Literature and the Arts
108/Hist. of Art 108. Introduction to African Art. (3). (Excl).
See History of Art 108. (Quarcoopome)
341/Theatre 222. Introduction to Black Theatre. (3). (HU).
See Theatre and Drama 222. (Jackson)
342/Theatre 233. Acting and the Black Experience. Permission of
instructor (brief interview). (3). (HU).
See Theatre and Drama 233. (Jackson)
Individual Behavior, Cultural Systems, and Social Organization
241/Women's Studies 231. Women of Color and Feminism. (3). (Excl).
See Women's Studies 231.
170/History 170/University Courses 170/Women's Studies 210. Histories of "Witchcraft." First-year students only. (4). (Introductory Composition).
"witch - 1) one that is credited with usually malignant supernatural
powers, especially a woman,...a sorceress; 2) an ugly old woman, hag; 3)
a charming or alluring girl or woman."
-Webster's Ninth New Collegiate Dictionary
This is a multi-disciplinary and cross-cultural course offered to first-year students only. Its format is somewhat unusual. Students will attend a twice-weekly "lecture" class that focuses on the 1692 "witchcraft" outbreak in Salem, Massachusetts, and on the accusations and trials that preceded this dramatic event in both New England and Europe. Readings for this section of the course are drawn from history, literature, journalism, sociology, psychology, and anthropology (see lecture syllabus). In addition, each student will enroll in a twice-weekly discussion section (a kind of mini-course within the larger course) that focuses initially on the Salem outbreak but subsequently on other histories of "witchcraft."
210. Topics in Ethnic Studies. (3). (SS). May be repeated for
credit with permission.
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 of 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. (Koreck)
Courses in Spanish
307/Spanish 307. Spanish for U.S.
Latinos. Basic knowledge of Spanish language or permission of instructor.
(3). (Excl).
This course addresses the particular linguistic needs and interests
of students of Hispanic descent and heritage born and/or educated in the
United States interested in acquiring a formal and structural knowledge
of Spanish, in further expanding vocabulary at the abstract and professional
levels, and in developing their skills in formal and professional writing.
Sociolinguistic aspects of Spanish in the United States - code-switching,
linguistic attitudes, bilingualism - also will be explored in relation to
the politics of cultural identity. Short weekly assignments and exercises
emphasizing the differences between oral and written modes of communication
and between formal and informal Spanish will be required, along with a mid-term
and a final exam. Readings will include cultural essays, literature, and
scholarly articles. (Aparicio)
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 four 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 additional readings, to be announced.
Cost:3 WL:2 (Speth)
201. Second-Year Chinese. Chinese 102 or equivalent. (5). (LR).
This course is a continuation of work begun in Chinese 101-102. Students
electing the course should have mastered the spoken language material presented
in DeFrancis' BEGINNING CHINESE or a similar introductory text and should
be able to recognize and write about 400 characters and 1200 combinations.
The primary goal of the course is achievement of a basic level of reading
competence within a vocabulary of 800 characters and accompanying combinations.
A closely integrated secondary goal is continued improvement of aural understanding
and speaking competence. These goals are approached through classroom drill,
out-of-class exercises, and work in the language laboratory. Daily class
attendance is required. Students are graded on the basis of daily classroom
attendance, and weekly quizzes or tests. The text is INTERMEDIATE READER
OF MODERN CHINESE (Princeton University Press, 1992). Students who are native
or near-native Mandarin Chinese speakers are not eligible for this course.
They should enroll in Chinese 302 (Reading and Writing Chinese) which covers
all of the material presented in Chinese 201 / 202 and is offered in the
Winter term. No visitors are allowed. Cost:3 WL:1 (Liang)
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).
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 (Staff)
201. Second-Year Japanese. Japanese 102 or equivalent. (5). (LR).
Further training is given in all the language skills (listening, speaking,
reading, and writing) for students who have acquired a basic language proficiency.
The aim of the oral component is to provide the student with the speaking
and comprehension skills necessary to function effectively in more advanced
practical situations in a Japanese-speaking environment. In the reading
and writing component, the emphasis is on reading elementary texts, developing
an expository style, and writing short answers/essays in response to questions
about these texts. Discussions on the social and cultural use of language
are provided. Students are required to practice a minimum of two hours for
each class hour (12 hours per week). 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 II-III; Eleanor Harz Jorden and Hamako Ito
Chaplin, Reading Japanese. Cost:2 WL:1 (Staff)
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 (Sudarsih)
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 four sessions. If enrollments warrant, there
will be a separate course (SSEA 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
109. Beginning Sanskrit. (3). (LR).
This course will work toward developing a proficiency with the basic
tools necessary to read and write Sanskrit, the classical language of India.
Lessons will include study of the script (Devanagari), elementary grammar
and vocabulary. The grade will be based on completion of regular homework
assignmentst, weekly quizzes, a mid-term and a final examination.
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 (Singh)
115. Beginning Vietnamese. (5). (LR).
Vietnamese 115 is the introductory course in reading, listening, speaking
and writing the only language of more than 65,000,000 speakers, from the
South to the utmost northern part of Vietnam. This country is now moving
towards the free market economy and needs foreign capital and knowhow. In
addition, with prospective normalization of US-Vietnamese relations in the
very near future, one cannot doubt that a knowledge of the Vietnamese language
and culture will be a crucial asset in enabling one to participate in many
opportunities that will be available then. This first half of the two-term
sequence course is designed to accomodate students with no knowledge of
the Vietnamese language as well as those with some knowledge but desire
to develop the four basic language skills - listening, speaking, reading
and writing, and to improve their knowledge in Vietnamese history and culture.
The format will be as follows: three class hours a week will be focused
on the aural-oral approach - in reading, dialogue form, translation, question-and-answer
on the content of the texts. One class hour a week will be devoted to quizzes
and tests, and one class hour to guided conversation. In addition, there
will be written assignments and works in the language lab. Throughout the
course, students will be encouraged to communicate in Vietnamese, and classes
will be largely conducted in Vietnamese in view to develop the students'
ability to acquire sufficient automaticity and fluency in spoken Vietnamese.
Course evaluation will be graded on classroom performance, class attendance,
home assignments and a final examination. WL:3 (Nguyen)
315. Reading and Writing Hindi-Urdu. Speaking and listening comprehension
proficiency (as determined by interview). No credit granted to those who
have completed or are enrolled in S&SEA 105 or 106. (4). (LR).
S&SEA 315 is the first course in a two-term sequence designed for
students with some background in spoken Hindi-Urdu. It covers the first
(elementary) year of Hindi-Urdu in one term. A follow-on course (S&SEA
316) covers the second (intermediate) year of Hindi-Urdu in the winter term.
The course meets four times a week for one hour each session. Students coming
from Hindi- or Urdu-speaking families are encouraged to take this course
rather than S&SEA 105-6. See the instructor for placement. Cost:2 WL:1
(Hook)
121/History 121. Great Traditions of East Asia. (4). (HU).
See History 121. (Forage)
230(320)/Buddhist Studies 230/Phil. 230/Rel. 230. Introduction to Buddhism.
(4). (HU).
See Buddhist Studies 230.
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:Worthey)
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:Mateo; Section 006:Seitzer)
111. Introductory Astronomy: The Solar System.
No credit granted to those who have completed or are enrolled in 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 and examinations. Laboratory sections include observations
with telescopes. Cost:2 WL:4 (Section 001: Sears; Section 005: Worthey)
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) will suffice. Students 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 why? 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: Mateo; 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/Geology 204. The Planets: Their Geology and Climates.
High school mathematics through plane geometry and trigonometry. Those with
credit for GS 113 may only elect Astro. 204 for 2 credits. (3). (NS).
See Geology 204. Cost:1-2 WL:4 (Atreya and
Pollack)
261/NOEP 301. Navigation. (2). (Excl).
The purpose of this course is to educate students in all aspects of
marine navigation, from getting a vessel underway from port through open
ocean navigation using both celestial and electronic means. The content
of the course is divided into three major areas. The first section focuses
on piloting, emphasizing the safe navigation of vessels in coastal waters.
This section provides an introduction to navigational instruments and aids
to navigation. The second section concerns celestial navigation, the ability
to determine position through observation of celestial bodies. Students
learn how to determine position based on the use of the sextant and various
almanacs and mathematical tables. The third section of the course considers
electronic navigation. The course consists of two ninety minute lectures
a week. Grading is done on the basis of homework, quizzes, a project, and
examinations. The primary textbooks for the course are MARINE NAVIGATION
I and MARINE NAVIGATION II by Richard R. Hobbs. (Staff)
202. The Atmosphere. (3). (NS).
Note: AOSS 202 is in the process of being restructured for the
Fall Term. Section 001, pending final approval, will become Chem/AOSS 105.
Section 002 will remain AOSS 202. Students electing Section 001 will be
informed of any changes by the AOSS Department.
Section 001: Our Changing Atmosphere. The science of the greenhouse effect, stratospheric ozone depletion, the polar ozone holes, and urban smog. These phenomena and their possible consequences are discussed along with the properties and behavior of the atmosphere and its interactions with other components of the environment (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. (Baker)
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.
101. Biology and Human Affairs. (4). (NS).
This course is an introduction to those aspects of biology that have
direct applicability to the lives of people in today's world. It covers
current controversies within biology, especially as they relate to human
life and human affairs. Topics discussed include IQ and genetics, sex roles,
agriculture, world hunger, and the environment. Background information is
given for each topic, but the emphasis is placed on the controversies and
the role of science in human affairs. In addition to the two lectures per
week, there is a two-hour discussion period in which the topics are further
explored and films are frequently shown. Cost:3 WL:2 (Vandermeer)
110/University Courses 110. Introduction to
Global Change I. No credit granted to those who have completed or
are enrolled in Natural Resources 110. (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. Cost:3 WL:4 (Teeri)
140. Genetics and Society. (3). (NS)
This course is designed for students not concentrating in the sciences.
The course will provide students with a background in genetics, 1) to allow
them to understand and appreciate some of the latest developments in genetics
reported in the local and national press, 2) to discuss the social history
of the field of genetics, 3) to introduce students to "the scientific
method" as applied to genetics, and finally 4) to discuss aspects of
genetics which have a bearing on our everyday lives. Topics to be discussed
will include, but not be limited to (in no particular order): genetics,
race and IQ; forensic applications of genetic fingerprinting; gene therapy;
recombinant DNA technology and possible environmental concerns, T.D. Lysenko
and the communist ideal, the human genome project, genetic diseases and
therapeutic abortion. The course will meet three times a week; one hour
will be devoted to discussion. Course evaluation will be based on exams
(consisting mainly of questions requiring short essay answers) and one or
more term papers. (Adams)
152. Introduction to Biology: Term A. Chem. 130 or the equivalent,
or Chemistry 210 placement. 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. For further information contact the Biology 152/154 office, 1563 CCL
Bldg (764-1430). Cost:3 WL:2, but go to 1563 CCL.
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.
125. General and Inorganic Chemistry: Laboratory. To be elected
by students who are eligible for (or enrolled) 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 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 (Penner-Hahn,
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) and more lectures so that the pace is slower and there is more feedback. Placement by LSA testing or permission of the the Chemistry Department (Room 1500 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 (Rasmussen, Hallada)
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 (Staff)
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 (Staff)
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.
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 (Staff)
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 (Staff)
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 (Staff)
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 (Staff)
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
301. Intermediate Latin I. Latin 194, 222, 232 or equivalent.
(3). (HU).
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)
401. Republican Prose. Latin 301 or 302 or permission of instructor.
(3). (HU). May be repeated for a total of 9 credits.
Section 001: Cicero's Orations. We will read two or three speeches by
the renowned late Republican orator Cicero. The first aim of the course
is to ensure that all students can read Latin prose with confidence; to
that end, we will review grammar as required and try to increase reading
speed. Beyond that, we will look at Cicero's speeches in their historical
context and also as polished products of Roman rhetoric at its very best.
Grades will be based on several short papers, a mid-term, and a final examination.
Books should cost less than $50. (Frier)
101. Classical Civilization I: The Ancient Greek World (in English).
No credit granted to those who have completed or are enrolled in Great Books
191 or 201. (4). (HU).
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 homeric hymns; selected tragedies
of Aeschylus, Sophocles, and Euripides; selected comedies of Aristophanes;
selections from the historians Herodotus and Thucydides; and philosophical
writings of Plato and Xenophon. 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
(Dillery)
372. Sports and Daily Life in Ancient Rome. (4). (HU).
Readings include selections from ancient writers in translation and
from recent scholarship on topics in Roman history and society available
in a course pack obtainable from AccuCopy at the corner of Maynard and East
William. In the lectures we begin with some background on Roman religion
and history and then consider the different social classes and their lifestyles;
the second half of the course deals with the major sports of chariot racing,
gladiator fights, and wild beast hunts, and also includes activities at
the baths. Grades will be based upon midterm and final examinations and
upon participation in class. (Potter)
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, data structures
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.
283/EECS 283. Programming and Computer Systems. CS 183 or Engin.
103 or 104. Not intended for CS or Computer Engineering concentrators. (4).
(NS).
This course is an extension of CS 183. A firm knowledge of Pascal which
need not include dynamic data structures is prerequisite. Advanced topics
in Pascal, including the implementation of linked lists, trees, and hashing.
Searching and sorting techniques. Students will write several programs in
Pascal. Computer Usage: four or five homework assignments requiring use
of an IBM mainframe computer are required. (Flanigan)
Those students placed in ECB practicums must enroll in an ECB course as the first part of their writing requirement. No substitute 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 LSA TIME SCHEDULE, from updated course lists at department counseling offices, or from the corrected LSA 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 LSA 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 Writing Practicum 100 is a two credit course offered September 9
to October 22. Students place into 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 indiviual needs. At the end of the Practicum, each student prepares
a portfolio of his/her writing which is read and evaluated by two ECB lecturers.
On the basis of writing skills demonstrated in the portfolio. 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. (Staff)
Section 002. The ECB Practicum-Pyschology 111 Program enable students to fulfill both their practicum requirement at the same time that they complete the introductory course work required for most advanced psychology courses. The program links section 002 to Psychology 111, a general introduction to psychology both as a social science and a natural science. The class of sixteen students meets two hours per week for the full term. Each student receives half hour individual instruction each week for the full term. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program. Registration by override only.
Section 004. Suitable for students planning a concentration in history. Especially useful for students currently enrolled in History 110, 121, 151, 160, or 161. The class of sixteen students meets two hours per week for the full term. Each student receives half hour individual instruction each week. Students put together a portfolio which is read and evaluation by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program. Registration by override only.
Section 005. Suitable for students planning a concentration in the lab sciences. Especially useful for students currently enrolled in a Natural Science lab course such as Biology 100, Chemistry 123, etc. The class of sixteen students meets two hours per week for the full term. Each student receives half hour individual instruction each week. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program. Registration by override only.
Section 006. Suitable for students planning a concentration in the social sciences. Especially useful for students currently enrolled in Psychology 171, Political Science 140, Sociology 100, or Cultural Anthropology. The class of sixteen students meets two hours per week. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College level writing program. Registration is by override only.
Section 007. A 14-week Practicum that focuses on issues of Race and Ethnicity. The course is not linked to any other course or discipline, but students may be interested in the subject matter for this thematic Practicum. The class of sixteen students meets two hours per week for the full term. Each student receives half hour individual instruction each week. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program.
Section 027. Suitable for students enrolled in a Studio Art of History of Art course, or who have a special interest in art, art history, or architecture. The class of sixteen students meets two hours per week for the full semester. Each student receives half hour individual instruction each week. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program. Registration by override only.
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 28 to December 10. For description, see ECB
100.
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).
After taking or placing out of Introductory Composition, students may elect English 225 for further practice in the fundamentals of expository and argumentative prose. English 325 offers the opportunity for work in argumentative and expository prose at a more advanced level.
Several sections of English 223, the beginning course in creative writing, are available each term; the work is multi-generic, and two of the following will be covered in each section: fiction, poetry, and drama. More experienced writers may apply for admission to specialized sections of English 227 (Playwriting), English 323 (Fiction or Poetry), English 423 (Fiction), English 427 (Playwriting), and English 429 (Poetry). Admission to these advanced courses is by permission of the instructor, who will require writing samples.
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.
Individual section descriptions are available for reference 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. (Staff)
Individual section descriptions are available for reference in 224 Angell Hall.
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. Other individual section descriptions will be available
in 224 Angell Hall.
Section 001 - Short Story. Honors. PURPOSE AND DESIGN OF COURSE:To read a substantial number of short stories (and two novels) by well-established writers of the past and of the present in order to develop strategies of interpretation beyond mere "plot" and "characterization." Our method will be comparative; in other words, during class periods we will read stories that in some way have apparent similarities and our task will be to expose their differences. At about midway in the term we will carefully read and analyze two novels, probably Ernest Hemingway's THE SUN ALSO RISES and Nathanael West's DAY OF THE LOCUST. Among the writers covered: Tolstoy, Chekhov, Dostoevski, Hawthorne, Melville, Jewett, Cather, Lawrence, Hemingway, Faulkner, Fitzgerald, O'Conner, Ellison, Atwood, Oates, Lessing, Gordimer, Mason, and others. PREREQUISITES: None. What is wanted here is an interest in reading with a willingness to explore one's own capacity for critical and creative thinking. PROCEDURES: There will be no mid-term. In its place there will be frequent in-class writing exercises based upon materials read for that week. Toward the end of the term there will be a longer out-of-class paper based upon materials read during this course. In addition, students will keep a special notebook in which they log their reactions to each story assigned. There will also be a final exam. WL:1 (Eby)
Section 002. We will read during the term a number of works of prose fiction, all of which are drawn from the recent historical past. Authors and works include Ernest Heminway, In Our Time and The Old Man and the Sea; James Joyce, Dubliners and A Portrait of the Artist as a Young Man; J.D. Salinger, Nine Stories and Raise High the Room Beam, Carpenters; V.S. Pritchett, On the Edge of the Cliff and Dead Men Leading. The Reading List deliberately includes works of short fiction only so that you can study the techniques and effects of these works intensely. In addition, the first, third, fifth and seventh books named above are examples of the "short story composite," i.e., a short story publication collected and arranged by the author. We will accordingly examine the proposition that such books have important dimensions beyond the import of the individual stories contained within them, that "the whole is greater than the sum of its parts." The other four books, all short novels by the same authors, will help us to elaborate on and modify such ideas and to explore other concepts as well, coming finally to appreciate in greater depth what philosophical and aesthetic richness prose fiction is capable of achieving. Since class discussion is paramount, steady attendance is required. Regular journal entries (frequent study questions provided for stimuli), two essays outside of class (1,200 words and 2,000 words) and two-hour final examination constitute the writing requirements. Possible essay topics for the shorter essay generated by students; individualized topic for the longer essay generated through individual conferences with Professor Heydon. Chief goal of the course is to have fun reading and understanding fiction, first to encourage and then to refine your direct perception and reaction to the written words. Small class size (22 maximum) becomes an intimate and jolly throng of literary enthusiasts. Cost:2 WL:1 (Heydon)
Section 003. In this course we will read short stories and novels from the nineteenth and twentieth centuries and attempt to develop a common vocabulary for discussing and analyzing fiction. Our aim will be to become comfortable with traditional categories of literary analysis such as plot and characterization, theme, voice and style. We will pay particular attention to how and why authors from vastly different cultures and historical moments might choose the novel or short story form to convey their visions, and how they adapt the form they have chosen to their specific purposes. We will pair or group texts that treat similar issues in different ways, hoping that the contrasting choices various authors make about how to tell their stories will complicate and illuminate each other. Two novels we will surely read will be The French Lieutenant's Woman by John Fowles and Ceremony by Leslie Marmon Silko. Other readings, including one other novel, will be selected from among such authors as Hawthorne, Twain, Melville, Poe, James, Wharton, Chopin, Dostoevsky, Mansfield, Fitzgerald, Wright, Baldwin, Borges, Kundera, Tan, Morrison, Cisneros, and Walker. Required Texts: The French Lieutenant's Woman, John Fowles Ceremony, Leslie Marmon Silko and One other novel. Required work: Active participation in class discussion, Brief written responses to the readings, Two 4-6 page papers, Final exam. (Marren)
Section 004. This course will serve as an introduction to both formal and cultural aspects of literature. We will therefore explore plot and character development as well as the relationship between literature and culture in general. We will focus on American and British literature from the nineteenth and twentieth centuries, and we will examine both classics and popular works. The course is designed around questions of identity; the short stories and novels we will be looking at ask: How is identity made? How do characters negotiate their identities? Which aspects of identity (e.g., gender, race, class, profession, nationality) emerge as culturally important and/or problematic? Short stories we will be reading include: Hawthorne "The Birthmark," Conan Doyle "The Man with the Twisted Lip" and "The Adventure of the Cardboard Box," Cheever "The Country Husband," Drabble "A Voyage to Cythera," Carter "Company of Wolves" and "Wolf-Alice," Lawrence "The Horse-Dealer's Daughter," Atwood "Rape Fantasies," Woolf selections from A Room of One's Own, Mansfield "The Daughters of the Late Colonel," Faulkner "A Rose for Emily, " Olsen "Tell me a Riddle, " Barth "Life-story, " Malamud "The Magic Barrel, " James "The Beast in the Jungle," Wharton "The Other Two," Mukerjee "Orbiting," Tan selections from The Joy Luck Club, and Erdrich selections from Love Medicine. We will be reading three novels: Dickens Great Expectations, Morrison The Bluest Eye, and Le Guin The Left Hand of Darkness. We will end the course by seeing a film, Imitation of Life, and by asking whether the techniques we have learned for reading short stories and novels can be applied to films. There will be 2 short papers, a midterm, and a final. (Booth)
Section 006. What is the relation between stories and their writers and readers? How do authors appear in(or disappear from) their works? How do we as readers enter into fictional worlds, or do we remain outside observers looking in? When we read, are we the author's partner, ally, enemy, or nothing at all? Designed for those who are curious to examine more deeply what it means to read fiction, this introductory course will explore these and other questions in connection with a broad variety of short stories and novels. To focus our discussion, we will look at works that raise issues about reading, writing, and interpreting literature. Readings may include Caleb Williams, by William Godwin; Frankenstein, by Mary Shelley; stories by Nathaniel Hawthorne and Edgar Allan Poe; "The yellow Wallpaper," by Charlotte Perkins Gilman; To the Lighthouse, by Virginia Woolf, stories by Gabriel Garcia Marquez; The Hour of the Star, by Clarice Lispector; stories by Jorge Luis Gorges; Tracks, by Louise Erdrich. Required work will include lively class participation, brief reader's responses to each selection, two 4-5 page essays and a final 6-8 page essay. (Richards)
Section 008. In this class, we will read novels and short stories from a variety of authors, time periods, and cultures. As we read, we will consider several important questions: Why do we like to read novels and short stories? What makes fiction interesting? How does reading affect the ways in which we think about our own lives? The point of this class is to read extensively, to enjoy what we read, and to think carefully about the meanings that fiction hold for us. We will read short stories by Edgar Allan Poe, Ralph Ellison, Joyce Carol Oates, Louise Erdrich, Graham Greene, Alice Walker, Raymond Carver, Julio Cortazar, Franz Kafka, and others. The novels we read will be drawn from the following: Charlotte Bronte's Jane Eyre, Jean Rhys's Wide Sargasso Sea, Thomas Hardy's Tess of the d'Urbervilles, John Fowles's The French Lieutenant's Woman, Evelyn Waugh's A Handful of Dust, James Baldwin's Another Country, Elizabeth Bowen's The Death of the Heart, Jenry James's Turn of the Screw, Toni Morrison's Beloved, and Fanny Flagg's Friend Green Tomatoes. As we read, we will discuss the ways in which fiction is important in our lives. Course requirements will include a short essay (4-6 pages), a longer final paper (6-8 pages), a midterm, a final exam, regular attendance, active discussion, and frequent one-page response papers. (Miller)
Section 009 - Fictions of American Individualism & Community. In this class we will look at a variety of American fictions that depict a spectrum of individuals and relationships. These narratives are about madness and martyrs, friends and enemies, supportive and hostile communities. We will ask what each text offers as they create stories that help us to understand how lives were lived at the time of their writing, as well as how we understand some of the relevant issues today. We will also ask about the "representativeness" (an important term in the experiment of American democracy) of these characters and the stories told about them. As a way of examining such questions we will analyze the stylistic and narrative conventions employed by the authors in order to more fully understand these fictions and to enhance our skills and experiences as readers. We will read a fair amount of fiction, although much of it will be shorter works; for the sake of intellectual variety and interest we might also choose to see a few movies together and to discuss them. The goal of the seminar will be to develop our critical reading and writing skills as we explore issues of style, narrative, genre, voice, characterization, and tradition. Required Texts: Short Stories of Nathaniel Hawthorne-Nathaniel Hawthorne Short Stories of Herman Melville-Herman Melville; Incidents in the Life of a Slave Girl-Harriett Jacobs; Pudd'nhead Wilson-Mark Twain; The Country of the Pointed Firs-Sarah Orne Jewett; The Awakening-Kate Chopin; The Autobiography of an Ex-Colored Man-James Weldon Johnson Yonondio-Tillie Olsen; Invisible Man-Ralph Ellison; The Book of Daniel-E.L. Doctorow; The Death of Jim Loney-James Welch; Beloved-Toni Morrison. Required Work: Regular class participation, Biweekly written response to assigned reading 4 papers: 3 shorter essays, 1 longer. (Levenstein)
245/Res. College Hums. 280/Theatre 211. Introduction to Drama and Theatre.
(4). (HU).
See Theatre and Drama 211. (Cardullo)
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 overview of environmental issues emphasizes their human dimension.
Its primary objective is to help students become more ecologically literate,
able to think critically about environmental issues, to know how to find
and evaluate information on them, and to understand their historical, social,
and political dimensions. While the class addresses some scientific aspects
of the environment, it focuses on how history, literature, and the social
sciences contribute to our understanding of environmental concerns. Different
speakers in the class discuss environmental topics from different perspectives,
so students see how assumptions shape interpretation of the "facts."
Students are encouraged to challenge and question the lecturers. Weekly
discussion sections permit exploration of environmental issues, attitudes,
and possible solutions. Students complete several assignments and a group
project. The written work includes critical analyses of lectures and related
articles. The course requires a high level of student participation and
initiative. Cost:2 WL:4 (Bardwell)
353/Physics 250. Energy, Entropy, and Environment. Two and one-half
years of high school mathematics, or any college course in mathematics or
natural science. (3). (NS).
See Physics 250. (Rycus)
360/Geology 280. Mineral Resources, Economics and the Environment.
May not be included in a concentration plan in geology. (4). (NS).
See Geological Sciences 280. (Kesler)
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).
100. Coral Reefs. (1). (NS).
Coral Reefs will be an in-depth tour of the biological and physical
processes active in modern reef systems to provide a detailed understanding
of the ecology of the individual organisms and the complex nature of their
interactions within the reef community. Evolution of the reef community
will be examined, ranging from the crude framework structures formed over
one billion years ago by primitive algae to the luxuriant and diversified
reefs of the modern-day oceans, to define the evolutionary strategies of
reef building organisms. By tracking these evolutionary strategies through
geologic time, the implications of man's intervention with the Earth's hydrosphere
and atmosphere on the character of future reef communities will be considered.
Cost:1 WL:4 (Meyers)
101. Waves and Beaches. No credit granted to those who have completed
or are enrolled in GS 276. (1). (NS).
This short course approaches the subject of "waves and beaches"
by combining relevant topics in both oceanography and geology, although
no previous background in these subjects is required. We shall attempt to
understand this dynamic place where land and sea interact by emphasizing
the processes responsible for the major types of coastlines and the
geologic/oceanographic phenomena associated with them. Some of the topics
which will be considered include: fundamentals of wave and tide theory;
the impact of waves and tides upon beaches; coastal geology; coastal processes
on a short- and long-term time scale; estuaries; and, the impact of plate
tectonics upon coasts. Instruction will be by lecture. Grades will be based
on one exam which shall be given at the end of the course. Cost:2 WL:1 (Wilkinson)
103. Dinosaurs and Other Failures. No credit granted to those
who have completed or are enrolled in GS 273. (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)
105. Continents Adrift. No credit granted to those who have completed
or are enrolled in GS 205. (1). (NS).
In this one-credit course we will explore the mobility of the continents
and oceans in present and past times. The goals of this course are to present
the most exciting recent developments in the earth sciences, a unifying
concept that explains ocean evolution, mountain building, earthquakes and
volcanoes. Conceptual and factual material will be used to explain the principles
of plate tectonics and the dynamics of the solid earth. No special background
is needed. Evaluation is based on final exams. Cost:1 WL:4 (Stamatakos)
107. Volcanoes and Earthquakes. No credit granted to those who
have completed or are enrolled in GS 205 or 271. (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. Cost:$0 WL:1 (Lange)
111. Climate and Mankind. No credit granted to those who have
completed or are enrolled in GS 201 or 275. (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)
114. The Elements. High School math, physics, and chemistry. (1).
(NS).
This lecture course introduces the origin, abundance and distribution
of the elements in the solar system. It is intended for students with an
interest in science. The topics include: a review of the periodic table
of the elements; stellar evolution and synthesis of the elements; nuclear
properties and their relation to the abundance of the elements and their
isotopes; chemical properties and their relation to the distribution of
the elements in planets and in different reservoirs of a planet. Prerequisites:
high school math, physics and chemistry. Evaluation on the basis of a final
exam. Cost:2 WL:NA (Zhang)
115. Geologic Time. No credit granted to those who have completed
or are enrolled in GS 135. (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 (GS 116, 118,
121, 122, or 218). No credit granted to those who have completed or are
enrolled in GS 119. Those with credit for GS 205 may only elect GS 117 for
4 credits. (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)
118. Introductory Geology Laboratory. Credit is not granted for
Geol. 118 to those with credit for an introductory course in geology (GS
116, 117, 121, 122, or 218). (2). (Excl).
The laboratory provides hands-on experience with minerals, rocks and
maps. Participants will learn to identify common minerals and rocks, use
topographic and geologic maps, and draw and interpret geologic cross sections.
Examples will be drawn from areas of recent glaciation, volcanism and earthquakes
to show how these features are depicted in maps. 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 (GS
116, 118, 121, 122, or 218). No credit granted to those who have completed
or are enrolled in GS 117. Those with credit for GS 205 may only elect GS
119 for 3 credits. (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. Those with credit for GS 115 may only elect GS
135 for 2 credits. (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, through the origin
of life, the building of the current continents and ocean basins, and the
origin of humankind. Lectures three times a week for the full term. Textbook
required. Evaluation will be based on three exams. Cost:2 WL:3/4 (Bodenbender)
201/Geography 201. Introductory Geography:
Water, Climate, and Mankind. Those with credit for GS 111 may only
elect GS 201 for 3 credits. (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:3 WL:3 (Stearns)
204/AOSS 204/Astronomy 204. The Planets: Their
Geology and Climates. High school mathematics through plane geometry
and trigonometry. Those with credit for GS 113 may only elect GS 204 for
2 credits. (3). (NS).
This course will present current perspectives on the evolution of the
solar system in both an historical context and in light of the extraordinary
scientific advances resulting from recent space exploration. The principal
focus will be on the structure, composition and evolutionary history of
the surfaces and atmospheres of the planets and their satellites. Special
emphasis will be given to comparative aspects of geology, meteorology and
climatology as developed on the various bodies of the solar system. Concepts
of space exploration techniques will also be presented. The course is intended
for non-science concentrators and other students with typical high school
science and math backgrounds. Not open to students who have received credit
for GS 113. Cost:1-2 WL:4 (Pollack and Atreya)
205. How the Earth Works: the Dynamic Planet. No credit granted
to those who have completed or are enrolled in GS 117 or 119. No credit
granted to those who have completed both GS 105 and 107. Those with credit
for one of GS 105 and 107 may only elect GS 205 for 1 credit. (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. The 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 Science and the Environment by Thompson and
Turk. 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)
206. How the Earth Works: the Water Cycle and Environment. Those
with credit for GS 109 may only elect GS 206 for 1 credit. (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). 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:3
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 (Rea)
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
and interpreted to help understand the oceans. The course grade will be
based on written laboratory exercises and a final exam. Cost:1 WL:4 (Rea)
231. Elements of Mineralogy. Prior or concurrent enrollment in
Chemistry 125/130 or 210/211. (4). (Excl).
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, pyroxenes,
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, (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. Introductory optical mineralogy
is covered in five of the recitation classes. Geology 231 is a prerequisite
to the professional concentration program in the Dept of Geological
Sciences. Cost:3 WL:3 (Peacor)
271. Natural Hazards. Those with credit for GS 107 or 205 may
only elect GS 278 for 2 credits. Those who have credit for both GS 107 and
205 may only elect 278 for 1 credit. (3). (NS)
This seminar will explore various kinds of natural hazards, with emphasis
on geological hazards such as earthquakes, volcanic eruptions, and tsunamis.
The particular emphasis will be dynamically modified due to the influence
of current events, The contents include: case studies; how scientists describe
and study dynamic geologic phenomena; geological processes that cause earthquakes
and volcanic eruptions; and the current status of prediction research. An
additional important component will be how society and individuals can live
in close proximity to geological hazards. Students will be active participants
in the reading, presentation, and discussion of material. Substantial reading
is required, as is a written paper and exam. Students will be expected to
present an oral report on their paper's topic. (Ruff)
280/Environ. Stud. 360. Mineral Resources,
Economics and the Environment. May not be included in a concentration
plan in geology. (4). (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 and one discussion per week. Evaluation by means of quizzes, exercises,
and a final exam. No previous background in geology is necessary for this
course. This course cannot be used as part of a concentration plan in Geological
Sciences. Cost:2 WL:4 (Kesler)
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: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).
Third of a four-term sequence in contemporary German. The second-year,
or intermediate, 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.
There will be an intermediate grammar review and selected readings. 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). Some sections of German 232 address special topics,
e.g., music, philosophy, science, current political issues, etc.
Second 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. In addition, students write essays related to class
readings. The language of instruction is German. Cost:2 WL:2
Section 002 - The Geography of German. This section will deal with two interrelated topics: Landeskunde (Geography) and Dialektologie (Dialectology). What differentiates Northern Germany from Southern Germany? Zürich from Berlin? Vienna from Hamburg? Is it more than mountains or oceans, the way holidays are celebrated, the stories that children are told, the politics, the regional costumes, the food served at breakfast, or the jokes? Where does the question of variation of language over space fit into this question? We will look at the topographical and cultural geography of German-speaking Europe; as part of this process, we will consider in some depth the question of language variation over space, or dialectology. Course materials will include: a course pack for readings, maps, and dialect atlases (which will be held on reserve). Evaluation will be based on a number of short essays, two (short) exams, quizzes, and participation and quality of contribution. The language of instruction is German. (Lippi-Green)
Section 004 - Music. It is the purpose of this section to help students with a strong interest in music to apply their German language skills to this area. The will be done in a variety of ways which will be brought together in a course pack. (a) The most obvious area is music based on German texts, not only Romantic Lieder (Schubert, Schumann), but also some motets (Schütz), cantatas (Bach), librettos (Mozart, Wagner), and some modern Lieder (Mahler, Wolf, Schönberg). (b) A second group of readings will comprise texts written by German musicians (Mozart's letters, Schumann's essays, various performers' lectures). (c) The third body will consist of short articles - biographical, historical, analytical - on music and musicians, written in German and unavailable in English. Both students with performing ambitions and those with a primarily historical or receptive interest in music should thus be able to integrate their German studies into their future careers. The language of instruction is German. (Seidler)
Section 005 - Opera. In this segment, we will study one complete German opera and substantial selections from three others. Primary emphasis will be on the texts. We will also experience these operas as musical drama through tapes and/or videos after becoming familiar with the texts. The approach to the music will be non-technical, but students will be expected to learn some basic German musical terms related to opera. The works selected are highlights in the history of German opera: Die Zauberflöte by Mozart, Fidelio by Beethoven, Die Meistersinger von Nürnberg by Wagner, and Der Rosenkavalier by Richard Strauss. The Strauss opera was written in collaboration with the great Austrian poet and dramatist Hugo von Hofmannsthal, with the result that the libretto is of a high literary quality in its own right. This text will be read in its entirety. The language of instruction will be German. Students will write frequent short papers in German and will be asked to make one brief oral presentation in German. (Crichton)
Section 006 - Regional Literature. This section, to be offered together with Section 002 - The Geography of German - will explore the concept of "Heimat" ("homeland") in its historical and literary contexts. How has the definition of "Heimat" changed over time, and what does it mean for German-speaking people from different places in different historical periods? How did Hitler's Reich pervert the concept? How did the displacement and exile of hundreds of thousands of German-speaking people recast it? What kind of language and metaphor are used in literature that evokes a "Heimat"? The partner section of this course (002) looks at the topographical and cultural geography of approximately six geographic regions in German-speaking Europe; in this section, we will follow that study with an analysis of representative literature from these regions by some of the best known authors of Austria, Germany, and Switzerland, ranging from the early 19th century to the present. Course materials will include: a course pack for readings, maps, video tapes of the TV film "Heimat" (to be held in the Language Resource Center). Evaluation will be based on several short essays, one or two hourly exams, quizzes, and participation and quality of contribution. The language of instruction is German. (Blicke)
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 examinations.
Cost:2 WL:2
350. Business German. German 232 or the equivalent. (3). (Excl).
This is an introduction to the vocabulary, practices and procedures
found in German business activity. Included are the nomenclature of office
procedure, business letters and reports. In addition the course examines
the German educational and political system from the standpoint of business
practices, such as merchandising and advertising. The reading consists of
the reading of actual business, merchandising and advertising material.
There is a midterm and a final examination, and the writing of papers and
translations during the course is required. The text consists largely of
a course pack and a basic text. Cost:1 WL:4 (Fabian)
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)
201. Great Books of the Ancient World. No credit granted to those
who have completed or are enrolled in Gt. Bks. 191 or Classical Civ. 101.
(4). (HU).
Self-Knowledge, Shapes of Hell, and Journeys into New Lands. Using the
best available English translations, we will read, discuss, and write about
seven books: the Gilgamesh epic, Homer's Iliad and Odyssey,
Plato's Republic, Apollonius' Argonautica (the story of the
voyage of Jason in the ship Argo to get the golden fleece), Virgil's
Aeneid, and Lucan's Civil War. "Know yourself," commanded
Apollo's ancient oracle at Delphi; a poet wrote, "Knowing yourself,
be it." The discovery of and growth into the self will be our central
focus as we learn about defining journeys in the lives of Gilgamesh, Achilles,
Odysseus, Socrates, Jason, Aeneas, and Cato (he emerges as the hero of freedom
in the civil war between Pompey the Great and Caesar). Their travels will
be physical in space and time, psychological, moral/ethical, intellectual,
spiritual, or some combination of these. Realizing heaven will require both
literal and metaphoric descents into hell. In the end, we should know not
only who these figures are and how they became themselves, but also a good
deal more about who we are as human beings and what potential, for good
or bad, resides within us. Our conversation with and about these ancients
will require about a dozen pages of writing in several shortish papers,
a midterm, and a final Entering freshmen are especially welcome. (Wallin)
246/GNE 246. Great Books of the Medieval and Modern Middle East.
(4). (HU).
See GNE 246. (Walker)
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 (Forage)
130/ABS 160. Introduction to the History of the Ancient Near East.
(3). (HU).
See GNE 160. (Beckman)
151/University Courses 172/Asian Studies 111. South Asian Civilization.
(4). (HU).
See UC 172. (Dirks)
160. United States to 1865. (4). (SS).
This course will focus on changing notions of what America, both as
a society and as a polity, stands for. It will turn first to the sources
of the growing American self-consciousness in the 18th century; will describe
the vision embraced by the founding fathers; will explain the forces which
produced a mutation in that vision, creating Jacksonianism; will develop
the seeds of self-destruction in the Jacksonian creed; will explain the
sources of the suicide of Jacksonian America and the birth of the industrial
faith; and will seek to define the residuum which each of these historical
movements contributed to modern America. There will be a midterm and final
examination. Weekly assignments will amount to perhaps 150 to 200 pages,
and will be drawn both from primary sources and from secondary comments.
Though designed as a survey, the course presupposes some vague familiarity
with the structure of American history; and will therefore desert the strictly
narrative, for emphasis on certain episodes and movements which possess
symbolic value. Cost:5 WL:4 (Thornton)
161. United States, 1865 to the Present. (4). (SS).
History 161 has three basic objectives. First, we expect you to gain
a better understanding of some of the social, cultural, political, economic,
and demographic forces that have shaped the American experience since the
Civil War. Lectures, discussion sections, and readings will focus on transformations
in the labor force and workplace; the significance of race, ethnicity, gender
and class in defining American identities; changes in family life and community
networks; and the shifting scope of the public and private sectors. Second,
the staff wants you to refine basic reading and writing skills that can
be applied throughout your undergraduate education. There will be a midterm
and final examination and several short papers. Finally, the course is designed
to give you some historical direction as you think about where you are heading
and why. Cost:3 WL:2 (Achenbaum)
170/American Culture 170/University Courses 170/Women's Studies 210.
Histories of "Witchcraft." First-year students only. (4).
(Introductory Composition).
See American Culture 170.
200-Level Courses are for Sophomores and Upper Class Students
200. Greece to 201 B.C. (4). (HU).
This course presents a survey of history from early states to the Hellenistic
kingdoms. Primary emphasis is on the development of society. Students need
no special background except an ability to think in broad terms and concepts.
Readings are drawn principally from Greek sources in translation. There
are two hour examinations plus a final examinations. Discussion sections
are integrated with lectures and reading. Cost:2 WL:1
218. The Vietnam War, 1945-1975. (4). (SS).
This course examines the wars that were fought in and around Vietnam
from 1945 to 1975, with primary emphasis on the period of heavy American
involvement from the mid-1950's. The course seeks to explain the origins,
strategy, and impact of U.S. intervention. At the same time the course will
explain the motivation of the Vietnam Communists and of their domestic opponents.
Thus the Vietnam war will be analyzed both as the longest and most controversial
foreign war in American history, and as the climax to an Asian social revolution.
Cost:4 WL:4
220. Survey of British History to 1688. (4). (SS).
This course is an introduction to English history from the Anglo-Saxon
conquest until the Revolution of 1668. Its focus is necessarily on the main
developments and most momentous events in the millennium of history it covers.
The first half of the course deals with the formation and consolidation
of the English nation and the shocks it endured in the Middle Ages. The
development of the monarchy and the Church, the nature of English feudalism
and the massive demographic calamities of the fourteenth century are among
the themes that will be discussed. The second half of the course covers
the dissolution of medieval institutions and society and the creation of
a new kind of state and culture. The Chief developments that will be discussed
are the Tudor reforms in government, the Protestant reformation, the growth
and redistribution of the population and the expansion of the economy. Attention
will also be given to early modern social life and popular beliefs. The
course will end with a discussion of the political revolutions of the seventeenth
century and their significance. (MacDonald)
250. China from the Oracle Bones to the Opium War. (3). (HU).
This course consists of a survey of early Chinese history, with special
emphasis on the origins and development of the political, social, and economic
institutions and their intellectual foundations. Special features include
class participation in performing a series of short dramas recreating critical
issues and moments in Chinese history, slides especially prepared for the
lectures, and lectures on literature and society in premodern China and
Classical Opera (historical significance, intellectual and social themes
and roles, and demonstrations). WL:1 (Chang)
251. Modern China. (3). (SS).
History 251 examines the transformation of modern China from 1800 to
the present; i.e., from the late Qing empire to the post-Mao era in contemporary
China, by means of lectures, reading, and discussion. The main events of
19th and 20th century China and their various interpretations are explored:
Chinese state and society at the end of the 18th century; the Opium wars
and the establishment of a foreign presence; 19th century rebellions and
their consequences; imperialism and reform; the republican revolution; nationalism
and social revolution in the 1920's; the development of the Communist movement;
war and civil war in the 1930's and 1940's; the People's Republic of China
since 1949. About 150 pages of reading a week from text, monographs and
translations of contemporary materials. A course paper is required. Midterm
and final examinations. Cost:2,3 WL:3 (A.Feuerwerker)
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 offers an introduction to major monuments and periods of
art from antiquity through the Middle Ages. Its purpose is not only to acquaint
students with key works of Egyptian, Greek, Roman, Byzantine, Islamic, Romanesque
and Gothic architecture, sculpture and painting, but also to help them develop
a vocabulary for the description and analysis of works of art, and to provide
them with a basic understanding of the methods and aims of art historical
study. Lectures will be supplemented by weekly discussion sections, several
of them to be held in the Kelsey Museum and in the Museum of Art. Readings
will be drawn from a general art historical survey and other texts; written
work will consist of two short papers, a midterm and a final examination.
This course, with H.A. 102, is meant to provide a foundation in the history
of art; it is a prerequisite for many higher-level courses in the department.
Cost:3 WL:4 (Sears)
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).
A chronological survey of the visual arts created within Western traditions
over nearly seven centuries. The great formal and expressive range, and
the rich contextual variety of architecture, sculpture, painting, graphics
and decorative arts which have been produced within this period necessitate
a highly selective presentation in lecture format (to meet three times weekly).
Also, a weekly discussion session encourages students to exercise visual
analysis skills and to further explore various ideas and issues intimately
tied to works of art: the artists who made them, the patrons who commissioned
them, the social-historical forces affecting production, changing criteria
of interpretation, their materials and techniques. Course work will consist
of weekly readings in the survey text (F. Hartt), a short paper, a midterm
and a final examination. No prerequisites. Cost:3 WL:4 (Hennessey)
103. Arts of Asia. (4). (HU).
This course will take a topical approach to the arts of Asia rather
than attempt a broad survey. One segment will trace the transmission of
Buddhist arts (particularly architecture, painting, and sculpture) across
northern Asia from the tradition's origins in India across China and into
Japan. The Ming/Qing capital of Beijing and the Tokugawa capital of Edo
(modern Tokyo) will be analyzed as symbols of political power. The course
will also examine the social values inscribed in secular painting and graphic
arts such as Chinese landscape painting, Indian miniatures, and Japanese
wood block prints. Course work will include two short essays, a midterm
and a final exam. No prerequisites. Freshmen and sophomores especially welcome.
(Reynolds)
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). (HU).
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 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. (Baird)
113/Art 113. Introduction to the Visual Arts. This course is for
non art majors only. (3). (Excl).
Visual arts are a part of the human experience in all cultures and all
time periods. The ability to appreciate, to understand, and to assess the
quality of visual art can enrich a person's life and broaden one's thinking.
This course will introduce students having no formal art or art historical
background to the major forms of visual expression through human history
from the Stone Age to the present. We will examine works of art in various
media such as painting, drawing, printmaking, photography, sculpture, architecture,
graphics, and industrial design. Students will learn how artists use the
language of form to communicate information, to express emotion, to explore
the world of nature and the world of the mind. Students will learn the basic
techniques of the various media. Students will learn how the art of a time
and place defines and expands the boundaries of that culture. Assigned readings
and visits to museums and galleries will help students become critical consumers
of the visual culture as they learn to see, appreciate, and assess art forms.
Requirements include periodic quizzes, a final exam, and a term paper. Students
will also make some ungraded drawings and paintings as analytical tools.
Cost:3 WL:3 (Kapetan)
211/University Courses 182/Women's Studies 211. Gender and Popular Culture.
(3). (HU).
See UC 182. (Simons)
221/Class. Arch. 221. Introduction to Greek Archaeology. (4).
(HU).
See Classical Archaeology 221. (Herbert)
285. Introduction to the Art and Architecture of the Islamic World.
(3). (HU).
This course introduces the arts of the Middle East and North Africa
from the seventh to the seventeenth century, including architecture, painting,
and the decorative arts. The course is divided into large epoches within
which various typological, stylistic, and thematic issues are treated as
unified entities. Throughout an attempt has been made to limit the number
of monuments and objects by selecting the best and most representative examples
for the questions under discussion. It is hoped that this course will provide
a general understanding of the historical evolution and regional variation
of Islamic art and perhaps a deeper appreciation of its major themes. Requirements:
2 short papers (3-4 pp.), midterm, and final. Cost:3 WL:4 (Tabbaa)
Section 002. Language is a central concern of humankind and with good reason. As the conduit for most communicative and expressive needs as well as other tasks, it pervades virtually every aspect of human existence. Few realize, however, how truly rich the linguistic universe is until they consider the variety of distinct linguistic devices and practices employed by speakers of the 5000+ individual languages that have been identified to date. Appreciating and being able to explain the range of variety of spoken and written language among various peoples of the world is an essential key to understanding human culture and diversity. This course will focus on two central aspects of language, sounds and structures. In particular, we will examine how languages may differ in their sound systems and structures as well as the common aspects in the sound systems and structures of all human languages. There is no pre-requisite for this course. WL:2. (DeGraff)
210. Introduction to Linguistics. (3). (SS).
Nothing is more distinctly human than our ability 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. 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 studying these various aspects
of language structure, we will focus our attention on such questions as:
How does a linguist decide what ought to be studied in a given language?
How do we go about collecting data? What techniques do we have for making
sense of our data? What kinds of conclusions are we led to and how do we
justify these conclusions? What do we do if our methods lead us to different
accounts of the same phenomenon? Our answers to these questions will show
us the extent to which our understanding of the object of inquiry (language)
is influenced by our methods of inquiry. Requirements: (1) weekly exercises
(40% of course grade), (2) midterm exam (25%), and (3) final exam (35%).
Exercises will be weekly problem-solving assignments, involving analysis
of phonetic, phonological, morphological, syntactic, or historical data
from various languages. WL:2 (Lawler)
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. 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 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.
WL:2. (van Hoek)
Students who need additional preparation for calculus are tentatively identified by a combination of the math placement test (given during orientation), college admissions test scores (SAT or ACT), and high school grade point average. Academic advisors will discuss this placement information with each student and refer students to a special mathematics advisor 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. They are neither prerequisite nor preparation for any further 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.
Students planning a career in medicine should note that some medical schools require a course in calculus. Generally any of 112, 113, or 115 will satisfy this requirement, although most science concentrations require at least a year of calculus. Math 112 is accepted by the School of Business Administration, but Math 115 is prerequisite to concentration in Economics and further math courses are strongly recommended.
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 advisor 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 an advisor 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 advisors and the Department. The Department encourages strong students to enter beginning Honors courses in preference to 116 or 215. 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 115-215 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
A maximum total of 4 credits may be earned in Mathematics courses numbered 110 and below. 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.
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.
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.
Section 050 will be held in Alice Lloyd Hall. (Halpern)
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 6-9 of Thomas and Finney. Text: Calculus
and Analytic Geometry by Thomas and Finney.
128. Explorations in Number Theory. High school mathematics through
at least Analytic Geometry. (4). (NS).
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 advisor.
(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 projects
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: enumeration and graph theory. 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 principle. In the process, we will
discuss infinite series. The section on graph theory 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 foumula and Kuratowski's
Theorem; and (4) coloring graphs, chromatic polynomials, and orientation.
This material has many applications in the field of computer science. Course
pack.
185. Honors Analytic Geometry and Calculus I. Permission of the
Honors advisor. 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 advisor. (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): Calculus by Spivak; Calculus (vol. I) by Apostol;
Introduction to Calculus and Analysis by Courant and John.
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.; Differential Equations:
A First Course by Guterman and Nitecki.
342. Introduction to World Music. For non-School of Music students
only. (3). (HU).
This course will introduce students to the musical cultures of a few,
select musical 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, 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)
201/Rel. 201. Introduction to World Religions: Near Eastern. (4).
(HU).
See Religion 201.
246/Great Books 246. Great Books of the Medieval
and Modern Middle East. (4). (HU).
For Fall 1993, this course is limited to great books from the religious
tradition of Islam. Beginning with a detailed examination of the Qur'an
as the literature of revelation, the readings will cover major examples
from the followint additional areas: history and sociology (Ibn Khaldun),
philosophical allegory (Hayy Ibn Yagzan), confession and doctrine
(Ghazzali), public duties (Ibn Taymiyya), and mystical poetry (Attar). Instruction
will consist of both lectures and discussions. Students will be evaluated
on the basis of three short papers (5-7 pages) on various aspects of the
assigned reading. Each will count for a third of the final grade. Books
and materials for the course should cost approximately $50. (Walker)
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)
221. Intensive Elementary Modern Standard Arabic. (6). (LR).
The sequence of Arabic 221 and 222 is designed for students concentrating
in Arabic or those who expect to use Arabic at an accelerated rate. It is
primarily intended for highly-motivated students who want to study Arabic
for academic purposes. Arabic 221 starts with an intensive introduction
to Arabic phonology and script combined with oral basic communication practice.
This is followed by short reading selections and situational dialogues including
basic vocabulary and fundamental grammatical structures. The course offers
combined training in the four language skills, plus practice in using the
Arabic dictionary. Course requirements include daily preparation of the
basic texts and grammatical explanations, extensive oral and written practice
utilizing newly learned vocabulary and structures, and written assignments.
These assignments involve answers to certain drills and reading comprehension
questions, filling out short forms and supplying short messages and biographical
information. Class meets six hours per week for six credit hours. Course
evaluation is based on class participation, daily written assignments, weekly
achievement tests, monthly comprehensive tests and a final prochievement
examination. Textbooks: (1) Programmed Course in Modern Standard Arabic
Phonology and Script by McCarus-Rammuny, (2) Elementary Modern Standard
Arabic. Part One by Abboud et al. (Lessons 1-15) and (3) Course pack
including supplementary dialogues, activities and cultural material. (Khaldieh)
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)
401. Advanced Hebrew. Hebrew 302 or equivalent. (3). (Excl).
The course materials consist of texts from Modern Hebrew prose: fiction
and non-fiction. Writing and speaking skills will be enhanced through a
series of related assignments. Review of basic language structures and enrichment
of vocabulary are among the objectives of the course. Evaluation of work
will be based on active participation in the course, timely completion of
assignments, quizzes and a midterm and a final examination. Cost:1 WL:3
(Bernstein)
403. Hebrew of the Communications Media. Hebrew 302 or equivalent.
(3). (Excl).
The focus of the course is on Newspaper Hebrew and discussion of contemporary
issues in Israeli television broadcasts. Reading, listening and writing
assignments will be accompanied by a discussion of the issues. We will be
generating several editions of a newspaper of our own and a news broadcast.
Evaluation of work will be based on active participation in the course,
timely completion of assignments, and students' productions. Cost:1 WL:3
(Staff)
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. Three such courses will be offered Fall Term, 1993: Philosophy 356, "Bioethics," Philosophy 365, "Problems of Religion," and Philosophy 375, "Hegel, Marx, Nietzsche, and Freud."
180. Introductory Logic. Credit is granted for only one of Phil.
180 or 201. (3). (N.Excl).
This is a course designed to improve critical reasoning skills and provide
an introduction to formal logic. We will analyze the reasoning in passages
drawn from college-level texts in various fields, learn some formal systems
for representing and criticizing such reasoning, and master the logical
concepts used in the analysis and criticism of arguments. This section of
Introductory Logic will be based on computerized exercises and tutorials.
Students will do weekly assignments at public computing sites. No prior
experience with computers is needed. Cost:1 WL:4 (Velleman)
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 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 5-page papers (roughly one
per month), and class participation. Cost:1 WL:1 (Lormand)
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. (Staff)
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.
(Staff)
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 is a first course in philosophy assuming no background in the subject;
it is open to students from all areas of the University at any stage in
their studies. The course has two main goals. First, to give you a sense
of what philosophers think about and why. This will be done through consideration
of several historically important issues: the existence of God, skepticism
about the external world, knowledge of the future, personal identity, and
freedom vs. determinism. The second goal is to develop the philosophical
skill, 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. Both 231 and 232 require a final exam. The course has
two texts: Anthony Weston, A Rulebook for Arguments, (Hackett Publishing
Company) and Joel Feinberg's anthology Reason and Responsibility
(Dickenson Publishing Co.) Cost:2 WL:1 (Haslanger)
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. (Haslanger)
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 the student to important issues
in several major areas of philosophy, including epistemology, metaphysics,
philosophy of mind, and ethics. Is there a real world independent of our
ways of thinking and talking about it?, What kinds of evidence do we have?,
What is evidence? What is it for one event to cause another?, How is one's
mental life related to his/her physical and verbal behavior? Can we be mistaken
about our own mental states?, How can we know about those of others?, Can
machines think?, What things are valuable in themselves?, How should we
live our lives?, Is there any such thing as "objective" morality?
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 various recent philosophers. There will be approximately
two assigned papers and three quizzes. (Walton)
Sections 002 & 003. 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 from modern works,
and historical texts. The small size of the course will allow significant
opportunity for discussion. (Staff)
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 (Staff)
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 (Staff)
112. Cosmology: The Science of the Universe. (3). (NS).
The majority of even college educated adults have only a modest understanding
of our place in the universe at large. Most would be hard pressed to answer
correctly such questions as: What else is there in the universe besides
stars? Why do we think there was a big bang? How big is a galaxy and how
might they have formed? This course will provide answers to such questions,
stressing conceptual understanding over calculational problem solving.
The format will be varied and informal. In addition to regular seminar attendance,
students will likely be asked to perform small experiments and present at
least one oral presentation. Essays and other written work will play a large
role in the grade. Although no science prerequisites are required, exposure
to physics at at high school level would be helpful. (Evrard)
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 and quizzes. Cost:1 WL:4 (Staff)
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 and quizzes. 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.
250/Environ. Studies 353. Energy, Entropy,
and Environment. Two and one-half years of high school mathematics,
or any college course in mathematics or natural science. (3). (NS).
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
implication in terms of life-styles, policies, and ethical considerations
are explored through lectures, discussions, and simulation games. There
are no college physics prerequisites. (Rycus)
114. The Arts in Society I. Pilot Program students. (3). (Excl).
Section 001 - Urban Revitalization. The American city is fast becoming
... An expanding array of problems ... We are all competent Problem Solvers???
But we are consequently failing to make critical Distinctions between symptoms
(often identified as problems) and the deeper causes underlying such
symptoms ... Through a language that empowers and connects people ... Using
faith, compassion, collaboration the class will attempt to develop
a visionary framework based on human-cultural relationships. We will reflect
on the personal experiences and frustrations concerning the impact of poverty
and homelessness. Students should expect a variety of thought provoking
readings, slides and video presentations. (Harris)
150. Pilot Mini-Course. Pilot Program students. (1-2). (Excl).
Offered mandatory Credit/No Credit. May be repeated for a total of four
credits.
Section 005 - Group Facilitation and Intergroup Relations. ( 1 credit.)
This practicum will help students develop basic understanding of and skills
in group facilitation. The course will explore such topics as communication,
leadership and conflict in groups. Students will learn to recognize and
build on commonalties and differences in intra and inter group dialogue
activities. Specifically, this mini-course is designed to help you: develop
group facilitation skills which can be utilized in intergroup dialogue and
multicultural activities;-develop a basic understanding of group development
and group processes; develop an understanding of how multicultural issues
including race, ethnicity, social class, religion, gender, and sexual orientation
impact on group experiences; develop skills in group building, communication
and feedback, leadership, and conflict management. (Zuniga)
Section 007 - Cross Cultural Communications. (1 credit.) This seven week mini-course will introduce the complexities of cross-cultural communication. Some communication theory will be presented as well as cultural value differences which have an effect on communication style. We will begin by looking at some elements that affect the majority culture communication style of the United States and will contrast and compare this with communication styles of U.S. minority groups as well as other communication styles of other cultures. Specifically, this course is designed to: Present an introduction to some theories in cross cultural communication; Use experiential exercises to demonstrate the effects of ethnocentrism and culturally unique communication styles on communication; Show how cultural values affect our individual and national communication styles; Discuss communication skills and strategies for communication with people from different cultural groups. (Clifford)
165. Pilot Composition. (4). (Introductory Composition).
Section 001 - Why Do Mexicans Call Us Gringos? Taking a Look at U.S.-Mexico
Relations. What do you think about when you think about Mexico? How
did you come to this knowledge? What does the U.S. look like from the other
side of the border? Why do Mexicans call us gringos? Using music,
art, literature, historical writing, and current media coverage, this seminar
will look at the U.S. and Mexico as two intertwined neighbors which have
affected each other's economy, culture, demographics, and boundaries. In
the first half of the course, students will study the existence of Mexico
within the United States - from the Treaty of Guadalupe Hidalgo through
Mexican-American labor history, and ending with discussion of such current
issues as multicultural education, cross-cultural communication, and affirmative
action. In the second half of the course, students will discuss U.S.-Mexico
relations in the international arena, looking at both political science
theory and current issues like U.S. border policy and the North American
Free Trade Agreement. Evaluation will be based on class participation and
writing assignments. Students will be encouraged to explore their own experiences
and thoughts regarding issues discussed in class. Examples of reading materials
include excerpts from Borderlands ILa Frontera: The New Mestoza,
and Occupied America: A History of Chicanos. Films include "The
Ballad of Gregorio Cortez," "Global Assembly Line," and "Roger
and Me." (McCann Holmes)
Section 002 - Women's Issues. What are the most common images of women in our society? Bimbo? Sex Object? Femme Fatale? Why do commercials for laundry detergent always show women doing the wash? Why are women sometimes referred to as animals (fox, chick, shrew, barracuda)? Are women from the Middle East all seductresses? This writing course will examine these and other images of women, looking at traditional and feminist literatures and the popular media, including a consideration of Third World women and women of color. Students will examine these images, looking at what effect they have on women and men in our society, and will examine the source of these images. The course will focus on teaching students to construct and support cogent arguments in their writing, within the context of gender, race and class issues. The format is a discussion class. Papers will be required as well as a variety of smaller writing assignments. (Knapp)
Section 003. Cowboys and Indians? Multicultural & Gendered Revisions of "The West. " This course is designed to help students improve their writing skills as they explore the history and peoples of the American West. Students will share their work, as well as their editing skills in Writing Workshops to be held prior to each due date. Through lectures, films, and readings, we will examine our own notions of "The West," and explore alternative ways of viewing the region and its inhabitants. Films include Dances with Wolves, Unforgiven, and Little Big Man. (Coomes)
Section 004. Europe and The New World Order. The emergence of Western Europe as a unified power will profoundly affect the world order in the 21st century. Europe has successfully achieved its economic integration and is now striving to achieve political unity. This process is a difficult one, and the media focus on European internal dissension misrepresents the enormous achievements of countries that were still at war against each other less that 50 years ago. Americans therefore need to better comprehend the implications of European integration, and its impact on their nation. The class will be composed of formal lectures, discussion sessions, and student presentations. A simulation game will take place in the second half of the semester, in which students will have to defend a country's position on a specific EC proposal. Students will be required to write three papers, and critical analyses of selected readings. (Arandel)
Section 005 - Creative Risk-taking and Leadership. This course will examine risk-taking at both the personal and societal level. What defines a risk? What distinguishes creative risk-taking from dumb risk-taking? Do males and females differ in their approaches to risk-taking? Are all leaders risk-takers? Is there an American approach to risk and change? These are some of the questions this course will address. (Talburtt)
Section 006. Law and the Humanities. What do Georgia O'Keefe paintings, rap music "samples," pornography, Ivan Boesky and spotted owls all have in common? They are areas, among many others, in which the discourse is sometimes dominated by lawyers. Accordingly, non-lawyers will often see and debate these issues only as framed by legal constructs. The purpose of this course is to: examine the legal jargon glued to each of these issues; critically examine how and why they got there; and most importantly, attempt to expand our analyses of these and other issues beyond their legal traps. To guide our progress, we will call upon other disciplines--including political philosophy, literary criticism, anthropology and ethnography, history and even economics.
Section 007 - Argumentative Writing: Issues in Sports and Society. Writers, sociologists, psychologists, historians, philosophers, and educators have explored the impact of sports in our language, thought, and culture. From "Casey at the Bat" to the recent revelations of Arthur Ashe and Magic Johnson, writers have used sports to deal with serious human issues. This course will provide the students with the opportunity to develop argumentative writing skills. Among other things, we will write four or five papers, each in at least two drafts, and the emphasis of the course will be workshopping and revision. (Shannon)
Section 008 - The Changing Global Economy. In this course I will try to show that rumors of the "death of communism" are exaggerated. Despite the collapse of the Soviet bloc, Marxism remains a powerful tool to analyze advanced capitalist societies like the U.S. The class will read works by Marx, Engels, and Lenin. We will also use fiction and film to provide a historical context for the subject matter. Students will write narrative and analytical pieces, using their historical knowledge and examples from their own lives. (Gupta)
Section 009. Making Sense of Modernity, Mystics and Muslims. By adopting
as its central motif the question of what it means to be human, this course
shall cover a variety of themes relating to the political, social and psychological
condition of human beings. In essence this course is designed to demonstrate
the relevance of inter-disciplinary thinking, not only for an enhanced and
holistic understanding of our own selves as human agents. (Jan)
111. Introduction to American Politics. (4). (SS).
This is a broad survey of government and politics in the United States
which explores a wide range of topics including elections, interest groups,
the presidency, Congress and the courts. 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? How do members of Congress decide how to vote? In what
ways do presidents and bureaucrats affect public policies? This is not a
comprehensive list but suggests the kinds of issues that are discussed in
this course. There are two lectures and two discussion section meetings
each week. There is generally a midterm, a final examination, and some other
written work. Cost:2 WL:1 (Kingdon)
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 per week 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).
The primary purpose of this beginning course is to expose the student
to the core questions that should be asked at any beginning of the study
of international politics. Who are the major actors in international affairs?
What kind of order exists in relations among nations? What mechanisms exist
for change? What regularities exist in the behavior of actors toward one
another that give shape and direction to the system? We shall try to get
at some of the questions raised by using three of the major approaches students
in the field utilize to select the behaviors they wish to study. One approach
is to study the process of decision-making in foreign policy. Another approach
is to study the effects that differences in national growth have on the
politics among nations. A third way is to study the way the international
system constrains the actions of individuals and groups. The major elements
of the course are contained in four sets of lectures. (1) The decision-making
approach; (2) effects of national growth on international politics; (3)
problems and consequences of different types of international systems; (4)
global trends in contemporary world politics including such topics as imperialism,
neocolonialism, international economics and interdependence, developed-developing
world relations, international organizations, and the limits to growth.
There will be one, possibly two, exams during the term, plus a final. Other
requirements may include a 12-15 page essay and such additional assignments
as may be made by individual section leaders. Cost:3 WL:1 and 4 (Organski)
185. Introduction to Modeling Political Processes. Primarily for
first-year students and sophomores. (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.
(Cohen)
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. 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 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 Psychology: An Introduction (8th ed.). There is an
optional course pack which consists of the entire test item pool from which
exam questions will be drawn. Teaching assistants may require additional
materials for use in discussion sections. Grades are based in part on several
course-wide examinations and in part on assignments in the individual discussion
sections. Waitlisted students should go to the first meeting of the discussion
section, since TAs will handle all overrides. Cost:3 WL:1 (Morris)
Section 012 will be held in Alice Lloyd Hall.
112. 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)
114. 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 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 002. 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. Announced 10-minute quizzes, multiple choice and fill-in the blank questions from the study guide, are interspersed between exams. 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:3 WL:1 (Weintraub)
Section 003. We will cover the range of psychology as a field of study between the biological and social sciences with an emphasis on the development of personality as an integrating concept. The traditional topics, such as perception, learning, sensation, socialization, attitudes, etc., as covered in the text, will provide a background for our class discussion which will be approached with a view to the historical and philosophical role leading to the present stage of the field. The class will follow a seminar format with frequent brief presentations which will be refined into short papers by each student to share with their peers. Grades will be based on these papers, class contributions, and a short essay answer final. Cost:2 WL:1 (Brown)
211. 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). May be repeated 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 45 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, 1993, will be available at an Information
Meeting on Thursday, April 8, 1993, at 6:00 pm (Room to be announced).If
you are unable to attend the Mass Meeting, stop by the Outreach Office in
L-218 Winchell House of West Quad to pick up an Outreach booklet OR call
764-9179 or 764-9279 for additional information. 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)
Section 002 - BIG SIBS - COMMUNITY & OPPORTUNITY. Be a Big Sib;develop a meaningful individual relationship with a child in need of the companionship of a consistent caring adult; share in activities and enjoy being with a young person in the community. Some students might also have the opportunity to be a Big Sib to a physically or mentally handicapped child.
Section 003 - JUVENILE JUSTICE AND EDUCATION. Establish a meaningful friendship with a child in an after-school program; help tutor, plan activities and serve as a positive role model for a local student; interact with and assist teenagers and preteens whose behavior is in conflict with the laws and rules of our society, or join with community groups working to increase educational opportunity and juvenile justice. Learn about juvenile criminal behavior, the criminal justice system and the law, institutionalization and rehabilitation.
Section 004 - SOCIAL JUSTICE. Learn about racism, homophobia, sexism, rape, incest, domestic violence, eating disorders, substance abuse, the AIDS crisis, and teen pregnancy. Develop supportive and helping relationships with people as they encounter special challenges throughout the lifespan from teens through elderly, or join with local agencies working to bring about change in the lives of people of color, women, gay men, and lesbians.
Section 005 - INTERVENTIONS FOR MENTAL HEALTH. Work with children and adults with mental illness or developmental disabilities living in institutional settings or in the community; assist these people in practicing social skills and increasing their integration into society, or work with groups advocating for better conditions, services, and community awareness for persons with mental health problem & Examine issues such as attitudes and prejudices about mental health, mental illness and mental retardation.
Section 006 - HEALTH, ILLNESS, & SOCIETY. (formerly MEDICAL PSYCH.) Serve as a non-medical liaison between staff, family, and patients, offering empathy and emotional support in waiting rooms, at bedside, in community health clinics and in other settings; learn how people cope with stress; provide supervised occupational, physical, rehabilitative, educational, and recreational therapy, and support for people with special physical or health needs: senior citizens, children who are physically impaired, or people who are HIV positive, or work with groups trying to prevent particular health problems, promote health education or those that are advocating for improved health services
Section 007 - EXPLORING CAREERS. Investigate majors and careers that best fit your needs and abilities; explore graduate school options; write a resume and cover letter; improve your job search strategies; talk with professionals in various fields; increase your awareness of social issues that affect people's career decisions and work lives.
Section 008 - LIFESPAN DEVELOPMENT. Work with infants, children and teenagers in a variety of day care and school settings. Learn about the course of human development and the many forces that influence this. This section is primarily intended for students who are simultaneously enrolled in Psych 350.
230/Asian Studies 230/Buddhist Studies 230/Phil. 230. Introduction to
Buddhism. (4). (HU).
See Buddhist Studies 230.
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 requirement.
Wait lists of 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.
Following is a listing of Fall 1993 courses 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 (all sections)
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 lists have been admitted.
Foreign Language
Intensive language courses meet in lecture and discussion twice a day four days a week (five days per week for Russian). The language programs have language lunch tables, coffee hours, and other social events. There is a language laboratory in the College, and the language teachers are available for counseling and additional help. If a student begins a new language, proficiency is usually attained in one year through the Residential College program.
193/Russian 103. Intensive First-Year Russian. No credit granted
to those who have completed or are enrolled in Russian 101, 102, 111, or
112. (10). (LR).
See Russian 103.
Core 190, 191, 194 Intensive French, German, Spanish I. The goal of this course is to provide the student with a basic but solid knowledge of grammatical structures and syntax, a functional vocabulary, familiarity with intonation patterns and native pronunciation, and practice in speaking and writing. Upon completion of this course, the student can understand simple written texts or short spoken passages without the aid of a dictionary, and can carry on a short, elementary conversation. (Staff)
Core 290, 291, 294 Intensive French, German, Spanish II. The goal of this course is to expand vocabulary and to master grammatical structures and syntax to the level of competency required to pass a proficiency exam. This entails developing the ability to communicate with some ease with a native speaker, in spoken and written language. Students must be able to understand the content of texts and lectures of a non-technical nature, and of general (non-literary) interest. (Staff)
320. Seminaire en français. Proficiency test. (4). (Excl).
May be repeated for credit.
Section 001 - Fairy Tales and Other Stories. "Il etait une fois...",
"Once upon a time...": for millions of children, these magic words
opened a world where wonders assuaged fears, where fairy godmothers saved
sweet princesses from cruel stepmothers, and familiar animals protected
their little abandoned masters and brought them power and riches. As adults,
we remember some fairy tales fondly, probably because they helped us to
grow up with some assurance that all would end well. After Freud, psychologists
and scholars like Marc Soriano and Jean Bellemin-Noel, in France, have uncovered
the deep meanings of fairy tales, and they will show us how tales indirectly
teach about despair, hopes, and methods of overcoming tribulations and finding
oneself. We will also learn from those who have studied the recurrent structures
of tales: after the Russian Vladimir Propp and his "Morphology of the
Folktale", the theses of Claude Bremond and his "Logique de la
narration". Perrault's tales, written when Louis the Fourteenth was
king, and very well known as "Les Contes de ma mere l'Oye", will
anchor our study. We will also see how tales reflect time and place by reading
folk tales that belong to cultures other than the French: tales from Senegal,
Mali, Rwanda-Burundi, the Comoros (in Africa), from Viet-Nam, from Haiti,
and a tale of the Montagnais Amerindians (Quebec), as well as very early
tales from the Basque tradition. We will also read several tales and short
stories written by contemporary French writers and see to what extent they
take up the traditional symbolism and structural patterns of the fairy tales
of old. Accessory aspects of the tale will be examined: imagery made real
in book illustrations and films; the role of voice inflexion, pauses and
listener responses in oral telling of tales. Students will be invited to
practice telling tales in French; they will also write several papers, the
last one will be either an analysis of themes and characteristics found
in different tales, or a new tale with or without fairies. Assigned works:
(a selection of tales in a course-pack, and two books) Charles Perrault
Histoires ou Contes du temps passe, avec des Moralites. Paris 1697; Mademoiselle
Lheritier Finette ou l'adroite princesse; Madame d'Aulnoy L'Oiseau bleu,
La Chatte blanche; Madame Leprince de Beaumont La Belle et la Bete; and
a selection of tales, some of them by the following modern writers: Piere
Gripari, Michel Tournier, Jean-Marie Gustave LeClezio, Pierrette Fleutiaux.
Films: Jacques Demy Peau d'Ane; Jean Cocteau La Belle et la Bete. (Carduner)
Section 002 - The Literature of Quebec and the Notion of Alienation. How does one feel when standing alone as a minority inside an oppressive majority, oppressive by its status as a majority? How does one react to marginalization? How does the individual constitute him or herself? In this course we will explore the question of alienation in the literature of the Canadian province of Quebec where a community of 6 million francophones survives in the presence of an English-speaking majority. We will attempt to define the concept of "alienation" while reading a variety of literary texts (novels, poems, short stories and essays) written between 1965 and 1975, the years of the "Revolution tranquille". This quiet revolution was the site of a number of social, political and economic changes in Quebec, changes that translate into literary works, topics, "genres" and styles. Students will be required to read novels by Gerard Bessette (Le Libraire), Marie Claire Blais (Une saison dans la vie d'Emmanuel) and Rock Carrier (La guerre, yes sir!), poems by Gaston Miron and Michele Lalonde, essays by Hubert Aquin and various excerpts of feminist works. Students will be asked to produce a maximum of twenty pages of both creative and essay style writing. (Delvaux)
321. Readings in German. Proficiency test. (4). (Excl). May be
repeated for credit.
The theme of this course will be the demise of the German Democratic
Republic and its absorption into the Federal Republic of German, as reflected
in both East-German and West-German writings. The aim of the course is to
acquaint the students with this dramatic political process and its effects
on the lives of the people in both parts of Germany. It should also enrich
the students' vocabulary of everyday language and reinforce grammatical
and stylistic principles of German. Students will be expected to present
oral summaries of current reading assignments whenever called upon. Each
student will also submit three short typed essays on topics discussed in
the course and, at the end of the term, a five- to eight-page typed essay
discussing the overall theme of the course. Active participation in class
is essential. (Meyer)
324. Readings in Spanish. Proficiency test. (4). (Excl). May be
repeated for credit.
The focus of this class will be on the reading of a series of video
programs developed and produced in Chile, with the special purpose of bringing
to the attention of the people in that country some major environmental
problems the country is confronting. Each program presents a rich description
of physical and human geography of a particular region of the South American
country; the ecological/environmental problems presented are common to all
countries negotiating the difficult tasks of economic development and protection
of the environment. The challenge of resource management and population
and environment interactions will constitute a major focus of the class.
The class will offer the opportunity to develop specialized lexical knowledge
and will establish connections with other areas of knowledge, such as Natural
Resources, and/or Biology. The class will be team-taught, an expert on the
subject matter, native speaker of Spanish, together with an expert on language
usage, will constitute the team. (Moya-Raggio)
370/French 370. Advanced Proficiency in French.
RC Core 320, or French 362, or permission of instructor. (3). (Excl).
This course includes development of speaking skills in informal and
formal contexts, and initiation into writing formats and styles customary
in French universities. A rich cultural component will prepare students
socially and mentally, as well as technically and intellectually, for living
and studying in France. Emphasis will be put on modern France and current
events. Students will write daily exercises and weekly papers of various
lengths. Among the techniques practiced will be: the French "dissertation,"
"contraction de texte," and "commentaire compose:" how
to write an introduction, a conclusion, a paragraph, a text with logical
development with the use of cohesive devices, precise and accurate wording
and syntax. Directed as well as liberated practice of oral production will
activate a wide range of functional expressions. Formal discourse such as
"l'expose" will also be practiced. Training in reading intricate
current newspaper prose and aural comprehension of lectures with note-taking
will be included. Final exam; a short "expose", a brief conversation,
and a written French style essay ("dissertation"). Prerequisite:
RC Core 320 or French 361/362 or permission of instructor. (Carduner)
287. Printmaking. (4). (Excl). Materials fee.
Developing an understanding of the art and history of printmaking through
lectures, demonstrations, practical studio experience, and individual and
group discussions. The course will focus on creating original prints, exloring
images, visual ideas, and the possibilities of self-expression. Emphasis
will be placed on linoleum cut, wood block, and screenprinting techniques.
Field trips to area museums and gallery exhibitions will be part of the
clas experience. Approximately eight projects will be assigned. A sketchbook/notebook
is required. Class attendance is mandatory, as is lab time spent outside
the scheduled class period. There will be a studio lab fee. (Cressman)
291. The Experience of Arts and Ideas in the Nineteenth Century.
(4). (HU).
This interdisciplinary course will offer an introduction to major movements
in European art and cultural history of the nineteenth century - Romanticism,
Realism, Impressionism and Symbolism - by analyzing and comparing representative
works of literature, music, dance and the visual arts. Among the works studied
will be paintings by Delacroix, Courbet, Manet, Monet, and Gauguin; novels
by Zola and Flaubert; poetry by Mallarme and the English Romantic poets;
music of Berlioz, Chabrier, Wagner, and Debussy, and choreography of Perrot
and Bournonville. We will explore some of the following issues: how does
Perrot and Gautier's ballet Giselle, the Symphonie Fantastique
of Berlioz, and the poetry of Lord Byron reflect the ideals of Romanticism?
Can we find similar aims in the realist novels of Dickens and Zola and the
realist painting of Courbet. Can we relate the radical "painting of
modern life" of Manet to the music of his friend Chabrier who looked
to popular song and dance to infuse old musical forms with new life? Can
we compare the revolution in the structure of painting brought about by
Impressionist and Symbolist painters to the revolution in form brought to
music by Debussy and Wagner? These and other questions will be considered
in class discussions. (Genne).
Comparative Literature
214. Fundamentals of Narrative Fiction. (4). (HU).
"Once upon a time..." This phrase places us at the entrance
of a fictional world and leads us to expect...what? How does the writer
of stories exploit our expectations and shape our responses while enticing
us to enter? Why do we care intensely about events and people that are made
up of nothing but words on a page? How do we as readers participate in producing
the fictional text? These are a few of the questions we will ask while exploring
some of the vast territory covered by fictional narrative and thinking about
it as a distinctive literary form. We will read and analyze carefully several
complex novels and stories that are acknowledged classics, but also take
a quick look at examples of popular fiction - mysteries, a Western, and
a romance - to consider the relationship between fictional formula and social
values. Through two novels by minority writers we will examine the role
of storytelling in relation to problems of culture, gender, and identity.
Finally we will discuss several self-reflexive texts that play with narrative
conventions, comment on their own nature, or call into question our very
activities of reading and interpretation. Requirements: some in-class writing,
three short papers, and a final. No prerequisites, but a love of reading
is helpful. Readings will include The Hound of the Baskervilles,
Doyle; City of Glass, Auster; Dostoevsky, Crime and Punishment;
Morrison, Song of Soloman; Kingston, The Woman Warrior; Borges,
"The Circular Ruins", "Death and the Compass", "The
Library of Babel; Puig, Kiss of the Spider Woman; Kafka, The Trial;
James, The Figure in the Carpet. Selected short stories by Maupassant,
Chekhov, Joyce, Faulkner, Jackson and others will also be included, as well
as a Western and a Romance. (Feuerwerker)
Drama
280/English 245/Theatre 211. Introduction to Drama and Theatre.
(4). (HU).
See Theatre and Drama 211. (Cardullo)
282. Drama Interpretation I: Actor and Text. (4). (Excl).
This course will explore texts from the actor's perspective. Under consideration
are plays by Ibsen and Chekhov, or possibly a new script by Oyam O. The
first part of the semester will be spent in dramaturgical research in period
and place and intensive script analysis of our chosen play(s). The majority
of the course will involve the rehearsal for a workshop production of the
text(s) under study. Students will be required to do outside reading and
at least one major research project. They will also be required to devote
the required extra rehearsal hours to the project. The course will be open
to all students who have had a previous acting course, such as Acting 101,
or previious significant performance experience. Admission will be by interview/audition
with the instructor. Theatre Department students, particularly those in
the B.A. program are encouraged, as well as RC students with a serious interest
in acting. (Mendeloff)
Music
250. Chamber Music. (1). (Excl). Offered mandatory credit/no
credit.
Section 001 - Instrumental: Chamber Orchestra and Small Ensembles. All
students who are interested in participating in instrumental ensembles can
enroll for one hour of credit. Ensembles have included: Mixed ensembles
of strings and winds; brass quintet and intermediate recorder; string quartet;
woodwind quintet, and some other duos and trios, including piano and harpsichord.
Responsibilities include three to four hours of rehearsal time per week
(some individual and some group rehearsal), and participation in one or
more chamber music concerts per term, if appropriate. No audition required.
Course may be used to fulfill the RC's Arts Practicum Requirement. (Kardas-Barna)
Section 002 - Handbells. Students who read music are invited to learn to play handbells. Four octaves of bells provide an opportunity for performance and improvement of music skills. No audition required. Course may be used to fulfill the RC's Arts Practicum Requirement. (Halsted)
251. Topics in Music. (4). (HU).
Section 001 - Topics in Black Popular Music: "Sounding Together"
- Culture, Community, and Sound Ideals in Black Popular Music. James
Brown, Urban Musics, Underground, Hip-Hop Sampling, Women & Music, The
Recording Industry, "Race Records" This seminar-style course will
examine a select history of African-American music production focusing primarily
on the development of urban styles in recorded music. Readings, listening,
and discussions will survey and raise questions about historical and cultural
issues, such as African musical retentions, the historical legacy of appropriation
and consumption of black styles since Minstrelsy, gender and subcultural
expressions in black styles, and music as cultural politics. These historical
examinations will always be framed by discussions of the role and critical
effect of the recording industry on black music production and consumption
since the marketing of "race records" beginning in the 1920s.
There will be a strong emphasis on listening and understanding the construction
of the musics examined. This will all set the stage for understanding the
significance of currently popular musical genres that are influenced by
black styles here and abroad. For example, projects and "collaborations"
by Paul Simon, David Byrne, and Peter Gabriel in the World Beat market,
and the cataclysmic embrace and rejection of Hip-Hop music in populu culture.
(Gaunt)
253. Choral Ensemble. (1). (Excl). Offered mandatory credit/no
credit.
Section 001 - Women's Choral Ensemble. Group rehearses twice weekly
and prepares a thematic concert of music from the vast Women's Chorus Repertoire.
Vocal skills, sight singing, and basic musicianship are stressed. No prerequisites,
but a commitment to the group and a dedication to musical growth within
the semester are required. No audition. (Staff)
Section 002 - Mixed Choral Ensemble. Four-part works from a variety
of musical styles are rehearsed and prepared for performance in concert.
Meets twice weekly. Vocal skills, sight singing, musicianship and ensemble
singing are stressed. No prerequisites, but a commitment to the group and
musical growth within the semester are required. No audition. (Staff)
263/Urban Planning 263. Energy and the Environment. (4). (NS).
See Physics 250. (Rycus)
270. New Biotechnology: Scientific, Social and Historical Perspectives.
High school biology or permission of instructor. (4). (N.Excl).
This course examines the development of genetic engineering and other
biogenetic technologies that provide powerful methods for intervening in
the genetic constitution of living things. It asks some of the questions
that the scientific community asked itself when these techniques were invented
in several California laboratories in the early 1970's: what principles
should guide assessment of a new form of technology in the face of varying
technical opinion about its implications? Should scientific research be
controlled? What should be the roles of technical experts and the wider
public in policy making? Where should decisions be made? And who should
decide such matters? How these issues have been addressed are central themes
of the course. The principle goal of the course is to develop a broad historical
perspective in the emergence and development of a new field of scientific
achievement, the contexts in which the field is evolving, the terms of development,
and the social and ethical issues associated with the development and application.
This term, group projects on the social and ethical issues associated with
emerging or projected applications of biotechnology - for example, the patenting
of life forms, military use, the release of genetically engineered organisms
into the environment, agricultural applications, genetic engineering in
humans, the human genome project - are planned. Readings will include Dangerous
Diagnostics (1990), Dorothy Nelkin; Preventing a Biological Arms Race, Susan
Wright (ed) (Cambridge, MA: MIT Press, 1990); Genetics, David Suzuki (Cambridge,
MA: Harvard University Press (1989). Prerequisite: High school Biology or
permission of instructor. (Wright)
If you are planning to take an elementary French, Italian, 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, Italian, 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).
Please Note: With the reduction in the number of classrooms throughout LS&A, departments must limit the number of classes offered between 10 am and 4 pm. there will be more classes open before 10 am and after 4 pm. Please take advantage of the opportunity to register for these classes and avoid the "Lottery" (see 2b below).
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 16, 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 also add modifiers for pass/fail, etc.
Students who intend to continue a language begun in high school must
take a placement test to determine the course level at which they will start
their college language instruction. Students who began French at another
college or university also take the placement test.
Students who intend to continue a language begun in high school must take a placement test to determine the course level at which they will start their college language instruction. Students who began French at another college or university also take the placement test.
101. Elementary French. Credit is not granted for more than two
courses from French 101, 102, and 103. (4). (LR).
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
sections. (Sections: 007 - 008 are reserved for students who have never
studied French) Cost:3 (Staff)
103. Review of Elementary French. Assignment by placement test.
No credit granted to those who have completed or are enrolled in 102. (4).
(LR).
French 103 is a course for students with some prior language study in
French, and covers the same material presented in French 101/102. Entrance
into the course is by placement, or with the permission of the course coordinator.
Because students are expected to be already familiar with some of the material,
the course moves at a rapid pace, and students will need to plan on spending
at least 8-10 hours each week preparing daily lessons. The objectives and
methods of instruction are similar to those of French 101/102. Frequent
quizzes (with both oral and written components) are administered to check
students' assimilation of material. There are two hourly exams, a final
and speaking tests. By the end of the course, students will have a good
working vocabulary and strong listening comprehension skills; they should
be able to express themselves in French (both in writing and orally) using
most of the basic structural patterns in the language. (Staff)
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 (Mellor).
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. (Mellor)
Other Language Courses
361. Intermediate French. French 232 or equivalent. (3; 2-4 in
half-term). (Excl).
Section 001: De Marianne à Arianne. The course is designed to
help you expand your knowledge of some aspects of contemporary France, and
see how traditions and contemporary concerns intermingle in France on the
eve of the 21st century. Lectures will deal with topics ranging from education,
history and geography, to integral parts of everyday life such as family,
cafes and leisure. These topics will be used as the basis for discussion
and writing in the sections for which students will be asked to read articles
and work with videos. The final grade will take into account your active
participation, bimonthly papers, in-class exams, oral presentations and
final. (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)
370/RC Core 370. Advanced Proficiency in French. RC Core 320,
or French 362, or permission of instructor. (3). (Excl).
See RC Core 370. (Carduner)
205. Italian Conversation for Non-concentrators. Italian 102 or
equivalent. (1). (Excl). Offered mandatory credit/no credit.
Italian 205 emphasizes fluency and self-expression in conversational
Italian. This course is for students who have had at least two (2) terms
of Italian and are interested in acquiring a certain facility with the spoken
language. Class work consists of reading materials from various sources
which will be discussed in class. Class will meet twice a week. There are
no examinations, and the grading is on a credit basis only. Success in the
course is determined on the basis of attendance, homework and participation
in classroom activities. (Olken)
231. Second-Year Italian. Italian 102 or equivalent; or permission
of course supervisor. No credit granted to those who have completed 112
or 230. (4). (LR).
This course reviews grammar, introduces students to standard modern
Italian through the reading of short stories, plays and poetry, and increases
student facility in writing and speaking Italian. Compositions are required
and are based upon reading or other topics of interest. Class discussions
and oral reports center on readings or current events. Grading is based
on class participation, compositions, quizzes, a midterm, and a final examination.
Cost:2 (Habekovic)
232. Second-Year Italian, Continued. Italian 231 or permission
of course supervisor. No credit granted to those who have completed 112.
(4). (LR).
This course aims at a further development of each student's reading
and speaking knowledge of Italian, including increased facility in both
conversation and oral comprehension. There is a continuing review of grammar,
and the elements of composition. Various genres of literature are read and
discussed, and occasional short papers are required on these or other related
topics. Oral reports on various topics are also required. Grading is based
on short papers, class participation, quizzes, a midterm, and a final examination.
Cost:1 WL:4 (Habekovic)
Students who intend to continue a language begun in high school are given a placement test to determine the course level at which they will start their college language instruction. Students who began Spanish at another college or university must also take the placement test.
101. Elementary Spanish. (4). (LR).
Spanish 101, an introductory course, has been designed to help students
develop proficiency in understanding, speaking, reading, and writing in
Spanish at the beginning level. Furthermore, it intends to enhance a deeper
understanding of the culture/Culture of Spanish-speaking peoples. Grade
is based on several quizzes, in class oral work, written work, a Midterm
and a Final exam, both of which assess the student's proficiency in all
five skills. Cost:4 (Guzman)
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).
Spanish 231, a third-term course, has been designed to help students
develop proficiency in understanding, speaking, reading and writing in Spanish
at the intermediate level. Furthermore, it intends to enhance deeper understanding
of the culture/Culture of Spanish-speaking peoples. Grade is based on several
quizzes, a Midterm and a Final exam, which assess the student's proficiency
in all five skills. (Hilberry)
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).
Section 001. 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 (Milne)
Section 019. Spanish language will be used as a tool in studying the culture of selected Spanish speaking countries of southern South American. A variety of materials and approaches will be used. Differences and similarities with American culture will be explored. Active participation in class discussions is expected. Final grade will be based on class participation, quizzes, compositions, oral presentations, midterm and final exam. The goal of this course is to enhance the cultural understanding of this part of South America and to improve the use of Spanish language.
Section 020. 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)
Section 021. Spanish 232, a fourth-term language/literature course, has been designed to help students develop proficiency in understanding, speaking, reading, and writing in Spanish at the intermediate-advance level. It has been structured with the specific aim of giving students an overview of Hispanic art and literature. Grade is based on student presentations, class discussions, a Mid-term and a Final exam, which assess the student's proficiency in all five skills. (Hilberry)
Section 022. This course will present an overview of the history and cultural development of Mexico and Central America from the time of the Spanish conquests to the present. Working with the selected readings students will gain important insights into the historical processes leading up to the formation of the present day Mexican and Central American societies. The readings will include eye-witness accounts of the Spanish conquests from both the Spanish and Native American perspectives, selections treating the nature of the pre-Columbian American societies, and general readings treating the colonial period, the formation of the modern republics, and the arts, literatures, and political situations of the same. The course will also include in-class interviews with representatives of the Mexican and Central American cultures. (Milne)
Other Language Courses
307/Amer. Cult. 307. Spanish for U.S. Latinos. Basic knowledge
of Spanish language or permission of instructor. (3). (Excl).
See American Culture 307. (Aparicio)
358. Spanish Conversation for Non-Concentrators. Spanish 232 or
equivalent. No credit granted to those who have completed or are enrolled
in Spanish 361 or 362. A maximum of six credits of Spanish 358, 361, and
362 may be counted toward graduation. (3). (Excl).
Spanish 358 is a practical Spanish 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. (Pollard)
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. (Pollard)
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.
(Pollard)
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 continue 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 (Staff)
103/RC Core 193. Intensive First-Year 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:3 WL:3 (Staff)
Literature
231/University Courses 174. Russian
Culture and Society: An Introduction. (3). (HU).
This is an interdisciplinary overview of the ten centuries of Russian
culture, featuring presentations by faculty specialists. The tragic historical
predicament of Russia will be discussed through its manifestations in verbal,
visual, and performing arts, as well as in scientific, philosophical and
scientific thought. The student will learn about such contributions to world
culture as Igor's Tale, the Kievan Sophia, the icons as an expression of
Orthodox spirituality, the drama of St. Petersburg and its great poetry
and prose, the daring artistic experiments of Russian modernism in the 20th
century, the towering multicultural and polyglot achievement of Nobokov,
and the heroic contribution of Russian artists to the liberation of Russia.
Requirements: midterm and final take-home. No knowledge of Russian necessary.
(Ronen)
Courses in Macedonian
161. First Year Macedonian. (4). (LR).
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. Daily homework and hour
examinations and a final examination. Cost:1 WL:2
Primarily for Underclass Students
100. Principles of Sociology. Open to freshpersons and sophomores.
Juniors are strongly encouraged to enroll in Soc. 400. Seniors must elect
Soc. 400. No credit granted to those who have completed or are enrolled
in 400. No credit for seniors. (4). (SS).
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 freshpersons 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. Cost:2 WL:1 (Orbuch)
102. Contemporary Social Issues: An Introduction to Sociology.
Open to freshpersons 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: Introduction to Sociology through Organizations and Institutions.
Knowledge of organizations, how they work, and how people work in them,
provides a critical means for learning about and understanding societies.
This course overviews a variety of institutional fields like the economy,
education, religion, government, sports and the arts; and the organizations
associated with them such as businesses, schools, churches, the police,
sport teams, and modes of entertainment. Using these different institutional
settings, the course examines a variety of sociological perspectives on
concepts like authority, culture, discrimination, domination, hierarchies,
inequality, power, empowerment, cooperation, competition, conflict, etc.
While the course focuses primarily on the US, it examines these questions
both historically and comparatively with other societies. Examining individual
organizations and organizational forms over time provides a framework for
understanding the forces which lead to organizational change and broader
social transformations. (Guilarte)
Section 009: Introduction to Sociology through Social Movements. Open the newspaper on any given day and something that could be called a "social movement" is occuring somewhere in the world. The goal of some of these movements has been nothing less than the complete transformation of entire societies. Others have attempted to effect more limited changes. Keeping in mind the impact of social movements on our everyday lives, in this course we will define and try to understand a variety of collective actions in basic sociological terms, using historical and contemporary examples. The possibilities include the L.A. Riots, recent events in Eastern Europe, the American Civil Rights' Movement, the Women's Movement, various student movements, the French, Chinese, American, Russian Revolutions, the South African ANC, the National Association of Scholars, Tiananmen Square, dance/music/fashion crazes, banditry, and sports; but students are encouraged to think of and apply the theories discussed to their own examples. (Hart)
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 latter 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 freshpersons 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).
SECTION 001. This course takes an innovative approach in teaching introductory
sociology: it utilizes primary sources and emphasizes critical thinking.
The course is divided into three parts: sociological theory, sociological
methodology, and contemporary American society. For theory, you will read
classical sociologists such as Marx, Weber, and Durkheim. For methodology,
you will learn the logic (as well as the "illogic") of reasoning
in social science. For contemporary American society, you will pursue a
research project in an area of your own interest with data that have already
been collected. You should be prepared to take computer labs. Prior knowledge
of microcomputers and popular softwares is helpful but not required. Cost:2
WL:2 (Yu Xie)
For Undergraduates Only
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 50 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; with
the homeless; and with elderly, the mentally ill, the disabled, and in hospitals.
For more information, come t:o the Office of Community Service Learning,
in the Michigan Union, Room 2205.
SECTION 001. (Leadership Development Class). Designed for freshmen and sophomores who are aspiring leaders, new leaders or members of an organization. The student's participation in an organization will serve as both a testing ground for skills learned in the seminars as well as a resource for class discussions. Skills such as listening, communication, problem-solving, conflict resolution and assertiveness will be reviewed and rehearsed. Stages of organizational development will be reviewed, enabling students to acquire the ability to recognize symptoms of organizational function and dysfunction.
SECTION 002. (Advanced Leadership Seminar). This course is designed for junior and seniors who have held or currently hold organizational positions of significant responsibility. The seminar sessions consist of four modules, each consisting of a series of sessions which examine current issues, trends, concepts and situations related to leadership and organizational development. Students' past and present leadership experiences will serve as an important resource for the class.
Sections 004-010, 046 047 (Health and Special Populations). Students in these sections work as volunteers in local hospitals or with a variety of special populations in the community. You will find your life enriched through being a friend to a retarded adult living in a group home, working with a developmentally disabled child on sports skills or community interaction, with children at SAFE House, assisting in activities at a drop-in center for~ homeless and mentally ill persons struggling to stay out of the institutions. Seminars look at health and health care access and at issues related to the interaction of society, social attitudes, policies, and the specific population.
SECTIONS 011-013, 019, 050. (Public Classrooms and Tutoring). Students in these sections are involved as classroom aides during the school day, or as tutors/mentors in a variety of after-school settings for children and youth considered "at- risk" in the school system. Working with small groups of children or one-on-one with students needing assistance and participating in the general classroom activities is a rewarding way to learn much about yourself and about schooling. After-school programs allow you to establish a particular relationship with one or two children while being supported by the group project. Previous teaching experience or training is not necessary. Seminars focus on issues of race, class, gender, achievement and expectations as they affect the schooling of children in our society.
SECTION 049. (Environmental Advocacy) Students in this section will be responsible for contacting one of five agencies and setting up their own volunteer placement. Sites include Project Grow, Ecology Center and others.
Sections 014, 015, 048 (Pre-School Centers). Students may choose from a host of centers. Each center has its own distinctive philosophy. Students play with and read to children, help teachers and help to create a fun and stimulating environment.
SECTIONS 055 and 056. (Intergroup Relations). In the Blacks and Jews Project students will examine questions regarding the relationship between African Americans and Jews. Students will have the opportunity to explore their own ethnic backgrounds as well as commonalities and differences. Students will develop skills that enable them to constructively deal with conflict and enhance intergroup understanding. The Blacks and Whites Project is similar in focus, but may be limited to Couzens Hall residents only. Both groups will have a service project in the community and a weekly discussion group.
SECTIONS 020-026, 032-034. (Adult Corrections). Project Community involves students with adults in a range of different Criminal Justice settings. Opportunities include: student led discussion groups with inmates, pre-release counseling, facilitating a creative writing seminar, courtwatching.
SECTIONS 027-031, 035, 036. (Juvenile Justice) Project Community involves students with youth in a variety of Juvenile Justice settings. These include: mentoring at-risk youth in a diversion program, being special friends to group home residents and providing recreational and educational activities to institutionalized teens in detention and training schools. Most projects have a small group focus although some one-to-one placements are available.
SECTIONS 037-043. (Chemical Dependency). Project Community is committed to involving students in all levels of chemical dependency programming. During the `'93-94 academic year, service-learning opportunities are offered for volunteers in children's prevention, education and child care programs, as mentors and tutors with adolescents, and in adult treatment within the criminal justice system. Some site placements require a two term commitment beginning in the fall term. Two and three credit opportunities are available each term. Interested students must interview with the Program Director prior to enrollment.
SECTIONS 051-054. The Trained Volunteer Corps projects offer the opportunity to work with individuals who are vulnerable in our communities. Students choose from among a variety of agencies that work with homeless, elderly, at-risk youth and adult literacy. TVC students receive hands on skills training to enable them to work effectively at their sites.
Cost:1 WL:5; enrollment is by override only; visit Project Community Office,
2205 Michigan Union. (Chesler, Kritt)
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 (Staff)
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. The course offers an introduction to acting in the theatre,
with particular attention to the fundamentals of dramatic action and characterization.
Scene work is stressed. Scenes and monologues will be performed in class,
and graded, and a midterm examination will also be part of the grade in
the course. Brief, informal interviews are required for admission to all
sections. Further details at Theatre Office, Room 2550, Frieze Building.
Texts: Robert Cohen, Acting One, 2d edition, and Ed. McNamara, Plays
from the Contemporary American Theater. Cost:2 (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. Course requirements
include participation in class discussion, the reading of an introductory
text as well as plays, reviews of university productions, and exams. The
course functions by lectures and sections, the second of which allows more
detailed discussion. Cost:3 WL:3 (Cardullo)
222/CAAS 341. Introduction to Black Theatre.
(3). (HU).
This course will cover the origins, development and current trends in
Black Theatre. It will focus on the basic concepts, creations, methods of
operation, and artistic contributions of Black Americans to the theatre
of Western Civilization and the theatre of Black America. It will also include
an in-depth study of the significance and results connected with the selected
deletion of the Black American contribution to the development of American
theatre and drama. Representative plays from the Black theatre will be explored
through lectures, discussions and interpretive readings. Participation in
class and attendance are mandatory as are assignments such as viewing campus
theatre productions and other productions in the Ann Arbor area. A written
essay, four quizzes, a midterm and final examination will also be given
in partial fulfillment of the course requirements. Text: THE THEATRE OF
BLACK AMERICANS, ed. by Errol Hill. Cost:1 WL:2,4 (Jackson)
233/CAAS 342. Acting and the Black Experience.
Permission of instructor (brief interview). (3). (HU).
This course is designed as an introduction to the fundamental skills
of acting in the theatre, with special emphasis on the presentation of drama
from a Black perspective. Course content involves discussion and practical
work, including theater games, improvisation, development of warm-up exercises,
monologue, and scene work. All dramatic texts used for monologues and scene
study will come from the works of representative Black playwrights. Some
papers and selected reading, a midterm and final examination are required.
A brief, informal interview is required for admission to this course. Further
details at Theatre Office, Room 2550, Frieze Building. Text: ACTING ONE,
by Robert Cohen. Cost:1 WL:2,4 (Jackson)
234. Voice I. Permission of instructor. (2). (Excl).
This course is an introduction to the voice both technically and imaginatively.
Through extensive exercises, students increase their physical awareness
and vocal responsiveness for performance. This introduction is designed
to give students a greater appreciation of the vocal process leading to
a naturally freer and individually connected voice. (Masson)
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)
250. Introduction to Technical Theatre Practices. (3). (Excl).
This class is s survey of all aspects of theatre production. Scenery
construction, rigging and painting, stage lighting, costume construction,
and stage makeup are among topics investigated. Students also work in University
Productions in the lab portion of the class. Cost:2 WL:4 (Decker)
251. Production Practicum 1. (1). (Excl).
Theatre Practicum. Students enrolled in this class perform duties as
stage scenery, lighting, sound, wardrobe, or stage properties crews for
School of Music Theatre, Dance, Opera, and Musical Theatre Productions.
No previous experience required. No Text. WL:4 Assignment meeting 5:00 PM
Sept. 17 in the Trueblood Theatre. (Decker)
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).
101. Methods of Thinking. ECB writing assessment. (4). (Introductory
Composition).
This course has two aims: (1) to improve the student's ability to read
with understanding, to think critically, and to write well; (2) to help
the student to achieve a better understanding of the nature of intellectual
activity and of education. College work is, and should be, different from
high school work, requiring different and more sophisticated intellectual
skills and techniques. But almost all courses in college concentrate exclusively
on their own special subject-matter. A sociology course concentrates on
teaching you sociology, a chemistry course on teaching chemistry, and so
on. College instructors rarely teach in an explicit and direct manner the
intellectual techniques and frameworks necessary for successful college
work. They assume that you have these skills already or can somehow pick
them up along the way, while they go ahead and teach their own special subjects.
University Course 101 attempts to teach these skills directly and explicitly,
to make your college career more successful and to sharpen abilities which
will be invaluable in later life whatever field you may work in. This is
a course for the person who is seriously interested in intellectual activity.
It is not a remedial course and it is not an orientation course. Some of
the materials which we will discuss will be complex and profound, and a
number of the topics lie on the intellectual frontiers of our time.
The topics for discussion will include the following: the nature of argumentation, evaluation of arguments and positions, methods of reading, types of critical thinking; special intellectual problems in the humanities, the social sciences, and the natural sciences--problems such as the relation between theory and reality, bias and subjectivity in the social sciences, the nature and justification of the humanities; questions about education, including morality in education, diverse ideals of the educated person, open admissions, reverse discrimination, academic freedom, and the unionization of the faculty. This course will be taught in small sections of no more than fifteen students each, so that students can receive individual attention. Readings will be assigned covering the above topics. We will proceed by class discussion supplemented by some lectures. There will be a number of writing assignments throughout the term. Cost:2 WL:5. Admission restricted to Honors freshmen through overrides at the Honors Office. (J. Meiland)
102. The Student in the University. Restricted to students in
the 21st Century Program. (1). (Excl). Mandatory credit/no credit.
This course will provide students with an opportunity to critically
review their role in the university. It will allow students to consider
the expectations of their experience at the-university within a framework
of theoretical perspectives. It is hoped that students will develop a broad
understanding of what their university experience can include and how they
can shape it to realize their academic-potential and intellectual development.
The course will focus on the transition from high school to college, role
of the liberal arts, critical thinking, intergroup relations and social
change. The issues and challenges of living and working in a multicultural
society will be examined. This discussion will include a focus of student
perceptions, relevant research and university resources. the large group
will include presentations and the small discussion groups will focus on
the readings and areas of practical concern. (Hummel)
110/Biology 110. Introduction to Global Change I. No credit granted
to those who have completed or are enrolled in Natural Resources 110. (4).
(NS).
See Biology 110. (Teeri)
150. First-Year Seminar. First-year standing; 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: Fried, Charles. Right and
Wrong, Harvard University Press, Cambridge, Massachusetts 1978. Additional
reading will be assigned in class. (Cash)
Section 002. Gibbon and the Decline of the Roman Empire. Edward Gibbon's Decline and Fall of the Roman Empire remains one of the great works of history in the English language. As such, it invites study both for its own sake and as a persistently powerful interpretation of Roman history and the nature of the empire. The purpose of this class is to examine Gibbon the historian, his self conscious creation of the image of the ideal historian in his highly literary autobiography, and then to examine the historian at work. We will look at the way that Gibbon constructed his narrative, the difficulties he had with his sources, and the problem of folding different topics into a narrative framework. We will also look at some of the controversy that his history generated with the publication of volume 1 in 1776. In the end, we will try to control three topics: Gibbon's construction of history, the quality of his history as an account of the decline of the Roman empire (it is still regarded as one of the most penetrating ever written), and Gibbon's place in his intellectual world. There will be three short papers (5-7 pages) an oral report and three short in class writing exercises. (Potter)
Section 003. 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. Analysis and discussion will be the usual class procedure. Writing consists of several short papers at the beginning of the term followed by three or four longer critical papers. (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. 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. Understanding Russia Through its Heresies and Heretics. This course is an introduction to Russian culture, which examines some of its most extraordinary features in order to understand what distinguishes Russia so markedly from other European countries. Russia's remarkable and numerous heresies and heretics, literal and figurative, from the Middle Ages to the present day, have played an abiding and surprisingly central role in the definition and redefinition of "Russian-ness," and have attracted many modern writers, artists and historians, who have seen in such heretical "outsiders" elements key to an understanding of Russia as a whole. Materials--including texts, music, film, and paintings--representing a range of interests and historical periods will be examined; figures to be studied include the so-called "mad monk" Grigory Rasputin, the great prose authors of the nineteenth-century (including Tolstoy and Dostoevsky), the seventeenth-century schismatic Avvakum, author of the "first Russian autobiography," and the dissidents and martyrs of the Soviet period; if possible, a visit to a Russian sectarian community in the Midwest will also be included in the course. Requirements are: active participation in class discussion; one presentation; five short (2-3 page) papers; a final, longer (10 page) paper. (Makin)
Section 006. The Art of Pablo Picasso. This seminar will involve lectures, films, class discussions, and projects, all centered on the extraordinary achievements of the Spanish artist Pablo Picasso (1881-1973). Picasso during his very long and very active career not only played a key role in revolutionary redefinitions of form and content in the visual arts of painting and sculpture, but he also produced objects and images which continue to challenge the imaginations in spheres ranging from private fantasy to public "policy." The text will be Hilton, Picasso (paperback). Substantial additional readings will be assigned from the material on reserve for class discussion, papers, and projects. There will be two short papers (5-7 pages) and a class presentation project based on a precis of 7-8 pages. There will be no examinations. Regular class attendance and participation in discussion is mandatory. (Miesel)
Section 007. 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 008. Bhagavad-Gita: A Text in Context. Bhagavad-Gita is a very important Hindu religious text, read widely by the Hindus and non-Hindus alike. The University does not currently provide a systematic course dealing with this important text. This course will study the Bhagavad-Gita in its changing contexts. (1) Historical Text. The Bhagavad-Gita is part of the famous Indian epic Mahabharata, the largest known epic poem of about 100,000 verses. How and why a religious text such as the Bhagavad-Gita came to be incorporated into the epic is an important question. (2) Philosophical synthesis. A product of post-Buddhist Hindu India, the Bhagavad-Gita represents a conscious attempt to bring together divergent philosophical traditions and create a new synthesis of action and renunciation, and polytheism and monotheism. (3) Divergent interpretations. The text as handed down became an important religious document of great authority, and every subsequent philosophical-religious tradition had to interpret it in a unique way to find support for its own doctrines. We will investigate some of the reasons for these divergent interpretations. (4) Divergent political philosophies. In recent times, nationalist leaders like B. G. Tilak and Mahatma Gandhi derived inspiration from this text for their nationalist struggle against the British, and interpreted it in divergent ways to suit their own political purposes, one deriving a message of justified violent struggle, the other deriving non-violence from the same text. Students will be expected to select particular dimensions of the text and do focused reading and writing from a variety of approaches. There will be greater emphasis on trying to understand how and why a religious text gets interpreted so differently by different people at different times, than on just the contents of the text. There will be weekly discussions, short papers, a longer term-paper, and a presentation. (Deshpande)
151. First-Year Seminar. First-year standing; 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. The West in Asia. This is an exploration of the interaction between an expanding West and traditional Asian states and cultures. European and later American efforts to establish trade with a far richer and more sophisticated Asia led to colonial regimes which came to dominate most of Asia, but these in turn stimulated the rise of Asian nationalism and the eventual defeat of colonialism, as well as profoundly influencing the nature of modern Asian societies. Asia is taken here to extend from the Indian subcontinent through Southeast Asia and China to Korea and Japan. The course begins with the circumstances which underlay late medieval Europe's exploration and expansion overseas, of which the first Asian venture was Vasco daGama's voyage to India in 1498, and then deals with the rise of Western colonial regimes and semi-colonial orders (in China and Japan), and ends with the opening of the Pacific War at Pearl Harbor in 1941, which marked the end of Western colonialism in Asia. This course is run on a discussion basis, with ample opportunity for student input. There are four short essay-style papers, and a highly varied set of readings. (Murphey)
Section 005. Travelers East: From Beowulf to the Cosmos. A good way of learning about changes in ourselves is to measure our changing perceptions of "foreigners." In this seminar we will read, look at, and compare descriptions by adventurers, explorers, and tourists, men and women, who traveled to what they called "exotic" places. Beginning with Beowulf, readings will include crusader chronicles, reports on the Mongols, dialogues with Muslims, Lawrence of Arabia, an Agatha Christie commentary on Iraq, depictions in art and on film of "the mysterious east," and accounts of "contacts" with aliens. Our goals will be to understand the difficulty of cross-cultural contact and to gain a better insight into the historical analysis of literature. (Lindner)
Section 006. Immigrant and Ethnic Communities In North America. The class consists of an anthropological approach to the history of immigration to the United States and Canada; the formation, acculturation and maintenance of immigrant and ethnic communities; and the nature of ethnic boundaries and interethnic relations in American society. Specific topics to be covered include: assimilation; bilingualism; stereotyping and discrimination; ethnic associations including the ethnic church; ethnic media; the ethnic family and household; ethnic politics; ethnic labor; and the revitalization of ethnic subcultures. The course will take a seminar format, supplemented by relevant audio-visual materials and some lectures. Class requirements include several short papers, some of which will be based on ethnographic fieldwork, and one exam. (Lockwood)
172/Asian Studies 111/History 151. South Asian
Civilization. (4). (HU).
This course is about cultural politics in South Asia. Politics is fundamental
in all historical processes; the contention here is that South Asian culture
is and has always been, constituted in relationship to the political stakes
attached to a deployed in cultural formations, convictions, institutions,
and disputes. In recent years, India, Pakistan, Bangladesh, and Sri Lanka
have all witnessed a series of culture wars, in which issues of belief,
identity, and allegiance have become increasingly central to the conflict.
We will use this beginning point to then review the history of "India,"
tracing genealogies (history backwards) and rethinking the politics of history
itself; indeed, once we read these cultural debates it will be difficult
to forget that our own engagement with the historical past is inevitably
part of the ongoing politics of South Asian civilization in the contemporary
global world. (Dirks)
173/Slavic 225. Arts and Cultures of Central Europe. (3). (HU).
See Slavic Surveys 225. (Toman, Eagle, Carpernter)
174/Russian 231. Russian Culture and Society: An Introduction.
(3). (HU).
See Russian 231. (Ronen)
182/Hist. of Art 211/Women's Studies 211.
Gender and Popular Culture. (3). (HU).
"Popular culture" is a complex social system and this course
concentrates on its visual manifestations in various media. We will focus
on women as signs or emblems, as producers, and as consumers, of "popular
culture," with some attention also to the representation of masculinity
and of race/ethnicity. Mainstream and marginal, appropriated and
subverting, reflective and formative, the "popularity"
of certain cultures often places them outside an academic framework, but
this course seeks to alter that exclusion. After a brief historical and
thematic introduction, we will focus on twentieth century American culture,
examining such possible examples as romance in fiction or films like Gone
With the Wind; the "buddy" system in Westerns and Thelma
and Louise; women in music, including Madonna; advertising and shopping;
prime-time television. Student participation will include the writing of
a journal, reporting on two "pulp" novels or films, producing
a longer essay, and regular discussion in classes. Students will keep a
journal where they will gather any images which interest them and comment
on these representations; write a 3-4 page report on two "pulp"
novels, films or television episodes; produce a longer essay approximately
10 pp. late in the term. No prerequisites. (Simons)
183. Public Policy and Science. First and second year students
only. (3). (SS).
This course aims to help students become better consumers of scientific
research so that they will become better informed citizens and more effective
makers and implementers of public policy in the future. The class will consider
the general nature of science, public problems, and public policy, and their
relationships. Questions will be raised about the reliability and validity
of scientific findings, their relevance to public problems, and their implications
for personal and societal values. Students will formulate public policy
on specific problems of interest to them by consulting the literature and
local experts. The class will hear and discuss presentations by the instructor,
guests, and students. Evaluations of students' performance will be based
on three short essays, take-home exams and a 15-20 page final project. (Gold)
210. Perspectives on Careers in Medicine and Health Care. (4).
(Excl).
This course is for students considering a career in the health professions.
It is designed to help them acquire perspectives to facilitate their decision-making
process. Health care professionals visit the class and share their educational
and professional experiences. Students become acquainted with the prerequisites
for professional and graduate schools and spend time with dental, medical,
osteopathic, nursing, and public health students. We consider problems facing
the health professions in the 90s: problems of health care delivery, the
high cost of medicine and its effect on the uninsured and underinsured.
We discuss issues relating to malpractice and death and dying. Students
are expected to respond in writing and in class to the visitors, to the
reading materials, and to films. Two course packs serve as the required
texts. All students are responsible for taking definite steps toward the
development of their own goals through a self-inventory of their values,
skills, and interests and through a term paper exploring a possible career
direction. Evaluation is based on class attendance and participation in
and completion of all assignments. The class meets Mon. 3-5, 432 West Engineering;
Thurs. 7-9:30 p.m. at 2130 Dorset Rd., Ann Arbor. A map showing the location
of 2130 Dorset Rd. will be available at 1017 Angell Hall. Cost: 2 WL:5 Enrollment
by override only: contact Fran Zorn at 1017-H Angell Hall (763-2062) or
call 662-0682 and leave a message. (Zorn)
250. Collegiate Seminars. Open to any student who has completed
the introductory composition requirement. (4). (HU). May be repeated for
credit.
Section 001. Hamlet in Its Contexts. Hamlet is probably Shakespeare's
most popular and familiar play. To get some idea of why this might be, we
will start the course by looking carefully at the play itself, as a text
and as a dramatic production. Then we will consider some of the contexts
of the play, most obviously other plays by Shakespeare and his contemporaries
( and maybe more recent plays written with Hamlet in mind) but also discussions
of relevant bits of history and psychoanalysis and various kinds of literary
criticism. Throughout we will try to keep the dramatic nature of the play
in mind as a reference for the utility of these contextual readings--what
help would they be to a director or actor doing Hamlet? There will be a
final exam, an in-term exam, and several short (about 3 pages) papers. (Lenaghan)
Section 005. Theory and Practice: Student, Knowledge, University The question this course will be asking is, "What are we all doing here, anyway?" This course wants to direct our attention to the idea and experience of liberal education itself. It wants to get beyond subject matters and methods to ask questions about underlying assumptions, basic premises, first principles--as to what it is to be a person and a student, the nature of knowledge, the idea and operative realities of the University. We will try to do this by reading and discussion of various writings: some works of fiction touching on these questions (John Updike, The Centaur; Ralph Ellison, Invisible Man; Dostoevski, Crime and Punishment; perhaps George Eliot, Middlemarch); some of the dialogues of Plato; the Michigan Daily; official notices posted here and there; and posters, inscriptions on blackboards, graffiti. The course works by discussion prompted by questions designed to uncover usually unexamined postulates, in which the fundamental issues of living and learning will be brought before us and, I hope, made as real, immediate, pressing as the myriad concerns of daily life usually are for us. The aim is at once highly ideal and eminently practical: to ask what is a University for? How do things actually work here? Why do they work that way? How might or should they work? What are we all doing here, anyway? The course requires committed, persistent attendance and participation; frequent, brief writings; one extended, meditative essay; one final examination of the readings. Arid speculation and most of the normal routines developed to fend off intellectual engagement will be eschewed. (McNamara)
252. Collegiate Seminars. Open to any student who has completed
the introductory composition requirement. (4). (NS). May be repeated for
credit.
Section 001: Mind, Brain, and Perception. The course introduces freshmen
and sophomores to the seven major issues in Biological Psychology and serves
as the equivalent of Psychology 170. We deal with the following questions
in seminar format:: 1) How has "smart" (intelligent) behavior
evolved in animals (including humans)? 2) How does the brain work and what
is its role in regulating behavior? 3) What part do theory and criticism
play in the study of mind and of behavior? 4) How do we perceive and process
information from our environment? 5) Is the mind a computer and is the computer
a form of artificial intelligence? 6) How does our intelligence direct our
perceptions and our behavior? 7) Can we predict and control behavior? This
seminar is open only to those who are willing to play an active part in
class discussion, write and revise three papers, and read five selected
paperbacks. Final exam optional; grade based upon class participation and
papers. (Stebbins)
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. Note: Permission of instructor required. (Vandermeer)
280. Undergraduate Research-A (Grade). First or second year student
in LS&A, and permission of instructor. (1-4). (Excl). (INDEPENDENT).
A maximum of six credits of 280 and 281 may be counted toward graduation.
This course provides academic credit for students engaged in research
through the Undergraduate Research Opportunity Program (UROP). To receive
credit, the student must be working on a research project under the supervision
of a University of Michigan faculty member. Students may elect the course
for 1-4 hours of credit. For each hour of credit, it is expected that the
student will work three hours. The grade for the course will be based on
a final project report evaluated by the faculty sponsor and on participation
in other required UROP sponsored activities, including monthly peer advising
sessions, and submission of a journal chronicling the research experience.
Students will receive a letter grade for this course. This course
is open only to students enrolled in the Undergraduate Research Opportunity
Program. Note: Biweekly mandatory evening sessions will be required
every other Tuesday or Wednesday. Contact the UROP office to sign up for
these evening sessions or for further information (747-2768).
281. Undergraduate Research-B (Credit). First or second year student
in LS&A, and permission of instructor. (1-4). (Excl). Offered mandatory
credit/no credit. (INDEPENDENT). A maximum of six credits of 280 and 281
may be counted toward graduation.
This course provides academic credit for students engaged in research
through the Undergraduate Research Opportunity Program (UROP). To receive
credit, the student must be working on a research project under the supervision
of a University of Michigan faculty member. Students may elect the course
for 1-4 hours of credit. For each hour of credit, it is expected that the
student will work three hours. The grade for the course will be based on
a final project report evaluated by the faculty sponsor and on participation
in other required UROP sponsored activities, including monthly peer advising
sessions, and submission of a journal chronicling the research experience.
This course is offered for credit / no credit only. This course is
open only to students enrolled in the Undergraduate Research Opportunity
Program. Note: Biweekly mandatory evening sessions will be required
every other Tuesday or Wednesday. Contact the UROP office to sign up for
these evening sessions or for further information (747-2768).
110. Practical Feminism. (1). (Excl). Offered mandatory credit/no
credit.
This minicourse will focus on the practical implications of recent feminist
scholarship. After a brief introduction to relevant theory and research,
the course will concentrate on issues of gender asymmetry in a particular
environment. Cost:1 WL:1
112. Issues for Women of Color. (1). (Excl). Offered mandatory
credit/no credit.
This minicourse will examine the effects of various social, political,
and/or cultural systems on women of color, focusing specifically on the
intersections of gender and racial oppressions and on strategies for overcoming
these oppressions. Cost:1 WL:1
210/American Culture 170/History 170/University Courses 170. Histories
of "Witchcraft." First-year students only. (4). (Introductory
Composition).
See American Culture 170.
211/University Courses 182/Hist. of Art 211. Gender and Popular Culture.
(3). (HU).
See UC 182. (Simons)
231/CAAS 241. Women of Color and Feminism.
(3). (Excl).
This course will provide exposure to the main feminist issues confronting
women of color by comparing women of color communities and their feminisms.
Cost:2 WL:1
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