University Courses (Division 495)

The University Course division (#495) houses courses that do not readily fit under any departmental banner. Some courses stay in the division for as long as they are taught and attract students. Others begin life in the division and eventually find their way into a sponsoring unit.

Two special groups of courses supported by the division are FRESHMEN SEMINARS and COLLEGIATE SEMINARS. All seminars count toward satisfaction of the College's distribution requirements in one of three basic subject areas: Humanities (#s 150 and 250); Social Sciences (#s 151 and 251); and the Natural Sciences (#s 152 and 252). WE STRONGLY RECOMMEND THAT EACH STUDENT TAKE AT LEAST ONE SEMINAR DURING THE FOUR YEARS AT MICHIGAN.

FRESHMAN SEMINARS: These are open to all first-year students and ONLY to first-year students. Each seminar has approximately fifteen students as is taught by outstanding faculty and emeritus faculty from many departments on a variety of topics. Each provides a stimulating introduction to the intellectual life of the University by exposing students to engaging subject matter and by offering the opportunity for active participation in a small-group setting. Seminar students find a sense of intellectual and social community that makes the transition to a large university easier; they also often discover a subject to pursue in further courses.

COLLEGIATE SEMINARS: 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 instruction in writing. They provide an opportunity for students to personalize education. Each is taught by a regular professorial faculty member and each is limited in size, usually to 20 students. Interaction between students and teacher facilitates deeper learning and allows students to get to know a professor personally. Students find that in seminars they learn a great deal from one another because a learning community develops, and dialogue among students as well as between student and teacher takes place.

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

Section 001. UNDERSTANDING AND APPRECIATING POETRY. The aim of the course will be to help students to learn to read poetry accurately and sensitively, to work towards an understanding of what the American poet Wallace Stevens means when he says: "In poetry, you must love the words, the ideas and the images and the rhythms with all your capacity to love anything at all." Class work will center on the day to day discussion of specific poems, supplemented by the writing of relatively brief descriptive analyses of assigned poems (sometimes of poems that the student has shown individually), both in class and outside. Required text will be THE NORTON ANTHOLOGY OF POETRY, ed. Eastman et al., Third Edition (Complete Edition, not the shorter Edition). Cost:1 WL:4 (Barrows)

Section 002 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. 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: Shakespeare, KING LEAR, ROMEO AND JULIET; Edmund Gosse, FATHER AND SON; Henry James, WASHINGTON SQUARE; Saul Bellow, MR. SAMMLER'S PLANET; Ivan Turgeniev, FATHERS AND SONS; D.H. Lawrence, SONS AND LOVERS. Cost:2 WL:4 (Firebaugh)

Section 003 CREATIVE WRITING. A workshop in which the student will obtain practice in writing informal autobiographical essays, short fiction, and poems. The student's work will be read and discussed in class and will also be discussed in scheduled conferences with the instructor. The student should be prepared to submit about six copies of each written assignment for the use of his classmates. (Squires)

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

Section 002 PUBLIC EDUCATION IN THE SOUTH FOR BLACKS AND OTHER MINORITIES, 1863-1954. The purpose of this seminar will be to trace the development of elementary, secondary, and post-secondary education of Blacks and minorities in the southern states of the United States from the Emancipation Proclamation to May 18, 1954. Particular emphasis will be focused on judicial litigations from the supreme court decision of Plessy vs. Ferguson, from which the doctrine of "separate but equal" evolved, to the historic Brown vs. Topeka, Kansas Board of Education of 1954, which upheld the fundamental principle that racial discrimination in public education is unconstitutional. Of special importance will be seminar discussions revealing how Blacks and minorities were 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. [Cost:1] [WL:3] (Palmer)

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.] (Zorn)

250. Collegiate Seminars. Open to any student who has completed the introductory composition requirement. (4). (HU). May be repeated for credit.

Section 001 LITERARY CRITICISM. The purpose of this course is to develop skills and confidence in literary criticism, and to see some ways literature and other arts illuminate and comment on each other. We start by reading together and trying to understand a difficult but accessible poem by William Blake. Members of the seminar will then report on published criticism of the poem, comparing it with our own observations, with a view to learning to evaluate criticism. There are fads and fashions in criticism just as in other aspects of life. Next, we will read a novel about an artist familiar with Blake's work; this well-written comic novel offers opportunities to discuss many aspects of literary criticism and compare verbal and visual art. It shows how literature can be central in the life of any person; it also shows how one piece of art can inspire and inform another. I will meet early with each student to learn something of that student's interests; this meeting will lead to individual projects for roughly the last half of the term. While we talk about the novel, students will be reading the primary texts for their projects; seminar reports on these texts and then on relevant criticism will follow, with final reports delivered to the seminar. There will be frequent short writings (original critical analysis of short passages, critiques of published criticism, progress reports) and a final essay. (Cloyd)

Section 002 READING POEMS, WRITING VERSE. This will be 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. As a support to close reading, it will be a course in a kind of verse writing aimed at discovering through direct experience the limitations and attendant possibilities for expression that a given verse form provides. Such writing assignments will be carefully structured: students will not be expected to have any experience in or aptitude for creative writing. I will also ask you to keep a running record, in a journal, of your responses to the assigned poems. There will be frequent short papers, one longer paper, oral presentations, and a final exam. The course is intended for underclasspersons of diverse interests; for those considering concentration in English, it will substitute for the prerequisite, English 240. (English)

Section 003 PICASSO AND CUBISM. This seminar will involve lectures, films, class discussions and projects, all centered on the extraordinary achievements of the Spanish artist Pablo Picasso (1881-1973). Picasso during his very long and very active career not only played a key role in revolutionary re-definitions of form and content in the visual arts of painting and sculpture, but he also produced objects and images which continue to challenge the imagination in spheres ranging from private fantasy to public "policy." The text will be Hilton, PICASSO (paperback). Substantial additional readings will be assigned from the material on reserve for class discussion, papers and/or projects. There will be two short papers (5-7 pages) and two longer papers (12-16 pages) assigned. The second of the latter papers will be based upon a class presentation project. There will be no examinations. Regular class attendance and participation in discussions is mandatory. (Miesel)

251. Collegiate Seminars. Open to any student who has completed the introductory composition requirement. (4). (SS). May be repeated for credit.

Section 001 PHOTOGRAPHY, AUTOBIOGRAPHY, AND ETHNOGRAPHY. Ethnography, documentary photography, and autobiography all share as a central problematic the issue of how to construct meaningful representations of the self and of the other in narrative form, while placing those representations in their cultural, historical, gender, and class contexts. This course will offer a new approach to thinking about and using photographs and texts in constructing blended narratives that speak to the relation between personal experience, memory, and cultural meanings. It will be co-taught by a photographer/artist and a cultural anthropologist, thereby offering students a multi-disciplinary theoretical and practical framework. In addition to participating in class discussions of readings, students will be responsible for a number of small-scale creative and analytical projects and a final project representing a synthesis of their thinking about texts and images. The course will consider the works of Arbus, Avedon, Evans, Lange, Mapplethorpe, Rosler, Sander, Sekula, Spence, and Sprague, among others; and key texts will include THE BALINESE CHARACTER; VISUAL ANTHROPOLOGY: PHOTOGRAPHY AS A RESEARCH METHOD; LET US NOW PRAISE FAMOUS MEN; AND THEIR CHILDREN AFTER THEM; TIME PIECES; THE COLONIAL HAREM; THE CONTEST OF MEANING; STUDYING VISUAL COMMUNICATION; ANOTHER WAY OF TELLING; and GUATEMALA: ETERNAL SPRING, ETERNAL TYRANNY. (Behar, Leonard)

Section 003. TRAVELERS EAST: FROM BEOWULF TO INDIANA JONES. Travel literature provides an interesting way of finding out how our culture has become aware of other cultures through fantasy, misunderstanding, followed by slow improvements in observation, leading finally to the occasional adoption of the ways of the "others." This literature also illustrates our slow growth in awareness of ourselves. This seminar will look at our improving understanding of others and of ourselves through reading and discussing this literature. We begin with BEOWULF, a tale of foreign monsters, then move on to join the Crusaders in the Near East, watch an attempt to convert the Mongols, try to sell jewelry in Safavid Iran, watch an English noblewoman among the Turks, follow Lawrence of Arabia across the desert, climb the roof of Asia, and end with our visions of life of other worlds. (Lindner)

252. Collegiate Seminars. Open to any student who has completed the introductory composition requirement. (4). (NS). May be repeated for credit.

Section 001 MALNUTRITION. Malnutrition, and the defective development and poor health that are its consequence, prevents people from fully realizing their human potential in life. It is plausible that 10 to 20 million people in the U.S., and 200 to 300 million people in the world are seriously malnourished because of poverty. Most people in the U.S. and many people in the world suffer some loss of health because toxins enter their bodies: as pollutants of the air and water; as food additives and contaminants; or as addicting chemicals such as nicotine, caffeine, alcohol, barbiturates, etc. Many people are malnourished because they eat unbalanced amounts of otherwise good food. Malnutrition deserves to rank among our most serious concerns. In this course we will study various aspects of malnutrition in the world. Hunger is caused primarily by poverty, which is caused primarily by a very unequal distribution of wealth and power. With continuing concern for this basic political/economic factor, this natural science course will concern itself primarily with natural science aspects of malnutrition and the quality and quantity of food supply. This will include nutritional aspects of human physiology and agriculture; agricultural development and resources; and contamination of air, water, and food. Primarily readings, but also brief lectures, films, and individual projects will provide the basis for class discussion of these topics. To provide social and economic background for the course, students are invited to read F.M. Lappe and J. Collins, WORLD HUNGER: TWELVE MYTHS (1986, Grove Press, NY) before coming to class. Students are not expected to have a scientific background, but are expected to be willing to grapple with scientific facts and concepts. (Estabrook)

Section 002. OCEAN RESOURCES: USE AND MISUSE. Oceanography combines elements of biology, chemistry, geology, and physics, and is a good overall introduction to science and the scientific method for students from all majors. In this course we will address a number of the somewhat equivocal issues facing ocean scientists and makers of marine policy. Critical thinking will be required for students to understand the conflicting demands placed on the oceans. This is exemplified by questions about preservation of the coastal environment as opposed to construction of marinas and by the protection of endangered species as opposed to the undeniable need for more food for more people. Questions to be addressed will include: Should Russians be permitted to catch lobsters off New England? Why has the U.S. refused to ratify the Law of the Sea treaty? What is the future of the sea and of mariculture in feeding the growing population of the world? Can a clean and renewable energy supply be obtained from waves and tides? Why save the whales? There will be a major whole-class assignment. Students will each select one of the weekly topics and lead class discussions on this topic. Two written papers will be required. (Meyers)

299. Racism in the United States: Causes, Consequences, and Change. (4). (Excl).

RACE, RACISM, AND ETHNICITY. 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.

314. Life with Diabetes. (1). (Excl).Offered mandatory credit/no credit.

LIFE WITH DIABETES. Diabetes is a serious chronic disease affecting more than ten million Americans. Thousands of people suffer from eye and kidney disease, amputations, heart and blood vessel problems and nerve disease as a result of having diabetes. Having and treating diabetes affects virtually every aspect of a person's physical, emotional, intellectual, and social well-being. Its treatment often requires persons with the disease to make major changes in the way they live. People with diabetes frequently have to: take daily injections of insulin or diabetes pills; tests the level sugar present in their blood; modify their diet and amount of physical activity; identify and treat episodes of high and low blood sugar; and pay special attention to foot care and oral hygiene. Treating diabetes requires a team of health care professionals. The team usually includes a physician, nurse, dietitian, and sometimes a psychologist, pharmacist, podiatrist and other specialists. However, the challenge of treating diabetes on a daily basis rests with the person who has the disease. This mini-course will cover the pathophysiology of diabetes, as well as the medical, nursing, nutritional, psychological, and educational aspects of treating this chronic disease. The course will be of interest to students contemplating health related careers or with a personal interest in diabetes. The course will be taught by a multidisciplinary team including physicians, nurses, nutritionists, and educators. Students will be expected to read 50-60 pages a week, participate in class activities and discussion, and write a six-eight page final paper. [ [ (R. Anderson)

325. Introduction to Cognitive Science. Sophomore or junior standing. (3). (N.Excl).

This is a Collegiate Fellows course; see page 3 for a complete list of Collegiate Fellows courses and the Time Schedule for details of time and place.

This course is an introduction to the interdisciplinary study of intelligent activity, or cognition. It draws upon the methods and concepts of cognitive psychology, artificial intelligence, linguistics, philosophy of mind and language, cognitive anthropology, and neuroscience. The primary goal of the course is to introduce the student to both the need for and the manner of interdisciplinary approach to cognition. This will be done by introducing general concepts and approaches, and then examining their use through an in-depth examination of selected specific topics. The specific topics will come from perception, learning, knowledge representation, problem-solving, thinking, reasoning, and language behavior. The material will be presented through a mixture of lectures, class discussion, and readings from a specially prepared course pack. In addition to exams, there will be at least one project that requires the student to explore a specific topic using the concepts and methods from at least two fields. Two faculty members from different disciplines will jointly teach the course. (Boghossian, Smith)

460. Seminar on the History of Chemical and Biological Warfare and Disarmament. An introductory course in political science; or permission of instructor. (4). (Excl).

This seminar explores recent issues associated with chemical and biological warfare and disarmament, with special emphasis on the effects of 1) ongoing international efforts to achieve a comprehensive Chemical Weapons Convention and to strengthen the 1972 Biological Weapons Convention; 2) the intensification and later fading of East-West tensions in the 1980s; 3) conflict in the Middle East in the 1980s and 1990s. Special attention will be given to two dimensions of these issues: first, the roles and responsibilities of those who produce new knowledge and techniques that could be applied to weapons development; second, current approaches to strengthening international legal restraints. Throughout, the need to address such questions in their historical and geopolitical contexts will be emphasized. There will be guest lectures on such areas as East-West relations and the present conflicts in the Middle East. The seminar will devote considerable attention to research techniques, especially use of the archival resources of the University Library and the Ford Library, and to techniques of analysis used in history and political science. Prerequisite: an introductory political science course, or permission of instructor. Cost:2. WL:2. (Wright)

488. Alternative Futures. (3). (SS).

The object of this course is to increase your understanding of the meaning of the future; in human terms, in social terms, in civilizational terms. The overall purpose is not only a scholarly examination of various conceptions of the future but an attempt to construct a humanly meaningful and ecologically sustainable future for you and me; and the Third World people as well. To examine various forms of the future, that is to say various options which we have as individuals and as society. Within the particular forms of the future, to examine the concept of man, that concept of society, the concept of eschatology (man's ultimate destiny or purpose) and how they relate to each other. To discern what is the meaning of human life underlying various conceptions of the future and how this meaning relates to the meaning of our life. To synthesize the various findings in order to arrive at a sustainable model of the future. Future is you and me and if we make it. Course work will consist of readings, lecture-seminars, class discussions, for this is basically a seminar course. Three short papers (four-five pages each), and a final paper are the basis for the grade. The final paper is an independent research paper. No specific texts. [Cost:1] [WL:3] (Skolomowski)

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