Residential College students are given priority in all Residential College courses during the Early Registration and registration periods, and from waitlists. RC courses which satisfy specific Residential College graduation requirement are reserved for RC students only (e.g., RC language courses).
Waitlists of Residential College courses are maintained in the Residential College Counseling Office, 134 Tyler, East Quad. When a course fills, students should contact the RC Counseling Office (647-4359) to be placed on a waitlist if one is being maintained.
RC sections of LS&A courses
These sections will be letter graded for all students
Chem 130, Sections 111 General Chemistry, Macroscopic Investigations & Reaction Principles.
Students must elect lecture Section 100 in conjunction with this course. See Chemistry 130.
Chem 210 Section 190 Structure & Reactivity.
Students must elect lecture section 211 in conjunction with this course.See Chemistry 210.
Math 115 Section 110 Analytical Geometry & Calculus.
See Math 115.
Written and Verbal Expression | Foreign Language |
Take me to the Fall Time Schedule
105. Logic and Language. (4). (MSA).
Argument is the focus of this course, both in symbols and in language. We deal with the forms of arguments, the application of them, what makes them valid or invalid, weak or strong. We do this in two concurrent ways: (a) Microcosmically, we examine the structure of arguments, what makes them tick. In the deductive sphere we deal with the relations of truth and validity to develop the logic of propositions, and enter the logic of quantification. In the inductive sphere, we deal with argument by analogy, and causal analysis, and with elementary probability theory. (b) Macrocosmically, we do the analysis of real arguments in controversial contexts, as they are presented in classical and contemporary philosophical writing: ethical arguments (in Plato); political arguments (in J.S. Mill); and legal arguments as they appear in Supreme Court decisions. In all cases both substance and form are grist for our mill. (C. Cohen)
Check Times, Location, and Availability
334. Special Topics. (4). (Excl).
Section 002 - Earth: Centered Children in the Virtual Age. Can literature substitute in any way for exposure to natural sites and time spent caring for growing plants and animals? Can reading develop ecological traditions, the understanding that earth must be shared? As our sense of endangered nature on this shrinking planet becomes acute, children are our last frontier. As environmental educators, adults must consider what kind of heroes, myths and tales sustain a life-affirming ethic in a technological and synthetic age. This course examines the history of environmental juvenile literature from its 18th-century origins to today's "living books."
In studying urban pastorals, classics of worldbuilding, tales of solo survival, environmental autobiographies and national fables, we will consider what stories and experiences transcend adult guilt and inspire the sharing and preservation of global resources. In addition to writings by educators, literary critics, ecological philosophers, developmental psychologists, and naturalists, readings will be drawn from such writers as J.J. Rousseau, Daniel Defoe, George MacDonald, Walt Whitman, Rudyard Kipling, C.G. Jung, Frances Hodgson Burnett, Laura Ingalls Wilder, Edith Cobb, Felice Holman, Gary Paulsen, Lynn Cherry, Chris van Allsberg, Jean Craighead George, Annie Dillard, and Paula Fox.
Community outreach component: Students will explore the role of forts, hideouts and outdoor play to diverse children growing up in Southeastern Michigan. On field trips to Detroit and local communities, we will photograph and map urban, rural and suburban play areas - school yards, theme parks, designated "kid spaces," semi-wild sanctuaries - which reflect a variety of class backgrounds and adult assumptions about the nature and needs of elementary-age children. Students will interview adults and children about the role of outdoor free play and world building in their lives. In conjunction with museum specialists, local artists and outside consultants, participants in RC Core 334 will also learn how to plan and mount an exhibition, "Secret Spaces of Childhood," at the RC Gallery which will juxtapose their photographs, children's book illustrations, and juvenile artwork to dramatize and publicize their findings. (Goodenough)
Check Times, Location, and Availability
Intensive Language Courses
Intensive language courses meet in lecture and discussion twice a day four days a week. The language programs have language lunch tables, coffee hours, and other social events. There is a language laboratory in the College, and the language teachers are available for counseling and additional help. If a student begins a new language, proficiency is usually attained in one year through the Residential College program.
193/Russian 103. Intensive First-Year Russian. No credit granted to those who have completed or are enrolled in Russian 101, 102, 111, or 112. (8). (LR).
See Russian 103. (A. Makin)
Check Times, Location, and Availability