University Courses (Division 495)
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.
111/Soc. 111/AOSS 172/NR&E
111. Introduction to Global Change II. No credit
for seniors. (4). (SS).
The
purpose of this course is to guide students in learning about the natural world, the processes of science, and the role of human
activities in shaping and changing the environment. Global Change
II will examine the growth and spread of the human population, and the problems of global environmental change produced by recent
human advances in technology and institutions. We will consider the methods available for detecting global change, and then examine
change in a number of key resources, including land, water, the
atmosphere, and biological diversity. The course concludes by
considering the political and policy considerations relevant to the transition to a more sustainable future. Global Change II
is appropriate for all students and will assume no prior background.
The homework and laboratories will depend heavily on the use of
computers to perform spatial analysis, develop quantitative reasoning, write critically, and to promote personal interaction with the
faculty. Three 1-hour lectures and one 2-hour lab/discussion per
week. Grades will be based on weekly written lab exercises, midterm, and final exam. An expanded course description can be found at
http://www.sprl.umich.edu/GCL/core.sequence.html (Killeen)
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Times, Location, and Availability
150. First-Year Humanities
Seminar. First-year students. (3). (HU). May be repeated
for credit with permission of department.
Section 001 – Understanding and Appreciating Poetry. The
aim of the course will be to explore, by reading and discussing
a variety of individual poems from both past and present, the
ways in which poems work to produce the specific kinds of satisfaction they can offer us and to help the individual reader develop a
sense for the unique value of poetry, one of the major arts. Reading
assignments: close, analytic reading of a few poems for each class
discussion. Short papers on single poems throughout the term and a more extensive paper, towards the end, on the work of a particular
poet chosen by each student individually. Text: The Norton
Anthology of Poetry, Third Edition. (Barrows)
Section 002 – The Arts Alive:
An Introduction to the Arts in Ann Arbor. "The Arts
Alive" is an introduction to the performing and visual arts
taught from the perspective of a working arts critic. Pre-performance
class discussion prepares students for attendance at dance and classical music concerts, theater presentations and museum tours.
We consider issues – aesthetic, ethical, economic – affecting
artist, critic, and audience. Visits with artists and critics, post-performance debriefings, and writing assignments enable students
to sharpen their eyes and ears and to employ their critical acumen
and analytical skills. Students should note that many performances, pre-concert talks, etc., take place outside of scheduled
class time. (Nisbett)
Section 003 – 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 no final
examination. (Shafter)
Section 004 – Magic, Religion, and the Bible. What role does "magic" play in modern
religious life? What impact has the Bible had on modern views
of magic and its relationship to religion? As a means for exploring these and related questions, this seminar offers students the
opportunity to engage in a series of studies on magic in the ancient
world. We will study relevant biblical passages, examine artifacts
reflective of the broader ancient Near Eastern and ancient Mediterranean
magical traditions (Egyptian, Mesopotamian, Anatolian, Syro-Palestinian, Jewish, Christian, and Greek) and survey modern approaches to the study of magic. Students will investigate such topics as the
definition and vocabulary of magic, magic as a ritual complex, magic's relationship to science and religion, and the impact of
cultural bias (or the insider-outsider perspective) on the images
of magic rendered by both ancient authors and modern interpreters.
Course requirements include three papers (10-12 pages), one presentation, and active class participation. (Schmidt)
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Times, Location, and Availability
151. First-Year Social Science
Seminar. First-year students. (3). (SS). May be repeated
for credit with permission of department.
Section 002 – Public Education
for Blacks and Other Minorities. The purpose of this 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 litigation, 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 – 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 our own life choices? In this course we will investigate such
questions by examining classic theoretical writings (by such authors
as John Locke, James Madison, and Karl Marx), as well as recent
accounts (including those of Noam Chomsky and Christopher Lasch).
We will also explore – through both essays and films – the complex
relationship among class, race, and gender. (Weinberg)
Section 004 – Medicine, Culture, and Creativity. Is the current health care system culturally
competent? Can dialogue across differences improve communication
in the medical setting as well as on campus? Can experiencing
a culture's oral history and arts heighten awareness of its unique
medical attributes and challenges? Students are invited to actively
use their own legacies to address these questions, as well as
readings, group discussion, invited speakers, and experiences
outside of the classroom. Students will also review material designed
to improve health providers' awareness of the African American, Asian American, Native American, and Latino/a populations, among
others. (Nerenberg)
Section 005 – 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 of, and experiences of and responses to epidemics in
America; 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 reviews, 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)
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 that inevitably arise when people are together.
There will be opportunities 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, class members maintain an observation log and a reading
log and do a term paper on a relevant, self-selected topic. This
work is also used as the source of evaluation and grading in the
course. (Menlo)
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Times, Location, and Availability
153. First-Year Composition
Seminar. First-year students. (4). (Introductory
Composition). May be repeated for credit with permission of department.
Section 001 – Democracies in Danger. We owe two of the fundamental
terms connected with our political system to the ancient Athenians
and Romans: "democracy" and "republic." The
Athenian democratic and Roman republican systems of government
allowed for quite significant degrees of popular sovereignty, achieved great artistic and political successes, and suffered
notable failures. The purpose of this course is to examine the
Athenian Democracy and the Roman Republic at times of crisis, examining both the theories and practices of their governments.
Readings will include selections from Thucydides' The Peloponnesian
War, Plato's Apology Politics, select orations and philosophic works of Cicero, and the historical work of Sallust.
Course requirements will include four short papers (3-5 pages), an oral presentation, and a variety of in-class writing exercises
designed to enhance expository-writing facility. No prior knowledge
of Greek or Roman history is assumed. (Potter)
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Times, Location, and Availability
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 90's: 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)
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Times, Location, and Availability
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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Times, Location, and Availability
290. Disciplinary Study
in a Second Language. Fourth-term language proficiency, and permission of instructor. (1). (Excl).
Section 001 – Everyday Life and the Russian Imagination.
The Russian word byt roughly translates as "everyday
life." However, to leave the definition there does not do
justice to the rich connotations associated with this culturally
loaded term, which has no precise English equivalent. This mini-course
will explore how buttons, sausages, bath houses, long lines, communal
apartments, and other phenomena of "mundane"existence
are confronted by the twentieth-century Russian imagination. In
order to develop a working definition of byt, we will
look at a variety of chronologically, ideologically, and generically
diverse texts, including journalistic, literary, and historical
treatments of the topic. Requirements for the course include shorter
readings, brief writing assignments, and participation in class
discussion. Because there will be emphasis on improving students'
ability to communicate in Russian, a significant portion of course
activity will be conducted in Russian. (Nafpaktitis)
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Times, Location, and Availability
350. Making Meaning in the
Arts. (3). (HU).
"Making and Meaning in the Arts" is a course that
aims to introduce students to some of the central questions surrounding the making and understanding of art. In five units, each devoted
to a different art form, students will learn about the processes
of creation and the work of understanding in the visual arts, dance, theatre, music, film and video. Each of the units will
be taught by a two-person faculty team representing the functions
of practitioner and critic in the second fields of art explored
in the course. Work in the course includes short written responses
and analyses, a small-group project, and a final examination.
The cost of texts and course packs will be relatively modest.
The course will be especially useful to students who are new to the arts, though others are welcome to enroll. "Making and Meaning in the Arts" offers students an opportunity to be
part of an exciting new venture in pedagogy. Enrollment is limited
to 100 students. (Jensen)
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Times, Location, and Availability
390. Disciplinary Study
in a Second Language. Fourth-term language proficiency, and permission of instructor. (1). (Excl).
Section 001 – America Through Russian Eyes. Living in America
in the twentieth century, we have been exposed to images of Russia
in movies, spy novels, newspapers, and on television. From revolution
to Cold War to perestroika to post-communism, our visions
of Russia have changed to meet unfolding political and cultural
perceptions and purposes. Russian images of America have been
changing, too, and in this mini-course, we will explore how the
United States has been portrayed over the decades in a variety
of Russian textual media, including literature, journalism, memoir, and historical accounts. Students will be encouraged to bring their own experiences in America to bear in classroom discussion
on ideological, artistic, and historical motivations behind the
assigned texts. Requirements for this mini-course include short
readings, brief writing assignments, and participation in class
discussion. Because there will be emphasis on improving students'
ability to communicate in Russian, a significant portion of course
activity will be conducted in Russian. (Nafpaktitis)
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Times, Location, and Availability
490. Disciplinary Study
in a Second Language. Fourth-term language proficiency, and permission of instructor. (1). (Excl).
Section 001 – Languages Across the Curriculum. See History
477.004. (Caulfield)
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Times, Location, and Availability
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