be able to identify its origins
and influences. The class should interest students from a wide range of
disciplines. Students will supplement lecture and readings with multi-media
computer-based "learning modules," and by participation in small
discussions focused on special theoretical topics. Grades will be based
on a term project, discussion participation, and two essay slide exams.
(Kirkpatrick)
221/Class. Arch. 221. Introduction to Greek Archaeology. (4).
(HU).
101. Elementary Yiddish.
See Classical Archaeology 221. (Herbert)
COURSES IN JUDAIC STUDIES (DIVISION 407)
This is the first of a two-term sequence designed to develop basic skills
in speaking, understanding, reading and writing Yiddish. Active class participation
is required as are periodic quizzes, exams, a midterm and a final. The language
of instruction will be Yiddish. There are no prerequisites. (Norich)
COURSES IN LINGUISTICS (DIVISION 423)
112. Languages of the World.
This course is intended for those who are curious about human language
but who have not had courses or formal training in linguistics. We will
examine selected languages from various parts of the world to see what they
can tell us about human languages in general: How are they alike and how
do they differ? How do they change? How do they help structure the worlds
and societies of their speakers? At the same time students will gain some
insight into how linguists proceed in their task of analysis and explanation.
They will also learn how to confront texts in languages they do not know.
There are weekly problem sets, readings, and two hour exams. No prerequisites.
Cost:1 (Myhill/Staff)
210. Introduction to Linguistics. (3). (SS).
Nothing is more distinctly human than our ability to talk, to use language.
Because of that, we expect that the study of language can provide us insight
into the things that combine to make "human nature." Since language
is a product of what we call "mind," "culture," and
"society," it provides us with concrete data through which we
can study those very abstract things. This course is an introduction to
the methods which linguists have developed in the process of analyzing and
describing human languages. Our study will draw on examples from a large
number of the languages of the world (including observations of the language
habits of U of M students and faculty). We will look at the sounds of language,
how they are produced, and how they are patterned into words. We will study
the diverse ways in which individual languages approach the processes of
word and sentence formation, while we try to decide if there are processes
which are universal to all human languages. In spite of this, we will focus
our attention on the methods of inquiry: How does a linguist decide what
ought to be studied in a given language? How do we go about collecting data?
When do we know we have enough? What techniques do we have for making sense
of our data? What kinds of conclusions are we led to, what do we do if our
methods lead us to different accounts of the same phenomenon? In other words,
our focus will be on the processes of analysis and the methods of critical
thinking as they apply to the study of language. Daily exercises will afford
opportunities to collect data, define problems and propose tentative solutions.
Class lecture/discussions and longer bi-weekly assignments will present
methods of argumentation and develop problem solving skills. There will
be a midterm and a final exam. (The only prerequisites are good will and
enthusiasm). (Beddor)
211. Introduction to Language. (3). (SS).
From time immemorial human beings have been curious about language --
about its structure, its diversity, its use, and its effects on others.
In this course, we will explore the human capacity for language, beginning
with the ways language differs from animal communication and with how children
acquire language and the role of the brain in speech. We will then review
major aspects of language structure (sounds, words, sentences) and apply
them to discussions of the origin of language, the history of the English
language, as well as to discussions of current dialects of English such
as Black English. After a brief investigation of the relationship between
language and thought, we will consider social attitudes toward language.
Here we will debate questions such as: Is sign language a real language
or just pantomime? What is "Standard English" and is it better
than "dialects" of English? Is there any linguistic evidence supporting
the notion of English as a racist and sexist language or is this notion
purely an imaginary construct devised to create controversy? The course
concludes The course concludes with an examination of the importance of
nonverbal communication (body language) in every day interactions and with
an examination of how language is subtly (and sometimes not so subtly) manipulated
in advertisements. Course work includes eight short homework assignments,
one midterm examination and weekly participation in a computer conference.
The final exam is optional. Cost:2 WL:1 (Cooper/Keller-Cohen)
COURSES IN MATHEMATICS (DIVISION 428)
Elementary Courses.
Students who need additional preparation for calculus are tentatively identified based on an combination of the math placement test (given during orientation), college admissions test scores and high school grade point average. Academic counselors will discuss this placement information with each student and refer students to a mathematics counselor when necessary. Two courses preparatory to the calculus, Math 105/106 and Math 109/110, are offered in pairs: a lecture-recitation format and a self-study version of the same material through the Math Lab. Math 105/106 is a course in college algebra and trigonometry with an emphasis on functions and graphs. Math 109/110 is a half-term course for students with all the necessary prerequisites for calculus who are unable to complete a first calculus course successfully. A maximum total of 4 credits may be earned in courses numbered 110 and below. Math 101 and 103 are offered exclusively in the Summer half-term for students in the Summer Bridge Program.
Math 127 and 128 are courses containing selected topics from geometry and number theory, respectively. They are intended for students who want exposure to mathematical culture and mathematical thinking through a single course.
Each of Math 112, 113, 115, 185, and 195 is a first course in calculus and generally credit can be received for only one course from this list. Math 112 is designed for students of business and the social sciences who require only one term of calculus. It neither presupposes nor covers any trigonometry. The sequence Math 113-114 is intended for students of the life sciences who require only one year of calculus. The sequence Math 115-116-215 is appropriate for most students who want a complete introduction to calculus. Math 118 is an alternative to Math 116 intended for students of the social sciences who do not intend to continue to Math 215. Math 215 is prerequisite to most more advanced courses in Mathematics. Math 112 and Math 113-114 do not provide preparation for any subsequent course. Math 113 does not provide preparation for Math 116 or 118.
The sequences 175-176-285-286, 185-186-285-286, and 195-196-295-296 are honors sequences. All students must have the permission of an Honors counselor to enroll in any of these courses, but they need not be enrolled in the LSA Honors Program. All students with strong preparation and interest in mathematics are encouraged to consider these courses; they are both more interesting and more challenging than the standard sequences.
Math 185-186 covers much of the same material as Math 115-215 with more attention to the theory in addition to applications. Most students who take Math 185 have had a high school calculus course, but it is not required. Math 175-176 assumes a knowledge of calculus roughly equivalent to Math 115 and covers a substantial amount of so-called combinatorial mathematics (see course description) as well as calculus-related topics not usually part of the calculus sequence. Math 175 and 176 are taught by the discovery method: students are presented with a great variety of problems and encouraged to experiment in groups using computers. The sequence Math 195-296 provides a rigorous introduction to theoretical mathematics. Proofs are stressed over applications and these courses require a high level of interest and commitment. The student who completes Math 296 is prepared to explore the world of mathematics at the advanced undergraduate and graduate level.
In rare circumstances and with permission of a Mathematics advisor reduced credit may be granted for Math 185 or 195 after one of Math 112, 113, or 115. A list of these and other cases of reduced credit for courses with overlapping material is available from the Department. To avoid unexpected reduction in credit, students should always consult a counselor before switching from one sequence to another. In all cases, a maximum total of 16 credits may be earned for calculus courses Math 112 through Math 296, and no credit can be earned for a prerequisite to a course taken after the course itself.
Students with strong scores on either the AB or BC version of the College Board Advanced Placement exam may be granted credit and advanced placement in either the regular or honors sequences. A table explaining the possibilities is available from counselors and the Department. Other students who have studied calculus in high school may take a Departmental placement exam during the first week of the Fall term to receive advanced placement without credit in the 115 sequence.
Students completing Math 215 may continue either to Math 216 (Introduction to Differential Equations) or to the sequence Math 217-316 (Linear Algebra-Differential Equations). Math 217-316 is strongly recommended for all students who intend to take more advanced courses in mathematics, particularly for those who may concentrate in mathematics. Math 217 both serves as a transition to the more theoretical material of advanced courses and provides the background required for optimal treatment of differential equations.
More detailed descriptions of undergraduate mathematics courses and concentration programs are contained in the brochures Undergraduate Programs and Undergraduate Courses available from the Mathematics Undergraduate Program Office, 3011 Angell Hall, 763-4223.
NOTE: For most Mathematics courses the Cost of books and materials is approximately $50 WL:3 for all courses
105. Algebra and Analytic Trigonometry. Students with credit for
Math. 103 can elect Math. 105 for only 2 credits. No credit granted to those
who have completed or are enrolled in Math 106. (4). (Excl).
This is a course in college algebra and trigonometry with an emphasis
on functions and graphs. Functions covered are linear, quadratic, polynomial,
logarithmic, exponential, and trigonometric. Students completing Math 105/106
are fully prepared for Math 115. Text: Algebra and Trigonometry by
Larson and Hostetler, second edition. Math 106 is a self-study version of
this course.
106. Algebra and Analytic Trigonometry (Self-Paced). Students
with credit for Math. 103 can elect Math. 106 for only 2 credits. No credit
granted to those who have completed or are enrolled in Math 105. (4). (Excl).
Self-study version of Math 105. There are no lectures or sections. Students
enrolling in Math 106 must visit the Math Lab during the first full week
of the term to complete paperwork and to receive course materials. Students
study on their own and consult with tutors in the Math Lab whenever needed.
Progress is measured by tests following each chapter and by scheduled midterm
and final exams. Math 106 students take the same midterm and final exams
as Math 105 students. More detailed information is available from the Math
Lab.
109. Pre-Calculus. See Elementary Courses above. No credit
granted to those who already have 4 credits for pre-calculus mathematics
courses or who have completed or are enrolled in Math. 110. (2). (Excl).
Material covered includes linear, quadratic, and absolute value equations
and inequalities; algebra of functions; trignometric identities; functions
and graphs: polynomial and rational, trig and inverse trig, exponential
and logarithmic; analytic geometry of lines and conic sections. Math 109/110
is offered as a 7-week course in each half of the Fall term for students
who despite apparent adequate preparation are unable to complete successfully
one of the calculus courses. Math 110 is a self-study version of this course.
110. Pre-Calculus (Self-Paced). See Elementary Courses
above. No credit granted to those who already have 4 credits for pre-calculus
mathematics courses or who have completed or are enrolled in Math. 109.
(2). (Excl).
Self-study version of Math 109. There are no lectures or sections. Students
enrolling in Math 110 must visit the Math Lab during the first full week
of the term to complete paperwork and to receive course materials. Students
study on their own and consult with tutors in the Math Lab whenever needed.
Progress is measured by tests following each chapter and by scheduled midterm
and final exams. More detailed information is available from the Math Lab.
112. Brief Calculus. See Elementary Courses above. Credit
is granted for only one course from among Math. 112, 113, 115, 185 and 195.
(4). (N.Excl).
This is a one-term survey course that provides the basics of elementary
calculus. Emphasis is placed on intuitive understanding of concepts and
not on rigor. Topics include differentiation with application to curve sketching
and maximum-minimum problems, antiderivatives and definite integrals. Trigonometry
is not used. The text has been Hoffman, Calculus for the Business, Economics,
Social, and Life Sciences, fourth edition. This course does not mesh
with any of the courses in the other calculus sequences.
113. Mathematics for Life Sciences I. See Elementary Courses
above. Credit usually is granted for only one course from among Math. 112,
113, 115, 185 and 195. (4). (N.Excl).
The material covered includes functions and graphs, derivatives; differentiation
of algebraic and trigonometric functions and applications; definite and
indefinite integrals and applications.
114. Mathematics for Life Sciences II. Math. 113. Credit is granted
for only one course from among Math. 114, 116, 186, and 196. (4). (N.Excl).
The material covered includes probability, the calculus of three-dimensions,
differential equations and vectors and matrices.
115. Analytic Geometry and Calculus I. See Elementary Courses
above. Credit usually is granted for only one course from among Math. 112,
113, 115, 185, and 195. (4). (N.Excl).
Background and Goals.The sequence Math 115-116-215 is the standard
complete introduction to the concepts and methods of calculus. It is taken
by the majority of students intending to concentrate in mathematics, science,
or engineering, as well as students heading for many other fields. The emphasis
is on concepts and solving problems rather than theory and proof. All sections
are given a uniform midterm and final exam. Content. Topics covered
include functions and graphs, derivatives, differentiation of algebraic
and trigonometric functions and applications, definite and indefinite integrals
and applications. This corresponds to Chapters 1-5 of Thomas and Finney.
Text: Calculus and Analytic Geometry by Thomas and Finney.
116. Analytic Geometry and Calculus II. Math. 115. Credit is granted
for only one course from among Math. 114, 116, 186, and 196. (4). (N.Excl).
Background and Goals. See Math 115. Content. Topics covered
include transcendental functions, techniques of integration, introduction
to differential equations, conic sections, and infinite sequences and series.
This corresponds to Chapters 6-8 and 11 of Thomas and Finney. Text: Calculus
and Analytic Geometry by Thomas and Finney. Students with AP credit
that places them into Math 116 should elect one of the following Fall 1992
sections which are being reserved for AP students: 002, 005, 006, 010, 017,
020, 022, 025, 031, 034.
127. Geometry and the Imagination. Three years of high school
mathematics including a geometry course. (4). (N.Excl).
This course introduces students to the ideas and some of the basic results
in Euclidean and non-Euclidean geometry. Beginning with geometry in ancient
Greece, the course includes the construction of new geometric objects from
old ones by projecting and by taking slices. The next topic is non-Euclidean
geometry. This section begins with the independence of Euclid's Fifth Postulate
and with the construction of spherical and hyperbolic geometries in which
the Fifth Postulate fails; how spherical and hyperbolic geometry differs
from Euclidean geometry. The last topic is geometry of higher dimensions:
coordinatization - the mathematician's tool for studying higher dimensions;
construction of higher-dimensional analogues of some familiar objects like
spheres and cubes; discussion of the proper higher-dimensional analogues
of some geometric notions (length, angle, orthogonality, etc). This course
is intended for students who want an introduction to mathematical ideas
and culture. Emphasis on conceptual thinking - students will do hands-on
experimentation with geometric shapes, patterns and ideas. Grades bases
on homework and a final project. No exams. Text: Beyond the Third Dimension,
(Thomas Banchoff, 1990).
128. Explorations in Number Theory. High school mathematics through
at least Analytic Geometry. (4). (Excl).
This course is intended for non-science concentrators and students in
the pre-concentration years with no intended concentration, who want to
engage in mathematical reasoning without having to take calculus first.
Students will be introduced to elementary ideas of number theory, an area
of mathematics that deals with properties of the integers. Students will
make use of software provided for IBM PCs to conduct numerical experiments
and to make empirical discoveries. Students will formulate precise conjectures,
and in many cases prove them. Thus the students will, as a group, generate
a logical development of the subject. After studying factorizations and
greatest common divisors, emphasis will shift to the patterns that emerge
when the integers are classified according to the remainder produced upon
division by some fixed number ('congruences'). Once some basic tools have
been established, applications will be made in several directions. For example,
students may derive a precise parameterization of Pythagorean triples a2
+ b2 = c2.
147. Mathematics of Finance. Math. 112 or 115. (3). (Excl).
This course is designed for students who seek an introduction to the
mathematical concepts and techniques employed by financial institutions
such as banks, insurance companies, and pension funds. Actuarial students,
and other mathematics concentrators, should elect Math 424 which covers
the same topics but on a more rigorous basis requiring considerable use
of the calculus. Topics covered include: various rates of simple and compound
interest, present and accumulated values based on these; annuity functions
and their application to amortization, sinking funds and bond values; depreciation
methods; introduction to life tables, life annuity, and life insurance values.
The course is not part of a sequence. Students should possess financial
calculators.
175. Combinatorics and Calculus I. Permission of Honors counselor.
(4). (N.Excl).
Background and Goals. This course is an alternative to Math 185
as an entry to the honors sequence. The sequence Math 175-176 is a two-term
introduction to Combinatorics and Calculus. The topics are integrated over
the two terms although the first term will stress combinatorics and the
second term will stress calculus. Students are expected to have some previous
experience with the basic concepts and techniques of calculus. The course
stresses discovery as a vehicle for learning. Students will be required
to experiment throughout the course on a range of problems and will participate
each term in a group project. Grades will be based on homework and exams
with a strong emphasis on homework. Personal computers will be a valuable
experimental tool in this course and students will be asked to learn to
program in either BASIC, PASCAL or FORTRAN. Content. There are two
major topic areas: graph theory and enumeration theory. The first will include
basic definitions and some of the more interesting and useful theorems of
graph theory. The emphasis will be on topological results and applications
to computer science and will include (1) connectivity; (2) trees, Prufer
codes, and data structures; (3) planar graphs, Euler's formula and Kuratowski's
Theorem; (4) coloring graphs, chromatic polynomials, and orientation; and
(5) optimization of network flows. The section on enumeration theory will
emphasize classical methods for counting including (1) binomial theorem
and its generalizations; (2) solving recursions; (3) generating functions;
and (4) inclusion-exclusion. Course pack.
185. Honors Analytic Geometry and Calculus I. Permission of the
Honors Counselor. Credit is granted for only one course from among Math.
112, 113, 115, and 185. (4). (N.Excl).
Background and Goals. The sequence Math 185-186-285-286 is the
honors introduction to the calculus. It is taken by students intending to
concentrate in mathematics, science, or engineering, as well as students
heading for many other fields who want a somewhat more theoretical approach.
Although much attention is paid to concepts and solving problems, the underlying
theory and proofs of important results are also included. This sequence
is NOT restricted to students enrolled in the LSA Honors Program. Content.
Topics covered include functions and graphs, derivatives, differentiation
of algebraic and trigonometric functions and applications, definite and
indefinite integrals and applications. Other topics will be included at
the discretion of the instructor. Recent text(s): Calculus with Analytic
Geometry by Simmons, 6th ed.
195. Honors Mathematics I. Permission of the Honors Counselor.
(4). (N.Excl).
Background and Goals. The sequence Math 195-196-295-296 is a
more intensive honors sequence than 185-186-285-286. The material includes
all of that of the lower sequence and substantially more. The approach is
theoretical, abstract, and rigorous. Students are expected to learn to understand
and construct proofs as well as do calculations and solve problems. The
expected background is a thorough understanding of high school algebra and
trigonometry. No previous calculus is required, although many students in
this course have had some calculus. Students completing this sequence will
be ready to take advanced undergraduate and beginning graduate courses.
This sequence is NOT restricted to students enrolled in the LSA Honors Program.
Content. Functions of one variable and their representation by graphs;
limits and continuity; derivatives and integrals with applications; parametric
representation; polar coordinates; applications of mathematical induction.
Recent text(s): Introduction to Calculus and Analysis by Courant
and John; Calculus by Spivak.
215. Analytic Geometry and Calculus III. Math. 116 or 186. (4).
(Excl).
Background and Goals. See Math 115. Content. Topics include
vector algebra and vector functions; analytic geometry of planes, surfaces,
and solids; functions of several variables and partial differentiation;
line, surface, and volume integrals and applications; vector fields and
integration; Green's Theorem and Stokes' Theorem. This corresponds to Chapters
13-19 of Thomas and Finney. Recent text(s): Calculus by Marsden and
Weinstein.
216. Introduction to Differential Equations. Math. 215. (4). (Excl).
Background and Goals. This course stresses use of classical methods
to solve restricted classes of differential equations. Emphasis is on problem
solving. There are few new concepts and no proofs. Content. Topics
include first-order differential equations, higher-order linear differential
equations with constant coefficients, linear systems. Recent Text(s): Differential
Equations by Sanchez, Allen, and Kyner, 2nd ed.
217. Linear Algebra. Math. 215. (4). (Excl).
Background and Goals. For a student who has completed the calculus
sequence, there are two sequences which deal with linear algebra and differential
equations, 216-417 or 419 and 217-316. For two reasons the second of these
is strongly recommended to prospective mathematics concentrators and others
who have some interest in the theory of mathematics as well as its applications.
First, the order makes more mathematical sense in that the correct formulation
and solution of many of the problems of elementary differential equations
depends on concepts and techniques from linear algebra. Second, the two
courses 217 and 316 are explicitly designed to introduce the student to
both the concepts and applications of their subjects and to the methods
by which the results are proved. The courses 216 and 417, on the other hand,
are concerned almost exclusively with applications. Therefore the student
entering Math 217 should come with a sincere interest in learning about
proofs. Content. The topics covered are systems of linear equations,
matrices, vector spaces (subspaces of R to n power), linear transformations,
determinants, Eigenvectors and diagonalization, and inner products. This
corresponds to chapters 1, 2, 5, 6, (7), 8.1-8.6, 3, and (4) of Schneider
in that order (parenthesized chapters are optional). Recent text(s): Linear
Algebra by Schneider, 2nd ed.; Linear Algebra by Jacob.
MUSIC
It is possible for LS&A students to elect a concentration program in music, and this program is described in the LS&A Bulletin. In addition, music courses are frequently elected by LS&A students not concentrating in Music. Courses in Music History/Musicology, Composition, and Music Theory are elected for LS&A credit. Some of these courses can be used as part of the humanities requirement in a PATTERN I area distribution plan. LS&A students may elect music PERFORMANCE courses for degree credit, but this credit counts toward the maximum twelve non-LSA credit hours that can be applied toward an A.B./B.S. degree or twenty non-LSA credit hours that can be applied toward a B.G.S. degree.
COURSES IN MUSIC HISTORY AND MUSICOLOGY (DIVISION 678)
341. Introduction to the Art of Music.
This is a course in listening to music. By studying the various genres,
styles, and aesthetic ideals of Western art music, you will learn how to
listen perceptively and creatively. No musical background is necessary.
The course begins with the elements of music. Through a brief survey of
the artistic and cultural heritage of Western music, we will concentrate
on symphony, opera and concerto, and song, by Baroque, Classical and Romantic
composers. We will also discuss the different styles and trends in twentieth-century
music. There are three lectures and one discussion section per week.Tapes
of assigned works are available for private study in the MLB Language Lab.
The course grade is based on three exams, a concert report, and a few short
writing assignments. This is the first course suggested for the LS&A
concentration in Music. Cost:2 WL:4
342. Introduction to World Music. For non-School of Music students
only. (3). (Excl).
This course will introduce students to the musical cultures of a few,
select areas of the world (such as the Caribbean, West Africa, India, and
Eastern Europe). Three lectures a week will be supplemented by listening
tapes available at the School of Music and the Listening Lab in MLB. Students
will be evaluated on the basis of listening quizzes, a midterm, a research
paper, and a final exam. The department regards this course as a companion
to MHM 341, Introduction to Music, a course for non-music concentrators
that stresses Euro-American concert music. (McDaniel)
COURSES IN COMPOSITION (DIVISION 665)
221. Introduction to Elementary Composition.
Designed for students with limited musical background who wish to gain
an understanding of the creative process and acquire a greater appreciation
for contemporary music by composing. The course investigates traditional
compositional crafts, as well as more current or experimental tendencies,
including pop, ethnic and jazz idioms. Directed student creative projects
receive individual attention. While no prerequisites are required, the ability
to read music is strongly recommended.
COURSES IN NATURAL RESOURCES (DIVISION 711)
301. Ecological Issues.
Ecological Issues provides students with a general knowledge of natural
resource and environmental problems. Emphasis is placed on interdisciplinary
approaches to matters concerning the allocation of natural resources and
environmental quality within the context of a democratic society. Attention
will be given not only to ecological aspects, but to economic, legal, political,
sociological, and psychological ramifications of environmental problems.
Material is presented through lectures, recitation, and readings. Lectures
and readings in the early part of the course deal with ecology. Once the
basic ecological framework has been established, case studies illustrating
the multifaceted nature of environmental problems will be examined. The
recitation sections will be used for discussion and to supplement the lectures
with debates, film and slide presentations, and group projects. Each student
will become involved with a term project dealing with an environmental topic
of his/her choice. Cost:2 WL:1 (Heinen)
NEAR EASTERN STUDIES
GENERAL NEAR EAST (DIVISION 439)
101. Introduction to Near Eastern Studies.
The Near East, often called the Middle East, continues to be in the
news. It is a major area of the world that stretches from North Africa to
Central Asia. In spite of many years of coverage, the media have done an
overall inadequate job in describing the Near/Middle East to the public,
be it its present state, or its history, and its role in the world. This
course introduces students to the peoples and cultures of this area. The
course has four main parts. The first part offers an overview of the peoples,
cultures, and countries as they are today. The second part offers insights
into the heritage the modern West owes to the Near/Middle East, including
the major religions, viz. Judaism, Christianity, and Israel and modern Islam.
The third part from the view of modern history, sociology, economics, and
human ecology. The fourth part focuses on the arts. During the course, the
student will be exposed to leading specialists in these fields at the University
of Michigan. In addition to the three-weekly lectures, there are discussion
groups led by expert TAs focusing on the topics of the lectures presented
in the four parts of the course. There are no exams. Grades are based on
four reports on the four major section's of the course, and a final report
on a Near/Middle Eastern topic of the student's choice selected with the
assistance of the coordinator of the course and of the TAs. Cost:1 WL:1
(Windfuhr)
201/Rel. 201. Introduction to World Religions: Near Eastern. (4).
(HU).
See Religion 201. (Ginsburg and Williams)
245/Rel. 245. Great Books of the Near East
I. (4). (Excl).
Section 001: Masterpieces of Islamic Literature. This course has the
following objectives: (1) to provide a broad overview of the Islamic literary
endeavor, noting its diversity, (2) to identify the principal themes of
Muslim literary works, and (3) to make an intensive study of a small number
of works. The texts to be read will be taken from several Islamic languages,
but THE READINGS WILL ALL BE IN ENGLISH. An attempt will be made to include
works representing literary activity in such different fields/genres as
poetry, autobiography, parable, allegory, and travel and courtly literature.
We will try to
develop an understanding of the character of Islamic literature as a whole. Several short reports (one or two pages each) and class preparation will determine the grade. (Mir)
Section 002: The Dead Sea Scrolls and the Bible. The Dead Sea scrolls occupy a position of paramount importance among the written sources from the ancient Near East for the reconstruction of the roots of Western civilization. Not only do they help to illuminate the processes by which the texts and canons of the Bible came into being, but they offer an unprecedented link to the world out of which Judaism and early Christianity were born. No prerequisites are required. Two half-term exams required. Lecture, audio-visual presentations, and lectures by guest speakers. (Schmidt)
ANCIENT AND BIBLICAL STUDIES (ABS: DIVISION 317)
Although it has influenced the Western world more than any other book,
the New Testament - having originated almost 2,000 years ago in the eastern
Mediterranean world - is not easy to understand. The course will, first
of all, introduce the student to the historical, religious, and social setting
of the New Testament. Then, we shall look at the various New Testament writings.
They must be allowed to speak for themselves and not be clouded by any denominational
or sectarian program. The student will be introduced to the insights and
methods of modern scholarship when dealing with questions such as, What
did the various New Testament writings really intend to say? How did they
say it? Why did they say it? Finally, the problem of the development of
early Christian doctrine will be addressed. Why were some of the early Christian
writings excluded from the New Testament canon? The method of instruction
will be Recitation. There will be two-three exams and a final paper. There
are no prerequisites. Cost:2 WL:4 (Fossum)
160/Hist. 130. Introduction to the History
of the Ancient Near East. (3). (Excl).
Introduction to the first 3000 years of human history as recorded in
the texts of Mesopotamia, Egypt, Anatatolia, Iran and the Levant. The origins
of complex societies in Sumer and Egypt will be briefly considered and the
subsequent development of cuneiform and hieroglyphic civilizations studied
in more detail, down to their common conquest by the Macedonians in the
fourth century BCE. Particular attention will be given to the effects of
ecological factors upon economic, political, religious, and intellectual
history. A number of primary documents from the Ancient Near East will be
read in translation. Course requirements include mid-term and final examinations
as well as a 15-20 page term paper. (Beckman)
201. Elementary Biblical Hebrew. (3). (LR).
An introduction to the language and style of the Hebrew Bible, using
Weingreen's PRACTICAL GRAMMAR OF CLASSICAL HEBREW as the text. Daily instruction
on grammar with drills. Students are evaluated on the basis of daily homework
assignments and weekly quizzes. Cost:1 WL:3 (Schramm)
ARABIC (AND BERBER) STUDIES (ARABIC: DIVISION 321)
101. Elementary Modern Standard Arabic Through Self-Instruction.
This course provides an introduction to the phonology and script of
modern literary Arabic and to the language's basic vocabulary and fundamental
grammatical constructions. It offers combined training in listening, speaking,
reading, writing and using the Arabic dictionary. Students have access to
a tutor for as many as four hours a week plus two obligatory hours per week
for review and practice. Amount of credit awarded depends on number of lessons
satisfactorily completed. Students should consult course coordinator in
advance for the schedule of lessons per credit hour and general instructions.
Arabic 101 may be taken for two or four credits each term for a total of
six credits. Course grade is based on review tests completed by students
at the end of each lesson (50%) and scheduled and comprehensive tests (50%).
Textbooks: (1) A PROGRAMMED COURSE IN MODERN ARABIC PHONOLOGY AND SCRIPT,
by E.N. McCarus and R. Rammuny; (2)ELEMENTARY MODERN STANDARD ARABIC PART
ONE, by P. Abboud et al. Cost:1 WL:3 (Staff, Rammuny)
201. Elementary Modern Standard Arabic. (6). (LR).
201. Elementary Modern Hebrew.
No previous knowledge of Arabic is required for Arabic 201. This course
is especially recommended for students concentrating in Arabic or for those
who expect to have some immediate use of Arabic; (2) control of the basic
grammatical structures of the language; (3) mastery of about 800 vocabulary
items; and (4) acquisition of related skills. The materials used are based
on a combined approach stressing the four language skills: listening, speaking,
reading and writing. This course starts with A Programmed Course in Modern
Literary Arabic Phonology and Script, by Ernest N. McCarus and Raji Rammuny.
These introductory programmed materials are usually completed within the
first two week of classes. This is immediately followed by Elementary Modern
Standard Arabic Part I, by Peter Abboud et al. This book is especially designed
to provide careful guidance to both the student and the teacher. At the
end of the course, the student is expected to be able to read printed and
handwritten literary Arabic and to produce familiar material in a manner
acceptable to a native speaker. In addition, the student should have acquired
related skills to communicate (speak) in Arabic and use Arabic dictionaries.
The course meets six hours per week for six credits. Use of language lab
is necessary and strongly recommended to reinforce classroom work. The course
grade is based on daily assignments, weekly quizzes, tests, classroom performance,
and a final exam. Cost:2 WL:3 (Khaldieh)
HEBREW STUDIES (HEBREW: DIVISION 387)
Development of basic communication skills in Hebrew. Reading, writing
and grammar. Class discussion and readings in Hebrew. Class and language
laboratory drills. (Staff, Coffin)
301. Intermediate Modern Hebrew. Hebrew 202 or equivalent. No
credit granted to those who have completed or are enrolled in Hebrew 311.
(5). (LR).
The focus of instruction will be on the four language skills, with a
continued emphasis on oral work and writing. Review of morphology and syntax.
Continued emphasis on oral work and writing skills. Cost:1 WL:1 (Etzion)
IRANIAN STUDIES (IRANIAN: DIVISION 398)
201. Elementary Persian.
Persian has been called the French of the Near/Middle East. Certainly,
Persia/Iran has been in the news. Persian is an Indo-European language,
related to English, etc. Its literature, as in other arts, is a major part
of Near/Middle Eastern and Muslim tradition. Persian 201 is the first term
of a four term sequence. It takes the student through to the basic mastery
of the skills of reading and writing, and of comprehension and speaking.
Cultural as well as communicative skills are emphasized. By the end of the
term the student should be well versed in these skills. Individual student
by the instructor to polish and improve the student's Persian language skills.
The objective is language use. Students who have special needs, such as
those acquiring the knowledge of Persian for reading purposes, only, or
for communicative skills, only, will be given special attention, and special
sessions. Similarly, students of Iranian heritage, who may know some Persian
in its colloquial form, will find the linguistic and cultural content of
this course stimulating.
TURKISH STUDIES (TURKISH: DIVISION 493)
201. Elementary Turkish.
Part of the departmental sequence in modern Turkish language, this course
focuses on speaking, reading and writing the language of modern Turkey.
Course topics include the principles of Turkish grammar with the phonological
structure, basic sentence patterns and the morphology of the language. The
method of instruction is of the recitation variety and includes written
and oral work. There are laboratory sessions and conversation periods. Students
are evaluated on the basis of class participation, written work, a midterm
and a final examination. The required texts are: H. Sebuktekin, TURKISH
FOR FOREIGNERS (available in departmental office) and G.L. Lewis, TURKISH
(Teach Yourself Books, Hodder and Stoughton, 1980). (Stewart-Robinson)
COURSES IN PHILOSOPHY (DIVISION 442)
The Philosophy Department offers a series of 150-level courses that serve as introductions to specific areas of philosophical thought. Each probes a group of philosophical issues related to certain other fields or areas of human concern, and each is designed to show how questions in these fields or areas can lead naturally to larger philosophical matters. Philosophy 155, "The Nature of Science," will be offered Fall Term, 1992. It will be taught by a faculty member and will be limited to 50 students.
Philosophy 181, 202, 231, 232, and 297 are general introductions designed to acquaint the student with a representative sample of philosophical problems concerning the nature of reality, knowledge, the self, morality, religion, and society. They deal with such questions as: If a person's actions are causally determined by heredity and environment, is he capable of free actions for which he can be held morally responsible? What is a person - just a very complex machine, a combination of a mind or soul and a body, or what? How can such common sense beliefs as that other human beings are conscious, or that there exists an external physical world, be justified? What are scientific theories, and what kinds of considerations bear on whether they should be accepted? Are there good reasons for believing that God exists? Is abortion, or euthanasia, or suicide, morally permissible? Are value judgments (e.g. moral or aesthetic judgments) "objective" or "subjective"? What are the basic differences between the major kinds of social, political and economic organizations, and what reasons are there for preferring any one of them to the others? How should one live one's life? What is the "meaning" of life, and what does this question mean?
The 200-level philosophy introduction and 181 vary in their instructional format. Philosophy 202 (three hours) approaches issues through a mixture of twentieth century writers (e.g. Bertrand Russell, A.J. Ayer) and seminal figures in Western intellectual history (Plato,Aristotle, Descartes, Hume, Kant). It is taught by graduate student teaching assistants in sections of approximately 25 students. Philosophy 231 (three hours) and 232 (four hours) can be expected to cover similar issues and texts, but in a different format; a faculty member delivers two lectures each week, and students are divided into groups of approximately 25 for discussion sections which meet one (231) or two (232) hours per week. Philosophy 181 has yet a different format. It is smaller, limited to 50 students, and is taught in a combination lecture/discussion format three times a week. Finally, Philosophy 297, Honors Introduction, is taught by a member of the faculty to small groups of 25-30 students.
The Department offers three elementary introductory courses in logic: 180, 201 and 203. 180 and 201 both cover some informal logic, while 203 introduces students to symbolic logic. 180 is taught by faculty in a section of 40-50, while 201 and 203 are taught in sections of 20-25 by advanced graduate student teaching assistants.
Some 300-level courses do not have prerequisites and can serve as introductions to particular branches of philosophy. Two such courses will be offered Fall Term, 1992: Philosophy 365, "Problems of Religions," and Philosophy 371, "Existentialism."
155. The Nature of Science. (3). (HU).
This course serves as a topical introduction to the philosophy of science.
Its first half addresses some broader philosophical issues about the nature
of the scientific enterprise. Particular attention will be paid to the explanatory
function of scientific laws, the confirmation of theoretical hypotheses
by empirical evidence, and the process whereby one theory is subsumed within
another. The second half of the course will look at contemporary philosophy
of science "in action" by considering some specialized questions,
including: (1) The traditional problem of induction - how can we justify
the rules we use to make inferences about the future based on our knowledge
about the past? (2) The creationism verses evolution controversy - is creationism
a "science" on a par with evolution and should it be taught as
such in the public schools? (3) Certain philosophical questions arising
out of recent developments in physics. Students will be required to read
C. Hempel's Philosophy of Natural Science together with a course
pack of supplementary readings. Midterm and final exams will be given, and
students will be asked to submit two five to seven page papers. There are
no prerequisites for this course. (J. Joyce)
180. Introductory Logic. Credit is granted for only one of Phil.
180 or 201. (3). (N.Excl).
This is a beginning, and rather slow-paced, course in formal logic.
Following a brief introductory segment on logic in general, we will study
the propositional (truth-funcitonal) logic, and then the predicate logic
for one-place predicates. If there is sufficient time, we may have some
brief discussions of additional topics, such as the idea of a proof, modal
logic, inductive logic, etc. The text will probably be Irving Copi, INTRODUCTION
TO LOGIC. In the 8th edition of that book, the material to be covered is
treated in chapters 1, 8, 9, and 10. Grades will be based on one or more
hourly exams and a final cumulative exam. Cost:2 WL:1 (Mavrodes)
181. Philosophical Issues: An Introduction. No credit granted
to those who have completed or are enrolled in 182, 202, 231, 232, 234,
or 297. (3). (HU).
Section 001. This course provides a general introduction to philosophy
through discussion of historical and contemporary readings in four central
areas: philosophy and religion, knowledge and skepticism, free will and
moral responsibility, and the foundations of ethics. Among the questions
we will discuss are: What is the nature of knowledge? What sort of objectivity,
if any, is possible in claims to religious, scientific, or moral knowledge?
What is freedom of the will, and is it compatible with a scientific conception
of the causes of our behavior? No philosophical background is presupposed.
Three short papers and a final examination. WL:1 (Railton)
Section 002. This course will introduce the student to a selection of important issues in several major areas of philosophy, including ethics, epistemology, metaphysics, and philosophy of mind. Fundamental questions about morality, our knowledge of the world, the nature of persons, and relations between the mental and the physical will be examined: What things are valuable in themselves? How are we to decide what we ought to do? Is there any such thing as "objective" morality? Is there a real world independent of our ways of thinking and talking about it? What kinds of evidence do we have about the world? What is evidence? How are thoughts, desires, intentions, etc. related to a person's physical and verbal behavior? Can we be mistaken about our own mental states? How can we know about those of others? Can machines think? We will discuss what a number of philosophers have said about these issues, including important historical figures such as Descartes, David Hume, and J.S. Mill, and a variety of contemporary philosophers. There will be three quizzes, and two papers. (Walton)
Section 003. This is a general introduction to philosophy taught by a faculty member to a class that is kept small enough so that there can be a significant discussion. The specific content varies with the person offering the course which was, unfortunately, not known when the Course Guide went to press. For a general idea of the sort of thing the course is likely to include see the descriptions for Philosophy 202 and 231.
201. Introduction to Logic. Credit is granted for only one of
Phil. 180 or 201. (3). (N.Excl).
This course aims to give the student a thorough understanding of the
fundamental forms of reasoning and rational argument. Students will be expected
to master some technical detail, but the emphasis in this course is on non-technical,
informal logical techniques applicable to problem solving in any area of
inquiry. Both deductive and inductive patterns of argument will be examined.
Sections usually have about twenty-five students each. Each section meets
three hours per week and is generally conducted with some informality and
considerable student participation. Discussion and questions are encouraged,
particular problems are analyzed, and students are required to demonstrate
mastery of assigned material. Course requirements for grading vary from
instructor to instructor. Normally there are weekly assignments frequently
in written form and short, periodic quizzes.
202. Introduction to Philosophy. No credit granted to those who
have completed or are enrolled in 181, 182, 231, 232, 234, or 297. (3).
(HU).
The purpose of this course is to familiarize students with philosophical
thinking on the great questions that have moved mankind throughout history,
and to discuss possible solutions to them. The course is taught in independent
sections of approximately twenty-five students. Each section is taught by
a teaching assistant who selects the topics and readings. Some sections
examine the systems of such major historical figures as Plato, Aristotle,
Descartes, Hume, Kant, Hegel, and Nietzsche, while others employ primarily
the writings of contemporary philosophers such as Bertrand Russell, A.J.
Ayer, Ludwig Wittgenstein, and others. The subject matter generally includes
ethics, free will and responsibility, philosophy of mind, epistemology and
skepticism, and perhaps arguments for the existence of God. The text is
either a book of readings or a set of larger selections from separate editions
of well known philosophical works. During the term each student is usually
required to submit a total of at least fifteen pages of critical discussion
through a series of short papers varying in length from three to five pages.
Several short quizzes may also be given as well as a final examination.
203. Introduction to Symbolic Logic. Credit is granted for only
one of Phil. 203 or 296. (3). (N.Excl).
Common sense classifies arguments as good or bad according to a variety
of formal and informal criteria. Roughly speaking, we count an argument
good if it makes plausible assumptions which exhibit its conclusion as likely
to be true. Though the common sense classification is familiar and useful,
sometimes we want something more precise and more amenable to systematic
investigation. Thus we idealize from the intuitive notion of a "good"
argument and call an argument VALID if it is impossible for its assumptions
to be true without its conclusion being true as well. Logic can now be defined
as the study of validity. As it turns out, this study is best pursued by
constructing artificial languages designed to replicate in purer form the
logically relevant features of natural languages like English. Symbolic
logic, the subject of this course, is the study of validity by preference
to these formal languages. Students meet in sections of about 25 students
each. Each section meets three hours per week and has a lecture/discussion
format, with considerable student participation. Course requirements and
grading vary from instructor to instructor, but normally there are weekly
homework assignments and periodic quizzes.
230/Buddhist Studies 230/Asian Studies 230/Rel. 230. Introduction to
Buddhism. May not be included in a concentration plan in philosophy.
(4). (HU).
See Buddhist Studies 230.
231. Introduction to Philosophy: Problems
and Principles. No credit granted to those who have completed or
are enrolled in 181, 182, 202, 232, 234, or 297. (3). (HU).
This course is open to students from all areas of the University. No
previous work in philosophy is required or assumed. First term undergraduates
are welcome. The course has two principal goals. The first is o provide
an introduction to a number of fundamental philosophical problems drawn
from a variety of branches of philosophy. The following issues will be discussed
(1) determinism and free will; (2) arguments for and against the existence
of God; and (3) the nature of moral obligation. Some attention will be paid
to interconnections between these issues. The second goal is to develop
the philosophical skills, and more generally the critical and argumentative
skills, of those enrolled. Philosophy 231 and 232 share a common lecture
for two meetings per week. Philosophy 231 carries three hours of credit,
has one discussion meeting per week and requires two short papers. Philosophy
232 carries four hours of credit, has two discussion meetings per week,
and requires three short papers. Students who feel they would benefit from
the additional hour of discussion or from the additional required writing
are advised to consider enrolling in 232 rather than 231. The course has
a single text, an anthology: Joel Feinberg, editor, Reason and Responsibility
(Dickenson Publishing Co.) Cost:2 WL:1 (Loeb)
232. Problems of Philosophy. No credit granted to those who have
completed or are enrolled in 181, 182, 202, 231, 234, or 297. (4). (HU).
See Philosophy 231. (Loeb)
297. Honors Introduction to Philosophy. Honors students or permission
of instructor. No credit granted to those who have completed or are enrolled
in 181, 182, 202, 231, 232, or 234. (3). (HU).
Section 001. This course will introduce students to philosophy through
an examination of some major philosophical issues and problems, with some
attention given also to the history of philosophical work on those problems.
Examples of the problems to be dealt with are: free will, determinism, and
moral responsibility; the possibility of objectivity in ethical discourse;
the nature of our knowledge of the physical world; the nature of the mind
and its relation to the body. Readings will be derived primarily from modern
works, but some historical texts will also be included. (White)
Section 002. This course is an introduction to three central areas in contemporary philosophy: epistemology, metaphysics, and ethics. Epistemology is an attempt to establish general standards for rationality and knowledge, and to assess whether we miserable earth creatures measure up. Metaphysics is an attempt to find rational ways of answering questions about the world that science appears to leave open, for instance, questions about God, minds and bodies, and free will. And while science and metaphysics are both in the business of describing things in the world, ethics is an attempt to find rational ways of evaluating things in the world as good or bad, right or wrong. Although I will normally lecture, I will also make time each meeting for questions. Your grade will depend on three papers (roughly one per month), and class participation. (Lormand)
Section 003. This course will provide an introductory overview of some central problems in traditional epistemology and metaphysics. Topics we will discuss include: the rationality of belief in God, skepticism concerning the external world, the problem of induction, personal identity, the mind-body problem, and freedom of will. Readings will be drawn from both historical and contemporary sources, including works by B. Pascal, William James, R. Descartes, David Hume, Bertrand Russell, J. Locke, John Searle, John Perry, and Thomas Nagel. Requirements: 3 short (5-7 page) papers and a final exam.
COURSES IN PHYSICS (DIVISION 444)
Since the Physics Department discourages students from changing midstream from Physics 140 to Physics 125 or from Physics 240 to Physics 126, it is important that students choose the first course of a physics sequence with care. Prospective engineers, physicists and chemists should elect Physics 140/240 rather than Physics 125/126 because concentration programs in these areas require the Physics 140/240 sequence. In the case of some departmental concentration programs (e.g., biology) or in special individual circumstances, students can elect or are encouraged to elect the Physics 125/126 sequence. Some counselors will advise all students who have had calculus to elect Physics 140/240. Physics 140/240 can be elected by all students who have had calculus, but it should be elected only by students who enjoy solving difficult problems and who think that they will be good at it.
103. The Physical Universe: Relativity and Quanta. High School
geometry, trigonometry, and algebra. (1). (NS).
The goal of physicists is to understand everything that goes on in the
universe in terms of a small number of fundamental laws of nature. The various
laws we presently know may even derive from some single unifying principle.
The laws of gravity, relativity, electromagnetism, and quantum mechanics
will be discussed and applied to simple problems. Grades will be based on
homework and a research paper of approximately 3000 words. Cost:1 WL:3
104. The Physical Universe: What Einstein Never Knew. High School
geometry, trigonometry, and algebra. (1). (NS).
The goals of physicists is to understand everything that goes on in
the universe in terms of a small number of fundamental laws of nature. Recent
developments involving quarks, leptons, black holes, big-bang cosmology,
dark matter, etc. will be described on an elementary level. In the end,
all questions of "how" and "why" must be answered or
else pushed to the limit of present knowledge. Grades will be based on homework
and a research paper of approximately 3000 words. The are no college physics
or advanced mathematics prerequisites. Cost:1 WL:3
125. General Physics: Mechanics, Sound, and Heat. Two and one-half
years of high school mathematics, including trigonometry. No credit granted
to those who have completed or are enrolled in 140 or 160. (3). (NS).
Physics 125 and 126 constitute a two-term sequence offered primarily
for students concentrating in the natural sciences, architecture, pharmacy,
or natural resources; and for preprofessional students preparing for medicine,
dentistry, or related health sciences. Physics 125 and 126 are an appropriate
sequence for any student wanting a quantitative introduction to the basic
principles of physics but without the mathematical sophistication of Physics
140 and 240. Strong emphasis is placed on problem solving, and skills in
elementary algebra and trigonometry are assumed. While a high school level
background in physics is not assumed, it is helpful. Physics 125 and 126
are not available by the Keller plan.
PHYSICS 125 covers classical mechanics (laws of motion, force, energy and power) and mechanical wave motion (including sound waves). The final course grade is based on three one-hour examinations, class performance and a final examination. Cost:3 WL:4
127. Mechanics, Heat and Sound Lab. To be elected concurrently
with Physics 125. No credit granted to those who have completed or are enrolled
in Physics 141. (1). (NS).
Physics 127 is a laboratory course intended to accompany Physics 125
and provide a perspective on physics as an experimental science. Evaluation
is based on participation and performance in the laboratory classes and
on written laboratory reports. Cost:1 WL:4
140. General Physics I. Prior or concurrent election of calculus.
Phys. 140 and 141 are normally elected concurrently. No credit granted to
those who have completed or are enrolled in 125 or 160. (3). (NS).
Physics 140, 240, and 242 constitute a three-term sequence which examines
concepts in physics fundamental to the physical sciences and engineering.
This introductory sequence uses calculus, and, while it is possible to elect
Physics 140 and Mathematics 115 concurrently, some students will find it
more helpful to have started one of the regular mathematics sequences before
electing Physics 140. The introductory sequence is primarily designed to
develop a skill: the skill to solve simple problems by means of mathematics.
Developing this skill requires daily practice and a sense for the
meaning of statements and formulas, as well as awareness of when
one understands a statement, proof, or problem solution and when one does
not. Thus one learns to know what one knows in a disciplined way.
The topics in Physics 140 include: vectors, motion in one dimension, circular motion, projectile motion, relative velocity and acceleration, Newton's laws, particle dynamics, work and energy, linear momentum, torque, angular momentum of a particle, simple harmonic motion, gravitation, planetary motion, pressure and density of fluids, and Archimedes' principle. Evaluation is based on performance on 3 hourly examinations (see Time Schedule for dates and times) and a final examination.
Certain sections of Physics 140 are offered by the Keller Plan, a self-paced program without formal lectures. These sections are marked PSI in the Time Schedule. An information sheet describing the format of Keller Plan offerings is available in the Physics Student Services Office (2028 East Engineering). Students who want to elect Physics 140 by the Keller Plan should read this information before registering. Cost:3 WL:4.
141. Elementary Laboratory I. To be elected concurrently with
Phys. 140. No credit granted to those who have completed or are enrolled
in 127. (1). (NS).
Physics 141 is a laboratory course intended to accompany Physics 140
and provide a perspective on physics as an experimental science. Evaluation
is based on participation and performance in the laboratory classes and
on written laboratory reports. Cost:1 WL:4
160. Honors Physics I. Math. 115 or equivalent, or permission
of instructor. Students should elect Physics 141 concurrently. No credit
granted to those who have completed or are enrolled in Phys. 140. (4). (NS).
Physics 160 is a rigorous introduction to particle mechanics and the
motion of extended objects. Particular topics include vectors, one and two
dimensional motion, conservation of laws, linear and rotational dynamics,
gravitation, fluid mechanics and thermodynamics. Students should also elect
a Physics 141 laboratory. Cost:3 WL: Registration in this course is by permission
of instructor only. Go to Physics Student Services Office, 2028 E. Engineering,
for override.
COURSES IN PHYSIOLOGY (DIVISION 580)
101. Introduction to Human Physiology.
The overall student objectives for this course are to (1) know the functions
of the major organs of the body; (2) understand the basic physical-chemical
mechanisms responsible for each organ's function; (3) relate organ functions
to the concept of maintaining the internal environment; (4) recognize pathological
states (disease) as consequences of altered normal function. In addition
to 2 two-hour lectures per week, there is a discussion section which meets
once a week. The textbook used is: Human Physiology: The Mechanisms of
Body Functions by Vander, Sherman and Luciano, 5th ed. In addition,
there is a course pack containing approximately 600 figures and diagrams
that will be used in lecture. There will be two examinations during the
term and a comprehensive final examination. The hour examinations are given
Wednesday evening from 7-8 p.m. Cost:3 WL:4 (Sherman)
COURSES IN PILOT PROGRAM (DIVISION 445)
The Pilot Program will offer several sections of Pilot 165
(4 credits) and several Pilot seminars (3 credits) during Fall 1992. Pilot
seminars provide elective but not distribution credit in LS&A. All sections
of Pilot 165 fulfill the Introductory Composition requirement (and are therefore
equivalent to English 124 and 125), and are organized around thematic content.
All Pilot Program courses are taught in Alice Lloyd Hall by Resident Fellows
who live as well as work in the dormitory. Pilot students have enrollment
priority for Pilot classes and overrides are needed. However, non-Pilot
students may contact the office to be put on wait lists to enroll in a Pilot
course. For further information, call 764-7521. Course information is usually
not available until late summer.
COURSES IN POLITICAL SCIENCE (DIVISION 450)
101. Introduction to Political Theory.
The course will present students with some fundamental texts of Western
political philosophy, Plato to Marx. The aim of the course is to make students
acquainted with a tradition that develops a specific mode of inquiry - political
philosophy - in the attempt to answer the question: How can human beings
live together peacefully? How can we harmonize individual and collective
good? The course includes two lecture sessions (one hour each) and a two-hour
discussion session each week. Students will be required to prepare readings
in advance of classes to participate in discussions, and to write papers
showing their grasping of the material covered in the course. (Gobetti)
111. Introduction to American Politics. (4). (SS).
This is a wide-ranging survey of government and politics throughout
the United States. Most of the course centers upon national government and
politics. Among the main topics to be explored are the constitutional base,
elections, political parties and interest groups, the presidency, Congress,
the courts, and policy formulation in designated areas. The kinds of questions
considered might include the following: What impact do interest groups have
on governmental policy? Are there real differences between the two major
political parties? What accounts for swings in voting behavior and election
outcome from one time to another? Why is it that public policy emerges as
it does in the United States? What is the level of trust in government?
And how does that level change? These and others are issues confronted in
the course. There are two lectures and two discussion sessions each week.
The basis for grading includes a midterm and a final examination for all
students; and written work as well as other forms of participation in each
of the sections, under the guidance of individual instructors. (Rosenstone)
140. Introduction to Comparative Politics. (4). (SS).
This course is designed to give students an understanding of how several
major political systems work and to familiarize them with concepts used
to analyze politics in these and other countries. Each of the countries
selected will be discussed separately in order to introduce its distinctive
features and to ensure that students understand how it operates. As the
course progresses, we will draw increasingly broad comparisons. Certain
key concepts will be introduced and used for comparative purposes. In particular,
we will be concerned with the social and economic forces that influence
the emergence of democracy, or led to communist or fascist regimes; political
parties and political competition; leadership succession; the analysis of
contemporary political conflicts and the future of advanced industrial societies.
The course will offer two meetings in relatively small discussion sections
designed to encourage a two-way flow of conversation. Cost:4 WL:1 (Inglehart)
160. Introduction to World Politics. (4). (SS).
This course will introduce students to the fundamental issues of international
relations. The course will familiarize the students with the main theories
that help us to understand the behavior of states in the international arena.
These theories will then be applied to explain a number of important issue-areas
of world politics.
185. Introduction to Modeling Political Processes. (3). (SS).
An introduction to the use of models as a way of developing theories
about social science phenomena such as competition for votes, conflict over
territory, outbreaks of protest, alliances in business and politics, or
even patterns of marriage. The models covered in the course involve many
different processes such as rational choice, learning, and social diffusion.
Some are mathematical and others computer-based. After a general introduction
to the reasons for using models in developing theories, the course concentrates
on developing modeling skills: constructing, manipulating, evaluating, and
revising models. The class meets twice a week, and there is a homework problem
set weekly - generally done in groups. There will be a midterm and a final.
(Cowen)
COURSES IN PSYCHOLOGY (DIVISION 455)
The Department of Psychology offers three regular introductory courses which differ in focus: Psychology 111, Psychology 112, and Psychology 113. Psychology Psychology 112 is offered as a natural science and stresses experimental psychology; Psychology 113 is offered as a social science and stresses social psychology and interpersonal behavior. Psychology 111 is approved for social science distribution but treats both perspectives with about equal weight. Students may elect Psychology 112 and 113, but students may not receive credit for Psychology 11 and either Psychology 112 or 113. Any of the three courses meets the prerequisite requirement for concentration and serves as a prerequisite for advanced courses.
Honors students, and others with permission of the instructor, may take Psychology 114. In Psychology 114 the coverage of basic material is rapid, leaving some time for specialized topics.
111(172). Introduction to Psychology. Psych. 111 serves, as do
Psych. 112 or 113, as a prerequisite for advanced courses in the department
and as a prerequisite to concentration. No credit granted to those who have
completed or are enrolled in 112, 113, 114, or 115. Psych. 111 may not be
included in a concentration plan in psychology. (4). (SS). Students in Psychology
111 are required to spend five hours outside of class participating as subjects
in research projects.
This course is a one-term survey which integrates material from Psychology
112 and 113. It is a broad introduction to the whole of psychology. The
course serves as a basic preparation for most advanced level courses in
psychology. Discussion sections offer students the opportunity to discuss
and critically examine what they are learning. Cost:3 WL:1 (Peterson)
112(170). Introduction to Psychology as a Natural Science. Credit
is granted for both Psych. 112 and 113; no credit granted to those who have
completed or are enrolled in 111, 114, or 115. Psych. 112 may not be included
in a concentration plan in psychology. (4). (NS). Students in Psychology
112 are required to spend five hours outside of class participating as subjects
in research projects.
The course emphasizes the biological, experimental and comparative approaches
to psychology. Three main themes will be covered with several topics within
each theme. (1) Scientific method and logical thinking (experimental design,
statistics, thinking and memory). (2) Nervous system control of behavior
(how neurons work, sensory perception, life-time and evolutionary level
of development, theories of learning). (3) Relating psychology as a natural
science to human behaviors and controversies (intelligence, gender, drugs/addiction,
mental illness/treatment). Students are evaluated with three exams, three
short papers (two based on class experiments and one on critique of reading
assignments), and discussion participation. The course meets four hours
per week, two hours in lecture and two hours in discussion sections taught
by graduate teaching assistants. Cost:2-3 WL:1 (Lee)
113(171). Introduction to Psychology as a Social Science. Credit
is granted for both Psych. 112 and 113; no credit granted to those who have
completed or are enrolled in 111, 114 or 115. Psych. 113 may not be included
in a concentration plan in psychology. (4). (SS). Students in Psychology
113 are required to spend five hours outside of class participating as subjects
in research projects.
This course is designed to explore contemporary psychology as a social
science. The lectures will cover a broad area of topics: Part 1 presents
a general introduction to Psychology (definition, history, methods). Part
2 is designed to give an overview of four different levels on which psychological
issues can be studied. We will discuss shortly the biological perspective
on psychological phenomena (heredity, the nervous system, etc.). Following,
some basic processes such as perception, memory, information processing,
motivation, emotion will be examined. Third, the person will be the center
of attention (development, personality, psychopathology). Finally, persons
in their social context will be analyzed (social cognition; intra- and intergroup
processes, cultural influences). Part 3 of this course is devoted to one
specific issue, the adaptation from to the transition from high school to
college. This problem will be analyzed on the four different levels that
were presented in part 2 of this course. Grades are based on 2 exams and
3 papers. Students are expected to attend the lectures plus one discussion
section. The text used is Zimbardo, P.G. (1992)13 Psychology
and Life. New York: Harpers Collins Publ. Cost:2 WL:1 (Inglehart)
114(192). Honors Introduction to Psychology. Open to Honors students;
others by permission of instructor. No credit granted to those who have
completed or are enrolled in 111, 112, 113, or 115. May not be included
in a concentration plan in psychology. (4). (SS). Students in Psychology
114 are required to spend five hours outside of class participating as subjects
in research projects.
Section 001. This course provides a broad introduction to the field
of psychology. We will cover such topics as physiology and behavior, sensory
and perceptual processes, states of consciousness, learning and memory,
thinking, intelligence, development across the life-span, motivation and
emotion, personality, stress and adjustment, abnormal behavior and therapy,
and social psychology. The text is Morris Undergraduate Psychology
supplemented by a book of readings Taking Sides (6th ed.). Each student
will also be expected to participate at least three times a week in a computer
conference set up for the course (this typically requires 40-60 hours online
during the term. Grades are based primarily on three exams and participation
in the computer conference. Cost:3 WL:1 (Morris)
Section 002. This course provides an in-depth survey of psychology, with an emphasis on the links between psychology and other disciplines, including philosophy, biology, medicine, law, and literature. Through exposure to the thought and writing of scientists and non-scientists who have applied their minds and sensibilities to the same subjects, we will consider questions with important implications for modern life, including the following: (1) What are the limits to perceiving, remembering, and thinking "objectively"? (2) To what extent are intelligence, personality and action influenced by nature and nurture? (3) How are our thinking and behavior influenced by our social nature? A variety of class formats will be used, including lecture, discussion, films, labwork, and class demonstrations. Readings include a textbook, two additional books (The Mismeasure of Man and Lest Innocent Blood Be Shed) and a course pack consisting of diverse readings (essays, short stories, autobiographical accounts, etc.) that correspond to the topics presented in the textbook. The final grade is based on your performance on frequent quizzes, frequent papers, and a comprehensive final examination. Cost:4 WL:1 (Landman)
Section 003. Both natural-science and social-science aspects of psychology are studied. Course topics are: personality, biopsychology (nervous system and behavior), child development, statistical reasoning, social psychology (group behavior), learning, memory, thinking, psychopathology, perceiving the world. Examinations are primarily short-answer, short-essay questions, as is the final examination. At most, one paper (not requiring library research) will be required. Lecture-discussion is the class format, with discussion encouraged. Underlying course themes: the mind-brain distinction, nature versus nurture (inborn versus learned behavior), constructs and construct validity (measuring and making sense of what cannot be observed directly). Cost:2 WL:1 (Weintraub)
211(201). Outreach. Prior or concurrent enrollment in introductory
psychology. Credit is granted for a combined total of 15 credits elected
through Psych. 211 and Psych. 404-409. May not be included in a concentration
plan in psychology. (1-3). (Excl). Offered mandatory credit/no credit. Laboratory
fee ($20) required. (EXPERIENTIAL). Psych. 211 may be elected for a total
of 6 credits.
Project Outreach enables students to do field work in local community
settings. The purpose is to gain an understanding of yourself, the agency
in which you will work, the people whom you will serve, and to provide a
genuine community service. Outreach includes approximately 55 agencies in
which you can provide direct service to children in day care settings, adolescents
in after-school programs, handicapped children and adults, retarded and
emotionally impaired persons, women, physically ill adults and children,
persons legally confined to mental health and criminal institutions, social
advocacy organizations concerned with combating racism, helping battered
women, and others. All sections are two (2) credits requiring six hours
of work per week including four (4) of fieldwork, log writing, readings,
papers, one hour lecture and one hour discussion. Students need to check
the Final Edition of the Time Schedule lecture/discussion times and meeting
places per section. Information regarding registration, field work and course
information for the Fall Term, 1992, will be available at an Information
Meeting on Tuesday, March 31, 1992, at 6:30 pm in MLB Auditorium 3. For
information, call the Outreach Office at 764-9179 or 764-9279. Psychology
concentrators electing two separate sections in Psychology 211 (4 credits)
will have the option to waive their second advanced lab requirement. COST:1,
not including $20 lab fee. WL:1 (Miller)
COURSES IN RELIGION (DIVISION 457)
121/ABS 121. Introduction to the New Testament.
See ABS 121. (Fossum)
201/GNE 201. Introduction to World Religions:
Near Eastern. (4). (HU).
An introduction to the major religious traditions of the Near East,
with emphasis on the development of Israelite Religion, Judaism, Christianity,
and Islam. This course will first survey the political, social, economic
and religious aspects of the Near East focusing on the cultural background
of the Bible. The second part of the course will deal with the origins and
development of these religious traditions, including the emergence of Rabbinic
Judaism, the career of Jesus and the development of the Church, and the
rise of Islamic religion and civilization. Emphasis will be on the origins,
major personalities, and sacred texts, as well as on the development of
major theological issues in these traditions up to the modern period. This
is an introductory course: it is not necessary for students to have any
previous experience in the study of religion. The course consists of three
weekly lectures and a discussion group. Writing for the course consists
of three weekly lectures and a discussion group. Writing for the course
will include some pattern of the following: unit exams, a short essay, and
a final examination. Section 002 is an honors section open to any student
prepared to do more work in return for a lot more personal attention. This
course is offered every Fall Term. For further information please contact
The Program on Studies in Religion, 445 West Engineering. Cost:3 WL:4 (Ginsburg
and Williams)
203. Introduction to the Christian Tradition. (4). (HU).
A survey of the institutions, doctrine, political involvement, and culture
of the Christian Churches of the West from Apostolic to modern times. Two
lectures a week will define the problems to be studied and provide a continuity.
Two sections a week will be devoted to discussion of selected documents
(such as creeds and confessions, papal encyclicals, monastic rules, and
religious tracts) and some "literary classics: of the tradition (by
such authors as St. Augustine, St. Benedict, St. Thomas Aquinas, Martin
Luther, John Calvin, John Wesley, and Dietrich Bonhoeffer. This an introductory
course with no prerequisites; and although previous religious education
might obviously prove helpful, the staff will not assume that students have
any background in the history or doctrine of the Christian Church. (Tentler)
230(320)/Asian Studies 230/Buddhist Studies 230/Phil. 230. Introduction
to Buddhism. (4). (HU).
See Buddhist Studies 230.
245/GNE 245. Great Books of the Near East I. (4). (Excl).
See GNE 245.
RESIDENTIAL COLLEGE COURSES
Most RC courses are open to LS&A students and may be used to meet distribution requirements.
RESIDENTIAL COLLEGE WAIT LIST PROCEDURES: Residential College students are given priority in all Residential College courses during the pre-registration and registration periods, and from wait lists. Certain RC courses are reserved for RC students only (e.g., RC language courses). These are courses which fulfill specific Residential College graduation requirements. Wait lists for Residential College courses are maintained in the Residential College Counseling Office, 134 Tyler, East Quad. When a course fills, students should contact the RC Counseling Office (747-4359) to be placed on a wait list if one is being maintained.
The following Fall 1992 courses are reserved for RC students only: RC Core 190, 191, 193, 194 (Intensive First Year Language Courses); RC Core 290, 291, 294 (Intensive Second-Year Language Courses); RC Core 320, 321, 324 (Readings in French, German, Spanish); RC Arts 285 (Photography). Non-RC students who are on a wait list will be admitted to these courses on a space-available basis on the first day of classes, after all RC students from the wait list have been admitted.
CORE (DIVISION 863)
Written and Verbal Expression
Argument is the focus of this course, both in symbols and in language.
We deal with the forms of arguments, the application of them, what makes
them valid or invalid, weak or strong. We do this in two concurrent ways:
(a) Microcosmically, we examine the structure of arguments, what makes them
tick. In the deductive sphere we deal with the relations of truth and validity
to develop the logic of propositions, and enter the logic of quantification.
In the inductive sphere, we deal with argument of analogy, and causal analysis,
and with elementary probability theory. (b) Macrocosmically, we do the analysis
of real arguments in controversial contexts, as they are presented in classical
and contemporary philosophical writing: ethical arguments (in Plato); political
arguments (in J.S. Mill); and legal arguments as they appear in Supreme
Court decisions. In all cases both substance and form are grist for our
mill. (C. Cohen)
HUMANITIES (DIVISION 865)
Arts and Ideas
The Art of the Film examines the dramatic and psychological effects
of the elements and techniques used in film making and television, and some
of the salient developments in film's artistic and technological history.
This course provides students with the basic tools and methods for film
appreciation and study. Students write five two-page exercises, a ten-page
analysis of a current movie, and a final exam. A lab fee of $30.00 is assessed
to pay for the film rentals. (H. Cohen)
Drama
See Theatre and Drama 211. (Walsh/Brown)
Students may be dropped from a course for non-attendance (The first meeting of Biology and Chemistry laboratories, Discussion sections of Economics 201 and 202, and History 396 or 397; Either of the first two meetings of English courses; One of the first four meetings of language courses in Romance Languages; or the first two meetings of courses in other departments). All students must take action at CRISP to make sure that their official schedule of courses matches the courses they are attending.
NATURAL SCIENCE (DIVISION 875)
263/Urban Planning 263. Energy and the Environment.
This course introduces the concepts of energy and the environment, which
then serve as a basis for discussion of pollution, scarcity of resources,
technological impacts, and man's future. Basic science and the political-economic
aspects of problems and possible solutions are emphasized. Topics include
a survey of non-renewable resources and current energy use patterns, nuclear
(fission and fusion) power issues, and the prospects for, and problems with
alternative energy scenarios. Possible energy futures for America and their
implications in terms of life-styles, policies, and ethical considerations
are explored through lectures, discussions, and simulation games. There
are no college physics prerequisites.
SOCIAL SCIENCE (DIVISION 877)
230. Alternative Approaches to Economic Development.
This course focuses on the economics of Africa, Asia, and Latin America,
on the changes that their past involvement in the global economy has brought,
and the possibilities for the future. It focuses on alternative ways of
thinking about the economy, on the insights and limitations of each approach
when confronted with concrete experiences, and on the relationship of social
science analysis to practical programs. The theories of new-classical economics,
dependency theory, and Marxism will each provide a focus for examining,
re-examining, and comparing different historical and contemporary experiences
of economic change. The course stresses that Development economics - like
other branches of social science - is not a technical problem of how to
achieve a goal on which all agree, but a matter of conflicting approaches
to questions. Aimed at freshman and sophomores, the course will juxtapose
different theories against different case studies, the discipline of history
against economics, and the possibilities for future changes against the
experiences of the past. It should provide an introduction to theory and
analysis in the social sciences as well as an examination of particularly
important issues. Two five-page papers, and a final (take-home) exam will
be required. (Cooper)
ROMANCE LANGUAGES AND LITERATURES
French and Spanish Placement Tests
If you are planning to take an elementary French or Spanish class and you are a new student, freshman or transfer student, or you have not yet begun the elementary language sequence on the Ann Arbor campus, you must take the placement test in order to register for the correct course.
If you have registered for a class prior to taking the test, you will still be required to take the test in order to verify that you are in the appropriate level class.
If you have already taken French or Spanish 101-232 on the Ann Arbor campus,
or if you have already taken the placement test once, you are not
eligible to take the test again. For questions regarding the LS&A language
requirement, please see a general academic advisor or call POINT-10
(764-6810).
Instructions for students requesting overrides for French or Spanish 101, 103, 231, or 232.
1. Try to find a section that will fit into your schedule, since the Department cannot guarantee every student a space in a section of his/her own choice.
However, do not register for a class that you cannot attend. You will not be eligible to override into the section of your choice if you are registered for any section of 101-232, even if you cannot attend that section.
2. As it states in the Time Schedule any registered student who misses one of the first four class meetings will be dropped from the course, thereby leaving some open spaces for those students who have been closed out.
If there is absolutely no section open which will fit your schedule, you should follow this procedure:
(a) Start attending the section you would like to get into on the first day of class. You will receive a Proof of Attendance form which must be signed by your instructor every day. You must attend a class every day, but it does not need to be the same section. All students must take action at CRISP to make sure their official schedule of courses matches the courses they are taking.
(b) On Wednesday, September 16 at 7:00 p.m., there will be a meeting in the basement of the MLB, rooms to be announced later, for each of the above courses. At these meeting, students will be assigned to remaining vacated spaces in the most fair and equitable manner possible, using a lottery system. At no time, however, will any class be allowed to exceed 25 students. Students must bring their CRISP Official Printout of Classes and the Proof of Attendance form to the meeting!
3. Please note that you will not be allowed to change sections at the French meetings. Beginning Thursday, September 17, Elementary French Language Supervisors will hear requests for section changes and fill those requests to whatever degree is possible.
4. Please ensure when adding with the override that you should also add modifiers for pass/fail, etc.
COURSES IN FRENCH (DIVISION 371)
Elementary Language Courses
Students with any prior study of French must take the Placement Test.
The sequence of French 101/102 presents the essential elements of French
grammar, vocabulary, and culture which are needed in everyday life to understand
French spoken at a moderate speed and to be understood by sympathetic native
speakers. Vocabulary and structures are practiced in class primarily through
communicative activities stressing listening and speaking. Authentic documents
are used to develop reading skills and culture. Cultural awareness and listening
skills are further developed through listening and video materials. Classes
meet four hours per week in sections of 20-25 students. Daily homework assignments
involve studying vocabulary and grammar, writing exercises or short compositions,
and practice in listening comprehension. There are several quizzes and tests,
as well as midterm and final examinations and speaking tests. Class participation
is graded. Students with any prior study of French should NOT enroll in
these sections. (Sections: 10-13 are reserved for students who have never
studied French) Cost:3
102. Elementary French, Continued. French 101 or equivalent. French
102 may be followed by 231. No credit granted to those who have completed
or are enrolled in 103. (4). (LR).
See French 101. French 102 is NOT open to students who have begun instruction
at the high school level. College or university transfer students who have
received credit for one term are encouraged to enroll in French 103. It
is STRONGLY suggested that transfer students see H.Neu for advice regarding
placement in the appropriate course. Cost:1, Same texts as 101 WL:See statement
above.
103. Review of Elementary French. Assignment by placement test.
No credit granted to those who have completed or are enrolled in 102. (4).
(LR).
The objectives and methods of instruction are identical to those of
French 101/102. The course moves at a rapid pace, most of the material presented
in French 101/102. Classes meet four times per week in sections of 20-25
students. Homework is similar to French 101 and 102, although daily amount
is up to 60 percent more than either French 101 or 102 because of the rapid
pace. Several videos will be viewed to complement lessons. Examinations
are similar to 101/102, and the final examination is identical to that of
French 102.
205. French Conversation for Non-concentrators. French 102, or
103, or equivalent. (1). (Excl). Offered mandatory credit/no credit.
French 205/206 are informal mini-courses with emphasis on self-expression
in conversational French. (Only French 205 is offered in Fall Term). It
is for students who would like to keep up with their knowledge of the language.
Class work consists of studying the essential vocabulary, reading of simple
journalistic prose, and conversation based on the reading material. Classes
meet twice a week in sections of 20-24 students. There are no examinations,
and the grading is Credit/No Credit only, determined on the basis of attendance,
homework, and participation in classroom activities. Cost:2 WL:4
231. Second-Year French. French 102, or 103, or equivalent; or
assignment by placement test. No credit granted to those who have completed
or are enrolled in 112 or 230. (4). (LR).
Students whose last French course was NOT at U of M Ann Arbor must take
the placement test. The sequence French 231/232 are the third and fourth
terms of language study offered. It presents a comprehensive grammar review,
study of finer points of French structure, and the reading of journalistic
prose, short stories, and literary excerpts. Both courses include the use
of French movies and video. The proficiency gained by the end of French
232 should enable students to express themselves in French on topics of
interest, to understand conversations on such topics. Classes meet four
times per week in sections of 20-25 students. Since communicative skills
are emphasized daily, regular attendance and active participation are essential.
Homework consists of grammar study, written exercises, and laboratory work
both audio and video. There are comprehensive coursewide tests as well as
the midterm and final examinations. COST:3 WL:See statement above.
232. Second-Year French, Continued. French 231 or equivalent;
or assignment by placement test. No credit granted to those who have completed
or are enrolled in 112 or 230. (4). (LR).
In French 232, students will continue learning and reviewing vocabulary
and grammar from the second half of the book Ensuite. There will
be short weekly readings (advertisements, literary, excerpts, and short
stories) and by the middle of the term, students will begin reading a full-length
French novel!! (They will read the majority of the novel on their own and
take a reading comprehension test at the end of the term). Throughout the
term, students will listen to French songs, see several videos (from French
television) as well as two French movies. Classes meet four times per week
in sections of 20-25 students. Since communicative skills are emphasized,
daily, regular attendance and active participation are essential. In addition
to the outside reading test, there will be 3 course wide tests, a midterm,
and a final examination.
Other Language Courses
French 305 is a mini-course for students who would like to keep up with
their French in an informal atmosphere. It is organized like French 205/206,
but cultural and intellectual readings provide topics of conversation. Classes
meet twice a week in sections of 20-25 students. There are no examinations,
and attendance, homework and active participation in classroom activities
determine the credit/no credit grades.
361. Intermediate French. French 232 or equivalent. (3). (Excl).
The purpose of this course is to help students improve their proficiency
in the spoken language and in their writing skills through varied activities.
French grammar is reviewed; however, this is not a grammar class. The reading
excerpts are taken from contemporary works by authors from different French-speaking
countries. In the second half of the term, students will read and work on
a full-length novel and watch and work on a movie. Videos from recent French
news programs will be used for discussion once a week or so. ACTIVE PARTICIPATION
is expected of all students and is part of the final grade. All classes
are taught in French. Bi-monthly essays, two in-class exams, and one final
examination. (Belloni)
362. Advanced French. French 361 or equivalent. (3). (Excl).
French 362 is neither a literature nor a grammar class. It is designed
as a bridge between the highly structured activities of language courses
and the more independent work required in literature and civilization courses.
French 362 has two main objectives: (1) to help students improve their written
and oral fluency; (2) to familiarize students with the linguistic and analytic
tools necessary to approach a document, whether a literary text, a newspaper
article, or a video document. Used as the basis of round-table discussions
and written exercises, these documents will help students increase their
ability to write and converse fluently on different themes presented in
class. Active classroom participation is essential, and is part of the final
grade. All classes are taught in French. Bi-monthly essays, 2 in-class exams,
one final examination. WL:4 (Belloni)
371. Writing French. French 361. (3). (Excl).
The main objective of the course is to develop the skills necessary
to writing correct, fluent French. In order to achieve it we will work on
three levels: (a) development and reinforcement of correct grammar through
presentation of specific syntactic problems, practice exercises, and individual
diagnosis of students' writing; (b) development of vocabulary (elimination
of faux-amis, finding LE MOT JUSTE); (c) development of quality in composition
from imitation to creation (learning how to organize an essay and how to
write in tight, sparse prose). Students are expected to write frequent essays.
In the second half of the term, each student will work on his/her own short
story, with the help of his/her own partners. Final course grade will reflect
the students' progress and participation in class. This course is elected
primarily but not exclusively by students concentrating in French. Cost:2
WL:3 (Belloni)
380. Intermediate Business French. French 361 and 362. Students
may be permitted to take 380 and 362 concurrently. (3). (Excl).
This course is designed to familiarize the student with the LANGUAGE
of business transactions in France. It deals with both written and spoken
commercial French. It is partly built around a fictitious company whose
activities are divided into themes dealing with various aspects of the business
world: banking, advertising, claims and disputes regarding products, organization
and hierarchy of the enterprise, applying for a job in France. The writing
will concentrate on commercial correspondence and will stress the formal
nature of written business French. Attendance mandatory. NO AUDITORS. Maximum
enrollment is 20. (Gabrielli)
Civilization
The course follows two simultaneous directions: we will study the representation
of conflict as a moment of crisis in French and Francophone cultural productions
and we will also explore the idea according to which "French"
culture is itself the result of conflictual forces. A first series of question
could be: How does a culture represent anger, struggles, wars, and conflicts?
How is the "hero" depicted and celebrated, how is a "victory"
commemorated? A second set of questions would be: Who has power over the
way in which the "hero" is represented? Why are some conflicts
remembered and others vilified? Does literary canon reflect this rivalry?
We will be looking at texts differently recognized by the canon and representing
different types of conflict (war, love, incest, religion...) Mitsou
(Colette), La Sagouine (Maillet), Phedre (Racine), Gilles
et Jeanne (Tournier), Tartuffe (Molière), "Lanval"
(Marie de France). WL:4 (Rosello)
Literature
387. Introduction to French Literature (1600 to 1800). French
232. (3). (HU).
We shall read two plays by Corneille, two plays by Racine, and one comedy
by Molière (the latter coming first, followed by Racine and then
by Corneille, this sequence being dictated by the desire to tackle easier
texts first). The Enlightenment will be represented by Montesquieu's Lettres
persanes and Voltaire's Candide. We will situate these texts
in the philosophical, political and historical contexts which help understand
them. Specifically, we shall see how Seventeenth century theatre reflects
(or translates? perhaps questions?) the values of a society oriented toward
the acquisition of wealth and the desire to see the power of the state take
the form of "absolute monarchy," whereas the two texts of the
Eighteenth Century will be seen in the light of Locke's empiricism and of
the critique of institutions which will lead to the French Revolution. Two
films Louis the XIVth Rise to Power and the U-M performance of L'Avare)will
be used as a complement to the lectures and class discussion. Recent experience
having taught me that students are poorly equipped when it comes to reading
texts in French, let alone when it comes to self-expression, I will devote
some time to problems of vocabulary and grammar. Please note that all students
will be expected to write their papers in French. There will be three papers
(two short ones: 3-4 pages, plus the term paper of 6-8 pages) a mid-term
and a final examination. You should feel free to contact me for any questions:
662-6650. WL:4 (Muller)
388. Introduction to French Literature (1800 to 1900). French
232. (3). (HU).
Section 002. This course will focus on five of the most important writers
of 19th century French literature, namely Balzac, Flaubert, Baudelaire,
Zola and Maupassant. Emphasis will be placed on the literary aspects of
the works read as well as the historical, political and artistic context
of the day. A typical assignment will consist of reading some twenty pages
of a given work and preparing to discuss them in class. Students will write
four papers in French (three or four pages in length). Each paper will be
corrected for grammar, choice of expression and content. The course grade
will be based on the results of written work and on classroom participation.
Regular attendance is required. There is no final examination. The course
is conducted in French. Cost:2 WL:4 (Gray)
COURSES IN ITALIAN (DIVISION 399)
Elementary Language Courses
This course has as its primary objective the acquisition of a fundamental
understanding of basic Italian grammar with parallel emphasis on conversation.
Text, workbook and lab manual required; Italian 101 covers the first half
of the text. Course topics include (1) fundamental sentence structure, (2)
verb conjugations, (3) adjectives, adverbs, and sentence agreement, and
(4) nouns, pronouns, and conjunctive pronouns and their position. Methods
of instruction include (1) grammar drill, (2) conversation exercises, (3)
translation both oral and written, and (4) weekly quizzes. Grading is based
on quizzes, class participation, midterm, and a final examination. Cost:2
WL:4
COURSES IN PORTUGUESE (DIVISION 452)
101. Elementary Portuguese.
This course is designed to give students the ability to understand the
Portuguese of everyday life when spoken at a moderate speed, to be understood
in typical situations of everyday life, and to read non-technical Portuguese
of moderate difficulty. Because of the nature of the materials and the nationality
and training of the present staff, students will learn the variety of Portuguese
spoken in Brazil by educated speakers. Classroom work involves gradual introduction
of Portuguese structure through dialogues and communication exercises which
stress listening and speaking. Homework consists of studying grammar, memorizing
structures and verb forms and writing exercises. Grading will be based on
six hourly quizzes (two partial exams), oral exercises, homework, class
participation and attendance and a final exam. Portuguese 101 is offered
only in the Fall Term. Cost:2 WL:4
COURSES IN SPANISH (DIVISION 484)
Elementary Language Courses
For students with little or no previous study of Spanish, this course
provides a basic introduction to Spanish grammar and vocabulary, with emphasis
placed on developing functional, communicative language skills. Extensive
practice in listening, speaking and writing Spanish. Grade based on four
departmental tests, final exam, written work and daily oral work.
102. Elementary Spanish, Continued. Spanish 101. No credit granted
to those who have completed or are enrolled in 103. (4). (LR).
A continuation of Spanish 101; composition and reading skills given
more practice. Grade based on three departmental exams, oral exams, other
examinations, quizzes, written assignments (including several compositions)
and daily oral work. Open only to students who have completed 101 at the
University of Michigan. Cost: Same texts as 101. WL:4
103. Review of Elementary Spanish. Assignment by placement test
or permission of department. No credit granted to those who have completed
or are enrolled in 102. (4). (LR).
A refresher course for students with two or three years of high school
Spanish whose previous study did not occur within the preceding two years.
Equivalent to 101 and 102 condensed into one term. It prepares students
for Spanish 231. Transfer students should elect Spanish 103 if they have
completed the equivalent of Spanish 101 elsewhere. Cost:2 WL:4
231. Second-Year Spanish. Spanish 102, or 103, or the equivalent;
or assignment by placement test. No credit granted to those who have completed
or are enrolled in 112 or 230. (4). (LR).
This course is designed to improve the speaking, listening, reading
and writing skills of students; to review the fundamentals of Spanish grammar;
to build vocabulary; and to provide some insight into the literature and
culture of Spanish-speaking peoples. Course grade based on a series of quizzes
and exams designed to assess ability to read, write and understand Spanish
plus periodic written work and oral class participation.
232. Second-Year Spanish, Continued. Spanish 231 or the equivalent;
or assignment by placement test. No credit granted to those who have completed
or are enrolled in 230 or 112. (4). (LR).
This course is designed to develop fluency in understanding, speaking,
reading, and writing Spanish and to provide a deeper understanding of the
literature, history, culture, outlooks, and habits of Spanish-speaking peoples.
Course grade is based on exams, designed to assess ability to speak, understand,
read and write Spanish, plus periodic written work (including compositions)
and oral class participation. WL:4 (Guzman)
Other Language Courses
Spanish 358 is a practical Spanish text based conversation course for
non-concentrators interested in the Spanish language and in contemporary
Hispanic culture. Texts include journalistic prose as well as journal formatted
videos aimed at increasing students' knowledge of current affairs in Spain
and Latin America. Audio tapes will be employed to improve pronunciation,
vocabulary and listening skills. Class format includes group discussions,
debates, oral presentations and role-playing. Attendance and participation
will be mandatory and will constitute a large part of the course grade.
Grades will also be determined by examination of students' listening and
expressive skills. Finally, students will practice writing in various practical
formats such as letters, book or movie reviews, etc. These written exercises
will form the final component of the course grade.
361. Introductory Composition and Conversation. Spanish 232 or
equivalent. A maximum of six credits of Spanish 358, 361, and 362 may be
counted toward graduation. (3). (Excl).
Spanish 361 is intended to increase the accuracy of students' Spanish
and to increase vocabulary and cultural knowledge through readings. The
course is centered on a grammar-review text. Students do readings in Spanish,
prepare translations and other exercises, and expand vocabulary. Time is
allotted to class discussion of readings and especially to the treatment
of recurrent problems of grammar. Classes are conducted exclusively in Spanish.
The final grade is based on compositions, exams and participation in class
discussions or presentations.
362. Introductory Composition and Conversation. Spanish 232 or
equivalent. A maximum of six credits of Spanish 358, 361, and 362 may be
counted toward graduation. (3). (Excl).
Spanish 362 is intended to improve student's ability to read Spanish
prose, as well as their skills in conversational and written Spanish. To
this end, students will be presented with a variety of written, visual and
audio materials designed to stimulate discussion, both written and oral.
Compositions are assigned regularly and oral presentations by students required.
Classes are conducted exclusively in Spanish. The final grade is based on
compositions, exams and participation in class discussions or presentations.
Literature
Section 001: Worlds of Women. Drawings from Spanish literature from
the 15th century to the present, this course explores fictional worlds dominated
by women - places like the salons in Maria de Zayas' Enchantments of
Love, where ladies meet to tell stories of the battle of the sexes;
places like the house of Bernarda Alba, where men never enter, and women
suffocate. We will study these texts, written by both men and women, not
necessarily as feminist works, but as problems in (and perhaps problems
for) gender studies. Texts will include Little Sermons on Sin and
Celestina, Maria de Zayas' The Enchantments of Love, The House
of Bernarda Alba by Federico Garcia Lorca, and Carmen Martin Gaite's
The Back Room, as well as films by Almodovar and Saura. Taught in
English; open to students at all levels. Requirements: Course journal; mid-term
and final exams; final paper. WL:4 (Brown)
SLAVIC LANGUAGES AND LITERATURES
COURSES IN RUSSIAN (DIVISION 466)
Language
In this course the student is introduced to the basics of Russian pronunciation
and grammar. The course begins with an intensive study of the Russian sound
system and orthographic rules (the alphabet and correct spelling). Students
spend an average of 1.5 hours a day working in the language lab in the first
few weeks of the course. After the basics of pronunciation and spelling
are mastered, the course turns to the basics of the Russian grammar and
the nature of the homework shifts. Now students spend two hours each week
in the language lab, and do an average of 1-1.5 hours a night writing exercises.
The class is supplemented by video shows and slide shows. This class, just
as Russian 102, 201, and 202 has evening exams. Students who intend to concentrate
in Russian Language and Literature or in Russian and East European Studies
might consider taking the intensive class, Russian 103. Cost:2 WL:4
102. First-Year Russian, Continued. Russian 101 or equivalent.
No credit granted to those who have completed or are enrolled in 103, 111,
or 112. (4). (LR).
In this course, the sequel to Russian 101, students complete their survey
of Russian grammar, expand their vocabulary and learn to express themselves
in Russian about topics of interest including Russian and Soviet history
and culture. The class is supplemented by video shows and slide shows. Students
are expected to spend at least two hours a week listening to tapes in the
language lab and to complete 1-1.5 hours of written homework every night.
This course entails three hourly exams which are given in the evening over
the course of the term. Cost:2 WL:4
103. First-Year Intensive Russian. No credit granted to those
who have completed or are enrolled in 101, 102, 111, or 112. (10). (LR).
This course covers in one term what is ordinarily covered in two terms
in Russian 101 and 102. The course carries ten credit hours which is over
half the average underclass academic load and is designed for highly motivated
students who wish to acquire rapid mastery of Russian. This course is especially
recommended for students intending to choose a concentration in Russian
Language and Literature or Russian and East European Studies. Students are
expected to complete approximately 20 to 25 hours of homework per week,
including four to five hours in the language laboratory. Cost:2 WL:4
105. Spoken Russian I. Russian 101 or equivalent; student must
be concurrently enrolled in Russian 102. (1). (Excl).
Russian 105, 106, and 107 are designed for students who wish to supplement
their work in Russian grammar classes with more conversation practice. The
courses meet for one hour per week, and are one credit hour. Students are
expected to be prepared to converse on assigned topics. The conversation
courses are recommended for those students considering a concentration in
Russian, or for students from the Center for Russian and East European Studies.
These courses are calibrated to move together with the regular Russian grammar
courses, and are limited in size to 15 students, assuring all those interested
have the opportunity to speak up in Russian. Generally 105 is appropriate
for students in Russian 102, 106 for students in Russian 201, and 107 for
students in 202 or even 301. An individual oral evaluation at the beginning
of the course, and again at the completion, serves to provide a basis for
the final grade. Participation is heavily considered in the final grade.
Cost:1 WL:3
Literature
An interdisciplinary course taught by faculty specialists spanning the
ten centuries of Russian culture: from Ivan the Terrible to the Bolshevik
Revolution and the turbulent events of the present day. The course will
examine Russian language, literature, art, music, cinema and theater, with
an emphasis on studying the major themes and ideas that have determined
the unusual course of Russia's cultural and intellectual history. We will
be exploring the rich texture of Russian civilisation by learning about
the art of icon painting and the Russian Orthodox church, for example, and
by studying the form and meaning of the Cyrillic alphabet. We will also
watch some of Eisenstein's classic films, read the writings of some of the
giants of Russian literature, listen to the music of Tschaikovsky and Stravinsky,
look at the paintings of Kandinsky and Malevich, and examine the unique
character of the architecture of Moscow and St. Petersburg. Requirements:
Three short essays. No knowledge of Russian required. (Bartlett)
COURSES IN POLISH (DIVISION 447)
121. First-Year Polish.
Introductory course presenting basic grammatical information and vocabulary.
Constant oral drill and practice. Regular use of language laboratory. During
the second term short Polish stories and poems are read as part of the classwork,
and conversations and discussions in Polish are introduced at an elementary
level. Cost:1 WL:4
COURSES IN SERBO-CROATIAN (DIVISION 473)
131. First-Year Serbo-Croatian.
An introduction to the grammar of the principal literary language of
Yugoslavia, with exercises in reading, writing and speaking, including drill
in the language laboratory. Cost:1 WL:2
COURSES IN UKRAINIAN (DIVISION 494)
151. First-Year Ukrainian.
Introductory course in Ukrainian language including grammar, extensive
drills both oral and written, reading of dialogues and supplementary materials.
Some work should be done in the language laboratory. The textbook to be
used is MODERN UKRAINIAN by Professor Assya Humesky.
SLAVIC SURVEYS (DIVISION 474)
225. Arts and Cultures of Central Europe.
The course is an introduction to the rich cultures of the peoples of
Central Europe (Croats, Czechs, Hungarians, Jews, Poles, Serbs, and Slovaks)
seen against the background of two world wars, communism, and its recent
disintegration. Culturally vibrant, Central Europe reveals the tragic destiny
of twentieth-century civilization which gave rise to two totalitarian systems:
fascism and communism. The course will outline the ethnic complexities of
the region, with special attention to Jewish culture and its tragic destruction
during the Holocaust. The trauma of the war on civilian population will
be documented by contemporary films. The course will examine the fate of
culture under totalitarianism, and study subterfuges used by novelists,
dramatists and artists to circumvent political control and censorship. Students
will read works by Kafka, Milosz, Kundera and Havel, see movies by Wajda
and others, become acquainted with Czech and Polish avant-garde art and
music, and the unique cultural atmosphere of Central European cities: Vienna,
Prague, Budapest and Warsaw. (Toman, Eagle, Carpenter)
COURSES IN ARMENIAN (DIVISION 474)
This course is designed for students with no previous knowledge of Armenian.
Reading, writing and speaking are equally emphasized. Homework assignments
and listening to tapes on a regular basis, frequent short tests and a final
examination are required. Overall performance throughout the year/term and
in the final examination and compliance with requirements will determine
the grade. Cost:1 (Bardakjian)
COURSES IN MACEDONIAN (DIVISION 474)
161. First Year Macedonian.
This course is an introdution to Standard Macedonian, with emphasis
on rapid mastery of the grammar and development of audio-lingual skills.
Intensive oral drill and use of the Language Laboratory. Writing assignments,
graded reading and translating on a regular basis. Hour examinations and
a final examination. Cost:1 WL:2
COURSES IN SOCIOLOGY (DIVISION 482)
100. Principles of Sociology.
Section 001. This course is less a survey than a topical introduction.
A text is used to map the discipline, while lecturers and further readings
take up subjects (ranging from the sociobiology of incest avoidance to the
social reproduction of inequality) that have been chosen first for their
inherent interests and then for their capacity to illustrate characteristic
modes of social scientific reasoning. They have been organized so as to
roughly reflect the interests of the "founding fathers" of sociology:
Karl Marx, Max Weber, and Emile Durkheim. Thus our prime concerns are with
the effects of social inequality and stratification (Marx), the grounds
of authority and social organization (Weber), and deviance and cultural
sociology (Durkheim). (Schneider)
Section 020. This course is designed to introduce students to the sociological perspective and then apply this perspective in analyzing the basic processes and-institutions of modern society. To this end, students will be exposed to-many of the important theories, concepts, and substantive concerns within the-sociological ns of modern Society. To this end, students will be exposed to many of the important theories, concepts, and substantive concerns within the sociological tradition. While the course will focus on the contemporary United States, comparative and historical perspectives will also be utilized. Grades will be based on three exams. (Kimeldorf)
101. Person and Society: An Introduction to Sociology Through Social
Psychology. Open to freshmen and sophomores. Juniors are strongly
encouraged and seniors must take Soc. 400, 401, 452, 463, 464, 465, 470,
481, 482, or 486. No credit for seniors. (4). (SS).
The course will provide a general introduction to the social psychological
perspective within Sociology; the study of social behavior as a product
of the interaction between individuals and groups. Four major themes within
Social Psychology will be examined: (1) the impact that one individual has
on another individual, (2) the impact that a group has on its individual
members, (3) the impact that individual members have on the group, and (4)
the impact that one group has on another group. The course will consist
of two lectures and one discussion section each week. (Orbuch)
102. Contemporary Social Issues: An Introduction to Sociology.
Open to freshmen and sophomores. Juniors are strongly encouraged and seniors
must take Soc. 302, 303, 400, 401, 423, 444, 447, 450, 460, or 461. No credit
for seniors. (4). (SS). Credit is granted for a combined total of 8 credits
elected through Soc. 102, 202, 203, and 401, provided that the course topics
are different.
Section 001: Men and Masculinities. Masculinity as a gender role is
a contested terrain filled with conflict and tension. Most everyone has
an opinion of the appropriate roles for men. However, not everyone has equal
amounts of power to act on their perspective. The primary goal of this course
is to explore this contested terrain. It attempts to move beyond many Men's
Studies courses which focus specifically on men by also examining how notions
of masculinity affect women and different groups of men. This course, then,
has numerous objectives: (1) To get students to reflect on the consequences
for men of being male and internalizing the social construct of masculinity.
(2) To discuss the ways that women and men who are marginalized are affected
by dominant conceptions of masculinity. (3) To elucidate and demystify men
and masculinity. (4) To open up dialogue on this issue and link it to other
contemporary social problems such as racism, sexism, and homophobia; specifically
looking at how dominant conceptions of masculinity exacerbate them. Films,
lectures, guest speakers, readings, and exercises will be used to convey
ideas and concepts. Discussion of course material will be stressed, consequently
a high level of participation will be expected. Reading will be moderately
heavy. Grades will be based on six written exercises, participation, and
a final exam. (Gerschick)
Section 009: American Society in Film and Literature. Plays, films and novels by American social realists are used to analyze some fundamental values, structures, and social processes underlying American society. Emphasis is on processes of social control, including causes of conformity and deviance, and stratification, including class, sex and ethnic/racial inequalities. Film and literature are used only to study central features of American Society. Readings include: K. Chopin, R. Ellison, F.S. Fitzgerald, H. James, A. Miller, M. Norman, J. Steinback. Films include: A Thousand Clowns, The Accused, Ballad of Gregorio Cortez, Five Easy Pieces, Long Day's Journey Into Night, One Flew Over the Cuckoo's Nest, The Little Foxes, Thelma & Louise, Streetcar Named Desire, Harlan County USA. Grades are based on 4 short papers. Films on Wednesday nights. Cost:2 WL:1 (Shively)
Section 018: Introduction to Sociology through Inequality in America. This course will introduce the student to sociological analysis by examining change and persistence in social inequality in 20th century America. We begin by reviewing different theoretical traditions, each of which shapes our view of human nature and human possibilities, as well as how much inequality is ethical, just, or inevitable. We then turn to the major forms of social inequality in America: class, race, and gender. While providing some historical background, our main focus will be on understanding the shaping and reshaping of American society in the late half of the century. Examples of the kinds of questions asked in the course are: Why does poverty exist, and what would have to be done to eradicate it? Why does racism persist after the tremendous success of the Civil Rights Movement? How can we understand the kinds of changes occurring in families, between men, women, and children? Course requirements, in addition to readings and lectures, include a midterm and final exam, participation in sections, and a 7-8 page paper. (Blum)
195. Principles in Sociology (Honors). Open to freshpersons and
sophomores admitted to the Honors Program, or other freshmen and sophomores
with a grade point average of at least 3.2. Juniors are strongly encouraged
and seniors must take Soc. 400. No credit for seniors. Credit is not granted
for both Sociology 195 and Sociology 100 or 400. (4). (SS).
This seminar is intended to provide students with a grounding in some
of the important classical texts of sociology. Readings will focus on the
work of four major theorists, Emile Durkheim, Karl Marx, Max Weber and Georg
Simmel, but we will also survey some recent work inspired by these theoretical
traditions. The seminar will emphasize both the issues raised by the texts
and the further development of students' critical analytical skills. (Adams)
210. Elementary Statistics. Sociology Honors students should elect
this course prior to beginning the Honors Seminar sequence. Sociology concentrators
must elect this course prior to their last term. No credit granted to those
who have completed or are enrolled in Poli.Sci. 280, Stat. 100, 402, 311,
or 412, or Econ. 404 or 405. (4). (Excl).
Section 001. The purpose of the course is to provide literacy in the
evaluation of quantitative evidence as it relates to the world of alternative,
testable ideas. Students are familiarized with a variety of descriptive
statistics (interpretation of tables, measures of association, regression,
etc.), inductive statistics (theory of sampling, significance tests) and
the empirical origin of statistical data (surveys, censuses, observational
studies). Several forms of decision-making based on quantitative and non-quantitative
evidence are compared and contrasted. No special background or preparation
is needed. Students capable of handling arithmetic have all the mathematical
skills required for the course. Problem sets are routinely assigned to illustrate
the concepts of the course. Additionally, the course will provide students
with an introduction to "statistical packages" easily used on
microcomputers. NO PREVIOUS EXPERIENCE WITH THIS TECHNOLOGY IS NECESSARY.
This will provide an opportunity to analyze and discuss some real data sets.
Course grades are determined by performance on three major exams (including
the final) and some quizzes given in the discussion sections. The new format
generates four credit hours from two lectures and two hours of discussion
per week. (Goldberg)
389. Practicum in Sociology. Permission of instructor. May not
be included in a concentration plan in sociology. (2-4). (Excl). Offered
mandatory credit/no credit. (EXPERIENTIAL). May be repeated for a total
of 8 credits.
Sociology 389 is known as "Project Community" and "Trained
Volunteer Corps." Students combine 4 to 6 hours of weekly service in
community settings with weekly student-led seminars. Seminars are interactive,
focus on related sociological issues, and provide a time for mutual support,
planning and problem-solving. Over 60 sections offer settings that include
working in school classrooms, with "at-risk" children and youth
in a variety of tutoring, chemical dependency, mentoring situations; in
the adult and juvenile criminal justice system; with adult literacy; the
environment; with the homeless; and with elderly, the mentally ill, the
disabled, and in hospitals. For more information and for an override come
to the Office of Community Service Learning, in the Michigan Union, Room
2205.
COURSES IN STATISTICS (DIVISION 489)
100. Introduction to Statistical Reasoning.
This course is designed to provide an overview of the field statistics.
Course topics include methods of analyzing and summarizing data, statistical
reasoning as a means of learning from observations (experimental or sample),
and techniques for dealing with uncertainties in drawing conclusions from
collected data. Basic fallacies in common statistical analyses and reasoning
are discussed and proper methods indicated. Alternative approaches to statistical
inference are also discussed. The course emphasis is on presenting basic
underlying concepts rather than on covering a wide variety of different
methodologies. Course evaluation is based on a combination of two Thursday
evening midterm examinations, a final examination and a teaching fellow
input. The course format includes three lectures and a laboratory (1 hour
per week). Cost:2 WL:3
402. Introduction to Statistics and Data Analysis. No credit granted
to those who have completed or are enrolled in Econ. 404 or Stat. 311, 405,
or 412. (4). (NS).
In this course students are introduced to the concepts and applications
of statistical methods and data analysis. Statistics 402 has no prerequisite
and has been elected by students whose mathematics background includes only
high school algebra. Examples of applications are drawn from virtually all
academic areas and some attention is given to statistical process control
methods. The course format includes three lectures and a laboratory (l.5
hours per week). The laboratory section deals with the computational aspects
of the course and provides a forum for review of lecture material. For this
purpose, students are introduced to the use of a micro-computer package
and the Macintosh computer. Course evaluation is based on a combination
of three examinations GIVEN WEDNESDAY EVENINGS, a final examination and
teaching fellow input. Cost: 2 WL: 3
COURSES IN THEATRE AND DRAMA (DIVISION 695)
101. Introduction to Acting I.
This course is designed as a general introduction to the fundamental
skills of acting in the theatre. It involves discussion and practical work,
including theatre games, warm-up, monologue, and scene work. Some papers
and selected reading. Brief, informal interviews are required for admission
to all sections. Further details at Theatre Office, Room 2550, Frieze Building.
Cost:1
102. Introduction to Acting II. Permission of instructor. (3).
(Excl).
This course is designed to build on the experience of Theatre 101 or
Theatre 236. An introduction to acting in the theatre, with particular attention
to the fundamentals of dramatic action and working up a part. Scene work
is stressed with actor's score and selected reading. Brief, informal interviews
are required for admission to all sections. Further details at Theatre Office,
Room 2550, Frieze Building. Cost:1 (Woods)
211/Res. College Hums. 280/English 245. Introduction
to Drama and Theatre. (4). (HU).
What have "theater" and "drama" meant at different
times in history, what do they mean now, and what else could they mean?
What impulses and skills have gone and go into the creation of theatrical
events, and what needs do they attempt to fulfill? What's meant by "performance,"
"stage," "audience," "director," "tragedy,"
"comedy," and a dozen other terms we tend nowadays to use rather
casually? In attempting to answer such questions we will be examining certain
key scripts in their theatrical and social contexts. The relevant playwrights
are likely to include Euripides, Shakespeare, Molière, Ibsen, Chekhov,
Brecht, and Beckett. Students will also be introduced to some of the practical
requirements of theatre-making, as a further means of comprehending the
complex enterprise which is "Theatre-and-drama." Course requirements
include participation in class discussion and activities, written projects,
and exams. The course functions by lectures and sections, the second of
which allows more detailed discussion and some elementary scene-work. Cost:3
WL:4 (Walsh / Brown)
234. Voice I. Permission of instructor. (2). (Excl).
This course is an introduction to the voice both technically and imaginatively.
Through lectures and extensive exercises students increase their physical
awareness and vocal responsiveness for performance. This introduction is
meant to give students a greater appreciation of the vocal process leading
to a fuller, richer voice. Cost:1 WL:3 (Klautsch)
235. Movement I. Permission of instructor. (2). (Excl).
This course aims to provide performers with a working knowledge of their
bodies. Exercises, improvisation, and other techniques will aid in developing
awareness of the physical 'instrument' as an expressive means. Cost:1 (Schweibert)
236. Acting I. Permission of instructor (audition). (3). (Excl).
This course serves only those students having a serious interest in
the art of acting and the intention of progressing to more advanced performance
classes. It is still, however, an introductory course, offering 'on feet'
work with a particular emphasis on the exploration and definition of the
physical aspects of acting through theatre games, exercises, and improvisation.
Papers and selected readings are required, as is student attendance at departmental
productions. Entry is by permission of instructor, determined through a
short audition and interview. Audition sign-ups with further information
will be posted at Room 2545A, Frieze Building, by March 28. (Schweibert)
UNIVERSITY COURSES (DIVISION 495)
First-Year Seminars, offered under the University Courses division in the College of Literature, Science, and the Arts, provide a unique small class educational experience to first-year students.
Seminars are offered by outstanding faculty and emeritus faculty from many different departments on a variety of topics. Each provides a group of approximately fifteen students with a stimulating introduction to the intellectual life of the University by exposing them to engaging subject matter and offering the opportunity for active participation that a small class will afford. It is hoped that students who take a seminar will find in it a sense of intellectual and social community that will make the transition to a large university easier. Some may discover a subject to pursue in further courses.
Seminars are open to all first-year students and should be elected along with other courses. Each will count toward satisfying the distribution requirements of the College in one of the three basic subject areas: Humanities (150), Social Sciences (151), or Natural Sciences (152).
Collegiate Seminars, offered under the University Course division (495) in the College of Literature, Science, and the Arts, provide a unique small class educational opportunity to students.
Seminars allow a student to personalize his or her education. Each seminar is taught by a regular professorial faculty member. Each is limited to approximately twenty students. Interaction between student and teacher, made possible by the small size of the class, facilitates deeper learning and allows the student to get to know a faculty member personally. Moreover, students find that in seminars, they learn much from one another because a learning community develops, and dialogue among students as well as between student and teacher takes place. We strongly recommend that each student take at least one seminar during the four years at Michigan.
Collegiate Seminars are open to any student who has completed the Introductory Composition Requirement. The seminars emphasize critical thinking about important and central topics and feature further instruction in writing.
All Collegiate Seminars count toward satisfaction of the College's distribution requirements in one of the three basic subject areas: Humanities (250), Social Sciences (251), or Natural Sciences (252).
150. First-Year Seminar. First year students; sophomores with
permission of instructor. (4). (HU). May be repeated for credit.
SECTION 001: ETHICS - MORAL VALUES. Broadly, the science of ethics or
morals is concerned with character and behavior that is approved or disapproved.
Thus, the science of morality seeks intelligent, reliable judgment of behavior
and character. The terms approval and disapproval indicate the point of
view from which ethical science investigates its field. Critical thought
undertakes to order such specifics as just, saintly, ought, honorable, courageous,
intemperate, treacherous, perverse, corrupting, and related ideas under
the general rubric of value. Therefore, it is the purpose of this seminar
to explore the behavior and character associated with composing a "symphony
of values" by each student. Each student will be required to write
two brief papers (not to exceed 10 pages), one on her or his symphony of
values and one on a moral, personal interest. Grades will be determined
by the quality not quantity of participation, class discussion, and papers
submitted. The required reading will include: Feldman, Fred. Introductory
Ethics. Prentice-Hall, Inc., Englewood Cliffs, New Jersey 1978 Fried,
Charles. Right and Wrong, Harvard University Press, Cambridge, Massachusetts
1978. Additional reading will be assigned in class. (Cash)
SECTION 002: CREATIVE WRITING. A workshop in which the student will obtain practice in writing informal autobiographical essays, short fiction, and poems. The student's work will be read and discussed in class and will also be discussed in scheduled conferences with the instructor. The student should be prepared to submit about six copies of each written assignment for the use of his or her classmates. (Squires)
SECTION 003. THE MODES OF FICTION. The pleasure we derive from reading stories may be deepened by a study of the art of fiction, a phrase which implies an important set of relations between what is told and the manner of its telling. This course in "The Modes of Fiction" identifies some of these relations and shows how they operate in a variety of short pieces of fiction. It establishes a useful vocabulary of definitions (theme, subject, tone, etc.); it inquires into the interplay between the elements of fiction; it tries to discriminate between kinds of fiction and evaluate their effects. Its aim is to create a community of discourse about literature through a study of how stories are told. The course begins with two or three introductory lectures; thereafter analysis and discussion will be the usual class procedure. The course will also call for short written papers in the first weeks of the term culminating in a longer term paper. (Steinhoff)
SECTION 004: RACISM. The seminar experience is designed to provide each member an opportunity to explore a wide range of socio-psychological, eco-political, philo-ethnical and educational problems associated with racism. These are highly interdependent and overlapping. Attention will be given such questions as: What is racism? Who is racist? What is personal racism? What is institutional racism? What is the significance of racism and strategies for change? The seminar sessions will consist of lectures, discussion and individual reports, not to exceed 10 pages. The grade in the seminar will be based on the quality of individual assignments, contribution to the class discussion, midterm and final examinations. Farley, Reynolds. Blacks and Whites. Harvard University Press, Cambridge, Mass., 1984; Farley, John E., Majority and Minority. Prentice Hall, 2nd edition, New York, 1988; Racism in America and How to Combat It. U.S. Commission on Civil Rights. Clearinghouse Publication, Urban Series, No. 1, January, 1970. Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. (in course pack). (Cash)
SECTION 005: HUMANS AND LANGUAGE. This course will cover the nature of language, its use and its influence on humans, individually and collectively. We shall discuss topics such as: How many languages are there? Do all languages have grammar? Do languages change? Are some languages or some types of speech better than others? Why must Canada have more than one official language? And the like. There is no foreign language proficiency requirement, but discussion will include not only English, but other languages, ancient and modern, on a comparative basis. During class discussions, students will be encouraged to draw from their own experiences in the use of language or how language has had an effect on them. In addition, they will be asked to do an in-depth study of a topic from among those covered and then write a term paper based on their readings or even on data from a language, which they have collected, and thus demonstrate to what extent they understand the role of language in our lives and in our communities. (Morgan)
151. First-Year Seminar. First year students; sophomores with
permission of instructor. (4). (SS). May be repeated for credit.
SECTION 001. CURRENT ISSUES IN SPORT SOCIOLOGY. A four hour seminar
designed: to analyze and clarify the behaviors, cliches, and rituals that
have traditionally characterized the institutionalization of sport in America;
to provide opportunities to develop an understanding of the pervasiveness
of sport and its influence on disparate societal elements such as: clothing
styles, automobile design, language, sexual behaviors, social values and
the concept of hero; to discuss and examine sport in terms of socialized
theories from both microscopic and macroscopic perspectives; to review current
issues in sport: Proposition 48, values in sport, sport organization, socialization
into sport, and socialization via sport; to consider deviance, discrimination,
religion, gender relations, politics and education in terms of sport as
a social institution, as a microcosm of society and the interconnectedness
among society's basic institutions; to provide an opportunity for students
to facilitate their literacy in sport beyond a knowledge of names, places
and statistics by developing a basic research project of their choosing
on a current issue relevant to the course material. (Vaughn)
SECTION 002. PUBLIC EDUCATION IN THE SOUTH FOR BLACKS AND OTHER MINORITIES, 1863-1954. The purpose of the seminar will be to trace the development of elementary, secondary, and post-secondary education of Blacks and minorities in the southern states of the United States from the Emancipation Proclamation to May 18, 1954. Particular emphasis will be focused on judicial litigations from the supreme court decision to Plessy vs. Ferguson, from which the doctrine of "separate but equal" evolved, to the historic Brown vs. Topeka, Kansas Board of Education 1954, which upheld the fundamental principle that racial discrimination in public education is unconstitutional. Of special importance will be seminar discussions revealing how Blacks and minorities were successful in achieving an education in spite of the barriers confronting them in the states where they resided and resulting from court decisions, including the Supreme Court of the United States. Students will be expected to read a number of the classic writings of Black and minority authors such as W.E.B. DuBois, E. Franklin Frazier, Booker T. Washington, John Hope Franklin, and many others. The writings of contemporary Blacks and minorities will be explored as well as books about Blacks and minorities such as Gunnar Myrdal's, An American Dilemma. Students will be expected to prepare readings, participate in seminar discussions, and develop a research topic preferably centered around one of the southern states under investigation in the seminar. (Palmer)
SECTION 003. IDENTITY, ALIENATION, AND FREEDOM. The purpose of this seminar will be to explore the concepts of identity, alienation and freedom as psychological and philosophical ideas. However, the orientation will be specific and applied to the normal situations and predicaments that college students experience. Questions to be considered: surviving as an individual in a large and often impersonal University; living up to and/or dealing with the expectations of parents and teachers; questioning authority in the context of the classroom; trading-off career pressures and personal goals in setting educational priorities. Of special importance will be the examination of the sometimes frightening loss of a sense of identity that accompanies significant alterations in life style, such as that experienced by students in the transition from high school to college or later, in the transition from college to the "real world." In addition to regular class meetings each student will meet individually with the instructor every third week at which time the student's individual reading and writing will be developed and discussed. Grades will be determined by the quantity and quality of this reading and writing. (Pachella)
SECTION 004. CULTURE AND CULTURES. To what extent are cultural factors relevant to our ways of thinking about ourselves-and others? What role do they play in our history, our psychology, our social institutions-and in our everyday life? How do they affect individual and intergroup relationships? Can such factors be safely ignored, ever? If so, in what contexts? Whenever cultural factors are clearly important, how can we learn to deal with such matters? Class sessions will be devoted-in equal measure-to introductory presentations by the instructor, discussion of the points raised in these presentations, and class discussion of the assigned readings. Credit will be awarded for regular attendance and participation, oral reports on readings, and formal (well-constructed, well-edited) essays (e.g., 4-6 pages). Considerable guidance will be given each participant in honing their reading and essay-writing skills. (Carroll)
250. Collegiate Seminars. Open to any student who has completed
the introductory composition requirement. (4). (HU). May be repeated for
credit.
SECTION 001: WRESTLING WITH RELIGION IN THE 19TH CENTURY. The eighteenth-century
Enlightenment tended to put down belief in metaphysical ideals like divinity.
Indeed, one of those philosophers, the Baron d'Holbach, declared that if
there is a God, then he must be a tyrant because even in the face of his
cruel treatment, he required praise from his subjects. Ministers explain
this irrational situation by maintaining that God's nature is a mystery
to mortals, but still, d'Holbach slyly points out, they know enough to portray
him as a benevolent. We will read Voltaire's witty CANDIDE to represent
a characteristic point of view from the Enlightenment. Nineteenth-century
writers tried to restore a sense of divine order in the universe against
this onslaught of "rationalism." Schleiermacher's advocacy of
sentiments as the truest foundation of religious faith, rather than ideas
of principles, proved to be a major response to the challenge of atheism.
Another came from Carlyle, whose Sartor Resartus - in elegant English
prose - teases the reader into perceiving an absolute spiritual unity underlying
the seeming meaninglessness of the world. Neitzsche's confident assertion
that God is dead are two further readings in a course of rich intellectual
fare and literary value. No more preparation is assumed than a mind eager
to learn and to sharpen analytical skills. Among the requirements are several
papers critically studying individual texts or problems. Some of these,
after correction, will be re-written and linked to form a discussion of
term-paper length. (Hafter)
SECTION 002: READING POEMS, WRITING VERSE. This will be, first of all, a course in close reading. We will read poems because there the need for close reading is most acute, and we will concentrate on poems written in meter. Secondarily, and as a support to close reading, it will be a course in the verse - a kind of writing aimed at discovering through direct experience the limitations and attendant possibilities for expression that a certain form provides. Such writing assignments will be carefully structured: I won't expect you to have any experience in-or aptitude for-creative writing. There will also be frequent short papers of explanatory nature, a longer paper, oral presentations by small groups, and a final exam. The course is intended for upperclassmen of diverse interests. For those considering concentration in English, it will be a suitable substitute for the prerequisite, English 240. Cost:1 WL:1 (English)
SECTION 003: WHAT CAN WE KNOW ABOUT THE HISTORICAL JESUS? How reliable are the gospels' portraits of Jesus? Through an acquirement of the different critical methods which scholars apply to the gospel texts, the students will be enabled to form a defensible answer to this question. In addition to the methodological instruction, the students will acquire a basic knowledge about the religious, historical, and social world of the gospels. Grades will be based upon the students' ability and willingness to wield the methods of critical scholarship when reading the gospels. Both oral and written exercises will be required. (Fossum)
SECTION 004: THE ART OF MARCEL DUCHAMP-A TRANSVALUATION OF VALUES IN ART. Marcel Duchamp ranks second only to Pablo Picasso among the old masters of modernism. His achievement is a substantial but still highly controversial one, something that challenges and often offends both tough minded scholars and poetic visionaries in matters involving not only form but content and art theory. He has been praised and blamed as a nihilist, mystic, wit, philosopher of art and image maker. Among the issues that this seminar will investigate by means of lectures, discussions and papers are the following: Duchamp's links with Picasso and Kandinsky; Duchamp's influence upon Dada and Surrealism as well as upon the development of concept art, happenings and performance art, inter-media art and anti-art. A series of introductory lectures will place Duchamp into the general context of modern art and provide an overview of his career and achievements. There will be no text. Readings will be assigned from books placed on reserve in the History of Art Library, Tappan Hall. In place of exams there will be two (2) short essays and a research project. Essays will be 10 to 12 pages and the research project will entail a class presentation and a paper 20 to 25 pages in length. (Miesel)
252. Collegiate Seminars. Open to any student who has completed
the introductory composition requirement. (4). (NS). May be repeated for
credit.
SECTION 002: ECOLOGICAL CONSTRAINTS ON DEVELOPMENT. The course explores
the relationship between a region's environmental setting and its prospects
for economic development. Through readings and discussion, the errors of
the past and perspectives for the future are explored, with an emphasis
on development problems in the Third World and the special ecological forces
operative there. Readings are drawn from environmental sciences, economics,
political science, history, and the popular press. (Vandermeer)
299. Race, Racism, and Ethnicity. (4). (SS).
University Courses 299 will take historical and theoretical approaches
toward understanding racism and its dynamics of power, dominations, and
resistance, and will draw from literature, personal narratives, and other
texts in the voices of members of these various groups: African Americans,
American Indians, Arab Americans, Asian/Pacific Americans, European Americans,
Jewish Americans, and Latino/Latina Americans. Course materials, lectures,
and discussions will profile the groups and interpret histories of their
interactions as well as analyze diversity within each. Domination and resistance
- and their costs - are a common experience to these groups but from different
points of view and through specific mechanisms varying from group to group.
Two major papers of about ten pages each, plus weekly responses to readings.
Cost: 3 (Gurin, Sumida)
COURSES IN WOMEN'S STUDIES (DIVISION 497)
100. Women's Issues.
This course uses small group discussion and development of supportive
group norms to enable students to explore selected topics in women's studies
as they apply to their own lives and to contemporary social issues. The
course work includes large and small group activities, theoretical presentations,
regularly assigned readings, and written assignments. There is strong emphasis
on developing analytic tools - taking a critical stance with respect to
one's experience, to social issues, and to the assigned readings. Topics
include: socialization, work, family, race, ethnicity, class, sexuality,
and current movements for change. Small groups meet in different campus
locations, to be determined within each group.
230. The Contemporary Women's Movement. (3). (SS).
Introduction to studies in Women of Color and feminism. Women of color
in the United States encompass the entire Third World. This class will focus
on women from the African, Asian and Latina Diasporas. The particalr place
of these women in the United States will be examined as well as their connections
to their cultural origins. This class will explore the meaning of feminism
and feminist movements to these women, and explore their feminist agendas.
The topic areas will include the following, racism and feminism, imperialism
and feminism, white feminists and women of color feminists. Aids, as a feminist
issues for women of color, poverty as a feminist issues for women of color,
sexuality as a feminist issues for women of color, the community, the family
and men as a feminist issues for women of color. This is a multidisciplinary
class. The readings will include novels, sociology, history, feminist writings,
anthropology, political science and health. (Haniff)
240/Amer. Cult. 240. Introduction to Women's
Studies. Open to all undergraduates. (4). (HU).
Designed as an introduction to the new, feminist scholarship on women,
Women's Studies 240 is an interdisciplinary course which acquaints students
with key concepts and theoretical frameworks to analyze women's condition.
We will explore how women's status has changed over time, but we will concentrate
on the situation of contemporary American women. Topics will include: violence
against women, discrimination in the workplace, the feminization of poverty,
and sexuality. Students will also examine how capitalism, racism, imperialism,
and heterosexism affect women's lives. The course will not only provide
students with an analysis of women's oppression, but will suggest strategies
for ending sexual inequality. The course is structured around weekly lectures,
readings, films, and discussion sections. Students are encouraged to participate
fully in discussion and to assume responsibility for sharing their knowledge
and experience. The course grade is based upon written assignments, an action
project, examination and participation in discussion. Cost:3 WL:4
270. Women and the Law. (3). (SS).
"Women and the Law" covers selected topics in American constitutional
and statutory law which have a special effect on women. The class focuses
on ideals of sex equality and how they are incorporated into the American
legal system. Topics usually covered include constitutional equality, employment
discrimination, family law, rape, domestic violence, sexual harassment,
reproductive rights, pornography and women in poverty. Required: midterm
examination, 10-12 pages of writing, final examination and class participation
in discussion. Some understanding of the history of women of color in the
United States is also strongly recommended. Cost:2 WL:1,4