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).
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.
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 – 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 – Language and Gender. Over the past two decades, scholars have become aware of the role gender plays in how we interact with language. This course aims to understand how the social lives of women and men affect the ways languages are structured, how people talk to each other in face-to-face interaction, and what and how we read and write. It will also include how gender affects boys and girls as they learn to talk. We will consider these issues across time and space, looking both historically and culturally at language use. We'll read a wide range of materials from autobiography to fiction including diaries, romance novels, and detective stories as well as scholarly material; we'll consider different methodologies such as ethnography and experiments. Work in linguistics, anthropology, philosophy, psychology, sociology, literature, and feminist theory will be part of our readings and class discussions. We'll keep journals about what we read and our reactions to them and we'll write different types of brief papers throughout the term culminating in a small research project. (Keller-Cohen)
Section 003 – Making the Invisible Visible: Photography, the Grocery Shelf, and the Hidden Life of Things in Your World. This course will invite students to think about the ubiquity of photographic documents and the objects that make up the ordinary texture of their daily lives. What can be learned by considering how photographs translate the world into images? Or about how common objects can be examined as artifacts of culture? We will explore how the very process of documenting the ordinary and intangible can be a route to understanding the kinds of cultural exchanges and context that construct class, gender, race, and common notions of social structures like family, community, self, and other. All students will be required to explore photo images, scholarly writing, fiction and poetry, and to conduct research. Collaboration will be encouraged and students will be asked to use both images and texts in their final projects. We hope to make the opportunity for darkroom work available and students will be asked to use found images gleaned from advertising, magazines, family albums, and other sources. (Hass, Leonard)
Section 004 – Self-Representation and Self-Knowledge in Literature and Film. This seminar will introduce students to the analytic and comparative reading of literature and film, by way of selected essays, memoirs, novels, and films from the U.S., England and Germany from the 1960s to the 1990s. Artistic portrayals of self-representation and self-knowledge among ourselves, our families, our compatriots, and our neighbors and the interpretive challenges they represent will be our focus. The texts will be chosen from among Joan Didion's Slouching Toward Bethlehem and The White Album, Wim Wenders' Alice in the Cities and In the Course of Time, Perter Handke's A Sorrow Beyond Tears and The Left-Handed Woman, Kazuo Ishiguro's The Remains of the Day, and Cormac McCarthy's All the Pretty Horses. Students will be introduced to techniques of close analytic and critical reading. There will be in-class as well as out-of-class viewings of films. The format of the course will be seminar discussion. Students will work, individually and in pairs, on oral presentations which will constitute a significant portion of the performance for the course grade. Other requirements in addition to regular attendance and participation are midterm and final exams, and a short (8 pages) paper. (Bahti)
Section 005 – The Romance of Shangri-La: Tibet and the Western Imagination. This seminar will examine the role that Tibet has played in romantic visions of the Orient. Since the time of Marco Polo, Tibet has been regarded as a remote realm of magic and mystery, ruled by the Dali Lama, the "god-king." Fantasies about Tibet continue to the present day, taking on new forms since the flight of the Dali Lama from Tibet in 1959 after the Chinese invasion and occupation of his country. There is a fascinating body of literature generated by the romance of Tibet, including James Hilton's Lost Horizon (which inspired the popular Frank Capra film), the Tibetan Books of the Dead, the comic book Tin Tin in Tibet, and a wide range of travel literature, some of it composed by authors who have never set foot in Tibet. We will read and discuss representative works from this literature and study popular films about Tibet in an effort not only to learn something about Tibet and its culture, but to understand the range of European and American fantasies that Tibet has served to embody. Requirements: four 5 page papers and two seminar presentations. (Lopez Jr.)
Section 006 – Values, Health, and Medicine in American Cultural History. Cultural values have been central to health and medicine, not just in dramatic controversies like abortion or euthanasia, but as an integral part of daily illness and health care. This course will explore the interaction of ethics and cultural values with social and scientific changes in four different periods of American history, from the colonial era to the present. Topics to be examined include changes in: the meaning and experience of disease, pain, causes, and cures; the incidence of and responses to disease; and the role of health and medicine in creating and reflecting cultural values about human racial, gender, ethnic, and economic differences. Examples to be studied range from the effects of disease in the conquest of the Native Americans to AIDS and health policy today. The course will be taught in discussion format, with brief lectures as needed. There will be two 8 page papers and a short weekly journal. Required book purchases cost about $20, but other required reading assignments available on reserve and for purchase cost up to $120 more if bought. Those absent from the first class will be dropped from the course. (Pernick)
Section 007 – Cultural and Historical Dimensions of Latin American Society in a Multimedia Environment. This course is a survey of Latin American History and Culture from the fourteenth century to the present time, focusing specifically on the following periods: Pre- and Post-Conquest Mexico, the Colonial Baroque, the Wars of Independence, the rise of democracy and dictatorships, the Mexican Revolution, and the Hispanic presence in the U.S. The course will integrate a traditional format (lectures, reading and writing assignments, classroom discussions) with an innovative, computer-driven, hyper-media environment. Using multimedia, students will participate individually and in groups, both in exploration and creation of materials relevant to the topics being discussed. Grades will be based on class participation, special assignments, and the content of student's multimedia portfolios. (Coffin, Silverio)
Section 008 – In Search of Self-Identity in Medieval Romances. The main topic of this course is youth's uncertainty about one's life and destiny. This issue is raised in a considerable number of literary works of the Middle Ages. The protagonists struggle with doubt, face conflict, make decisions, and find happiness, misfortune or tragedy. In tracing the theme of search for self-identity, the class will study works from the 10th to the 13th century. The main body of investigation consists of romances in which the important constituent motifs of the search are namelessness, growing up without parents, feelings of guilt and shame, efforts to redeem oneself, risk of one's life for people in need and for justice, generation-gap, rebellion against and search for one's god. Texts: course pack and Wolfram van Eschenbach's Parzival (Vintage, V-188). Besides reading the texts each student will write several short papers, give an oral presentation, and write a midterm and a final exam. There are no prerequisites. (Scholler)
Section 009 – The Archaeologist's Impossible Dream: Temples, Towns and Tombs in Ancient Egypt. How do we do archaeology in Egypt today? Students will explore the broad range of material and textual data available to archaeologists through extensive use of the collections of the Kelsey Museum of Archaeology, and examine the interpretive process in archaeology. Specific sites will illustrate different puzzles in archaeology: the important cult and cemetery site of Abydos; the royal "ghost city" of Amarna; the UM-excavated town of Karanis, an "archeologist's impossible dream," with a vast array of all kinds of data; and the immense Karnak Temple. Woven throughout will be readings on the theoretical underpinnings of archaeology and its role in the reconstruction of Egyptian culture and society. Required readings: J. Baines and J. Malek, Atlas of Ancient Egypt; C. Renfrew and P. Bahn, Archaeology: Theories, Methods and Practice; B. Kemp, Ancient Egypt: Anatomy of a Civilization; plus readings on reserve in the Undergraduate Library. Requirements: two essay exams, one research project. (Richards)
Section 010 – The Archaeology of Roman Egypt: Multimedia Investigations of a Multicultural Society. The society of Egypt under Roman rule as interpreted through archaeological evidence will be the focus of this course. Students in this course will explore the cultural, political, and ethnic influences that combined to form the society of Roman Egypt. After an introduction to the archaeology and history of Roman Egypt and a grounding in relevant computer techniques, students will investigate problems posed by Roman Egyptian sites through on-line resources designed especially for this course, as well as original artifacts and archival records in the Kelsey Museum of Archaeology. Using these materials, students will design and construct interactive on-line presentations of the results of their research. Textbooks for this course will be Alan Bowman, Egypt After the Pharaohs, and Elaine K. Gazda, editor, Karanis: An Egyptian Town in Roman Times. No prerequisites. For a detailed syllabus, see http://www.umich.edu/~twilfong/syllabus.html. (Wilfong)
Section 011 – Books of the Dead. "Books of the Dead" will study a number of classic texts dealing with the "hereafter," beginning with the Egyptian and Tibetan Books of the Dead and then proceeding with the "underworld journeys" in Homer's Odyssey and Virgil's Aeneid. The second phase of the course will focus on three great classics of Christian culture, The Apocalypse of St. John, Dante's Divine Comedy, and Novalis' Hymns to the Night. We will conclude with a discussion of two contemporary bestsellers: George Ritchie's Return from Tomorrow, a vivid description of his own "near death experience" which has given rise to a flood of similar books, and the materialist counterpoint, How We Die. Students will be asked to write a single seminar paper in multiple drafts and a bluebook final exam. (Amrine)
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 sport. The hierarchical structure of society is examined as the social changes in sport 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 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 – Not in My Backyard. Toxic waste dumps, factories, landfills, junkyards. Ever live next door to one? People think that it is necessary for them to exist but "not in my backyard." Solutions are often proposed which export problems to neighboring towns, counties, states, or countries. This course seeks to introduce students to selected local, national, and international environmental issues, help students to recognize the complexity of environmental issues, and ponder the dilemma of local solutions with negative global ramifications. We will explore these probing questions: What choices do citizens have when faced with environmental problems? Is it possible for both sides to be right on an issue? Is it possible for both sides to be wrong? Does "Think Globally, Act Locally" work? Does it really matter, so long as it is "not in my backyard"? The proposed readings for the course will include works such as Upstream, Downstream: Issues in Environmental Ethics, and Ectopia. Students will also be required to keep abreast of emerging environmental issues by reading the New York Times and the Wall Street Journal. Students will write several short papers and a final paper which will involve research. (Woods)
Section 004 – Psychology of Religious Groups. This seminar will examine the individual and group dynamics of contemporary spiritual groupings. We will explore why individuals stay, and why some eventually leave. Particular attention will be paid to the creation of a coherent, self-reinforcing structure of beliefs and behaviors and to the process of the group as it separates itself from the consensus of the larger society. We will read fictional accounts, historical studies (Kanter, Festinger), observational studies of cults in action (Deikman, Hassan), and interview individuals living in Washtenaw County about their group experience. (Mann)
152. First-Year Natural Science Seminar. First-year
standing; sophomores with permission of instructor. (3). (NS).
(BS). May be repeated for credit with permission of department.
Section 001 – Food and You. This course will look at the chemistry, biochemistry, and nutrition of food and food-related issues. The goal is to provide accurate information to students about what we call "food" in order for them to understand food labeling and articles in the popular press and to help them develop the analytical skills necessary to make them informed consumers. The chemistry and biochemistry will be introduced on a "need-to-know" basis. Student participation will be emphasized, and their interests, concerns, and experiences will be integrated throughout the course. Topics will include, in addition to fats, carbohydrates, and proteins: vitamins and minerals; food substitutes; taste and smell; preservatives and additives; pesticides and other contaminants; alcohol as food; diseases related to (or controlled by) diet. There will be two hour-long exams and a final small-group project with a paper and class presentation. Texts will include Principles and Applications of Organic and Biological Chemistry by Caret, Denniston, and Topping, and a nutrition text yet to be chosen. In addition, articles from appropriate scientific journals and Chemical and Engineering News will be used. (Carter)
Section 002 – That Was Then, This Is Now: Biodiversity and Evolution. The goal of this seminar is to promote a better understanding of biological evolution as it relates to species' diversity: how organisms change through development and how they differ from one another and through geologic time. We will examine the implications of these differences for managing biological resources, e.g., what is the difference between genetic and phenotypic diversity, and why is it important? Should we define biodiversity from an evolutional perspective, and how? What constitutes an endangered species? How can we design effective conservation plans to manage genetic diversity? Course work will include: (1) take-home quizzes and problem sets on technical aspects, (2) short (one page) reaction papers to readings, (3) two (2- 5 pages) critical reviews of scientific papers, and (4) development of a conservation plan for a biological species, based on the current incarnation of the Endangered Species Act. (Gach)
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 – Democracies in Crisis. 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 (and other texts relating to the trial of Socrates); selections from Aristotle's Politics; select orations and philosophic works of Cicero, and the historical work of Sallust. Course requirements will include four short (3-5 pages) papers, 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)
Section 002 – UROP Seminar: Writing About Research. Students who elect the UROP-linked First-Year Seminars will have the opportunity to coordinate their writing course with their chosen area of research. Students will use journals to document their learning process and will also have opportunities to write a variety of creative and analytic essays, with attention to specific requirements of writing in the Natural Sciences, Social Sciences, and Humanities. In addition to writing in the various disciplines, students will also read examples of how professionals both write and respond to the writing of others in their field. Revision of writing will be a central part of this course and, in all, students can expect to generate and revise forty pages of writing. Students will present their UROP research to colleagues and peers in a series of panels modeled on a professional conference. Through the computer communications network, students will collaborate in the interpretation of writing, both their own and that of published writers. Since the First-Year Seminar instructor and the UROP faculty sponsor will read and respond to this work, students will benefit from special attention to their development as writers. (Decker)
Section 003 – 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. Note: Although this section was omitted from the Time Schedule, it will meet MW from 10-11:30 in 28 Tyler (EQ). (Fox)
Section 004 – American Women's Humor. This writing-intensive seminar explores the humor practices of American women, in practice, in print, and in performance (including vaudeville, stand-up comedy, the blues, sitcoms, and cinema), but with primary emphasis on twentieth-century comic writings by women. Our interdisciplinary approach will allow us not only to locate the cultural and gender specificity of American humor but also to investigate the crucial distinctions in humor practices among different groups of women, distinctions grounded in race, ethnicity, marital status, regionalism, age, sexual orientation, and class. While women humorists of the nineteenth century favored masculine, geriatric, and juvenile personas, comic women writers of the twentieth century have assumed a much wider range of poses, to wit: the dumb blonde; the spinster; the African-American matriarch; the bitchy lady; and the working-class woman (who takes the shapes of the good ol' girl in the country, the pink-collar worker in the city, and the housewife in the suburbs). Indicative rather than inclusive, these comic types represent very different humor traditions within American women's culture. Readings will include works by Zora Neale Hurston, Anita Loos, Dorothy Parker, Edith Wharton, Eudora Welty, Mary McCarthy, and Erma Bombeck, among others. Also required: four multiple-draft essays, an e-mail account, and a hearty sense of humor. (Monroe)
Section 005 – Writing the Information Superhighway. The "information superhighway," an international conglomeration of computer networks, offers access to data and supports written communication through electronic mail. Those building, cruising, and studying the information superhighway predict it will have profound effects on society, education, and perhaps language itself by effectively altering our definitions of knowledge, reading, and writing. The purpose of this course is to explore and learn, through writing, the literacies of the various networks available to UM students for research and correspondence. The activities will begin at the local level, using the university's local area networks, e-mail, and Mirlyn (UM's on-line library catalog), then out to the Internet to correspond with other students and researchers on the superhighway, and then to various Gophers and other Internet accessible databases to gather information. In addition to frequent e-mail writing, students will write four academic (analysis and argumentation) essays, each of which will undergo extensive revisions based on on-line peer and instructor critiques. You need not own a computer to participate in this course, and computer literacy, while helpful, is not required. (Butler)
Section 006 – Writing and Non-Fiction: Placing the Self in Context. This course should be thought of as a writing course, the undertaking of which will involve students in writing their own fiction and non-fiction. In conducting this course we will question the following assumption: writing, whether it be fiction or non-fiction, is a form of autobiography. We will be concerned with the way professional and student writers render their experience and will study how fiction can tell a true story as well as how non-fiction is dependent upon an author's ability to render an event truly, if not always factually. In conducting this inquiry we will also examine how purpose, audience, and event influence the appropriate or effective construction of a piece of writing and how the rhetorical techniques of narrative, exposition, and argument are employed, often together, to achieve a writer's goal. Readings will be drawn from the works of Toni Morrison, Henry Louis Gates, Jr., Annie Dillard, Maxine Hong Kingston, Alfred Kazin, and Philip Roth, as well as from Prism, a publication of student writing. Students will compose a memoir (approximately 20 pages), written in installments and revised with instructor. In the second part of the course students will propose, research and write a critical analysis of one of the subject authors. There will be a midterm and a final exam. (Cooper)
Section 007 – UROP Seminar: Writing About Research. See University Course 153.002. (Reed)
Section 008 – Writing the Information Superhighway. See University Course 153.005. (Rickly)
170/Amer. Cult. 170/History 170/Women's Studies 210. New Worlds: Colonialism and Cultural Encounters. First-year students only. (4). (Introductory Composition).
See American Culture 170. (Karlsen)
176/Russian 222. Russia Today. (3). (HU).
See Russian 222. (Makin)
177/Slavic Surveys 240. Introduction to Slavic Folklore. (3). (HU).
See Slavic Surveys 240. (Stolz)
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 Engineering; 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 1017-H Angell Hall (763-2062) or call 662-0682 and leave a message. (Zorn)
250. Collegiate Seminars. Open to any
student who has completed the introductory composition requirement.
(3). (HU). May be repeated for credit.
Section 001 – Science and Literature. This seminar will introduce students to comparative thinking across disciplines and between different kinds of creative and imaginative cultural activity. It should interest students in the sciences or the humanities, and does not presuppose prior study of either. Science and literature may appear to be vastly dissimilar in their assumptions, their materials, their procedures, and their goals, but we shall find significant points of contact and comparison between the two modes of thought. Among these will be: the ways literature adopts and employs images and themes from science and the ways science deploys literary imagery and structures; common modes of argument and reasoning; similar problems confronted by the philosophy of science and the theory of literature. Our materials will include works of literature, memoirs and reports of scientific discovery, readings in the philosophy of science and theories of literature, and some scientific articles (drawn mainly from chemistry and geology). As a seminar, students will be expected to attend and participate regularly, to give an oral presentation (individually or paired with a partner), and to write a short paper (8 pages); there will also be in-class midterm and final exams. (Bahti, Black)
251. Collegiate Seminars. Open to any
student who has completed the introductory composition requirement.
(3). (SS). May be repeated for credit.
Section 001 – Alternative Realities: Science and the Study of Human Perception. This course will investigate a number of questions about the nature of human perception, about the nature of science, and about the relationship between them. A number of broad, highly subjective, inherently interesting questions about the nature of perception will be investigated. The broadest of these questions will be the question of cultural relativism: Do people from widely different cultures experience immediate reality in fundamentally different ways? The alternative realities to be explored will be those attributable to cultures, subcultures, cults, historical eras, substances (i.e., drugs), and mental illness. Most importantly, the scientific enterprise itself, as one mode, among others, of establishing an order of reality will also be presented in this context. The students' grades will be determined entirely by writing papers. The students' writing will be individually developed and evaluated through individual tutorial meetings held every three or four weeks at the instructor's office. T 2:30-4 and F 1-4. (Pachella)
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.
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