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. Lectures about the evidence also explore alternative
explanations. The course involves three hours of weekly meeting time, a
textbook and selected reading material. No background in Earth science is
necessary. Evaluation is based on two exams, a series of student presentations
on selected topics and written essays on the same subject. Cost:2 WL:1 (Stamatakos)
274. Dinosaur Extinction and Other Controversies. (3). (NS). (BS).
In 1980 physicist Luis Alvarez proposed that the mass extinction which
eliminated the dinosaurs was caused by a meteor impact, rather than by long-term
climate changes. The course examines the philosophical issues raised by
the Alvarez hypothesis, especially: 1) What constitutes evidence for a scientific
theory? 2) How do we distinguish science from non-science? 3) What are the
roles of social and historical factors in the construction of scientific
theories and the fixing of belief? Other controversies examined include
the proposed 26-million year periodicity of mass extinctions, creationism's
perennial challenge to evolution, the health effects of dietary cholesterol,
and global warming. Readings will be drawn from the great 20th century works
in the philosophy of science as well as from classic scientific works. Requirements:
reading, discussion, one-page weekly writing assignments, and two term papers
(five pages and ten pages). Cost:3 WL:4 (McShea)
275. The Ice Ages: Past and Present. Those with credit for GS
104 may only elect GS 275 for 2 credits. (3). (NS). (BS).
Characteristics of the Earth's climate system and how various components
of that system operate to produce times when extensive ice sheets covered
large parts of the Earth's surface. The role in climate change of the oceans,
the atmosphere, the ice sheets themselves, orbital variations, and the movement
of the continental and ocean boundaries are presented and discussed. Cost:1
WL:1 (Moore)
276. Coastal Systems and Human Settlements. Those with credit
for GS 101 may only elect GS 276 for 2 credits. (3). (NS). (BS).
Coastal Systems and Human Settlements is a freshman-level, seminar-format
course directed toward an introduction to the importance of natural processes
in and consequences of human development along various coastal settings.
Study of the ramifications of short-term settlement in areas of long-term
subsidence and/or coastal erosion will be used as a means to better comprehend
the various repercussions of human interaction with natural systems. In
a small class setting the course will introduce students to those geologic
processes which have given rise to coastlines of the world, will establish
a basis for understanding why these regions have been in a state of rapid
change for thousands of years, will examine the reasons why human modification
of coasts and adjacent rivers has commonly exacerbated this situation, and
will explore the ramifications of anticipated global warming and attendant
global sea level rise in the coming decades. Cost:1 WL:4 (Wilkinson)
280/Environ. Stud. 360. Mineral Resources,
Economics and the Environment. May not be included in a concentration
plan in geology. (4). (NS). (BS). (QR/2).
Geology 280 deals with mineral resource-related problems in a complex
society. The course discusses the origin, distribution and remaining supplies
of oil, coal, uranium, iron, copper, gold, diamonds, potash, sulfur, gravel,
water, and other important mineral resources in terms of the economic, engineering,
political and environmental factors that govern their recovery, processing
and use. Among topics considered are the origin of oil, mineral exploration
methods, strip mining, recycling, smelting methods, transport of oil, money
and gold, nuclear waste disposal, and taxation vs. corporate profits. Three
lectures and one discussion per week. Evaluation by means of quizzes, exercises,
and a final exam. Required text: Mineral Resources, Economics and the
Environment. (S.E. Kesler). No previous background in geology is necessary
for this course. This course cannot be used as part of a concentration plan
in Geological Sciences. Cost:2 WL:4 (Kesler)
284. Environmental Geology. No credit granted to those who have
completed or are enrolled in GS 272. Those with credit for GS 271 may only
elect GS 284 for 3 credits. (4). (NS). (BS).
Environmental Geology deals with interactions between people and Earth.
It begins with an introduction to geologic materials and processes and goes
on to specific topics such as soil, surface and ground water, natural hazards
(volcanism, landslides, earthquakes, floods, coastal processes), geomedicine,
and waste disposal. Previous experience in geology is not required. The
course includes three lectures and one discussion period (in which homework
exercises are explained and discussed) per week. Evaluation is by means
of quizzes, exercises and a final exam. A book and exercise pack are required.
Cost:2 WL:4 (Kesler)
103. Review of Elementary German. Assignment by placement test
or permission of department. No credit granted to those who have completed
or are enrolled in 100 or 102. (4). (LR).
Course for students who have had two to three years of high school German
or one or more terms of college German - not at the University of Michigan
- but who are not yet at second-year performance level. This course is designed
to develop the ability to understand and speak "everyday German,"
to develop reading and writing skills, and to get to know the German-speaking
world through discussions and readings. Ample opportunity is provided to
develop conversational skills in a wide variety of situations encountered
in German-speaking cultures. Additional time outside of class is required
to listen to cassettes, to work on the computer, to read, and to study the
structure of the German language. There are three major tests and a final.
These sections meet FIVE times per week. Students may enroll in 231 upon
satisfactory completion of this course. The language of instruction is German.
Cost:2 WL:2
231. Second-Year Course. German 102 or the equivalent (placement
test). No credit granted to those who have completed or are enrolled in
230 or 221. (4). (LR).
Third of a four-term sequence in contemporary German. The second-year,
or intermediate, program is designed to increase students' proficiency in
understanding, speaking, writing, and reading German. Students are expected
to increase the level of accuracy at which they can express themselves and
the range of situations in which they can function in German-speaking cultures.
There will be an intermediate grammar review and selected readings. There
are three hourly tests and a final examination. Students write essays related
to class readings. The language of instruction is German. Cost:3 WL:2
232. Second-Year Course. German 231 or the equivalent (placement
test). No credit granted to those who have completed or are enrolled in
230 or 236. (4). (LR). Some sections of German 232 address special topics,
e.g., music, philosophy, science, current political issues, etc.
Second course of a two-term sequence in contemporary intermediate German.
The second-year program is designed to increase students' proficiency in
understanding, speaking, writing, and reading German. Students are expected
to increase the level of accuracy at which they can express themselves and
the range of situations in which they can function in German-speaking cultures.
They will be able to read, comprehend, and discuss a large variety of texts.
Traditional whole class instruction is supplemented with communicative activities
involving pairs or small groups of students. There are three hourly tests
and a final examination. In addition, students write essays related to class
readings. The language of instruction is German. Cost:2 WL:2
Section 001 - Ausländer in Deutschland. This section will explore the "Ausländer-experience" in Germany starting with the influx into the then Bundesrepublik of foreign workers (Gastarbeiter) shortly after the end of WW II. We will examine the economic, geographic, social, political and cultural ramifications of this influx, with special emphasis on the resulting clash of cultures in Germany. These will be examined as they are presented by the Gastarbeiter and his family writing in German about their everyday life and experiences in Germany. We will be examining various genres and media presentations of the problem, such as prose, drama, film, poetry, music, newspaper and magazine articles, radio plays, and television. A brief look at post-Reunification developments in the "new" Bundesrepublik will round out the course. In addition to the readings and media activities, the students will write a number of essays and two short exams during this half of the term. The language of instruction is German. (Van Valkenberg)
Section 002 - Hesse and Jung. We will begin with a couple of interesting twentieth century short stories and accompany these with a brief review of some of the most important aspects of grammar to facilitate the reading. We will devote the major part of the term to a reading of Hermann Hesse's Demian, a work written right after World War I. As background we will read a few selections from the works of Carl Gustav Jung and Friedrich Nietzsche who were major influences on Hesse's life and work. This will give us some insight into such important themes as the Kabbalah (Jewish mystical tradition), the Gnostic religious heritage, Jung's notion of the Collective Unconscious and the human being's journey to vital maturity, and last but not least, Nietzche's teaching on the "superman" and the will to power. We will have periodic quizzes, midterm and final. Texts: Larry Well, Mitlesen, Mitteilen; Larry Wells, Handbuch zur deutschen Grammatik; Hesse, Demian; and selected readings in a course pack. Cost:1 WL:4 (Paslick)
Section 003 - Philosophy and Science. The intent of this section is to acquaint students with the vocabulary of scientific and philosophical German, to familiarize them with some of the historical issues, and to provide opportunities to work toward an active command of these disciplinary languages. We will devote the first eight weeks to abridged versions of popular scientific essays from the nineteenth and twentieth centuries by Alexander von Humboldt, Hermann von Helmholtz, Ernst Mach, and Albert Einstein. These essays will introduce the central vocabulary of the various disciplines, recount important episodes in the history of science, and address central philosophical issues. A three-page, expository paper on this material, written in German, will be due at midterm. The final six weeks will be devoted to brief selections from Kant (epistemology), Nietzsche (ethics), and Wittgenstein (logic, philosophy of language), and to three short articles from German scientific periodicals. Students will be asked to write, in German, either a three-page response to one of the philosophers, or a 250-word abstract of each of the articles, depending on their interests. Difficult constructions and some vocabulary in the readings will be glossed in advance, but the texts themselves will be straight out of the library, and students will otherwise be expected to learn how to read such difficult material on their own with the aid of a dictionary. In addition, each student will be asked to make two brief oral presentations, in German and from notes alone, in which they explain to their classmates an important scientific or philosophical concept such as "phototropism," "hypothesis," or "valence." The language of instruction is German. Cost:1 WL:2 (Amrine)
Section 004 - The Construction of Outsiders in German Literature. Many discussions on contemporary Germany concentrate on the resurging racism in general and on Ausländerfeindlichkeit in particular. While we will frequently address current issues of German politics and social life, the main emphasis will be on critical readings of two or three short German literary texts of the 19th and early 20th centuries. We will start with an example of what could be called hate-literature, Richard Wagner's Das Judentum in der Musik. From the explicit, we will turn to the more subtle, implicit construction of otherness in Heinrich von Kleist's Die Verlobung in St. Domingo and possibly Hugo von Hofmannsthal's Das Märchen der 672. Nacht. The construction of otherness has as much to do with outsiders as it has with a specific idea of the self, the definition of the German or Germanness. One hour a week will be devoted to grammar review. Course requirements: grammar quizzes; short weekly writing assignments; a three-page midterm paper and a six-page final paper. No final exam. Cost:1 WL:4 (Rast)
325. Practice in Writing and Speaking German.
German 232 or the equivalent. (3). (Excl).
The sequence of German 325 and 326 is required for concentration in
German. It is primarily intended to improve fluency and accuracy in written
and spoken German. One hour each week is devoted to a systematic grammar
review including translation from English to German. The remaining class
time is devoted to German conversation based on readings and topics chosen
at the discretion of the individual instructor. A German essay of one or
two pages is assigned approximately every week. One or more five-minute
oral presentations may be required. There are midterm and final examinations.
Cost:2 WL:2
326. Practice in Writing and Speaking German. German 232 or the
equivalent. (3). (Excl).
See German 325.
191. Great Books. Open to Honors freshmen only. No credit granted
to those who have completed or are enrolled in Gt. Bks. 201 or Classical
Civ. 101. (4). (HU).
Great Books 191 will survey the classical works of ancient Greece. Among
the readings will be Homer's Iliad and Odyssey; a number of
the plays of Aeschylus, Sophocles, Euripides, and Aristophanes; Herodotus'
Histories; Thucydides' History of the Peloponnesian War; and
several of Plato's dialogues. The course format is two lectures and two
discussion meetings a week. Six to eight short papers will be assigned;
there will be midterm and final examinations. Great Books 191 is open to
freshmen in the Honors Program, and to other students with the permission
of the Director of the Great Books Program. Cost:2 WL:3 (Cameron)
201. Great Books of the Ancient World. No credit granted to those
who have completed or are enrolled in Gt. Bks. 191 or Classical Civ. 101.
(4). (HU).
Section 001 - Self-Knowledge, Shapes of Hell, and Journeys into New Lands.
Using the best available English translations, we will read, discuss, and
write about books from ancient Mesopotamia, the great Gilgamesh epic (a
story of heroic victories, friendship, and death); from Greece, Homer's
Iliad and Odyssey, the Oedipus tragedies of Sophocles and
Euripides' Medea, Plato's Republic, and Apollonius' Argonautica
(the story of the voyage of Jason in the ship Argo to get the golden fleece);
and from Rome, Virgil's Aeneid. "Know yourself," commanded
Apollo's ancient oracle at Delphi, and a poet advised, "Knowing yourself,
be it." The discovery of and growth into the self will be our central
focus as we learn about defining journeys in the lives of Gilgamesh, Achilles,
Odysseus, Oedipus, Medea, Socrates, Jason, and Aeneas. Their travels will
be physical in space and time, psychological, moral/ethical, intellectual,
spiritual, or some combination of these. Realizing heaven will require both
literal and metaphoric descents into hell. In the end, we should know not
only who these figure are and how they became themselves, but also a good
deal more about who we human beings are and what potential resides within
us. Our conversation with and about these ancients will require about a
dozen pages of writing in several shortish papers, a midterm, and a final.
(Wallin)
331(320)/Spanish 331. Great Books of Spain and Latin America.
Open to students at all levels. A knowledge of Spanish is not required.
May not be included in a concentration plan in Spanish (or teaching certificate
major or minor). (3). (HU).
See Spanish 331. (Colás)
121/Asian Studies 121. Great Traditions of
East Asia. (4). (HU).
This is an introduction to the civilizations of China, Japan, Korea,
and Inner Asia. It aims to provide an overview of changing traditions from
ancient to early modern times (ca. 1660 AD) by outlining broad trends which
not only transformed each society, economy, and culture but also led to
the development of this region into distinctly different modern nations.
The development of state Confucianism, the spread of Buddhism, the functions
of the scholar and the warrior, the impact of the military empires of Inner
Asia, and the superiority of pre-modern Asian science and technology are
some of the topics we will cover. In addition to the required textbooks,
we will read contemporary accounts and view slides and films to acquire
intimate appreciation of these cultures. Course requirements include successful
completion of: quizzes given in sections; four major tests given in class
on October 3 and 25, November 15, and December 8; one report/project (5
pp. plus bibliography and notes). Cost:2 WL:3 (Forage)
160. United States to 1865. (4). (SS).
This course deals with the history of the part of North America that
became the United States, from before European contact to the end of the
American Civil War. Focal points are the interaction of native, European,
and African people; the emergence of political structures and cultural patterns
under British colonial rule; the nature and impact of the American Revolution;
and the origins and nature of the Civil War. Two lectures and two discussion
sections each week, at least one essay, one hour examination, and a two-hour
final examination will emphasize the problems of explaining and understanding
this formative period of American society. A comprehensive textbook plus
extensive reading in primary evidence (eyewitness accounts), from Cotton
Mather to Abraham Lincoln, provide the basis for study of the period. WL:2
(Shy)
161. United States, 1865 to the Present. (4). (SS).
History 161 is designed to trace - via talks, discussion sections and
books - America's history from 1865 to the present. The course will attempt
to offer, with consistency, an analytical framework of usefulness to those
trying to comprehend American society. Its principal themes will be those
of small-town America and its ideological persistence; the rise of an opposing
set of values embodied in bureaucratic institutions; and the continuing
tension between local and national values in such issues as race, religion,
women's rights, foreign policy, government regulation, etc. The talks and
a significant number of the books will also attempt to convey the varieties
of personal experience so important to this period. The course will meet
four hours each week: two in lecture and two in a discussion section. Tentative
marking requirements include a short paper, a one-hour midterm examination
and a two-hour final examination. There are no history course prerequisites
for History 161. (Linderman)
170/Amer. Cult. 170/UC 170/Women's Studies 210. Histories of "Witchcraft."
First-year students only. (4). (Introductory Composition).
See American Culture 170. (Du Puis)
197. Freshman Seminar. (4). (Excl).
Section 001 - European Thought in the 19th and 20th Centuries. The topics
to be considered will include, among others: Romanticism; Liberalism (its
defenders and detractors); Nationalism; Intellectuals and Cultural Crises.
It is recommended that students have a background in modern European history.
The course will be conducted through lecture and discussion with papers
and examinations required. Texts will include source material and contemporary
responses to historical events. The purpose of the course will be to familiarize
students with certain of the major cultural and political movements prominent
in Europe during the past two centuries. Cost:3 WL:2 (Becker)
200-Level Courses are for Sophomores and Upper Class Students
200. Greece to 201 B.C. (4). (HU).
This course presents a survey of history from human beginnings through
Alexander the Great. Primary emphasis is on the development of civilization
in its Near Eastern and Greek phases. Students need no special background
except an ability to think in broad terms and concepts. In view of the extent
of historical time covered in the course, a general textbook is used to
provide factual material. There are two hour examinations (an optional paper
may be written for extra credit) plus a final examination. Discussion sections
are integrated with lectures and reading. Cost:2 WL:1 (Humphreys)
210/MARC 210. Early Middle Ages, 300-1100.
(3). (SS).
This course will survey the formation of Western European culture from
late antiquity to the tenth century. It is intended as a broad introduction
to the period and will trace demographic and economic decline and growth,
changing social forms, and the development of European political, legal,
and religious institutions. We will also examine early medieval culture,
including popular religious life - saints, relics and pilgrimages - as well
as early science and philosophy and the fine arts. The central theme running
through the lectures and readings is the way in which two cultures - the
pagan culture of the Germanic north and the Christian culture of the Roman
south - slowly merged into one, creating a new social memory and cultural
identity. There will be a midterm and a final examination as well as a short
paper. Readings are drawn from both medieval sources (in translation) and
the works of their modern interpretors. Although primarily a lecture course,
there will be some opportunity for discussion of the readings in class.
(Hughes)
214/French 214. Interpretations of French Society and Culture.
(3). (Excl).
See French 214. (Spang)
250. China from the Oracle Bones to the Opium War. (3). (HU).
This course consists of a survey of early Chinese history, with special
emphasis on the origins and development of the political, social, and economic
institutions and their intellectual foundations. Special features include
class participation in performing a series of short dramas recreating critical
issues and moments in Chinese history, slides especially prepared for the
lectures, new views on race and gender in the making of China, intellectual
and scientific revolutions in the seventeenth century, and literature and
society in premodern China. WL:1 (Chang)
251. Modern China. (3). (SS).
History 251 examines the transformation of modern China from 1800 to
the present; i.e., from the late Qing empire to the post-Mao era in contemporary
China, by means of lectures, reading, and discussion. The main events of
19th and 20th century China and their various interpretations are explored:
Chinese state and society at the end of the 18th century; the Opium wars
and the establishment of a foreign presence; 19th century rebellions and
their consequences; imperialism and reform; the republican revolution; nationalism
and social revolution in the 1920's; the development of the Communist movement;
war and civil war in the 1930's and 1940's; the People's Republic of China
since 1949. About 150 pages of reading a week from text, monographs and
translations of contemporary materials. A course paper is required. Midterm
and final examinations. Cost:2,3 WL:3 (A.Feuerwerker)
274/CAAS 230. Survey of Afro-American History I. (3). (SS).
See CAAS 230. (Barkley-Brown)
285(UC 265). Science, Technology, and Society After The Bomb.
(3). (HU).
The enterprise of science changed dramatically after WW II, both intellectually
and socially. The consequences of being able to split the atom and, more
recently, to engineer biological blueprints have made science literally
a life and death activity that touches every human. This course will explore
the growth and implications of scientific and technological development
from the end of WWII to the present. There will be two lectures and one
discussion per week. Students will work in small groups on one problem during
the term, e.g. energy, pollution, global warming, health care issues. Each
group will hand in a jointly written report at the end of term and present
a class report. Three or four books will be assigned reading. Students will
be expected to make use of the Message System and conferencing. Cost: Under
$50 WL:1 (Steneck)
286/Religion 286. A History of Eastern Christianity
from the 4th to the 18th Century. (3). (HU).
This course traces Eastern Christianity from the 4th through the 18th
century. A broad survey course aimed at undergraduates of all majors, there
are no prerequisites; the course focuses on both Church history and theology.
It begins with Constantine's conversion and traces the growth of the church,
the rise of monasticism, the creation of the creed (the Councils of Nicea
and Chalcedon), and the secession of the Eastern churches (Coptic &
Syriac), the role of religious pictures and the iconoclast dispute and relations
with the West (Rome) which were frequently strained before the official
break in the 11th century. We cover the conversion of the Slavs and the
eventual formation of independent Slavic national churches. We treat the
fall of the Byzantine and Medieval Slavic states to the Turks and the position
of the Orthodox under the Turks. Attention is also given to the Russian
Church from the 9th century to the Old Believer schism and Church reforms
of Peter the Great. Readings are varied. There is no textbook. A relevant
paper of the student's choice, an hour exam and a final are required. (J.Fine)
Although it would be logical to move from History of Art 101 to History of Art 102, either History of Art 101 or 102 along with History of Art 103 and 108 serve as a satisfactory introduction to the history of art.
Course requirements and texts vary with individual instructors, but an effort is always made to introduce students to works of art in the collections of the university as well as in the museums of Detroit and Toledo. Most of the upper division courses in history of art require one of these three introductory courses as a prerequisite. The introductory courses are directed toward students interested in the general history of culture and are especially valuable cognates for students in the fields of history, philosophy, literature, and musicology as well as the creative arts. Photographic material is available for study in the Fine Arts Study Room in the Modern Languages Building. Examinations usually include short essays and slides which are to be identified, compared, and discussed.
101. Near Eastern and European Art from the Stone Age to the End of the
Middle Ages. (4). (HU).
This course offers an introduction to major monuments and periods of
art from antiquity through the Middle Ages. Its purpose is not only to acquaint
students with key works of Egyptian, Greek, Roman, Byzantine, Islamic, Romanesque
and Gothic architecture, sculpture and painting, but also to help them develop
a vocabulary for the description and analysis of works of art, and to provide
them with a basic understanding of the methods and aims of art historical
study. Lectures will be supplemented by weekly discussion sections, several
of them to be held in the Kelsey Museum and in the Museum of Art. Readings
will be drawn from a general art historical survey and other texts; written
work will consist of two short papers, a midterm and a final examination.
This course, with H.A. 102, is meant to provide a foundation in the history
of art; it is a prerequisite for many higher-level courses in the department.
Cost:3 WL:4 (Sears)
102. Western Art from the End of the Middle Ages to the Present.
No credit granted to those who have completed 104 and 105, or 150. Two credits
granted to those who have completed one of 104 or 105. (4). (HU).
A chronological survey of the visual arts created within Western traditions
over nearly seven centuries. The great formal and expressive range, and
the rich contextual variety of architecture, sculpture, painting, graphics
and decorative arts which have been produced within this period necessitate
a highly selective presentation in lecture format (to meet three times weekly).
Also, a weekly discussion session encourages students to exercise visual
analysis skills and to further explore various ideas and issues intimately
tied to works of art: the artists who made them, the patrons who commissioned
them, the social-historical forces affecting production, changing criteria
of interpretation, their materials and techniques. Course work will consist
of weekly readings in the survey text (F. Hartt), a short paper, a midterm
and a final examination. No prerequisites. Cost:3 WL:4 (Hennessey)
103. Arts of Asia. (4). (HU).
An introduction to the cultures and arts of south and east Asia from
earliest times to the modern period. Topics will be organized chronologically
within geographical regions, but no attempt will be made to cover all of
the arts from all times and placed. Emphasis will be placed on the religious,
social, political, and/or literary contexts of specific monuments or sites,
individual artists, or media. No background is assumed or required. Three
exams and one museum exercise will each be worth 25% of the final grade.
Readings will either be in a course pack or on reserve in the undergraduate
library. Three lectures and one discussion section per week. Cost:2 WL:4
(Powers)
108/CAAS 108. Introduction to African Art.
(3). (HU).
This course offers a general introduction to the arts of African cultures
south of the Sahara desert. It reviews the history of African art from about
6000 B.C. through the twentieth century. The survey is based on a carefully
selected corpus comprising prehistoric rock paintings and engravings, old
and recent sculptures in terracotta, metal, wood, and ivory; and textile
and bodily arts. While it adopts an historical approach, it will also explore
some prevailing themes in African art, such as African approaches to representation
and the social function and meaning of art. Last, it will highlight a number
of significant cultural transformations that resulted from contact between
African peoples and western societies. Scheduled lectures will be supplemented
with written and reading assignments, videofilms, tours of African art exhibitions
in museums and private collections in the Detroit area. Cost:2 WL:4 (Quarcoopome)
112/Art 112. History of Photography. (3). (HU).
This lecture course will explore the history of photography of the 19th
and 20th centuries through a comparative study of photographs, photographers,
and theories about the nature of photography. The goal is to create an understanding
of the themes and issues, concepts and context associated with the image
making - from American and international perspectives. One intent is that
at the end of the study the student should be aware of some of the diverse
concerns in present day photography and be able to identify its origins
and influences. The class should interest students from a wide range of
disciplines. Students will supplement lecture and readings by participation
in small discussions focused on special theoretical topics. WL:4
113/Art 113. Introduction to the Visual Arts. This course is for
non art majors only. (3). (Excl).
Visual arts are a part of the human experience in all cultures and all
time periods. The ability to appreciate, to understand, and to assess the
quality of visual art can enrich a person's life and broaden one's thinking.
This course will introduce students having no formal art or art historical
background to the major forms of visual expression through human history
from the Stone Age to the present. We will examine works of art in various
media such as painting, drawing, printmaking, photography, sculpture, architecture,
graphics, and industrial design. Students will learn how artists use the
language of form to communicate information, to express emotion, to explore
the world of nature and the world of the mind. Students will learn the basic
techniques of the various media. Students will learn how the art of a time
and place defines and expands the boundaries of that culture. Assigned readings
and visits to museums and galleries will help students become critical consumers
of the visual culture as they learn to see, appreciate, and assess art forms.
Requirements include periodic quizzes, a final exam, and a term paper. Students
will also make some ungraded drawings and paintings as analytical tools.
Cost:3 WL:4 (Kapetan)
194(210). First Year Seminar. (3). (HU).
Section 001 - Early Renaissance Florence: Visual and Humanist Rhetoric in
a Civic "Fatherland." The early fifteenth century in Florence
saw intense artistic production, later characterized as a "renaissance"
due to a "rebirth" of classicism. This course focuses on the artists,
monuments, civic theorists and institutions which shaped the Renaissance
city. The architect Brunelleschi, the painter Masaccio, the sculptors Ghiberti
and Donatello, the "civic humanists" Salutati and Bruni, the art
theorist Alberta, patrons such as the guilds and the Medici family, all
contributed to the formation of an urban art and a republican State which
still holds a place in Western ideals. The assumptions and effects of such
a humanist culture will be our critical, interdisciplinary focus. A rhetoric
of visual, urban order, combined with a practice of imperialist, patriarchal
power, was linked to a city changing from a corporate to an elitist polity.
A refashioning of civic identity resulted in discourses which controlled
sexuality, gendered roles, reproductive strategies and family management.
The course is writing intensive, with seminar discussions, Cost: 2 WL:4
(Simons)
221/Class. Arch. 221. Introduction to Greek Archaeology. (4).
(HU).
See Classical Archaeology 221. (Pedley)
284. Introduction to Asian Painting. (3). (HU).
Landscape and figure painting in China was at first inspired by myth
and nature. As the centuries wore on, the "ink play" of a dark
brush moving freely across white silk or paper became its own source of
inspiration. Although Japan, at different stages in history, was an enthusiastic
heir to Chinese traditions, distinct forms of narrative scrolls, golden
screen paintings, and prints depicting the pleasure quarters of Tokyo captured
more of the Japanese spirit than the scope of Chinese painting could allow.
In India, miniature paintings of nobles, gods, and kings developed from
a history of manuscript illustrations completely different from the Chinese
and Japanese interests. These three painting traditions from China, Japan,
and India, will form the core of the survey of Asian painting. There will
be weekly assignments, some of which consist of "building" a longer
paper, step by step. Grades are based on these assignments and class participation.
No hour exams nor final exam. Books: Tarao Miyagawa, Chinese Painting
and Terakazu Akiyama, Japanese Painting. Cost:4 WL:4 (Mannikka)
In studying these various aspects of language structure, we will focus our attention on such questions as: How does a linguist decide what ought to be studied in a given language? How do we go about collecting data? What techniques do we have for making sense of our data? What kinds of conclusions are we led to, and how do we justify these conclusions? What do we do if our methods lead us to different accounts of the same phenomenon? Our answers to these questions will show us the extent to which our understanding of the object of inquiry (language) is influenced by our methods of inquiry.
There is no text and no readings. But there are assignments: (1) daily homework problems (counting for 15% of course grade), (2) weekly large-scale analysis problems (15%), (3) participation, in class and in a computer conference (15%), (4) quizzes (15%), (5) a midterm exam (15%), and (6) a final exam (25%). Exercises will be problem-solving assignments, involving analysis of phonetic, phonological, morphological, or syntactic data from various languages. (Lawler)
211. Introduction to Language. (3). (SS).
The study of language offers a way of looking at some of the most significant
aspects of human experience. Language reflects and structures the way we
think. It creates and is created by power relationships expressed through
gender, race, class and geography. Language offers us avenues for resistance
as well as oppression. Through this course we will attempt to understand
the many different roles language plays in our social and psychological
lives. At the same time we will also learn some of the fundamentals of language
structure which are basic to an appreciation of large-scale language issues.
Course assignments will likely include homework/projects, and hourly exams.
There will be a combination of course texts including background information
as well as a selection of readings. (Keller-Cohen)
Students who need additional preparation for calculus are tentatively identified by a combination of the math placement test (given during orientation), college admissions test scores (SAT or ACT), and high school grade point average. Academic advisors will discuss this placement information with each student and refer students to a special mathematics advisor when necessary.
Two courses preparatory to the calculus, Math 105 and Math 110, are offered. Math 105 is a course on data analysis, functions, and graphs with an emphasis on problem solving. Math 110 is a condensed half-term version of the same material offered as a self-study course through the Math Lab and directed towards students who are unable to complete a first calculus course successfully. A maximum total of 4 credits may be earned in courses numbered 110 and below. Math 103 is offered exclusively in the Summer half-term for students in the Summer Bridge Program.
Math 127 and 128 are courses containing selected topics from geometry and number theory, respectively. They are intended for students who want exposure to mathematical culture and mathematical thinking through a single course. They are neither prerequisite nor preparation for any further course.
Each of Math 112, 115, 185, and 195 is a first course in calculus and generally credit can be received for only one course from this list. Math 112 is designed for students of business and the social sciences who require only one term of calculus. It neither presupposes nor covers any trigonometry. The sequence Math 115-116-215 is appropriate for most students who want a complete introduction to calculus. Math 118 is an alternative to Math 116 intended for students of the social sciences who do not intend to continue to Math 215. Math 215 is prerequisite to most more advanced courses in Mathematics. Math 112 does not provide preparation for any subsequent course.
Students planning a career in medicine should note that some medical schools require a course in calculus. Generally 112 or 115 will satisfy this requirement, although most science concentrations require at least a year of calculus. Math 112 is accepted by the School of Business Administration, but Math 115 is prerequisite to concentration in Economics and further math courses are strongly recommended.
The sequences 175-176-285-286, 185-186-285-286, and 195-196-295-296 are honors sequences. All students must have the permission of an Honors advisor to enroll in any of these courses, but they need not be enrolled in the LSA Honors Program. All students with strong preparation and interest in mathematics are encouraged to consider these courses; they are both more interesting and more challenging than the standard sequences.
Math 185-186 covers much of the same material as Math 115-215 with more attention to the theory in addition to applications. Most students who take Math 185 have had a high school calculus course, but it is not required. Math 175-176 assumes a knowledge of calculus roughly equivalent to Math 115 and covers a substantial amount of so-called combinatorial mathematics (see course description) as well as calculus-related topics not usually part of the calculus sequence. Math 175 and 176 are taught by the discovery method: students are presented with a great variety of problems and encouraged to experiment in groups using computers. The sequence Math 195-296 provides a rigorous introduction to theoretical mathematics. Proofs are stressed over applications and these courses require a high level of interest and commitment. The student who completes Math 296 is prepared to explore the world of mathematics at the advanced undergraduate and graduate level.
In rare circumstances and with permission of a Mathematics advisor reduced credit may be granted for Math 185 or 195 after one of Math 112 or 115. A list of these and other cases of reduced credit for courses with overlapping material is available from the Department. To avoid unexpected reduction in credit, students should always consult an advisor before switching from one sequence to another. In all cases, a maximum total of 16 credits may be earned for calculus courses Math 112 through Math 296, and no credit can be earned for a prerequisite to a course taken after the course itself.
Students with strong scores on either the AB or BC version of the College Board Advanced Placement exam may be granted credit and advanced placement in either the regular or honors sequences. A table explaining the possibilities is available from advisors and the Department. The Department encourages strong students to enter beginning Honors courses in preference to 116 or 215.
Students completing Math 215 may continue either to Math 216 (Introduction to Differential Equations) or to the sequence Math 217-316 (Linear Algebra-Differential Equations). Math 217-316 is required for all students who intend to take more advanced courses in mathematics, particularly for those who may concentrate in mathematics. Math 217 both serves as a transition to the more theoretical material of advanced courses and provides the background required for optimal treatment of differential equations.
More detailed descriptions of undergraduate mathematics courses and concentration programs are contained in the brochures Undergraduate Programs and Undergraduate Courses available from the Mathematics Undergraduate Program Office, 3011 Angell Hall, 763-4223.
NOTE: WL:3 for all courses.
A maximum total of 4 credits may be earned in Mathematics courses numbered 110 and below. A maximum total of 16 credits may be earned for calculus courses Math 112 through Math 296, and no credit can be earned for a prerequisite to a course taken after the course itself.
105. Data, Functions, and Graphs. Students with credit for Math.
103 can elect Math. 105 for only 2 credits. (4). (Excl). (QR/1).
This is a course on analyzing data by means of functions and graphs.
The emphasis is on mathematical modeling of real-world applications. The
functions used are linear, quadratic, polynomial, logarithmic, exponential,
and trigonometric. Algebra skills are assessed during the term by periodic
testing. Students completing Math. 105 are fully prepared for Math. 115.
Text: Contemporary Precalculus. Students will need graphing calculators
and should check with the Math Department office to find out what is currently
required.
112. Brief Calculus. See Elementary Courses above. Credit
is granted for only one course from among Math. 112, 113, 115, 185 and 195.
(4). (N.Excl). (BS).
This is a one-term survey course that provides the basics of elementary
calculus. Emphasis is placed on intuitive understanding of concepts and
not on rigor. Topics include differentiation with application to curve sketching
and maximum-minimum problems, antiderivatives and definite integrals. Trigonometry
is not used. The text has been Hoffman, Calculus for the Business, Economics,
Social, and Life Sciences (4th ed.) This course does not mesh with any
of the courses in the other calculus sequences.
115. Calculus I. See Elementary Courses above. Credit usually
is granted for only one course from among Math. 112, 115, 185, and 195.
(4). (N.Excl). (BS). (QR/1).
Background and Goals.The sequence Math 115-116-215 is the standard
complete introduction to the concepts and methods of calculus. It is taken
by the majority of students intending to concentrate in mathematics, science,
or engineering, as well as students heading for many other fields. The emphasis
is on concepts and solving problems rather than theory and proof. All sections
are given two uniform exams during the term and a uniform final exam.Content.
The course presents the concepts of calculus from three points of view:
geometric (graphs), numerical (tables), and algebraic (formulas). Students
will develop their reading, writing, and questioning skills.Topics include
functions and graphs, derivatives and their applications to real-life problems
in various fields, and definite integrals.Text: Calculus by Hughes-Hallett
and Gleason. Students will need graphing calculators and should check with
the Mathematics Department office to find out what is currently required.
116. Calculus II. Math. 115. Credit is granted for only one course
from among Math. 116, 186, and 196. (4). (N.Excl). (BS). (QR/2).
Background and Goals. See Math 115. Content. The course
presents the concepts of calculus from three points of view: geometric (graphs),
numerical (tables), and algebraic (formulas). Students will develop their
reading, writing, and questioning skills.Topics include the indefinite integral,
techniques of integration, introduction to differential equations, infinite
series.Text: Calculus by Hughes-Hallett and Gleason. Students will
need graphing calculators and should check with the Mathematics Department
office to find out what is currently required.
127. Geometry and the Imagination. Three years of high school
mathematics including a geometry course. (4). (NS). (BS). (QR/1).
This course introduces students to the ideas and some of the basic results
in Euclidean and non-Euclidean geometry. Beginning with geometry in ancient
Greece, the course includes the construction of new geometric objects from
old ones by projecting and by taking slices. The next topic is non-Euclidean
geometry. This section begins with the independence of Euclid's Fifth Postulate
and with the construction of spherical and hyperbolic geometries in which
the Fifth Postulate fails; how spherical and hyperbolic geometry differs
from Euclidean geometry. The last topic is geometry of higher dimensions:
coordinatization - the mathematician's tool for studying higher dimensions;
construction of higher-dimensional analogues of some familiar objects like
spheres and cubes; discussion of the proper higher-dimensional analogues
of some geometric notions (length, angle, orthogonality, etc.) This course
is intended for students who want an introduction to mathematical ideas
and culture. Emphasis on conceptual thinking - students will do hands-on
experimentation with geometric shapes, patterns and ideas. Grades based
on homework and a final project. No exams. Text: Beyond the Third Dimension
(Thomas Banchoff, 1990).
128. Explorations in Number Theory. High school mathematics through
at least Analytic Geometry. (4). (NS). (BS). (QR/1).
This course is intended for non-science concentrators and students in
the pre-concentration years with no intended concentration, who want to
engage in mathematical reasoning without having to take calculus first.
Students will be introduced to elementary ideas of number theory, an area
of mathematics that deals with properties of the integers. Students will
make use of software provided for IBM PCs to conduct numerical experiments
and to make empirical discoveries. Students will formulate precise conjectures,
and in many cases prove them. Thus the students will, as a group, generate
a logical development of the subject. After studying factorizations and
greatest common divisors, emphasis will shift to the patterns that emerge
when the integers are classified according to the remainder produced upon
division by some fixed number (`congruences'). Once some basic tools have
been established, applications will be made in several directions. For example,
students may derive a precise parameterization of Pythagorean triples a2
+ b2 = c2 .
147. Mathematics of Finance. Math. 112 or 115. (3). (Excl). (BS).
This course is designed for students who seek an introduction to the
mathematical concepts and techniques employed by financial institutions
such as banks, insurance companies, and pension funds. Actuarial students,
and other mathematics concentrators, should elect Math 424 which covers
the same topics but on a more rigorous basis requiring considerable use
of the calculus. Topics covered include: various rates of simple and compound
interest, present and accumulated values based on these; annuity functions
and their application to amortization, sinking funds and bond values; depreciation
methods; introduction to life tables, life annuity, and life insurance values.
The course is not part of a sequence. Students should possess financial
calculators.
175. Combinatorics and Calculus. Permission of Honors advisor.
(4). (N.Excl). (BS). (QR/1).
Background and Goals. This course is an alternative to Math 185
as an entry to the honors sequence. The sequence Math 175-176 is a two-term
introduction to Combinatorics, Dynamical Systems, and Calculus. The topics
are integrated over the two terms although the first term will stress combinatorics
and the second term will stress the development of calculus in the context
of dynamical systems. Students are expected to have some previous experience
with the basic concepts and techniques of calculus. The course stresses
discovery as a vehicle for learning. Students will be required to experiment
throughout the course on a range of problems and will participate each term
in a group project. Grades will be based on homework and projects with a
strong emphasis on homework. Personal computers will be a valuable experimental
tool in this course and students will be asked to learn to program in either
BASIC, PASCAL or FORTRAN. Content. There are two major topic areas:
enumeration and graph theory. The section on enumeration theory will emphasize
classical methods for counting including (1) binomial theorem and its generalizations;
(2) solving recursions; (3) generating functions; and (4) inclusion - exclusion
principle. In the process, we will discuss infinite series. The section
on graph theory will include basic definitions and some of the more interesting
and useful theorems of graph theory. The emphasis will be on topological
results and applications to computer science and will include (1) connectivity;
(2) trees, Prufer codes, and data structures; (3) planar graphs, Euler's
foumula and Kuratowski's Theorem; and (4) coloring graphs, chromatic polynomials,
and orientation. This material has many applications in the field of computer
science. Course pack.
185. Honors Analytic Geometry and Calculus I. Permission of the
Honors advisor. Credit is granted for only one course from among Math. 112,
113, 115, and 185. (4). (N.Excl). (BS). (QR/1).
Background and Goals. The sequence Math 185-186-285-286 is the
honors introduction to the calculus. It is taken by students intending to
concentrate in mathematics, science, or engineering, as well as students
heading for many other fields who want a somewhat more theoretical approach.
Although much attention is paid to concepts and solving problems, the underlying
theory and proofs of important results are also included. This sequence
is NOT restricted to students enrolled in the LSA Honors Program. Content.
Topics covered include functions and graphs, derivatives, differentiation
of algebraic and trigonometric functions and applications, definite and
indefinite integrals and applications. Other topics will be included at
the discretion of the instructor. Recent text(s): Calculus with Analytic
Geometry (6th ed., Simmons).
195. Honors Mathematics I. Permission of the Honors advisor. (4).
(N.Excl). (BS). (QR/1).
Background and Goals. The sequence Math 195-196-295-296 is a
more intensive honors sequence than 185-186-285-286. The material includes
all of that of the lower sequence and substantially more. The approach is
theoretical, abstract, and rigorous. Students are expected to learn to understand
and construct proofs as well as do calculations and solve problems. The
expected background is a thorough understanding of high school algebra and
trigonometry. No previous calculus is required, although many students in
this course have had some calculus. Students completing this sequence will
be ready to take advanced undergraduate and beginning graduate courses.
This sequence is NOT restricted to students enrolled in the LSA Honors Program.
Content. Functions of one variable and their representation by graphs;
limits and continuity; derivatives and integrals with applications; parametric
representation; polar coordinates; applications of mathematical induction.
Recent text(s): Calculus (Spivak); Calculus (vol. I, by Apostol);
Introduction to Calculus and Analysis (Courant and John).
215. Calculus III. Math. 116 or 186. (4). (Excl). (BS). (QR/1).
Background and Goals. See Math 115. Content. Topics include
vector algebra and vector functions; analytic geometry of planes, surfaces,
and solids; functions of several variables and partial differentiation;
line, surface, and volume integrals and applications; vector fields and
integration; Green's Theorem and Stokes' Theorem. There is a weekly lab
using MAPLE.
216. Introduction to Differential Equations. Math. 215. (4). (Excl).
(BS).
Background and Goals. For a student who has completed the calculus
sequence, there are two sequences which deal with linear algebra and differential
equations, 216-417 (or 419) and 217-316. The sequence 216-417 emphasizes
problem-solving and applications and is intended for students of engineering
and the sciences. Math concentrators and other students who have some interest
in the theory of mathematics should elect the sequence 217-316. Content.
After an introduction to ordinary differential equations, the first half
of the course is devoted to topics in linear algebra, including systems
of linear algebraic equations, vector spaces, linear dependence, bases,
dimension, matrix algebra, determinants, eigenvalues, and eigenvectors.
In the second half these tools are applied to the solution of linear systems
of ordinary differential equations. Topics include: oscillating systems,
the Laplace transform, initial value problems, resonance, phase portraits,
and an introduction to numerical methods. This course is not intended
for mathematics concentrators, who should elect the sequence 217-316.
Recent Text(s): Differential Equations: A First Course (Guterman
and Nitecki); Theory and Problems of Linear Algebra (2nd ed., Schaum's
Outline Series, S. Lipschutz).
217. Linear Algebra. Math. 215. No credit granted to those who
have completed or are enrolled in Math. 417, 419, or 513. (4). (Excl). (BS).
(QR/1).
Background and Goals. See Background and Goals under Math
216. In addition, these courses are explicitly designed to introduce the
student to both the concepts and applications of their subjects and to the
methods by which the results are proved. Therefore the student entering
Math 217 should come with a sincere interest in learning about proofs. Content.
The topics covered include: systems of linear equations, matrix algebra,
vectors, vector spaces, and subspaces; geometry of R to n power,
linear dependence, bases, and dimensions; linear transformations; Eigenvalues
and Eigenvectors; diagonalization; inner products. Throughout there will
be emphasis on the concepts, logic, and methods of theoretical mathematics.
This corresponds to most of chapters 1-8 of Nicholson. Recent text(s): Elementary
Linear Algebra (2nd ed., W.K.Nicholson).
200/ABS 200/Arabic 200/Hebrew Studies 200. Religions of the Book: Judaism,
Christianity, and Islam. No credit granted to those who have completed
or are enrolled in Rel. 201/GNE 201. (4). (HU).
For Fall Term, 1994, this course is offered jointly with Religion
201. (Ginsburg and Williams)
201/Rel. 201. Introduction to World Religions: Near Eastern. No
credit granted to those who have completed or are enrolled in ABS 200. (4).
(HU).
See Religion 201. (Ginsburg and Williams)
201. Elementary Biblical Hebrew. (3). (LR).
An introduction to the language and style of the Hebrew Bible, using
Weingreen's Practical Grammar of Classical Hebrew as the text. Daily
instruction on grammar with drills. Students are evaluated on the basis
of daily homework assignments and weekly quizzes. Cost:1 WL:3 (Schramm)
280/Rel. 280. Jesus and the Gospels.
(4). (HU).
The course will probe the gospels, including some non-canonical versions
(e.g., the Gospel of Thomas), as sources to the life and teaching of Jesus.
How reliable are the portraits of Jesus in the gospels, the oldest of which
having been written some forty-five years after his execution? Through an
acquirement of the different critical methods applied to the gospel texts
by New Testament scholars, the students will be enabled to form a defensible
answer to this question. Conjointly with the methodological instruction
and exercises, there will be an impartation of the necessary knowledge about
the religious, historical, and social world of Jesus, so that a correct
interpretation of the texts can be obtained. The format of the course will
consist of lectures by the instructor and mandatory discussion sessions
conducted by a TA. There will be two or three exams and one paper. Cost:3
WL:4 (Fossum)
Elementary Language Courses
101. Elementary Modern Standard Arabic. (4). (LR).
This is the first course of a two-term sequence in elementary Arabic.
It is designed for non-concentrators and those who need Arabic to fulfill
the language requirement. It provides an introduction to the phonology and
script of Modem Standard Arabic and its basic vocabulary and fundamental
structures. It offers combined training in listening, speaking, reading
and writing. There will be focus on simple interactive communicative tasks
involving teacher-student, student-student and group interactions. Reading
and cultural skills are developed through simple short texts and situational
dialogues. There will be daily written assignments involving supplying answers
to certain drills and questions on reading comprehension passages, filling
out forms and writing short messages and paragraphs. Evaluation will be
based on class participation, weekly achievement tests, monthly comprehensive
tests, and a final exam. Regular use of the language laboratory or recorded
tapes for home use is required to reinforce class work and also to do the
recorded assignments. Class meets 4 hours per week. Textbooks: (1) A
Programmed Course in Modern Standard Arabic Phonology and Script by
McCarus-Rammuny, (2) Elementary Modem Standard Arabic Part one by
Abboud et al. (Lessons 1-10), (3) Course pack including supplementary cultural
materials, dialogues, and special activities. Cost:1 WL:3 (Rammuny)
221(201). Intensive Elementary Modern Standard Arabic. (6). (LR).
Laboratory fee ($16) required.
The sequence of Arabic 221 and 222 is designed for students concentrating
in Arabic or those who expect to use Arabic at an accelerated rate. It is
primarily intended for highly-motivated students who want to study Arabic
for academic purposes. Arabic 221 starts with an intensive introduction
to Arabic phonology and script combined with oral basic communication practice.
This is followed by short reading selections and situational dialogues including
basic vocabulary and fundamental grammatical structures. The course offers
combined training in the four language skills, plus practice in using the
Arabic dictionary. Course requirements include daily preparation of the
basic texts and grammatical explanations, extensive oral and written practice
utilizing newly learned vocabulary and structures, and written assignments.
These assignments involve answers to certain drills and reading comprehension
questions, filling out short forms and supplying short messages and biographical
information. Class meets six hours per week for six credit hours. Course
evaluation is based on class participation, daily written assignments, weekly
achievement tests, monthly comprehensive tests and a final prochievement
examination. Textbooks: (1) Programmed Course in Modern Standard Arabic
Phonology and Script by McCarus-Rammuny, (2) Elementary Modern Standard
Arabic. Part One by Abboud et al. (Lessons 1-15) and (3) Course pack
including supplementary dialogues, activities and cultural material. Cost:2
(Khaldieh)
Elementary Language Courses
201. Elementary Modern Hebrew. (5). (LR).
Development of basic communication skills in Hebrew. Reading, writing
and grammar. Class discussion and readings in Hebrew. Class and language
laboratory drills. WL:1
301. Intermediate Modern Hebrew. Hebrew 202 or equivalent. No
credit granted to those who have completed or are enrolled in Hebrew 311.
(5). (LR).
The focus of instruction will be on the four language skills, with a
continued emphasis on oral work and writing. Review of morphology and syntax.
Continued emphasis on oral work and writing skills. Cost:1
Advanced Language Courses
401. Advanced Hebrew. Hebrew 302 or equivalent. (3). (Excl).
The course materials consist of texts from Modern Hebrew prose: fiction
and non-fiction. Writing and speaking skills will be enhanced through a
series of related assignments. Review of basic language structures and enrichment
of vocabulary are among the objectives of the course. Evaluation of work
will be based on active participation in the course, timely completion of
assignments, quizzes and a midterm and a final examination. Cost:1 WL:3
(Bernstein)
403. Hebrew of the Communications Media. Hebrew 302 or equivalent.
(3). (Excl).
The focus of the course is Hebrew of the Media and discussion of contemporary
political, social, and cultural issues in Israeli press and television news
broadcasts. Reading, listening, and writing assignments are accompanied
by a discussion of the issues. Evaluation of the work will be based on active
participation in the course, timely completion of assignments, and four
written tests. Cost:1 (Coffin)
The Department teaches a number of courses that do not carry prerequisites: (A) general introductions designed to acquaint students with a representative sample of philosophical problems (181, 202, 231, 232, and 297); (B) introductions that focus on a particular branch of philosophy or area of human concern - e.g., human nature, law, religion - designed for students who, having no previous background in philosophy, want to study these areas in a philosophical way (152, 359, 365); and (C) introductions to logic and reasoning (180, 201, 203).
(A) The general introductions deal, for example, with questions concerning the nature of reality, knowledge, the self and the mind, freedom, morality, society, and religion, but they differ in their instructional formal and staffing. Philosophy 202 is taught by advanced graduate students in sections of approximately 25 students. Philosophy 181 is taught by more experienced Lecturers or other faculty, in a combination lecture/discussion format, limited to 50 students. In Philosophy 231 and 232, a faculty member delivers a lecture two hours per week, and students divide into groups of approximately 25 for discussion sections, led by graduate students, that meet one (231) or two (232) hours per week. Finally, Philosophy 297, "Honors Introduction," is taught by a faculty member to groups of 25-30 students.
(B) Fall courses not carrying prerequisites that focus on a specific area of human concern or philosophical thought include "Philosophy of Human Nature" (152), "Law and Philosophy', (359), and "Problems of Religion" (365). These courses do not require previous work in philosophy. Philosophy 152 is taught by a member of the faculty, in a combination lecture/discussion format, limited to 50 students. In Philosophy 359 and 365, a faculty member delivers a lecture two hours per week, and students divide into groups of approximately 25 for discussion sections led by graduate students.
(C) Among the introductions to logic, Philosophy 180 is a faculty taught introduction that makes extensive use of computerized exercises and tutorials (thereby also providing an introduction to MacIntosh computers), with an enrollment of 75-125 students. Philosophy 201 is principally an introduction to reasoning and informal logic; 203 is an introduction to formal or symbolic logic. Both 201 and 203 are taught by advanced graduate student teaching assistants in sections of approximately 25 students.
Students who seek additional information about the Department's curriculum may request a copy of "The Undergraduate Program in Philosophy." This brochure contains information intended for students interested in taking philosophy courses, whether or not they are considering a Philosophy concentration.
152. Philosophy of Human Nature. Students are strongly advised
not to take more than two Philosophy Introductions. (3). (HU).
We will consider various claims about the nature of human beings. In
asking about the "nature" of a sort of thing, one can ask about
(1) "essence" - what makes something be of that sort? - or about
(2) "composition" - what are things of that sort made of? - or
about (3) "unmodified state" - is this stuff (say, some water)
natural or "processed"? So, first, what makes something a human
being? Second, what are human beings made of - all natural ingredients,
or supernatural souls? Third, what capacities, limitations, and purposes
do human beings have inately? Do we have the free will to modify them? We
will also glance at related moral issues. Facts about human essence may
affect abortion and euthanasia, and facts about human composition may affect
our importance. Facts about human competition may affect policies on education,
genetic research, and sexual orientation, and may shape our conception of
a fulfilling life. Cost:2 WL:4 (Lormand)
180. Introductory Logic. Credit is granted for only one of Phil.
180 or 201. (3). (N.Excl). (BS).
Section 001. This is a course designed to improve critical reasoning
skills and provide an introduction to formal logic. We will analyze the
reasoning in passages drawn from college-level texts in various fields,
learn some formal systems for representing and criticizing such reasoning,
and master the logical concepts used in the analysis and criticism of arguments.
This section of Introductory Logic will be based on computerized exercises
and tutorials. Students will do weekly assignments at public computing sites.
No prior experience with computers is needed. Cost:1 WL:4 (Velleman)
181. Philosophical Issues: An Introduction. No credit granted
to those who have completed or are enrolled in 202, 231, 232, 234, or 297.
(3). (HU).
This course examines some of the main problems of philosophy, such as:
How do we know that anything exists, other than ourselves? Are minds immaterial
spirits, or are minds brains and hence nothing but complex physical objects?
If human actions are causally determined by heredity and environment, is
there any free will or moral responsibility? Is abortion, or euthanasia,
or suicide, morally permissible? Is the nature and extent of our moral obligations
determined by our feelings, self-interest, social convention, Divine commands,
or something else? What are the different kinds of social, political, and
economic organization, and what reasons are there for preferring one to
another? How should one live one's life? What is the meaning of life, and
what does this question mean? Are there good reasons for believing that
God exists? Students will write papers discussing these topics. WL:4
196. Freshman Seminar. First year standing; second year with permission
of instructor. (3). (HU).
Section 001 - Philosophy and Work. This seminar will be an effort to
show that philosophical thinking can throw surprisingly helpful light on
a variety of issues that surround the nature and meaning, but also the history,
and perhaps most importantly the current crisis of work. The principal authors
we will read together are Hegel (who advanced the idea that the the performance
of certain kinds of work - and in a sense nothing less than that - can bring
us closer to self-realization, and thus to the achievement of dignify and
self-respect), Karl Marx (whose ideas are familiar), Max Weber (who wrote
the classical work on The Protestant Ethic and the Spirit of Capitalism),
and Nietzsche (who developed the implications of many of Hegel's starting
points into a broader and more fullfledged re-thinking of our values). In
the last few weeks of the seminar we will make an effort to develop from
the insights philosophy provides a set of practical proposals: on one level
these will address the current crisis of work, on another they are meant
to point the way towards a culture more humane, more intelligent, more cheerful,
more sensuous and more flamboyant than the one in which we presently languish.
WL:4 (Bergmann)
201. Introduction to Logic. Credit is granted for only one of
Phil. 180 or 201. (3). (N.Excl). (BS).
This course aims to give students a thorough understanding of the fundamental
forms of reasoning and rational argument, and to improve critical reasoning
skills that could be of use in a wide range of disciplines and careers.
The course examines some of the problems and fallacies which arise in informal
reasoning and logical concepts used in the analysis and criticism of arguments.
Some elements of formal (symbolic) logic might be introduced. Though students
will be expected to master some technical detail, the course emphasizes
informal logical techniques applicable to problem solving and argument in
any area of inquiry. Both deductive and inductive patterns of argument will
be examined. The small section's size (usually about 25 students) is conducive
to informality and considerable student participation. There will also be
lectures, demonstrations of problem-solving techniques, and a variety of
exercises. Normally, there are weekly assignments, and short, periodic quizzes.
WL:4
202. Introduction to Philosophy. No credit granted to those who
have completed or are enrolled in 181, 231, 232, 234, or 297. (3). (HU).
The purpose of this course is to familiarize students with philosophical
thinking on the great questions that have moved people throughout history,
and to discuss possible solutions to them. The course is taught in independent
sections (of approximately 25 students) by advanced graduate students, who
select topics and readings for their sections. Some sections examine the
systems of such major historical figures as Plato, Aristotle, Descartes,
Hume, Kant, Hegel, and Nietzsche; others focus on writings of twentieth
century philosophers, such as Bertrand Russell, A.J. Ayer, and Ludwig Wittgenstein.
For a list of questions from which topics are typically chosen, see the
description for Philosophy 181. The text is either a book of readings or
a set of larger selections from separate editions of well-known philosophical
works. Requirements usually include a number of short, critical papers on
topics treated in the course. WL:4
203. Introduction to Symbolic Logic. Credit is granted for only
one of Phil. 203 or 296. (3). (N.Excl). (BS).
Common sense classifies arguments as good or bad according to a variety
of formal and informal criteria. Roughly speaking, we count an argument
good if it makes plausible assumptions which exhibit its conclusion as likely
to be true. Though the common sense classification is familiar and useful,
sometimes we want something more precise and more amenable to systematic
investigation. Thus we idealize from the intuitive notion of a "good"
argument and call an argument valid if it is impossible for its assumptions
to be true without its conclusion being true as well. Logic can now be defined
as the study of validity. As it turns out, this study is best pursued by
constructing artificial languages designed to replicate in purer form the
logically relevant features of natural languages like English. Symbolic
logic, the subject of this course, is the study of validity by reference
to these formal languages. Students meet in sections of about 25 students
each. Each section meets three hours per week and has a lecture/discussion
format, with considerable student participation. Course requirements and
grading vary from instructor to instructor, but normally there are weekly
homework assignments and periodic quizzes.
230/Buddhist Studies 230/Asian Studies 230/Rel. 230. Introduction to
Buddhism. May not be included in a concentration plan in philosophy.
(4). (HU).
See Buddhist Studies 230. (Gómez)
231. Introduction to Philosophy: Problems and
Principles. No credit granted to those who have completed or are
enrolled in 181, 202, 232, 234, or 297. (3). (HU).
This is a first course in philosophy assuming no background in the subject;
it is open to students from all areas of the University at any stage in
their studies. The course has two main goals. First, to give you a sense
of what philosophers think about and why. This will be done through consideration
of several historically important issues: the existence of God, skepticism
about the external world, knowledge of the future, personal identity, and
freedom vs. determinism. The second goal is to develop the philosophical
skill, and more generally the critical and argumentative skills, of those
enrolled. Philosophy 231 and 232 share a common lecture for two meetings
per week. Philosophy 231 carries three hours of credit, has one discussion
meeting per week, and requires two short papers. Philosophy 232 carries
four hours of credit, has two discussion meetings per week, and requires
three short papers. Both 231 and 232 require a final exam. The course has
two texts: Anthony Weston, A Rulebook for Arguments, (Hackett Publishing
Company) and Joel Feinberg's anthology Reason and Responsibility
(Dickenson Publishing Co.) Cost:2 WL:4 (Haslanger)
232. Problems of Philosophy. No credit granted to those who have
completed or are enrolled in 181, 202, 231, 234, or 297. (4). (HU).
See Philosophy 231. (Haslanger)
297. Honors Introduction to Philosophy. Honors students or permission
of instructor. No credit granted to those who have completed or are enrolled
in 181, 202, 231, 232, or 234. (3). (HU).
Section 002. The course is an introduction to philosophy for Honors
undergraduates through the study of three classic, but accessible, texts:
Hume's First Inquiry, J.L. Austin's Sense and Sensibilia,
and Aristotle's Nicomachean Ethics. No previous acquaintance with
philosophy is required. The mode of instruction will be lectures, but with
plenty of time for questions and discussion. Students will be expected to
produce three short papers, and to sit a midterm class test and a final
exam. Cost:1 WL:4 (Rumfitt)
359. Law and Philosophy. (4). (HU).
This course analyzes legal institutions with methods developed in various
fields of philosophy, including ethics, political theory, the philosophy
of language, the philosophy of mind, epistemology, and logic. Topics studied
in this course may include: the nature of law, the source of legal authority,
the moral obligation to obey the law, methods of legal interpretation, equality
and discrimination, democracy and voting rights, the tension between property
rights and distributive justice, the tension between social control and
liberty (including specific liberties, such as free speech), the justification
for punishing lawbreakers (or for imposing specific punishments, such as
the death penalty), and the conditions of criminal responsibility (or specific
applications of them, such as the defense of insanity). Readings may be
drawn from historical figures (Hobbes, Locke, Rousseau, Kant, Hegel); from
contemporary legal philosophers (H.L.A. Hart, Ronald Dworkin, Joel Feinberg,
Jean Hampton); from texts in legal history, criminology, or sociology; and
from statutes and court decisions. WL:4 Note the time schedule error: Lecture
section 001 will meet MW 2-3 and discussion section 002 (Anderson) is changed
to meet MW 3-4. (Anderson)
365/Rel. 365. Problems of Religion.
(4). (HU).
Topics to be covered: arguments for and against the existence of God;
problems about God's nature; miracles and revelation; death and immortality;
faith and reason; and the relation between religion and morality. WL:4 (Curley)
103. The Physical Universe: Relativity and Quanta. High School
geometry, trigonometry, and algebra. (1). (NS). (BS).
The goal of physicists is to understand everything that goes on in the
universe in terms of a small number of fundamental laws of nature. The various
laws we presently know may even derive from some single unifying principle.
The laws of gravity, relativity, electromagnetism, and quantum mechanics
will be discussed and applied to simple problems. Grades will be based on
homework and a research paper of approximately 3000 words. Cost:1 WL:3
104. The Physical Universe: What Einstein Never Knew. High School
geometry, trigonometry, and algebra. (1). (NS). (BS).
The goals of physicists is to understand everything that goes on in
the universe in terms of a small number of fundamental laws of nature. Recent
developments involving quarks, leptons, black holes, big-bang cosmology,
dark matter, etc. will be described on an elementary level. In the end,
all questions of "how" and "why" must be answered or
else pushed to the limit of present knowledge. Grades will be based on homework
and a research paper of approximately 3000 words. The are no college physics
or advanced mathematics prerequisites. Cost:1 WL:3
106. Everyday Physics. (3). (NS). (BS).
This course examines everyday phenomena and current technology in terms
of physical concepts and laws. The subjects examined are wide ranging and
the discussion focuses on discovering common underlying themes. Examples
of topics covered include: lasers, tornadoes, rainbows, computers, and satellites.
This class emphasizes concepts rather than mathematical models. Grades are
based on homework and exams. Curiosity is the major prerequisite. (Orr)
107. 20th Century Concepts of Space, Time, and Matter. High school
algebra and geometry. (3). (NS). (BS). (QR/1).
The twentieth century has been witness to two major revolutions in man's
concepts of space, time and matter. The first of these was provided by Einstein's
Special and General Theories of Relativity. The implications of the Special
Theory to our understanding of the unity of space and time and of the General
Theory to our understanding of gravity and the evolution of the universe
are explored. The second revolution was provided by quantum mechanics, leading
to a new picture of the basic structure of matter. Topics to be discussed
in this area include the Uncertainty Principle, wave-particle duality, the
forces of nature, and the continuing search for the fundamental constituents
of matter. No mathematical background beyond the high school level is assumed.
(Berman)
112. Cosmology: The Science of the Universe. (3). (NS). (BS).
The majority of even college educated adults have only a modest understanding
of our place in the universe at large. Most would be hard pressed to answer
correctly such questions as: What else is there in the universe besides
stars? Why do we think there was a big bang? How big is a galaxy and how
might they have formed? This course will provide answers to such questions,
stressing conceptual understanding over calculational problem solving.
The format will be varied and informal. In addition to regular seminar attendance,
students will likely be asked to perform small experiments and present at
least one oral presentation. Essays and other written work will play a large
role in the grade. Although no science prerequisites are required, exposure
to physics at high school level would be helpful. (Evrard)
116. From Quarks to Cosmos: What Holds Everything Together? (3).
(NS). (BS).
This course explores the four basic forces of nature and the elementary
particles which are the ultimate constituents of matter. We start with gravity
- the most familiar, yet the weakest of the forces - and its role in holding
together our solar system. Next comes electromagnetism. It is the foundation
of our creature comforts and our technology; it holds atoms together in
solid or liquid form; and it plays a surprising but essential role in the
emission of light. Our discussion of light shows that our universe is expanding,
and we speculate on whether this will go on forever. We confront two basic
forces discovered only in this century: the strong nuclear force, without
which all matter would explode instantly; and the weak nuclear force, without
which we'd have no solar energy. Finally we survey the new particles (elementary
and otherwise) discovered in this century, and the Standard Model which
gives them an elegant organizational structure. Throughout, we try to convey
the excitement of modern physics, hoping that its logical structure will
help the student interpret other scientific questions and technological
issues. Course grades are based upon homework assignments, a midterm exam,
and a final exam. WL:4
118. Inward Bound: The Search for Elementarity. (3). (Excl). (BS).
Physics has always been the science of how things work. The most fundamental
questions are: what are the most elementary building blocks of matter? and
how do they fit together? It is a search for elementarity. Contemporary
physicists have names such as electrons, quarks, photons, bosons, leptons,
etc. and envision entities corresponding to each name. This course is intended
to guide the student on a journey inward to appreciate this search for elementarity.
We will first practice observing and speculating on the nature of things
we cannot see. Exercises and demonstrations requiring an open mind will
serve to sharpen our vision as we bound inward. We will have been successful
when you begin to look at everything around you in a new way: asking the
questions what is it made of? how does it work? Though the tools of the
professional physicist include mathematics, you will become amateurs and
develop more conceptual ways to envision the invisible.
140. General Physics I. Prior or concurrent election of calculus.
Phys. 140 and 141 are normally elected concurrently. No credit granted to
those who have completed or are enrolled in 125 or 160. (3). (NS). (BS).
(QR/1).
Physics 140, 240, and 242 constitute a three-term sequence which examines
concepts in physics fundamental to the physical sciences and engineering.
This introductory sequence uses calculus, and, while it is possible to elect
Physics 140 and Mathematics 115 concurrently, some students will find it
more helpful to have started one of the regular mathematics sequences before
electing Physics 140. The introductory sequence is primarily designed to
develop a skill: the skill to solve simple problems by means of mathematics.
Developing this skill requires daily practice and a sense for the meaning
of statements and formulas, as well as awareness of when one understands
a statement, proof, or problem solution and when one does not. Thus one
learns to know what one knows in a disciplined way.
The topics in Physics 140 include: vectors, motion in one dimension, circular motion, projectile motion, relative velocity and acceleration, Newton's laws, particle dynamics, work and energy, linear momentum, torque, angular momentum of a particle, simple harmonic motion, gravitation, planetary motion, pressure and density of fluids, and Archimedes' principle. Evaluation is based on performance on 3 hourly examinations (see Time Schedule for dates and times) and a final examination.
Certain sections of Physics 140 are offered by the Keller Plan, a self-paced program without formal lectures. These sections are marked PSI in the Time Schedule. An information sheet describing the format of Keller Plan offerings is available in the Physics Student Services Office (2061 Randall Lab). Students who want to elect Physics 140 by the Keller Plan should read this information before registering. Cost:3 WL:1
141. Elementary Laboratory I. To be elected concurrently with
Phys. 140. No credit granted to those who have completed or are enrolled
in 127. (1). (NS). (BS).
Physics 141 is a laboratory course intended to accompany Physics 140
and provide a perspective on physics as an experimental science. Evaluation
is based on participation and performance in the laboratory classes, and
on written laboratory reports and quizzes. Macintosh computers are used
for data acquisition and analysis. Cost:2 WL:1
160. Honors Physics I. Math. 115 or equivalent, or permission
of instructor. Students should elect Physics 141 concurrently. No credit
granted to those who have completed or are enrolled in Phys. 140. (4). (NS).
(BS). (QR/1).
Physics 160 is a rigorous introduction to particle mechanics and the
motion of extended objects. Particular topics include vectors, one and two
dimensional motion, conservation of laws, linear and rotational dynamics,
gravitation, fluid mechanics and thermodynamics. Students should also elect
a Physics 141 laboratory. Registration in this course is by permission of
instructor only. Cost:3
Academically, Pilot students are expected to complete Pilot 165, and one other Pilot course or minicourse or Poilot section of Math, psychology, etc, per year.
150. Pilot Mini-Course. Pilot Program students. (1-2). (Excl).
Offered mandatory Credit/No Credit. May be repeated for a total of four
credits.
Section 005 - Multicultural Group Process. This practicum will help
students develop an understanding of, and skills in, multicultural group
work. The course will examine the influence of group membership in communication,
leadership, decision making, and conflict management as it relates to gender,
race, ethnicity and other social characteristics through readings, discussions
and experiential exercises. Students will develop an understanding of basic
group facilitation processes and learn to use group feedback and conflict
as a means of facilitating learning and change. They will also learn to
identify and develop conditions for constructive dialogue, multicultural
learning and coalitional action in diverse group settings. This class is
for credit/no credit. Enrollment is by override only. (Zúñiga)
152. Pilot Mini-Course. Permission of instructor. (2). (Excl).
May be repeated for a total of 6 credits.
Section 002 - Black and White Relations. This course is intended for
students who wish to examine the relationships between Black and Whites
in the United States from both historical and contemporary perspectives
and envision and outline ways to improve relations between the two groups.
This will be facilitated through critical examination of readings, the use
of experiential exercises and emphasizing inter-racial interactions, and
investigation of a current local conflict between Blacks and Whites. This
is a graded course. (Monroe-Fowler, Sevig)
160. Pilot Theme Experience. Participant in the Pilot Program.
(1). (Excl). Offered mandatory credit/no credit.
Section 001 - The `U' and You. Transitions involve both connections
and changes. This course will support and focus your ability to navigate
your first year journey by acquainting you with the institution of the University
of Michigan. From philosophical, educational, and historical frameworks,
this introductory mini-course will provide a solid base for geninning your
transition from high school to college. All Pilot students are expected
to enroll in this course. Attendance and one paper are required. Guest lectures,
small discussions and activities are planned. Class will meet during Welcome
Week and into the first two weeks of the semester. Course dates and times
to be arranged.
165. Pilot Composition. (4). (Introductory Composition).
Section 001 - Environmental Concerns for the 21st Century: Rethinking suburbia,
spraycans, and handguns. (Kaplan)
Section 002 - China: Myth and Reality. (Schroeder)
Section 003 - Saving the Earth: The Theory and Practice of Environmental Social Movements. (Kitts)
Section 004 - The Chinese Revolution in History and Memory. (Chittick)
Section 005 - World Politics and the Politics of the World. (Rodriguez)
Section 006 - A Medieval Woman of Power: Eleanor of Aquitaine and Her Four Kings. (McLetchie)
Section 007 - Mystics, Muslims and the Question of Being. (Jan)
Section 009 - Why Do Mexicans Call Us Gringos? Taking a Look at U.S.-Mexico Relations. (Holmes)
Section 010 - Place and Architecture: Cultural Perceptions of the Built Environment. (Walsh)
111. Introduction to American Politics. (4). (SS).
This is a broad survey of government and politics in the United States
which explores a wide range of topics including elections, interest groups,
the presidency, Congress and the courts. The kinds of questions considered
might include the following: What impact do interest groups have on governmental
policy? Are there real differences between the two major political parties?
What accounts for swings in voting behavior and election outcome from one
time to another? How do members of Congress decide how to vote? In what
ways do presidents and bureaucrats affect public policies? This is not a
comprehensive list but suggests the kinds of issues that are discussed in
this course. There are two lectures and two discussion section meetings
each week. There is generally a midterm, a final examination, and some other
written work. Cost:2 WL:1 (Kingdon)
140. Introduction to Comparative Politics. (4). (SS).
This course examines how democracy evolves and functions in different
settings. We start with the emergence of democracy in Western Europe, examining
the factors that give rise to it and help it survive. We then examine the
origins of fascism in Germany and Japan; and the rise of communism in Russia
and China, attempting to understand why these alternatives to democracy
flourished in those settings-- and why they later collapsed. This leads
to an analysis of the current struggle between reformers and hardliners
over the move to market economies and liberal democracy in Russia, China
and Eastern Europe. Finally, we examine the probable evolution of democracy
in advanced industrial societies. In addition to two lectures, there are
two meetings a week in relatively small discussion sections, designed to
encourage active discussion of these topics. (Inglehart)
160. Introduction to World Politics. (4). (SS).
The primary purpose of this beginning course is to expose the student
to the core questions that should be asked at any beginning of the study
of international politics. Who are the major actors in international affairs?
What kind of order exists in relations among nations? What mechanisms exist
for change? What regularities exist in the behavior of actors toward one
another that give shape and direction to the system? We shall try to get
at some of the questions raised by using three of the major approaches students
in the field utilize to select the behaviors they wish to study. One approach
is to study the process of decision-making in foreign policy. Another approach
is to study the effects that differences in national growth have on the
politics among nations. A third way is to study the way the international
system constrains the actions of individuals and groups. The major elements
of the course are contained in four sets of lectures. (1) The decision-making
approach; (2) effects of national growth on international politics; (3)
problems and consequences of different types of international systems; (4)
global trends in contemporary world politics including such topics as imperialism,
neocolonialism, international economics and interdependence, developed-developing
world relations, international organizations, and the limits to growth.
There will be one, possibly two, exams during the term, plus a final. Other
requirements may include a 12-15 page essay and such additional assignments
as may be made by individual section leaders. Cost:3 WL:1 and 4 (Organski)
Honors students and others with permission of the instructor may take Psychology 114 or 115. Psychology 115 is offered as a natural science course and stresses experimental psychology. In Psychology 114 the coverage of basic material is rapid, leaving some time for specialized topics.
Department of Psychology Override and Disenrollment Policy for Psychology 111 and 112
All overrides for Psychology 111 and 112 will be issued by staff in L-218 West Quad.
Beginning the first day of classes, overrides will be given on a first-come, first-serve basis to people on the CRISP wait list if space is available.
Section switching will be done on a space available basis beginning the first day of class.
Overrides will be available to anyone on a space available basis beginning September 21 in the appropriate office.
Students must attend discussion section during the week of September 12 or contact the introductory psychology office, L218 West Quad, or they will be disenrolled from the course.
111. Introduction to Psychology. Psych. 111 serves, as do Psych.
112 or 113, as a prerequisite for advanced courses in the department and
as a prerequisite to concentration. No credit granted to those who have
completed or are enrolled in 112, 113, 114, or 115. Psych. 111 may not be
included in a concentration plan in psychology. (4). (SS). Students in Psychology
111 are required to spend five hours outside of class participating as subjects
in research projects.
This course provides a broad introduction to the field of psychology.
During the term we will cover such topics as perception, development, physiology
and behavior, personality, and social psychology. In addition, we will look
at some of the metaphors and principles that have guided research and theory
within psychology (e.g., the mind as computer; the role of the unconscious;
the person as pleasure seeking; the role of nature and nurture). Grades
are based on three exams and assignments in discussion sections. Cost:2
WL:5, See Department waitlist procedures above. (Hilton)
112. Introduction to Psychology as a Natural Science. Credit is
granted for both Psych. 112 and 113; no credit granted to those who have
completed or are enrolled in 111, 114, or 115. Psych. 112 may not be included
in a concentration plan in psychology. (4). (NS). (BS). Students in Psychology
112 are required to spend five hours outside of class participating as subjects
in research projects.
This course provides a broad introduction to the field of psychology
with an emphasis on natural science perspectives. The topics include human
behavior including neural and biological mechanisms, sensation and perception,
consciousness, learning and memory, reasoning and intelligence, life-span
development, motivation and emotion, personality and individual differences,
social influences, and abnormal behavior. The text is Atkinson, Atkinson,
Smith, and Bem (11th Ed.) Harcourt-Brace-Jovanovich, supplemented by three
popular press books. Each student is expected to participate actively in
discussion and laboratory sessions. Grading is based on performance on three
exams and completion of three short writing assignments. WL:5 (See Psychology
Wailist procedures above). (Seifert)
114. Honors Introduction to Psychology. Open to Honors students;
others by permission of instructor. No credit granted to those who have
completed or are enrolled in 111, 112, 113, or 115. May not be included
in a concentration plan in psychology. (4). (SS). Students in Psychology
114 are required to spend five hours outside of class participating as subjects
in research projects.
Section 001. Both natural-science and social-science aspects of psychology
are studied. Course topics are: personality, biopsychology (nervous system
and behavior), child development, statistical reasoning, social psychology
(group behavior), learning, memory, thinking, psychopathology, perceiving
the world. Examinations are primarily short-answer, short-essay questions,
as is the final examination. Announced 10-minute quizzes, multiple choice
and fill-in the blank questions from the study guide, are interspersed between
exams. Lecture-discussion is the class format, with discussion encouraged.
Underlying course themes: the mind-brain distinction, nature versus nurture
(inborn versus learned behavior), constructs and construct validity (measuring
and making sense of what cannot be observed directly). Cost:3 WL:1 (Weintraub)
Section 002. This course provides an in-depth survey of psychology, with an emphasis on the links between psychology and other disciplines, including philosophy, biology, medicine, law, and literature. Through exposure to the thought and writing of scientists and non-scientists who have applied their minds and sensibilities to the same subjects, we will consider questions with important implications for modern life, including the following: (1) What are the limits to perceiving, remembering, and thinking "objectively"? (2) To what extent are intelligence, personality and action influenced by nature and nurture? (3) How are our thinking and behavior influenced by our social nature? A variety of class formats will be used, including lecture, discussion, films, labwork, and class demonstrations. Readings include a textbook, two additional books (The Mismeasure of Man and Ordinary Men) and a course pack consisting of diverse readings (essays, short stories, autobiographical accounts, etc.) that correspond to the topics presented in the textbook. The final grade is based on your performance on frequent quizzes, frequent papers, and a comprehensive final examination. Cost:4 WL:1 (Landman)
115. Honors Introduction to Psychology as a Natural Science. Open
to Honors students; others by permission of instructor. No credit granted
to those who have completed or are enrolled in 111, 112, 113 or 114. Psych.
115 may not be included in a concentration plan in psychology. (4). (NS).
(BS). Students in Psychology 115 are required to spend five hours outside
of class participating as subjects in research projects.
The course will provide an overview of the field of psychology from
a natural science perspective. Topics to be covered include nervous system,
sensation and perception, learning and memory, language, cognition, motivation
and emotion, sex, human development, biological rhythm and dream, drug action,
and mental disorder, with an emphasis on underlying brain mechanisms. Although
there is no prerequisite, students are expected to have basic knowledge
and good background in chemistry and biology. It is hoped that, through
the course, a student will become more understanding of the mind and behaviors
of himself/herself as an individual and the society as a whole. Attendance
to lecture/discussion is mandatory. Students are evaluated based on exams,
quizzes, reaction papers, and session participation. Cost:3 WL:1 (Zhang)
211. Outreach. Prior or concurrent enrollment in introductory
psychology. May not be included in a concentration plan in psychology. (1-3).
(Excl). Offered mandatory credit/no credit. Laboratory fee ($20) required.
(EXPERIENTIAL). May be repeated for a total of 6 credits.
Project Outreach enables students to do field work in local community
settings. The purpose is to gain an understanding of yourself, the agency
in which you will work, the people whom you will serve, and to provide a
genuine community service. Outreach includes approximately 45 agencies in
which you can provide direct service to children in day care settings, adolescents
in after-school programs, handicapped children and adults, retarded and
emotionally impaired persons, women, physically ill adults and children,
persons legally confined to mental health and criminal institutions, social
advocacy organizations concerned with combating racism, helping battered
women, and others. All sections are two (2) credits requiring six hours
of work per week including four (4) of fieldwork, log writing, readings,
papers, one hour lecture and one hour discussion. Students need to check
the Final Edition of the Time Schedule lecture/discussion times and meeting
places per section. For information, call the Outreach Office at 764-9179
or 764-9279. Psychology concentrators electing two separate sections in
Psychology 211 (4 credits) will have the option to waive their second advanced
lab requirement. Cost:1, not including $20 lab fee. WL:1 (Miller)
230/Asian Studies 230/Buddhist Studies 230/Phil. 230. Introduction to
Buddhism. (4). (HU).
See Buddhist Studies 230. (Gómez)
225/S&SEA 225. Hinduism. (3). (HU).
See S&SEA 225. (Deshpande)
280/ABS 280. Jesus and the Gospels. (4). (HU).
See Ancient and Biblical Studies 280. (Fossum)
286/Hist. 286. A History of Eastern Christianity from the 4th to the
18th Century. (3). (HU).
See History 286. (J.Fine)
365/Phil. 365. Problems of Religion. (4). (HU).
See Philosophy 365. (Curley)
RESIDENTIAL COLLEGE WAIT LIST PROCEDURES
Residential College students are given priority in all Residential College courses during the pre-registration and registration periods, and from wait lists. Certain RC courses are reserved for RC students only (e.g., RC language courses). These are courses which fulfill specific Residential College graduation requirement.
Wait lists of Residential College courses are maintained in the Residential College Counseling Office, 134 Tyler, East Quad. When a course fills, students should contact the RC Counseling Office (747-4359) to be placed on a wait list if one is being maintained.
Following is a listing of Fall 1994 courses reserved for RC students only:
RC Core 190, 191, 193, 194 Intensive First-Year Language Courses
RC Core 290, 291, 294 Intensive Second-Year Language Courses
RC Core 320, 321, 324 Readings in French, German, Spanish (all sections)
RC Arts 285 Photography
Non-RC students who are on a wait list will be admitted to these courses on a space-available basis on the first day of classes, after all RC students from the wait lists have been admitted.
Drama
280/English 245/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)
Music
250. Chamber Music. (1). (Excl). Offered mandatory credit/no
credit.
Section 001 - Instrumental: Chamber Orchestra and Small Ensembles. All
students who are interested in participating in instrumental ensembles can
enroll for one hour of credit. Ensembles have included: Mixed ensembles
of strings and winds; brass quintet and intermediate recorder; string quartet;
woodwind quintet, and some other duos and trios, including piano and harpsichord.
Responsibilities include three to four hours of rehearsal time per week
(some individual and some group rehearsal), and participation in one or
more chamber music concerts per term, if appropriate. No audition required.
Course may be used to fulfill the RC's Arts Practicum Requirement. (Barna)
251. Topics in Music. (4). (HU).
Section 001 - Music of the Far East: China, Japan, Korea. A general
survey course on music of China, Japan, and Korea. Various types of traditional
music of these three East Asian countries, divided into four categories
- art, folk, ritual, and theater - will be studied within the context of
social, cultural, philosophical, and religious implications. We will discuss
similarities and differences within the same musical genres between cultures.
We will analyze basic musical systems, and musical instruments. Then specific
musical examples of a representative repertoire will be discussed with the
aid of audio and video recordings. Since the main goal of the course is
to provide better understanding of East Asian culture and their contemporary
societies through music, a brief introduction of history and literature
of each country will also be included. This is a general survey course for
non-music majors; no musical background is required. (Chae)
253. Choral Ensemble. (1). (Excl). Offered mandatory credit/no
credit.
Section 001 - Women's Choral Ensemble. Group rehearses twice weekly
and prepares a thematic concert of music from the vast Women's Chorus Repertoire.
Vocal skills, sight singing, and basic musicianship are stressed. No prerequisites,
but a commitment to the group and a dedication to musical growth within
the semester are required. No audition. (Blanchard)
Section 002 - Mixed Choral Ensemble. Four-part works from a variety of musical styles are rehearsed and prepared for performance in concert. Meets twice weekly. Vocal skills, sight singing, musicianship and ensemble singing are stressed. No prerequisites, but a commitment to the group and musical growth within the semester are required. No audition. (Blanchard)
254. The Human Voice as An Acoustical Instrument. (4). (Excl).
Basic Technique for Singer and Actors, Including the Alexander Technique.
This course is open to any student who wants to develop the vocal instrument
for speaking and singing, to sing more comfortably, and to maintain a healthy
voice. The course is directed toward singers (with or without previous vocal
training), speech and drama students, and actors, and those who want to
find out if they can sing. Most voices are undeveloped (or underdeveloped)
and we can learn how to develop our vocal equipment for whatever our own
purpose. Because our voices are housed within, we must consider the whole
voice-body-mind as the subject of our study. Ms. Heirich is a STAT and NASTAT-certified
teacher of the Alexander Technique, and this work will inform all that we
do in the course. The class meets together Monday and Friday from 2-4 P.M.
Your schedules should temporarily remain flexible between 12-6 P.M. on Wednesdays
for scheduling of small group sessions; this scheduling will be done during
the first class meeting. There will be one text, some optional readings,
daily preparations, and an individual term project required. The required
reading will be "Miracles Usually Can't be Learned", a basic vocal
text by Jane Heirich, available from Kinko's. (J. Heirich)
If you are planning to take an elementary French, Italian, or Spanish class and you are a new student, freshman or transfer student, or you have not yet begun the elementary language sequence on the Ann Arbor campus, you must take the placement test in order to register for the correct course. You must register for the class into which you have been placed.
If you have registered for a class prior to taking the test, you will still be required to take the test in order to verify that you are in the appropriate level class.
If you have already taken French, Italian, or Spanish 101-232 on the Ann Arbor campus, or if you have already taken the placement test once, you are not eligible to take the test again. For questions regarding the LS&A language requirement, please see a general academic advisor or call POINT-10 (764-6810).
Please Note: With the reduction in the number of classrooms throughout LS&A, departments must limit the number of classes offered between 10 am and 4 pm. There will be more classes open before 10 am and after 4 pm. Please take advantage of the opportunity to register for these classes and avoid the "Lottery" (see 2b below).
Instructions for students requesting overrides for French or Spanish 101, 103, 231, or 232.
1. Try to find a section that will fit into your schedule, since the Department cannot guarantee every student a space in a section of his/her own choice.
However, do not register for a class that you cannot attend. You will not be eligible to override into the section of your choice if you are registered for any section of 101-232, even if you cannot attend that section.
2. As it states in the Time Schedule any registered student who misses one of the first four class meetings will be dropped from the course, thereby leaving some open spaces for those students who have been closed out.
If there is absolutely no section open which will fit your schedule, you should follow this procedure:
(a) Start attending the section you would like to get into on the first day of class. You will receive a Proof of Attendance form which must be signed by your instructor every day. You must attend a class every day, but it does not need to be the same section. All students must take action at CRISP to make sure their official schedule of courses matches the courses they are taking.
(b) On Wednesday, September 15 at 7:00 p.m., there will be a meeting in the basement of the MLB, rooms to be announced later, for each of the above courses. At these meeting, students will be assigned to remaining vacated spaces in the most fair and equitable manner possible, using a lottery system. At no time, however, will any class be allowed to exceed 25 students. Students must bring their CRISP Official Printout of Classes and the Proof of Attendance form to the meeting!
3. Please note that you will not be allowed to change sections at the French meetings. Beginning Thursday, September 16, Elementary French Language Supervisors will hear requests for section changes and fill those requests to whatever degree is possible.
4. Please ensure when adding with the override that you also add modifiers for pass/fail, etc.
Students who intend to continue a language begun in high school must take a placement test to determine the course level at which they will start their college language instruction. Students who began French at another college or university also take the placement test.
101. Elementary French. Students with any prior study of French
must take the Placement Test. Credit is not granted for more than two courses
from French 101, 102, and 103. (4). (LR).
The sequence of French 101/102 presents the essential elements of French
grammar, vocabulary, and culture which are needed in everyday life to understand
French spoken at a moderate speed and to be understood by sympathetic native
speakers. Vocabulary and structures are practiced in class primarily through
communicative activities stressing listening and speaking. Authentic documents
are used to develop reading skills and culture. Cultural awareness and listening
skills are further developed through listening and video materials. Classes
meet four hours per week in sections of 20-25 students. Daily homework assignments
involve studying vocabulary and grammar, writing exercises or short compositions,
and practice in listening comprehension. There are several quizzes and tests,
as well as midterm and final examinations and speaking tests. Class participation
is graded. Students with any prior study of French should NOT enroll in
sections.
103. Review of Elementary French. Assignment by placement test.
No credit granted to those who have completed or are enrolled in 102. (4).
(LR).
French 103 is a course for students with some prior language study in
French, and covers the same material presented in French 101/102. Entrance
into the course is by placement, or with the permission of the course coordinator.
Because students are expected to be already familiar with some of the material,
the course moves at a rapid pace, and students will need to plan on spending
at least 8-10 hours each week preparing daily lessons. The objectives and
methods of instruction are similar to those of French 101/102. Frequent
quizzes (with both oral and written components) are administered to check
students' assimilation of material. There are two hourly exams, a final
and speaking tests. By the end of the course, students will have a good
working vocabulary and strong listening comprehension skills; they should
be able to express themselves in French (both in writing and orally) using
most of the basic structural patterns in the language.
231. Second-Year French. French 102, or 103, or equivalent; or
assignment by placement test. No credit granted to those who have completed
or are enrolled in 112 or 230. (4). (LR).
Students whose last French course was NOT at U of M Ann Arbor must take
the placement test. The sequence French 231/232 are the third and fourth
terms of language study offered. It presents a comprehensive grammar review,
study of finer points of French structure, and the reading of journalistic
prose, short stories, and literary excerpts. Both courses include the use
of French movies and video. The proficiency gained by the end of French
232 should enable students to express themselves in French on topics of
interest, to understand conversations on such topics. Classes meet four
times per week in sections of 20-25 students. Since communicative skills
are emphasized daily, regular attendance and active participation are essential.
Homework consists of grammar study, written exercises, and laboratory work
both audio and video. There are comprehensive coursewide tests as well as
the midterm and final examinations.
232. Second-Year French, Continued. French 231 or equivalent;
or assignment by placement test. No credit granted to those who have completed
or are enrolled in 112 or 230. (4). (LR).
In French 232, students will continue learning and reviewing vocabulary
and grammar from the second half of the book Ensuite. There will
be short weekly readings (advertisements, literary, excerpts, and short
stories) and by the middle of the term, students will begin reading a full-length
French novel!! (They will read the majority of the novel on their own and
take a reading comprehension test at the end of the term). Throughout the
term, students will listen to French songs, see several videos (from French
television) as well as two French movies. Classes meet four times per week
in sections of 20-25 students. Since communicative skills are emphasized,
daily, regular attendance and active participation are essential. In addition
to the outside reading test, there will be 3 course wide tests, a midterm,
and a final examination.
Other Language Courses
361. Intermediate French. French 232 or equivalent. (3). (Excl).
Section 001: De Marianne à Ariane. The course is designed to
help you expand your knowledge of some aspects of contemporary France, and
see how traditions and contemporary concerns intermingle in France on the
eve of the 21st century. Lectures will deal with topics ranging from education,
history and geography, to integral parts of everyday life such as family,
cafes and leisure. These topics will be used as the basis for discussion
and writing in the sections for which students will be asked to read articles
and work with videos. The final grade will take into account your active
participation, bimonthly papers, in-class exams, oral presentations and
final.
362. Advanced French. French 361 or equivalent. (3). (Excl).
French 362 is neither a literature nor a grammar class. It is designed
as a bridge between the highly structured activities of language courses
and the more independent work required in literature and civilization courses.
French 362 has two main objectives: (1) to help students improve their written
and oral fluency; (2) to familiarize students with the linguistic and analytic
tools necessary to approach a document, whether a literary text, a newspaper
article, or a video document. Used as the basis of round-table discussions
and written exercises, these documents will help students increase their
ability to write and converse fluently on different themes presented in
class. Active classroom participation is essential, and is part of the final
grade. All classes are taught in French. Bi-monthly essays, 2 in-class exams,
one final examination.
Civilization
214/Hist. 214. Interpretations of
French Society and Culture. (3). (Excl).
What is a revolution? Is a revolution in politics comparable to one
in literature or painting? What is the relation between political and artistic
representation? Is there something specifically "French" about
the preceding questions? Starting from these questions, this course offers
a broad introduction to the last 225 years of French political, social,
and cultural life. While it outlines the Revolution of 1789 and the student
revolt of May 1968, it also considers the development of revolutionary artistic
movements such as Impressionism and Surrealism. A broad survey course, this
class presupposes no previous study of French history. In addition to the
Great Revolution of 1789 and the events of May 1968, possible case studies
include: Romanticism; Art Mouveau; New Wave cinema; and perhaps even the
rise and fall of haute couture. Conducted in English; sone readings
will be available in both French and English. (Spang)
Students who intend to continue a language begun in high school are given a placement test to determine the course level at which they will start their college language instruction. Students who began Spanish at another college or university must also take the placement test.
101. Elementary Spanish. (4). (LR).
Course objectives: the first part of an introduction to the Spanish
language and culture; task-based approach develops proficiency by integrating
grammar in a functional use through listening, speaking, reading, and writing.
Language use encouraged through communicative activities rather than a sequence
of linguistic units. Video, audio cassette, and computer materials incorporated.
Goals: Students completing Spanish 101 will have heard about different sociocultural
norms, can act with awareness of such differences; speak, using memorized
phrases and some original language; read short texts of familiar or simple
structure for detailed comprehension, less familiar materials for gist and
main ideas; write familiar material with considerable accuracy. Work requirements/Evaluation
criteria: Regular attendance is essential. Participation in class includes
asking and answering questions, initiating discussion, role playing and
other situational activities. Grade based on oral participation, homework
assignments, weekly oral and written quizzes, chapter tests and a final
exam. Cost:3 WL:4
103. Review of Elementary Spanish. Assignment by placement test
or permission of department. No credit granted to those who have completed
or are enrolled in 102. (4). (LR).
Accelerated refresher course for students with two or three years of
high school Spanish whose previous study did not occur within the preceding
two years. Equivalent to 101 and 102 condensed into one term. Transfer students
would elect Spanish 103 if they have completed the equivalent of Spanish
101 elsewhere. Course Objectives: Introduction to the Spanish language and
culture; task-based approach develops proficiency by integrating grammar
in a functional use through listening, speaking, reading, and writing. Language
use encouraged through communicative activities rather than a sequence of
linguistic units. Video, audio cassette, and computer materials incorporated.
Goals: Students completing Spanish 103 will have heard about different sociocultural
norms, can act with awareness of such differences; speak in short spontaneous
conversations involving everyday topics, observing basic courtesy requirements;
understand gist of one-way communications like radio and television; read
for practical information; write simple correspondence and short compositions
on familiar topics, with good control of basic sentence structure. Work
requirements/Evaluation criteria: Regular attendance is essential. Participation
in class includes asking and answering questions, initiating discussion,
role playing and other situational activities. Grade based on oral participation,
homework assignments, weekly oral and written quizzes, chapter tests and
a final exam. Cost:3 WL:4
231. Second-Year Spanish. Spanish 102, or 103, or the equivalent;
or assignment by placement test. No credit granted to those who have completed
or are enrolled in 112 or 230. (4). (LR).
Corse Objectives: Introduction to Hispanic language and culture; task-based
approach develops proficiency by integrating grammar in a functional use
through listening, speaking, reading, and writing. Language use encouraged
through communicative activities rather than a sequence of linguistic units.
Video, audio cassette, and computer materials incorporated. Goals: Students
completing Spanish 231 will speak in spontaneous conversations involving
everyday topics, observing basic courtesy requirements; understand gist
of one-way communications like radio and television; read for practical
information; write simple correspondence and short compostiions on familiar
topics, with good control of sentence structure. Work requirements/Evaluation
criteria: Regular attendance is essential. Participation in class includes
asking and answering questions, initiating discussion, role playing and
other situational activities. Grade based on oral participation, homework
assignments, weekly oral and written quizzes, chapter tests and a final
exam. Cost:3 WL:4
232. Second-Year Spanish, Continued. Spanish 231 or the equivalent;
or assignment by placement test. No credit granted to those who have completed
or are enrolled in 230 or 112. (4). (LR).
Course Objectives: Organized around four themes: Tradition and Change,
Cultural Contrasts, Human Rights, and Women and Society to develop cultural
awareness and formulate opinions on a variety of contemporary issues through
reading, discussion and writing. Grammatical concepts considered within
a functional whole; students responsible for home study of individual points.
Classroom activities stress communication across the four skills with a
strong oral/written component. Video, audio cassette, and computer materials
incorporated. Work requirements/Evaluation criteria: Regular attendance
is essential. Participation includes asking and answering questions, initiating
discussion, role playing and other situational activities. Pre- and post-reading
activities take place in class; reading activities done at home. Writing
samples prepared in class and at home. Grade based on oral presentations,
classroom participation, homework assignments, periodic oral and written
quizzes, four chapter tests, and a final exam. Cost:2 WL:4
Other Language Courses
307/Amer. Cult. 307. Spanish for U.S. Latinos. Basic knowledge
of Spanish language or permission of instructor. (3). (Excl).
See American Culture 307. (Aparicio)
358. Spanish Conversation for Non-Concentrators. Spanish 232 or
equivalent. No credit granted to those who have completed or are enrolled
in Spanish 361 or 362. A maximum of six credits of Spanish 358, 361, and
362 may be counted toward graduation. (3). (Excl).
Spanish 358 is a practical Spanish conversation course for non-concentrators
interested in the Spanish language and in contemporary Hispanic culture.
Texts include journalistic prose as well as journal formatted videos aimed
at increasing students' knowledge of current affairs in Spain and Latin
America. Audio tapes will be employed to improve pronunciation, vocabulary
and listening skills. Class format includes group discussions, debates,
oral presentations and role-playing. Attendance and participation will be
mandatory and will constitute a large part of the course grade. Grades will
also be determined by examination of students' listening and expressive
skills. Finally, students will practice writing in various practical formats
such as letters, book or movie reviews, etc. These written exercises will
form the final component of the course grade.
361. Introductory Composition and Conversation. Spanish 232 or
equivalent. A maximum of six credits of Spanish 358, 361, and 362 may be
counted toward graduation. (3). (Excl).
Spanish 361 is intended to increase the accuracy of students' Spanish
and to increase vocabulary and cultural knowledge through readings. The
course is centered on a grammar-review text. Students do readings in Spanish,
prepare translations and other exercises, and expand vocabulary. Time is
allotted to class discussion of readings and especially to the treatment
of recurrent problems of grammar. Classes are conducted exclusively in Spanish.
The final grade is based on compositions, exams and participation in class
discussions or presentations.
362. Introductory Composition and Conversation. Spanish 232 or
equivalent. A maximum of six credits of Spanish 358, 361, and 362 may be
counted toward graduation. (3). (Excl).
Spanish 362 is intended to improve student's ability to read Spanish
prose, as well as their skills in conversational and written Spanish. To
this end, students will be presented with a variety of written, visual and
audio materials designed to stimulate discussion, both written and oral.
Compositions are assigned regularly and oral presentations by students required.
Classes are conducted exclusively in Spanish. The final grade is based on
compositions, exams and participation in class discussions or presentations.
Literature
331/Great Books 331. Great Books of
Spain and Latin America. Open to students at all levels. A knowledge
of Spanish is not required. May not be included in a concentration plan
in Spanish (or teaching certificate major or minor). (3). (HU).
This course will be an introduction to the "great books" of
twentieth century Latin America. We will read books by authors like Gabriel
Garcia Marquez, Carlos Fuentes, Jorge Luis Borges, Julio Cortázar,
Pablo Neruda, Clarice Lispector, Rigoberta Menchú, Ricardo Piglia,
and Cristina Peri Rossi. We will study these in relation (1) to Latin American
history during the period, (2) earlier currents in Latin American literature,
and (3) corresponding trends in world culture. Evaluation based on class
participation, journals, and final paper. (Colás)
Literature
231/UC 174. Russian Culture and Society:
An Introduction. (3). (HU).
Despite the raising of the Iron Curtain at the end of the 1980s, Russia
continues to remain "a riddle wrapped in a mystery inside an enigma".
This course seeks to explain why Russia has held such fascination for visitors
from medieval times onwards, and provides an opportunity to explore in detail
the paradoxes of a society which has produced some of the world's most barbaric
rulers and also some of its finest artists and writers. We will be examining
the evolution of Russian culture in this course from an interdisciplinary
perspective: lectures will alternate with slide shows and movie presentations
and the major developments in Russia's rich and exotic legacy of art, literature
and music will be discussed in the context of the historical period in which
they were produced. During the course we will be ranging from tho art of
the icon to Russian cuisine, from the madness of Rasputin to the music of
Rachmaninov, and from the writings of Solzhenitsyn to the aesthetics of
Constructivism. Evaluation will be based on contribution to class discussions,
one paper and two take-home examinations. No knowledge of Russian required.
Cost:2 WL:3 (Bartlett)
Section 020. This course is designed to introduce the sociological perspective and then apply this perspective in analyzing some basic processes and institutions of modern society. Students will be exposed to many of the important theories, concepts, and substantive concerns within the sociological tradition. While the course will focus on the contemporary United States, comparative and historical perspectives will also be utilized. Grades will be based on three exams. WL:1 (Kimeldorf)
101. Person and Society: An Introduction to Sociology Through Social
Psychology. Open to freshpersons and sophomores. Juniors are strongly
encouraged and seniors must take Soc. 400, 401, 452, 463, 464, 465, 470,
481, 482, or 486. No credit for seniors. (4). (SS).
The course deals at an introductory level with a series of topics in
Sociology that lie at the interface with Psychology. The aim is to make
you aware of the kinds of questions and issues that social psychologists
study, and especially to expose you to important conceptual frameworks that
have been used to organize and investigate each of the topics covered. We
will be less concerned with having you learn specific information or techniques,
and more with getting you to think systematically about the determinants
of social behavior. WL:4 (Modigliani)
102. Contemporary Social Issues: An Introduction to Sociology.
Open to freshpersons and sophomores. Juniors are strongly encouraged and
seniors must take Soc. 302, 303, 400, 401, 423, 444, 447, 450, 460, or 461.
No credit for seniors. (4). (SS). Credit is granted for a combined total
of 8 credits elected through Soc. 102, 202, 203, and 401, provided that
the course topics are different.
Section 001 - Introduction to Sociology through Organizations and Institutions.
This course examines the social processes by which organizations and institutions
emerge, sustain themselves, and change over time. The organizing question
is why do some organizations work to preserve themselves and the status
quo, while others learn to adapt to changes and to challenge existing social
structures and institutions. After an introduction to some principles of
analysis and research in the social sciences, the first part of the course
examines various concepts and mechanisms of social relations and social
change. These mechanisms include socialization (learning, adaptation), rationalization
(formalization, hierarchy, bureaucracy, division of labor), social power
(domination, authority, empowerment, leadership, and ideology), and collective
action (conflict, competition, cooperation, and reciprocal exchange). The
second part of the course examines the development and transformation of
organizational forms in three domains, namely economic, cultural, and social
movement organizations. Economic organizations include small and large scale
business, labor unions, guilds, trade associations, multinational corporations,
among others. Cultural organizations can be found in the areas of religion,
education, entertainment, mass media, performing arts, etc. Social movement
organizations would include the various groupings that constitute the Civil
Rights movement, the gay/lesbian movement, women's movement, ecology movement,
and other groupings which try to change or prevent changes to accepted norms
and established institutions in society. The requirements for the course
include two exams and two papers. The second paper will analyze an organization
of interest which is involved in promoting or restraining institutional
change. Going beyond organizational description, the papers will use concepts
and critically examine some of the theories developed in the course. WL:4
(Guilarte)
Section 009. What is sociology? What is "race" and "racism"? How do sociologists analyze "racial" matters in society? What methods do they employ for gathering and analyzing information about the effects of "racism"? What do sociologists who focus on attitudes, demography, stratification, cultural studies, sports, gender, education, health, politics, social movements, and the criminal justice system have to say about race relations in the U.S.? These are some of the issues that will be tackled in this course. The course will begin with a critical discussion of how sociologists have defined their enterprise and their conceptualization of "race," racism," "ethnicity," "prejudice," and other cardinal notions in the areea of race relations. After this discussion, we will survey the ways in which several subfields in sociology have looked at racial matters. The "data" of this survey will mostly involve five racial groups, namely, African Americans, Asian Americans, Puerto Ricans, American Indians, and Chicanos. (Bonilla-Silva)
Section 018 - Introduction to Sociology Through Social Inequality. American paradoxes: an extremely wealthy society with 20% of its children living in poverty; a nation that cherishes education but that witnesses great violence based on bigotry; a culture that simultaneously denounces and reinforces prejudice and discrimination. Many convenient beliefs and ideologies offer Americans a way to avoid personal responsibility for this collective failure. This course asks students to confront and critique inequality from a sociological perspective. We will explore the sources and consequences of inequality through experiential exercises and interactive lectures, through readings, films, and guest speakers. Specific issues may include sexual harassment, "political correctness," hate crimes, institutional discrimination, and many others. Grading will be based on class participation, several short papers, and a final exam. (Freyberg)
105. First Year Seminar in Sociology. Freshman; sophomores with
permission of instructor. (3). (SS).
This course will examine issues of Jewish identity as it explores broader
questions of intergroup relations, group survival, and community structure
and organization. Students will explore the conflicts and struggles of American
Jews (and the American Jewish community) to maintain themselves in a pluralistic
society. Students will read a variety of social science texts as well as
essays and autobiographies that address issues of Jewish identity. The success
of this seminar will depend heavily on active student participation and
students will be expected to come to class fully prepared to discuss readings,
presentations, and films. Among the requirements will be an oral report,
a 10-15 page paper, and a take-home essay exam. (Schoem)
195. Principles in Sociology (Honors). Open to freshpersons and
sophomores admitted to the Honors Program, or other freshpersons and sophomores
with a grade point average of at least 3.2. Juniors are strongly encouraged
and seniors must take Soc. 400. No credit for seniors. Credit is not granted
for both Sociology 195 and Sociology 100 or 400. (4). (SS).
Section 001. This course takes an innovative approach in teaching introductory
sociology: it utilizes primary sources and emphasizes critical thinking.
The course is divided into three parts: sociological theory, sociological
methodology, and contemporary American society. For theory, you will read
classical sociologists such as Marx, Weber, and Durkheim. For methodology,
you will learn the logic (as well as the "illogic") of reasoning
in social science. For contemporary American society, you will pursue a
research project in an area of your own interest with data that have already
been collected. You should be prepared to take computer labs. Prior knowledge
of microcomputers and popular softwares is helpful but not required. Cost:2
WL:2 (Xie)
202. Contemporary Social Issues I. (2-4). (Excl). Credit is granted
for a combined total of 8 credits elected through Soc. 102, 202, 203, and
401, provided that the course topics are different.
Section 001 - Health Care Reform: Issues and Prospects. American Medicine,
a world pace-setter for sophisticated, technological innovation, it absorbs
over 14% of our gross national product, a per person costs are double those
found in Europe. Yet on many measures of the health of the population, the
U.S. ranks near the bottom of the list of industrialized nations. 38.5 million
Americans have no health insurance to pay for this ever-more-expensive care.
Why has this happened? What issues are in dispute as Congress considers
health care reform? What kinds of changes are needed to make the American
health care system work better? And why is reform of the health insurance
markets seen as the route to larger system change? This course addresses
these questions, using sociological analysis to understand the politics
of current decision making about health care reform. Its instructor, Max,
Heirich, is actively involved as a consultant to a member of Congress and
to various groups now working on health care reform. (Heirich)
For Undergraduates Only
210. Elementary Statistics. Sociology Honors students should
elect this course prior to beginning the Honors Seminar sequence. Sociology
concentrators must elect this course prior to their last term. No credit
granted to those who have completed or are enrolled in Poli.Sci. 280, Stat.
100, 402, 311, or 412, or Econ. 404 or 405. (4). (Excl). (BS). (QR/1).
Section 001. The purpose of the course is to provide literacy in the
evaluation of quantitative evidence as it relates to the world of alternative,
testable ideas. Students are familiarized with a variety of descriptive
statistics (interpretation of tables, measures of association, regression,
etc.), inductive statistics (theory of sampling, significance tests) and
the empirical origin of statistical data (surveys, censensus, observational
studies). Several forms of decision-making based on quantitative and non-quantitative
evidence are compared and contrasted. No special background or preparation
is needed. Students capable of handling arithmetic have all the mathematical
skills required for the course. Problem sets are routinely assigned to illustrate
the concepts of the course. Additionally, the course will provide students
with an introduction to "statistical packages" easily used on
microcomputers. NO PREVIOUS EXPERIENCE WITH THIS TECHNOLOGY IS NECESSARY.
This will provide an opportunity to analyze and discuss some real data sets.
Course grades are determined by performance on three major exams (including
the final) and some quizzes given in the discussion sections. The new format
generates four credit hours from two lectures and two hours of discussion
per week. (Goldberg)
402. Introduction to Statistics and Data Analysis. No credit granted
to those who have completed or are enrolled in Econ. 404 or Stat. 311, 405,
or 412. (4). (NS). (BS). (QR/1).
In this course students are introduced to the concepts and applications
of statistical methods and data analysis. Statistics 402 has no prerequisite
and has been elected by students whose mathematics background includes only
high school algebra. Examples of applications are drawn from virtually all
academic areas and some attention is given to statistical process control
methods. The course format includes three lectures and a laboratory (l.5
hours per week). The laboratory section deals with the computational aspects
of the course and provides a forum for review of lecture material. For this
purpose, students are introduced to the use of a micro-computer package
and the Macintosh computer. Course evaluation is based on a combination
of three examinations GIVEN WEDNESDAY EVENINGS, a final examination and
teaching fellow input. Cost: 2 WL: 3
211/RC Hums. 280/English 245. Introduction
to Drama and Theatre. No credit granted to those who have completed
or are enrolled in RC Humanities 281. (4). (HU).
The course aims to introduce students to the power and variety of theatre,
and to help them understand the processes which go toward making a production.
Five plays will be subjects for special study, chosen to cover a wide range
of style and content, but interest will not be confined to these or to theatre
using literary texts. Each students will attend two lectures weekly, plus
a two-hour meeting in sections each week; the latter will be used for questions
and discussions, viewing rehearsals and video or films of performance, and
periodic exams and writing exercises. Students will be required to attend
two or more theatre performances, chosen from those available in Ann Arbor.
Cost:3 WL:2 (Brown)
Seminars are offered by outstanding faculty and emeritus faculty from many different departments on a variety of topics. Each provides a group of approximately fifteen students with a stimulating introduction to the intellectual life of the University by exposing them to engaging subject matter and offering the opportunity for active participation that a small class will afford. It is hoped that students who take a seminar will find in it a sense of intellectual and social community that will make the transition to a large university easier. Some may discover a subject to pursue in further courses.
Seminars are open to all first-year students and should be elected along with other courses. Each will count toward satisfying the distribution requirements of the College in one of the three basic subject areas: Humanities (150), Social Sciences (151), or Natural Sciences (152).
Collegiate Seminars, offered under the University Course division (495) in the College of Literature, Science, and the Arts, provide a unique small class educational opportunity to students.
Seminars allow a student to personalize his or her education. Each seminar is taught by a regular professorial faculty member. Each is limited to approximately twenty students. Interaction between student and teacher, made possible by the small size of the class, facilitates deeper learning and allows the student to get to know a faculty member personally. Moreover, students find that in seminars, they learn much from one another because a learning community develops, and dialogue among students as well as between student and teacher takes place. We strongly recommend that each student take at least one seminar during the four years at Michigan.
Collegiate Seminars are open to any student who has completed the Introductory Composition Requirement. The seminars emphasize critical thinking about important and central topics and feature further instruction in writing.
All Collegiate Seminars count toward satisfaction of the College's distribution requirements in one of the three basic subject areas: Humanities (250), Social Sciences (251), or Natural Sciences (252).
101. Methods of Thinking. ECB writing assessment. (4). (Introductory
Composition).
This course has two aims: (1) to improve the student's ability to read
with understanding, to think critically, and to write well; (2) to help
the student to achieve a better understanding of the nature of intellectual
activity and of education. College work is, and should be, different from
high school work, requiring different and more sophisticated intellectual
skills and techniques. But almost all courses in college concentrate exclusively
on their own special subject-matter. A sociology course concentrates on
teaching you sociology, a chemistry course on teaching chemistry, and so
on. College instructors rarely teach in an explicit and direct manner the
intellectual techniques and frameworks necessary for successful college
work. They assume that you have these skills already or can somehow pick
them up along the way, while they go ahead and teach their own special subjects.
University Course 101 attempts to teach these skills directly and explicitly,
to make your college career more successful and to sharpen abilities which
will be invaluable in later life whatever field you may work in. This is
a course for the person who is seriously interested in intellectual activity.
It is not a remedial course and it is not an orientation course. Some of
the materials which we will discuss will be complex and profound, and a
number of the topics lie on the intellectual frontiers of our time.
The topics for discussion will include the following: the nature of argumentation, evaluation of arguments and positions, methods of reading, types of critical thinking; special intellectual problems in the humanities, the social sciences, and the natural sciences--problems such as the relation between theory and reality, bias and subjectivity in the social sciences, the nature and justification of the humanities; questions about education, including morality in education, diverse ideals of the educated person, open admissions, reverse discrimination, academic freedom, and the unionization of the faculty. This course will be taught in small sections of no more than fifteen students each, so that students can receive individual attention. Readings will be assigned covering the above topics. We will proceed by class discussion supplemented by some lectures. There will be a number of writing assignments throughout the term. [Cost:2] [WL:5. Admission restricted to Honors freshmen through overrides at the Honors Office.] (J. Meiland)
102(CCP 102). The Student in the University. 21st Century Program
participant. (1). (Excl). Offered mandatory credit/no credit.
This course will provide students with an opportunity to critically
review their role in the university. It will allow students to consider
the expectations of their experience at the-university within a framework
of theoretical perspectives. IT is hoped that students will develop a broad
understanding of what their university experience can include and how they
can shape it to realize their academic-potential and intellectual development.
(If there is room - please add the following:) The course will focus on
the transition from high school to college, role of the liberal arts, critical
thinking, intergroup relations and social change. The issues and challenges
of living and working in a multicultural society will be examined. This
discussion will include a focus of student perceptions, relevant research
and university resources. the large group will include presentations and
the small discussion groups will focus on the readings and areas of practical
concern. This course is open only to people in the 21st Century Program.
150. First-Year Humanities Seminar. First-year standing; sophomores
with permission of instructor. (3). (HU). May be repeated for credit.
Section 001. Ethics- Moral Values and Behavior. The science of morality
seeks intelligent, reliable judgment of behavior and is concerned with behavior
that is approved or disapproved. Critical thought undertakes to put in order
such specifics as just, saintly, honorable, courageous, intemperate, perverse,
corrupting and ought under the general rubric of value. It is the purpose
of this seminar to provide a learning experience through exploration of
discussion of behavior, values and priorities to such questions as: ought
we ever do what we want to do?, can we ever do what we want to do?, ought
we ever do what we do not want to do? and ought we do what everyone else
ought to do? Grading will be based on the quality, not the quantity of participation,
class discussion, required papers and examinations. The required reading
will include: Morality and the Moral Controversies, (3rd ed., 1993),
Arthur, John, editor, Prentice-Hall, Inc., Angled Cliffs, N.J. 07632; and
course pack. (Cash).
Section 003. Masterpieces of English Literature. This course attempts to sample the rich quality and variety of English literature. The reading list comprises a few master works chosen from across the centuries, exemplifying plays, novels, poems, and biographies. The emphasis is placed on reading and discussing individual works in some depth. The reading list includes The Tempest, selected poems by John Donne, Gulliver's Travels, Boswell's London Journal, Ode on the Intimations of Immortality, Emma, Vanity Fair, and Importance of Being Earnest. Since reading and writing are so closely linked there will be ample opportunity for short papers. At least one longer paper, and a final examination. (Steinhoff).
Section 004. Israeli Poetry, Between War and Peace. We shall read English translations of poetry written by Israeli poets in response to, or in the context of, the unique historical dimensions of the Holocaust; the 1948 War, the Israeli-Arab conflict and the attempts to resolve it by peace agreements. At the same time we shall seek to understand each poem as a unique artistic world which often transcends these circumstances, reaching to a universal audience. Though some of the themes Israeli poetry deals with are particularly related to the larger events which shaped Modern Jewish identity, especially in the twentieth century, we shall pay attention to a lyrical tradition which seeks to express universal human emotion. Among the poets whose works will be discussed are: Leah Goldberg, Natan Alterman, Dan Pagis, Yehuda Amichai, Haim Guri and others. All of the readings for this course are in English. There will be some discussion of theories and principles regarding the nature of poetry in general. There will be no exam. Students will submit several written responses to the poetry and one final paper. (Hertz).
Section 005. Visions of the Past. History is constructed for us in many forms, both verbal and visual, and works of the imagination, like a painting or a novel, provide most of us with most of the history we know. Many more Americans have read or seen Gone With the Wind than have perused a history of the Civil War; Emmanuel Leutze's Washington Crossing the Delaware has for generations fixed school-children's sense of the heroic general. This course will examine the various forms, from the traditional narrative to the TV documentary, with the aim of understanding their value and persuasiveness. Episodes in European and American history will provide the contexts. Thus, for example, we will read Arthur Miller's play about the Salem witchcraft trials, The Crucible, and then consider a recent feminist analysis of that tragic episode. Later we will read Martin Luther King's memoir of the Montgomery bus boycott and compare his memory of it with a recent documentary film. Ultimately in discussing how history is represented we will reach the question of why, and why each generation must write its own version. Some introductory commentary on texts and contexts will be provided, but discussion will be the primary way we handle the individual works. Several short papers (5 pp.), and participation in class discussion, will determine the grade. (Marwil).
Section 006. College: Intellectual Self-Realization. Each year students come to college for a variety of reasons. This course will be an examination of these reasons as they relate to one's own intellectual development. The thrust of this endeavor is to examine the pursuit of knowledge for the sake of itself in order to determine the cost-effectiveness of that knowledge. Our inquiry will be an attempt to answer the following question: Why are we here -- in college, that is? We will begin our inquiry by examining LSA as a paradigm of liberal arts education. We will investigate the nature of education in order to determine why liberal arts is "higher education." This quest will be founded on the Socratic dictum: "The unexamined life is not worth living." Therefore we will examine the life of the college student as an attempt to define one's goals in order to realize one's career ambition. In the process college will be explicated as an attempt to realize one's intellect in the fullest. The course format will be lecture/discussion with a heavy emphasis on discussion. Course requirements will entail three short essays and a midterm and final. Ultimately, our goal will be to celebrate the life of your mind as a developing dynamic. We will realize this by determining how LSA fits into you, not how you fit into LSA. (Knight).
Section 007. The Mystic Jesus. Who was Jesus really? A militant Jewish revolutionary? A celibate wandering philosopher? A self proclaimed Messiah? Or a Jewish mystic, a man who not only practiced ascent personally, but who also taught his followers the "Way" of ascent into heaven where they would be immortalized through their visionary encounter with God? In order to understand Jesus' mystic message and practices, we will explore the New Testament gospels and other early Christian literature including the newly discovered and acclaimed Gospel of Thomas, the Secret Gospel of Mark, the Dialogue of the Savior, the Secret Book of James, the Preachings of John, and the Gospel of Mary. We will search for the origins of this teaching by examining other persons in the Jewish tradition such as Moses and Enoch who were associated with ascent, and those Jewish groups involved in mystical practices including the Essenes of the Dead Sea Scrolls. Moreover, we will look at the rich materials from the Egyptian and Greek traditions which speak about ascent and "absorption into God." Evaluation will be based on several short writing assignments, in-class projects, and a take-home essay final. No prior knowledge required. But be prepared to think critically. (De Conick).
Section 008. Technology and the Good Life. Because of technology, life is certainly changing, but is it getting better? At first, the answer seems obvious. One hundred years ago there were no video games, fast food, TV, cars, recorded music, or birth control pills. What progress! But in 1894 there also wasn't so much concrete and so little wilderness, families lived closer together, the pace of life wasn't so stressful, and people weren't kept alive by machines when they were ready to die. What, progress? Broadly speaking, this seminar will examine the notion of technology as progress. What is a good life, and what if anything does technology have to do with it? We will do lifestyle experiments, keep journals, conduct interviews, read novels and interesting historical studies, and watch a few movies. There will be various writing exercises but no tests. (Reed-Maxfield).
Section 009. Theories of the Self. What is it to be a person? Is there an unchanging human nature? Are we products of our social circumstances? This course will examine some of the answers given to these and other questions. We will explore the evolution of the notion of the self in the Western philosophical tradition, consider some non-Western notions of the self, and look at contemporary critiques of some notion of the self. Students will also be encouraged to develop their own notion of the self. There will be lots of discussion and encouragement for students to notice how their thinking about themselves and others reflects various notions of the self. There will be two six to seven-page papers and a final exam. One paper will be the basis of a class presentation. (Crocker).
Section 010. Wrestling with Religion in the Nineteenth Century. The eighteenth-century Enlightenment tended to put down belief in metaphysical ideals like divinity. Indeed, one of those philosophers, the Baron d'Holbach, declared that if there is a God, then he must be a tyrant because even in the face of his cruel treatment, he required praise from his subjects. Ministers explain this irrational situation by maintaining that God's nature is a mystery to mortals, but still, d'Holbach slyly points out, they know enough to portray him as benevolent. We will read Voltaire's witty Candide to represent a characteristic point of view from the Enlightenment. Nineteenth-century writers tried to restore a sense of divine order in the universe against this onslaught of "rationalism." Schleiermacher's advocacy of sentiments as the truest foundation of religious faith, rather than ideas or principles, proved to be a major response to the challenge of atheism. Another came from Carlyle, whose Sartor Resartus--in elegant English prose--teases the reader into perceiving an absolute spiritual unity underlying the seeming meaninglessness of the world. Neitzsche's confident assertion that God is dead are two further readings in a course of rich intellectual fare and literary value. No more preparation is assumed than a mind eager to learn and to sharpen analytical skills. Among the requirements are several papers critically studying individual texts or problems. Some of these, after correction, will be rewritten and linked to form a discussion of term-paper length. (Hafter).
Section 011. Literary Treatments of Slavery and Servitude in English. This course will focus on the treatment of slavery and servitude as an image, idea, and social reality in English literary works ranging from Shakespeare to Toni Morrison. Despite this literary emphasis, other questions will certainly arise. Three of obvious importance are the following: what is the relationship between slavery and race?; what is the relationship between slavery, servitude, and gender?; why does the idea of slavery or servitude persist even after the social institutions themselves have disappeared? Questions of this sort will not be treated as tangential to the goals of the course. Rather, students will be encouraged to discuss such issues, read more widely in primary and secondary materials in order to broaden their understanding of the problems involved, and include their thoughts in written work. There will be two written assignments, and a final examination. A portion of the grade will be allotted for classroom participation. (Moffat).
Section 012. Introduction to the Canadian Novel. We will confront such questions as: What is Canadian fiction and why should we read it? Is it like American fiction? What does it tell us about our neighbors to the north--their customs, beliefs, and problems, their lives and loves? Does it tell us something about us, too? We will read and discuss six Canadian novels: Sinclair Ross, As For Me and My House (1941); Gabrielle Roy, The Tin Flute (1945, trans. 1947); Ethel Wilson, Hetty Dorval (1947); Patricia Blondal, A Candle to Light the Sun (1960); Timothy Findley, The Last of the Crazy People (1976); Margaret Laurence, The Diviners (1974). Students will give 2 oral reports on a relevant topic, write two or three short papers, and a term paper or final exam--or both. (Powers).
Section 013. Idea, Form, and Medium. The goal of this course is to help students understand the challenge and value of expressive form for the artist working in theater, motion pictures and literature. The course will have as its basis the theoretical assumption that "cinematic" structures (time and space manipulation, parallel development, montage, etc.) have served the modern storyteller well in the development of complex characters and engaging narratives. Taught as a lecture-discussion seminar, class materials will include the reading of fiction, the viewing of classic films, and the study of film theory and literary criticism. One exercise, for example, will involve the evolution of Christopher Isherwood's short story "Sally Bowles" to stage play (I Am a Camera) to film/musical Cabaret. Students will read Roddy Doyle's novel The Commitments and analyze the film adaptation by Alan Parker. Course grading will result from short written assignments and a term paper/oral report project. (Beaver).
Section 014. Jesus' Jewish Teachers. Jesus was a Jew; but what kind of Jew was he? The course aims to offer a reading of Jesus from within Judaism with emphasis on his formative background. First, the legacy of ancient Jewish thought will be presented by considering both canonical and non-canonical sources: the biblical and the Enochian tradition. Secondly, an overview will be given of the different varieties of Judaism in the first century, those to which Jesus was closer and those that he opposed. As a result, we will be able to locate the Jesus movement within first-century Judaism and to understand what Jesus owed to this pluralistic and creative environment as well as what he contributed to the development of Jewish thought. The focus will be on primary sources more than on secondary literature. Grades will be determined by active participation in the class, two written exams, and a final oral colloquium. (Boccaccini). NOTE: this is a late addition to the Time Schedule. The class will meet Mondays and Wednesdays from 7:00 pm - 8:30 pm (location to be determined). (Boccaccini)
Section 015. Crime Stories: Real and Fictional. Crime always has been a staple of journalism and fiction. In this course we will examine historical trends and parallels as well as contemporary realities of both. Students will present a series of written and oral reports on selected readings and research. Discussion is emphasized. Texts: Edward Keyes, The Michigan Murders, Leroy Panek, Probable Cause, Special Issue, Media Studies Journal 6:1, 1992. Novels: Agatha Christie, Murder in the Vicarage, Loren Estelman, General Murders, Sue Grafton, H is for Homicide, Tony Hillerman, Thief of Time, Ed McBain, Kiss. Reserve: Edna Buchanan, Corpse had a Familiar Face, Doris Graber, Crime News and the Public, David Simon, Homicide, Ernest Mandell, Delightful Murder, Martin Prestman, Detective Fiction and Literature. Note: Estelman has tentatively agreed to a guest appearance. Local author Mark Brown or a homicide detective are also possible. The class will visit Aunt Agatha book store and talk with the owner, and several relevant videos are planned. TTh 11:30-1:00 pm. (Stevens)
Section 016. Reading `The Body'. Some of the most innovative recent inquiries within the Humanities have turned their attention to "the body" in their search for the "place" where shifting conceptions of identity and various processes of political and social conflicts leave their marks. In the emerging interdisciplinary field of Cultural Studies, the body has come forth as a powerful interpretive tool. In our class, this figure will serve as the center of a cluster of explorations of contemporary literature (including film), history, and popular culture. The course is meant to introduce new college students to critical thinking based on the analysis of very different sorts of texts. We will explore questions of the body, identity, consciousness, and deformity in modern texts which may include Franz Kafka's Metamorphosis, Oscar Wilde's The Picture of Dorian Gray, Robert Stevenson's Dr. Jekyll and Mr. Hyde or Bram Stoker's Dracula, and the German Expressionist film The Cabinet of Dr. Caligari, as well as Sigmund Freud's fascinating case study of the "Wolf-Man." Antisemitic/racist texts will introduce the role of the body in racism, and the colonized body will be traced in the stories of the contemporary South American author Gabriel Garcia Marquez. The linkages between sexuality, gender, and the body are tested in the historian-philosopher Michel Foucault's recounting of the case of a celebrated French hermaphrodite. A final section of the course, "The Body in Pain" will call upon discussions of Kafka's The Penal Colony, Susan Sontag's AIDS as Metaphor, and Cronenberg's disturbing film Dead Ringers to demonstrate how the body may in fact be the point of intersection of the most highly personal and yet also intensely political concerns. Students will write a series of short papers. T Th 11:30-1. (Spector)
151. First-Year Social Science Seminar. First-year standing; sophomores
with permission of instructor. (3). (SS). May be repeated for credit.
Section 001. Current Issues in Sports Sociology. A seminar designed
to analyze the behaviors and rituals that have traditionally characterized
the institutionalization of sport in America; to provide opportunities to
develop an understanding of the pervasiveness of sport and its influence
on disparate societal elements. To review current issues in sport; to consider
deviance, discrimination, religion, gender relations, education and politics
in terms of sport as a social institution. Course evaluation will be based
on two critiques, a research project relating to a current sport issue,
class participation, a mid term and a final exam. (Vaughn).
Section 002. Public Education for Blacks and Other Minorities, 1863-1954: An Historical Perspective. The purpose of the seminar will be to trace the development of elementary, secondary, and post-secondary education of Blacks and minorities in the southern states of the United States from the Emancipation Proclamation to May 17, 1954. Particular emphasis will be focused on judicial litigations from the supreme court decision to Plessy vs. Ferguson, from which the doctrine of "separate but equal" evolved, to the historic Brown vs. Topeka, Kansas Board of Education 1954, which upheld the fundamental principle that racial discrimination in public education is unconstitutional. Of special importance will be seminar discussions revealing how Blacks and minorities were successful in achieving an education in spite of the barriers confronting them in the states where they resided and resulting from supreme court decisions, including the Supreme Court of the United States. Students will be expected to read a number of the classic writings of Black and minority authors such as W.E.B. DuBois, E. Franklin Frazier, Booker T. Washington, John Hope Franklin, and many others. The writings of contemporary Blacks and minorities will be explored as well as books about Blacks and minorities such as Gunnar Myrdal's An American Dilemma. Students will be expected to prepare readings, participate in seminar discussions, and develop a research topic preferably centered around one of the southern states under investigation in the seminar. (Palmer).
Section 003. Identity, Alienation, and Freedom. The purpose of this seminar will be to explore the concepts of identity, alienation and freedom as psychological and philosophical ideas. However, the orientation will be specific and applied to the normal situations and predicaments that college students experience. Questions to be considered: surviving as an individual in a large and often impersonal University; living up to and/or dealing with the expectations of parents and teachers; questioning authority in the context of the classroom; trading-off career pressures and personal goals in setting educational priorities. Of special importance will be the examination of the sometimes frightening loss of a sense of identity that accompanies significant alterations in life style, such as that experienced by students in the transition from high school to college or later, in the transition from college to the "real world." In addition to regular class meetings each student will meet individually with the instructor every third week at which time the student's individual reading and writing will be developed and discussed. Grades will be determined by the quantity and quality of this reading and writing. (Pachella).
Section 004. The Psychology of Social Movement. This course examines social movements through the lens of psychology. We read nine books, five on illuminative psychological principles and four accounts of 20th-century social movements or collective actions: the student movement of the 60s, the Chinese Cultural Revolution, a Nazi police battalion, and French village that worked together to rescue thousands of Jews. We analyze these events, asking questions like: Why did people join? Why did they behave as they did as part of these collectivities? What makes social movements go wrong--or right? The course uses the seminar format. Exams assess mastery of the psychological material. Discussion is based on daily written analyses of the readings. In a final integrative paper students analyze either a personal experience in a social movement or group, or a historical social movement. Grades are based on exams, daily seminar papers, and the integrative analysis. (Landman).
Section 005. Making Meanings: Why and How Humans Do It. This seminar will examine interpretation and communication from the viewpoint of semiotics. Semiotics is a field that studies why and how humans use "signs" to make sense of, and share thoughts about, life. Signs are things (words and pictures, for example, but also gestures, clothing, possessions, and so on) with which people create meanings--with which they define their worlds, convey their experiences, form and express their identities, preserve their past, imagine their future, and direct their behavior. The seminar will be interdisciplinary and cross-cultural in approach. Class discussions and readings will 1) introduce various biological, psychological, and sociological perspectives on sign-use, and 2) illustrate sign-use with cases drawn from the domains of language, adornment, food, property, ritual, architecture, the arts, myth, politics, and advertising, to name but a few. Requirements include a class presentation and research paper. (Pollack).
Section 006. People without Agriculture: The Ethnography and Archaeology of Hunters and Gatherers. This seminar introduces students to the fascinating world of hunters and gatherers, contemporary and prehistoric peoples living entirely without agriculture or domestic animals. For most of the five million years of human existence, people obtained their food entirely by hunting, fishing, and gathering wild plant foods. Some foraging groups, such as the Bushmen in southern Africa, continued this way of life well into the 20th century. It is only in the last 10,000 years that a few populations of hunters and gatherers in the Near East, China, Mesoamerica, Peru, and eastern North America began to domesticate plants and animals, initiating a process that radically transformed the hunting and gathering way of life and set the stage for the way most of us live today. In the seminar, we will explore the economy, social organization, and religion of contemporary hunter-gatherers, such as the Eskimos, Pygmies, Bushmen, and Australian Aborigines. We will then use this knowledge to help us understand the origins of agriculture and the beginnings of settled village life. Seminar Requirements: Students will read and discuss ethnographic accounts of several of the world's best known hunters and gatherers. Readings will also cover specific topics such as the nature of hunter-gatherer subsistence, mobility, and demography, as well as the events and processes in prehistory that led to the origins of agriculture. Brief written synopsis of the assigned readings will be required each week. Students will also be assigned the responsibility for leading weekly discussions. A research paper of modest length, to be turned in at the end of the term, is required of each seminar participant. (Speth).
Section 007. Introduction to Quantitative Social Research. The purpose of this course is to introduce students to the basic concepts and skills of quantitative research in social science. It is not meant to be another statistical course: its central aim is to develop interest toward empirical research by focusing more on application of statistical methods and substantive interpretation of statistical results than on statistical theory. Statistical concepts will be introduced as much as possible without mathematical representation. The students will have a chance to analyze a real data set: the 1992 American Presidential Election Study Survey data collected by the Center for Political Studies of the Institute for Social Research at the University of Michigan. The participants will experience the actual steps of empirical research while they will test their own theories about human political behavior. The course grade will be based on the weekly assignments and one individual research paper. (Nishizawa).
Section 008. New Challenges for U.S. Foreign Policy. The dramatic ending of the Cold War presented makers of U.S. foreign policy with a new array of intractable problems. In fact, the dissolution of the Soviet Union and empire restoked smoldering ethnic, racial, religious and cultural antagonisms far beyond the area of Soviet hegemony at a time when other critical issues for U.S. diplomacy - the spread of nuclear weapons capability to Third World countries, the traffic in drugs and weapons of mass destruction, the trade gap with Japan, the impact of the European Community's economic union, uncontrolled immigration from Latin America - were intensifying. This seminar will examine as many of these challenges as time permits and students will impersonate the State Department's Policy Planning unit and National Security Council staff for purposes of oral presentation, class discussion and the writing of "action" papers for the President and the Secretary of State. But we will begin with the policy-making process: how decisions are made and who the players are in addition to the President and the Secretary; the roles of the National Security Council, the Defense and other Cabinet departments; the CIA and other intelligence units; Congress, business, labor and citizen groups; domestic and foreign lobbies. We will study the constraints on the use of U.S. power - political, economic and military - imposed by the practice of allied and United Nations diplomacy, American history, traditions and more. Course requirements include a typed report on a relevant book and a take-home final in the form of a comprehensive long-term policy recommendation on a major foreign-policy issue. A package of selected reading will be assigned in lieu of a textbook. (Hovey).
Section 009. Public Policy and Science. This course aims to help students become better consumers of scientific research so that they will become better informed citizens and more effective makers and implementers of public policy in the future. The class will consider the general nature of science, public problems, and public policy, and their relationships. Questions will be raised about the reliability and validity of scientific findings, their relevance to public problems, and their implications for personal and societal values. Students will formulate public policy on specific problems of interest to them by consulting the literature and local experts. The class will hear and discuss presentations by the instructor, guests, and students. Evaluations of students' performance will be based on three short essays, take-home exams and a 15-20 page final project. (Gold).
Section 010. The West in Asia. This is an exploration of the interaction between an expanding West and traditional Asian states and cultures. European and later American efforts to establish trade with a far richer and more sophisticated Asia led to colonial regimes which came to dominate most of Asia, but these in turn stimulated the rise of Asian nationalism and the eventual defeat of colonialism, as well as profoundly influencing the nature of modern Asian societies. Asia is taken here to extend from the Indian subcontinent through Southeast Asia and China to Korea and Japan. The course begins with the circumstances which underlay late medieval Europe's exploration and expansion overseas, of which the first Asian venture was Vasco daGama's voyage to India in 1498, and then deals with the rise of Western colonial regimes and semi-colonial orders (in China and Japan), and ends with the opening of the Pacific War at Pearl Harbor in 1941, which marked the end of Western colonialism in Asia. This course is run on a discussion basis, with ample opportunity for student input. There are four short essay-style papers, and a highly varied set of readings. (Murphey).
Section 011. Decision Making.The seminar will be based upon a series of diversified real-life problems viewed from different perspectives and argued out in the seminar meetings. It will make regular use of brief written analysis and role-playing. The objectives of the seminar (taught by a former president of the University) will be to improve both analytical and writing skills, to show that there are alternative ways of looking at both problems and solutions, and to demonstrate the ways in which individual and societal values impact decisions. MW 4-5:30 pm. (Fleming)
152. First-Year Natural Science Seminar. First-year standing;
sophomores with permission of instructor. (3). (NS). (BS). May be repeated
for credit.
Section 001. Ocean Resources: Promises and Problems. Oceanography provides
a good introduction to science, scientific thinking, and the unity of scientific
knowledge. Study of the resources of the oceans combines elements of biology,
chemistry, geology, physics, and engineering with complex social and economic
problems. This course will address a number of equivocal issues facing ocean
scientists and makers of marine policies. Students will be asked to examine
critically some of the conflicting demands being placed on the oceans by
today's societies. Some examples are the conflicts that emerge from protection
of natural beaches and wetlands as opposed to the economic benefits of coastal
developments such as marinas and harbors and from protection of endangered
species as opposed to the undeniable need for more food for more people.
Other questions we will discuss will include: Why hasn't the U.S. ratified
the Law of the Sea treaty? Should ocean dumping be outlawed? How badly has
humanity impacted the marine environment? Why save the whales? Each student
will select one of the weekly topics and lead class discussions on this
topic. A major whole-class topic will involve all students. Two written
papers and one written exam will be required. (Meyers).
Section 002. The Human Body in Sickness and Health. How would you define health? How would you describe your own body and how it functions? This course asks you to explore the answers to questions like these for yourself, and also look at answers to these questions provided by biology. We will compare and contrast our own answers and those provided by readings from other disciplines. The intent of the course is to explore different constructions of the body-- biological, social, personal--so that at the end of the term we will respond to these questions again with a deeper, and revised, understanding of our personal constructions of health and the body. We will explore "myths" and "facts" in the constructions of the human body and the intersection of belief with these constructions. The biology of the human body is presented as a framework for this exploration. Topics covered will include: images of the body, in advertising and in language; reductionism versus holism; psychosocial problems such as anorexia/bulimia and AIDS and reproductive behavior; asymmetries of health care, race, class, and gender issues as related to health. The format will be primarily interactive with discussion, small group exercises and mini-lectures. Emphasis will be on writing to learn. As students, you will be expected to keep a journal in which you reflect on your class experience and learning. Four short papers will be required biweekly, with one longer paper during the semester. (Gates).
Section 003. Genes and Behavior. In this course we will address the role of the genetic makeup of animals in explaining the behavior patterns they show. No specific background is required. The nature of genes and the complex ways behavior develops will be discussed and the possible links between genotype and behavior analyzed. Methods of studying this link will be critically examined and both human and non-human case studies investigated. The transformation of research finding to the popular press will be studied. The course will be a combination of (a few) lectures, presentations, essays and discussions of readings. Readings will be from the popular press, review articles, and the primary scientific literature. Grades will be based upon participation in discussions, individual and group presentations, and essays written. (Hazlett).
Section 004. Natural Resources: Rights and Responsibilities. Natural means occurring in the world/universe but not made by people. Resource means help meet some human need or desire. Virtually everything in the world is potentially a resource for people. Especially vital for human well-being is the natural state of the world, which enables us to live. This includes an appropriate temperature; a breathable atmosphere; protection from harmful radiation; clean water to drink; plants to provide food; sun, water, soil, and warmth for plants to grow; and, more recently in human history, stuff to make things from and energy to make things work. In this seminar we will ask: How did/do these resources come into being? Who does use/consume/destroy them for what end? What are the consequences for human well-being of their use/consumption/destruction? What could a responsible society do to promote desirable consequences and avoid undesirable ones? and What are the psychological, social, political, blocks that prevent us from doing these things? Students will approach these questions in three ways: quantitative data and concepts; quantitative models; and scientific, psychological, social, and political argument. Students will read some assigned readings, forage for data, practice quantitative exercises, participate in class discussion, and write essays. (Estabrook).
Section 005. Cosmology. Physical science has been called the most successful of mankind's enterprises. This seminar will attempt to reveal what physical scientists believe to be the "true nature" of the Universe, and why they think so. Students will be helped to look closely at how the physical scientist thinks, visualizes things such as quanta, quarks, and quasars, and decides what is "true" and what is not. We start with an overview of contemporary science's view of the cosmos--space, time, gravity, expansion of the Universe, and quantum weirdness. Then we will discuss scientific methodology and talk about scientific process and philosophy relevant to these modern scientific concepts. We will then introduce (non-mathematically) two separate theories that individually provide incomplete descriptions of nature--relativity and quantum mechanics, and describe some of the views of nature they offer. Students will be guided to think about whether this description of the make-up of the Universe actually describes reality or whether it is just a scientific convenience. Finally, we will summarize current astronomical observations about the structure of the Universe and find how they lead to the belief there was a beginning. Seminar meetings will emphasize student discussion of reading material. From time to time there will be a short quiz or a one-page paper written in class. We will read two complete books--Hawking's A Brief History of Time and Davies and Gribben's The Matter Myth--and excerpts from seven others. There will be a midterm and final examination, both of essay type, and a required term paper on a topic chosen by the student. (Teske).
Section 006. Chemical Analysis of Historical and Archaeological Materials. This course involves a seminar meeting (2 hours) and an occasional lab (to be arranged). The students will discuss and report on the various methods that chemists and physicists use to examine archaeological artifacts (pottery, bones, obsidian and flint projectile points, etc.), works of art (paint pigments, metal samples, ceramic samples, etc.) and historical artifacts (printed documents, ancient and medieval coins, etc.). Reports by students will be made on topics such as: dating by carbon-14, thermoluminescence, and archaeomagnetism; analysis of samples by x-ray fluorescence, neutron activation, microscopy, radiography, and various spectroscopy methods; authentication of documents, artifacts, art, and coins. The students will spend time in lab (in groups of 8 at times to be arranged). This portion of the course will allow the students to do non-destructive analysis on groups of ancient/medieval coins and metallic artifacts. Students interested in the course should leave open a 2-hour time block in their afternoon schedules for lab. Th 2-4:00 pm and lab to be arranged. (Gordus)
153. First-Year Seminar. First-year standing; sophomores with
permission of instructor. (4). (Introductory Composition). May be repeated
for credit.
Section 001. Ancient Narratives and the Study of Storytelling. This
course will introduce basic categories and methods for studying storytelling
through readings in three ancient narrative traditions: Greek epic, Sanskrit
epic, and the Hebrew Bible. We will read the Odyssey; Genesis, Exodus,
Judges, and Samuel; and selections from the Mahabharata
(all in English translation), using concepts such as the distinction between
fabula (what happens) and sujet (how it is told) to look at
how these narratives evoke responses from their readers. We will also study
point of view, the treatment of time, implied authors and audiences, and
why narrative information is given or withheld. We will also look at the
special features of narratives like these, which are written versions of
varying oral traditions, and whether readers understand sacred narratives
differently from ordinary stories. Throughout, the emphasis will be not
on deciding what these narratives mean, but on how narratives and their
readers co-operate to create meaning. Writing: In five exercises (1-2 pages),
students will re-write pieces of the readings, changing one of structuring
elements (for example, making the narrator more or less intrusive, changing
the focalization, elimination narrative gaps). There will also be three
short papers (4-5 pages) in which students will treat such issues analytically
(these may be commentaries on their own or other students' rewritings).
Two of these will be presented to the group and revised after discussion.
There will also be a slightly longer final paper (7-10 pages). Evaluation
will be based on the papers and on class participation. (Scodel).
Section 002. Socrates and Democracy. Who was that "strange" man in the late fifth-century BCE Athens who claimed "the unexamined life is not worth living by a human being"? How, according to this teacher and moral philosopher, should one lead one's life? What is his "Socratic" method? Why was this man put to death by the Athenian democracy? Was his death political? What was the relationship between Socrates and the democracy of Athens? What were the charges brought against Socrates? Why, after he was found guilty and imprisoned, did he refuse to attempt an escape? These and related questions will form the focus of our seminar as we search for the historical Socrates and his world by reading, discussion, and writing about both ancient primary sources in translation (Aristophanes' comic play The Clouds and Xenophon's Memorabilia (Conversations with Socrates) as well as several of Plato's earlier Socratic Dialogues) and at least one contemporary secondary source (the 1988 bestseller, The Trial of Socrates, by the retired American political journalist I.F. Stone who taught himself ancient Greek in retirement and produced this book). Since this seminar meets the Introductory Composition requirement, you can expect to write occasional impromptu essays or informal exercises as well as five or six formal papers (beginning with one or two pages and moving up to six or eight pages). We will give attention to drafts and to revision of the formal essays. You should expect, however, to write a total of at least two dozen original pages. (Wallin).
Section 003. Gibbon and the Decline of the Roman Empire. Edward Gibbon's Decline and Fall of the Roman Empire remains one of the great works of history in the English language. As such, it invites study both for its own sake and as a persistently powerful interpretation of Roman history and the nature of the empire. The purpose of this class is to examine Gibbon the historian, his self-conscious creation of the image of the ideal historian in his highly literary autobiography, and then to examine the historian at work. We will look at the way that Gibbon constructed his narrative, the difficulties he had with his sources, and the problem of folding different topics into a narrative framework. We will also look at some of the controversy that his history generated with the publication of volume 1 in 1776. In the end, we will try to control three topics: Gibbon's construction of history, the quality of his history as an account of the decline of the Roman empire (it is still regarded as one of the most penetrating ever written), and Gibbon's place in his intellectual world. There will be two short papers, a longer paper based on an oral presentation, and three short in-class writing exercises. (Potter).
Section 004. Television Text Analysis and Viewer Response Studies: Research, Interpretation, and Criticism. This writing-intensive seminar effectively introduces students to both quantitative and qualitative aspects of basic research. The starting point of academic analysis of television content must be with close attention to what actually is there on the screen. In this seminar, every student learns to formulate a precise content research question, hypothesize about what is likely to be found, develop an appropriate content coding procedure and coding chart, conduct the research, summarize findings in charts and collect appropriate quotes, interpret results and reconsider the original hypotheses, speculate about possible effects of the content studied upon viewers, and suggest further needed research. In this systematic research process, which is undertaken with 4 or 5 different genres of television content, students learn to present findings to the class and write research reports and lead discussions of classmates. In addition, students also undertake a viewer research project, developing questionnaires and interpreting results.. This course seeks to reverse practices of totalizing or generalizing about television, as though all encounters with the text were the same, or as though all viewers' responses were somehow similar. Instead, students undertake complex analyses of direct and symbolic references, consider social context and frames of reference, and become alert to the variety and vitality of audience engagements with the text. Students investigate crucial distinctions among text types and, in doing so, learn to decipher dimensions of intentionality that are represented in various features of the content: character type, level of language, uses of music and edits, visual perspectives, metaphoric associations, and so on. Readings in the course pack lead students toward an understanding of the theories of communication and cultural studies that assist in an unpacking of layers of meanings that necessarily meet with differing responses, depending upon the point-of-view of the particular viewer. Readings include the work of Roland Barthes, Christopher Lasch, Fiske and Hartley, Campbell and Reeves, Morris, Bummet and Duncan, Geerty, Allen, Dewey, Carey, among others. Writing includes: proposals for research, multiple-draft essays, viewing journals, logs, coding charts, summary abstracts of research distributed during classroom oral presentations. Please Note: this is a late addition to the Time Schedule. The class will meet Mondays and Wednesdays, 4-6 pm. (Morris).
Section 005. The Literate Imagination. From the earliest days of writing, humankind has harbored fears as well as hopes about the written word. In the Phaedrus Plato warned of the dangers brought by writing, the loss of memory that the preliterate world experienced. In many corners of the world, writing has magico-religious functions, privileging those who can read and isolating those who cannot. Yet in much of the life of the Western world since the Enlightenment, the ability to read and write, literacy that is, has been seen as the great liberator, providing the avenue to personal freedom, political strength and technological development. In this course, we will examine these various constructions of literacy throughout the course of humankind. In doing so, we aim to understand how reading and writing affect the mental and social resources on campus. In addition to the use of more conventional sources, course members will carry out explorations in the many museums and archives on campus: the Kelsey Museum of Archaeology, the papyrology collection in the Graduate Library, the Clements Library of Early America, and the Michigan Historical Collection. There we will have the opportunity to look at evidence about reading and writing from sources as diverse as coins, samplers, quilts, pottery and painting; and popular literate products such as diaries, journals and copybooks. We will also spend time considering contemporary conceptions and uses of the written word. Here our objectives will broaden to include an intensive look at how the written word functions in the university. Course members will read contemporary as well as historical sources and engage in a variety of assignments aimed at developing them as readers, writers, and thinkers. MW 9-10:30 am. (Keller-Cohen)
170/Amer. Cult. 170/History 170/Women's Studies 210. Histories of "Witchcraft."
First-year students only. (4). (Introductory Composition).
See American Culture 170. (Du Puis)
173/Slavic 225. Arts and Cultures of Central Europe. (3). (HU).
See Slavic Surveys 225. (Toman)
174/Russian 231. Russian Culture and Society: An Introduction.
(3). (HU).
See Russian 231. (Bartlett)
250. Collegiate Seminars. Open to any student who has completed
the introductory composition requirement. (3). (HU). May be repeated for
credit.
Section 001. How to `Read' a Play. This seminar will investigate the
problems of reading a text that has been essentially designed for production
in a performing arts medium. In doing so, the class will make use of a variety
of media for which plays have been written: film, video, radio, as well
as the live stage and more recent instances of "performance art."
Questions of genre will be discussed as they relate to considerations of
tone, mood, and style, as well as to the more practical issues of acting,
directing, and design. Focus will be placed on the relationship between
the literary and the performative, although questions of theory and practice
will everywhere arise. This class will also discuss what happens to a "text"
when it is adapted from one medium into another. Texts for this course will
include, among other material, Shakespeare's Hamlet, Beckett's Waiting
for Godot as well as his work for the mechanical media, Sam Shepard's
True West, Pinter's The Homecoming, Caryl Churchill's Cloud
Nine, David Hare's Wetherby, Mike Leigh's Life Is Sweet,
and selected works by Maria Irene Fornes, Karen Finley, Laurie Anderson,
Spalding Gray, Robert Wilson, and Ingmar Bergman. Students will be encouraged
to take an active part in the seminar by preparing material for each weekly
meeting, some of which might be, on occasion, their own original material
written for the different media this class will consider. (Brater).
Section 002. Magic, Religion and the Bible. What role does "magic" play in modern religious life? How has the Bible impacted modern views of magic and magic's relation to religion? As a means for exploring these and related questions, this seminar will offer the student the opportunity to engage in a series of studies on magic in ancient Israelite society. Seminar participants will read relevant passages from the English Bible, examine texts (in translation) and artifacts reflective of the broader ancient Near Eastern and ancient Mediterranean magical traditions (Egyptian, Mesopotamian, Anatolian, Syro-Palestinian, Jewish, Christian, and Greek), and survey various modern social scientific approaches to the study of magic. Students will investigate such issues and topics as the definition of magic, the vocabulary of magic, magic as a ritual complex, magic's relation to science and religion, the anthropology of magic, and the impact of ideology and cultural bias, or the insider-outsider perspective, on the images of magic rendered by both ancient author and modern interpreter alike. The rational for offering a course on magic and the Bible abides in the veracity of two propositions: (1) magic embodies a society's expression of its self-identity, and (2), like science and religion, magic has functioned for investigators as a general analytical category for the comparative study of cultures. (Schmidt).
252. Collegiate Seminars. Open to any student who has completed
the introductory composition requirement. (3). (NS). (BS). May be repeated
for credit.
Section 001. Food Ways of Humanity: Plant Ecology and Bionutrition.
Most plant food we eat is a result of plant domestication by prehistoric
people some 10,000 years ago. In the Old World the separate areas of plant
domestication became less distinct as people introduced or exchanged food
plants across Eurasia and Africa. In the New World plant domestication was
independent and remained separate from Old World dietary patterns until
Columbus and European adventurers returned home with new domesticates and
eventually brought them around the world. Early colonists then introduced
Eurasian plants to the western hemisphere. The seminar will explore the
food plants we eat, their original ecology, pathways to domestication and
later culture history in order to understand their contribution to the meals
we eat today. Cultural factors of taste, texture, preparation, and color
will be considered to appreciate acceptance or rejection of foods in other
cultures; ecology will determine present plant food production; bionutrition
will help us to understand the meals of humankind. (Ford).
Section 002. Ecological Limits on Development. The course explores the relationship between a region's environmental setting and its prospects for economic development. Through readings and discussion, the errors of the past and perspectives for the future are explored, with an emphasis on development problems in the Third World and the special ecological forces operative there. Readings are drawn from environmental sciences, economics, political science, history, and the popular press. Note: Permission of instructor required. (Vandermeer).
280. Undergraduate Research-A (Grade). First or second year standing,
and permission of instructor. (1-4). (Excl). (EXPERIENTIAL). A maximum of
8 credits of 280 and 281 may be counted toward graduation.
This course provides academic credit for students engaged in research
through the Undergraduate Research Opportunity Program (UROP). To receive
credit, the student must be working on a research project under the supervision
of a University of Michigan faculty member. Students may elect the course
for 1-4 hours of credit. For each hour of credit, it is expected that the
student will work three hours per week. The grade for the course will be
based on a final project report evaluated by the faculty sponsor and on
participation in other required UROP sponsored activities, including bi-monthly
research group meetings, and submission of a journal chronicling the research
experience. Students will receive a letter grade for this course. This
course is open only to students enrolled in the Undergraduate Research Opportunity
Program.
210/Amer. Cult. 170/History 170/UC 170. Histories of "Witchcraft."
First-year students only. (4). (Introductory Composition).
See American Culture 170. (Du Puis)
220/Nursing 220. Perspectives in Women's Health. (3). (SS).
This course will examine women's health issues, across the lifespan,
from feminist and sociocultural perspectives. It will explore the social
construction of women's sexuality, reproductive options, health care alternatives,
and risks for physical and mental illness. Attention will be paid to historical,
economic, and cultural factors which influence the physical and psychological
well-being of women. In addition, it is hoped that students will gain greater
knowledge about the physiology of women's bodies and an enhanced sensitivity
to issues confronting women in dealing with health care institutions. Topics
will include: menstruation, contraception, abortion, pregnancy, child birth,
breastfeeding, AIDS and other sexually transmitted diseases, eating disorders,
depression, cancer, menopause, and violence against women. The class is
open to all students. Both those from non-health related fields and health-related
fields are encouraged to enroll. Cost:2 WL:1 (Boyd)
231/CAAS 241. Women of Color and Feminism.
(3). (Excl).
This course will provide exposure to the feminist issues confronting
women of color. The course will include comparisons of women of color communities
and their feminisms. Cost:2 WL:1
270. Women and the Law. (3). (SS).
"Women and the Law" covers selected topics in American constitutional
and statutory law which have a special effect on women. The class focuses
on ideals of sex equality and how they are incorporated into the American
legal system. Topics usually covered include constitutional equality, employment
discrimination, family law, rape, domestic violence, sexual harassment,
reproductive rights, pornography and women in poverty. Required: midterm
examination, 10-12 pages of writing, final examination and class participation
in discussion. Some understanding of the history of women of color in the
United States is also strongly recommended. Cost:2 WL:1,4