The University Courses Division sponsors a number of First-Year Seminars (UC 150, 151, 152, 153) which provide a unique small class educational experience to first-year students. (A complete list of First-Year Seminars offered by the College of Literature, Science, and the Arts can be found in the first section of this Course Guide.) These seminars, open to all first-year students, are small-group classes (approximately 15-25 students) taught by outstanding regular and emeritus faculty from many different departments on a variety of topics. They provide a stimulating introduction to the intellectual life of the University by exposing new students to engaging subject matter and by offering the opportunity for active participation that a small class can 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.
All First-Year Seminars can be used to complete part of the College's general requirements. UC 153 fulfills the Introductory Composition requirement. Other seminars count toward satisfying the Area Distribution requirement in one of three major divisions: Humanities (UC 150), Social Sciences (UC 151), or Natural Sciences (UC 152).
110(171)/AOSS 171/Biol. 110/NR&E 110. Introduction to Global Change I. (4). (NS). (BS).
See Biology 110.
150. First-Year Humanities Seminar. First-year
standing; sophomores with permission of instructor. (3). (HU).
May be repeated for credit with permission of department.
Section 001 – Papa Hemingway. The works of Ernest Hemingway, one of the most effective storytellers of the 20th century, reveal a basic pessimism regarding the human condition. If life ends in nothingness, with no hope of an afterlife or belief in God, how should we conduct ourselves on that journey from birth to death in order to give it meaning? For Hemingway the answer is tied directly to life itself and not to some notion of universal morality. It rests on the courage of the individual, on the inner strength necessary to avoid being defeated by pain and suffering and loss, often unexpected, that each of us will experience. Readings will consist mainly of short stories plus several longer works including A Farewell to Arms. The course grade will be determined by short critical papers, participation in discussion, and a final exam. (Shafter)
Section 002 – Masterpieces of English Literature. This course attempts to sample the rich quality and variety of English literature. The reading list comprises a few master works chosen from across the centuries, exemplifying plays, novels, poems, and biographies. The emphasis is placed on reading and discussing individual works in some depth. The reading list will include at least the following writers: Shakespeare, Milton, Swift, S. Johnson, Keats, G. Eliot, Browning, Wilde, and Waugh. Since reading and writing are so closely linked there will be ample opportunity for short papers, at least two longer papers, and a final examination. (Steinhoff)
Section 003 – Music and Cultures of Southeast Asia. The major focus of the course is to draw out the connections between music and culture; a secondary aim is to teach students how to listen to a foreign music and to articulate differences between musical styles. Southeast Asia is especially renowned for the richness and variety of its performing arts. This course will show how the music, dance, and theatrical forms of countries such as Bali, Java, and Thailand arise from complex mixes of Hindu, Buddhist, Islamic, Christian, and animist traditions, and how they both express and challenge traditional values. For example, what impact has Westernization and industrialization had on traditional music forms? How do Indonesian youth transform American rock music into musical idioms expressive of traditional Islamic values? How is governmental pressure to adopt monotheistic religions changing traditional animist musical forms in Sumatra? There will be a short paper each week (1-2 pages), and students will be required to write a 15-page research paper, which will make use of versions of earlier short papers. (Walton)
Section 004 – Women and Gender in Ancient Egypt: Artifact, Text, and Image. Women had higher status and greater autonomy in ancient Egypt than anywhere else in the ancient world. Why was this the case? What is the evidence for women and the definition of gender in ancient Egypt? Through a combination of lectures, discussions, readings of ancient texts in translation, films, and ancient artifacts in the Kelsey Museum, students in this course will explore these issues, looking at the roles of women and the definitions of gender in ancient Egyptian society. This course will examine Egyptian women in their social, political, economic, legal, cultural, and religious contexts, taking into account the impact of language, ethnicity, and sexuality on the status of women in ancient Egypt. The course will also investigate modern views of ancient Egyptian women: the exotic figure of Orientalist writers, the culturally constructed type of scholars, the tragic Cleopatra of filmmakers and novelists, and (increasingly) the empowering role model of African-American women. No prerequisites. (Wilfong)
Section 005 – The Arts Alive: An Introduction to the Arts in Ann Arbor. "The Arts Alive" is an introduction to the performing and visual arts. Pre-performance class discussions prepare students for attendance at dance and classical-music concerts, theater presentations, and museum tours. (There will be a fee of approximately $75 for purchase of event tickets.) Visits with artists and critics, post-performance debriefings, and writing assignments further students' understanding of the arts and allow them to sharpen their eyes, ears, and critical acumen. Essays allow students to put these critical principles to work as they ponder the issues – aesthetic, ethical, economic – affecting artist and audience. (Nisbett)
151. First-Year Social Science Seminar. First-year
standing; sophomores with permission of instructor. (3). (SS).
May be repeated for credit with permission of department.
Section 001 – Current Issues in Sports Sociology. In this seminar, sport as a social institution will be analyzed from several theoretical perspectives. Areas to be explored include race relations, ethics, values, social roles, as well as the bureaucratic structure of collegiate and professional sports. The hierarchical structure of society is examined as the social changes in sports are traced over time. Other themes include deviance, violence, sexism, ageism, recruiting practices and reward systems, and gender equity. In addition to midterm and final exams, students will be required to do three short papers, a research paper, and a research project. (Vaughn)
Section 002 – Public Education for Blacks and Other Minorities. The purpose of the seminar will be to trace the development of elementary, secondary, and post-secondary education of Blacks and other minorities in the South from the Emancipation Proclamation to May 17, 1954. Particular emphasis will be focused on watershed 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 1954. Of special importance will be seminar discussions revealing how Blacks and other minorities were successful in achieving an education in spite of the barriers confronting them. Students will be expected to read a number of classic writings by authors such as W.E.B. DuBois, E. Franklin Frazier, Booker T. Washington, and John Hope Franklin. The writings of contemporary Blacks and minorities will be explored as well as books 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 concepts. 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 often 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 to develop and discuss individual reading and writing. Grades will be determined by the quantity and quality of this reading and writing. (Pachella)
Section 005 – Poetry in the City. This course will study city life and explore how literature reflects the rhythm of cities. Our reading, discussions, and guest speakers will focus on historical views of cities in general and on specific writings about the troubles and promise of contemporary cities. Students will read literature that reflects attitudes and values about cities and examine how different authors have expressed conflicting views. We will analyze specific poetry, novels, plays, and critiques set in or about Detroit, with the possibility of field trips into Detroit. Certainly Detroit's proximity to Ann Arbor and the University of Michigan makes it doubly important from the course's perspective. Students will be expected to keep a log of their readings and to spend time in individual discussion with the professor. Grades will be based on one shorter paper, one final paper, an essay, and a take-home exam at midterm; class participation is required. (Jackson)
Section 006 – Psychology of Interpersonal Relationships. This course is designed to assist members toward an understanding of the personal and situational forces that help and hinder persons in their relationships with each other and in their efforts to work and live together. It will also assist members to transform these social psychological understandings into constructive actions for handling the problems and difficulties which inevitably arise when people are together. There will be opportunity to refine one's competencies at reflective listening, giving and seeking feedback, interpersonal observation, and mindfulness in thinking about issues. The class sessions are interactive and informal with brief information-giving, focused discussions, interpersonal learning exercises, and videotapes. Reading assignments are mainly through course handouts and other suggested sources. To stimulate personal reflection on interpersonal issues, seminar members maintain an observation and reflection journal, a readings log, and do a research paper on a relevant, self-selected topic. This work is also used as the major source of evaluation and grading in the seminar. (Menlo)
Section 007 – Contemporary American Political Culture. In this course, we will examine contemporary American politics by moving beyond the bureaucratic workings of governmental institutions and into the realm of culture. We will first try to pin down the meaning of "politics" and determine our core political values. Next, we will investigate these values by exploring the power relations that determine and maintain the boundaries of acceptable political discourse. Finally, we will examine emerging and alternative voices in American political culture – including theories of class, gender, sexuality, race, and the media – that seek to widen and enrich the political spectrum. We will read a variety of texts, including those of classic American thinkers (Jefferson and Madison), contemporary Marxist and poststructuralist critics (Noam Chomsky and Judith Butler), and political activists (The Students for a Democratic Society). We will also screen several films, including Berkeley in the Sixties and Paris is Burning. Students are expected to write three papers throughout the course of the term. (Weinberg)
153. First-Year Seminar. First-year standing;
sophomores with permission of instructor. (4). (Introductory Composition).
May be repeated for credit with permission of department.
Section 001 – Building a Community of Change. This writing-intensive, community service learning course is equivalent to Introductory Composition (English 125) and offers an opportunity to learn about U.S. social problems from a very personal perspective. You will work with children or adults in a community agency, read and reflect on issues of cross-culture/cross-class communication, social justice, and disempowerment, and take part in intense, supportive, small-group discussions on these sensitive issues. Through experiential classroom activities, critical reflection on the works of social theorists and educators, dialogue with community activists, and your own field experiences you will learn how to work with – and learn from – people in our own community who have been left out of the "American Dream." This course, taught by a former Peace Corps volunteer and consultant for Clinton's National Service program, is particularly suited to students considering careers in medicine, law, education, social work, or grassroots community development. (Fox)
Section 002 – Finding Common Ground: From Detroit to Ann Arbor. This writing-intensive seminar explores how and to what degree our place of origin grounds our sense of being and becoming in the world. More specifically, we will be writing about how native Detroiters find common ground – geographically, psychologically, culturally – and make common cause when they move to Ann Arbor to attend the University of Michigan. The touchstone for our inquiry will be Zora Neal Hurston's Mules and Men, her ethnographic study of her all-Black hometown of Eatonville, Florida. We will investigate and document how African-American group identity is unified, sharing certain characteristics shaped from common historical roots – but not monolithic, as stereotypes constructed by out-groups would suggest. We will also discuss deep divisions and tensions within African-American community (i.e., urban vs. rural, midwestern vs. southern, middle vs. working class, male vs. female). Our course pack will include readings on African-American culture, the sociology of racism, and identity politics. Our writings will culminate in three analytical/argumentative papers, ethnographically based on seminar participants' collective and individual experiences of moving from Detroit to Ann Arbor. (Monroe)
Section 003 – Gibbon and the Decline of the Roman Empire. This writing-intensive seminar satisfies the introductory composition requirement and offers students an opportunity to study Edward Gibbon's Decline and Fall of the Roman Empire, one of the great works of history in the English language. As such, it invites study both for its own sake and as a persistently powerful interpretation of Roman history and the nature of the empire. The purpose of this class is to examine Gibbon the historian, his self-conscious creation of the image of the ideal historian in his highly literary autobiography, and then to examine the historian at work. We will look at the way that he constructed his narrative, the difficulties he had with his sources, and the problem of folding different topics into a narrative framework. We will also look at some of the controversy generated with the publication of Volume 1 in 1776. In the end, we will try to control three topics: Gibbon's construction of history, the quality of his account of the decline of the Roman empire (still regarded as one of the most penetrating ever written), and Gibbon's place in his intellectual world. There will be two short papers, a longer paper based on an oral presentation, and three short, in-class writing exercises. (Potter)
Section 004 – Working America: Women and Work, Race and Work, Work and the Family. To study "working America" or to research what kind of work people do, and how they feel about that work, is to ask questions that show us how many different social and cultural meanings work has for us as individuals and as members of various social groups. Students will read fiction as well as research in psychology, sociology, and history, and watch films, all dealing with the various topics of work and identity. Much of our investigation will focus on interviews – published interviews, research that uses interviews, and your own research among your family and friends, as well as Ann Arborites who work in this community. Expect to talk a lot, write a lot, and get a lot of feedback on your writing, from me and others in the class, and the people you interview. Expect to revise a lot. You will have five 3-4 page formal papers, and one 6-8 page paper on a research topic of your choice, related to the topic of "working America." At the end of the term you will turn this writing into a portfolio on which you will receive a final grade. (Quiroz)
170/Amer. Cult. 170/Hist. 170/WS 210. New Worlds: Colonialism and Cultural Encounters. First-year students only. (4). (Introductory Composition).
See American Culture 170. (Bell)
172/Asian Studies 111/Hist. 151. South Asian Civilization. (4). (HU).
See History 151. (Trautmann)
173/Slavic Surveys 225. Arts and Cultures of Central Europe. (3). (HU).
See Slavic 173. (Carpenter, Toman, Eagle)
174/Russian 231. Russian Culture and Society: An Introduction. (3). (HU).
See Russian 231. (Bartlett)
182/Hist. of Art 211/WS 211. Gender and Popular Culture. (3). (HU).
See History of Art 211. (Simons)
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 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 Hall; 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 G155 Angell Hall. Cost:2 WL:5 Enrollment by override only: contact Fran Zorn at G155 Angell Hall (764-6410) or call 662-0683 and leave a message. (Zorn)
280. Undergraduate Research-A (Grade). First or second year standing, and permission of instructor. (1-4). (Excl). (EXPERIENTIAL). A maximum of 8 credits of 280 and 281 may be counted toward graduation.
This course provides academic credit for students engaged in research through the Undergraduate Research Opportunity Program (UROP). To receive credit, the student must be working on a research project under the supervision of a University of Michigan faculty member. Students may elect the course for 1-4 hours of credit. For each hour of credit, it is expected that the student will work three hours per week. The grade for the course will be based on a final project report evaluated by the faculty sponsor and on participation in other required UROP sponsored activities, including bi-monthly research group meetings, and submission of a journal chronicling the research experience. Students will receive a letter grade for this course. This course is open only to students enrolled in the Undergraduate Research Opportunity Program.
290. Disciplinary Study in a Second Language. Fourth-term
language proficiency, and permission of instructor. (1). (Excl).
Section 001 – German Culture Since Nietzsche. The aim of this course is to allow students to read about and discuss recent German culture (with the exception of specifically literary texts) in German. The readings will be taken partly from relevant articles in current German books, newspapers, and periodicals, and partly from original writings by Nietzsche, Wagner, Freud, Einstein, Brecht, Ahrendt, and others. Roughly the first half of each class will be spent clarifying the content of the reading for that day, and the second half will be spent discussing those ideas. Requirements are a thorough reading of 6-12 pages of German per week, weekly journal entries on the readings (graded for content, not grammar), attendance and participation, and a final paper (3-4 pages) in German. The prerequisite is German 232 or equivalent, or permission of the instructor. (Rastalsky)
Section 002 – Russian Culture Through Folklore. Rather than simply providing a synthesis of Russian Culture for the student, this course will take up all the major elements of the Russian folk tradition in an attempt to encourage independent thought and discussion of the subject matter. Russian fairy tales, folk epics, proverbs, songs, superstitions, and folk dances will all be examined. Students will be required to conduct classroom discussion in the Russian language, as well as reading or listening to the class materials. An interdisciplinary approach will be used to provide the student with a knowledge of the richness of Russian culture. The class will center on acquiring language skills through the reading of primary texts and classroom discussion. It is expected that each student will participate in discussion. Course requirements: Attendance at all class meetings is mandatory due to the brevity of the course. In addition to classroom discussion, one paper (5-8 pages in English, or 4-6 in Russian) on a topic of the student's choosing will be required. Students will be strongly encouraged to write their final papers in Russian. A course pack will contain all readings. Evaluation: The final grade will be determined by attendance and participation (50%) and the paper (50%). (Bartlett)
390. Disciplinary Study in a Second Language. Fourth-term
language proficiency, and permission of instructor. (1). (Excl).
Section 001 – Orthodoxy and Russian National Identity. What does it mean to be Russian? This course will examine the influence of Russian Orthodoxy on the emergence of a Russian national identity. We will trace the development of this identity from the Conversion, through the Mongol invasions and occupation, to the present day. What were the effects of this religious definition of nationhood upon Orthodox and "heretic"? How was this national identity expressed in literature, art, and language? These are the sorts of questions that this course will answer. Particular attention will be paid to the treatment of schismatics and heretics by the Orthodox, and its effects. The main focus of the course will be discussion of class materials in the Russian language. A course pack will contain all required readings. Course requirements: Attendance, class participation, and readings from the course pack are mandatory. In addition, one paper (5-8 pages in English, or 4-6 in Russian) on a topic of the student's choosing will be required. Students will be strongly encouraged to write their final papers in Russian. A course pack will contain all readings. Evaluation: Attendance and participation (50%) and the paper (50%). (Bartlett)
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