Historical Perspectives
230/Hist. 274. Survey of Afro-American
History I. (3). (SS).
This course surveys Black historical and cultural developments through
the Reconstruction Period emphasizing African backgrounds and African cultural
persistence, strength of Black families during slavery, the slavery experience,
Black self-liberation efforts, the formation of Black institutions and organizations.
(Barkley-Brown)
Literature and the Arts
108/Hist. of Art 108. Introduction to African Art. (3). (HU).
See History of Art 108. (Quarcoopome)
204. Cultural History of Afro-America. (3). (Excl).
Section 001 - Literary and Legal Constructions of the African-American Experience.
This seminar course weaves together law and literary narratives about slavery,
lynching, Black women's positionality within the law, and affirmative actions,
to ask: "How have various legal and cultural texts shaped Black subjectivity?
Who gets to describe "the law"? How are lawyers, courts, the judicial
system presented in African-American literature? What do the characters
think of the formal criminal justice system. (Berger)
274/English 274. Introduction to Afro-American Literature. (3).
(HU).
See English 274. (Zafar)
Individual Behavior, Cultural Systems, and Social Organization
241/Women's Studies 231. Women of Color and Feminism. (3). (Excl).
See Women's Studies 231.
Section 002 - Spirits Rising: Race, Gender, and Colonialism in the New World. From the course's common beginning in 17th century New England, this section will continue to examine the New World under European colonization and as the United States. Moving to a multi-cultural approach, we will look at the beliefs and practices expressed by Anglo-American, Spanish-American, Native-American, African American, and Latino/a groups - less witchcraft as understood "shamanism," "root work," and "spirits." Throughout, we will explore issues of power and domination, resistance and autonomy, and racial and gender stereotypes as portrayed in history, anthropology, literature, and film. (Ardizzone)
Section 003 - Gender, Magic, and Power in Java, 1900-1966. Beginning with an exploration of "traditional" Javanese culture, including shadow puppet plays (Wayang), spirit beliefs, and magic, this section will concentrate on the relationship between tradition and power during periods of great social change in twentieth-century Java (Indonesia). Mindful of the pervasive effects of Dutch colonial rule, we will use European ideas about gender, which gained currency with the rise of Indonesian nationalism during the 1920s and 1930s, to examine in-depth how this relationship between tradition and power played itself out in a modern political case - the 1965 Year of Living Dangerously coup and its especially violent aftermath. (Sullivan)
Section 004 - "Calling out the Witch": Images of Women's Power in American Culture. This section will focus on the multiple uses of the witch image in the United States from the late 19th century to the recent Senate hearings on Supreme Court nominee Clarence Thomas. Drawing on art, fiction, films, TV, news media, and other sources, it will pose questions about the relationship between popular culture and politics, between individuals accused o witchcraft in 17th century New England and more recent witchcraft representations, and between historical witch figures and contemporary feminists who label themselves witches as part of their political strategy. Issues of gender, race, class, age, and sexual orientation will guide our inquiry. (DuPuis)
Section 005 - Transformations and Transgressions: The Many Faces of the Witch in German Literature and Culture. Vampire, werewolf, healer, beautiful young woman, ugly old hag, venerable wizard - the witch has had many faces in German culture, from the medieval period to the present day. This section will look at fairy tales, short stories, films, operas, paintings, and drawings as we consider how the witch transgresses the borders between good and bad, male and female, aristocracy and peasantry, and the marvelous and the natural by transforming herself into creatures of many shapes and possibilities. With the assistance of feminist theory, we will discuss the "witch" as not only myth but also an object of fantasy, fear, power, and desire. (Lenckos)
Section 006 - Aztlán and Beyond: Spirituality, Sexuality, and Healing Traditions in the Southwestern United States. At the core of this section are the interconnections between sexuality, healing, and spirituality. We will begin with an historical exploration of the spiritual traditions that inform contemporary beliefs and practices in the Southwestern United States. We will evaluate the colonial legacy of the Catholic Church within this geographic region and trace its impact on women and indigenous peoples. We then turn to the discussion of particular traditions among Latina/os, such as curanderismo, Santerío, and Espiritismo. We will close the term by examining both the cultural tensions along the Texan-Mexican border and recent accusations of witchcraft in South Texas. Historical, ethnographic, cinematic and literary in perspective, we will stress the work by Chicanas who are most insistent in reconstructing culturally-specific spiritual practices. (Hernandez)
Section 007 - Missionaries, Obeah, and Rebellion: Colonizing the West Indies, 1600-1865. This section of "Histories of Witchcraft" will trace the development of a creole religious tradition - that is, one built from elements of European and West African religions - in the English-speaking Caribbean. We will specifically examine the efforts of English planters and colonial administrators to stamp out West African, derived beliefs and rituals, the impact of white English and Black American missionaries on Afro-West Indian religion, the role of religion in inspiring and structuring political resistance and rebellion, and the intersection and mutual reinforcement of public discourses about race, civilization, and culture. We will rely heavily on primary documents - letters, colonial laws, and governors' despatches from the 17th, 18th, and 19th centuries - but will also consider secondary sources on West African, West Indian, and English Protestant religious tradition and history. (Buffington)
201. American Values. (4). (HU).
This course offers an interdisciplinary introduction to the formation
of twentieth-century American culture. Focusing on the period from the end
of the Civil War to the present, it examines the evolution of American values,
attitudes, and community life, focusing on such changes as the growth of
mass production, the emergence of modern gender ideals and sexualities,
the growth of and challenges to institutionalized racism, and the rise of
the consumer culture. The course does not focus on some assumed `core' of
American ideals or experiences; rather it traces the open-ended process
by which diverse groups of Americans have shaped, resisted, and tried to
change the meaning of "America." It links that cultural dialogue
to the history of social diversity, material inequality, and political struggle
in the late 19th- and 20th- century U.S. We will explore these issues using
a multidisciplinary range of methods and source materials, including novels,
photographs, popular music, journalism, architecture, memoirs, and movies.
(Scobey)
272. Environment and Society. Permission of instructor. (3). (Excl).
The topic of this course is the interactions among social forces that
generate environmental problems and the consequences of those problems for
society. Environmental issues at the local, national, and international
levels will be explored through the lens of race, ethnicity, and gender.
Topics will include biological theories of race, ethnicity and gender, the
evolution of the hydrocarbon society, and the growth and spread of agriculture.
Two exams, a single research paper, weekly short essays and class participation
will determine course grade. The course is limited to 25 students. (Vandermeer)
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)
168. First Year Seminar in Primate Field Studies. (3). (NS). (BS).
A seminar designed for incoming freshmen. Students will be introduced
to science as a mode of inquiry by applying Darwin's theory of natural selection
to the behavior of nonhuman primates. Emphasis will be given to long-term
field studies of primates in the wild. One three-hour discussion/lecture.
Class participation, weekly writing assignments, and a term paper required.
(Mitani)
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 with a general survey of world
prehistory. Discussion 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. The
survey of world prehistory will focus on four major topics: (1) the emergence
in Africa of the first proto-humans, between two and six million years ago;
(2) the appearance 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 "state-level" 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 one-hour lectures plus one discussion section per week. Requirements:
three in-class hourly exams and a final examination, plus 3-4 take-home
exercises that give students firsthand experience with the analysis and
interpretation of archaeological data. Required readings: ARCHAEOLOGY (1989,
2nd edition), by David Hurst Thomas, plus additional readings to be announced.
Cost:3 WL:2 (Sinopoli)
250. Topics in Chinese Civilization. No knowledge of Chinese required.
(1-3). (Excl).
Section 001 - The Story of the Stone. This semester this course will
present an introduction to late imperial China through the acclaimed translation
by David Hawkes and John Minford of its most famous and complex novel, The
Story of the Stone (5 volumes, Penguin, 1977-86). The Story of the
Stone is simultaneously a tragic love story and the chronicle of the
decline of an enormous aristocratic household. With its reputation as a
"veritable encyclopedia of traditional Chinese life," it provides
an excellent window on a vanished society. This fictional portrait of eighteenth-century
China will be supplemented by readings in Naquin and Rawski, Chinese
Society in the Eighteenth Century (1987) and a variety of visual materials
shown in class. Requirements will include two short papers, a take home
midterm, a final exam, and active class participation. Cost:2 WL:1 (Rolston)
301. Reading and Writing Chinese. Permission of instructor. No
credit granted to those who have completed or are enrolled in Chinese 101,
102, or 361. (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 four 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
201. Second-Year Japanese. Japanese 102 or equivalent. (5). (LR).
Laboratory fee ($9) required.
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. Texts: Eleanor Harz Jorden and Mari Noda, Japanese: The Spoken
Language, Part II; Eleanor Harz Jorden and Hamako Ito Chaplin, Reading
Japanese. Cost:2 WL:1
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)
107. Beginning Tagalog. (4). (LR).
Tagalog is the national language of the Philippines. Elementary Tagalog
is a two-term sequence designed to give the student who has little or no
knowledge of Tagalog the necessary basis for learning to speak it and to
have an acquaintance with the cultural context in which it functions. Tagalog
is particularly interesting in the way it has integrated the broad influences
of both Spanish and English into its own syntactic and semantic systems.
The oral approach is greatly emphasized in the classroom, using questions
and answers and short dialogues to develop active use of the language in
the most natural way possible. This is complemented by the use of taped
lessons in the Language Laboratory. There are frequent short quizzes, a
midterm, and a final examination. At the end of the first year, the student
should be able to handle brief exchanges in common social situations and
to read and write simple Tagalog. For the student specializing in Philippine
studies, learning Tagalog is a must. For the student specializing in language
studies, a number of linguists of note have found Tagalog structure highly
instructive in understanding certain aspects of language. For the student
with Philippine affinities, learning Tagalog provides a bond of understanding
and for some, a link to one's roots. For the student who has neither a Philippine
connection nor a specialist interest in language, learning Tagalog can be
rewarding as it provides an experience of new modes of expression and new
ways of looking at the world around us and within ourselves. Cost:1 WL:1
(Naylor)
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.
115(381). Beginning Vietnamese. (5). (LR).
This is the introductory course in speaking, listening, reading, and
writing Vietnamese, the language of about 70,000,000 speakers. With the
lifting of the trade embargo and a prospective normalization in American-Vietnamese
relations, there is no doubt that a knowledge of the Vietnamese language
and culture will provide many opportunities that will be available then.
This course is designed for the 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.
The format will be as follows: four 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 will be devoted to quizzes or
tests. In addition, there will be home assignments and works in the lab.
Classes will be largely conducted in Vietnamese to help the students 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)
301. Reading and Writing for Native Speakers. Native speaking
ability in a South/Southeast Asian language and permission of instructor.
(4). (Excl).
This is the first half of a two-term sequence designed for Vietnamese
students who have some knowledge of the spoken language, but no or little
reading and writing ability. This course covers S&SEA 115 & 116
in one term. The sequential course (S&SEA 302) will cover S&SEA
215 & 216 in the winter term. The course meets four hours a week, with
primary emphasis on reading and writing through the second-year level. It
also aims at improving the student's skills in speaking and aural comprehension.
Course grade will be based on classroom attendance, classroom performance,
homework and a final examination. No credit granted to students who have
completed any formal Vietnamese course. Native Vietnamese speakers are encouraged
to take this course rather than S&SEA 115 & 116. See the instructor
for placement test before registration. Cost:1 WL:3 (Nguyen)
Courses in English
225/Religion 225. Hinduism.
(3). (HU).
Hinduism is a major world religion practiced by over a billion people,
primarily in South Asia, but it also was the precursor of Buddhism, and
along with Buddhism it had a major impact on the civilizations in East and
Southeast Asia. We will cover its origins and development, its literature,
its belief and practices, its unique social structures and doctrines, its
interactions with other religions, and finally its confrontation with and
accommodation of "modernity". We will use reading materials, lectures,
discussions, and audio and video resources. Students will be expected to
read selections from Hindu religious literature in translation as well as
read modern studies of the various aspects of Hindu beliefs, practices,
social systems, et cetera. The overall approach will be more in the direction
of a general history of this religion and the people who adhere to it. Students
will be graded on the basis of a set of in-class written exams as well as
term papers. (Deshpande)
230/Buddhist Studies 230/Phil. 230/Rel. 230. Introduction to Buddhism.
(4). (HU).
See Buddhist Studies 230. (Gómez)
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). (BS).
Astronomy 101 students attend the same lectures as Astronomy
111 students (see course description below). (Section 001: Sears; Section
006: Bernstein)
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). (BS).
Astronomy 102 students attend the same lectures as Astronomy
112 students (see course description below). Instead of laboratory sections,
Astronomy 102 incorporates weekly one-hour discussions and associated homework,
which is considered along with examinations and quizzes for course grades.
Cost:2 WL:4 (Section 001:MacAlpine; Section 006:Seitzer)
111. Introductory Astronomy: The Solar System.
No credit granted to those who have completed or are enrolled in 101, 130,
160, or 221. (4). (NS). (BS).
This course presents an introduction to the field of astronomy and astrophysics
with an emphasis on the discoveries from space exploration. The first third
of the course deals with understanding the history of astronomy, orbits,
gravitation, optics and the properties of light and matter. The rest of
the course explores the properties, origin and evolution of the major planets,
asteroids, comets, the Sun and other components of the Solar System with
particular emphasis on comparative aspects with respect to the Earth. The
origin and formation of the Solar System and the origin of life will also
be discussed. This course is intended for non-science concentrators with
a basic high school math and science background. Astronomy 111 has a two-hour
laboratory section every week. Astronomy 101 has a one-hour discussion section.
Course requirements include assigned reading, section meetings, homework,
observations, quizzes, midterm and a final examination. Laboratory sections
include observations with telescopes. Cost:2 WL:4 (Section 001: Sears; Section
005: Bernstein)
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). (BS).
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 or exams, and laboratory exercises. Laboratory sections,
which meet for two evening hours each week, will include planetarium demonstrations
and observations with telescopes (weather permitting). Cost:3 WL:4 (Section
001:MacAlpine; Section 006:Seitzer)
130. Explorations in Astronomy. No credit granted to those who
have completed or are enrolled in 101, 102, 111, 112, 160, 221, or 222.
(4). (NS). (BS).
This course is a one-term exploration of a few selected topics representing
all of astronomy. Here are a few examples of possible topics. 1) The stars:
how we are able to learn about them, how they evolve and die, how they produce
chemical elements and generate energy. 2) The formation of stars and solar
systems. What we are learning about star formation. How our solar system
tells us about star formation. Recent developments in our understanding
of the planets during our age of planetary exploration. 3) Cosmology: the
expansion of the universe, and its eventual fate. The formation of structure
and of galaxies, the cosmic radiation fields. This course will include assigned
reading, some homework, quizzes, a midterm and a final. Cost:2 WL:4 (Richstone)
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). (BS).
Some of the most exciting phenomena and concepts in astronomy and astrophysics
are explored in this survey course. One major theme is the structure and
evolution of stars from their birth in giant molecular clouds through their
death as white dwarfs, neutron stars, and black holes. Another important
theme is galaxies, with discussions about the missing or dark matter in
galaxies, galaxy-galaxy interactions, and the large-scale distribution of
galaxies in the Universe. We conclude with an examination of the Big Bang,
the Inflationary Universe, and the Cosmic Background radiation. This course
is directed toward students with an interest in science and mathematics.
There are problem sets and a weekly two-hour laboratory using telescopes.
Cost:2 WL:3 (Mateo)
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). (BS).
See Geological Sciences 204. (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.
202. The Atmosphere. (3). (NS). (BS).
The focus of the course is on understanding the basic nature and behavior
of the Earth's atmosphere. Students learn to relate features revealed on
the daily weather maps to atmospheric processes and characteristics. They
learn to appreciate the forces which shape and change the climate and to
understand the processes which produce atmospheric phenomenon, such as thunderstorms,
tornadoes, winter snowstorms, and hurricanes. The course also considers
the atmosphere as a natural resource covering aspects such as the greenhouse
effect, weather and man, air pollution, acid rain, etc. (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. Credit is granted for a combined
total of 10 credits elected in introductory biology. (4). (NS). (BS).
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:1
130. Animal Behavior. Credit is granted for a combined total of
10 credits elected in introductory biology. (3). (NS). (BS).
The course is an introduction to the behavior of animals in their natural
environment. Social behavior of birds, mammals, and insects is emphasized.
Topics include: the environment as animals perceive it, natural selection
and adaptations, development of behavior, communication, sexual cooperation
and mate choice, social behavior of animals in groups, the importance of
family relationships, and the evolution of traditions. The course objectives
are to gain a background in the natural behavior of animals and to explain
the evolution of behavior. By the end of the course you should be able to:
1) evaluate the evidence that behavior is shaped by natural selection, 2)
recognize the interaction between environmental modification and genetic
determination, and 3) explain sexual behavior, aggressive behavior, and
social interactions in terms of evolution. The course consists of lectures,
readings, slides and movies. Grades are based on two midterms, and a final
exam; exams are multiple choice. Texts: The Selfish Gene (rev. ed.,
R. Dawkins) and Animal Behavior, an Evolutionary Approach (5th ed.,
J. Alcock). Cost:2 WL:1 (Payne)
140. Genetics and Society. Credit is granted for a combined total
of 10 credits elected in introductory biology. (4). (NS) (BS).
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, and two hours
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. Cost:1 WL:1 (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. Credit is granted for a combined total of
10 credits elected in introductory biology. Those with credit for Biol.
100 are advised to elect Biol. 195. (4). (NS). (BS).
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 are usually 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 further information contact the Biology 152/154 office, 1039 Chem Bldg
(764-1430). Cost:3 WL:2, but go to 1039 Chem.
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.
105/AOSS 105. Our Changing Atmosphere. (3). (NS). (BS).
This course considers the science needed to understand human-induced
threats to the atmospheric environment, with special emphasis on the global
changes that are taking place, or are anticipated. We will discuss the greenhouse
effect (and its impact on climate), ozone depletion, the polar ozone holes,
and urban air pollution. Some basic meteorology will be presented, including
how climate changes might affect the frequency and severity of hurricanes
and tornadoes. This lecture course is intended for non-science concentrators
and there are no prerequisites. Grades will be based on three one-hour exams
(no final exam) and homework. Cost:1 WL:1 (Barker)
125. General and Inorganic Chemistry: Laboratory. To be elected
by students who are eligible for (or enrolled) Chem. 130. (2). (NS). (BS).
This laboratory course can be elected with, or following, Chem 130.
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 30% of the grade. The remaining 70%
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. (3). (NS). (BS). (QR/2).
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 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
210. Structure and Reactivity I. High school chemistry. Placement
by examination during Orientation. To be taken with Chem. 211. (4). (NS).
(BS).
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
211. Investigations in Chemistry. To be taken with Chem. 210.
(1). (NS). (BS).
Chemistry 211 is a 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 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:1 WL:2
The Department of Classical Studies believes that the literature, monuments, and social institutions of the ancient world, together with the reflections of the Greek and Roman thinkers about their own cultures, are of unique value in themselves, well worth our contemplation and understanding; and that as we attempt to learn about and appreciate classical civilization, we necessarily learn as well a variety of contemporary methodologies and disciplines.
The department offers three groups of courses for distribution, those in Classical Civilization (introductory courses that require no knowledge of Greek or Latin), courses in Classical Archaeology, and upper level language courses in Greek and Latin authors or genres. While only a few courses are repeated in yearly or biennial rotation, most courses are offered less regularly. This system guarantees that the instructor approaches the subject each time with fresh impetus. We believe in a healthy change and variation in our course offerings. The undergraduate advisor of the Department of Classical Studies will consider and, if appropriate, authorize other classical civilization, literature, and archaeology courses for distribution credit upon request by students during the first drop/add period each term.
Classical Civilization offerings include the general surveys of Greek and Roman civilizations (CC 101 and 102), which provide (through readings, lectures, and discussions) a broad understanding of the literatures, thought, and social development of ancient Greece and Rome, and thus provide the student with knowledge of and appreciation for our cultural origins, as well as an acquaintance with modern methods for understanding an ancient culture. These courses are taught each year. CC 101 is offered in the Fall and CC 102 is offered in the Winter. Other courses provide understanding of particular aspects of the ancient world, approached from a variety of disciplines and studies - literary, philosophical, historical, sociological, and so on. Some students (particularly those who have already developed special interests in such disciplines) may wish to explore one of these topics without having had a broader introduction.
Classical Archaeology offerings include the broad surveys of the archaeology and monuments of Greece (Cl.Arch 221 - offered in the Fall) and Rome (Cl.Arch 222 - offered in the Winter) and a general introduction to archaeological field methods (Cl.Arch 323). Other courses use the material remains of specific cultures both to introduce students to the diversity of the ancient world and to demonstrate how, through a variety of multi-disciplinary approaches, the archaeological record can be used to reconstruct the life-ways of past societies.
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)
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, hours examinations, and a final. Cost:1 WL:3
102. Elementary Latin. Latin 101. No credit granted to those who
have completed or are enrolled in 193 or 502. (4). (LR).
All of the assigned tasks/exercises in Latin 102 are directed toward
the reading and translation of Classical Latin and not toward writing or
conversation. The course continues the presentation of the essentials of
the Latin language as it covers the last half of Knudsvig, Seligson, and
Craig, Latin for Reading. Extended reading selections from Plautus
(comedy) and Eutropius (history) are introduced. Grading is based on class
participation, quizzes, hour examinations, and a final. Cost:1 WL:3
193. Intensive Elementary Latin I. No credit granted to those
who have completed or are enrolled in 101, 102, 103 or 502. (4). (Excl).
This course is a rapid introduction to Latin and is intended for students
with little or no prior Latin. Upperclass undergraduates in such fields
as history, medieval or renaissance literature, or linguistics and who need
to acquire a reading competence in Latin as quickly and as efficiently as
possible should elect this course. So should other undergraduates who intend
to continue the study of Latin and want a rapid introduction that enables
them to take upper-level Latin courses as soon as possible. (Note: completion
of 193-194 alone does not fulfill the undergraduate language requirement).
This first term course covers elementary grammar and syntax. Cost:1 WL:1
(Myers,Ross)
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 Pliny the Younger and Cicero. Class discussions
center upon the readings. Grading is based on class participation, quizzes,
hour examinations, and a final. Cost:1 WL:1,3
232. Vergil, Aeneid. Latin 231 or 221. No credit granted to those
who have completed or are enrolled in 194, 222, or 503. (4). (LR).
The goal of this course is simple: to learn to read extensive passages
of the greatest work of Latin literature, Vergil's Aeneid, with comprehension
and enjoyment. This course will ask you to bring together and apply the
knowledge and skills you have acquired up to this point and to build on
these as you learn to read poetry. There will be some grammar review as
necessary. You will also study Vergil's epic poem in English translation.
By term's end you should have both a good understanding and appreciation
of what the Aeneid is all about and an ability to handle a Latin
passage of the poem with control and comprehension. Grading is based on
class participation, quizzes, hour exams, and a final. Cost:2 WL:1,3
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 a major poet and a major prose author will be read with a view
to their literary, historical, and political contexts. Reading strategies,
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 (Knudsvig)
103. Introduction to Mass Communication. Not open to seniors.
(4). (SS).
Providing an introduction to mass communication, this course examines
the history and current processes involved in the creation of media products
as part of American culture. The course analyzes political, economic, social
and moral factors confronting television, radio, movies, news, advertising,
public relations, magazines, music videos, and rock and roll. Three lectures
or viewings per week plus one discussion section. Two short writing projects
and several short reaction papers required with emphasis on critical analysis
of media. Two exams. WL:1 (Campbell)
206. Evaluating and Communicating Information. (4). (SS). (QR/1).
This course teaches the fundamental thinking skills necessary for critical
evaluation and presentation of arguments, especially those based on quantitative
information. Such skills are required for one to be a competent mass communicator
of information, a critical consumer of information relayed by the mass media,
or an intelligent scholar of media processes and effects. The course introduces
generic logical and statistical concepts through analysis and discussion
of specific cases drawn from research reported in the mass media (e.g.,
health and business news, public opinion polls), research on the media (e.g.,
the impact of media violence), and research for the media (e.g., audience
research). Students' logical and quantitative reasoning skills are improved
through a variety of "hands-on" exercises and projects (many involving
computerized spreadsheet programs). The course is introductory in nature,
and no prior statistical or computing expertise is required. Cost:2 WL:1
(Price)
250. Information Gathering for Mass Media. (3). (Excl).
This course teaches the strategies used in finding information, evaluating
its validity and reporting the results in a number of mass media applications,
including journalism, public relations, marketing, and advertising. The
approach combines research methods used by media professionals and by librarians.
Problem-solving assignments are applied to the information industry. Cost:2
WL:1 (Hall)
284/EECS 284. Introduction to a Programming Language or System.
(1). (Excl). (BS).
Section 001 - Pascal. This course is for students who already know how
to program in some language other than Pascal. It is a 14-lecture one-credit
mini-course which will focus on preparing students for CS 280, the first
required programming course for Computer Science concentrators, but is suitable
for anyone wanting to learn to program in Pascal. Topics will range from
basic Pascal control structures (IF, CASE, WHILE, REPEAT, and FOR loops;
PROCEDURES and FUNCTIONS) through the use of data structures such as arrays,
strings, records, pointers and linked lists. (Ford-Holevinski)
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 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 8
to October 21. Students place into Practicum on the basis of their portfolio.
Each section of ECB 100 has a maximum enrollment of 16. Students meet with
their instructor four hours each week in class and once a week in half-hour
individual sessions. The writing instruction is designed to meet individual
needs. At the end of the Practicum, each student prepares a portfolio of
his/her writing 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-Psychology 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 27 to December 13. For description, see ECB
100.
WRITING COURSES:
After taking or placing out of Introductory Composition, students may elect either English 224 or 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. A more advanced course for creative writers is English 323 (Fiction or Poetry), which is available by either permission of instructor or completing the prerequisite, English 223. More experienced writers may apply for admission to specialized sections of English 227 (Playwriting), 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.
Section descriptions are available 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 about five formal
papers exemplifying the various modes of discourse which comprise our academic
community.
Section descriptions are available in 224 Angell Hall.
217. Literature Seminar. Completion of the Introductory Composition
requirement. (3). (HU).
Section 003 - Responses to Bigotry. The subject of this seminar is the
relationship between bigotry and the art of literature. Its material is
imaginative literature written by and about bigotry's victims. Seminar members
will read three plays and three novels by contemporary writers such as Abbee,
Hochhuth, Walker, Kogawa, and Erdrick. Each member will write and rewrite
a two-part paper of ten to twelve pages. The first part will propose a cultural
context for one of the texts of the course; the second will examine the
art of the text. Daily writings; seminar reports and presentations; no midterm
or final. WL:1 Cost:3 (Fader)
Section 005 - The Search for Identity: A Survey of Native American Literature. A ceremony is a set of rituals which reflects and responds to the relationships between all living things. Its purpose is to create a sense of harmonious community as much as it is to assist in understanding the concept of a network that connects all life. We will begin the term with the novel CEREMONY by Leslie Marmon Silko, as we explore how the concept of ceremony intersects with the search for Native American identity. The central theoretical question in Native American fiction in the twentieth century is a search for Indian identity, that is, an exploration of "Indianness." We will read texts that explore what it is that constitutes this quality and how to talk about it and even which texts can be considered Native American. It is helpful or misleading to use the traditional European-derived classifications by genre (such as poetry, fiction, and drama), school (such as realism, naturalism, romanticism, modernism) and other such terminology (such as myth, symbol, and hero)? These are some of the issues that we will confront together. Note: This class will be organized to coordinate with the activities of Native American Heritage Month, which occur throughout the month of November. Last year these events included assorted lectures, a literary panel, a play and a film. Our reading list will be drawn from the following: Silko, CEREMONY; Momaday, HOUSE MADE OF DAWN and THE ANCIENT CHILD; Hogan, MEAN SPIRIT; Bell, FACES IN THE MOON; Erdrich, LOVE MEDICINE, TRACKS, and THE BINGO PALACE; Welch, WINTER IN THE BLOOD and FOOLS CROW; Henry, THE LIGHT PEOPLE; Riggs, CHEROKEE NIGHT; McNickle, THE SURROUNDED and WIND FROM AN ENEMY SKY; Mathews, SUNDOWN and TALKING TO THE MOON; King, MEDICINE RIVER; Vizenor, HEIRS OF COLUMBUS and Mourning Dove, COGEWEA. Required work: active participation in class discussions, regular attendance, 2 papers (5-7 pages), one oral presentation, and a final exam. WL:1 (Casteel)
Section 006 - Nature and American Literature. This course explores "nature" both as an important philosophical or religious idea in a variety of cultures and as a persistent subject in the literature of the United States. We will briefly consider the idea of nature in classical antiquity and in Europe during the age of revolution (1750-1830), before exploring its American manifestations. We will study how Puritan settlers in New England developed a religious idea of the wilderness; how the United States learned to consider itself as "Nature's Nation," and the American landscape as both an expression of God's grandeur and a place of refuge for aspiring artists; how the theme of nature has persisted in United States writing, despite the industrialization of social life in more recent times; how Native American perspectives have influenced the literature of nature; and how the idea of nature has been central to American painting and visual arts. The syllabus is not yet fixed, but I am considering assigning texts by Bradford, Edwards, Thoreau, Whitman, Dickinson, Jewett, Hemingway, Faulkner, Agee, Frost, Williams, Momaday, Silko, Islas, Morrison, Snyder, and Dillard. Students interested in particular landscapes and their representation in literature and art will have a chance to share their interests with the class and influence the syllabus. Requirements: Class attendance and participation, and two papers (5 pages and 7-10 pages), with opportunities for revision. Cost:3 (McIntosh)
223. Creative Writing. Completion of the Introductory Composition
requirement. (3). (HU). May not be repeated for credit.
All sections of 223 teach the writing of two of the following three
genres: fiction (including personal narrative), drama, and poetry. Different
sections will emphasize the individual genres to varying degrees. Classwork
involves the discussion of the process of writing and the work of a few
published authors. Students will do exercises meant to develop a sensitivity
to language and a facility with evocative detail, voice, form, and so forth.
Most classroom time, however, is devoted to reading and discussing student
writing. A final portfolio of revised finished work of 35-50 manuscript
pages may be required.
Section descriptions are available in 224 Angell Hall.
225. Argumentative Writing. Completion of the Introductory Composition
requirement. (4). (HU).
Like English 224, English 225 is centered upon practice in argumentative
writing, but with topics drawn from a wide range of issues and problems.
As in 224, students in 225 will work at structuring their written language
to probe various aspects of the problem at hand. They will also explore
the way language can be used as a vehicle for urging particular value systems,
in order to learn to uncover the rhetorical strategies at the heart of such
modes of discourse. Classes will be conducted in workshop format, and revision
will form an integral part of the analytic process.
Section descriptions are available 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.
Section 003 - Reading Stories, Reading Cultures. How and why do you read stories? How and why should you go about learning to be a better reader of stories? These two interlocked questions will be the driving force behind this introductory course in reading narrative fiction. As we talk about the basic elements of fiction we will try to learn from the story comprehension skills and pleasures we've been cultivating for our whole lives (consciously or unconsciously), share tips with each other, and cultivate those pleasures and skills still further. First we will warm up our reading skills on individual stories by Isak Dinesen, Washington Irving, Charles Chesnutt, Abraham Cahan, Bret Harte, Frank Stockton, Stephen Crane, Raymond Carver, Louise Erdrich, Ursula LeGuin, Charles Baxter, and other writers who explore the relations between story-telling and community. Then we will look at two books which use linked short stories to provide comprehensive portraits of particular communities: Sherwood Anderson's WINESBURG, OHIO and James Joyce's DUBLINERS. We will then shift from talking about communities within stories to talking about stories within communities. By reading novels, short stories, and essays by writers who were members of the circle of friends known as the Bloomsbury group, we will be able to examine in detail the ways in which stories, reader, and writers can talk to each other, take part in intellectual communities, and produce shared values, ideas, and disputes. Our "Bloomsbury novels" will be Virginia Woolf's MRS. DALLOWAY and E. M. Forster's A PASSAGE TO INDIA. Since all four of the books I've mentioned were written during the first twenty-five years of this century in places which were present or past parts of the British Empire, we'll be able to wrap up the course by expanding our vision of community to include a whole culture. Written requirements for the course will include two 4-6 page papers, a number of shorter assignments, and a reading journal. I will also require regular presence of your body, mind, and voice in our class meetings. WL:1 (Westbrook)
Section 004 - The Self Image Through `The Other'. This course will explore issues related to the construction of personal and cultural identity in terms of what an author, narrator, or character perceives to be "the other" - that is, a form of defining oneself by what one presumably is not. We will consider larger questions involved in this form of "oppositional" self-imagining and at the same time examine what kinds of narrative strategies and literary devices are particularly effective in the treatment of this theme. Our readings will include three novels, ROBINSON CRUSOE, Shelley's FRANKENSTEIN, and Ellison's THE INVISIBLE MAN, and several short stories by Flannery O'Connor, Ellen Wilbur, Maxine Hong Kingston, and others. Required: active class participation, two 5-7 page papers, and a final exam. WL:1 (Kim)
Section 005 - Short Story and Novel. In this class, we will read and discuss the fiction of a variety of authors, time periods, and cultures. The course is designed for people who like to read and are curious about what reading does for them and what they do when they read. Why do we like to read novels and short stories? How does reading affect the ways in which we think about our own lives? How do our unique perspectives affect the way we see fiction? The point of this class is to read extensively, to enjoy what we read, and to think carefully about the range of meanings that the fiction holds. We will read short stories by Edgar Allan Poe, Ralph Ellison, Joyce Carol Oates, 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, James Baldwin's ANOTHER COUNTRY, Patrick Susskind's PERFUME, Jane Austen's EMMA, Cormac McCarthy's ALL THE PRETTY HORSES, Elle Wiesel's NIGHT, Toni Morrison's THE BLUEST EYE. Course requirements will include a short essay (4-6 pages), a longer final paper (6-8 pages), midterm, final exam, active discussion, and frequent one-page response papers. WL:1 (Miller)
Section 006. Our motivations for reading fiction can often be contradictory: we read to escape into an imaginary world, and yet we also read to enrich our understanding of our worlds and ourselves. In this course we will explore this tension by reading a wide range of novels and short stories. What type of worlds do these works create? What are the rules? What are the characters' needs, desires, and passions; and how are they being satisfied or thwarted? Why and how are we enjoying the work? Not only will we discuss formal questions of character, plot, setting, and tone, but we will also raise thematic ones about the relationship between the characters and their society, about the tension between home and adventure, and about the differences and similarities between these constructed works of fiction and the stories we tell of our own lives and times. As we discuss the above, no doubt we will also find ourselves talking about the authors' and characters' gendered, religious, class, and racial identities, as well. We will read Mary Shelley's FRANKENSTEIN, Dickens' GREAT EXPECTATIONS, Kipling's KIM, Morrison's THE BLUEST EYE, and McInerny's BRIGHT LIGHTS, BIG CITY. Short stories will include works from Arthur Conan Doyle, Edith Wharton, T.C. Boyle, Isak Dinesen, James Joyce, Charlotte Perkins Gilman, E.M. Forster, Angela Carter, Virginia Woolf, Ursula LeGuin, Elizabeth Bowen, Joan Didion, F. Scott Fitzgerald, Eudora Welty, Lillian Hellman, Olive Schreiner, Margaret Atwood, Anne Beattie. Class requirements: two polished essays (5-7 pages), weekly 1-page reading-response papers, regular class participation, and a midterm and final exam. Books are available at Shaman Drum Bookstore. WL:1 (Plunkett)
Section 007. As an introduction to literary analysis, this course will emphasize close, engaged reading as a way of generating provocative and fresh insights into literature. In addition to learning to read actively, you will work on translating your ideas into cogent, critical arguments in well-written prose. In order to investigate a range of styles, voices and genres, we will read literature from various periods and cultures. Thematically our readings will cover extensive territory, yet a persistent concern will be how narrative makes sense of the past: authors can "rewrite" a previous piece of fiction, tell interlocking tales, or use history in ways that reshape our understanding of the present. Readings will pair Charlotte Bronte's JANE EYRE with Jean Rhys' rewriting, WIDE SARGASSO SEA; The Brothers Grimm with Angela Carter's THE BLOODY CHAMBER; and Joseph Conrad's HEART OF DARKNESS with Chinua Achebe's THINGS FALL APART. Additional readings will be chosen from Jean Toomer's CANE, Ernest Hemingway's IN OUR TIME, John Fowles' THE FRENCH LIEUTENANT'S WOMAN, Maryse Conde's HEREMAKHONON, Christa Wolf's CASSANDRA, Art Spiegelman's MAUS, Joy Kogawa's OBASAN and Toni Morrison's BELOVED. Required work will include reading substantial amounts of fiction, lively class participation, short written responses to assigned reading, one short presentation, two short literary analyses (6-8 pages) and a final exam. WL:1 (Leverich)
239. What is Literature? Prerequisite for concentrators in the
Regular Program and in Honors. (3). (HU).
Section 003. In this section of the course , we will raise and discuss
questions related to the acts of reading and interpretation. We will also
explore some of the basic techniques of analyzing different forms of writing.
We will examine a broad range of texts, including theoretical, critical
and literary works. The class will be based on a discussion format. Assignments
will include weekly writing exercises, a midterm , and a final paper. WL:1
(Gregg)
240. Introduction to Poetry. Prerequisite for concentrators in
the Regular Program and in Honors. (3). (HU).
Section 001. Through reading and discussion we shall explore the questions
we may ask of poems in a variety of forms from different periods. Poetry
is a source of pleasure, and to understand and appreciate a poem fully as
to understand any complex game we need to acquire knowledge and skill: fluency.
We will read aloud, memorize, analyze, discuss. There will be frequent short
writings, and a few longer papers, a computer conference and, probably,
a midterm and a final. Regular attendance and active participation in class
meetings are required. WL:1 (Cloyd)
Section 003. In this course we shall study closely a variety of poems written in English from about 1600 to the present, with an occasional glimpse at poems in translation. The task of the course is a pleasurable and progressive understanding of how poems work, that is, what techniques poets use to articulate their visions of experience. We shall pay close attention to the language, forms, figures, and themes of verse, and to literary-historical conditions that influence poetic craft. The textbook Western Wind, by John Frederick Nims, will be our chief reading, in addition to a general anthology. The course will conclude with a discussion of one poet's career, perhaps Robert Frost or Elizabeth Bishop. Because this is a discussion class, regular attendance and participation are required. Other requirements include a series of short papers, supplemented by exercises, a midterm and a final examination. Cost:2 WL:1 (Goldstein)
Section 007. This course aims to make you more aware, through a survey of contemporary American poetry, of the choices poets make. To what degree should a poem be personal and impersonal? Should it confess, explain, describe, argue, or sing? Should it sound like a novel, like music, like speech? Most poems do all of these things to various degrees; in order to read and write about poetry you'll need to perceive and define these degrees. The course therefore asks you to learn both a body of knowledge (books by 8 poets) and methods of reading. The course will consist of discussion, informal in- class writing, and activity in small groups. Requirements: attendance, daily written responses, 2 papers, midterm, final. Books have been chosen for their stylistic variety and for their common interest in memory, language, mourning, and sexuality. We'll read the works of: Alexander, Bishop, Fulton, Hass, Kinnell, Lowell, Olds, and Pinsky. WL:1 (Terada)
Section 013. This course is for anyone interested in reading poetry with increased pleasure and understanding. We will read a wide range of poems of different kinds and periods, and try to develop skill useful in the analysis and discussion of poetry. During the term, we will move from a general survey of poetic techniques and forms to a brief but detailed study of the work of one or two authors. I expect to ask you to make group presentations, to write three substantial papers and a midterm, exam, and to keep a reading journal. Other requirements for the course are regular attendance and active participation in class. Texts: THE NORTON ANTHOLOGY OF POETRY and Ricks, POEMS AND CRITICS. WL:1 (Hofmann)
245/RC Hums. 280/Theatre 211. Introduction to Drama and Theatre.
No credit granted to those who have completed or are enrolled in RC Humanities
281. (4). (HU).
See Theatre and Drama 211. (Brown)
270. Introduction to American Literature. (3). (HU).
Section 001. This course will survey 19th and 20th century American
literature, mostly fiction. Writers to be studied include: Hawthorne, Scarlett
Letter and stories; Melville (stories); Twain, Huckleberry Finn;
Kate Chopin, The Awakening; James, The American; Dreiser,
Sister Carrie; Wharton, The House of Mirth, Fitzgerald, The
Great Gatsby; Hemingway, The Sun Also Rises; and Faulkner, Go
Down Moses. Two short (5 page) or one long (10 page) paper will be assigned.
There will be a midterm and a final exam. Cost: 2 WL:1 (Beauchamp)
274/CAAS 274. Introduction to Afro-American
Literature. (3). (HU).
Students who are searching for an introduction to and overview of the
incredible wealth, diversity, and range of writings by Americans of African
descent need look no further. In this class, students will learn that the
first writers of African descent were active in the eighteenth century,
why the slave narrative can be seen as a quintessentially American life
story, how women writers of African descent attempted to reconcile the struggle
for freedom with the struggle for women's rights, what the Harlem Renaissance
meant to those who lived during those heady years and to those who survived
it, and how writers in our own time follow up on these great traditions
and add some spin of their own. Some familiarity with English language literature
will be helpful, but this course does not presuppose proficiency in literary
studies. Requirements: two papers and two exams (at least) and diligent
attendance. Cost:2 WL:1 (Zafar)
285. Introduction to Twentieth-Century Literature. (3). (HU).
We will consider how a variety of writers reflect and respond to the
major historical, social, political, philosophical, and moral issues and
preoccupations of this century. The works we will study are eclectic and
arbitrarily chosen; there is no attempt to be all-inclusive, nor will we
limit ourselves to English and American authors. Our subject will be some
representative works of modern thought and literature. We will place equal
emphasis on what these works say and how they say it. Our purpose is to
sharpen the insight and intelligence with which we read and analyze some
of the probing "documents" of our time. Reading: some standard
authors and works; some idiosyncratic selections. Candidates for the reading
list [availability of texts and reasonableness of prices will be factors]
include works by Camus, Kafka, Koestler, P. Roth, D.M. Thomas, Mann, Kosinski,
P. Levi, Morrison, or several others. Informal lecture and discussion, the
amount of which will be influenced by the size of the class. Two papers
(5-7 pp. each) and a final exam. Cost:2 WL:1 (Bauland)
360/Geology 280. Mineral Resources, Economics and the Environment.
(4). (NS). (BS). (QR/2).
See Geological Sciences 280. (Kesler)
103. Dinosaurs and Other Failures. No credit granted to those
who have completed or are enrolled in GS 273. (1). (NS). (BS).
This course will provide an introduction to our current understanding
of dinosaurs and certain other reptilian groups of the Mesozoic Era. It
is intended for students with an interest in geology, paleontology, or evolution,
but does not require prior training in these fields. The course will deal
with broad features of the evolutionary history of dinosaurs, methods of
reconstructing dinosaur behavior and ecology, new developments in our interpretation
of the biology of dinosaurs, and possible causes for the extinction of dinosaurs.
There will be two lectures each week and a single exam at the end of the
course. Cost:1 WL:3 or 4 (Cox)
104. Ice Ages, Past and Future. No credit granted to those who
have completed or are enrolled in GS 275. (1). (NS). (BS).
This course looks at the effects of present and past glaciations on
the landscape and on life, humans in particular. Glaciers are examined as
dynamic, climatically controlled systems of moving ice. Climatic and environmental
changes concurrent with glaciation, in both continental and oceanic realms,
are reviewed. The causes of the ice ages that have dominated the Earth for
the past two million years and predictions of future ice ages are examined
in the light of current geological and climatic research. The course consists
of lectures, one hour exam, and one final exam. Cost:1 WL:4 (Farrand)
106. Fossils, Primates, and Human Evolution. No credit granted
to those who have completed or are enrolled in GS 125. (1). (NS). (BS).
Anatomical and behavioral characteristics of living primates are reviewed,
and the fossil record is used to document the course of human evolution
through the past 60 million years. No special background is required. Students
seeking a more detailed course with laboratory exercises may follow this
with Geology 438 (Evolution of the Primates). Course consists of 12 lectures,
and a one-hour final examination. Cost:1 WL:4 (Gingerich)
107. Volcanoes and Earthquakes. No credit granted to those who
have completed or are enrolled in GS 205, 270, or 271. (1). (NS). (BS).
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:1 WL:3 (Lange)
110. The History of the Oceans. No credit granted to those who
have completed or are enrolled in GS 222. (1). (NS). (BS).
The history of past oceanic inhabitants, events, and environments is
recorded in the sediments which have accumulated on the ocean bottom throughout
geological time. Fossils of marine plants and animals are a major part of
the historical record; they give evidence of past oceanic living conditions
and the evolution of life forms in the sea. Sediment particles eroded from
land and carried to the oceans by rivers and winds provide insights into
past climates on continents. Changes in ocean currents and in seawater chemistry
have left their mark on the sediment record; the possible causes of these
changes are explored. Plate tectonics and seafloor spreading have rearranged
the shapes of ocean basins and repositioned continents over time. These
processes are reflected in the record in marine sediments still present
on the ocean floor and also in those now uplifted to form part of the continents.
These topics are presented in lectures held twice weekly for a half term.
A single exam at the end of the course will determine the course grade.
Cost:1 WL:4 (Rea)
111. Climate and Mankind. No credit granted to those who have
completed or are enrolled in GS 201 or 275. (1). (NS). (BS).
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). (BS).
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. Great pictures
of the planets; formation and evolution of planetary atmospheres. Prerequisites:
high school math, physics and chemistry. Evaluation on the basis of a final
exam. Cost:2 WL:4 (Zhang)
115. Geologic Time. No credit granted to those who have completed
or are enrolled in GS 135. (1). (NS). (BS).
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. The formation of rocks, continental drift, volcanoes and earthquakes
is evaluated in the framework of geologic time and plate tectonics. The
discovery of time from the Renaissance to the latest high tech developments
in radioactive dating is reviewed. 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 (Section 001: Mukasa; Section
002: Essene)
117. Introduction to Geology. No credit granted to those who have
completed or are enrolled in GS 116, 119 or 120. Those with credit for GS
205 may only elect GS 117 for 4 credits. (5). (NS). (BS).
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 (Lohmann)
118. Introductory Geology Laboratory. Credit is not granted for
GS 118 to those with credit for an introductory course in geology (GS 116,
117, 119, 121, 122, or 218). (2). (NS). (BS).
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
119. Introductory Geology Lectures. No credit granted to those
who have completed or are enrolled in GS 116, 117, 120. No credit granted
to those who have completed both 205 and 206. Those with credit for GS 205
may only elect GS 119 for 3 credits. (4). (NS). (BS).
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 (Lohmann)
201/Geography 201. Introductory Geography:
Water, Climate, and Mankind. No credit granted to those who have
completed or are enrolled in GS 268. Those with credit for GS 111 may only
elect GS 201 for 3 credits. (4). (NS). (BS).
This course is a basic introduction to physical geography which emphasizes
many topics including maps, seasons, the atmosphere, greenhouse gasses,
radiation and heat balance, the dangers of global warming, circulation,
moisture and precipitation, air masses, and water supply. Students also
study climate classification, and geologic and historical climate changes,
and landforms and their formation. Students in this lecture-lab course are
evaluated by hourly and final examinations with satisfactory completion
of the lab work a prerequisite to the final course evaluation. Cost:2 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). (BS).
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. Cost:1-2 WL:4 (Atreya and Pollock)
205. How the Earth Works: the Dynamic Planet. No credit granted
to those who have completed or are enrolled in GS 117, 119, or 270. 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).
(BS).
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). (BS).
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 per
week. Several field sessions are planned to collect water and sediment samples
for follow-up lab analyses. Evaluation based on exams and participation.
This course, and its companion course (GS 205), may be taken singly or concurrently
and together constitute a balanced introduction to modern earth science.
Cost:2 WL:2 (Walter)
222. Introductory Oceanography. No credit granted to those who
have completed or are enrolled in AOSS 203. (3). (NS). (BS). (QR/2).
This course introduces students to the scientific study of the oceans.
Contents include the shape, structure, and origin of the ocean basins; the
sedimentary record of oceanic life and conditions in the past; the composition
of seawater and its influence on life and climate; waves and currents; the
life of the oceans and how it depends upon the marine environment; the resources
of the ocean and their wise use by society. The course format consists of
lectures and readings from an assigned textbook. The course grade will be
based on three one-hour exams and a two-hour final exam. Cost:2 WL:4 (Meyers)
223. Introductory Oceanography, Laboratory. Concurrent enrollment
in G.S. 222. (1). (NS). (BS). (QR/2).
This course is an optional laboratory intended to provide students with
opportunities to explore further various oceanography topics presented in
the G.S. 222 lectures. Laboratory sessions will include sampling procedures,
use of equipment, discussions, and demonstrations of how data are generated.
The course grade will be based on written laboratory exercises and a final
exam. Cost:1 WL:4 (Staff)
231. Elements of Mineralogy. Prior or concurrent enrollment in
Chemistry 125/130 or 210/211. (4). (Excl). (BS).
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)
269. Evolution of the Earth. No credit granted to those who have
completed or are enrolled in GS 135. Those with credit for GS 115 may only
elect GS 269 for 2 credits. (3). (NS). (BS).
This seminar course is intended for first and second year students with
no previous knowledge of, or experience in, the earth sciences. The material
will introduce students to the history of the earth from its formation in
the solar nebula, through the development of the continents, oceans, atmosphere
and life to its present state as an active planet. The course will explain
how various features of the earth "work", including continental
drift, volcanoes and the formation of most rocks, how theories are developed
in geology and how the magnitude of time has been determined. The course
will be divided into two halves. In the first half the basic concepts will
be explained. In the second half students will each make a presentation
covering a relevant subject which will be followed by discussion. Assessment
will be by two one-hour examinations and an oral presentation that will
form the basis for a term paper. (Halliday)
270. Plate Tectonics. No credit granted to those who have completed
three of GS 105, 107 and 205. Those with credit for one of GS 105 and 107
may only elect GS 270 for two credits. Those with credit for GS 205, or
both GS 105 and 107, may only elect GS 270 for one credit. (3). (NS). (BS).
The theory of plate tectonics, called dogma by some and paradigm by
others, describes the mobility of continental and oceanic domains of the
Earth's crust, as they are in constant motion along plate boundaries with
respect to each other. The theory explains earthquakes and volcanoes, the
topography of the Earth and the faunal and floral diversity of its living
and fossil inhabitants