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.
110/AOSS 171/Biol. 110/NR&E 110. Introduction to Global Change I. (4). (NS). (BS).
See Biology 110. (Killeen, Allan, Teeri)
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. The works of Ernest Hemingway, one of the most effective storytellers of the 20th century, reveal a basic pessimism regarding the human condition. If life ends in nada how should we conduct ourselves on that journey from birth to death in order to give it meaning? For Hemingway the answer rests on the courage of the individual, on the inner strength necessary to avoid being defeated by pain and suffering and loss, often unexpected, that each of us will experience. Readings will consist of short stories plus two or three somewhat longer works (e.g., A Farewell to Arms ). You will be expected to write short critical papers on the readings and to participate in discussions. There will be no final exam. (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: Marlowe, Milton, Defoe, Pope, Johnson, Keats, Mary Shelley, E. Brontë, and Joyce. 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 art, architecture, and the performing arts in Ann Arbor for first-year students. Given the tools for appreciating the arts, students feel empowered to hold opinions about the arts and entitled to access. They no longer find going to a play, a dance concert or an art exhibit scary because they no longer feel ignorant of what to look for. By making this a first-year class, the University can give students four years - and then a lifetime – of arts access. Through class discussion, attendance at performances, tours, visits with artists and critics, and post-performance debriefings, students sharpen their eyes, ears, and critical acumen as they think and write about the arts. As students prepare for each event of the semester they read relevant critical works and discuss what to look and listen for. Then, through essays on what they have seen and heard, students put these critical principles to work themselves, as they ponder the issues – aesthetic, ethical, economic – affecting artist and audience. Through refining and revising these essays, students hone the writing and composition skills important to all intellectual endeavors. (Nisbett)
Section 004 – Japanese Theater and Its Music. This course studies the grand traditions of Japanese Noh drama, bunraku puppet plays, and the kabuki in terms of their productions, texts, aesthetics, and music from the 14th century to the present day. Original texts and English translations will be combined with video tapes to introduce major plays. Plays will be seen complete and then studied in detail. The structure of theater music will be explored through guidance, analysis and in some cases actual participation. Student research can apply the information learned to other plays or contemporary theatrical events of either Japan or the West. English and Japanese sources are available in the University library as well as extensive audiovisual materials, the Music Library having one of the largest collections of Japanese records in America. (Malm)
151. First-Year Social Science Seminar. First-year students. (3). (SS). May be repeated for credit with permission of department.
Section 001 – Women, Children, and Poverty in the 1990s. The impoverishment of women and children is a serious problem in the United States and throughout much of the world. This course looks at the issue from a historical, contemporaneous, and cross-national perspective. It considers causal factors such as increasing numbers of single-mother households, racial and ethnic discrimination, wage and employment discrimination experienced by women with children, as well as legislative changes. Poverty is associated with many negative outcomes for both adults and children. Women in the U.S. continue to shoulder most of the social welfare burden as underpaid and unpaid care givers. Major changes in the social welfare establishment will be examined in terms of their effect on well-being in women and children. The United Nations has declared the period of 1998-2000 as a time in which we are to seek eradication of the poverty of children throughout the world. The feasibility of this goal is analyzed. The course includes lectures, group discussions, community observations, and written assignments. The primary texts will be Ruth Sidel's Women and Children Last (1996, published by Penguin Books, New York, NY) and Children's Defense Fund's The State of America's Children (1997, Washington, DC). Additional readings also will be assigned from journals and reports. (Sarri)
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. 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 will 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 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 Menchu. 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)
153. First-Year Composition Seminar. First-year students. (4). (Introductory Composition). May be repeated for credit with permission of department.
Section 001 – Gibbon and the Decline of the Roman Empire. This writing-intensive seminar satisfies the Introductory Composition requirement and offers students an opportunity to study Edward Gibbon's Decline and Fall of the Roman Empire, one of the great works of history in the English language. As such, it invites study both for its own sake and as a persistently powerful interpretation of Roman history and the nature of the empire. The purpose of this class is to examine Gibbon the historian, his self-conscious creation of the image of the ideal historian in his highly literary autobiography, and then to examine the historian at work. We will look at the way that he constructed his narrative, the difficulties he had with his sources, and the problem of folding different topics into a narrative framework. We will also look at some of the controversy generated with the publication of Volume 1 in 1776. In the end, we will try to control three topics: Gibbon's construction of history; the quality of his account of the decline of the Roman empire (still regarded as one of the most penetrating ever written); and Gibbon's place in his intellectual world. There will be two short papers, a longer paper based on an oral presentation, and three short, in-class writing exercises. (Potter)
172/Asian Studies 111/Hist. 151. South Asian Civilization. (4). (HU).
See History 151. (Trautmann)
173/Slavic Surveys 225. Arts and Cultures of Central Europe. (3). (HU).
See Slavic Surveys 225. (Carpenter, Toman, Eagle)
174/Russian 231. Russian Culture and Society: An Introduction. (3). (HU).
See Russian 231. (Bartlett)
182/Hist. of Art 211/WS 211. Gender and Popular Culture. (4). (HU).
See History of Art 182. (Simons)
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 M 3-5 in 2008 MLB 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)
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
424. Cities and International Development. (3). (Excl).
This course provides students a comparative and conceptual understanding of the physical and socio-economic-cultural structure of cities. Students will learn to understand the history of city development; utilize city layouts and architecture to read the impact of social, political, and demographic forces which influence city evolution; analyze the spatial and conceptual evolution of cities in industrialized, industrializing, and post-industrial societies; and learn how cities of the future are being imagined, shaped, and created in societies throughout the world. Cities such as Bombay, Shanghai, São Paulo, Lagos, London, Cairo, Mexico City, Los Angeles, Beijing, Delhi, Tokyo, Singapore, Hong Kong, Detroit, Johannesburg, Calcutta and Toronto, have important parallels as well as differences in their historical evolution and in their present and emerging roles in the global order. These will be explored. Multi-media presentations and multi-disciplinary guest lectures will communicate the sights, sounds, and textures of city fabrics and city life. Class grades are based on two mini papers (5-10 pages each, 25% of the grade each) and a final term paper (30 pages, 50% of the grade). Ideally the two mini papers will be incorporated into the final paper, or they will serve to provide background and context for the final paper. Note: This listing is a late addition to the Time Schedule. The class will meet TTh 1-2:30 in 200 Lane. (Dandekar)
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