University Courses (Division 495)

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. (J. Meiland)

102. Mastering the College Experience. (2). (Excl).

This course is designed to help incoming undergraduates understand the nature of a large research university and aid them in developing strategies for success at the University of Michigan. An introduction to scholarship in the humanities, social sciences, and natural sciences will be presented in lectures. Students will be taught the fundamentals of decision-making, problem solving, planning, time management, written and oral communication, and critical and analytical thinking. The course format will be one-hour lectures followed by two-hour sections on Wednesdays, in which both academic topics and learning skills will be introduced. Grades will be assigned on the basis of participation, individual presentations, and performance on written and oral assignments. (Gaborit)

150. Freshman Seminar. Freshmen; sophomores with permission of instructor. (4). (HU). May be repeated for credit.

SECTION 002 Humans and Language. This course will cover the nature of language, its use and its influence on humans, individually and collectively. We shall discuss topics such as: How many languages are there? Do all languages have grammar? Do languages change? Are some languages or some types of speech better than others? Why must Canada have more than one official language? There is no foreign language proficiency requirement, but discussion will include not only English, but other languages, ancient and modern, on a comparative basis. During class discussions, students will be encouraged to draw from their own experiences in the use of language or how language has had an effect on them. In addition, they will be asked to do an in-depth study of a topic from among those covered and then write a term paper based on their readings or even on data from a language, which they have collected, and thus demonstrate to what extent they understand the role of language in our lives and in our communities. (Morgan)

Section 005 The Young and the Old: An Exploration Through Literature. Intensive reading and discussion of a number of literary works drama, fiction, biography in which the theme of the relations of youth and age is central. Works read and discussed will be drawn from the ancient and the modern world. Students will be asked for several sorts of papers: analysis of a problem as presented by one of the authors; evaluation of its literacy treatment; autobiographical, fictional, or poetic treatment of some generational conflict drawn from their own experience; a critical review of a work other than assigned reading, as of film, television or stage production. Oral presentation will be encouraged as a supplement to written work. READING LIST: Sophocles, "Oedipus Rex," "Antigone," and "Electra"; Shakespeare, "King Lear," "Romeo and Juliet"; Edmund Gosse, FATHER AND SON; Henry James, WASHINGTON SQUARE; Samuel Butler, THE WAY OF ALL FLESH; Saul Bellow, MR. SAMMLER'S PLANET; Ivan Turgenev, FATHERS AND SONS; and D.H. Lawrence, SONS AND LOVERS. (Firebaugh)

Section 006 Comedy as a View of Reality. Comedy in the popular mind is regarded as primarily an entertainment, however, it is somewhat more than that; it is a way of perceiving reality and in the seminar we shall ask questions concerning the nature of its perception of reality. The seminar will read representative comedies from Aristophanes to Noel Coward and consider them three ways. The first is hierarchical, that is to say looking at comedy as a means of describing or attacking the lower part of society or of ourselves. The second way is to see comedy as a contrast or incongruity; the third will propose the concept that comedy is an equation and that it tries to show us the higher and lower as one, the natural (rational) and unnatural (irrational) as identities. There will be some supplementary reading assignments in critical theory, but the study of primary texts will receive major attention. It will suffice to consider selections of exponents of each approach Aristotle who clearly states the hierarchical theory, Hazlitt on the comedy of incongruence, and Plato who clearly in his Symposium attempts a reconciliation of the higher and lower. The following is a tentative list of plays to be considered: Aristophanes, The Clouds, Lysistrata; Jonson, The Alchemist, Volpone; Dekker, The Shoemakers' Holiday; Shakespeare, Taming of the Shrew, The Merchant of Venice; Farquhar, The Recruiting Officer; Congreve, Love for Love; Sheridan, The Rivals, The Critic; Molière, The Misanthrope, Tartuffe; Lessing, Minna von Barnheim; Hauptmann, The Beaver's Coat; Schnitzler, Anatole; Molnar, The Play's the Thing; Wilde, The Importance of Being Earnest; Pinero, The Magistrate; Coward, Private Lives and Shaw, Pygmalion. (Graf)

Section 009 Creative Writing. A workshop in which the student will obtain practice in writing informal autobiographical essays, short fiction, and poems. The student's work will be read and discussed in class and will also be discussed in scheduled conferences with the instructor. The student should be prepared to submit about six copies of each written assignment for the use of his classmates. (Squires)

Section 011: Ethics Goodness and Badness of Conduct. Broadly, the science of ethics or morals is concerned with character and with conduct that is approved or disapproved. Thus, the science of morality seeks intelligent, reliable judgment of behavior and character. The terms approval and disapproval indicate the point of view from which ethical science investigates its field. Critical thought undertakes to order such specifics as just, saintly, ought, honorable, courageous, intemperate, treacherous, perverse, corrupting and related ideas under the general rubric of value. Therefore, it is the purpose of this seminar to explore the behavior and character associated with composing a "symphony of values" by each student. Each student will be required to write two brief papers (not to exceed ten pages), one on her or his symphony of values and one on a moral, personal interest. Grades will be determined by the QUALITY not quantity of participation, class discussion and papers submitted. The required reading will include: Feldman, Fred. INTRODUCTORY ETHICS, Prentice-Hall, Inc., Englewood Cliffs, New Jersey, 1978. Fried, Charles. RIGHT AND WRONG, Harvard University Press, Cambridge, Massachusetts, 1978. Additional reading will be assigned in class. Students must obtain an override from CSP Opportunity Program, 1017 Angell Hall. (Cash)

151. Freshman Seminar. Freshmen; sophomores with permission of instructor. (4). (SS). May be repeated for credit.

Section 003 Custer's Last Stand: From Myth to History. On June 25, 1876 at approximately 2:00 p.m. General George Armstrong Custer, with part of his Seventh Cavalry Regiment, unwittingly engaged a vastly superior force of Sioux Indians and their allies on the Little Big Horn River, near what is today Gary Owen, Montana. Within an hour all of Custer's troop was annihilated; other elements of the regiment, dug in several miles away, survived, although with heavy losses. Almost immediately this battle aroused heated controversy, the supporters of Custer practically deifying him, his detractors blackening his name. The historical event passes into the realm of myth, and for over 100 years "History" has been trying to catch up. What happened? What were the causes? The consequences? What was Custer's role in the Debacle? The assumption of this seminar is that a Presidential Commission has assigned to us the task of sorting through the large amount of available evidence and bringing back conclusions. We accept the challenge and organize ourselves as "History, Incorporated," an investigative team, in which each of us, with the instructor as senior partner, carves out an area or several areas) for individual research. We shall begin with the events the Battle - and walk logically and slowly outward from the battlefield backward in time, and forward as well, so that by the end of the term, we shall have investigated everything from the memoirs and official records of both the cavalry and the Indians' sides to the biographies of the major participants, their expectations and motivations, as well as issues of national policy regarding the Indians, and the role of the media of the time of reporting the events. The aim is to introduce the seminar to working as historians. A field trip to Monroe, Michigan, sometime home of Custer and the location of a fine collection of Custeriana, is also planned. (Orlin)

Section 006 Current Issues in Sport Sociology. A structured seminar on the current issues, development, and trends in Sport Sociology. Analyzed from various contributing theoretical and research bases. Critical new developments addressed as they occur. Topics include such disparate elements as status, race relations, ethical values, business life, social deviance, recruiting practices and reward systems. Students must receive an override from CSP Opportunity Program, 1017 Angell Hall. (Vaughn)

Section 007 Public Education in the South for Blacks and Other Minorities, 1863-1954. The purpose of the seminar will be to trace the development of elementary, secondary and post-secondary education of Blacks and minorities in the southern states of the United States from the Emancipation Proclamation to May 18, 1954. Particular emphasis will be focused on judicial litigations from the Supreme Court decision of Plessy vs. Ferguson, from which the doctrine of "separate but equal" evolved, to the historic Brown vs. Topeka, Kansas Board of Education of 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 instrumental in achieving an education in spite of the barriers with which they were confronted in the states where they resided and by decisions of the courts 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 written 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 by the seminar. Students must obtain an override from CSP Opportunity Program, 1017 Angell Hall. (Palmer)

Section 008 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 as special cases of more general psychological problems will include: 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." Readings will come from psychological, philosophical and literary traditions, but students will be encouraged and guided to find material most suited to their own interests and needs. The reading list will include: Hesse, H., BENEATH THE WHEEL; May, R., MAN'S SEARCH FOR HIMSELF, Bach, R., ILLUSIONS; Tolstoy, L., THE DEATH OF IVAN ILLYCH; Montagu, A., GROWING YOUNG. 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. An optional series of meetings will also be scheduled that will involve the viewing and discussing of feature length movies relevant to the issues of the course. This movie series will include: Hal Ashby's "Harold and Maude"; Woody Allen's "Selig"; John Badham's "Whose Life is it Anyway"; Bob Fosse's "All that Jazz"; and Paul Mazursky's "The Tempest." (Pachella)

152. Freshman Seminar. Freshmen; sophomores with permission of instructor. (4). (NS). May be repeated for credit.

Section 001 Biographies of Noted Scientists and Quasi-Scientists. Carolus Linneaus, Gregor Johann Mendel, Charles Robert Darwin, Louis Pasteur, Marie Curie, Sigmund Freud, and Margaret Mead. (K. Jones)

Section 002 Topics in Modern Physics. Three years of high school mathematics, high school physics or chemistry and an interest in scientific phenomena are the pre-requisites. This seminar will attempt to interpret classical scientific phenomena in the light of "recent" developments in physics. (1) Chemical, solar and mechanical energy will be viewed from the Einstein mass-energy relationship. (2) The bond theory of solids which can lead to an understanding of conductors, semi-conductors, insulators, superfluidity and superconductivity will be interpreted in terms of the Pauling exclusion principle. (3) Elementary wave mechanics will be applied in the understanding reflection of charged particles from potential barriers and the tunneling of such particles through finite barriers in interpreting chemical bonding of atoms as well as alpha particle decay of nuclei. (4) The uncertainty principle will be related to several cases of the bonding of nuclear matter. (Wiedenbeck)

210. Perspectives on Careers in Medicine and Health Care. (4). (Excl).

This seminar is for students who are considering a career in a health-related profession. It is designed to help them acquire perspectives which will facilitate their decision making process. Health care professionals visit the seminar and share their educational and professional experiences. Students become acquainted with the prerequisites for professional schools and spend time with dental, medical, osteopathic, nursing, and public health delivery, issues of death and dying, and ethical questions related to the health professions. Students are expected to respond in writing and in class to the visitors, to the reading materials, and to films. A course pack and THE HEALER'S ART by Eric Cassell are the required texts. All students are responsible for taking definite steps toward the development of their own goals through a self-inventory of their values, skills, and interests and through a term paper in which they investigate a possible career direction. A substantial part of this work will be done on computers. Knowledge of word processing is not essential; however, typing skills will be helpful. Evaluation is based on class attendance and participation in and completion of all assignments. Enrollment by override only through the Comprehensive Studies Program office at 1017 Angell Hall (F. Zorn)


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