University Courses (Division 495)

Fall Term, 1998 (September 8-December 21, 1998)

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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 requirements: Humanities (UC 150), Social Sciences (UC 151), or Natural Sciences (UC 152), Quantitative Reasoning, or Race & Ethnicity.

The University Courses Division also offers Collegiate Seminars, which are open to any student who has completed the Introductory Composition requirement. Intended especially for lower-division students and taught by regular professorial faculty members, Collegiate Seminars provide additional opportunities for first- and second-year students to personalize their education through a small-group course. Interaction between student and teacher, made possible by the small size of the class, facilitates deeper learning and encourages the development of a learning community where dialogue among students as well as between student and teacher takes place.

All Collegiate Seminars count toward satisfaction of the College's distribution requirements in one of the three major divisions: Humanities (UC 250), Social Sciences (UC 251), or Natural Sciences (UC 252). All emphasize critical thinking about important and central topics, and feature further instruction in writing.

110/AOSS 171/Biol. 110/NR&E 110. Introduction to Global Change I. (4). (NS). (BS).
See Biology 110. (Killeen, Allan, Kling, Teeri, van der Pluijm)
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150. First-Year Humanities Seminar. First-year students. (3). (HU). May be repeated for credit with permission of department.
Section 001 Fictional World of Ernest Hemingway.
"All stories, if continued long enough, end in death, and he is no true storyteller who would keep that from you." This stark observation by Ernest Hemingway pinpoints his basic pessimism regarding the human condition. For him, the harsh realities of that condition are violence, suffering, absurdity, disorder and, finally, death. Nevertheless, despite its tragic nature, life still can often be a delight love and friends are especially rewarding. You will enter this compelling Hemingway world through the reading of short stories plus such longer works as The Sun Also Rises and A Farewell to Arms. Since this course is discussion and not lecture, your active oral participation at each meeting is a non-negotiable expectation. There will be frequent short papers and a final examination. (Shafter)

Section 002 Masterpieces of English Literature. This course samples the rich variety of English literature. The reading list is comprised of a few master works chosen from across the centuries, exemplifying plays, novels, and poems. Class procedure usually consists of reading and discussing individual works in some depth. The reading list includes the following writers: Shakespeare, Swift, Fielding, Dickens, E. Browning. Since reading and writing are so closely linked there will be ample opportunity for short papers and at least three longer papers. (Steinhoff)

Section 003 The Arts Alive: An Introduction to the Arts in Ann Arbor. "The Arts Alive" is an introduction to the performing and visual arts in Ann Arbor. Through class discussion, attendance at performances, tours, visits with artists and critics, post performance debriefings and writing assignments, students sharpen their eyes, ears, and critical acumen. Essays allow students to put critical principles to work themselves as they ponder the issues aesthetic, ethical, economic affecting artist and audience. (Nisbett)
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151. First-Year Social Science Seminar. First-year students. (3). (SS). May be repeated for credit with permission of department.

Sections 001 and 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 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 in 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 the 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 004 Theories of Socioeconomic Class. Many students come to college keenly aware that race and gender play important roles in American political life, yet unsure how (or whether) to think about socioeconomic class. What defines a "class"? Do some classes rule over others? How do class interests affect government policies, media images and political ideologies? In this course we will investigate such questions by examining classic theoretical writings (by such authors as Karl Marx, John Locke, and Jean-Jacques Rousseau), as well as recent accounts by both leftists (Noam Chomsky and Michael Parenti) and conservatives (Christopher Lasch and Irving Kristol). We will also view several films including Six Degrees of Separation and Paris Is Burning in order to explore the complex relationship among class, race, and gender. (Weinberg)

Section 005 Poetry in the City. See Section 001. (Jackson)

Section 006 Race and Power in the Americas. How do concepts of race vary across the Americas? How have social identities been racialized in different colonial and national contexts? How has race acquired political and cultural significance in changing social and historical conditions? In exploring these questions, this course examines race as a system of classification intimately linked to hierarchies based on class, ethnicity, gender, and nationality. The course focuses on accounts of the lives of people in racially stratified societies, such as the U.S., Bolivia, and Guatemala, as depicted in testimonial, fiction, ethnography, and film. Rather than assuming "white" as the norm, it examines how "whiteness" is constructed and lived. It pays particular attention to the part power plays in the cultural representation and social organization of racial boundaries and to the internal differentiation and social agency of groups that are often viewed stereotypically. Through these accounts the class will examine how multiple forms of power intersect, are understood and are acted upon by distinct social agents. In this light, students will be encouraged to examine their own conceptions and experiences and the cultural assumptions on which they are based. Authors include Stuart Hall, bell hooks, Zora Neal Hurston, Jamaica Kincaid, and Rigoberta Menchú. The format of the class emphasizes the close reading of texts and students' active participation in discussion as well as in classroom presentations. Students will link the class to contemporary events and debates and to representations of race in popular culture; this may involve group projects and presentations. Students will write several short commentaries on the readings and two papers. They will have ample feedback on their work and opportunity to meet with the instructor. (Skurski)

Section 007 Medicine, Culture, and Creativity. Is the current health care system culturally competent? Are strengths taken into account as well as needs? Can exposure to a culture's creativity heighten awareness of its unique medical attributes and challenges? Students are invited to actively use their own experiences and legacies to address these questions, as well as readings and group discussion. Currently, efforts are being made to improve medical care by increasing its sensitivity to different cultures' experience of health and illness. Students will review material designed to improve health providers' awareness of the African American, Asian American, Native American, and Latino/a populations among others. In order to bridge medical problems into a broader cultural context that includes strengths, some parallel examples of each group's creativity will be explored. Finally, students will attempt to integrate medical needs with cultural strengths of each group examined. (Nerenberg)

Section 009 The Social Psychology of the University Experience. This seminar will help first-year students to better understand their present and forthcoming experiences at the University of Michigan by teaching them the skills of social psychological analysis. The seminar will consider how the students may change psychologically as a consequence of attending the University and how they may change the University. Social psychology is the study of how people and their social environments influence one another. The University of Michigan is an important and encompassing social environment for its students. It is a place where friendships develop; it is a large social organization and it has a culture of its own. This social environment has the potential for altering students' skills, beliefs, values, and goals. Some students, because of their special characteristics, have the potential for significantly changing the University. This seminar will review social psychological theory and research on University life and explore its relevance for seminar members. (Gold)

Section 010 The Literature of Colonialism in Asia. We will read novels and stories set in colonial or semi-colonial Asia, by both Western and Asian writers, which can give perspective from both sides. Readings will include: Kipling's stories; A Passage to India; Rumer Godden, The River; R.K. Narayan, The Vendor of Sweets; Orwell, Burmese Days; Greene, The Quiet American; Lu Hsun, Stories; John Hersey, A Single Pebble; Robert Van Gulick, The Chinese Bell Murders; and Oswald Wynd, The Ginger Tree. Some use will also be made of films, including those based on some of the books or stories we will read. Total reading is modest, but fun. (Murphey)

Section 011 Medicine and the Media from Hippocrates Through ER. We will study the development of medicine as a science and how its perception has changed through the media. Students will explore their own beliefs about medicine through literature such as The Citadel, Intern and The House of God, and movies and television series such as The Hospital, Marcus Welby M.D., Saint Elsewhere and ER. Much of the course will focus on the discussion of ethical issues and the crystallization of the students' own beliefs about medicine in the 20th century. (Hobbs)

Section 012 Injury, Alcohol, Drugs: A Modern Epidemic. The primary goal of this seminar is to demonstrate to students the complexity of a significant modern-day health problem and the broad approach needed to address it. The use of alcohol and drugs is frequently associated with injury. Injury is a leading cause of death in our society and is responsible for more years of productive life lost than cancer and heart disease. We will study how society has addressed the problem of alcohol, drugs, and injury through a broad-based approach that includes the medical, behavioral, social, and engineering sciences. (Maio)

Section 013 Science and the Practice of Dentistry in the 21st Century. Students will examine the development of dentistry from its origins to its present status as a scientifically-driven health care discipline. Students will critically evaluate how science has influenced the development of dentistry as a discipline for the past century and explore how emerging new scientific disciplines are likely to change the practice of dentistry in the next millennium. (Polverini)

Section 014 Medical Ethics. Medical practice is under siege in the 1990's. Novel technologies grow at an exponential pace and doctors are expected to know and do more and are accused of caring less and less. The role of ethical practice guidelines, now more than ever, are required. This seminar will explore the most pressing medical ethical issues of the day, such as the challenges presented by assisted suicide. We will also learn to distinguish between legal and ethical considerations and explore why this difference is so important. During the seminar, active participation will be strongly encouraged. The students will learn how to formulate and defend positions in this area, including writing papers on the topic and giving an oral presentation. (Zivot)

Section 015 Epidemics: Mass Disease in American History. From smallpox to AIDS, dramatic disease outbreaks both shaped and were shaped by American culture. This course explores how medicine and culture intersected to influence the causes, experiences of, and responses to epidemics in America; and it uses epidemics to illuminate the history of American society from colonization to the present. Lectures introduce new topics and summarize discussions. Discussions explore past perceptions and compare past and present; we will not discuss the present apart from the past. Readings (4-5 hours weekly) include modern histories, plus old newspapers, films, and medical journals. Readings available only for purchase cost about $30; other required readings available on reserve or for purchase cost about $125 more. Written assignments are two 5-page book review papers, a short weekly journal, and an individual research project with parts due throughout the term. They will introduce you to the medical, graduate, and undergraduate libraries. (Pernick)
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152. First-Year Natural Science Seminar. First-year students. (3). (NS). (BS). May be repeated for credit with permission of department.
Section 001 Human Genes and Gene Therapy.
The primary goal of this seminar is to expose students to important principles of human genetics and possible future applications in genetic testing and gene therapy. Issues such as the ramifications of cloning the human genome, applications of genetic technology, and new treatments for acquired and inherited genetic defects will be explored. Basic genetic principles such as incomplete penetrance, mosaicism, and gene inactivation will be reviewed. Genetic aspects of human diseases, including viral diseases and gene-based antiviral strategies, will be discussed. The course will follow syllabus-based structure, with students volunteering to participate. Evaluation of students will be based on attendance, participation, a single paper, and a written final examination. (Askari)

Section 002 Clinical Psychobiology. Mental disorders are far more common in the general population than is usually appreciated and often produce as much or more disability than most medical diseases. The nature of these disorders is poorly understood by individuals who are not trained in the mental health fields. While mental disorders are usually defined simply on the basis of symptoms and behavioral manifestations, a great deal more is known about them, including many of the biological and behavioral processes underlying them. This course will have three primary goals: (1) introduce students to the concepts of mental health and mental disorders; (2) describe the natural science (with a specific focus on biology) and social science areas of scientific investigation related to understanding mental disorders; and (3) provide an introduction to the relevant data in these fields. These goals will be attained by a combination of interactive lectures, "Socratic" class discussions and selected readings. (Cameron)
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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 term paper exploring a possible career direction. Evaluation is based on class attendance and participation in and completion of all assignments. The class meets M 3-5 and Thursday, 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)
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280. Undergraduate Research-A (Grade). First or second year standing, and permission of instructor. (1-4). (Excl). (EXPERIENTIAL). A maximum of eight credits of UC 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.

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490. Disciplinary Study in a Second Language. Fourth-term language proficiency, and permission of instructor. (1). (Excl).
Section 001 Language Across the Curriculum.
See History 476.004. (Frye)

Section 003 Languages Across the Curriculum: Power and Legitimacy. See Political Science 495.001. Students who are interested in reading political thoughts in German will have the opportunity to take this one credit course. Readings and discussions will be on topics of the Political Science 495.001 seminar. The syllabus will be adopted to the particular language levels and further wishes of the students. Time and place will be by agreement. Students who enroll in this course have to be enrolled in the Political Science 495.001. For further information contact (Ritter)
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