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Table of Contents

Welcome to LS&A: Using This Handbook
LS&A's Learning Community
LS&A Calendar, 1995-1996
A Letter From the Director of LS&A Academic Advising
Directory for Academic Advising Resources
Orientation: The Key to Successful Course Registration
How to Use an Academic Advisor, or Popular Myths About Advising
Selecting a Concentration
How Will College Classes be Different
Course Load and Hints for Course Planning
Typical First-Term Schedules
LS&A Degree Requirements
English Composition
Race and Ethnicity Requirement
Quantitative Reasoning Requirement
The Language Requirement
Area Distribution
LS&A Rules of Interest to New Students
Frequently Asked Questions
Undergraduate Transfer to Other UM Schools and Colleges
Introduction To Course Listing Notations
Sample Course Listing: A Key
Cost and Waitlist Information
Policy on Attendance
A Cautionary Note About CRISP Waitlists

Welcome to LS&A: Using This Handbook

In this booklet we will relate some of the facts you will need to know as an entering LS&A student, and give you some guidance on what the first-year college experience is like for most students. Our immediate purpose here is to have the academic side of your Orientation period go smoothly. (The Orientation period for new first-year students runs from June 11 through August 11, and again from August 30 through September 1 for those who are unable to schedule three days in the summer.) You can help accomplish this goal by taking the time to peruse this booklet. You should find the information highly relevant to choices you will face and decisions you must make at Orientation and some months beyond.

In the first section of this booklet, among other things we are going to sketch out the requirements for a degree from the College, and as we do so you will learn that the academic choices in LS&A are many. In fact, you will find that there are few specific requirements for an LS&A degree--be it a Bachelor of Arts (A.B.), a Bachelor of Science (B.S.), or a Bachelor in General Studies (B.G.S.) degree.

We are also going to provide you with information about many representative courses from which you may choose your course elections for the Fall Term of 1995. You should remember, however, as you read through and use the Course Guide section that some of the courses may close before you attend the Orientation Program. Therefore you should have a number of options planned. For example, approximately three-fifths of you who will be required to take Introductory Composition will be able to elect a course in the Fall Term. The rest of you will have to postpone electing a course to meet this requirement until the Winter Term. Or again, only about twenty of you will be able to elect Great Books 201, Great Books of Ancient Israel, Greece, and Rome. On the other hand, every one of you should be able to get into the appropriate course you may need in mathematics, chemistry, or language.

When you attend Orientation, before enrolling for courses you will talk twice with an academic advisor in the College, meet with student peer advisors, and have plenty of time to discuss whatever is on your mind with your student orientation leaders. The College will also give you a copy of the 1995-96 LS&A Bulletin (college catalog). In the meantime, you can prepare for Orientation by reading and working with this First-Year Handbook and Fall Term Course Guide and other enclosed materials.

Best wishes in the great adventure that lies ahead!

For the Checkpoint Academic Information Office,

Robert D. Wallin, Director

LS&A's Learning Community

Involvement. Participation. Intellectual engagement. Feeling a part of the academic community.

From your very first day on campus, keep in mind that participation in LS&A's various learning communities is one of the keys to a successful and stimulating undergraduate education. Take advantage of the many opportunities at Michigan, such as living-learning programs, faculty-student research projects, small classes, close contact with faculty, study abroad, specialized academic advising and learning resources.

Our most satisfied students in LS&A are those who participate in learning communities and use the academic resources such as those indicated on the chart on the opposite page (you can find short descriptions of these programs and resources below). Graduating seniors who did not get involved tell us they wish had they had known better when they first arrived on campus. We believe that your chances of success will be greatly improved by involving yourself in the intellectual life of LS&A from "day one."

We welcome you to our learning community in LS&A and to a successful educational experience at the University of Michigan.

Sincerely,

David Schoem
Assistant Dean for Undergraduate Education

LS&A Academic Advising

The LS&A Academic Advising Office helps students make informed decisions about educational goals, formulate an academic program appropriate to individual interests and activities, evaluate academic progress and performance, stay informed about LS&A policies and procedures, and explore the purposes of a liberal arts education. At Orientation students are assigned an LS&A general advisor who will tailor advice to individual students' needs. Students are encouraged to keep in close contact with their advisor throughout their undergraduate career and to get to know their advisor personally.

Comprehensive Studies Program (CSP)

The Comprehensive Studies Program is the academic support program for the College of Literature, Science and the Arts. Participation in CSP affords students the opportunity to enroll in intensive sections of a number of introductory level courses which emphasize both course content and learning strategies. CSP students are assigned academic advisors with whom they can work throughout their college careers at Michigan. CSP students may participate in a variety of other programs or services such as tutoring, the Summer Bridge Program, or the CSP Mentorship Program.

English Composition Board (ECB)

The English Composition Board, established in 1978, helps students write successfully in their undergraduate courses. One of the most valuable services offered by the ECB is the Writing Workshop. Any LS&A student, any student enrolled in an LS&A course, and any graduate student may make an appointment with an experienced ECB faculty member to obtain help with writing assignments, assistance in analyzing a first draft, developing an argument and polishing a paper, personal statements for graduate or professional schools, or help with a specific writing problem (e.g. writer's block). Students seeking assistance may drop in or make an appointment by calling 764-0429 to meet individually with a faculty member. The Writing Workshop is in 2012 Angell Hall during the day, in residence halls on several evenings, and in the Undergraduate Library on the weekend.

Honors Program

Honors is a four-year program that provides opportunities to students with superior ability for greater depth of study throughout the undergraduate years. Among the features of the Honors Program are special honors courses and honors sections in regular courses, opportunities to participate in the research projects of faculty members, or in individual research, faculty-student seminars, special academic advising, and summer independent reading for academic credit. Students are admitted to the Honors Program by invitation of the Director, though inquiries are welcomed from any highly motivated student.

Language Resource Center

After the UM Stadium and the Diag, the Language Resource Center (LRC) may be the most frequented site on Central Campus for first-year students. The LRC houses a variety of state-of-the-art multimedia equipment to enable students to practice with the audio, video and computer-based materials used in all introductory language and literature courses. A large number of materials--particularly international television programming brought in from one of the LRC's three satellite dishes, as well as some computer- based programs--are available for students who just want to browse.

Math Lab

The Mathematics Laboratory is a free walk-in tutoring service for students enrolled in mathematics courses through Math 216. The Math Lab tutors are advanced undergraduates in mathematics and mathematically-oriented fields who are selected for their expertise and ability to explain mathematics. Teaching assistants and faculty volunteers also participate. Math Lab hours are 10 A.M.-4 P.M. and 7-9 P.M. Monday through Thursday; 10 A.M.-2 P.M. Friday; and 2-5 P.M. Sunday. No appointment is necessary.

Mentor Project

The University Mentorship Program provides incoming first-year students with a unique opportunity to build a relationship with a faculty or staff volunteer. Incoming students who apply and are accepted into the program are matched by academic and/or career interests with a faculty or staff mentor and a peer undergraduate mentor. Three other first-year students will round out the group. The mentors provide students with guidance and support for a successful experience at the University of Michigan.

Pilot Program

The Pilot Program, established in 1962, is a living/learning community which offers an engaging personal, humane, and diverse educational experience to first and second-year college students. Central themes, underscored by the interest corridors, become the focal point for both academic and extra-curricular activities. The Pilot Program's academic courses and experiences bring the intellectual life of the University in close alliance with students' personal and professional interests. Pilot has been an historic leader of multicultural understanding on this campus. Pilot students embrace diversity and acquire the skills to succeed in a pluralistic world.

Residential College (RC)

The Residential College (RC), established in 1967, is a four-year degree-granting college within LS&A devoted exclusively to undergraduate education. It has classrooms, faculty and counseling offices, studios and residence facilities located in East Quadrangle, an average enrollment of 950 students, and a faculty of about 50 professors and lecturers in social sciences, humanities, sciences, arts, music and languages. The goal of the RC is to provide its students with a liberal arts education within an atmosphere that fosters the pursuit of academic excellence and encourages the development of their individual interests and talents. RC classes are small and informal with free and often lively exchange of ideas between faculty and students.

Science Learning Center

All those who teach in the General Chemistry Program eagerly look forward to meeting and helping students during office hours held in their offices or in the Science Learning Center (Room 1720, Dow Building). We WANT you to succeed, and enjoy chemistry! If there is some question about proper course placement or about chemistry (Are you in the right course? Is there a more suitable lecture or recitation? How do you study for exams and quizzes? How can you get the most out of your studies? Can you do better, even after a "bad" exam?...), come see any of us, but especially look for Dr. Hallada, General Chemistry Coordinator. For our first-year students, ChemTutor is a proven important and useful study aid and review vehicle set-up as a question and answer dialog on all General Chemistry topics. ChemTutor is available for use at Angell-Haven, NUBS, Church Street, the Union, Dana, and Shapiro Library Computing Sites.

Study Abroad

The Office of International Programs administers University of Michigan academic-year and summer study abroad programs in countries throughout the world. It also provides academic counseling on all aspects of international study. Students who are considering study abroad are encouraged to drop-in anytime from 8 AM-5 PM; no appointment is required. Students may also wish to attend the annual Study Abroad Fair in October and information meetings about particular programs in November of each year as they begin to consider which programs may best suit them.

21st Century Program

The 21st Century Program provides an academic experience for tomorrow's leaders in a diverse world. The 21st Century Program offers advantages of close contact with staff and a friendly social environment while enhancing access to the numerous resources of the University of Michigan through unique activities. The seminar is a weekly opportunity to explore issues of importance to students during their undergraduate years. The subject mastery workshops emphasize collaborative learning. Students applying to the Program agree to a five hour a week commitment to participate in a seminar and workshop and live in one wing of Mary Markley Residence Hall.

Undergraduate Research Opportunity Program (UROP)

UROP is an opportunity for first and second-year students to form research partnerships with leading U-M faculty engaged in original research. The program features over 200 research projects covering most academic disciplines, special student services including peer advising, research peer groups, academic and career workshops, and the opportunity to earn either academic credit or work-study pay for conducting research.

A Letter From the Director of LS&A Academic Advising

Welcome to LS&A. The next few years are bound to be an exciting time for you. The options available to you, academic and otherwise, are countless. To assist you in making the most of your academic life at Michigan, we in LS&A Academic Advising offer our knowledge and experience.

During Orientation you will have a small group discussion led by an advisor. This session will be followed by two individual one-on-one sessions with the same advisor. During these times the advisor will begin to get acquainted with you and will help you find the appropriate set of courses to start your college experience.

After Orientation you are free to make choices on your own. I recommend, however, that you see an advisor at least once a term. Advisors can help you understand academic policies and procedures as well as help you progress with purpose toward a degree. They are knowledgeable resources to turn to if you are having difficulty in any class. Perhaps most importantly, they can be a valuable sounding board for you to test your ideas about what you want to do with your education.

The LS&A Academic Advising staff consists of more than thirty faculty and staff general advisors who come from a variety of academic backgrounds. While you are free to see any one you would like, I strongly recommend that you find one advisor with whom you feel comfortable and consult that person on a regular basis. The opportunity to become well acquainted with one advisor means that you have someone to turn to when you need help or when you need a letter of recommendation. Most students continue to see the advisor they meet during Orientation.

In order to make the most of your educational experience at Michigan you need to take the initiative. You should seek out the best professors and the best advisors. We definitely have a staff willing to help you. Please take advantage of the opportunity to visit us regularly.

Best Wishes,



Charles A. Judge, Ph.D.,
Director
LS&A Academic Advising Office

Directory for Academic Advising Resources

It is always your responsibility as a student to know and meet degree requirements. If you are enrolled in the Honors Program or the Residential College, then you must consult with their advisors and follow procedures and requirements outlined by their offices.

The LS&A Academic Advising Office

The LS&A Academic Advising Office is here to assist you in planning your undergraduate experience in the College. Our advisors can explain degree requirements and help you select your classes and a concentration program. They may help you with any academic problem by sorting out the difficulties and referring you to appropriate resources on campus. Most importantly, advisors will help you think clearly about what you hope to achieve in your education. Concentration advisors will answer questions about the particular "majors" in their respective departments and help you shape the major appropriately.

The LS&A Advising Office is also the central distribution and collection point for most College forms and materials, including the LS&A Bulletin; Registration and Drop/Add Forms; Distribution Plan Worksheets; Concentration Declaration Forms; Concentration Release Forms; BGS Senior Release Forms; Diploma Applications; and GRE Forms.

(Honors students go to the Honors Program Office for information and forms; Residential College students go to the RC Counseling Office.)

Office of Academic Actions

Members of the Academic Actions Board are able to help students individualize their programs of study and may grant exceptions to LS&A academic policies and degree requirements. A student may discuss with a member and, if necessary, petition in writing for a waiver or modification of College rules. (Honors students petition the Honors Program Office; Residential College students petition the RC Counseling Office.) The Academic Actions Board also administers academic discipline. Each term the board, after reviewing transcripts of students who show evidence of academic difficulty, acts in accordance with the policies set forth in Chapter IV of the LS&A Bulletin. The Board has further responsibility for readmitting students dismissed because of unsatisfactory performance and for certifying students for graduation.

Senior Auditors

The auditors check for the completion of all LS&A degree requirements, inform students of their progress toward graduation, and authorize graduation.

Assistant Dean for Student Academic Affairs

The Office of the Assistant Dean for Student Academic Affairs is for all students in the College who need special or unusual help.

LS&A Scholarships

Undergraduates who have completed at least one term in LS&A may apply for LS&A Scholarships. Students must have a high GPA and must show financial need.

The Honors Program

The Honors Program is responsible for academic advising and academic actions for students admitted to and enrolled in the Honors Program. Honors Students must fulfill several Honors requirements in addition to all LS&A requirements for graduation. As a student in the Honors Program, you will have frequent contact with an academic advisor and are required to obtain advisor approval for each term's course elections and drop/add changes. You must consult Honors Program staff about all matters involving academic requirements, policies, and procedures.

The Residential College Counseling Office

The Residential College Counseling Office is responsible for academic advising and academic actions involving Residential College students. As a student in the Residential College, you will have certain unique degree requirements in addition to LS&A requirements. You consult Residential College advising staff about all matters pertaining to academic requirements, policies, and procedures.

Inteflex

Comprehensive Studies Program (CSP)

The Comprehensive Studies Program offers LS&A students a unique educational opportunity: to be part of a community of scholars who are striving to reach their potential for academic excellence. CSP aims its services particularly towards those students who apply for and receive status as "Program Affiliates"; however, some of its services are not occupied by those in the program. CSP's offerings include: personalized counseling, tutorials and skills workshops, intensive course selections, specialized sections of major introductory courses, and educational enrichment programs.

LS&A Checkpoint

LS&A Checkpoint offers current information about LS&A academic policies, procedures, LS&A courses, and LS&A closed course/section information. Checkpoint conveys this information in three ways: (1) a series of Newsletters available to LS&A students at various campus newspaper locations and on the table outside 1419 Mason Hall at the beginning of September, November, and January, and again in mid-March; (2) the bulletin boards outside 1419 Mason Hall; and (3) a telephone information system (dial POINT-10, or 764- 6810). The POINT-10 information service is open Monday through Friday, except on University holidays, from 8 to 5. You can also contact the Checkpoint staff via the campus electronic mail system (lsa.checkpoint@umich.edu). LS&A Checkpoint is also responsible for publication of the LS&A Bulletin, Course Guides and the First-Year Handbook and Fall Term Course Guide.

Assistant Dean for Undergraduate Education

LS&A Student Government

Orientation: The Key to Successful Course Registration

The first step in this process toward registration actually begins right now with this publication and the enclosed materials. You have some "homework" to do before you arrive on campus for the orientation program.

First, carefully complete the questionnaire and return it as soon as possible to ensure that your advisor is able to read it prior to your first meeting. Before you send it off, however, look over the pattern of your answers and consider where your principal interests and enthusiasms lie and what areas of knowledge you have had little contact with so far. These may well be areas to consider when you begin to sort through course options.

Read this booklet carefully to acquire an overview of the College, degree requirements, educational opportunities and resources that are going to be available to you as an LS&A student.

Browse through the Course Guide section of this booklet for courses or departments that match your interests and desired skills. Make a list of courses that you think might be interesting or useful to take at some point in your academic career. This should be a long list, not a list just of the courses you want to take this Fall.

Once on campus, one of your first orientation activities related to academic concerns will be the taking of a variety of placement test (math, chemistry, and/or language placement tests). It is important that you take those tests seriously so that the measurement of your preparation in those areas will be accurate. Your academic advisor will use those results in helping you select courses later.

On your second day of orientation, you will attend a lecture presented by one of the LS&A faculty which will focus on the purpose of a liberal arts education or what the college experience is going to be like. The lecture will be followed by a small group discussion led by your academic advisor. You will be expected to give your views on the issues raised by the lecture. This experience will be a small example of the format and expectations typical of one kind of college level class--lectures, small group discussions, and the necessity of the student putting those elements together into a cohesive whole.

You will next have an individual appointment with your academic advisor for a general discussion of your college expectations, goals, interests, and level of preparation. You will not select courses at this time. But it is important to begin to establish a working relationship with your advisor; the better that person knows you, the more specific and helpful he/she can be.

Later that afternoon you will participate in a degree requirements workshop presented by LS&A academic peer advisors where you will learn about the specific College requirements and resources. It is important to know the "ground rules" of getting your degree.

In the evening after you talk with your advisor, you will consult with the peer academic advisors while you make up a list of 8 to 10 courses from which you will select your final Fall elections. The Peer Advisors are experienced students who can help you find interesting classes to fit your needs and expectations, can describe what it is like to be a successful student in LS&A, and can help you identify the primary things you need to remember when you put together your first schedule.

A lot of thought should go into the list of courses you compile with the help of the peer advisor. They should all be courses that you are interested in and which you would like to take. When you finally register, you may find that some courses on your list are closed, or conflict with another course you really want to take, or require some additional preparation. Should that happen, you want to be in a position to substitute another course that is equally satisfying. Your list should also include a wide range of courses. This is an ideal time to explore new subject areas or pursue topics that particularly fascinate you. We suggest that you also look closely at the First-Year Seminars and other special courses which are offered for new students.

The next morning, you will meet again with your academic advisor to make a final selection of Fall classes and alternate choices before you actually register. At this meeting you will learn the results of the various placement tests you have taken and evaluate any Advanced Placement test results you may have so that final adjustments can be made to your course selections. Your advisor is there to guide you as you make your choices, not to choose your classes for you.

It is important to consult with your academic advisor on a regular basis as the term goes on, to let him/her know how classes are going, to discuss your experiences in class and on campus, and to begin sorting out all the helpful resources and opportunities on campus which can make your academic career here the best possible. You owe it to yourself to learn all the options so that your decisions can be made in your best interests.

How to Use an Academic Advisor, or Popular Myths About Advising

The advisor is your key to learning what is available here for you to use and how to make the most of these opportunities. This is a person you can turn to for help when you need direction, advice in planning your elections, evaluation of your study and time management skills, determination of the difference between high school and college courses, or help in approaching a college instructor. Your advisor is the logical person with whom to discuss your thoughts about possible concentrations, academic and career goals, or any uncertainty that you might have about where you want to go and what you want to do. Together you can plan how to make your LS&A degree truly a personal design, not just a formula degree. It's a good idea to see your advisor on a regular basis. The more your advisor knows about you and your goals, the more useful the advice will be. To help you more easily find the time to see your advisor on a regular basis, the LS&A Academic Advising Office has arranged for an academic advisor to hold weekly office hours in your residence hall. It's a good way to get to know your advisor.

AN ACADEMIC ADVISOR WILL:

¥ Inform you about degree requirements and college policies and procedures.
¥ Describe course options and useful campus resources.
¥ Help you learn better study and time management skills.
¥ Help you decide upon a concentration best fitted to your skills, interests, and future goals.
¥ Help you plan strategies to achieve your goals.
¥ Help you handle any academic difficulty you may encounter.
¥ Be a skilled contact in making the university work for you.

AN ACADEMIC ADVISOR CANNOT:

¥ Make your decisions for you -- tell you what you should concentrate in or what classes you should take. Advisors can describe logical options for your circumstances and your aspirations and give you the information you need to make logical, informed decisions.

¥ Tell you what is a "good class." What makes a class "good" depends entirely upon your skills, interests, and goals. What's "good" for one student is not necessarily "good" for another.

¥ Help you very much with specific problems or situations if you wait too long to discuss them. Problems don't go away when you ignore them; they only get worse. Usually there are more options available to correct or improve a situation the earlier you address it.

Selecting a Concentration

Probably the most helpful hint we can give you in selecting your concentration is to choose a concentration which satisfies you. Success in a concentration depends on a combination of interests, skills, and aptitudes. If you choose a concentration only because of its job possibilities while failing to look at your own interests, skills, and aptitudes, you could be heading for trouble. Before you decide, you need to learn all you can about the requirements demanded by your proposed concentration. If the concentration doesn't satisfy your interests and fit with your aptitudes, you may find it necessary to change. Many students, in fact, do change their mind many times in the first two years about their area of concentration. You simply discuss the new concentration with the appropriate advisor and file a new declaration form. If you change concentrations late in your academic career, you may add a term or two to the length of your degree. This is probably still preferable to continuing in an area that has ceased to interest you.

Our second bit of advice is to ask you not to be misled by today's job market in choosing your concentration. Many of you, understandably, desire economic security and mobility, but it is important to avoid using your College career only as a vehicle for gaining those ends. Using current job opportunities as a basis for choosing a career and determining a concentration may be ill-fated for two reasons. First, you may be dissatisfied with the career once you have entered it if you do not consider your personal interests, the type of person you want to be, and how that concentration or career suits you. Second, in a rapidly changing society, today's job market may change substantially in the next four years. You are better off choosing a concentration (and a career) that suits and reflects you as a person.

Finally, in selecting your concentration, we urge you to exhaust every informational resource at your disposal. These resources include the offices described above; the faculty who, even if they may not have the information you seek, can usually refer you to someone who does; and the Office of Career Planning and Placement (3200 Student Activities Building, 764-7460). Career Planning and Placement can assist you in making career decisions and conducting effective job searches. Seminars, career conferences, counseling sessions, and an extensive career library are among the resources available to help you in making and implementing career choices. Information is provided on preprofessional preparation, career fields, experiential opportunities, linking choice of concentration to career decision, and job search strategies.

How Will College Classes be Different

Most students find that they have to make quite a number of changes in the methods they use to study for college classes, how much time they devote to study, how they plan their time, how they take notes, how they prepare for tests, how they write their papers, etc. It is probable that you will have to make some changes too. As you get ready for September, we suggest that you take a little time to look through one of the many books which are available about college study habits. Your local library will have a wide selection and the librarian can help you select a good one. You'll find this a good investment of your time.

It is safe to say that most college classes will be more demanding than almost any high school course you have taken. Although you will find yourself studying more hours each week and on a more scheduled basis than you have done before, the demands are not necessarily just in the form of more tests, more papers, or more difficult text books. The principal differences arise from your relationship with the course and the instructors.

College courses require you to operate independently and responsibly. The instructor expects you to come to class, keep up with the work, initiate questions or discussions during office hours if there are points you don't understand or areas you want to pursue, and be aware of deadlines for assignments. A few classes, such as language classes, may keep attendance records as part of your performance evaluation, but most will not. The assumption is that you recognize the importance of attendance and participation in your classes and act accordingly.

Class sizes tend to vary. Many courses are taught in a lecture/discussion format in which a number of sessions each week are conducted in large lecture halls and additional smaller group sessions are held weekly for in-depth discussion of the topics. In a large lecture format, there is no opportunity to have your questions answered immediately as there is in high school. Therefore, it is important that you take careful notes during a lecture, mark the areas where you have questions, and follow up with the instructor before you forget what the question was about. Instructors hold weekly office hours to allow you time and opportunity to raise questions, discuss your opinions, or ask for further details about an issue that has captured your attention. This sort of contact can be very stimulating and satisfying for both you and the instructor. If you have regular discussions during faculty office hours you will find that you can make a large class feel much more personal.

Most classes have assigned readings or texts as well as additional recommended readings that provide in- depth background for your subject. These materials do not necessarily follow exactly the content of the instructor's lectures. The two complement each other, and each reveals or informs the other. But you have the responsibility of synthesizing the information using talks with your instructors, fellow classmates, and additional readings to help you. One of your roles will be to consider critically the subjects presented to you and to develop and present your own opinions and conclusions effectively.

Tests and exams will cover the topics examined in the readings and in the lectures. It is not expected that an instructor will tell you what's most important to study. The majority of tests are essay in format; it's there that you can demonstrate your command of facts as well as your ability to reorganize and synthesize information, develop a coherent argument, and draw logical conclusions. At all stages you will be expected to think and act independently. Students do well in high school because they learn to follow directions. Students do well in college if they learn to answer their own questions, set their own directions, challenge opinions, and question assumptions.

The differences listed in the preceding paragraphs tend to be surface, physical differences. A college class also has a different "feel" to it. In a sense, these classes are more fun because they tend to be infused with a spirit of adventure and exploration. Your instructors are, in essence, academic pioneers working on the outer edges of their particular subjects. This allows you to absorb basic information and principles while having a look at the new research in a particular area. Your instructors are going to expect you to develop as an adult independent thinker as opposed to being a mere attender of classes. As you gain experience in this activity, you will find yourself less interested in "correct" solutions to a problem and more fascinated by ambiguity and subtle distinctions in the grey areas of knowledge.

It is natural when making the transition from one mode of learning to another for many students to experience some discomfort as they adjust. You will be acquiring a new level of educational maturity, developing a sense of academic responsibility, and learning how best to use the freedom of choice now presented to you. As in learning how to do any new thing, you may not always do it correctly or very well the first few times. It is legitimate to discuss these issues with your academic advisor as you experiment to find the best plans and strategies to make this transition.

One of the most valuable things you will acquire as a liberal arts undergraduate is an ability to look beyond a collection of facts to an understanding of a subject or situation or context. Being able to consider something from a variety of perspectives allows you to discover the nuances of an issue and the variety of solutions or actions that connect with it. This helps you become a creative and sensitive problem solver in any field of endeavor.

Course Load and Hints for Course Planning

If you plan to transfer to another undergraduate school of the University (e.g., Business Administration, Engineering, Architecture and Urban Planning, Education), you should check to see what courses are recommended for the first year in your particular program. Helpful information can be found in Chapter V of the LS&A Bulletin.

Start early on the language and distribution requirements as they apply to you. We also recommend that one or more of your subjects be new to you and not merely a continuation of those taken in high school. The first year of college is a good time to explore completely new areas of interest, and you should seize this opportunity to stretch yourself. This Course Guide provides a view of how broad are the horizons of the College

Early in your college career it is probably unwise to take courses that all require the same study habits or patterns. For example, it might be a bad idea to choose four courses that each require 200 pages of reading a week. Take a variety of courses so that you can try lab courses and discussions, lectures and heavy reading courses; language, music, and theatre and drama all require different styles of learning and studying. A mixture of learning styles will probably make your first year more enjoyable.

We also urge you not to undertake too much in your first term. Most students find that college work requires considerably more effort and time than do high school courses. You will probably need a term or two to become accustomed to this new and demanding academic environment.

Typical First-Term Schedules

LS&A Degree Requirements

BS/BA

The basic requirements for a Bachelor of Arts (AB) or Bachelor of Science (BS) degree in the College of Literature, Science, and the Arts are:

1. Completion of 120 semester credit-hours of course work, of which 108 must be LS&A courses, with an average of "C."

2. Completion of the following writing, language, quantitative reasoning, race and ethnicity, and area distribution requirements:

a. Introductory Composition and the Junior-Senior Writing Requirement. (Neither Advanced Standing nor Advanced Placement credit can be applied toward this requirement.)

b. Race and Ethnicity (RE) Requirement. (AP credit can not be applied toward this requirement. Credits transferred from another college or university do not meet the requirement, except by successful petition to the Academic Actions Board.)

c. Quantitative Reasoning Requirement. (AP credit can not be applied toward this requirement. Credits transferred from another college or university do not meet the requirement, except by successful petition to the Academic Actions Board.)

d. Fourth-term proficiency in a language other than English.

e. Area Distribution Requirements. (AP credit can not be applied toward this requirement.)

3. Completion of the requirements for a concentration (major) in one of the area, departmental, interdepartmental, or special programs in LS&A, or in an individualized concentration program with an average of "C." Some concentrations have additional grade requirements.

4. To earn the Bachelor of Science degree, you must complete 60 credits of approved courses in natural science, physical science, and/or mathematics.

BGS

The basic requirements for a Bachelor in General Studies (BGS) degree in the College of Literature, Science, and the Arts are:

1. Completion of 120 semester credit-hours of course work, of these 100 must be LS&A courses, with an average of "C."

2. Completion of the Introductory Composition and Junior-Senior Writing Requirement. (Neither Advanced Standing nor Advanced Placement credit can be applied toward this requirement.)

3. Race and Ethnicity (RE) Requirement. (AP credit can not be applied toward this requirement. Credits transferred from another college or university do not meet the requirement, except by successful petition to the Academic Actions Board.)

4. Quantitative Reasoning Requirement. (AP credit can not be applied toward this requirement. Credits transferred from another college or university do not meet the requirement, except by successful petition to the Academic Actions Board.)

5. Completion of 60 credits of courses numbered 300 or higher with an average of "C." Within these 60 credits no more than 20 may be elected from any one division (e.g., French, Cultural Anthropology, or Classical Archaeology).

English Composition

1. All students entering the College are required to submit a portfolio of writing to be evaluated by the English Composition Board. On the basis of this portfolio, students will be placed either in a Writing Practicum or Introductory Composition class, or will be exempted from the Introductory Composition Requirement. Neither the student's scores on standardized tests nor transfer credit from another college determines placement into or exemption from the practicum and introductory composition courses. AP and transfer credit are applied toward graduation but not toward the writing requirement.

2. To meet the introductory composition requirement, LS&A students may choose a course from the list below. Students enrolled in the College Honors Program elect Great Books 191, College Honors 101 (by invitation only), or designated Honors sections of Classical Civilization 101. Residential College students elect RC Core 100. Pilot students elect Pilot 165. Inteflex students elect Inteflex 100. "Mainstream" LS&A students may choose from among American Culture 101, 170, English 124, 125, Institute for the Humanities 104, or University Course 153, or Classical Civilization 121.

3. Course Numbers for the ECB writing practica vary from term to term. ECB 100 and 101 are offered in the Fall Term and 102 and 103 are offered in the Winter Term.

4. Sections of English 124 and 125 meet three hours per week. Sections are scheduled at all hours of the day and evenings. Students enrolled in courses that fulfill the Introductory Composition requirement may receive concurrent writing assistance from the ECB Writing Workshop. For information, contact the ECB in 2012 Angell Hall (764-0429).

5. A student MUST have junior standing (at least 55 credits) and have completed introductory composition before being eligible to meet the Junior-Senior Writing Requirement. Juniors should discuss with an academic advisor how best and when to meet the requirement. It is recommended, but not required, that students meet the requirement in the area of concentration or special academic interest.

Race and Ethnicity Requirement

In an article for the Spring, 1991 edition of LS&Amagazine, LS&A Dean Goldenberg wrote that the faculty "agreed that racism is an urgent problem facing the University and society at large and that it is desirable that courses in the College address questions of race and ethnicity and teach students to think analytically and critically about such topics.... The aim [of the requirement] is to provide students with relevant information about an important social issue since the changing world and work-place the student will enter will require being better able to listen to and understand a diversity of voices."

Courses approved to meet the Race and Ethnicity requirement will address issues arising from racial or ethnic intolerance. In approving the requirement, the faculty of the College made the following statements:

Required content. All courses satisfying the requirement must provide discussion, consistent with disciplinary approaches, of:

1. the meaning of race, ethnicity, and racism;

2. racial and ethnic intolerance and resulting inequality as it occurs in the United States or elsewhere;

3. comparisons of discrimination based on race, ethnicity, religion, social class, or gender.

Required focus.

1. Every course satisfying the requirement must devote substantial, but not necessarily exclusive, attention to the required content. Courses may meet this requirement by various means consistent with disciplines or fields of study, and faculty members from all departments are urged to think creatively about how their fields might contribute to the requirement.

2. Although it is hoped that many of these courses will focus on the United States, it is not required that they do so. Courses that deal with these issues in other societies, or that study them comparatively, may also meet the requirement.

Students who are new to the College of LS&A (that is, first time enrolled as an LS&A student) in the Fall Term of 1991, and thereafter, must (in any term before graduation) receive credit for one of the approved Race and Ethnicity (RE) courses. Each term's listing will vary as courses are added or deleted by the College of LS&A Curriculum Committee. The College offers several courses taught by a number of different departments each term. Although the list of courses that fulfill this requirement varies from term to term, all such courses are designed to give students exposure to questions focusing on the meaning of race and racism, racial and ethnic intolerance and resulting inequality, and comparisons with other types of discrimination.

The courses that have been granted blanket approval for meeting the requirement are:

Afroamerican and African Studies

303/Soc. 303. Race and Ethnic Relations. (4; 3 in the half-term). (SS).

American Culture

212. Introduction to Latino Studies--Social Science. (3). (SS).
213. Introduction to Latino Studies--Humanities. (3). (HU).
214. Introduction to Asian American Studies--Social Science. (3). (SS).
215. Introduction to Asian American Studies--Humanities. (3). (HU).
216. Introduction to Native American Studies--Social Science. (3). (SS).
217. Introduction to Native American Studies--Humanities. (3). (HU).
240/WS 240. Introduction to Women's Studies. (4; 3 in the half-term). (HU).
243/WS 243. Introduction to Study of Latinas in the U.S. (3). (HU).
312/Hist. 377. History of Latinos in the U.S. (3). (Excl).

Cultural Anthropology

101. Introduction to Anthropology. (4). (SS).
272/Ling. 272. Language in Society. (4). (SS).

French

469. African and Caribbean Literature. (3). (Excl).

History

377/Amer. Cult. 312. History of Latinos in the U.S. (3). (Excl).

Linguistics

272/Anthro. 272. Language in Society. (4). (SS).

Sociology

303/CAAS 303. Race and Ethnic Relations. (4; 3 in the half-term). (SS).

University Courses

298. Race, Racism, and Ethnicity. (4). (HU).
299. Race, Racism, and Ethnicity. (4). (SS).

Women's Studies

240/Amer. Cult. 240. Introduction to Women's Studies. (4; 3 in the half-term). (HU).
243/Amer. Cult. 243. Introduction to Study of Latinas in the U.S. (3). (HU).

Other courses are approved on a term-by-term basis. It is most important that you are careful to elect the section of the course taught by the faculty member whose name is listed with the course. Other sections of the course have not been approved to meet this requirement and may not be substituted. Courses meeting the RE requirement may also help meet either distribution or concentration or composition requirements.

Advanced Placement credit can not be used to meet this requirement.

Quantitative Reasoning Requirement

¥ one course (of 3 credits or more) designated for full QR credit (QR/1); or

¥ two courses (at least one of which must be of 3 credits or more) designated for half QR credit (QR/2).

QR courses may come from a wide range of disciplines representing the natural and social sciences, as well as some areas of the humanities.

Quantitative reasoning is first and foremost reasoning. It is not mathematical manipulation or computation, but rather the methodology used to analyze quantitative information to make decisions, judgments, and predictions. It involves defining a problem by means of numerical or geometrical representations of real- world phenomena, determining how to solve it, deducing consequences, formulating alternatives, and predicting outcomes.

Advanced Placement (AP) courses may not be used to fulfill the Quantitative Reasoning requirement. Courses transferred from another college or university do not generally carry QR credit, but a student may petition to satisfy all or part of the QR requirement with such courses. Courses used to satisfy the QR requirement may also serve to satisfy other College requirements; e.g., students who are working towards an A.B. or B.S. degree may elect a QR course that also counts toward meeting the Area Distribution, Concentration, or other College requirement.

The Language Requirement

The language requirement for a Bachelor of Arts or Bachelor of Science degree (fourth-term proficiency in a language other than English) usually is met in one of three ways:

1. Certified proficiency on a University of Michigan reading and/or listening test. Tests are administered regularly during the Orientation period for proficiency/placement in French, German, Hebrew, Latin, Russian, and Spanish. Tests in other languages must be arranged through the appropriate Department Office. On the basis of this test, you may be exempted from the Language Requirement, or you may be placed into a first-, second-, third-, or fourth-term course.

If you have previous experience in a language you plan to continue, you must take a language placement test. If a test in your choice of language is not offered at Orientation, an advisor will help you choose the most likely placement and course for registration. Course adjustments can be made in the first two or three weeks of the term.

You may not elect for credit a language course below the placement level determined by the test results without written departmental permission.

2. Credit for a University of Michigan fourth-term language course with a passing grade of "C-" or better. See list on this page.

You may place into a course for which you have already earned AP credit. If you elect a course at the same or a lower level than that for which you have earned credit, you will lose that credit. If you decide to forfeit 4th term transfer credit for the election of a lower level course, you also forfeit satisfaction of the language requirement by transfer credit.

The final course in a sequence used to fulfill the Language Requirement MAY NOT be elected on a Pass/Fail basis. (Effective for all students admitted to the College in Fall Term, 1995 and thereafter.) The final course in an elementary language sequence used to fulfill the Language Requirement must be elected on a graded basis, or, for Residential College students in a Residential College language course, with a narrative evaluation.

3. Credit for a University of Michigan language course which presumes a fourth-term proficiency in a language (except for 305 and/or 306 in French, German, Italian, and Spanish and 307 in Spanish/American Culture).

AB/BS students are expected to elect a course to meet the language requirement during their first term in residence and in each subsequent term until the requirement is met. In meeting the language requirement, you must earn a grade of "C-" or better to proceed into the next course in the language sequence.

You are encouraged to continue a language already begun, but you may choose from the following thirty- three choices offered by LS&A departments.

American Culture: Ojibwa

Asian Languages and Cultures:
Chinese (Mandarin), Hindi-Urdu, Indonesian, Japanese, Korean, Punjabi, Sanskrit, Tagalog, Thai, and Vietnamese.

Classical Studies:
Greek (Classical and Modern) and Latin.

Germanic Languages and Literatures:
Dutch, German, and Swedish.

Judaic Studies: Yiddish.

Near Eastern Studies:
Arabic, Hebrew (Biblical and Modern), Persian, and Turkish.

Residential College:
French, German, Russian, and Spanish.

Romance Languages and Literatures:
French, Italian, Portuguese, and Spanish.

Slavic Languages and Literatures:
Armenian, Czech, Polish, Russian, *Serbo-Croatian, and *Ukrainian.

* beginning level course not offered in Fall Term 1995.

Students wishing to begin a language sequence in Winter Term, 1996, should note that the first term course is offered only in the following languages: Classical Greek, Latin, German, French, Spanish, Italian, Russian and Ojibwa. All other language sequences offer the first course in a sequence only in the fall term.

Area Distribution

All candidates for the Bachelor of Arts and Bachelor of Science degrees from the College must fulfill a 30 credit Distribution Requirement. Since it is a "breadth-giving" requirement, none of the courses used for it can be taken from your department of concentration or can be used to fulfill any concentration requirements.

Transfer credits, including departmental and divisional credits, may be used in distribution. Your orientation advisor will help you interpret these credits. Advanced Placement credits can not be used in an area distribution plan.

There are three different "patterns" from which you must choose to meet this requirement.

Pattern I

The most common pattern is Pattern I. To complete this pattern you must have at least three courses for a total of at least nine credits in each of three areas: Natural Science, Social Science, Humanities. Each of the courses in the LS&A Bulletin carries a designation--Natural Science (NS), Social Science (SS), Humanities (HU), Not Excluded (N.Excl) and Excluded (Excl). Only those courses listed in the LS&A Bulletin can be used for Pattern I distribution; and they can be used only according to their listed designations. Courses designated as Excluded may not be used for Pattern I distribution at all. If you wish, you may use a course marked Not Excluded to fill in the final 3 credits of the 30 credit minimum once you have gathered 9 credits in each of the three distribution areas. The graph below will help you visualize how Pattern I distribution works.

Pattern II

Pattern II builds a variation on the Pattern I structure. It includes the three original disciplinary areas of Natural Science, Social Science and Humanities, but adds two more areas--Math/Logic (M/L) and Creative Expression (CE). In this pattern, the 30 distribution credits are spread over five areas. The Pattern I designations no longer apply, and some discretion is allowed to your academic advisor in designating courses for each area. Each of the five subject areas must have the equivalent of at least one course for at least 3 credits; 4 of the 5 areas must have at least one more additional course; the balance of the 30 distribution credits can be spread out over the five areas in any way the student and advisor wish. This allows you to have a number of courses in one area and as little as only one course in another. Shown on this page are some examples of how Pattern II distributions might look. The most important thing to remember is that since the Pattern I labels don't necessarily apply when trying to fit courses into Pattern II areas, students are required to work out an approved plan with their academic advisor.

Pattern III

Pattern III. With the assistance and approval of a committee of specially designated academic advisors, a student may work out an individual plan that reflects exposure to a variety of methodologies and approaches to intellectual experience. The plan should include courses from at least five departments and no more than two courses from one department. A student interested in this pattern must file an individual distribution plan with the LS&A Academic Advising Office by the end of the sophomore year.

LS&A Rules of Interest to New Students

COURSE LOAD:

ADDING AND DROPPING COURSES:

The College allows you to drop and add courses freely during the first 3 weeks of the regular term without any record of the changes appearing on your transcript. The regular Drop/Add Deadline for Fall 1995 term is Monday, September 25. After this deadline, Adds or Drops must be requested through the Academic Actions Office, 1219 Angell Hall. If your late drop request is approved, you will receive a grade of "W" for any course dropped after the third week deadline.

In addition, be aware that after the ninth week of the term late drop requests are rarely approved, and then only on an exceptional basis. The Late Drop/Add Deadline for the Fall 1995 term is Friday, November 10. You should discuss all late drop/add requests with your academic advisor.

More on Academic deadlines:

PASS/FAIL:

¥ You may use up to 30 credits of non-graded (Pass/Fail Credit/No Credit) course work toward your LS&A degree. (Courses you elected with a grade in your previous institution are considered "graded;" likewise any courses you took as Pass/Fail or Credit/No Credit will be counted in the 30 non-graded credits. There are no restrictions on the number of classes per term you may elect Pass/Fail.

¥ You may not use non-graded (P/F or C/NC) course work to fulfill concentration requirements.

¥ You may not elect the final course in a sequence used to fulfill the Language Requirement on a Pass/Fail basis. (Effective for all students admitted to the College in Fall Term, 1995 and thereafter.)

¥ The College gives you approximately 3 weeks into the term to decide whether or not to take a course Pass/Fail or for a grade. For Fall 1995, the Pass/Fail Deadline is Monday, September 25. There are absolutely no exceptions or extensions to this deadline. After that date, you are locked in.

¥ Instructors do not know whether you are taking a course P/F (unless you tell them yourself). They assign an actual letter grade to you; the Registrar then turns that grade into the "P" or "F" on your transcript.

¥ You must earn at least a "C-" to receive a Pass for the course.

Keep the following unofficial advice in mind as well:

¥ In general, it is not a good idea to take a course Pass/Fail if you intend to take several more courses later in the same area.

¥ In particular, do not take concentration prerequisites Pass/Fail.

¥ Likewise, do not take pre-professional requirements Pass/Fail (e.g., economics and accounting for pre- business; chemistry, biology, and physics for pre-meds; calculus for both).

¥ Avoid falling into the psychological trap of easing off on your studying for a Pass/Fail course.

GRADES:

You compute your grade-point average (GPA) by first multiplying the honor points obtained in each course by the credit hours for the course, then adding all of these honor-points and dividing the sum by the total number of credits attempted on a graded basis.

ACADEMIC HONORS:

MAINTENANCE OF GOOD STANDING:

FINAL EXAMINATIONS:

The Time Schedule says:

1. No allowance is made and no approval is given for final exams prior to the approved schedule.

2. Approval will not be given for any exams during Study Days.

3. Final exams scheduled for one date and time may not be moved to another date and time without prior approval of the Final Examination Committee.

The Faculty Code says:

1. An instructor may not depart from the official schedule unless prior approval of the Final Examination Committee is obtained.

2. All students are expected to take their final examinations at the time fixed in the official schedule of examinations. No single student may be examined at a time earlier or later than the official time unless a mutually agreeable time has been arranged in advance by the student and the instructor.

If an instructor re-schedules an examination, you have a right to take it at the scheduled time period.

If you experience any difficulty in this regard, please see the Assistant Dean for Student Academic Affairs (1402 Mason; 764-7297) or consult the Office of the Registrar (1510 LS&A; 764-6280)

INCOMPLETES:

NON-LS&A COURSE WORK:

LS&A students may ordinarily use up to 12 credits of non-LS&A course work toward an AB or BS degree program. BGS students may use up to 20 credits of non-LS&A course work. See the policies explained in Chapter III of the LS&A Bulletin for details. Examine the information carefully and note which courses LS&A does not accept.

Frequently Asked Questions

No. If you have placed out of the Introductory Composition or language requirement, you do not have to take a higher-level course in these areas (although you are free to do so). If you are an Honors Program student, you must take Great Books 191, Classical Civilization 101, or University Course 101, even if you place out of the Intro. Comp. requirement. Any available 200-level English course would be appropriate, but you should know that English 239, "What is Literature," and English 240, "Introduction to Poetry," are prerequisites to concentrating in English.

2. Can I be placed in a higher- or lower-level language course than the level indicated by my placement score?

If the instructor or departmental course coordinator of the course in which you have been placed feels that a change of level is advisable, this can be arranged during the first week or two of classes. You can not take a course lower than indicated from your placement test and still receive credit toward graduation without the written approval of the coordinator of the language course in which you are originally placed.

3. Do I have to take a Math or Statistics course?

You do not have to take a math course, although several of them may be used to meet the Quantitative Reasoning requirement (p.23) to advance your mathematical/quantitative skills. They may also be used in a Pattern II distribution plan. All the concentration programs in the natural sciences and some of those in the social sciences require at least one term of calculus or encourage course work in this area. Engineering, Business Administration, and Architecture, for example, also require at least one term of calculus. Many of the social science concentrations have a statistics requirement.

4. Do I have to take physical education courses?

There is no physical education requirement for LS&A students, and no degree credit is granted for your taking physical activity courses (Adult Lifestyle Program) or most other courses in the Division of Kinesiology. (See Chapter III of the LS&A Bulletin.) You are free, however, to take these courses without degree credit.

5. How do I know if I received "Advanced Placement" credits? If I did, can I use these credits to meet area distribution requirements?

Because scores are often not reported until late summer, you may not know your Advanced Placement test scores when you come to Orientation. The Office of Undergraduate Admissions will notify you when your AP scores have arrived, but in the meantime, you should inform your academic advisor if you have taken any AP exams. Your advisor can tell you what score you will need in order to receive degree credit, and together you should make your "best guess" about what course (if any) to enroll in. If you sign up for a course and later learn that you have received Advanced Placement credit for the same course, you will have to make a Drop/Add change (since you cannot receive credit for the same course twice). It also is true that once you receive Advanced Placement credit in a language, you may not take a lower-level course in that same language.

Advanced Placement credits may not be included as part of your Area Distribution, Race and Ethnicity, English Composition, or Quantitative Reasoning requirements; they may, however, be used as free electives or as concentration prerequisites.

6. Will I receive credit for a course I take at the University if I already have Advanced Placement credits for it, or if I have been exempted without credits?

No. If you take such a course here, you must waive the Advanced Placement credit. If you have placed out of a course without having received credit hours, you may not take that course for degree credit. See an academic advisor or a member of the Academic Actions Board if you believe there are special circumstances in your case.

7. There are so many courses. How do I decide?

First, you may need one or more courses to meet the Introductory Composition and Language Requirements. And of course you may want to continue study of a subject you already know something about and are interested in. This may or may not include exploration in courses related to a possible concentration. (You can see it is important to begin to familiarize yourself with the prerequisites to possible areas of concentration.)

Try to take at least one course each term of your first year in a field about which you know nothing. Stretch yourself. Study anthropology or religion or philosophy (just to name three areas often not offered in high school), or learn something about Africa, Asia, Latin America, or the Near East. Such courses need have no obvious connection to your prospective concentration or to your career plans. They may open up entirely new areas of interest for you.

8. What if I don't get any of the courses I really want?

First, you should be able to get into courses necessary to begin sequences you may need, such as language, mathematics, and chemistry. Honors Program students should also have no trouble getting into Great Books 191 or Classical Civilization 101. The section meeting time may not be the hour you would prefer, but generally all students who need these courses are able to get into them. However, it is true that popular courses tend to close early; and if you restrict your options only to these classes, you are likely to become disappointed and frustrated. Keep in mind that the fact that a course is popular does not necessarily make it the right first-term course for you; and be aware there are always excellent courses open that are suitable for first-year students and can help meet area distribution or other requirements. Also, you are free to visit any closed courses at the beginning of the term and talk with the professor about the possibility of getting an Override into the course.

9. I'm concerned about being overburdened by the college workload. How can I cope? How many credits should I take?

Early in your college career it is probably unwise to take courses that all require the same study habits or patterns. Don't take five courses with heavy reading requirements, for example. Take a variety of courses so that you can try lab courses and discussions, lectures and heavy reading courses; language, writing, and theatre and drama courses all require different styles of learning and studying. A mixture of learning styles will probably make your first year more enjoyable.

Most students find that even in their first term they can comfortably manage four courses (after making some initial adjustment to their work habits). Don't worry if your four courses add up to only 13 or 14 credits. Be aware that credit hours are not a good indicator of a course's level of difficulty--there are any number of 3-credit courses in the College that are considerably more demanding than the average 4-credit course. If you fear that you are not as well prepared for college as most of your peers, consider taking fewer than 15 credit hours (perhaps just 12) in your first term. In any case, talk with your advisor before making this decision.

10. What is a good pre-law curriculum?

There are no required classes or preferred majors for law school. People enter law school with undergraduate degrees in Music, Engineering, or Business, as well as liberal arts concentrations as diverse as English, computer science, languages, chemistry, philosophy, and any of the social sciences. So do not try to choose a concentration that will please the law school's admissions committee; they won't care. Instead, you should explore your own interests, and seek out a program that will improve your reading, writing, speaking, and analytical skills. In applying to law school, more important than any one course or concentration is a strong grade point average on a list of substantial courses, a degree from a good college, and a high score on the Law School Admissions Test (LS&AT). For further information, see the section on Pre-Law Studies in Chapter V of the LS&A Bulletin. You can also meet with a pre-law advisor in the Office of Career Planning and Placement or the LS&A Academic Advising Office.

11. I'm thinking about pre-medical studies. What are the course requirements for entrance into medical school? When should I take these courses?

The required or recommended courses are not identical for all medical schools, but they generally include one year of inorganic chemistry, one year of organic chemistry, one year of physics, one year of biology (all with laboratory work), and one year of English. Some schools require mathematics, usually calculus, and others strongly recommend it. See Chapter V of the LS&A Bulletin for more information. You can also meet with a pre-med advisor in the LS&A Academic Advising Office to discuss the requirements in detail.

If you enter the College convinced that medicine is your career goal, the common program of study includes: completion of the four basic course sequences (chemistry, organic chemistry, biology, and physics) during your freshman and sophomore years; concentration in whichever academic department or program best meets your interests; and completion of three or four one-term courses in the sciences during your junior and senior years. For the very well prepared student, this program is a reasonable one. If you feel uncertain about your prior preparation, talk with your academic advisor about limiting yourself to perhaps one science course during your freshman year. Introductory chemistry is the usual selection because it is a prerequisite for the organic chemistry course, which, in turn, is a prerequisite for concentration in certain science departments and programs.

Please note that there is no concentration program expressly labelled "pre-med." Any concentration program in liberal arts (including science) is suitable. Many medical schools state that they look with equal favor upon applicants who do not concentrate in science. Note also that you do not have to make your mind up on concentration, or on being a pre-med, before you arrive in college. But in order to schedule the Medical College Admissions Test in the junior year, you are well advised to start science courses in the first year.

12. What is the Time Schedule and when is it available?

The University's Time Schedule, published by the Scheduling Office and the Office of the Registrar, provides a listing of all course offerings for a given term, including, of course, all LS&A courses. It also contains Registration and Drop/Add Information, Fee Regulations, and an Examination Schedule.

A Final Edition of the Fall Term Time Schedule is published and distributed in the last week of August. The Winter Term Time Schedule is distributed in mid-November. In mid to late March two Time Schedules are distributed, one for the Fall Term and the other for the Spring, Spring- Summer, and Summer Terms.

13. How is class standing determined?

Class standing is determined by the number of credits earned toward a degree.

Freshman: fewer than 25 credits

Sophomore: 25 through 54 credits

Junior: 55 through 84 credits

Senior: 85 credits or more

14. Are there opportunities at Michigan for studying abroad?

Yes, the University of Michigan sponsors several academic programs abroad, in Armenia, Chile, China, Ecuador, Finland, France, Germany, Great Britain, India, Ireland, Italy, Jamaica, Japan, Korea, Mexico, Quebec, Russia, Spain, and Sweden. These programs are considered as credits taken in-residence. Some of these programs run during the regular academic year; others are given during the Spring or Summer Half-Terms. Many LS&A students take advantage of the University's programs to study abroad (typically in the junior year). In addition, you can arrange to receive transfer credit for study-abroad programs sponsored by other American colleges or universities though you will have to be careful not to exceed the sixty credit transfer limit. Talk with your academic advisor for details, or visit the Office of International Programs (G513 Michigan Union).

15. Is there a Dean's List in LS&A?

The easy answer is no, LS&A has no Dean's List that is posted or released to the public.

The more complicated answer is that the College does have several awards for academic achievement. "Class Honors" are awarded once every calendar year to LS&A students who have maintained an average GPA of 3.5 or better. A notation designating Class Honors is placed on each student's transcript. In addition, students with outstanding academic records are eligible for the Branstrom and James B. Angell Scholar Awards.

The College also has two types of graduation awards. Degrees are granted with the notations with distinction, with high distinction, and with highest distinction. This is roughly equivalent to cum laude (etc.) notations given at other colleges and universities. Distinction awards are granted on the basis of class rank.

Moreover, students who have pursued Honors concentration programs are eligible to receive an additional degree citation with honors, with high honors, or with highest honors in their field of concentration. For more detailed descriptions of these awards and the criteria for each, see Chapter IV of the LS&A Bulletin.

Undergraduate Transfer to other UM schools and colleges

If you plan to transfer to another undergraduate school or college of the University, you should check to see what courses are recommended for the first year in your particular program. Helpful information can be found in Chapter V of the LS&A Bulletin. You should investigate carefully the entrance requirements for transferring to the College of Architecture and Urban Planning, the School of Business Administration, the School of Dentistry (for the program in Dental Hygiene), the School of Education, the College of Engineering, and the College of Pharmacy. These and other professional schools have their own admission standards, programs, and goals. Transfer is not automatic; you must apply to and be accepted by any other unit within U of M. Appropriate times to apply for transfer vary among these schools and their programs.

As a student enrolled in the College of Literature, Science, and the Arts, you should not neglect the requirements of the College in anticipation of your transfer to another UM unit.

THE SCHOOL OF ART:

THE COLLEGE OF ARCHITECTURE AND URBAN PLANNING:

THE SCHOOL OF BUSINESS ADMINISTRATION:

THE SCHOOL OF DENTISTRY:

THE SCHOOL OF EDUCATION:

THE COLLEGE OF ENGINEERING:

THE SCHOOL OF MUSIC:

THE SCHOOL OF NATURAL RESOURCES AND ENVIRONMENT:

THE SCHOOL OF NURSING:

THE COLLEGE OF PHARMACY:

THE DIVISION OF KINESIOLOGY:

1. Movement Science: Bachelor of Science Degree;
2. Physical Education-Teacher Certification: Bachelor of Science degree with K-12 Certification;
3. Sports Management and Communication: Bachelor of Arts degree.

All students must complete a total of 120 credit hours which includes a minimum of 80 credits from offerings outside the Division of Kinesiology. Students receiving teacher certification must earn 130 credit hours.

If you have additional questions about these undergraduate professional programs, please contact the Office of Student Services, Division of Kinesiology, Central Campus Recreation Building, 764-4472.

Course Listing Notations

Sample Course Listing: A Key

Introduction To Course Listing Notations

COURSE NUMBERS:

A NOTE ON CLASS SIZE:

NUMBERED OR RENUMBERED COURSES

CROSS-LISTED COURSES

COURSE TITLES

PREREQUISITES

EXCLUDED COMBINATIONS OF ELECTIONS

THE CREDIT SYMBOL

INSTRUCTORS

THE PATTERN I AREA DISTRIBUTION

COURSES MEETING CERTAIN COLLEGE REQUIREMENTS ARE SO LISTED.

A SPECIAL GRADING PATTERN

EXPERIENTIAL, INDEPENDENT STUDY, AND TUTORIAL

REPETITION

LABORATORY OR OTHER SPECIAL FEES

LS&A CHECKPOINT

Cost and Waitlist Information

COST

The books/materials for this course:
1--Cost less than $30.
2--Cost $30 or more, but less than $70.
3--Cost $70 or more, but less than $100.
4--Cost $100 or more.

WAITLIST

If the course is closed, you should:

1= Get on the CRISP WAITLIST, and then attend the first class meeting. Policies and procedures for handling the waitlist will be explained there.

2= Go to the department office to get a WAITLIST, and then attend the first class meeting. Policies and procedures for handling the waitlist will be explained there.

3 =Visit the faculty office to the instructor about getting an OVERRIDE into the course.

4= Wait until classes start, and then attend the first class meeting. Policies and procedures for issuing overrides will be explained there.

5 = Other.

Policy on Attendance

Students may be dropped from a course for non-attendance if they miss:

the first meeting of Biology, Chemistry, and Physics laboratories;
the first meeting of History 396 and 397;
the first two meetings of English courses;
the first four meetings of language courses in Romance Languages;
the first two meetings of courses in other departments.

All students must take action at CRISP to make sure that their official schedule of courses matches the courses they are attending. Departments are not obligated to withdraw students officially from the course, even though the student has been informed that his/her place in a course has been taken away.

Students are responsible for the accuracy of their schedules and must be sure that all drops are processed through CRISP during the Period I Drop/Add.

B. Students are expected to attend classes regularly. When the instructor considers the number of absences excessive, that is, when a student's absence from a course endangers that student's satisfactory academic progress, the instructor may send a written report on the case to the appropriate advising office.

Concerted absence from any appointed duty by a class or by any number of students together will be regarded as improper conduct, and those participating in such action shall be liable to disciplinary action.

Members of athletic teams must present to each instructor, prior to each absence because of the membership on athletic teams, a written statement signed by the appropriate authority specifying the exact date of any such proposed absence.

A Cautionary Note About CRISP Waitlists

What does this mean, then, for a student who is about to leave the CRISP registration system? It means that having what appears to be a very good (low) number apparently assuring a place in a class may be, in fact, no guarantee at all. The best advice, then, is NOT to leave the CRISP system without a full schedule of classes that could be lived with for the coming term. This may seem unnecessarily pessimistic because of the suggestion that not all students may end up with their preferred choices in class scheduling, but the advice is intended to be helpful because it offers the most protection.