First-Year Seminars, offered under the University Courses division in the College of Literature, Science, and the Arts, provide a unique small class educational experience to first-year students.
Seminars are offered by outstanding faculty and emeritus faculty from many different departments on a variety of topics. Each provides a group of approximately fifteen students with a stimulating introduction to the intellectual life of the University by exposing them to engaging subject matter and offering the opportunity for active participation that a small class will afford. It is hoped that students who take a seminar will find in it a sense of intellectual and social community that will make the transition to a large university easier. Some may discover a subject to pursue in further courses.
Seminars are open to all first-year students and should be elected along with other courses. Each will count toward satisfying the distribution requirements of the College in one of the three basic subject areas: Humanities (150), Social Sciences (151), or Natural Sciences (152).
Collegiate Seminars, offered under the University Course division (495) in the College of Literature, Science, and the Arts, provide a unique small class educational opportunity to students.
Seminars allow a student to personalize his or her education. Each seminar is taught by a regular professorial faculty member. Each is limited to approximately twenty students. Interaction between student and teacher, made possible by the small size of the class, facilitates deeper learning and allows the student to get to know a faculty member personally. Moreover, students find that in seminars, they learn much from one another because a learning community develops, and dialogue among students as well as between student and teacher takes place. We strongly recommend that each student take at least one seminar during the four years at Michigan.
Collegiate Seminars are open to any student who has completed the Introductory Composition Requirement. The seminars emphasize critical thinking about important and central topics and feature further instruction in writing.
All Collegiate Seminars count toward satisfaction of the College's distribution requirements in one of the three basic subject areas: Humanities (250), Social Sciences (251), or Natural Sciences (252).
150. First-Year Seminar. First year students;
sophomores with permission of instructor. (4). (HU). May be repeated
Section 001: Ethics – Moral Values. 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. WL:NA (Cash)
SECTION 002: 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. WL:NA (Squires)
SECTION 003. 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. WL:NA (Steinhoff)
Section 004: Racism. The seminar experience is designed to provide each member an opportunity to explore a wide range of socio-psychological, eco-political, philo-ethnical and educational problems associated with racism. These are highly interdependent and overlapping. Attention will be given such questions as: What is racism? Who is racist? What is personal racism? What is institutional racism? What is the significance of racism and strategies for change? The seminar sessions will consist of lectures, discussion and individual reports, not to exceed 10 pages. The grade in the seminar will be based on the quality of individual assignments, contribution to the class discussion, midterm and final examinations. Farley, Reynolds. Blacks and Whites. Harvard University Press, Cambridge, Mass., 1984; Farley, John E., Majority and Minority. Prentice Hall, 2nd edition, New York, 1988; Racism in America and How to Combat It. U.S. Commission on Civil Rights. Clearinghouse Publication, Urban Series, No. 1, January, 1970. Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. (in course pack). (Cash)
SECTION 005: 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. WL:NA (Morgan)
151. First-Year Seminar. First year students;
sophomores with permission of instructor. (4). (SS). May be repeated
SECTION 001. CURRENT ISSUES IN SPORT SOCIOLOGY. A four hour seminar designed: to analyze and clarify the behaviors, cliches, and rituals that have traditionally characterized the institutionalization of sport in America; to provide opportunities to develop an understanding of the pervasiveness of sport and its influence on disparate societal elements such as: clothing styles, automobile design, language, sexual behaviors, social values and the concept of hero; to discuss and examine sport in terms of socialized theories from both microscopic and macroscopic perspectives; to review current issues in sport: Proposition 48, values in sport, sport organization, socialization into sport, and socialization via sport; to consider deviance, discrimination, religion, gender relations, politics and education in terms of sport as a social institution, as a microcosm of society and the interconnectedness among society's basic institutions; to provide an opportunity for students to facilitate their literacy in sport beyond a knowledge of names, places and statistics by developing a basic research project of their choosing on a current issue relevant to the course material. (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 decisions, including the Supreme Court of the United States. Students will be expected to read a number of the classic writings of Black and minority authors such as W.E.B. DuBois, E. Franklin Frazier, Booker T. Washington, John Hope Franklin, and many others. The writings of contemporary Blacks and minorities will be explored as well as books about Blacks and minorities such as Gunnar Myrdal's, An American Dilemma. Students will be expected to prepare readings, participate in seminar discussions, and develop a research topic preferably centered around one of the southern states under investigation in the seminar. (Palmer)
Section 003. Identity, Alienation, and Freedom. The purpose of this seminar will be to explore the concepts of identity, alienation and freedom as psychological and philosophical ideas. However, the orientation will be specific and applied to the normal situations and predicaments that college students experience. Questions to be considered: surviving as an individual in a large and often impersonal University; living up to and/or dealing with the expectations of parents and teachers; questioning authority in the context of the classroom; trading-off career pressures and personal goals in setting educational priorities. Of special importance will be the examination of the sometimes frightening loss of a sense of identity that accompanies significant alterations in life style, such as that experienced by students in the transition from high school to college or later, in the transition from college to the "real world." In addition to regular class meetings each student will meet individually with the instructor every third week at which time the student's individual reading and writing will be developed and discussed. Grades will be determined by the quantity and quality of this reading and writing. (Pachella)
Section 004. Culture and Cultures. To what extent are cultural factors relevant to our ways of thinking about ourselves-and others? What role do they play in our history, our psychology, our social institutions-and in our everyday life? How do they affect individual and intergroup relationships? Can such factors be safely ignored, ever? If so, in what contexts? Whenever cultural factors are clearly important, how can we learn to deal with such matters? Class sessions will be devoted-in equal measure-to introductory presentations by the instructor, discussion of the points raised in these presentations, and class discussion of the assigned readings. Credit will be awarded for regular attendance and participation, oral reports on readings, and formal (well-constructed, well-edited) essays (e.g., 4-6 pages). Considerable guidance will be given each participant in honing their reading and essay-writing skills. (Carroll)
210. Perspectives on Careers in Medicine and Health Care. (4). (Excl).
This course is for students considering a career in the health professions. It is designed to help them acquire perspectives to facilitate their decision-making process. Health care professionals visit the class and share their educational and professional experiences. Students become acquainted with the prerequisites for professional and graduate schools and spend time with dental, medical, osteopathic, nursing, and public health students. We consider problems facing the health professions in the 90s: problems of health care delivery, the high cost of medicine and its effect on the uninsured and underinsured. We discuss issues relating to malpractice and death and dying. Students are expected to respond in writing and in class to the visitors, to the reading materials, and to films. Two course packs and one book 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 exploring a possible career direction. Evaluation is based on class attendance and participation in and completion of all assignments. The class meets Mon. 3-5, 432 West Eng.; Thurs. 7-9:30 p.m. at 2130 Dorset Rd., Ann Arbor. A map showing the location of 2130 Dorset Rd. will be available at 1017 Angell Hall. Cost: 2 WL:5 Enrollment by override only: contact Fran Zorn at 1018 Angell Hall (747-3607) or call 662-0682 and leave a message. (Zorn)
250. Collegiate Seminars. Open to any
student who has completed the introductory composition requirement.
(4). (HU). May be repeated for credit.
SECTION 001: WRESTLING WITH RELIGION IN THE 19TH CENTURY. The eighteenth-century Enlightenment tended to put down belief in metaphysical ideals like divinity. Indeed, one of those philosophers, the Baron d'Holbach, declared that if there is a God, then he must be a tyrant because even in the face of his cruel treatment, he required praise from his subjects. Ministers explain this irrational situation by maintaining that God's nature is a mystery to mortals, but still, d'Holbach slyly points out, they know enough to portray him as a benevolent. We will read Voltaire's witty CANDIDE to represent a characteristic point of view from the Enlightenment. Nineteenth-century writers tried to restore a sense of divine order in the universe against this onslaught of "rationalism." Schleiermacher's advocacy of sentiments as the truest foundation of religious faith, rather than ideas of principles, proved to be a major response to the challenge of atheism. Another came from Carlyle, whose Sartor Resartus – in elegant English prose – teases the reader into perceiving an absolute spiritual unity underlying the seeming meaninglessness of the world. Neitzsche's confident assertion that God is dead are two further readings in a course of rich intellectual fare and literary value. No more preparation is assumed than a mind eager to learn and to sharpen analytical skills. Among the requirements are several papers critically studying individual texts or problems. Some of these, after correction, will be re-written and linked to form a discussion of term-paper length. (Hafter)
SECTION 002: READING POEMS, WRITING VERSE. This will be, first of all, a course in close reading. We will read poems because there the need for close reading is most acute, and we will concentrate on poems written in meter. Secondarily, and as a support to close reading, it will be a course in the verse – a kind of writing aimed at discovering through direct experience the limitations and attendant possibilities for expression that a certain form provides. Such writing assignments will be carefully structured: I won't expect you to have any experience in-or aptitude for-creative writing. There will also be frequent short papers of explanatory nature, a longer paper, oral presentations by small groups, and a final exam. The course is intended for upperclassmen of diverse interests. For those considering concentration in English, it will be a suitable substitute for the prerequisite, English 240. [Cost:1] [WL:1] (English)
SECTION 003: What Can We Know About the Historical Jesus? How reliable are the gospels' portraits of Jesus? Through an acquirement of the different critical methods which scholars apply to the gospel texts, the students will be enabled to form a defensible answer to this question. In addition to the methodological instruction, the students will acquire a basic knowledge about the religious, historical, and social world of the gospels. Grades will be based upon the students' ability and willingness to wield the methods of critical scholarship when reading the gospels. Both oral and written exercises will be required. (Fossum)
SECTION 004: The Art of Marcel Duchamp-A Transvaluation of Values in Art. Marcel Duchamp ranks second only to Pablo Picasso among the old masters of modernism. His achievement is a substantial but still highly controversial one, something that challenges and often offends both tough minded scholars and poetic visionaries in matters involving not only form but content and art theory. He has been praised and blamed as a nihilist, mystic, wit, philosopher of art and image maker. Among the issues that this seminar will investigate by means of lectures, discussions and papers are the following: Duchamp's links with Picasso and Kandinsky; Duchamp's influence upon Dada and Surrealism as well as upon the development of concept art, happenings and performance art, inter-media art and anti-art. A series of introductory lectures will place Duchamp into the general context of modern art and provide an overview of his career and achievements. There will be no text. Readings will be assigned from books placed on reserve in the History of Art Library, Tappan Hall. In place of exams there will be two (2) short essays and a research project. Essays will be 10 to 12 pages and the research project will entail a class presentation and a paper 20 to 25 pages in length. (Miesel)
251. Collegiate Seminars. Open to any
student who has completed the introductory composition requirement.
(4). (SS). May be repeated for credit.
Section 001. Identity: Self, Community, and Power. Students will ask how individuals, across a lifetime, construct a self, absorbing and rejecting elements of the social context. Students will look at particular crucibles: the relation of the individual to the power of the state; the relation of the individual in a stigmatized group to her own culture and to the majority culture; the issue of identity in the successive stages of women's lives; the issue of identity in the corporate organization; the prerequisites for liberation from abusive relationships. Students will read fieldwork, essays, and novels; do independent field work; and write every week. The instructor will introduce material from his current research with members and leaders of white racist groups. The course calls for a student who has imagination, takes her own life seriously, has sober interest in the social and political world, wishes to stretch herself, and likes adventure. (Ezekiel)
252. Collegiate Seminars. Open to any
student who has completed the introductory composition requirement.
(4). (NS). May be repeated for credit.
Section 001: Mind, Brain, and Perception. The course introduces freshmen and sophomores to the seven major issues in Biological Psychology and serves as the equivalent of Psychology 170. We deal with the following questions in seminar format:: 1) How has "smart" (intelligent) behavior evolved in animals (including humans)? 2) How does the brain work and what is its role in regulating behavior? 3) What part do theory and criticism play in the study of mind and of behavior? 4) How do we perceive and process information from our environment? 5) Is the mind a computer and is the computer a form of artificial intelligence? 6) How does our intelligence direct our perceptions and our behavior? 7) Can we predict and control behavior? This seminar is open only to those who are willing to play an active part in class discussion, write and revise three papers, and read five selected paperbacks. Final exam optional; grade based upon class participation and papers. (Stebbins)
Section 002: Ecological Constraints on Development. The course explores the relationship between a region's environmental setting and its prospects for economic development. Through readings and discussion, the errors of the past and perspectives for the future are explored, with an emphasis on development problems in the Third World and the special ecological forces operative there. Readings are drawn from environmental sciences, economics, political science, history, and the popular press. (Vandermeer)
299. Race, Racism, and Ethnicity. (4). (SS).
University Courses 299 will take historical and theoretical approaches toward understanding racism and its dynamics of power, dominations, and resistance, and will draw from literature, personal narratives, and other texts in the voices of members of these various groups: African Americans, American Indians, Arab Americans, Asian/Pacific Americans, European Americans, Jewish Americans, and Latino/Latina Americans. Course materials, lectures, and discussions will profile the groups and interpret histories of their interactions as well as analyze diversity within each. Domination and resistance – and their costs – are a common experience to these groups but from different points of view and through specific mechanisms varying from group to group. Two major papers of about ten pages each, plus weekly responses to readings. Cost: 3 (Gurin, Sumida)
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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