Seminars are offered by outstanding members of the faculty from many different departments, on a great variety of topics. Each should provide a group of beginning students with a stimulating introduction to the intellectual life of the University by exposing them to engaging subject matter, instruction by an experienced member of the faculty, and the opportunities for active participation that a small class will afford. Our hope is that students who take a seminar will find in it a sense of intellectual and social community that will make the transition to a large University easier. Some no doubt will discover a subject that they will want to pursue in further courses.
The seminars described below will be offered in the fall term. They are open to all freshmen and should be elected along with other courses during the registration period. Each will count toward satisfying the distribution requirements of the College in one of three basic subject areas: Humanities (150), Social Sciences (151), or Natural Sciences (152).
The success of its program of First-Year Seminars has led the College of Literature, Science, and the Arts to create a second program of seminars: the Collegiate Seminars. The Collegiate Seminars for winter term are described below.
Like the First-Year Seminars, the Collegiate Seminars are an unusual educational opportunity. They provide an opportunity for the student to personalize his or her education. Each Collegiate Seminars is taught by a regular professorial faculty member, and each is limited in size, usually to 20 students. Interaction between student and teacher, made possible by the small size of the class, facilitates deeper learning and allows the student to get to know a faculty member personally. Moreover, students find that in seminars, they learn much more from one another because a learning community develops, and dialogue among students as well as between student and teacher takes place. WE STRONGLY RECOMMEND THAT EACH STUDENT TAKE AT LEAST ONE SEMINAR DURING THE FOUR YEARS AT MICHIGAN.
There are several important differences between the two programs of seminars. First-Year Seminars are open to all freshmen and only to freshmen, while the Collegiate Seminars are open to any student who has completed the Introductory Composition Requirement (either by placing out or by having taken an appropriate composition course). The Collegiate Seminars emphasize critical thinking about important and central topics and feature further instruction in writing.
All Collegiate Seminars count toward satisfaction of the College's distribution requirements.
101. Methods of Thinking. ECB writing assessment. (4). (Introductory Composition).
This course has two aims: (1) to improve the student's ability to read with understanding, to think critically, and to write well; (2) to help the student to achieve a better understanding of the nature of intellectual activity and of education. College work is, and should be, different from high school work, requiring different and more sophisticated intellectual skills and techniques. But almost all courses in college concentrate exclusively on their own special subject-matter. A sociology course concentrates on teaching you sociology, a chemistry course on teaching chemistry, and so on. College instructors rarely teach in an explicit and direct manner the intellectual techniques and frameworks necessary for successful college work. They assume that you have these skills already or can somehow pick them up along the way, while they go ahead and teach their own special subjects. University Course 101 attempts to teach these skills directly and explicitly, to make your college career more successful and to sharpen abilities which will be invaluable in later life whatever field you may work in. This is a course for the person who is seriously interested in intellectual activity. It is not a remedial course and it is not an orientation course. Some of the materials which we will discuss will be complex and profound, and a number of the topics lie on the intellectual frontiers of our time.
The topics for discussion will include the following: the nature of argumentation, evaluation of arguments and positions, methods of reading, types of critical thinking; special intellectual problems in the humanities, the social sciences, and the natural sciences - problems such as the relation between theory and reality, bias and subjectivity in the social sciences, the nature and justification of the humanities; questions about education, including morality in education, diverse ideals of the educated person, open admissions, reverse discrimination, academic freedom, and the unionization of the faculty. This course will be taught in small sections of no more than fifteen students each, so that students can receive individual attention. Readings will be assigned covering the above topics. We will proceed by class discussion supplemented by some lectures. There will be a number of writing assignments throughout the term. [Cost:2] [WL:5. Admission restricted to Honors freshmen through overrides at the Honors Office.] (J. Meiland)
150. First-Year Seminar. Freshmen; sophomores with permission of instructor. (4). (HU). May be repeated for credit.
SECTION 001. LANGUAGE AND LANGUAGES. This seminar will look at language as means of communication and language as the faculty of speech. Weekly readings will be assigned. Extensive discussion and active participation on the part of students will be expected. The class will first briefly examine the theories of the origin of language. Do only humans possess this faculty? What organs are used for producing speech and how do they function? Then it will explore how one accounts for the diversity of languages, how they can be classified (by type and by genealogy), and how they are described as systems. Illustrations will be provided chiefly by English, although other ancient and modern languages of interest will be considered for comparison. Grammatical "correctness" will be discussed with reference to standard language, and local (Southern, Eastern, non-American) and social (upper and lower class speech, Black English, slang, and jargon) dialectical variation. The question will be asked why languages change over time, whether change brings about improvement, and what can be found out about languages in prehistory not attested by written documents. What are the intellectual and social consequences of the relatively recent invention of writing and printing? Attempts at creating and propagating artificial languages for international communication and better. (Pulgram)
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? And the like. 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 003 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 literary 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, Father and Sons; D.H. Lawrence, Sons and Lovers (Firebaugh)
SECTION 004. ETHICS: GOODNESS AND BADNESS OF CONDUCT. Broadly, the science of ethics or morals is concerned with character and behavior that is approved or disapproved. Thus, the science of morality seeks intelligent, reliable judgment of behavior and character. The terms approval and disapproval indicate the point of view from which ethical science investigates its field. Critical thought undertakes to order such specifics as just, saintly, ought, honorable, courageous, intemperate, treacherous, perverse, corrupting, and related ideas under the general rubric of value. Therefore, it is the purpose of this seminar to explore the behavior and character associated with composing a "symphony of values" by each student. Each student will be required to write two brief papers (not to exceed 10 pages), one on her or his symphony of values and one on a moral, personal interest. Grades will be determined by the quality not quantity of participation, class discussion, and papers submitted. The required reading will include: 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. (Cash)
SECTION 005. 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 or her classmates. (Squires)
SECTION 006. THE MODES OF FICTION. The pleasure we derive from reading stories may be deepened by a study of the art of fiction, a phrase which implies an important set of relations between what is told and the manner of its telling. This course in "The Modes of Fiction" identifies some of these relations and shows how they operate in a variety of short pieces of fiction. It establishes a useful vocabulary of definitions (theme, subject, tone, etc.); it inquires into the interplay between the elements of fiction; it tries to discriminate between kinds of fiction and evaluate their effects. Its aim is to create a community of discourse about literature through a study of how stories are told. The course begins with two or three introductory lectures; thereafter analysis and discussion will be the usual class procedure. The course will also call for short written papers in the first weeks of the term culminating in a longer term paper. (Steinhoff)
151. First-Year Seminar. Freshmen; sophomores with permission of instructor. (4). (SS). May be repeated for credit.
SECTION 001. CURRENT ISSUES IN SPORT SOCIOLOGY. This structured seminar on the current issues, developments, and trends in sport sociology will be analyzed from various contributing theoretical and research bases. Critical new developments will be addressed as they occur. Topics include such disparate elements as status, race relations, ethical values, business life, social deviance, recruiting practices, and reward systems. (Vaughn)
SECTION 002. PUBLIC EDUCATION IN THE SOUTH FOR BLACKS AND OTHER MINORITIES, 1863-1954. The purpose of the seminar will be to trace the development of elementary, secondary, and post-secondary education of Blacks and minorities in the southern states of the United States from the Emancipation Proclamation to May 18, 1954. Particular emphasis will be focused on judicial litigations from the supreme court decision to Plessy vs. Ferguson, from which the doctrine of "separate but equal" evolved, to the historic Brown vs. Topeka, Kansas Board of Education 1954, which upheld the fundamental principle that racial discrimination in public education is unconstitutional. Of special importance will be seminar discussions revealing how Blacks and minorities were successful in achieving an education in spite of the barriers confronting them in the states where they resided and resulting from court decision. including the Supreme Court of the United States. Students will be expected to read a number of the classic writings of Black and minority authors such as W.E.B. DuBois, E. Franklin Frazier, Booker T. Washington, John Hope Franklin, and many others. The writings of contemporary Blacks and minorities will be explored as well as books about Blacks and minorities such as Gunnar Myrdal's, An American Dilemma. Students will be expected to prepare readings, participate in seminar discussions, and develop a research topic preferably centered around one of the southern states under investigation in the seminar. (Palmer)
SECTION 003. IDENTITY, ALIENATION, AND FREEDOM. The purpose of this seminar will be to explore the concepts of identity, alienation and freedom as psychological and philosophical ideas. However, the orientation will be specific and applied to the normal situations and predicaments that college students experience. Questions to be considered 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 college to the "real world." Readings will come from psychological, philosophical and literary traditions, but students will be encouraged and guided to find materials most suited to their own interests and needs. The reading list will include (among others): Hesse, Beneath the Wheel; May, Man's Search for Himself; Cather, Alexander's Bridge; Back, Illusions; Tolstoy, The Death of Ivan Illych; Woolf, A Room of Our Own. Regular class 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 (among others): Hal Ashby's "Harold and Maude"; Woody Allen's "Zelig"; John Badham's "who's life is it Anyway"; Bob Fosse's "All that Jazz"; Paul Mazursky's "The Tempest"; Godfrey Reggio's "Koyaanisqatsi." In addition to regular class meetings each student will meet individually with the instructor every third week at which time the student's individual reading and writing will be developed and discussed. Grades will be determined by the quantity and quality of this reading and writing. (Pachella)
210. Perspectives on Careers in Medicine and Health Care. (4). (Excl).
This is a CSP section. See Comprehensive Studies Program (CSP) section in this guide.
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 students. We consider problems of health care 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. Two course packs serve as the required texts. All students are responsible for taking definite steps toward the development of their own goals through a self-inventory of their values, skills, and interests and through a term paper in which they investigate a possible career direction. Evaluation is based on class attendance and participation in and completion of all assignments. The class will meet on Mondays from 3:00-5:00 p.m. and on Thursdays from 7:00-9:30 p.m. at 2130 Dorset Rd., Ann Arbor. [Cost:2] [WL:5. Enrollment is by override only: contact instructor at 1018 Angell, 747-3607, or at home, 662-0683.] (Zorn)
250. Collegiate Seminars. Open to any student who has completed the introductory composition requirement. (4). (HU). May be repeated for credit.
SECTION 001. BLOOD AND GLORY. Epic literature speaks of the forces that threaten societies and of the men and women who become heroes by fighting against those forces. Epics are thus about the blood heroes shed in defending civilization and the glory they gain in return. These features vary, however, in different cultures. For some heroes the battle is spiritual, for others physical; some heroes are celebrated for their frantic rages, others for their restraint. In Ireland and Germany women are heroic, whereas in Rome women are mere objects for men to win or lose. Are some threats to civilization properly met by men and others by women, some by brute force and others by intellectual agility? To answer such questions, we will study several epics: from Greece, The Odyssey; from Rome, The Aeneid; from England and Scandinavia, Beowulf; from Germany, The Nibelungenlied; from Ireland, The Tain; and from Spain, The Cid. In analyzing these works, students will gain an introduction to epic conventions and purposes, cultural history, and literary theory – and will have the joyful experience of reading and talking and writing about splendid old literature. A course for students willing actively to question these poetic celebrations of battles between civilization and chaos. (Tinkle)
SECTION 002. THE HUMAN VISION OF DON QUIJOTE. Don Quijote is known as the greatest expression of idealism: the knight's absolute commitment to his vision has influenced generations of readers while Cervantes' novelistic techniques have shaped modern Western fiction. This course will discuss not only these issues but will deal also with questions that were hotly debated in the Renaissance: the nature of narrative, the importance of similitude, poetry vs. history, etc. Central to our efforts will be an exploration of the nature and consequences of the knight's idealism. Was Cervantes writing a critique of misplaced imagination or chronicling the aspirations of the human spirit? Students are expected to be active participants in class discussion and will be asked to write two papers. (Casa)
SECTION 003. THE ANGLO-AMERICAN TRADITION OF DETECTIVE FICTION. This course will examine a wide range of detective novels both as form and as social metaphor. Class sessions will examine the prose, discuss the reasoning, the images, the plots, the abstractions of character and the puzzles that combine in conclusive (or, sometimes, inconclusive) form. In addition, the novels will be discussed as metaphors for the larger society they comment on. We will begin with the two great nineteenth-century progenitors of the form: Edgar Allen Poe and Wilkie Collins. Then to Conan Doyle. Then to fiction of the "Golden Age" (1926-40) with tentative representation in novels by Agatha Christie, Francis lles (Anthony Berkeley), John Dickson Carr, Ngaio Marsh, Dorothy Sayers, Nicholas Blake (Cecil Day-Lewis), Dashiell Hammett, Raymond Chandler. The French may be represented in George Simenon and Robbe-Grillet, the Scandinavian in Per Wahloo and Maj Sjowall. Tentative possibilities for more recent examples: Michael Gilbert, Ross Macdonald (Kenneth Millar), John D. MacDonald, P.D. James, Ruth Rendell, Sue Grafton, Sara Paretsky. Short two or three page papers every two weeks or so, a longer paper using secondary sources to discuss social, psychological, historical, or religious implications of the form. A final examination imitating kinds of deduction involved. (Gindin)
SECTION 004. LITERACY. In the broadest sense, literacy is the study of the written word – writing systems, the uses of writing by individuals and societies, and the contexts in which writing is deployed. We will look at evidence about reading and writing from diverse sources – administrative uses of writing (coins, charters, and monumental inscriptions); elite and popular art (needle-point samplers, quilts, pottery and painting, belles-lettristic work); and popular literate products such as diaries, journals, copybooks. A goal of the course is to enable students early in their careers to understand how different disciplines approach the same problem and how this is articulated in the writing of the discipline. The course will address a number of central questions. (1 ) What is literacy? How do different fields define this question and what are the consequences of their choice(s)? (2) What roles do reading and writing serve in a society? Who learns to read and write? (3) How do writing systems evolve? What is the relationship between speaking and writing, between reading and writing? (4) How do we learn to read and write? What are the consequences of literacy and illiteracy? (5) What was the effect of the shift from writing to print, from manuscript to book? (6) How has the computer affected our notions of literacy? Course assignments will include weekly writing, peer review, and collaborative papers. (Keller-Cohen)
251. Collegiate Seminars. Open to any student who has completed the introductory composition requirement. (4). (SS). May be repeated for credit.
SECTION 001. SOCIAL PSYCHOLOGY OF THE UNIVERSITY EXPERIENCE. This seminar will introduce students to the discipline of social psychology by employing its concepts to understand how students are affected by attending a university – and how they may affect the University. Social psychology is the study of the relationships between individuals and their social environments. The university is an important and encompassing social environment for its students. It is at the same time a locus for friendships, a large organization, and a culture. It has the potential for altering students' goals, attitudes, values, and skills. Many studies, including several at the University of Michigan, have shown that students do change psychologically as a consequence of their experiences here. Some students change the university. The seminar will review the research and the theories that have been offered to explain their findings. Students will also conduct field research on the campus, to learn about both the nature of this university as a social environment and the methods of social psychology. (Gold)
SECTION 002. SOCIAL CHANGE IN THE U.S.: ETHNIC AND RACIAL ISSUES. Throughout American history there has been conflict about ethnic and racial issues. Immigration policies have been changed several times to exclude some groups and welcome others. The issue of enslaving the Black population led to the Civil War which terminated slavery but left many racial issues unresolved. Today, we are experiencing substantial ethnic and racial changes as Asian and Hispanic populations increase much more rapidly than white or Black populations. This course will focus on the social history of ethnic and racial issues. Students will read six books by social scientists who use a variety of perspectives to analyze both historical developments and current ethnic or racial differences. Some statistical and demographic evidence about these topics will be presented in class and in the readings. Students will be expected to write eight two or three page papers answering questions about the readings and class discussion. There will be a final examination which will involve four or five essay questions, but there will not be a mid- term examination or a term paper. (Farley)
SECTION 003. EVOLUTION AND THE ORIGIN OF HUMAN RACES The study of human evolution is undergoing a revolution, as traditional sources of information based on the fossil record are no longer unique. Genetic information provides new, sometimes contradictory information and the resulting conflicts are widely reported in the press and news magazines. This seminar will examine some of the current discussions about the origin of human races, using at least one popular book and recently published articles as the basis of the focus. There will be a series of readings, and associated short "position papers" assigned. (Wolpoff)
252. Collegiate Seminars. Open to any student who has completed the introductory composition requirement. (4). (NS). May be repeated for credit.
SECTION 001. EXPERIMENTAL INQUIRY IN PSYCHOLOGY: MIND. BRAIN & PERCEPTION. While the text assigned for the seminar will cover a substantial portion of what is now Psychology as a Natural Science (Psychology 170 and 190), the seminar itself will focus predominantly, in additional reading, writing, speaking, thinking, and in discussion, on the following five topics: 1. History and Historical Controversy in Psychology. We will consider the importance of Darwin and evolutionary theory, the early comparative and experimental psychologists, Fechener, Wundt, Romanes, Thordike, Watson, and the early neurophysiologists. Controversies include localization of function in the brain, evolution of the human mind, and the mind-body problem, among others. 2. Nature of Experimental Inquiry in Psychology. The evolving nature of the psychological laboratory experiment, experimental design, hypotheses, and the use and misuse of statistics in treating psychological data. The use of computers in psychology. Students will be required to use the message system and Confer and encouraged to develop skills in word processing should they not already possess same. All of these matters will be dealt with, not in abstract, but in context. 3. Biological Foundations in Psychology. Current approaches in sensory physiology and the study of the brain as they impact on the study of behavior will be discussed. Equally important are some of the more recent approaches to ultimate causation of behavior as evidenced in evolutionary biology. 4. Behavior as the Principal Subject Matter. The experimental analysis of behavior from the behaviorist's viewpoint together with the presumed antithetical approach characteristic of the new cognitive evolution in psychology, with its emphasis on the nature of mind and information processing. 5. Perception. As the principal means of taking in information from the environment, it will also be a logical outgrowth of the material discussed in topics #3 and #4 above. (Stebbins)
SECTION 002. PLATE TECTONICS The theory of plate tectonics, called dogma by some and paradigm by others, describes and explains the mobility of continental and oceanic domains of the Earth's crust, as they are in constant motion along plate boundaries with respect to each other. Now about 25 years old, the plate tectonic model explains earthquakes and volcanoes, the topography of the Earth and the faunal or floral diversity of its living and fossils inhabitants. The seminar will involve first a series of lecturers and discussions of the evidence on which the model is based, including slides and movies. We will then discuss alternative explanations, not necessarily based on crustal mobility, and set the stage for a series of student presentations on selected topics. The oral presentations will be followed by written essays on the same subject in order to exchange ideas and views. The course will involve three hours of meeting time, a textbook and selected reading material from the literature. No background in college Earth Science is necessary. Students who have taken Geol. 105 will need permission of instructor to enroll, given the large overlap between the seminar and that course. (Van Der Voo)
SECTION 003. ECOLOGICAL CONSTRAINTS ON DEVELOPMENT. Models of development that do not take into account the limitations imposed by ecology will be inadequate both in explaining the past and planning the future. Global warming and acid rain, for example are severe problems that result from a particular developmental program that ignored ecological factors. Much of what is promoted today in the Third World is similarly based on models that fail to give adequate attention to ecological details, resulting in a popular call for modes of "sustainable development." This course will explore the underlying ecological principles that have limited development in the past and attempt to project what sort of limitations will be experienced if current development models persist. Finally we will explore various alternative development schemes, ones which put ecological principles at center stage. The class will begin with some basic readings, lectures, and slide presentations on ecology so as to provide an adequate background on such topics a nutrient cycling, energy flow, succession, and biological interactions. Classic readings such as Shelford and Clements will be combined with more modern literature such as Odum and Krebs, ultimately drawing from the current journal literature. Concomitantly, selected readings will introduce the students to current thinking in development theory, from neoclassical economic approaches through the more recent integrative approaches being promoted in many areas of the Third World, using readings from Frank, DeJanvry, Wallerstein, and Martinex-Alier among others. A series of case studies, mainly from Latin America and the developed world, will be presented in the form of guest lectures and/or slide presentations. One three-hour session per week will be devoted approximately half to lecturer-slide presentation and half to discussion and debate of readings and presentations. Each student will be required to write a short research paper on a topic of mutual interest to the student and the professor. Final grade will be based on the research paper and a series of short quizzes. No specific background is assumed, although some exposure to biology, mathematics, economics, and chemistry will be useful. (Vandermeer)
260. Gender and the World of Science. At least one college-level course in the natural sciences. (3). (Excl).
At present, women comprise only 15% of the scientific and engineering workforce in the U.S. This current, and historical, underrepresentation of women in an enterprise that so strongly shapes world culture invites examination and analysis. In this course, we will examine the participation of women in the institutions of science and the interrelationships between concepts of science and gender. Throughout, we will ask, What is science? Who does science and how is it done? How can science be understood as a socially embedded institution? In turn, we will ask, What is gender? How are gender roles defined and by whom? What roles have gender metaphors played in shaping the structures and research of modern western science? Topics include: analysis of current demographic trends; media presentation of science and scientists; lives of women and minorities in science; the history of women's participation in the sciences; how science has defined women; and, alternative perspectives on science, including feminist analysis. The goals of the course are to explore the interactions between science and society and to encourage students to examine their own roles and responsibilities vis a vis the world of science. Student participation will be emphasized. Students will prepare frequent commentary papers for discussion, in addition to two short papers, a term project, and midterm and final exams. This course is open to all students who have taken at least one college-level natural science course, but is especially recommended for those who may be planning a concentration or career in the sciences. Readings will be taken from A FEELING FOR THE ORGANISM, E.F. Keller, SELLING SCIENCE, D. Nelkin, WOMEN SCIENTISTS IN AMERICA, M.W. Rossiter, BLACK APOLLO OF SCIENCE, A. Manning, MYTHS OF GENDER, A. Fausto-Sterling, REFLECTION ON GENDER AND SCIENCE, E.F. Keller, and others. The class will meet twice a week for 1 1/2 hrs each. (Sloat)
299. Race, Racism, and Ethnicity. (4). (SS).
This is an interdisciplinary course taught by a team of faculty and graduate students using innovative techniques to explore the following topics: (1) A critical analysis of the concepts of race, racism and ethnicity; (2) Historical and contemporary forms of racial discrimination and inequality in the US; (3) Examination of competing explanations of racial inequality; (4) Analysis of other forms of discrimination; (5) Exposure through literature and other means to the experiences of people of color; and (6) Ways in which we encounter racism every day and how change can be brought about. Simulation, exercises, lectures, out of class assignments, films and staged debates will be used. Students will be expected to participate very actively in large and small group settings.
441. Global Interdependence. Upperclass standing. (3). (Excl).
This course examines historical, cultural, political, economic and technological factors underlying increasing global interdependence, with a special focus on international economic exchange in different historical periods and cultures. The course is open to upper-level undergraduates and graduate students from throughout the University; there are no other prerequisites for admission. The course coordinator is Prof. Linda Lim of the International Business Department of the School of Business Administration, with funding provided from the Center for International Business Education with a grant from the U.S. Department of Education. The course will feature lectures by professors from different departments who are experts in the particular topics to be studied. Students will be expected to actively discuss readings drawn from different disciplines, and to prepare a series of short papers. There will be a final short-essay exam. No texts will be required; course pack. This course will combine lecture and discussion sessions. (Lim)
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