In the fall of 1978 the College of Literature, Science, and the Arts introduced a program of freshman seminars, each taught by a faculty member to a class of approximately fifteen students. The program has proved highly successful. Although only a modest number of seminars can be offered, they will afford some freshmen an unusual educational opportunity.
Seminars are offered by outstanding members of the faculty from many different departments, on a great variety of topics. Each should provide a group of beginning students with a stimulating introduction to the intellectual life of the University by exposing them to engaging subject matter, instruction by an experienced member of the faculty, and the opportunities for active participation that a small class will afford. Our hope is 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 no doubt will discover a subject that they will want to pursue in further courses.
The seminars described below will be offered in the winter term. They are open to all freshmen and should be elected along with other courses during the registration period. Each will count toward satisfying the distribution requirements of the College in one of three basic subject areas: Humanities (150), Social Sciences (151), or Natural Sciences (152).
The success of its program of Freshman Seminars has led the College of Literature, Science, and the Arts to create a second program of seminars: the Collegiate Seminars. The Collegiate Seminars for winter term are described below.
Like the Freshman Seminars, the Collegiate Seminars are an unusual educational opportunity. They provide an opportunity for the student to personalize his or her education. Each Collegiate Seminars is taught by a regular professorial faculty member, and each is limited in size, usually to 20 students. Interaction between student and teacher, made possible by the small size of the class, facilitates deeper learning and allows the student to get to know a faculty member personally. Moreover, students find that in seminars, they learn much more from one another because a learning community develops, and dialogue among students as well as between student and teacher takes place. WE STRONGLY RECOMMEND THAT EACH STUDENT TAKE AT LEAST ONE SEMINAR DURING THE FOUR YEARS AT MICHIGAN.
There are several important differences between the two programs of seminars. Freshman seminars are open to all freshmen and only to freshmen, while the Collegiate Seminars are open to any student who has completed the Introductory Composition Requirement (either by placing out or by having taken an appropriate composition course). The Collegiate Seminars emphasize critical thinking about important and central topics and feature further instruction in writing.
All Collegiate Seminars count toward satisfaction of the College's distribution requirements.
150. Freshman Seminar. Freshmen; sophomores with permission of instructor. (4). (HU). May be repeated for credit.
Section 001 – THE MODES OF FICTION. The pleasure we derive from reading stories may be deepened by a study of the art of fiction, a phrase which implies an important set of relations between what is told and the manner of its telling. This course in "The Modes of Fiction" identifies some of these relations and shows how they operate in a variety of short pieces of fiction. It established a useful vocabulary of definitions (theme, subject, tone, etc.); it inquires into the interplay between the elements of fiction; it tries to discriminate between kinds of fiction and evaluate their effects. Its aim is to create a community of discourse about literature through a study of how stories are told. The course begins with two or three introductory lectures; thereafter, analysis and discussion will be the usual class procedure. The course will also call for short written papers in the first weeks of the term culminating in a longer term paper. (Steinhoff)
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. Works, read and discussed, will be drawn from the ancient and the modern world. 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: Sophocles, "Oedipus Rex," "Antigone," and "Electra"; Shakespeare, "King Lear," "Romeo and Juliet"; Edmund Gosse, FATHER AND SON; Henry James, WASHINGTON SQUARE; Samuel Butler, THE WAY OF ALL FLESH; Ivan Turgenev, FATHERS AND SONS and D.H. Lawrence, SONS AND LOVERS. (Firebaugh)
Section 003 – 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). (Barrows)
Section 005 – 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)
Section 006 – THE GOOD AND THE BAD LANGUAGE LEARNER. Have you ever wondered what you could do to learn a foreign language better? Have you ever "thought critically" of yourself as a language learner? Have you wondered why some types of language learning exercises seem harder for you than others? In this experimental course, we intend to help students develop a critical approach towards the language learning task. The goal of the course is to develop a self-awareness of language learning strategies and of the developing linguistic systems, called interlanguages, that learners create as they attempt to learn a foreign language. We will first investigate what is known about language learning strategies and interlanguages through a set of selected readings, creating a critical appraisal of the relevant research literature. Next, we will learn specifically designed "pedological pidgin" language in order to study our own and others' learning (or lack of it). Finally, we will generalize from these experiences to create a language learning profile of each student. We will do everything we can to allow you to gain the basis to learn a foreign language better at The University of Michigan. (Selinker)
151. Freshman Seminar. Freshmen; sophomores with permission of instructor. (4). (SS). May be repeated for credit.
Section 001 – THE MAKING OF U.S. FOREIGN POLICY. Even many well-informed Americans seem perplexed about how foreign policy is made and administered. This seminar will examine the making of foreign policy decisions, taking into account the input not only of the President, his White House advisers, and the Department of State, but numerous other players: The National Security Council, the Pentagon and other government departments; the CIA and other components of the intelligence community; the Congress, business and citizen groups, domestic and foreign lobbies using case histories, constructed from official documents and accounts of participant, the seminar will point up complexities of the process, constraints on the use of American military, economic and political power, limitations imposed by the practice of allied and United Nations diplomacy, the role of history and tradition. It will examine key decisions, from World War II and its aftermath to the American hostage crisis in Iran (1979-81) and the Reagan Administration's involvement in Central America. The textbook will be announced later. There will be a supplementary reading list. Course requirements will include a typed book report as a term project, to include a 15-minute oral presentation to the class; several short class writing assignments, and a take home final examination. (Hovey)
Section 002 – PUBLIC EDUCATION IN THE SOUTH FOR BLACKS AND OTHER MINORITIES, 1863-1954. The purpose of the 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. Du Bois, 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 preferable centered around one of the southern states under investigation in the seminar. (Palmer)
152. Freshman Seminar. Freshmen; sophomores with permission of instructor. (4). (NS). May be repeated for credit.
Section 001 – MATHEMATICS AND MATHEMATICIANS. This is a CSP section. This will be a highly individualized course appropriate for students varying widely in mathematical talent. It is not a course for a student who hopes to become a research mathematician. But, a necessary ingredient for enrolling, is a prior fascination with the intellectual challenge that mathematics poses. Mathematics is largely concerned with how one formulates problems. As to some extent this will be a problem solving course. The most important segment of the course will be the individual research done by each student dealing with some mathematical topic or the work of a particular mathematician. This research should culminate in a class report that will communicate a sense of the satisfaction derived from this intellectual effort. (Brumfiel)
202. Poetry for the Eye: Drawing and Painting. (3). (Excl).
Section 001 – DRAWING AND PAINTING: VISUAL THINKING: AN EXPLORATION OF PROCESS AND IMAGE. The course is intended for students in any undergraduate major (other than art) who desire a structured studio classroom experience to complement their concurrent academic course work and major area of interest. THE OBJECTIVES OF THE COURSE: Through successful involvement in and timely completion of the assigned problems, the student will be able to: (1) develop a repertoire of visual skills and a vocabulary of visual language concepts (2) think conceptually from a visual versus verbal context; (3) perceive and analyze his/her environment both qualitatively and critically. During the term, the student is introduced to a wide range of visual materials – with an emphasis on experimentation, exploration, and the creative problem-solving process. Finished, refined products are not encouraged. The intent, rather, is a critical investigatory approach to visual problems. The design problems are based on an adaptation of visual problems grounded in the Foundation Program at the School of Design, Basel, Switzerland. Traditional materials explored in this sequence of assignments include markers, cut paper, pencils, and watercolor. In addition, the course explores more conceptual problems and utilizes contemporary media and less traditional materials and processes (such as magazine collage and photocopying). The problems are sequentially designed and constitute a building block process, knowledge acquired from each assignment is integrated throughout the subsequent problems. Moreover, the problems are generally structured for one or two class periods (three to six hours). To that point, the course grade is based on a final portfolio consisting of all the assignments (approximately 20) which includes about 50 +/- pieces. Attendance is required and periodic progress reviews are made on an individual basis throughout the term to assist the student with timely completion of assignments. (Stockwell)
210. Perspectives on Careers in Medicine and Health Care. (4). (Excl).
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. Enrollment is by override only: contact Fran Zorn at 1018 Angell (747-3607) or call 662-0683. 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:1] [WL:3 or call 662-0683) (Zorn)
250. Collegiate Seminars for Freshmen and Sophomores. Freshman or sophomore standing and completion of the introductory composition requirement. (4). (HU). May be repeated for credit.
Section 001 – PICASSO AND MODERN ART. This seminar will introduce students to the fundamental ideas of modern painting and sculpture as manifested in the work of the 20th century's most creative and versatile artist. Almost every formal and thematic aspect of modernism in the visual arts can be profitably studied in relation to Picasso's art. Furthermore, since Picasso's inspired academicism which was the 20th century heir to the "Grand Traditional" of Renaissance and Baroque art and since his artistic development from that point recapitulated the early history of Gaugain and Cezanne, a review of his early career provides students with an excellent background for understanding the revolutionary character of Picasso's (and Braque's) invention of Cubism. One cannot understand modern art unless one understands Cubism, an understanding which would include seminally a new concept of from, medium and subject matter. Picasso's later career, 1920-1973, will be examined in the seminar as at least partically an exegesis of Cubism. However, there is much that is new as well – Neoclassically inspired Surrealist images, welded iron work, ceramics and politically controversial themes and finally "Expressionist" works. The last, although initially discounted as the work of a failing octogenarian, have lately been re-evaluated as a significant anticipation of the most recent developments in contemporary art. An "old master" of modernism thus currently enjoys, thanks to the works of his very old age, a timeliness reserved these days usually for the young. There will be weekly discussions, a presentation and a paper based on the presentation. (Miesel)
Section 002 – INTRODUCTION TO CHINESE POETRY. The master said, "Why is it that none of you, my young friends, study the ODES? For the ODES may serve to stimulate the imagination, provide ways to look at the world, and help to keep company or to give expression to your grievances." – The ANALECTS OF CONFUCIUS, BOOK XVII. For more than two millennia, poetry has been the most esteemed form of literary expression in China. It is one of the chief imperishable glories of Chinese civilization. This course is designed to provide an introduction to the understanding and enjoyment of Chinese poetry as represented in a wide range of English translations. We shall read selected translations of great poems done by both poet-translators such as Ezra Pound, Kenneth Rexroth, and Gary Snyder, and noted scholar-translators such as D.C. Lau, Arthur Waley, and Burton Watson. Whenever possible we shall read more than one translation of the same poems, along with word-for-word renderings prepared by myself. Although the seminar will cover roughly the first 2,000 years of China's long literary history, the emphasis will not be on bulk. Rather, it will be on close reading of representative works so that students will have a chance to develop the skills to appreciate the beauty, the vitality of the lyric voice, the clarity of vision, the craft of poets, and the range and depth of imagination which characterized this long and rich poetic tradition. Students will be encouraged to experiment with their own translations from literal renderings used in the course. Requirements include active participation, weekly brief exercises (one page or two in length), and several short papers. Readings include D.C. Lau, trans., LAO TZU: TAO TE CHING, Kenneth Rexroth & Ling Chung, WOMEN POETS OF CHINA, Burton Watson, THE COLUMBIA BOOK OF CHINESE POETRY, Greg Whinup, trans., THE HEART OF CHINESE POETRY, and a course pack containing variant translations, additional selections of poems, word-for-word translations of some poems, and a small number of secondary sources. Note: The ODES refers to the SHI CHING or BOOK OF ODES, an anthology traditionally believed to have been compiled by Confucius (551-479 B.C.). It contains the oldest examples of Chinese poetry from about 1,000 to 600 B.C. (Shuen-fu Lin)
251. Collegiate Seminars for Freshmen and Sophomores. Freshman or sophomore standing and completion of the introductory composition requirement. (4). (SS). May be repeated for credit.
Section 006 – 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, slow improvements in observation, and occasionally, adoption of the ways of the "others." This literature also provides insights into our slow growth of awareness of ourselves as persons and a culture. This seminar will look at western culture's slow growth of understanding of others, and of itself, through this literature. We will begin with BEOWULF, a tale of foreign monsters, meet Muslims and Mongols, examine the discovery of the New World, watch Lawrence of Arabia watch Muslims, and end with our visions of life of other worlds. (Lindner)
Section 007 – EVOLUTION AND THE ORIGIN OF HUMAN RACES. The study of human evolution is undergoing a revolution, as traditional sources of information based on the fossil record are no longer unique. Genetic information provides new, sometimes contradictory information and the resulting conflicts are widely reported in the press and news magazines. This seminar will examine some of the current discussions about the origin of human races, using at least one popular book and recently published articles as the basis of the focus. There will be a series of readings, and associated short "position papers" assigned. (Wolpoff)
Section 008 – SOCIAL STRUCTURE AND SOCIAL PROCESS IN THE UNITED STATES. This course delineates the essential aspects of social structure and social process in the United States. It emphasizes the major accomplishment of contemporary sociology (the accumulation of an enormous factual, quantitative data base), and themes of great interest in our society. The subjects studied include, but are not limited to: ethnicity; socioeconomic status; culture, class and behavior; migration; socioeconomic mobility; and changes over time in the family and in equality. The course will involve reading, discussion, data analysis, and paper writing (a series of short papers, with feedback). No special background is necessary to participate successfully in the course. (W.Mason)
252. Collegiate Seminars for Freshmen and Sophomores. Freshman or sophomore standing and completion of the introductory composition requirement. (4). (NS). May be repeated for credit.
Section 001 – PLATE TECTONICS. The theory of plate tectonics, called dogma by some and paradigm by others, describes and explains the mobility of continental and oceanic domains of the Earth's crust, as they are in constant motion along plate boundaries with respect to each other. Now about 25 years old, the plate tectonic model explains earthquakes and volcanoes, the topography of the earth and faunal or floral diversity of its living and fossil inhabitants. The seminar will involve first a series of lectures and discussions of the evidence on which the model is based, including slides and movies. We will then discuss alternative explanations, not necessarily based on crustal mobility, and set the stage for a series of student presentations on selected topics. The oral presentations will be followed by written essays on the same subject in order to exchange ideas and views. The course will involved three hours of meeting time, a textbook and selected reading material from the literature. No background in college Earth Science is necessary. Students who have taken Geol. 105 will need permission of instructor to enroll, given the large overlap between the seminar and that course. (Van Der Voo)
Section 002 – ECOLOGICAL CONSTRAINTS ON DEVELOPMENT. It is becoming increasingly clear that models of development that do not take into account the limitations imposed by ecology will be inadequate both in explaining the past and planning the future. Global warming and acid rain, for example, are severe problems that result from a particular developmental program that ignored ecological factors. Much of what is promoted today in the Third World is similarly based on models that fail to give adequate attention to ecological details, resulting in a popular call for modes of "sustainable development." This course will explore the underlying ecological principles that have limited development in the past, and attempt to project what sort of limitations will be experienced if current development models persist. Finally we will explore various alternative development schemes, ones which put ecological principles at center stage. The class will begin with some basic readings, lectures, and slide presentations on ecology so as to provide an adequate background on such topics as nutrient cycling, energy flow, succession, and biological interactions. Classic readings such as Shelford and Clements will be combined with more modern literature such as Odum and Krebs, ultimately drawing from the current journal literature. Concomitantly selected readings will introduce the students to current thinking in development theory, from neoclassical economic approaches through the more recent integrative approaches being promoted in many areas of the Third World, using readings from Frank, DeJanvry, Wallerstein, and Martinex-Alier among others. A series of case studies, mainly from Latin America and the developed world will be presented in the form of guest lectures and/or slide presentations. One three-hour session per week will be devoted approximately half to lecture-slide presentation, and half to discussion and debate of readings and presentations. Each student will be required to write a short research paper on a topic of mutual interest to the student and the professor. Final grade will be based on the research paper and a series of short quizzes administered throughout the term. No specific background is assumed, although some exposure to biology, mathematics, economics, and chemistry will be useful. (Vandermeer)
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).
INTRODUCTION TO COGNITIVE SCIENCE. Cognition has been studied in many scientific disciplines, including psychology, artificial intelligence, linguistics, philosophy, anthropology and neuroscience. As researchers from these different disciplines begin to interact, a new field called "Cognitive Science" is emerging. This course is an introduction to the interdisciplinary study of the mind. The primary goal of the course is to introduce the student to both the need for studying intelligence from a variety of disciplines and the methods used in each approach. We will discuss general concepts in cognitive science while focusing an in-depth examination on selected topics such as language and problem solving. For each topic, we will discuss each discipline's perspective as well as how perspectives have changed through interactions with other disciplines. Course work will include readings, assignments, a midterm and a final paper. There are no prerequisites for the course, but previous courses in psychology and computer science will be helpful. Any questions about the course should be addressed to Colleen Seifert (763-0210) or Steven Lytinen (763-5632). (Seifert and Lytinen)
460. Issues in the History of Chemical and Biological Warfare. Senior standing; and Poli. Sci. 160 or Univ. Course 330 or RC Interdivisional 450. (4). (Excl).
ISSUES IN THE HISTORY OF CHEMICAL AND BIOLOGICAL WARFARE AND DISARMAMENT. This seminar examines the history of chemical and biological warfare and of efforts towards chemical and biological disarmament. The introductory sessions will develop a theoretical framework based on examination of the policies and strategic doctrines that have guided development of chemical and biological weapons and of some principal critiques of those doctrines. Later sessions will examine specific episodes in this history of chemical and biological warfare and disarmament, particularly with a view to understanding the kinds of precedents that have been set for both use and non-use. The main emphasis of the seminar will be on developments since 1970. The seminar will treat in depth the development of the 1972 Biological Weapons Convention, the history of negotiations for a Chemical Weapons Convention, the impact of the emergence of new biotechnology on military policy, and the present pressures on the chemical and biological warfare legal regime. A course pack of recent articles and documents will be used together with the following books: Stockholm International Peace Research Institute, THE PROBLEM OF CHEMICAL AND BIOLOGICAL WARFARE, 6 Vols., (Stockholm: Almquist and Wiksell, 1971); SIPRI Yearbooks, 1969-1986; Alexander George and Richard Smoke, DETERRENCE IN AMERICAN FOREIGN POLICY (New York: Columbia Univ. Press, 1974); Alva Myrdal, THE GAME OF DISARMAMENT (New York: Pantheon, 1976); F.J. Brown, CHEMICAL WARFARE: A STUDY IN RESTRAINTS (Princeton: Princeton Univ. Press, 1968); Joseph B. Neilands et al., HARVEST OF DEATH: CHEMICAL WARFARE IN VIETNAM AND CAMBODIA (London: Collier-Macmillan, 1972); Mark Storella, POISONING ARMS CONTROL (institute for Foreign Policy Analysis, 1984); Grant Evans, THE YELLOW RAINMAKERS (London; Verso, 1983); Stockholm International Peace Research Institute, BIOLOGICAL AND TOXIN WEAPONS TODAY (Oxford: Oxford Univ. Press, 1986). (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. (Skolomowski)
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