Welcome To Michigan! - College of Literature, Science, and the Arts ...

Congratulations on your acceptance to the University of Michigan’s 

College of LSA! We hope that you’re excited about college and 

your move to Ann Arbor. U-M is a great university with many, 

many activities and resources designed to help students feel comfortable 

in their new environment. 

LSA ACADEMICS AT ORIENTATION 

The sessions, resources, and experiences at your orientation are 

designed to help you make decisions about your first term at the 

University of Michigan and to help you consider the larger issues 

involved in planning your degree. One of the most important 

things that will happen at orientation is that you will meet your 

academic advisor. Your advisor will help answer your questions 

and help you register for your fall term classes. Your advisor will 

also continue to correspond with you over email throughout your 

four years at Michigan and will be available to meet with you on a 

regular basis. 

BEFORE YOU ARRIVE ON CAMPUS 

• Visit our web site for incoming students at 

www.umich.edu/~newtolsa. 

We hope it will answer many questions you might have before 

coming to Orientation. 

• Complete the on-line Academic Planning and Interest 

Questionnaire as soon as possible. This will help you 

identify your interests and the subjects you would like to 

pursue at the University of Michigan. It will also help your 

academic advisor get to know you before you get here. 

Please be sure to take our on-line Academic Integrity 

Quiz. You won’t be able to register until you do! Review 

the information on page 2 before taking the quiz. 

• Take the on-line math placement exam 

This allows the University to place you into the course in 

which you will be most successful. 

• All LSA students, except transfers and those in the 

Residential College and LSA Honors, must complete 

the online Directed Self-Placement (DSP) Essay and 

Questions in CTools at least five business days prior 

to their Orientation date. The DSP process consists of 

(1) reading an article, (2) writing a 3-5 page double 

spaced essay (750-900 words) in response to that article, 

and (3) answering 10 follow-up questions about your writing 

experience. You will receive a course recommendation 

at Orientation based upon your responses to this task. 

• Browse through the entire LSA Course Guide 

(www.lsa.umich.edu/cg) 

Read the class descriptions and note the range and variety 

of courses available. 

• Make a list of courses that match your interests and 

skills. In addition to course possibilities for the fall term, 

feel free to include courses for future terms. U-M has a 

rich curriculum, so think broadly. 

DURING ORIENTATION 

Your orientation will include the time to take the chemistry and 

language placement exams before you meet with your advisor. 

Chemistry Placement 

The Chemistry Placement Exam will either recommend that you 

start with CHEM 130 (General Chemistry) or CHEM 210 (Organic 

Chemistry). Your placement is determined not only by your Chemistry 

Exam score but also by your Math placement and your SAT or 

ACT Math scores. The majority of students are recommended for 

CHEM 130. Lecture Section 400 of CHEM 130 is a smaller lecture 

section with an extra hour of class designed for students who 

might benefit from additional instruction time. 

Welcome to Michigan! 

COLLEGE OF LITERATURE, SCIENCE, AND THE ARTS / 1 

Credit is not granted for the Chemistry Placement Exam. 

LSA does not require that you take Chemistry. 

Note: CHEM 125/126 is the lab class that goes with CHEM 130. It 

is recommended but not required that these general chemistry 

courses be taken together. CHEM 211 is the lab course that goes 

with CHEM 210. You should enroll in both the lecture and the lab 

for Organic Chemistry. 

Math Placement 

The Math Placement Exam will either recommend that you start 

with MATH 105 (Data, Functions, and Graphs) or a calculus class 

which is most often MATH 115 (Calculus 1). Your placement is determined 

not only by your Math Exam score but also by your SAT 

or ACT Math scores and your high school grade point average. 

MATH 105 is a preparatory class for U-M Calculus. You may be 

strongly recommended for MATH 105 or tentatively recommended. 

If you are recommended for MATH 105, your chances of success 

in Calculus without taking MATH 105 are poor. You may also be 

strongly recommended for MATH 115 or tentatively recommended. 

In all cases, a Math advisor will be available during Orientation for 

consultation. If you have AP credit for Calculus, you may want to 

consider taking Honors Math or a different course in the calculus 

series. 

Credit is not granted for the Math Placement Exam. LSA 

does not require that you take Math. 

Language Placement 

The following language placement exams are given during Orientation: 

French, Spanish, Italian, German, Latin, Hebrew, and 

Russian. If you have previously studied any of these languages, 

you should take the placement exam at Orientation. If you know a 

language other than these, ask your advisor about taking a placement 

exam in the fall. The language placement exams will determine 

an appropriate level of language for your skill level. You must 

follow this placement unless you have permission from a language 

department to do otherwise. It is possible to place past the fourth 

semester of language and thus place out of the LSA foreign language 

requirement. 

Please take this test seriously and make sure that you 

complete the entire test. Credit is not granted for the Language 

Placement Exam. 

AP Credit 

Students may receive credit for Advanced Placement exams they 

complete in High School. Policies governing AP credits vary from 

department to department. In some cases, a score of 3 or better 

on the AP exam may be enough to receive credit. In other cases, 

a 4 or better is required on the exam. In still other cases students 

need to take an additional course or to meet with a concentration 

advisor in order to receive credit. As a result, it is essential that 

you discuss AP credits with your academic advisor at Orientation. 

If you have not had your AP scores sent to the U-M, go to the 

College Board AP Exam Grades web site: 

www.collegeboard.com/student/testing/ap/exgrd_rep.html 

and click on “Send and View Scores,” or call (866) 756-7346. 

Your AP credit cannot count toward any LSA requirement 

other than the language requirement but they can act as 

pre-requisites to some classes and concentrations 

For a tentative list of AP credits, go to the University of Michigan 

Office of the Undergraduate Admissions web site: 

www.admissions.umich.edu/admitted/freshmen/adv_credit/

2 / FIRST-YEAR COURSE GUIDE, FALL TERM 2011 

The undergraduate academic community, like all communities, 

functions best when its members treat one another with honesty, 

fairness, respect, and trust. The College holds all members of its 

community to high standards of scholarship and integrity. To accomplish 

its mission of providing an optimal educational environment 

and developing leaders of society, the College promotes the 

assumption of personal responsibility and integrity and prohibits all 

forms of academic dishonesty. Conduct that violates the academic 

integrity and ethical standards of the College community cannot 

be tolerated and will result in serious consequences and disciplinary 

action. 

Just as students rightly expect to learn in an atmosphere of integrity 

and mutual trust, so too faculty members are right to expect 

that all students who seek instruction and evaluation from them 

will do so honestly. All members of the College community must 

take an active role in helping create and maintain a culture of integrity 

in LSA. 

An instructor has the responsibility to make clear what academic 

dishonesty is and to help her or his students understand what 

uses may be made of the work of others and under what conditions. 

A student is responsible for becoming familiar with the LSA 

Community Standards of Integrity and for discovering the sort of 

conduct which will be viewed as an attack upon the community’s 

values. 

Questions regarding alleged academic misconduct should be addressed 

to the LSA Assistant Dean for Student Academic Affairs, 

1213 Angell Hall. Frequently asked questions and answers, as well 

as procedures to be followed for resolving academic misconduct in 

LSA can be found at www.lsa.umich.edu/academicintegrity. 

EXAMPLES OF ACADEMIC MISCONDUCT 

Academic misconduct includes but is not limited to the following: 

Cheating 

Cheating is committing fraud and/or deception on a record, report, 

paper, computer assignment, examination or any other course requirement. 

Examples of cheating are: 

• Obtaining work or information from someone else and submitting 

it under one’s own name. 

• Using unauthorized notes, or study aids, or information from 

another student or student’s paper on an examination. 

• Communicating answers with another person during an exam. 

• Altering graded work after it has been returned, and then 

submitting the work for re-grading. 

• Allowing another person to do one’s work and submitting it 

under one’s own name. 

• Preprogramming a calculator to contain answers or other unauthorized 

information for exams. 

• Submitting substantially the same paper for two or more 

classes in the same or different terms without the expressed 

approval of each instructor. 

• Taking an exam for another person or having someone take 

an exam for you. 

• Fabricating data which were not gathered in accordance with 

the appropriate methods for collecting or generating data and 

failing to include a substantially accurate account of the 

method by which the data were gathered or collected. 

Plagiarism 

Plagiarism is representing someone else’s ideas, words, statements 

or other works as one’s own without proper acknowledgment 

or citation. Examples of plagiarism include: 

Academic Integrity 

• Copying word for word or lifting phrases or a special term from 

a source or reference – whether oral, printed, or on the Internet 

– without proper attribution. 

• Paraphrasing, that is, using another person’s written words or 

ideas, albeit in one’s own words, as if they were one’s own 

thought. 

• Borrowing facts, statistics, or other illustrative material without 

proper reference, unless the information is common knowledge, 

in common public use. 

Unacceptable Collaboration 

Collaboration is unacceptable when a student works with another 

or others on a project, then submits a written report which is represented 

explicitly or implicitly as the student’s own work. Using 

answers, solutions, or ideas that are the result of collaboration 

without citing the fact of collaboration is improper. Students also 

engage in unacceptable collaboration when they expressly have 

been instructed to do their own work and have not been given 

prior approval by the instructor to collaborate. 

Falsification of Data, Records, and Official Documents 

• Fabrication of data 

• Altering documents affecting academic records 

• Misrepresentation of academic status 

• Forging a signature of authorization or falsifying information 

on an official academic document, grade report, letter of recommendation/reference, 

letter of permission, petition, or any 

document (e.g., a Doctor’s excuse) designed to meet or exempt 

a student from an established class, College or University 

academic regulation. 

Aiding and Abetting Dishonesty 

Providing material or information to another person with knowledge 

that these materials or information will be used improperly. 

This includes both deliberate and inadvertent actions. 

Unauthorized or Malicious Interference/Tampering 

with Computer Property 

Unauthorized or malicious interference or tampering with computers 

is considered an academic offense and, as such, is subject to 

College judicial sanction. 

Classroom Disturbances 

Classroom disturbances can also serve to create an unfair academic 

advantage for oneself or disadvantage for another member 

of the academic community. Some examples of actions that may 

violate the LSA Community Standards of Academic Integrity include: 

• Interference with the course of instruction or an exam to the 

detriment of other students. 

• Disruption of classes or other academic activities in an attempt 

to stifle academic freedom of speech 

• Failure to comply with the instructions or directives. 

UNIVERSITY RESOURCES ON ACADEMIC INTEGRITY 

Academic Integrity in the Classroom: A Selected List of Resources 

for the University of Michigan 

www.lib.umich.edu/acadintegrity 

From the Office of the LSA Assistant Dean for Student Academic 

Affairs: 

Academic Judiciary Manual of Procedures 

www.lsa.umich.edu/academicintegrity 

The Department of English’s statement on Plagiarism: 

www.lsa.umich.edu/english/undergraduate/advising/plagNote.asp

THE DEGREES 

LSA grants four degrees: 

• Bachelor in General Studies (BGS) 

• Bachelor of Arts (AB) 

• Bachelor of Science (BS) 

• Bachelor of Science in Chemistry (BS–Chem) 

COMMON REQUIREMENTS FOR ALL LSA 

DEGREES 

CREDITS 

To graduate from LSA, you must: 

• Complete 120 credits and 

• Earn a 2.0 cumulative grade point average. 

At least 100 of the 120 credits must be earned in LSA courses. LSA 

courses are: 

• Courses listed in the LSA Bulletin, or 

• Courses that transfer from another school as LSA courses. 

You may count as many as 20 non-LSA credits – approved credits 

from other University of Michigan (Ann Arbor) units – toward your 

degree. 

Please note: many Kinesiology courses do not count toward an 

LSA degree. Check the LSA Bulletin. 

WRITING REQUIREMENTS 

All LSA students must fulfill the: 

• First-Year Writing Requirement and 

• Upper-Level Writing Requirement. 

First-Year Writing Requirement (FYWR) – The goal of the 

First Year Writing Requirement is to prepare students for the type 

of writing most often assigned and valued in University courses. 

The First-Year Writing Requirement should be completed in the 

first year with a minimum grade of C– and must be satisfied before 

electing a course to satisfy the Upper-Level Writing Requirement. 

Advanced Placement (AP) credit is not equivalent to the 

FYWR. 

• Students may take an approved four-credit First-Year Writing 

Requirement course in LSA; earning a C– or above fulfills the 

First-Year Writing Requirement. 

• Students who seek a more individualized and gradual introduction 

to college writing may want to take WRITING 100: 

Transition to College Writing offered by the Sweetland Center 

for Writing before a First-Year Writing Requirement course. 

• International students who speak English as a second language 

may want to take ELI 120: Academic Writing for International 

Undergraduates before a First-Year Writing Requirement 

course. 

• Transfer students may be able to use an approved course 

from another college (see 

www.lsa.umich.edu/sweetland/writingrequirements/firstyear 

writingrequirement/transfercourses 

for a list of approved transfer courses). 

Upper-Level Writing Requirement (ULWR) – The goal of the 

Upper-Level Writing Requirement is to teach students to recognize 

and master the writing conventions of their chosen concentration. 

Most students fulfill the Upper-Level Writing Requirement as 

juniors by taking an intensive writing course as part of their concentration 

program. To fulfill the ULWR, students must earn at 

Graduation Requirements 


least a C– in an approved ULWR course. The list of approved 

courses changes each term, and a course that meets the requirement 

one term will not necessarily satisfy it the next term. Students 

should check the LSA Course Guide each term for the list of 

approved ULWR courses. Students must satisfy the First-Year 

Writing Requirement before electing one of the courses approved 

to satisfy the ULWR. 

QUANTITATIVE REASONING (QR) 

The emphasis of the Quantitative Reasoning Requirement is on 

critical thinking and on understanding and interpreting quantitative 

material. In courses that meet QR, you not only have to find the 

correct answer for problems but also have to explain how you arrived 

at those answers. 

There are two ways you can meet the QR requirement: 

• Pass one course designated as QR/1, or 

• Pass two courses designated as QR/2. 

QR courses come from a wide range of disciplines, including 

chemistry, economics, mathematics, philosophy, physics, statistics, 

and more. 

RACE AND ETHNICITY (R&E) 

At the U-M, you will encounter, in microcosm, the multicultural nature 

of the United States and the world. LSA’s R&E requirement, 

however, goes beyond asking you to appreciate cultural differences 

and has you consider how racism and ethnic intolerance 

have led to discrimination and inequality in the U.S. and in the 

world. 

To meet the R&E requirement, you must receive credit for one of 

the many designated (see the LSA Course Guide) R&E courses. 

Note: Typically, transfer credits do not fulfill ULWR, QR, or R&E, 

but if you take courses elsewhere that you feel might meet the intent 

of these requirements, discuss them with your LSA advisor. It 

is possible to petition to have transfer courses satisfy these requirements. 

BACHELOR OF ARTS AND BACHELOR 

OF SCIENCE REQUIREMENTS 

Most LSA students earn either a Bachelor of Arts (AB) or Bachelor 

of Science (BS) degree. The AB and BS are equivalent degrees, 

the only difference being that students who earn a BS complete at 

least 60 approved credits in Math and Science. 

LANGUAGE REQUIREMENT 

LSA’s language requirement seeks to prepare you for a world that 

has been profoundly transformed by the forces of globalization. 

Language shapes both how we understand and how we negotiate 

our world; learning a second language provides both a deep 

awareness of differences (linguistic and cultural) and a means to 

bridge them. Informed respect for other cultures, tolerance, cosmopolitanism, 

self-awareness, and flexibility are the hallmarks of a 

liberal education, and the study of foreign languages fosters precisely 

these capacities. 

AB or BS students must demonstrate fourth-term proficiency in a 

second language and typically do so in one of four ways: 

1. Demonstrate proficiency on a proficiency/placement test. 

During Orientation, proficiency/placement tests are offered in 

French, Italian, German, Russian, Spanish, and Latin. Placement 

but not proficiency tests are offered for Hebrew during 

Orientation. Tests for other languages are arranged through 

the appropriate department office. On the basis of the test,


students may meet the Language Requirement or are placed 

into a first, second, third, or fourth-term course. 

2. Pass a U-M fourth-term language course with at least a C– 

(fourth-term language courses used to meet the requirement 

may not be taken pass/fail). 

3. Pass a U-M language course that presumes fourth-term proficiency 

in a given language. There are some exceptions: 

check with your LSA advisor for specific course information. 

4. Receive transfer credit for a fourth-term language course or 

for a course that presumes fourth-term proficiency earned 

from AP courses. 

Students who have already studied a language and plan to take 

courses at the U-M in that language to meet the language requirement 

must take the proficiency/placement test. 

Note: Depending on your placement and how well you perform in 

your first language course, you might be eligible for retroactive 

credit in a language. Check with your advisor for details. 

CONCENTRATION 

The concentration (major) provides AB and BS students the opportunity 

to acquire in-depth knowledge in one academic discipline 

while developing and refining skills that will serve them in a wide 

array of academic and non-academic endeavors. 

Concentration programs are approximately 30 credits although 

some require more, and most concentrations have one or more 

pre-requisite courses. Most students declare their concentrations 

in their sophomore year, but it’s not uncommon to change concentrations 

or even to have two concentrations and still graduate in 

four years. To graduate, you need to earn at least a 2.0 GPA in 

their concentration program(s). 

To declare a concentration, you meet with an LSA department 

concentration advisor. You also can develop your own Individual 

Concentration Program (ICP); for more details, check the LSA 

Bulletin. 

ACADEMIC MINORS 

Many LSA departments offer academic minors: you are not required 

to have an academic minor, but many students find it useful 

to have a secondary focus of study. Check the LSA Bulletin for 

details. 

AREA DISTRIBUTION 

The Distribution Requirement adds intellectual breadth to the AB 

or BS degree and demonstrates that you have an ability to learn 

and think in a wide variety of ways. 

Distribution is a 30-credit requirement and has two parts. You 

need to complete at least seven credits in each of the following: 

• Natural Science (NS) 

• Humanities (HU) 

• Social Science (SS). 

In addition, you need to complete at least three credits in three of 

the following: 

• Natural Science 

• Humanities 

• Social Science 

• Math and Symbolic Analysis (MSA) 

• Creative Expression (CE). 

Alternatively, you may fulfill up to nine of these credits in Interdisciplinary 

(ID) studies. 

Some courses in the LSA Bulletin have a designation relating to 

the Distribution requirement. Those courses designated as HU, SS, 

NS, MSA, CE, or ID may count toward distribution. Courses without 

one of these designations do not count toward Distribution, 

and no 400-level courses count toward distribution. 

See page 8 for a list of Fall 2011 distribution courses open to firstyear 

students. 

Please note: AP credits do not count toward Distribution, 

and courses from your concentration department or courses from 

other departments that are being used for your concentration program 

may not be used for Distribution. 

Transfer courses may be used in Distribution, but check with your 

advisor to determine which transfer credits can count toward 

which areas. Also, while non-LSA credit, generally, is not approved 

for Distribution, some courses from the School of Art & Design, 

the School of Music, Theatre & Dance, or the Taubman College of 

Architecture + Urban Planning, can be used for Creative Expression. 

BACHELOR IN GENERAL STUDIES 

REQUIREMENTS 

The Bachelor in General Studies (BGS) is a flexible, interdisciplinary 

degree. Rather than meeting concentration requirements and 

distribution, BGS students have the freedom and responsibility to 

shape their own liberal arts education. 

In addition to completing the Common Requirements for all LSA 

Degrees (FYWR, ULWR, R&E, QR), BGS students must do the following: 

• Complete 60 credits in courses numbered 300 or higher – 

no more than 20 of these credits can be elected from any 

one department; and 

• Earn at least a 2.0 GPA in these credits.

You are responsible for all the LSA academic policies described in 

Chapter IV of the LSA Bulletin which you receive at Orientation. 

Make sure you read these policies and ask your advisor any questions 

you have about them. 

In the meantime, here are some of the policies most relevant to 

first-year students: 

A CAUTIONARY NOTE ON WAITLISTS 

Many but not all courses have electronic waitlists on 

wolverineaccess.umich.edu that begin once a course or section 

has filled with registered students. The waitlist exists to let the 

faculty member know who and how many students have waitlisted 

a particular section or course. Talk to your academic advisor about 

how to handle any waitlists that you include in your course election 

plan. 

The best advice, then, is NOT to exit the registration system without 

a full schedule of interesting classes for the coming term. This 

is a prudent safeguard in case the you do not receive an override. 

If you hope to join a class, you should place yourself on the waitlist 

and should attend the first day of class. 

COURSE LOAD 

As long as you register for 12-18 credits (6-9 credits in a Spring or 

Summer term), you are a full-time student. Most students, however, 

take 13-16 credits, typically three to four courses. Students 

can’t take more than 18 credits without permission from an LSA 

advisor. 

Adding and Dropping Courses: Weeks 1-3 

Through the first three weeks of the term, you may drop or add 

courses via Wolverine Access. 

The regular Add/Drop Deadline is Monday, September 26, 2011. 

Note: While you can add courses through the first three weeks of 

a term, make sure you talk with the instructor before you add a 

course after the first week. Many instructors have attendance policies, 

and if you add a course as late as the second or third week, 

you may already be in danger of failing the course. 

Adding Courses: Weeks 4-9 

In some instances, it is possible to add a course that you have 

been attending, even after the end of the third week. If you need 

to process the addition of a course this late in the term, talk to 

your academic advisor about the procedures. 

The Late Add Deadline is Friday, November 11, 2011. 

Dropping Courses: Weeks 4-9 

It is possible to drop a course that you have been attending between 

weeks 4 and 9 of the regular term. This flexibility is built 

into the system to accommodate unexpected changes in your circumstances. 

You will consult with your academic advisor should 

you need to consider this option. 

The Late Drop Deadline is Friday, November 11, 2011. 

Important Policies for New Students 


Adding and Dropping Courses: Weeks 10+ 

After the ninth week of the term, late-drop requests are rarely approved 

and, then, only on an exceptional basis. 

Note: You should be aware of the various deadline dates each 

term. These can be checked online at: 

www.lsa.umich.edu/students/standards/deadlinesforms 

PASS/FAIL AND CREDIT/NO CREDIT 

You are allowed to take up to 30 credits on a Pass/Fail or Credit/ 

No Credit basis. 

Keep the following guidelines in mind regarding the Pass/Fail option: 

• No course that counts toward your concentration may be 

taken Pass/Fail. 

• The fourth term of your language requirement may not be 

taken Pass/Fail. 

• You have until the end of the third week of a full term to decide 

if you want to modify a class Pass/Fail. The Fall 2011 

deadline for Pass/Fail is Monday, September 26, 2011. 

• You must earn at least a “C–” to receive a Pass for a class. 

• Instructors do not know you are taking courses Pass/Fail unless 

you tell them. 

• Pass/Fail grades do not count in your GPA. 

• You should NOT take pre-professional requirements (pre-med 

or pre-business courses) Pass/Fail. 

POLICY ON CLASS ATTENDANCE 

A. It is critical that students attend classes from the beginning of 

the term. Even though students may be registered officially for 

a course, departments may give away a student's place in a 

course if the student does not attend: 

• the first meeting of biology, chemistry, and physics laboratories 

• the first meeting of Sweetland Center for Writing courses 

• either of the first two meetings of ENGLISH courses 

• the first two meetings of HISTORY 396 and 397 

• any one of the first four meetings of language courses in the 

Romance Languages department 

• the first two meetings of courses in other departments 

At the same time, departments are not obligated to withdraw 

students officially from the course, even though the student has 

been informed that his/her place in a course has been taken 

away. Students always are responsible for the accuracy of their 

own schedules. 

Students registered for a course that they do not intend to keep 

should drop it so that the space is available for other students, 

and faculty will have an accurate course roster. In most instances, 

students are not automatically dropped from a class 

roster for non-attendance. Classes dropped after the drop deadline 

will result in a "W" on a student's transcript whether or not 

the student has attended.


B. Students are expected to attend classes regularly. When the instructor 

considers the number of absences excessive, that is, 

when a student's absence from a course endangers that student's 

satisfactory academic progress, the instructor may send a 

written report on the case to the appropriate advising office. 

Concerted absence from any appointed duty by a class or by 

any number of students together will be regarded as improper 

conduct, and those participating in such action shall be liable to 

disciplinary action. 

C. If a student will be away from class because of illness, the instructors 

should be informed as soon as possible. To help facilitate 

initial communication between students and instructors in 

the event of an illness, the College provides an Illness Reporting 

website at: 

https://wwwa1.lsa.umich.edu/UGAdvForms2/App/Illness/UFS_RptIll.aspx 

When a student submits a report of illness, the College will notify 

their instructors and advisors regarding the date they began 

to miss classes. This notification does not constitute an excused 

absence. It is the College’s expectation that students, as soon 

as they are able, will contact each of their instructors regarding 

options for making up missed work and possibly providing 

documentation of their absence, if required by individual instructors. 

Athletes 

Members of athletic teams must present to each instructor, prior 

to each absence caused by the membership on athletic teams, a 

written statement signed by the appropriate authority specifying 

the exact date of any such proposed absence. 

Within reason, a faculty member may provide appropriate accommodation 

to the student, providing such accommodation does not 

place unreasonable burden on the faculty member.

At the University of Michigan, writing plays a critical role in students’ 

thinking and learning, beginning with the first year and continuing 

into advanced writing in the disciplines. Students’ ability to 

write prose characterized by analytic complexity, clarity, appropriate 

organization and development of ideas, effective use of evidence, 

cogency, and rhetorical awareness is crucial to their success 

here at Michigan. 

The Sweetland Center for Writing administers the First-Year Writing 

Requirement and the Upper-Level Writing Requirement. 

Courses from the 100 to the 400 level aim to enhance students’ 

critical thinking and writing skills and prepare them for writing 

both in their undergraduate years and in their future educational 

and professional work. 

FIRST-YEAR WRITING REQUIREMENT 

The goal of the First-Year Writing Requirement (FYWR) is to prepare 

students for the type of writing most often assigned and valued 

in university classes. The First-Year Writing Requirement 

should be completed in the first year with a minimum grade of C– 

and must be satisfied before electing a course to satisfy the Upper-Level 

Writing Requirement. Advanced Placement (AP) credit is 

not equivalent to the FYWR. 

Overall learning goals for students are as follows: 

• produce complex, analytic, well-supported arguments that 

matter in academic contexts; 

• read, summarize, analyze, and synthesize complex texts purposefully 

in order to generate and support writing; 

• practice writing in a variety of genres and demonstrate an 

awareness of the strategies that writers use in different rhetorical 

situations; 

• develop flexible strategies for organizing, revising, editing, 

and proofreading writing of varying lengths to improve development 

of ideas and appropriateness of expression; and 

• collaborate with peers and the instructor to define revision 

strategies for particular pieces of writing, to set goals for improving 

writing, and to devise effective plans for achieving 

those goals. 

Rather than placing students in a specific course, the Sweetland 

Center for Writing invites students to participate in a Directed Self- 

Placement (DSP) process to select their first college writing course 

in consultation with their academic advisor. Prior to attending Orientation 

students complete an online reading and writing assignment, 

and answer questions about that experience and their previous 

experiences with writing. When meeting with their academic 

advisor during Orientation, students receive a course recommendation 

based upon their responses to the DSP Essay and Questions, 

look at themselves as writers, discuss their course recommendation, 

and choose a writing course that will enable them to 

become more proficient and confident in University-level academic 

writing. Students’ DSP Essays are sent to the instructor of their 

first writing course as an introduction to their writing and to help 

instructors work with students to identify strengths and areas for 

improvement. 

Students who seek a more individualized and gradual introduction 

to college writing, may want to take WRITING 100: Transition to 

College Writing offered by the Sweetland Center for Writing before 

a First-Year Writing Requirement course. This course provides intensive 

one-on-one feedback on writing assignments, as well as 

the creation of an electronic portfolio, which enables students to 

integrate technology into their learning and reflect upon their development 

as writers. 

International students who speak English as a second language 

may want to take ELI 120: Academic Writing for International 

Undergraduates offered by the English Language Institute before 

a First-Year Writing Requirement course. This course helps 

Writing Requirements 


strengthen the writing skills of international undergraduates 

through critical reading and follow-up writing of text-types such as 

summary, critique and argument. ELI 120 can be taken at the 

same time as WRITING 100 or prior to WRITING 100. 

Transfer students who have completed writing courses at another 

college or university may be able to use those courses to satisfy 

the First-Year Writing Requirement. The list of currently approved 

and non-approved courses is available at: 

www.lsa.umich.edu/sweetland/writingrequirements/firstyearwritin 

grequirement/transfercourses. 

First-Year Writing Requirement Courses offered Fall Term 

2011: 

CLCIV 101. Classical Civilization I: The Ancient Greek World (in 

English) (14 sections, 4 restricted to students enrolled in the 

College Honors Program) 

CLCIV 121. First-Year Seminar (1 section) 

COMPLIT 122. Writing World Literatures (7 sections) 

ENGLISH 124. College Writing: Writing and Literature (24 sections) 

ENGLISH 125. College Writing (103 sections) 

GTBOOKS 191. Great Books (24 sections, restricted to students 

enrolled in the College Honors Program) 

HISTORY 195. The Writing of History (5 sections) 

LHSP 125. College Writing (7 sections, restricted to students enrolled 

in the Lloyd Hall Scholars Program) 

RCCORE 100. First-Year Seminar (restricted to students enrolled 

in the Residential College) 

SLAVIC 151. First-Year Seminar (6 sections) 

UPPER-LEVEL WRITING REQUIREMENT 

The goal of the Upper-Level Writing Requirement is to teach students 

to recognize and master the writing conventions of their 

chosen concentration. 

Students must satisfy the First-Year Writing Requirement before 

electing one of the courses approved to satisfy the ULWR. A minimum 

course grade of C– is required in order to satisfy the ULWR. 

Over the course of the term, students will complete several writing 

assignments that are related to course content and intended to 

help students practice the rhetoric of their specific discipline. Possible 

assignments may include journals, research papers, critical 

analyses, and/or lab reports. Students will receive a great deal of 

feedback on their writing from their ULWR instructor and are expected 

to revise much of their work throughout the term. 

Overall learning goals for students are as follows: 

• logically organize their thoughts into writing; 

• use clear and concise language; 

• analyze information masterfully; 

• incorporate appropriate evidence into their analyses; and 

• understand the central concepts, approaches, materials and 

written conventions in their chosen concentration. 

The Sweetland Center for Writing approves LSA departmental 

course offerings that satisfy the ULWR. A list of approved ULWR 

courses for a particular academic term can be found through the 

advanced search feature in the LSA Course Guide at: 

www.lsa.umich.edu/cg/. 

A course approved to meet the requirement one academic term is 

not necessarily approved to meet the requirement in subsequent 

terms.


Below, you will find first-year Fall Term courses that may be used 

to meet the distribution requirements in the areas of humanities, 

social science, natural science, mathematical and symbolic analysis, 

creative expression, and interdisciplinary. Courses which meet 

other college requirements are also indicated [e.g., Quantitative 

H u m a n i t i e s ( H U ) 

Humanities courses focus on creations of the human mind as expressed, 

for example, in literature, religion, philosophy, music, and 

the visual and performing arts. Its methods are analytical, critical, 

and speculative, and can often be contrasted with the quantitative 

and qualitative methods employed in the social sciences. Examples 

of humanistic study would include analysis of visual arts, literary 

forms, aesthetic values, and moral and ethical philosophies. Study 

in the humanities leads to a better understanding of the human 

condition and what it means to be human. Such study fosters a 

deeper appreciation of one or more cultural areas by focusing 

close attention on exemplary practices or works and how they fit 

within their larger context. 

First-Year Humanities Distribution Courses for 

Fall Academic Term 2011 

AAPTIS 100 / ACABS 100 / HISTORY 132 / HJCS 100. Peoples of 

the Middle East. (4). 

AAPTIS 192. First Year Seminar in Arabic, Armenian, Persian, 

Turkish, and Islamic Studies. (3). 

AAPTIS 200 / ACABS 200 / HJCS 200 / RELIGION 201. Introduction 

to World Religions: Near Eastern. (4). 

AAPTIS 210 / AMCULT 215. Introduction to Arab-American Studies. 

(4). 

AAPTIS 274 / ARMENIAN 274. Armenia: Culture and Ethnicity. (3). 

AAPTIS 285 / HISTART 285. Visual Culture Islam. (4). 

AAS 104. First Year Humanities Seminar. (3). 

AAS 111. Introduction to Africa and Its Diaspora. (4). 

AAS 208 / HISTART 208. Introduction to African Art. (4). 

ACABS 100 / AAPTIS 100 / HISTORY 132 / HJCS 100. Peoples of 


ACABS 121 / RELIGION 121. Introduction to the Tanakh/Old Testament. 

(3). 

ACABS 200 / AAPTIS 200 / HJCS 200 / RELIGION 201. Introduction 


ACABS 221 / RELIGION 280. Jesus and the Gospels. (4). 

ACABS 270 / HJCS 270 / JUDAIC 270 / RELIGION 270. Introduction 

to Rabbinic Literature. (3). 

AMCULT 103. First Year Seminar in American Studies. (3). 

AMCULT 204. Themes in American Culture. (3). 

AMCULT 205. American Cultures. (3). 

AMCULT 209. History of American Popular Music. (3). 

AMCULT 211. Introduction to Ethnic Studies. (3). 

AMCULT 215 / AAPTIS 210. Introduction to Arab-American Studies. 

(4). 

AMCULT 217. Introduction to Native American Studies – Humanities. 

(3). 

AMCULT 219. Survey of American Folklore. (3). 

AMCULT 231. Visual & Material Culture Studies. (3 – 4). 

AMCULT 240 / WOMENSTD 240. Introduction to Women's Studies. 

(4). 

AMCULT 293 / WOMENSTD 293. 20th Century Writing by Women 

of Color. (3). 

ARMENIAN 274 / AAPTIS 274. Armenia: Culture and Ethnicity. (3). 

ARTDES 150. Art-Design Perspective I: Creators. (3). 

ASIAN 204 / HISTORY 204. East Asia: Early Transformations. (4). 

ASIAN 206 / HISTORY 206. Indian Civilization. (4). 

First-Year Area Distribution Courses 

Reasoning courses are indicated by a (QR/1) or (QR/2)]. These 

lists show you that your choices are many and that some of your 

choices exist in not so obvious places. Use these lists, along with 

the descriptions in this Course Guide, to begin planning the academic 

program that best meets your individual needs. 

ASIAN 230 / PHIL 230 / RELIGION 230. Introduction to Buddhism. 

(4). 

ASIAN 251. Undergraduate Seminar in Chinese Culture. (3). 

ASIAN 254. Undergraduate Seminar in Korean Culture. (3). 

ASIAN 260 / HISTORY 252. Introduction to Chinese Civilization. 

(4). 

ASIAN 280. Topics in Asian Studies. (3). 

ASIAN 292 / HISTART 292. Introduction to Japanese Art and Culture. 

(4). 

CLARCH 221 / HISTART 221. Introduction to Greek Archaeology. 

(4). 

CLCIV 120. First-year Seminar in Classical Civilization (Humanities). 

(3). 

COMPLIT 140. First-Year Literary Seminar. (3). 

COMPLIT 240. Introduction to Comparative Literature. (3). 

COMPLIT 260. Europe and Its Others. (3). 

DUTCH 160. First Year Seminar: Colonialism and its Aftermath. 

(3). 

ENGLISH 140. First-Year Seminar on English Language and Literature. 

(3). 

ENGLISH 225. Academic Argumentation. (4). 

ENGLISH 245 / RCHUMS 280 / THTREMUS 211. Introduction to 

Drama and Theatre. (3). 

ENGLISH 267. Shakespeare and His World. (3). 

FRENCH 244. Issues in Race and Cultural Diversity in the Francophone 

World. (3). 

FRENCH 270. French and Francophone Literature and Culture. (3). 

FRENCH 274. French and Francophone Societies and Culture. (3). 

FRENCH 276. Spoken and Written Performance in French. (3). 

GERMAN 180. First Year Seminar. (3). 

GTBOOKS 191. Great Books. (4). (FYWR). 

HISTART 101. Great Monuments from the Stone Age to the Middle 

Ages. (4). 

HISTART 112. History of Photography. (4). 

HISTART 194. First Year Seminar. (3). 

HISTART 208 / AAS 208. Introduction to African Art. (4). 

HISTART 221 / CLARCH 221. Introduction to Greek Archaeology. 

(4). 

HISTART 255. Visual Mythology. (4). 

HISTART 271. Origins of Modernism: Art and Culture in Nineteenth 

Century France. (4). 

HISTART 285 / AAPTIS 285. Visual Culture Islam. (4). 

HISTART 292 / ASIAN 292. Introduction to Japanese Art and Culture. 

(4). 

HISTORY 132 / AAPTIS 100 / ACABS 100 / HJCS 100. Peoples of 


HISTORY 197. First-Year Seminar. (3). 

HISTORY 200. Ancient Greece to 323 B.C.E. (4). 

HISTORY 204 / ASIAN 204. East Asia: Early Transformations. (4). 

HISTORY 206 / ASIAN 206. Indian Civilization. (4). 

HISTORY 230. Humanities Topics in History. (3 – 4). 

HISTORY 250. China from the Oracle Bones to the Opium War. 

(3). 

HISTORY 252 / ASIAN 260. Introduction to Chinese Civilization. 

(4).

HISTORY 266. Twentieth-Century American Wars as Social and 

Personal Experience. (4). 

HJCS 100 / AAPTIS 100 / ACABS 100 / HISTORY 132. Peoples of 


HJCS 192. First Year Seminar in Hebrew and Jewish Cultural Studies. 

(3). 

HJCS 200 / AAPTIS 200 / ACABS 200 / RELIGION 201. Introduction 


HJCS 270 / ACABS 270 / JUDAIC 270 / RELIGION 270. Introduction 


HJCS 276 / JUDAIC 205. Introduction to Jewish Civilizations and 

Culture. (4). 

JUDAIC 150. First Year Seminar in Judaic Studies. (3). 

JUDAIC 205 / HJCS 276. Introduction to Jewish Civilizations and 

Culture. (4). 

JUDAIC 218. Humanities Topics in Judaism. (1 – 4). 

JUDAIC 270 / ACABS 270 / HJCS 270 / RELIGION 270. Introduction 


LATIN 301. Intermediate Latin I. (3). 

LING 102. First Year Seminar (Humanities). (3). 

MUSICOL 123. Introduction to Popular Music. (3). 

MUSICOL 139. Intro to Mus. (2). 

MUSICOL 239. History of Music. (2). 

MUSICOL 345. History of Music. (3). 

PHIL 153. Philosophy and the Arts. (3). 

PHIL 155. The Nature of Science. (3). 

PHIL 158. Philosophy and Narrative. (3). 

PHIL 160. Moral Principles and Problems. (4). 

PHIL 181. Philosophical Issues: An Introduction. (3). 

PHIL 196. First Year Seminar. (3). 

PHIL 202. Introduction to Philosophy. (3). 

S o c i a l S c i e n c e ( S S ) 

Social science courses focus on people and the institutions within 

which they interact as individuals, and in groups, societies, 

nations, and states. Social scientists often use qualitative methods, 

such as ethnography, oral history, and descriptive analysis of archival 

materials and artifacts. They also use quantitative tools 

grounded in the scientific method to collect and analyze data, and 

form testable hypotheses about social phenomena. Examples of 

quantitative social science would include survey research and economic 

modeling. Topics studied by social scientists include voting 

behavior, consumer preferences, academic achievement, and 

population growth. 

The quantitative and qualitative methods employed in the social 

sciences can often be contrasted with the analytical, critical, and 

speculative methods used in the humanities that focus on the 

human condition as expressed, for example, in literature, religion, 

philosophy, and the visual and performing arts. 

First-Year Social Science Distribution Courses for 


AAPTIS 244 / HISTORY 244 / HJCS 244 / JUDAIC 244 / MENAS 

244. The Arab-Jewish Conflict in the Middle East, c. 1880 to the 

Present. (4). 

AAS 103. First Year Social Science Seminar. (3). 

AAS 246 / HISTORY 246. Africa to 1850. (4). 

AMCULT 100. Rethinking American Culture. (4). 

AMCULT 102. First Year Seminar in American Studies. (3). 

AMCULT 206. Themes in American Culture. (3). 

AMCULT 295 / WOMENSTD 295. Sexuality in Western Culture. (4). 

ANTHRARC 282. Introduction to Prehistoric Archaeology. (4). 

ANTHRCUL 101. Introduction to Anthropology. (4). 

ANTHRCUL 202. Ethnic Diversity in Japan. (4). 

ANTHRCUL 222. The Comparative Study of Cultures. (4). 


PHIL 230 / ASIAN 230 / RELIGION 230. Introduction to Buddhism. 

(4). 

PHIL 232. Problems of Philosophy. (4). 

PHIL 240. Environmental Ethics. (3). 

PHIL 297. Honors Introduction to Philosophy. (3). 

RCHUMS 236 / SAC 236. The Art of the Film. (4). 

RCHUMS 251. Topics in Music. (4). 

RCHUMS 280 / ENGLISH 245 / THTREMUS 211. Introduction to 


RCHUMS 291. The Experience of Arts and Ideas in the Nineteenth 

Century. (4). 

RELIGION 121 / ACABS 121. Introduction to the Tanakh/Old Testament. 

(3). 

RELIGION 201 / AAPTIS 200 / ACABS 200 / HJCS 200. Introduction 


RELIGION 230 / ASIAN 230 / PHIL 230. Introduction to Buddhism. 

(4). 

RELIGION 270 / ACABS 270 / HJCS 270 / JUDAIC 270. Introduction 


RELIGION 280 / ACABS 221. Jesus and the Gospels. (4). 

SAC 236 / RCHUMS 236. The Art of the Film. (4). 

SCAND 331. Introduction to Scandinavian Civilization. (3). 

SLAVIC 225. Arts and Cultures of Central Europe. (3). 

THEORY 137. Intro Mus Theory. (3). 

THTREMUS 211 / ENGLISH 245 / RCHUMS 280. Introduction to 


UC 250. Sophomore Humanities Seminar. (3). 

WOMENSTD 240 / AMCULT 240. Introduction to Women's Studies. 

(4). 

WOMENSTD 293 / AMCULT 293. 20th Century Writing by Women 

of Color. (3). 

CICS 101 / GEOG 145 / UC 145. Introduction to International 

Studies. (3). 

COMM 101. The Mass Media. (4). 

COMM 102. Media Processes and Effects. (4). 

CSP 100. CSP Readings Seminar. (3). 

ECON 101. Principles of Economics I. (4). (QR/2). 

ECON 108. Introductory Microeconomics Workshop. (1). 

ENVIRON 222. Introduction to Environmental Justice. (3). 

GEOG 145 / CICS 101 / UC 145. Introduction to International 

Studies. (3). 

HISTORY 110 / MEMS 110. Medieval, Renaissance, and Reformation 

Europe. (4). 

HISTORY 196. First-Year Seminar. (3). 

HISTORY 210 / MEMS 210. Early Middle Ages, 300-1100. (4). 

HISTORY 220. Survey of British History to 1688. (3). 

HISTORY 241. America and Middle Eastern Wars. (4). 

HISTORY 244 / AAPTIS 244 / HJCS 244 / JUDAIC 244 / MENAS 


Present. (4). 

HISTORY 246 / AAS 246. Africa to 1850. (4). 

HJCS 244 / AAPTIS 244 / HISTORY 244 / JUDAIC 244 / MENAS 


Present. (4). 

JUDAIC 244 / AAPTIS 244 / HISTORY 244 / HJCS 244 / MENAS 


Present. (4). 

LING 103. First Year Seminar (Social Science). (3). 

LING 111. Introduction to Language. (3). 

LING 210. Introduction to Linguistic Analysis. (4). 

MEMS 110 / HISTORY 110. Medieval, Renaissance, and Reformation 

Europe. (4). 

MEMS 210 / HISTORY 210. Early Middle Ages, 300-1100. (4).


MENAS 244 / AAPTIS 244 / HISTORY 244 / HJCS 244 / JUDAIC 


Present. (4). 

MODGREEK 214. Introduction to Modern Greek Culture. (3). 

NURS 220 / WOMENSTD 220. Perspectives in Women's Health. 

(3). 

POLSCI 101. Introduction to Political Theory. (4). 

POLSCI 111. Introduction to American Politics. (4). 

POLSCI 140. Introduction to Comparative Politics. (4). 

POLSCI 160. Introduction to World Politics. (4). 

PSYCH 111. Introduction to Psychology. (4). 

PSYCH 120. First-Year Seminar in Psychology as a Social Science. 

(3). 

SI 110 / SOC 110. Introduction to Information Studies. (4). 

N a t u r a l S c i e n c e ( N S ) 

Natural science courses focus on understanding the natural world 

through application of the scientific method, which emphasizes 

observation, experimentation, formation of testable hypotheses 

about natural phenomena, and testing of those hypotheses. 

Courses do not have to emphasize all of these areas to qualify. For 

example, descriptive astronomy courses (emphasizing the observational 

aspect and the conclusions that can be drawn from those 

observations), chemistry laboratory courses (emphasizing the experimental 

aspect), and theoretical physics courses (which lay the 

groundwork for formation of testable hypotheses about the physical 

universe) could all lie well within the realm of natural science 

courses. 

Courses that apply the scientific method to the understanding of 

human behavior would generally not be considered natural science 

courses, but would fall within the realm of the social sciences. 

However, courses that seek knowledge about the biological underpinnings 

of certain aspects of human behavior could well be 

natural science courses. Some examples would include certain aspects 

of neuroscience, bio-psychology, and cognition. While there 

have been many valuable mathematical and statistical tools developed 

to support the natural sciences, courses that focus primarily 

on those tools rather than their application to the study of the 

natural world would more likely fall within the realm of mathematical 

and symbolic analysis courses. 

First-Year Natural Science Distribution Courses for 


ANTHRBIO 161. Introduction to Biological Anthropology. (4). (BS). 

AOSS 101 / ASTRO 183. Rocket Science. (BS). 

AOSS 102 / ENVIRON 102 / GEOSCI 122. Extreme Weather. (3). 

(BS). 

AOSS 105 / CHEM 105 / ENSCEN 105 / ENVIRON 105. Our Changing 

Atmosphere. (3). (BS). 

AOSS 171 / BIOLOGY 110 / ENSCEN 171 / ENVIRON 110 / 

GEOSCI 171. Introduction of Global Change: Physical Processes. 

(4). (BS). 

ASTRO 101. Introductory Astronomy: The Solar System and the 

Search for Life Beyond Earth. (4). (BS). (QR/2). 

ASTRO 102. Introductory Astronomy: Stars, Galaxies, and the Universe. 

(4). (BS). (QR/2). 

ASTRO 104. Alien Skies: A Tour Through the Universe. (3). (BS). 

(QR/2). 

ASTRO 127. Naked Eye Astronomy. (1). (BS). 

ASTRO 142. From the Big Bang to the Milky Way. (3). (BS). 

(QR/2). 

ASTRO 160. Introduction to Astrophysics. (4). (BS). (QR/1). 

ASTRO 183 / AOSS 101. Rocket Science. (BS). 

BIOLOGY 100. Biology for Nonscientists. (4). (BS). 

BIOLOGY 101 / ENVIRON 101. Energy, Food, and the Environment. 

(4). (BS). 

BIOLOGY 108. Introduction to Animal Diversity. (4). (BS). 

SOC 100. Introduction to Sociology. (4). 

SOC 102. Introduction to Sociology: Special Topics. (4). 

SOC 105. First Year Seminar in Sociology. (3). 

SOC 110 / SI 110. Introduction to Information Studies. (4). 

SOC 195. Honors Introduction to Sociology. (4). 

UC 145 / CICS 101 / GEOG 145. Introduction to International 

Studies. (3). 

UC 151. First-Year Social Science Seminar. (3). 

WOMENSTD 151. Social Science Seminars on Women and Gender. 

(3). 

WOMENSTD 220 / NURS 220. Perspectives in Women's Health. 

(3). 

WOMENSTD 270. Gender and the Law. (4). 

WOMENSTD 295 / AMCULT 295. Sexuality in Western Culture. (4). 

BIOLOGY 110 / AOSS 171 / ENSCEN 171 / ENVIRON 110 / 


(4). (BS). 

BIOLOGY 120. First Year Seminar in Biology. (3). (BS). 

BIOLOGY 130. Animal Behavior. (4). (BS). 

BIOLOGY 171. Introductory Biology: Ecology and Evolution. (4). 

(BS). 

BIOLOGY 172. Introductory Biology – Molecular, Cellular, and Developmental. 

(4). (BS). 

BIOLOGY 173. Introductory Biology Laboratory. (2). (BS). 

BIOPHYS 115. (In)organic Nutrition. (3). (BS). 

BIOPHYS 120. The Discovery of the DNA Double Helix and its Hidden 

Mysteries. (3). (BS). 

CHEM 105 / AOSS 105 / ENSCEN 105 / ENVIRON 105. Our Changing 


CHEM 120. First Year Seminar in Chemistry. (3). (BS). 

CHEM 125. General Chemistry Laboratory I. (1). (BS). 

CHEM 126. General Chemistry Laboratory II. (1). (BS). 

CHEM 130. General Chemistry: Macroscopic Investigations and 

Reaction Principles. (3). (BS). (QR/2). 

CHEM 210. Structure and Reactivity I. (4). (BS). 

CHEM 211. Investigations in Chemistry. (1). (BS). 

ENSCEN 105 / AOSS 105 / CHEM 105 / ENVIRON 105. Our Changing 


ENSCEN 171 / AOSS 171 / BIOLOGY 110 / ENVIRON 110 / 


(4). (BS). 

ENVIRON 101 / BIOLOGY 101. Energy, Food, and the Environment. 

(4). (BS). 

ENVIRON 102 / AOSS 102 / GEOSCI 122. Extreme Weather. (3). 

(BS). 

ENVIRON 105 / AOSS 105 / CHEM 105 / ENSCEN 105. Our Changing 


ENVIRON 110 / AOSS 171 / BIOLOGY 110 / ENSCEN 171 / 


(4). (BS). 

ENVIRON 118 / GEOSCI 118. Introductory Geology Laboratory. 

(1). (BS). 

ENVIRON 119 / GEOSCI 119. Introductory Geology Lectures. (4). 

(BS). 

ENVIRON 120 / GEOSCI 120. Geology of National Parks and 

Monuments. (4). (BS). 

ENVIRON 201. Ecological Issues. (4). (BS). 

ENVIRON 209 / GEOG 201 / GEOSCI 201. Introduction to Physical 

Geography: The Earth System. (4). (BS). 

ENVIRON 232 / GEOSCI 222. Introductory Oceanography. (3). 

(BS). (QR/2). 

ENVIRON 233 / GEOSCI 223. Introductory Oceanography, Laboratory. 

(1). (BS). (QR/2). 

GEOG 201 / ENVIRON 209 / GEOSCI 201. Introduction to Physical 


GEOSCI 100. Coral Reefs. (1). (BS). 

GEOSCI 102. Energy from the Earth. (1). (BS).

GEOSCI 103. Dinosaurs and Other Failures. (1). (BS). 

GEOSCI 105. Continents Adrift. (1). (BS). 

GEOSCI 108. When Earth Attacks: The Science Behind Natural 

Disasters. (1). (BS). 

GEOSCI 110. Evolving Oceans. (1). (BS). 

GEOSCI 113. Planets and Moons. (1). (BS). 

GEOSCI 114. Global Warming. (1). (BS). 

GEOSCI 118 / ENVIRON 118. Introductory Geology Laboratory. 

(1). (BS). 

GEOSCI 119 / ENVIRON 119. Introductory Geology Lectures. (4). 

(BS). 

GEOSCI 120 / ENVIRON 120. Geology of National Parks and 

Monuments. (4). (BS). 

GEOSCI 122 / AOSS 102 / ENVIRON 102. Extreme Weather. (3). 

(BS). 

GEOSCI 146. Plate Tectonics. (3). (BS). 

GEOSCI 148. Seminar: Environmental Geology. (3). (BS). 

GEOSCI 151. The Ice Ages: Past and Present. (3). (BS). 

GEOSCI 154. Ocean Resources. (3). (BS). 

GEOSCI 156. Coral Reef Dynamics. (3). (BS). 

GEOSCI 171 / AOSS 171 / BIOLOGY 110 / ENSCEN 171 / 

ENVIRON 110. Introduction of Global Change: Physical Processes. 

(4). (BS). 


GEOSCI 201 / ENVIRON 209 / GEOG 201. Introduction to Physical 


GEOSCI 205. How the Earth Works: The Dynamic Planet. (2). 

(BS). 

GEOSCI 222 / ENVIRON 232. Introductory Oceanography. (3). 

(BS). (QR/2). 

GEOSCI 223 / ENVIRON 233. Introductory Oceanography, Laboratory. 

(1). (BS). (QR/2). 

PHYSICS 106. Everyday Physics. (3). (BS). 

PHYSICS 112. Cosmology: The Science of the Universe. (3). (BS). 

PHYSICS 116. From Quarks to Cosmos. (3). (BS). (QR/1). 

PHYSICS 135. Physics for the Life Sciences I. (4). (BS). (QR/1). 

PHYSICS 136. Physics for the Life Sciences Laboratory I. (1). (BS). 

PHYSICS 140. General Physics I. (4). (BS). (QR/1). 

PHYSICS 141. Elementary Laboratory I. (1). (BS). 

PHYSICS 160. Honors Physics I. (4). (BS). (QR/1). 

PHYSICS 161. Honors Introductory Mechanics Lab. (1). (BS). 

PSYCH 112. Introduction to Psychology as a Natural Science. (4). 

(BS). 

PSYCH 121. First-Year Seminar in Psychology as a Natural Science. 

(3). (BS). 

UC 152. First-Year Natural Science Seminar. (3). (BS). 

UC 163. Biotechnology and Human Values. (4). (BS). 

M a t h e m a t i c a l a n d S y m b o l i c A n a l y s i s ( M S A ) 

Mathematical and Symbolic Analysis (MSA) courses focus primarily 

on the mathematical and statistical tools used to support the study 

of natural and social sciences. Rather than mathematical manipulation 

or computation, these courses teach the methodology of 

analyzing quantitative information to make decisions, judgments 

and predictions. This involves defining a problem by means of 

numerical or geometrical representations of real-world phenomena, 

determining how to solve it, deducing consequences, formulating 

alternatives, and predicting outcomes. MSA courses are 

taught in a variety of subjects, including astronomy, biology, 

chemistry, economics, the environment, geological sciences, math, 

philosophy, physics, sociology, and statistics. 

First-Year Math & Symbolic Analysis Distribution Courses 

for Fall Academic Term 2011 

EECS 182 / SI 182. Building Applications for Information Environments. 

(4). (BS). 

EECS 183. Elementary Programming Concepts. (4). (BS). 

EECS 203. Discrete Math. (4). (BS). 

EECS 280. Programming and Introductory Data Structures. (4). 

(BS). 

MATH 105. Data, Functions, and Graphs. (4). (QR/1). 

C r e a t i v e E x p r e s s i o n ( C E ) 

Creative Expression courses entail hands-on activities that allow 

students to express their creativity through a wide range of arts. 

This differs from courses in the Humanities (HU) that are taught at 

a more theoretical or abstract level. For example, HU music 

courses focus on theory without making sounds or practicing music. 

CE courses teach students how to apply the theory not only on 

paper but through playing an instrument, creating sound, composing 

music, or arranging music. CE courses may address many different 

mediums, including the performing arts, fine arts, plastic 

and visual arts, architecture, ceramics, metalworking, paper and 

textiles, woodworking, and glass. 

First-Year Creative Expression Distribution Courses for 


COMP 221. Intro Elem Comp. (3). 

ENGLISH 223. Creative Writing. (3). 

MATH 115. Calculus I. (4). (BS). (QR/1). 

MATH 116. Calculus II. (4). (BS). (QR/1). 

MATH 147. Introduction to Interest Theory. (3). (BS). 

MATH 156. Applied Honors Calculus II. (4). (BS). (QR/1). 

MATH 175. An Introduction to Cryptology. (4). (BS). (QR/1). 

MATH 185. Honors Calculus I. (4). (BS). (QR/1). 

MATH 214. Linear Algebra and Differential Equations. (4). (BS). 

(QR/1). 

MATH 215. Calculus III. (4). (BS). (QR/1). 

MATH 216. Introduction to Differential Equations. (4). (BS). 

(QR/1). 

MATH 217. Linear Algebra. (4). (BS). (QR/1). 

MATH 285. Honors Calculus III. (4). (BS). (QR/1). 

MATH 295. Honors Mathematics I. (4). (BS). (QR/1). 

PHIL 296. Honors Introduction to Logic. (3). (BS). (QR/1). 

SI 182 / EECS 182. Building Applications for Information Environments. 

(4). (BS). 

SOC 210. Elementary Statistics. (4). (BS). (QR/1). 

STATS 125. Games, Gambling and Coincidences. (3). (BS). (QR/1). 

STATS 250. Introduction to Statistics and Data Analysis. (4). (BS). 

(QR/1). 

LHSP 140. Arts and Humanities. (3). 

MUSTHTRE 235. Performance I. (3). 

MUSTHTRE 280. Prod Performance. (1 – 3). 

RCARTS 285. Photography. (4). 

RCARTS 286. Sculpture. (4). 

RCARTS 287. Printmaking. (4). 

RCARTS 288. Beginning Drawing. (4). 

RCARTS 289. Ceramics. (4). 

RCHUMS 250. Chamber Music. (1 – 2). 

RCHUMS 252. Topics in Musical Expression. (2 – 4). 

RCHUMS 253. Choral Ensemble. (1). 

RCHUMS 259. Musical Improvisation. (4). 

RCHUMS 282. Drama Interpretation I: Actor and Text. (4). 

THTREMUS 101. Introduction to Acting I. (3).


Courses in Non-LSA Units offering courses with Creative 

Expression designation (Credits are counted as Non-LSA) 

NOTE: This list is not term specific. Courses listed below may not 

be taught in the Fall 2011 Academic Term. 

Art & Design (ARTDES) 

110. Digital Studio I 

170. Drawing for Non-Majors 

171. Printmaking for Non-Majors 

172. Painting for Non-Majors 

173. Digital Photography for Non-Majors 

174. Watercolor for Non-Majors 

175. Life Drawing for Non-Majors 

176. Graphic Imaging for Non-Majors 

177. Metals for Non-Majors 

178. Animation for Non-Majors 

179. Sculpture for Non-Majors 

181. Clay for Non-Majors 

182. Wood for Non-Majors 

220. Tools, Materials & Processes Studio III: Time 

I n t e r d i s c i p l i n a r y ( I D ) 

Interdisciplinary courses combine in roughly equal measure the 

approaches within two or three of the primary distributions (HU, 

NS, and SS) in order to examine the differences and similarities 

between disciplines and explore alternative ways of discovering 

and organizing knowledge. Interdisciplinary work is primarily concerned 

with crossings and connections between areas of knowledge, 

inquiry, and method. ID courses emphasize critical thinking, 

team-based intellectual work, and the analytic skills characteristic 

of each discipline. 

230. Concept Form and Context Studio II 

231. Concept Form and Context Studio III 

Architecture (ARCH) 

201. Basic Drawing 

202. Graphic Communication 

218. Visual Studies 

Performance – Piano (PIANO) 

110. Performance 

111. Performance 

Dance (DANCE) 

100. Introduction to Dance 

261. Congolese Dance 1 

262. Congolese Dance 1 

Ensemble (ENS) 

All Courses 100-399 

Courses (100-399) in Music Performance SUBJECTS other than 

Piano Performance, may also be used for Creative Expression, but 

enrollment is restricted to students of advanced ability. 

First-Year Interdisciplinary Distribution Courses for 


AMCULT 213. Introduction to Latina/o Studies. (4). 

AMCULT 214. Introduction to Asian/Pacific American Studies. (4). 

ENVIRON 139. First-Year Seminar in the Environment. (3). 

LING 209 / PSYCH 242. Language and Human Mind. (4). 

PSYCH 242 / LING 209. Language and Human Mind. (4). 

UC 105. Health Sciences Scholars Program: Perspectives on Health 

and Health Care. (2). 

UC 154. First-Year Interdisciplinary Seminar. (3).

All students admitted to the College for the Fall Term of 1994 and 

thereafter must meet the Quantitative Reasoning (QR) requirement. 

The goal of this requirement is to ensure that every graduate 

of the College achieves a certain level of proficiency in using 

and analyzing quantitative information. You may fulfill this requirement 

either by: 

• successfully completing one course (of 3 credits or more) designated 

for full QR credit (QR/1); or 

• successfully completing two courses (at least one of which 

must be of 3 credits or more) designated for half QR credit 

(QR/2). 

QR courses may come from a wide range of disciplines representing 

the natural and social sciences, as well as some areas of the 

humanities. 

Quantitative reasoning is first and foremost reasoning. It is not 

mathematical manipulation or computation, but rather the methodology 

used to analyze quantitative information to make deci- 

Fall Academic Term 2011 First-Year QR Courses 

This list is subject to change without notice by the College of LSA 

Curriculum Committee. 

ASTRO 101. Introductory Astronomy: The Solar System and the 

Search for Life Beyond Earth. (4). (NS). (BS). (QR/2). 

ASTRO 102. Introductory Astronomy: Stars, Galaxies, and the Universe. 

(4). (NS). (BS). (QR/2). 

ASTRO 104. Alien Skies: A Tour Through the Universe. (3). (NS). 

(BS). (QR/2). 

ASTRO 142. From the Big Bang to the Milky Way. (3). (NS). (BS). 

(QR/2). 

ASTRO 160. Introduction to Astrophysics. (4). (NS). (BS). (QR/1). 

CHEM 130. General Chemistry: Macroscopic Investigations and 

Reaction Principles. (3). (NS). (BS). (QR/2). 

ECON 101. Principles of Economics I. (4). (SS). (QR/2). 

ENVIRON 232 / GEOSCI 222. Introductory Oceanography. (3). 

(NS). (BS). (QR/2). 

ENVIRON 233 / GEOSCI 223. Introductory Oceanography, Laboratory. 

(1). (NS). (BS). (QR/2). 

GEOSCI 222 / ENVIRON 232. Introductory Oceanography. (3). 

(NS). (BS). (QR/2). 

GEOSCI 223 / ENVIRON 233. Introductory Oceanography, Laboratory. 

(1). (NS). (BS). (QR/2). 

MATH 105. Data, Functions, and Graphs. (4). (MSA). (QR/1). 

MATH 115. Calculus I. (4). (MSA). (BS). (QR/1). 

Quantitative Reasoning Requirement 


sions, judgments, and predictions. It involves defining a problem 

by means of numerical or geometrical representations of realworld 

phenomena, determining how to solve it, deducing consequences, 

formulating alternatives, and predicting outcomes. 

Advanced Placement (AP) courses may not be used to satisfy the 

Quantitative Reasoning requirement. Courses transferred from another 

college or university do not generally carry QR credit, except 

in the following circumstances: 

1. QR is considered fulfilled for all science, math, and computer 

science concentrators who transfer in the prerequisites; 

2. Transfer credit of at least 3 credits for PHYSICS 125, 126, 

140, 240 and any statistics course receive (QR/1) credit. 

Courses used to satisfy the QR requirement may also serve to satisfy 

other College requirements; e.g., students who are working 

towards an A.B. or B.S. degree may elect a QR course that also 

counts toward meeting the Area Distribution, Concentration, or 

other College requirement. 

MATH 116. Calculus II. (4). (MSA). (BS). (QR/1). 

MATH 156. Applied Honors Calculus II. (4). (MSA). (BS). (QR/1). 

MATH 175. An Introduction to Cryptology. (4). (MSA). (BS). 

(QR/1). 

MATH 185. Honors Calculus I. (4). (MSA). (BS). (QR/1). 

MATH 214. Linear Algebra and Differential Equations. (4). (MSA). 

(BS). (QR/1). 

MATH 215. Calculus III. (4). (MSA). (BS). (QR/1). 

MATH 216. Introduction to Differential Equations. (4). (MSA). 

(BS). (QR/1). 

MATH 217. Linear Algebra. (4). (MSA). (BS). (QR/1). 

MATH 285. Honors Calculus III. (4). (MSA). (BS). (QR/1). 

MATH 295. Honors Mathematics I. (4). (MSA). (BS). (QR/1). 

PHIL 296. Honors Introduction to Logic. (3). (MSA). (BS). (QR/1). 

PHYSICS 116. From Quarks to Cosmos. (3). (NS). (BS). (QR/1). 

PHYSICS 135. Physics for the Life Sciences I. (4). (NS). (BS). 

(QR/1). 

PHYSICS 140. General Physics I. (4). (NS). (BS). (QR/1). 

PHYSICS 160. Honors Physics I. (4). (NS). (BS). (QR/1). 

SOC 210. Elementary Statistics. (4). (MSA). (BS). (QR/1). 

STATS 125. Games, Gambling and Coincidences. (3). (MSA). (BS). 

(QR/1). 

STATS 250. Introduction to Statistics and Data Analysis. (4). 

(MSA). (BS). (QR/1).

14 / FIRST-YEAR COURSE GUIDE, FALL ACADEMIC TERM 2011 

At the U-M, you will encounter, in microcosm, the multicultural nature 

of the United States and the world. LSA’s R&E requirement, 

however, goes beyond asking you to appreciate cultural differences 

and has you to study how racism and ethnic intolerance have led to 

discrimination and inequality in the U.S. and in societies across the 

Fall Academic Term 2011 Race & Ethnicity List 

This list is subject to change by the College of LSA Curriculum 

Committee. 


the Middle East. (4). (HU). 

Section 001 – Issues in Race & Ethnicity 

Instructor: Michalowski, Piotr A 

AAPTIS 210 / AMCULT 215. Introduction to Arab-American Studies. 

(4). (HU). 

AAPTIS 244 / HISTORY 244 / HJCS 244 / JUDAIC 244 / MENAS 


Present. (4). (SS). 


(HU). 


Instructor: Bardakjian, Kevork B 

AAPTIS 285 / HISTART 285. Visual Culture Islam. (4). (HU). 

AAS 111. Introduction to Africa and Its Diaspora. (4). (HU). 





AMCULT 100. Rethinking American Culture. (4). (SS). 

AMCULT 205. American Cultures. (3). (HU). 

Section 001 – Space, Story, and American Self 

Instructor: Zaborowska, Magdalena J 

Section 005 – Native American Literature: Great Lakes Ojibwe 

Tales 

Instructor: Noori, Margaret Ann 

AMCULT 213. Introduction to Latina/o Studies. (4). (ID). 

AMCULT 214. Introduction to Asian/Pacific American Studies. (4). 

(ID). 

AMCULT 215 / AAPTIS 210. Introduction to Arab-American Studies. 

(4). (HU). 

AMCULT 240 / WOMENSTD 240. Introduction to Women's Studies. 

(4). (HU). 

ANTHRCUL 101. Introduction to Anthropology. (4). (SS). 

ANTHRCUL 202. Ethnic Diversity in Japan. (4). (SS). 


Instructor: Robertson, Jennifer E 


(HU). 




(HU). 

ASIAN 260 / HISTORY 252. Introduction to Chinese Civilization. (4). 

(HU). 

Section 001 – Chinese Culture to the Mongols 

Instructor: Brown, Miranda D 

DUTCH 160. First Year Seminar: Colonialism and its Aftermath. (3). 

(HU). 


Instructor: Broos, Ton J 

Race & Ethnicity Requirement 

world. To meet the R&E requirement, you must receive credit for 

one of the many designated (see the LSA Course Guide) R&E 

courses. Below is as list of courses that have been approved to meet 

the requirement in the Fall of 2011. 

EDUC 118. Introduction to Education: Schooling and Multicultural 

Society. (3). 

ENVIRON 222. Introduction to Environmental Justice. (3). (SS). 


Instructor: Taylor, Dorceta E 

HISTART 285 / AAPTIS 285. Visual Culture Islam. (4). (HU). 






(HU). 

HISTORY 210 / MEMS 210. Early Middle Ages, 300-1100. (4). (SS). 


Instructor: Squatriti, Paolo 

HISTORY 244 / AAPTIS 244 / HJCS 244 / JUDAIC 244 / MENAS 



HISTORY 252 / ASIAN 260. Introduction to Chinese Civilization. (4). 

(HU). 

Section 001 – Chinese Culture to the Mongols 






HJCS 244 / AAPTIS 244 / HISTORY 244 / JUDAIC 244 / MENAS 



JUDAIC 244 / AAPTIS 244 / HISTORY 244 / HJCS 244 / MENAS 



MEMS 210 / HISTORY 210. Early Middle Ages, 300-1100. (4). (SS). 



MENAS 244 / AAPTIS 244 / HISTORY 244 / HJCS 244 / JUDAIC 



NURS 220 / WOMENSTD 220. Perspectives in Women's Health. (3). 

(SS). 

RCCORE 100. First Year Seminar. (4). 

Section 005 – Unteaching Racism 

Instructor: Fox, Helen 

SLAVIC 225. Arts and Cultures of Central Europe. (3). (HU). 

SOC 105. First Year Seminar in Sociology. (3). (SS). 

Section 002 – Transforming America: Immigrants Then and Now 

Instructor: Pedraza, Silvia 

WOMENSTD 220 / NURS 220. Perspectives in Women's Health. (3). 

(SS). 

WOMENSTD 240 / AMCULT 240. Introduction to Women's Studies. 

(4). (HU).

It is possible to study more that 65 languages at the University of 

Michigan. The majority are unavailable at most other institutions: 

thus they have come to be called the “less commonly taught languages.” 

This dazzling array of offerings is one of the intellectual 

treasures of the University, and the core of Michigan’s longstanding 

reputation as a leader in area studies. The range of offerings available 

can be explored by viewing the links after each brief descrip- 

African Languages 

In addition to Swahili (see individual listing), the Department of 

Afroamerican and African Studies offers instruction in the language 

and culture of Akan, Bambara, Wolof, and Zulu. Arabic is offered by 

the Department of Near Eastern Studies. 

• Akan, a major language of West Africa, is spoken by the Akan 

peoples of Ghana, and in the Ivory Coast. Instruction is given in 

both Akan language and culture. 

• Bambara is spoken in West Africa especially in Mali and Burkina 

Faso, Guinea-Conakry, Cote D’Ivoire and Senegal. Instruction is 

given in both Bambara language and culture. 

• Wolof is spoken in Senegal, Gambia, Mali, Mauritania, and 

Guinea-Bissau. Instruction is given in both Wolof language and 

culture. 

• Zulu is spoken in South Africa and the neighboring countries of 

Zimbabwe, Malawi, Namibia, Mozambique, Swaziland, and Lesotho. 

Instruction is given in both Zulu language and culture. 

The Department of Afroamerican and African Studies: 

[ www.lsa.umich.edu/caas ] 

Arabic 

The Department of Near Eastern Studies offers an impressive range 

of Arabic courses at all levels including Arabic for Academic, Communication, 

Business, and Islamic purposes. Its highly developed 

M.A. and Ph.D. graduate programs focus on the study of Arabic 

language, literature, and culture and the development of linguistic, 

literary and methodological skills necessary for scholarly research 

and classroom teaching. 

Arabic Program: 

[ www.umich.edu/~neareast/programs/arabic.html ] 

The Department of Near Eastern Studies: 

[ www.umich.edu/~neareast/ ] 

Armenian 

Classical Armenian is taught for research purposes and particular 

texts may be read for specific themes and periods. Classical Armenian 

must be acquired in order to read Middle or Cilician Armenian 

texts. In classes in Modern Eastern (the state language of the 

Republic of Armenia) and Modern Western Armenian (the language 

spoken in the Diaspora where, however, Eastern Armenian is also 

spoken by a very large number of immigrants from Armenia) reading, 

writing, speaking and listening are emphasized along with exposure 

to certain aspects of Armenian culture, old and new. 

Armenian Studies Program: 

[ www.ii.umich.edu/asp/ ] 



Bosnian/Croatian/Serbian 

Students are able to learn the different languages of the former 

Yugoslavia. In addition to learning both the Latin and Cyrillic writing 

systems, students are able to actively engage in cultural experiences 

and make more meaningful connections to the languages of 

this region. 

Less Commonly Taught Languages 

at the University of Michigan 


tion below. Intensive courses for several of these languages are offered 

by the Summer Language Institute. Study of these languages 

provides the most intimate access to the many cultures of the 

world, and is an ideal way to accomplish the most important goal of 

the language requirement: learning to see the world with new eyes. 

Why not take advantage of this extraordinary resource by studying 

one of the following languages? 

The Department of Slavic Languages and Literatures: 

[ www.lsa.umich.edu/slavic/ ] 

Southeast European Studies at U-M: 

[ www.ii.umich.edu/crees/events/regionalprog/seeuropean ] 

Central Asian Languages 

Offered jointly by the Department of Near Eastern Studies and the 

Department of Asian Languages and Cultures, instruction will be 

delivered via CIC by using distance learning from Indiana University. 

Students are provided with a basic knowledge of Central Asian 

languages – such as Uzbek, Kazakh, Uyghur, Pashto, or Tajik – as 

they are spoken and written today, along with exposure to the associated 

culture of Central Asia. The spoken language of educated 

native speakers, as well as the contemporary literary language as 

reflected in newspapers and journals will be emphasized throughout. 



The Department of Asian Languages and Cultures: 

[ www.lsa.umich.edu/asian/ ] 

Czech 

How about trying Czech? Learning this less-commonly taught language 

has many rewards. You will never get lost in Prague! If you 

like humor, wit and irony, you will delight in reading Milan Kundera 

or Václav Havel; or if you find New Wave films intriguing, you will 

find those produced in the Czech Republic enlightening. There are 

many exciting opportunities available for speakers of Czech! 

Czech Program: 

[ www.lsa.umich.edu/slavic/undergrad/czech/ ] 

Czech and Slovak Studies at U-M: 

[ www.ii.umich.edu/crees/events/regionalprog/czechslovak ] 



Dutch 

Do Dutch, profit much! Close to German, Dutch is much easier and 

the language closest to English. Over twenty million speak it 

worldwide, from the Netherlands, Belgium and Suriname to the 

Caribbean. Learn Dutch in small classes with an expert teacher, and 

become a fellow speaker with Rembrandt, Vincent van Gogh, and 

Anne Frank. 

Dutch and Flemish Studies: 

[ www.lsa.umich.edu/german/dutch/ ] 

The Department of Germanic Languages and Literatures: 

[ www.lsa.umich.edu/german/ ] 

Filipino 

Filipino is the language of more than 90% of Filipinos all over the 

world; the cultural thread that keeps them in touch with their roots 

and with each other. Filipino is based primarily on Tagalog, one of 

the major ethnic languages, and is characterized by an openness to 

borrowings from other Philippine ethnic and foreign languages such


as Sanskrit, Arabic, Chinese, Spanish, Japanese, and English. The 

Roman alphabet is used in writing Filipino. 

Why Study Filipino? 

[ www.lsa.umich.edu/asian/language/southeast-asian ] 



Hebrew (Classical and Modern) 

The modern Hebrew program (Hebrew and Jewish Cultural Studies) 

educates students in modern Hebrew language and literature. Sections 

exist for heritage learners as well as beginners. In the Ancient 

Civilizations and Biblical Studies program, instruction is given in 

Classical Hebrew as well as the literature, history, and culture of 

Ancient Israel and its neighbors. 

Why Study Hebrew? 

[ www.umich.edu/~hjcs/ ] 

Hebrew and Jewish Cultural Studies: 

[ www.umich.edu/~hjcs/ ] 



Hindi 

Hindi is an official language of India. In Hindi courses, focus is on 

speaking, comprehending, reading, and writing the Devanagari 

(Hindi) script. In grammar and basic vocabulary, Urdu is very close 

to Hindi, but it is written in the Arabic script. Together, Hindi and 

Urdu are spoken by over 400 million people, making Hindi-Urdu the 

language with the fifth largest number of speakers in the world. 

South Asian Language Study at U-M: 

[ www.lsa.umich.edu/asian/language/south-asian ] 



Indonesian 

Indonesian is the national language of Indonesia, the fourth most 

populous country in the world and a country that is noted for the 

depth and diversity of its cultural traditions. With its 210 million 

speakers, Indonesian is the sixth most prevalently spoken of world 

languages. The syntactic and grammatical structures that characterize 

Indonesian make it an attractive and accessible Asian language 

for native speakers of English. 

Why Study Indonesian? 




Kazak 

Elementary Kazak will be offered at the University of Michigan via 

videoconferencing with Indiana University, one of the nation’s leading 

centers for Central Asian studies. This innovative distance learning 

course affords U-M students the opportunity to begin study of 

this important language of Central Asia, a region with a rich history 

that is expected to have considerable strategic importance in the 

coming years. 

Why Kazak? 

[ www.indiana.edu/~ceus/_undergraduates/kazakh.shtml ] 

Central Asian Studies at U-M: 

[ www.ii.umich.edu/crees/events/regionalprog/centralasian ] 



Modern Greek 

Greek is spoken in a beautiful country blessed with mythical landscapes, 

vibrant modern cities, and monuments from the classical, 

Byzantine, Ottoman, and modern eras – a favorite destination for 

adventurous souls. Greek is useful in Greece, Cyprus, and the 

European Union, and even the U.S. as the language not just of 

Greeks, but also of philosophy, architecture, mathematics, biology, 

physics, and medicine: challenging fields of study that rely on 

Greek vocabulary and concepts. 

Why Study Modern Greek? 

[ www.lsa.umich.edu/modgreek/students/prospective ] 

Modern Greek Program: 

[ www.lsa.umich.edu/modgreek/ ] 

The Department of Classical Studies: 

[ www.lsa.umich.edu/classics ] 

Ojibwe 

This course serves as an introduction to the study of Ojibwe language 

and culture. The primary goal of this class is for each student 

to increase his or her knowledge about the Anishinaabe language 

and culture. This includes students who have no previous 

knowledge of the tribe as well as tribal members interested in 

learning more about their culture and language. Because Ojibwe is 

an endangered language, it is of utmost importance that we make 

sure the language is learned and used. 

There are three levels of Ojibwe language and culture at the 

University of Michigan: Elementary, Intermediate, & Advanced. 

Each level has a first and second part that should be taken in sequence 

(i.e., Elementary Ojibwe – AMCULT 222 and 223). 

To find out more, visit: 

Ojibwe: 

[ www.umich.edu/~ojibwe/ ] 

Native American Studies: 

[ www.lsa.umich.edu/native/ ] 

The Program in American Culture: 

[ www.lsa.umich.edu/ac/ ] 

Persian 

The Department of Near Eastern Studies offers Persian language 

courses on all levels. They are part of a well developed program on 

Persian and Iranian language, literature, and culture designed to 

develop linguistic, literary, and methodological skills for scholarly 

research. Following elementary and intermediate course work, advanced 

language and text courses include Modern Persian fiction 

and expository prose, with oral and written practice in Persian, 

Classical Persian prose and poetry, and Persianate history through 

political and cultural texts, as well as topical seminars. 

Persian Studies: 

[ www.umich.edu/~neareast/programs/persian.html ] 



Polish 

Whether you’re in Warsaw, N.Y. or London you’ll find someone 

who speaks Polish! Become part of the tradition of Copernicus, 

Chopin and Lech Wałęsa and learn to speak the language of one 

of the largest countries in Europe. In Poland, you can hike in the 

beautiful Tatra Mountains, sail on the Baltic Sea, visit historical 

Krakow or work for multinational companies in a thriving, emerging 

economy. Poland has something for everyone! 

Polish Program: 

[ www.lsa.umich.edu/slavic/undergrad/polish/ ] 

Polish Studies at U-M: 

[ www.ii.umich.edu/crees/events/regionalprog/polish ] 


[ www.lsa.umich.edu/slavic/ ]

Portuguese 

With over 200 million speakers, Portuguese is the seventh most 

widely spoken language in the world. It is the official language of 

seven countries in Europe, Africa, and South America and an unofficial 

one in numerous linguistic islands in China and India. Why 

Portuguese? The astonishing richness of literature in Portuguese – 

everything from The Lusiads, the greatest epic poem of the European 

Renaissance, to the modern Brazilian novel. 

Why Study Portuguese? 

[ www.lsa.umich.edu/rll/langinstruct/whyportuguese.html ] 

The Department of Romance Languages and Literatures: 

[ www.lsa.umich.edu/rll/langinstruct/whyromance.html ] 

Punjabi 

Punjabi is spoken by eighty million people in South Asia and other 

British Commonwealth countries. It is the language of the sacred 

scriptures of the Sikhs, the official language of the state of Punjab 

in India, and a language of mysticism and regional literature among 

Punjabi Muslims. The learning of Punjabi is important for an understanding 

of the cultures of South Asia. 





Quechua 

Quechua, the language of the Inkas, is spoken today by millions of 

people in Bolivia, Peru, Ecuador, and Colombia. It has a written literature 

that goes back to the sixteenth century. Quechua is offered 

as a regular course during the academic year at the University of 

Michigan in Ann Arbor, and as an intensive summer course in 

Cuzco, Peru. 

Quechua Program: 

[ www.ii.umich.edu/lacs/academics/quechua ] 

The Program in Latin American and Caribbean Studies: 

[ www.ii.umich.edu/lacs/ ] 

Russian 

Russian is a beautiful language spoken by more than 150 million 

people who produce some of the best literature, music, theater, 

and athletes. In the Slavic department you will study in smaller 

classes and in a community organized around tea-drinking and extra-curricular 

activities. You’ll experience the exhilarating satisfaction 

of mastering a less commonly learned language, something 

that truly makes you unique. 

Russian Program: 

[ www.lsa.umich.edu/slavic/undergrad/Russian ] 



Sanskrit 

Sanskrit – in its Vedic dialects – dates to about 1500 BCE, and was 

the language of high culture and learning in India until the coming 

of the British. Many of the classical texts of Hinduism and Buddhism 

were composed in Sanskrit. Beginning and Second Year Sanskrit 

are offered in alternate years, and Readings in Sanskrit is offered 

whenever there are interested students. 






Swahili 

Over 50 million people in Africa speak Swahili. It is widely used in 

Kenya, Tanzania, and Uganda. A little over one million people speak 

it as their first language. Most others speak Swahili fluently as a 

second, third or fourth language. Prepare yourself for a career in 

government or work with an international Non Governmental 

Organization (NGO). 

The Center for Afroamerican and African Studies: 

[ www.lsa.umich.edu/caas ] 

Swedish 

Swedish is easy to learn, with simple grammar and many cognates, 

and our courses are small. Swedish opens the world of Norse mythology, 

Bergman, and Pippi Longstocking. Also Volvo, Pharmacia & 

Upjohn, Saab, and Ericsson. Students have the opportunity to study 

in Uppsala and experience Scandinavia’s progressive social climate. 

Danish and Norwegian are very similar to Swedish, so you get three 

languages for the price of one! 

Scandinavian Studies: 

[ www.lsa.umich.edu/german/Scandinavian ] 

The Department of Germanic Languages and Literatures: 

[ www.lsa.umich.edu/german/ ] 

Tamil 

Tamil is one of the two classical languages of India. It has a rich 

grammatical and literary heritage dating back to Third Century B.C. 

Tamil is spoken in southern India and in Sri Lanka, Malaysia, Singapore, 

Mauritius, South Africa, and Fiji, with a total of more than 65 

million speakers. The study of Tamil language and literature serves 

as a gateway to Dravidian languages, society, history, culture, philosophy, 

arts, and religion. 





Thai 

Studying Thai provides the opportunity for students to master a 

beautiful language and learn about the culture of 70 million people. 

Students learn the unique and artistic alphabetical systems from 

the first day of class and are able to read, speak, and write about 

everyday things in less than one semester. When you speak Thai 

the food tastes better, the prices are cheaper, and the experience 

is much more memorable. 

Why Study Thai? 




Tibetan 

Tibetan is the language of six million Tibetan people, living at 

10,000 feet on the Tibetan plateau, north of the Himalayan range. 

It is also the language of Tibetan Buddhism, which spreads from 

the Caspian Sea in the west to Mount Wu Tai in China in the east, 

from Mongolia in the north to Nepal in the south. The Tibetan language 

is a vast repository of Buddhist thought and practice. 

Why Study Tibetan? 



[ www.lsa.umich.edu/asian/ ]


Turkish 

Turkish is perhaps one of the easiest languages in the Middle East 

to learn. This, partly because of its use of the Latin alphabet, and 

partly because of its phonetic nature. It is the language of the culture 

that inherited the Ottoman Empire which survived over 600 

years. Turkish, as an Altaic language, can easily open the path for 

other similar Altaic languages, some being specified as Turkic, spoken 

in some of the former Soviet States, today’s republics of 

Central Asia. The Turkish language can facilitate the outreach not 

only of the literature and history of the Ottomans but also the discovery 

of an actual big market of business partly due to its growing 

industry. 

Turkish Studies at U-M: 

[ www.umich.edu/~turkish/ ] 



Ukrainian 

Learn Ukrainian! One of the most musical languages in the world! 

The language of the second-largest country in Europe! Discover a 

1,000-year-old culture. You will enjoy the beauty of the Ukrainian 

language as much as you’ll enjoy the sparkling colors on Ukrainian 

embroidery and Easter eggs. 



Urdu 

Urdu is an official language of Pakistan and one of the languages of 

India. In grammar and basic vocabulary, it is very close to Hindi, 

but it is written in the Arabic script. Together, Hindi and Urdu are 

spoken by over 400 million people, making Hindi- Urdu the language 

with the fifth largest number of speakers in the world. 

Learning the Arabic script helps one to learn Persian and Arabic and 

offers access to the wonders of Urdu literature. 





Uzbek 

Elementary Uzbek will be offered at the University of Michigan via 

videoconferencing with Indiana University, one of the nation’s leading 

centers for Central Asian studies. This innovative distance learning 

course affords U-M students the opportunity to begin study of 

this important language of Central Asia, a region with a rich history 

that is expected to have considerable strategic importance in the 

coming years. 

Why Uzbek? 

[ www.indiana.edu/~ceus/_undergraduates/uzbek.shtml ] 

Central Asian Studies at U-M: 

[ www.ii.umich.edu/crees/events/regionalprog/centralasian ] 



Vietnamese 

Vietnamese is the language of modern Vietnam, a country of about 

80 million speakers. With the lifting of the trade embargo and normalization 

of U.S.-Vietnamese relations, Vietnam is open to the free 

world market and offering good job opportunities to those who 

have a knowledge of its language and culture. Elementary 

Vietnamese provides a basic introduction to Vietnamese pronunciation, 

vocabulary and grammar, with the emphasis placed on developing 

conversational skills on practical situations encountered in a 

Vietnamese environment. At the end of the first year, the students 

should be able to handle simple conversations in everyday topics 

and to read and write simple Vietnamese. 

Why Study Vietnamese? 




Yiddish 

Who speaks Yiddish? Who reads it? Yiddish arose nearly a thousand 

years ago in Western Europe, flourished for centuries in Eastern 

Europe, and was brought to the U.S. and elsewhere by immigrants 

who built a rich cultural life with it. At Michigan, Yiddish is a vibrant 

language. We learn its idioms and grammar, read its literary treasures, 

and explore its centrality to modern Jewish life. 

Yiddish Program (German Language and Literatures): 

[ www.lsa.umich.edu/german/yiddish/ ] 

Yiddish Program (Judaic Studies): 

[ www.lsa.umich.edu/judaic/html/yiddish_2_6_1.htm ] 

Frankel Center for Judaic Studies: 

[ www.lsa.umich.edu/judaic/ ]


Foreign Literature and Culture Courses in English Translation 

In the College of Literature, Science, and the Arts, courses in foreign 

literature and culture are taught in a number of departments 

and programs, and the courses work with texts in more than forty 

languages. These departments and programs also offer literature 

and culture courses which use texts translated into English in 

order to make these works available to all students. 

The LSA Office of the Associate Dean for Undergraduate Education 

has prepared the following list to assist students interested in 

Fall Academic Term 2011 Foreign Literature and Culture 

Courses in English Translation 

This list is subject to change by the Associate Dean for 

Undergraduate Education. 



AAPTIS 200 / ACABS 200 / HJCS 200 / RELIGION 201. Introduction 

to World Religions: Near Eastern. (4). (HU). 


(HU). 



ACABS 121 / RELIGION 121. Introduction to the Tanakh/Old Testament. 

(3). (HU). 

ACABS 200 / AAPTIS 200 / HJCS 200 / RELIGION 201. Introduction 


ACABS 221 / RELIGION 280. Jesus and the Gospels. (4). (HU). 

ACABS 270 / HJCS 270 / JUDAIC 270 / RELIGION 270. Introduction 

to Rabbinic Literature. (3). (HU). 


(HU). 


(HU). 

ASIAN 206 / HISTORY 206. Indian Civilization. (4). (HU). 

ASIAN 230 / PHIL 230 / RELIGION 230. Introduction to Buddhism. 

(4). (HU). 

ASIAN 251. Undergraduate Seminar in Chinese Culture. (3). (HU). 

ASIAN 254. Undergraduate Seminar in Korean Culture. (3). (HU). 

ASIAN 280. Topics in Asian Studies. (3). (HU). 

CLARCH 221 / HISTART 221. Introduction to Greek Archaeology. 

(4). (HU). 

CLCIV 101. Classical Civilization I: The Ancient Greek World (in 

English). (4). 

CLCIV 120. First-year Seminar in Classical Civilization (Humanities). 

(3). (HU). 

CLCIV 121. First-year Seminar in Classical Civilization (Composition). 

(4). 


(3). (HU). 

ENGLISH 245 / RCHUMS 280 / THTREMUS 211. Introduction to 

Drama and Theatre. (3). (HU). 

electing courses that focus on foreign literature and culture in 

English translation. What follows is a list of such courses offered in 

LSA for the Fall Academic Term 2011. Courses that earn Humanities 

or Social Science credit are so designated. Please consult the 

departmental and program listings in this Course Guide for course 

descriptions and further information. 

FRENCH 244. Issues in Race and Cultural Diversity in the Francophone 

World. (3). (HU). 

GERMAN 180. First Year Seminar. (3). (HU). 

GTBOOKS 191. Great Books. (4). (HU). 

HISTART 221 / CLARCH 221. Introduction to Greek Archaeology. 

(4). (HU). 




(HU). 

HISTORY 206 / ASIAN 206. Indian Civilization. (4). (HU). 



HJCS 192. First Year Seminar in Hebrew and Jewish Cultural Studies. 

(3). (HU). 

HJCS 200 / AAPTIS 200 / ACABS 200 / RELIGION 201. Introduction 




JUDAIC 270 / ACABS 270 / HJCS 270 / RELIGION 270. Introduction 


MODGREEK 214. Introduction to Modern Greek Culture. (3). (SS). 

PHIL 230 / ASIAN 230 / RELIGION 230. Introduction to Buddhism. 

(4). (HU). 

RCHUMS 280 / ENGLISH 245 / THTREMUS 211. Introduction to 

Drama and Theatre. (3). (HU). 

RELIGION 121 / ACABS 121. Introduction to the Tanakh/Old Testament. 

(3). (HU). 

RELIGION 201 / AAPTIS 200 / ACABS 200 / HJCS 200. Introduction 


RELIGION 230 / ASIAN 230 / PHIL 230. Introduction to Buddhism. 

(4). (HU). 

RELIGION 270 / ACABS 270 / HJCS 270 / JUDAIC 270. Introduction 


RELIGION 280 / ACABS 221. Jesus and the Gospels. (4). (HU). 

SCAND 331. Introduction to Scandinavian Civilization. (3). (HU). 

THTREMUS 211 / ENGLISH 245 / RCHUMS 280. Introduction to 

Drama and Theatre. (3). (HU).


Introduction To Course Listing Notations 

The Fall Term First-Year Course Guide is published by the Office of LSA 

Advising Technology, College of Literature, Science, and the Arts, University 

of Michigan, G255 Angell Hall, Ann Arbor, Michigan 48109- 

1003. 

An accurate and current course description helps students in their academic 

planning. Descriptions are published in the online LSA Course 

Guide (www.lsa.umich.edu/cg). They are prefaced with the course 

number, title, prerequisite(s), and other information from wolverineaccess 

and the College’s course database. 

The descriptions contained here are a snapshot of data as of April 14, 

2011. Check the online Course Guide for the most current information 

on classes. 

The online LSA Course Guide. 

The online LSA Course Guide contains course descriptions written by 

instructors of classes to be offered in a specific term. Instructors are 

asked: 

• to begin with a statement of the subjects (topics, themes, methods). 

• to include the intended audience and any recommended special 

background that is not already listed in course prerequisites. 

• to indicate the basis of student evaluation (exams, papers, etc.) 

• to state method(s) of instruction (lecture, lab, discussion). 

• to mention texts which will be required. 

Links to instructor home pages, class homepages, and to open section 

information are provided on the class detail pages. 

Students can view descriptions by SUBJECT, and an advance search 

feature allows students to search for courses based on key words, distribution 

designation, or by various requirements and course groupings. 

View the Course Guides online at: www.lsa.umich.edu/cg 

University Online Schedule of Classes. 

www.ro.umich.edu/schedule provides links to PDF, CSV and Wolverine 

Access versions of the Schedule of Classes. The All Class reports are 

refreshed nightly, the Open Class reports are updated every half hour 

and Wolverine Access offers real time course and class information. 

These are maintained for all active terms. 

A Note on Class Size. Courses numbered on the 100 and 200 level, 

especially those which are prerequisites for more advanced courses, 

often have large enrollments. Class size in such courses can range as 

high as 500, although enrollment of 100 to 200 students is more common. 

To reduce size, many of these introductory courses are taught in 

sections. Each section covers the same material but has a different instructor 

and meeting time. For example, sections of First-Year Writing 

are limited to 22 students, and language sections are limited to 25 

(much smaller in some languages, e.g., 15 in Japanese). In addition, 

many of the larger courses on the 100 and 200 levels set aside a 

weekly class or two for small discussion sections led by graduate student 

instructors (GSIs). The presence of GSIs in such courses should 

not deter first-year students from trying to get to know the professor. 

Most professors welcome contact with first-year students and are troubled 

by the tendency of large classes to make contacts more difficult 

for students. First-year students should always feel free to see professors 

during their office hours and should not suppose that they must 

have specific (and profound) questions in mind before visiting. 

Key to Course Listings 

Catalog numbers are part of a University-wide numbering system. 

Generally, courses numbered 100 to 199 are introductory, 200-299 are 

intermediate, and 300-499 are advanced (upper-level). 

Cross-listed courses are sponsored by more than one department or 

program and may be elected in any of the participating units. Crosslistings 

appear in boldface and are denoted by a slash between the 

participating units. 

Course titles appear in boldface after the catalog number. 

Prerequisites appear in italics after the course title. Some prerequisites 

are advisory. They suggest the assumed background or level of 

academic experience, and students should be guided by these statements. 

Some prerequisites are mandatory and are enforced at the 

point of registration. The Course Guide and the LSA Bulletin indicate 

the cases when prerequisites are enforced. 

Prerequisites are of three types: 

• Courses. Unless otherwise stated, the phrase “or equivalent” may 

be considered an implicit part of the prerequisite for any course. 

When a student has satisfactorily completed a course(s) at the required 

level of competency and when that course is believed to be 

substantially equivalent to one listed as a prerequisite, the student 

must consult the instructor or department. If equivalency is determined 

to have been satisfied, election may be approved by issuance 

of electronic permission. 

• Class standing (first year, sophomore, junior, senior). A course 

might be appropriate for “first and second year students only,” or 

for “juniors and seniors.” 

• Permission of instructor or department. The phrase “or permission 

of instructor” or “permission of department” may be considered 

an implicit part of the statement of prerequisites for any 

course. When permission is a stated requirement, or when a student 

does not have the stated prerequisite for a course but can 

give evidence of sufficient background, the student should obtain 

approval from the instructor or department concerned and an electronic 

permission issued. 

The Credit Symbol, an Arabic numeral in parentheses, denotes the 

credits earned for the course. Credit is granted in semester hours. Except 

for small seminars where the reading and/or writing requirements 

are intensive, one credit represents no less than one hour of class 

meeting time each week of the term, and usually represents two hours 

of work outside of class for each class hour. 

Area distribution designation is approved by the LSA Curriculum 

Committee on a yearly basis. A course may be approved with the designation 

natural science (NS), social science (SS), humanities (HU), 

mathematical and symbolic analysis (MSA), creative expression (CE), 

interdisciplinary (ID). Courses without one of these designations may 

not be used toward Area Distribution. 

Courses meeting certain college requirements are so listed. Language 

other than English (Lang Req) courses may be used toward 

meeting the Language Requirement. The First-Year Writing Requirement 

may be met by courses designated (FYWR). Courses approved 

with the designation “Lang Req” or “FYWR” may not be used as part of 

an area distribution plan. (BS) means that the course may be used toward 

the 60 approved credits required for the B.S. degree. Courses 

meeting or partially meeting the Quantitative Reasoning requirement 

are designated (QR/1) or (QR/2). Courses with standard approval for 

meeting the Race & Ethnicity (R&E) requirement are so indicated. 

Other courses may meet the R&E or QR requirements on a term-byterm 

basis and are listed on the LSA website (www.lsa.umich.edu) 

Experiential, Independent Study, and Tutorial courses are so 

designated. (See Experiential and Directed Reading / Independent 

Study Courses in Chapter IV of the LSA Bulletin.) 

Repetition of a course that varies in content from term to term is 

permitted only under certain conditions. When a department or program 

has a policy about the repetition of a course for credit, that policy 

is included in the course listing. In all other instances, a student must 

get permission from both the department or program and the Academic 

Standards Board to repeat a course for credit. Generally, a 

course may be elected for credit once only. 

Excluded combinations of course elections are designated in the 

listing of affected courses. 

Special Grading pattern for a course is indicated in the course listing. 

Some LSA courses are offered mandatory credit/no credit. (See 

Non-Graded Courses in Chapter IV of the LSA Bulletin.)

AAPTIS (Arabic, Armenian, Persian, 

Turkish, and Islamic Studies) 

The Department of Near Eastern Studies offers instruction in the 

languages, literatures, histories, cultures, and religions of the ancient 

Near East and the medieval and modern Middle East. The department’s 

language offerings provide the foundation for the academic 

study of the literatures, histories, cultures, and religions of 

the region. The ancient language offerings include Sumerian, 

Egyptian, Akkadian, Hittite, Ugaritic, Avestan, Aramaic, and Classical 

Hebrew. The medieval and modern language offerings include 

Armenian, Arabic, Hebrew, Persian, Turkish, and Uzbek. 

The division of Arabic, Armenian, Persian, Turkish, and Islamic 

Studies (AAPTIS) offers instruction at the introductory to the advanced 

levels in medieval and modern Arabic, Armenian, Persian, 

and Turkish languages and literatures. Courses in the histories and 

cultures of select regions represented by these language groups are 

also offered as are a wide range of topics in Islamic studies. 

AAPTIS 100 / ACABS 100 / HISTORY 132 / HJCS 100. Peoples 

of the Middle East. 

(4). (HU). May not be repeated for credit. Taught in English. 

Section 001 — Issues in Race & Ethnicity. 

An introductory course on the diversity of peoples, cultures, 

economies, and politics of the Middle East. Topics include religion 

(Judaism, Islam, Christianity), cities and nomads, women in the 

Middle East, economic change, social and political systems, and the 

world's first civilizations of Mesopotamia and Egypt. 


AAPTIS 101. Elementary Modern Standard Arabic, I. 

(5). May not be repeated for credit. 

This is the first of a two-term sequence in elementary Arabic. It is 

designed for students who want to study Arabic for academic and 

communication purposes. It starts with an introduction to the phonology 

and script of Modern Standard Arabic combined with oral 

basic communication practice. This is followed by combined training 

in listening, speaking, reading, and writing supported by audio cassettes 

and DVDs. The course follows the proficiency-communicative 

approach with special emphasis on functional language use. There 

is focus on simple interactive communicative tasks involving 

teacher-student, student-student, and group interactions. Reading 

and cultural skills are developed through simple short texts and 

situational dialogues. 

Textbooks: 

• Arabic Sounds and Letters. A Beginning Program Course, by R. 

Rammuny (Textbook and Manual). 

• Al-Kitab, Part One, by K. Brustad et al. (Lessons 1-7). 

• Hans Wehr's Dictionary of Modern Written Arabic. 

• English Grammar for Students of Arabic by Ernest McCarus. 

Course requirements include daily attendance of classes, preparation 

of the basic texts, vocabulary, grammar, oral and written 

drills, listening and reading passages and writing answers to certain 

drills and questions based on the listening and reading passages as 

well as filling out forms and supplying biographical information. 

Evaluation is based on active participation in all aspects of class, 

as well as all homework assignments, quizzes, midterm and exams. 

Section 001. This is the first of a two-term sequence in elementary 

Arabic. It is designed for students who want to study Arabic for 

academic and communication purposes. It starts with an introduction 

to the phonology and script of Modern Standard Arabic combined 

with oral basic communication practice. This is followed by 

combined training in listening, speaking, reading, and writing supported 

by DVDs. The course follows the proficiency-communicative 

approach with special emphasis on functional language use. There 

is focus on simple interactive communicative tasks involving 

teacher-student, student-student, and group interactions. Reading 


and cultural skills are developed through simple short texts and 

situational dialogues. 

Textbooks 

• Alif-Baa: Introduction to Arabic Letters and Sounds, by Brustad 

et al. 

• Al-Kitab, Part One, by K. Brustad et al. (Lessons 1-7). 



Course requirements include daily attendance of classes, preparation 

of all assigned materials, vocabulary, grammar, oral and written 

drills, listening and reading passages and writing answers to 

certain drills and questions based on the listening and reading passages 

as well as filling out forms and supplying biographical information. 

Evaluation is based on active participation in all aspects of class, 

as well as all homework assignments, quizzes, and exams. 

Instructor: Bardenstein, Carol B 

Section 003, 005, 007, & 008. Elementary Modern Standard 

Arabic I is the first of a two-term sequence in elementary Modern 

Standard Arabic (MSA). It starts with an accelerated introduction to 

Arabic phonology and script. This is followed by situational dialogues 

and short reading passages including basic vocabulary and 

fundamental grammatical structures. The course offers combined 

training in listening, speaking, reading, and writing. The students 

are provided with opportunities to practice standard Arabic through 

the use of highly-structured drills, contextualized exercises and listening 

and reading short passages. There will be special focus on 

reading, translation and writing. 

Students enrolled in this ACCELERATED section are expected 

to continue in subsequent sections through AAPTIS 

202. 

Textbooks: 

• Arabic Sounds and Letters. A Beginning Program Course, by R. 

Rammuny (Textbook and Manual). 

• Elementary Modern Standard Arabic, Part One (revised edition) 

by R. Rammuny and E. McCarus (lessons 1-10). 



Course Requirements: 

Course requirements include daily preparation of the basic texts 

and the grammatical explanations, oral practice utilizing newly 

learned vocabulary and structures, reading and listening to short 

texts and writing activities including filling out forms, supplying 

simple biographical information, writing short descriptions of people 

and places. 

Intended Audience: 

This section is specifically designed for students who have had exposure 

to spoken Arabic and the alphabet, but who know little of 

how to read and write standard Arabic. 

AAPTIS 119 / ASIANLAN 119. Introductory Central Asian 

Language I. 

(4 - 5). May be elected three times for credit. May be elected more 

than once in the same term. No credit granted to those who have 

completed or are enrolled in AAPTIS 519. 

Section 001 — Elementary Uzbek I. 

Elementary Uzbek I introduces the literary language, covering pronunciation, 

grammar, syntax, reading, and writing, as well as culture 

and daily life of the Uzbeks. 

This course will be offered via live video-conferencing from Indiana 

University through the CIC CourseShare program in which LSA participates. 

The classroom instructor is Malik A. Hodjaev, lecturer of 

Uzbek language in IU’s Department of Central Eurasian Studies. 

The class schedule will correspond to the Indiana University aca-


demic calendar; therefore, the first day of class will be on Monday, 

August 29, 2011. 

Please note: Supplemental tutoring will be provided. 

For more information, contact Gottfried Hagen at 

ghagen@umich.edu. 

Instructor: Hagen, Gottfried J 

AAPTIS 141. Elementary Persian, I. 

(4). May not be repeated for credit. No credit granted to those who 

have completed or are enrolled in AAPTIS 143. F. 

This is an elementary level course emphasizing oral fluency, reading 

comprehension, and written expression. The objectives of this 

course are to work with the students in a lively and an interactive 

environment to: 

• Communicate and converse in Persian (Farsi) on a variety of 

daily and common topics. 

• Develop elementary level reading skills. 

• Write elementary, narrative style, paragraphs, and simple correspondence 

and/or memoirs, coherently and with reasonable 

accuracy. 

• Acquire and develop cultural awareness through readings, class 

discussions, presentations and films, picture books, etc! 

Instructor: Aghaei, Behrad 

AAPTIS 151. Elementary Turkish, I. 


have completed or are enrolled in AAPTIS 155. F. 

Section 001. 

• Basic Turkish conversation for common and unexpected survival 

situations. 

• Reading beyond the elementary level to prepare students to 

conduct research in Turkish. 

• Writing based on conversation and readings. 

• Basic grammar required for all skills. 

In terms of the Provisional Proficiency Guidelines for Turkish of 

AATT (American Association of Teachers of Turkic languages), this 

course aims to bring students to the mid-intermediate level in listening, 

speaking, reading, and writing. Some course materials are 

provided through our Turkish Studies website at 

www.umich.edu/~turkish 

AAPTIS 192. First Year Seminar in Arabic, Armenian, Persian, 

Turkish, and Islamic Studies. 

Enrollment restricted to first-year students, including those with 

sophomore standing. (3). (HU). May not be repeated for credit. 

First year seminar to be offered on special topics. Courses would 

not be part of the permanent curriculum, but offered by visiting 

faculty or permanent faculty for special purposes. 

Section 001 — Religion and Revolutions: A Comparison of 

the French, Russian, Turkish and Iranian Cases. 

This course raises the central questions concerning the struggle between 

the received dogma of religion, and freedom of thought and 

conscience by focusing on issues such as: 

• Views of the 18th century on Man, religion, and reason 

• efforts of the 19th century thinkers like Marx, Comte, 

Durkheim, Weber to change society in a more “rational” direction 

• role of the French Revolution in bringing down the traditional 

underpinnings of European society 

• Russian Revolution and the development of the Marxist position 

on religion 

• Turkish secularist revolution and the destruction of the Ottoman 

Empire 

• Iranian Civilization and the Iranian Revolution 

• Huntington’s concept of the “Clash of Civilizations.” 

Among the questions we will be dealing with are: 

• Is it possible to have a “secular” world? 

• Is it still possible to have a unified “religious” vision? 

• What is the relationship of “religion” to a “secular” state or to a 

“secular” public? 

• How can religious traditions relate to each other, in a constructive 

and creative fashion, without descending into violence, at a 

time when they are obliged to come into closer and more intimate 

relations with each other than ever before? 

• What is the relationship between religion and revolution? 

• Is religion on the way out, or is it on the way in? 

• What contributes to the phenomenal rise in fundamentalist 

commitment in so many places? 

• Are there exceptions? 

• Are we condemned to have a Star Wars like “clash of civilizations” 

between Islam and “the West”? 

Instructor: Cipa, Hakki Erdem 

AAPTIS 200 / ACABS 200 / HJCS 200 / RELIGION 201. 

Introduction to World Religions: Near Eastern. 

(4). (HU). May not be repeated for credit. F. 

Religions of the Book: Judaism, Christianity, and Islam. 

Section 001. This course serves two main functions: 

• the first of these is to provide an introductory sense of what is 

involved in the academic study of religion; 

• the second, which will occupy almost the whole term, is to discuss 

the major religious traditions of the Near East, with emphasis 

on the development and major structures of Judaism, 

Christianity, and Islam. 

The course will keep two foci in view: one will have to do with the 

historical development of these religious traditions, their sacred 

texts, and major personalities; the second will involve a comparative 

view of these traditions by analyzing their sense of the sacred 

in space, time, and text, their views on holy people. 


Writing for the course typically involves an essay, a short response 

paper, a midterm, and a final exam. 


This is an introductory course: it is not necessary for students to 

have any previous experience in the study of religion. 

Instructor: Knysh, Alexander D 

AAPTIS 210 / AMCULT 215. Introduction to Arab-American 

Studies. 

(4). (HU). (R&E). May not be repeated for credit. 

The themes of “race” and “ethnicity” are central to the current 

course offerings in the Program in American Culture. In this course, 

students will examine the specific ways that Arab Americans engage 

with “race.” It provides a historical overview of Arab Americans 

and “race” in relation to a series of other identity markers, 

such as class, gender, sexuality, religion, and nation. This course 

fits particularly within the Program in American Culture’s focus on 

transnational and diasporic considerations of “race.” 

This course is an introductory survey to Arab-American studies. It 

will explore many questions such as the following in an interdisciplinary 

context, focusing on anthropological, historical, literary, and 

visual materials. 

• What are the historical circumstances that have shaped Arab 

immigration to the U.S.? 

• Where do Arab Americans "fit" within America’s racial classification 

system? 

• What is anti-Arab racism? 

• How has it shifted throughout Arab American history? 

• What is the significance of gender and sexuality to anti-Arab 

racism?

• How did September 11th impact Arab American communities? 

• What are the cultural forms that Arab immigrants have inherited 

from their homelands and reproduced in this country? 

• In what ways are these cultural forms gendered? 

• What is the relationship between socioeconomic class and cultural 

identity among Arab Americans? 

• How have Arab Americans used the arts for cultural and political 

expression? 

• What is the significance of religious affiliation to Arab American 

identity formation? 

• How has U.S. foreign policy impacted Arab American histories 

and experiences? 

This course brings a series of guest speakers and artists to interact 

with students, including calligraphers, artists, musicians, filmmakers, 

journalists, and community activists. It also includes a class 

field trip to the Arab American National Museum in Dearborn. 

Through these sorts of experiences, students are introduced to important 

paradigms and modes of analysis in the humanities, which 

include learning how to read and analyze a wide range of cultural 

texts and materials and learning how to think critically about the 

relationship between history and culture, representations, and lived 

experiences. 


• Weekly assignments: 40% 

Two-page (typed, double spaced) response paper is due every 

two weeks that summarizes the main argument in the reading 

and offers a critical analysis. At the end of the paper, students 

must include two questions for class discussion. 

• Active discussion in class: 10% 

Students must demonstrate that they have engaged in the 

readings, participate in group exercises, and meet with the instructor 

at least one time during office hours. 

• Midterm essay based on required visit to Arab-American 

National Museum: 20% 

• Final group project: 30%. 

Students will receive an individual and a group grade. 


First-year students and sophomores, plus any student interested in 

Arab-American studies. 

Class Format: 

3 hours per week primarily in recitation format. 

Instructor: Hassouneh, Rima Saudi 

AAPTIS 244 / HISTORY 244 / HJCS 244 / JUDAIC 244 / 

MENAS 244. The Arab-Jewish Conflict in the Middle East, c. 

1880 to the Present. 

(4). (SS). (R&E). May not be repeated for credit. 

For over a hundred years Arabs and Jews have been engaged in 

what is arguably the world's most long-lasting, bitter, and intractable 

dispute. 

This conflict has engendered five interstate wars (1948, 1956, 

1967, 1973, and 1982) and innumerable low-intensity clashes. As a 

source of daily media attention, United Nations resolutions, impassioned 

global debate, and Great Power rivalry, the Arab-Israeli conflict 

has no equal. Despite persistent interventions by the United 

States, Europe, and the United Nations, no resolution is in sight. 

This course assesses the origins, dynamics, and the amazing, chameleon-like 

persistence of Arab-Jewish conflict over some five generations. 

• How did the rivalry begin? 

• What historical, legal, and moral arguments does each side 

marshal to justify its position? 

• What has been the role of the United States? 

• What does the conflict say about the nature of truth and morality 

in the modern world? 

• And what does the future hold? 



This course welcomes students from all backgrounds — including 

those who have no prior knowledge of the conflict, students who by 

personal background or interest already know a good deal, and all 

those who fall between these poles. 

Instructor: Lieberman, Victor B 

AAPTIS 274 / ARMENIAN 274. Armenia: Culture and 

Ethnicity. 



This course will explore various aspects of the Christian Armenian 

identity, from the earliest times to the 1990s, against a historical 

and political background, with a greater emphasis on the more 

modern times. It will highlight the formation of the Armenian selfimage; 

its principle features (political, religious, cultural); and its 

historical evolution in a multi-religious and multi-national region 

that has undergone territorial and cultural transformations and has 

experienced many conflicts, at times deadly, resulting from the 

clash of national-ethnic identities and aspirations, governed and 

driven by oppression, distrust, religious and cultural intolerance, 

and aggressive political designs to name but a few. 


Students will be required to write one short term paper (5-7 pages 

long) and a final paper (8-10 pages long) reflecting research on a 

selected topic. 

Class Format: 

There will be class discussions. 


AAPTIS 285 / HISTART 285. Visual Culture Islam. 


Section 001. This course examines the visual cultures of Islam 

around the world from the 7th to the 20th century. Beginning with 

a discussion of Islam, Muhammad, the Qur’an, and a definition of 

“Islamic” art, we will discuss the roles and meanings of demarcating 

divine topography as visible in the Ka‘ba in Mecca and the 

Dome of the Rock in Jerusalem. The rapid spread of Islam to the 

east and west during the 9th-11th centuries created a new vocabulary 

for Islamic art and architecture, fusing pre-existing Byzantine 

and Persian models with Islamic innovations. We will look at 

mosque and palace complexes in North Africa, southern Spain, as 

well as in Mesopotamia and Central Asia. During the Crusades, 

Islam came into close contact with Europe, resulting in fascinating 

hybrid objects and architecture that call into question the simplistic 

division of “East” and “West.” From the 15th to the 17th century, 

the three so-called gunpowder states of Anatolia (the Ottomans), 

Persia (the Safavids), and the Indian Subcontinent (the Mughals) 

created new concepts of empire, wealth, and administration in the 

imperial cities of Istanbul, Isfahan, and Agra. Finally, Colonialism 

and Orientalism will be examined, as well as the emergence of 

modern Islamic art and visual culture. 

A. B. 1, 2 

Instructor: Gruber, Christiane J 

AAPTIS 291. Topics in Arabic, Armenian, Persian, Turkish 

and Islamic Studies. 

(3). May be repeated for a maximum of 6 credits. May be elected 

more than once in the same term. 

Undergraduate course in the field of Arabic, Armenian, Persian, 

Turkish, and Islamic Studies taught by a temporary faculty or as a 

testing course for a permanent faculty. 

Section 001 — History of the Turkish Republic. 

Commencing with an overview of the 19th-century reform movements 

within the Ottoman Empire, this course traces the political, 

social, and economic history of Turkey from the establishment of


the Turkish Republic in 1923 until today, focusing on various issues 

such as: 

• the fall of the Ottoman Empire; 

• the struggle for independence; 

• the emergence of the Turkish Republic; 

• the Turkish cultural revolution; 

• Mustafa Kemal Atatürk & Kemalism; 

• the construction of the “Turkish nation” & the emergence of 

Turkish nationalism; 

• the transition from a single-party regime to a multi-party 

democracy; 

• the coup d’états in 1960, 1971, and 1980; 

• the rise of political Islam and its sectarian manifestations; 

• minorities and minority rights in Turkey; 

• Turkey’s relationship with the European Union; 

• Turkey’s role in the greater Middle East; 

• Turkey today: “secular” state vs. Islamist government. 


AAS (Afroamerican and African Studies) 

Effective September 1, 2011 the Center for Afroamerican & African 

Studies will become the Department of Afroamerican and African 

Studies, and our subject name has shifted from "CAAS" to "AAS" in 

this Course Guide. 

The Department of Afroamerican and African Studies (DAAS) provides 

students an opportunity to examine the histories, social organizations, 

cultures, and arts of people of African descent, particularly 

those of Africa, the United States, and the Caribbean. While 

encouraging comparative analysis of the diverse cultural and social 

traditions derived from Africa, courses also bring attention to current 

theories, methodologies, and research on race, cultural identity, 

socioeconomic class, gender, and sexuality in relation to 

African, African American, and Afro-Caribbean experiences. In addition 

to exploring the historical cultures of Africa and its Diaspora, 

students also have opportunities to study contemporary issues 

treated in such professional fields as public policy, urban planning, 

education, environmental studies, information technology, and 

health sciences. 

Roster of AAS Area and Cross-Area Courses 

• African Studies Courses: 108, 200, 246, 247, 355, 380, 385, 

403, 404, 408, 422, 427, 440, 449, 453, 479, 562, 595. 

• African-American Studies Courses: 201, 203, 204, 214, 

230, 231, 274, 303, 321, 326, 327, 329, 333, 334, 335, 336, 

338, 340, 341, 342, 357, 360, 370, 400, 418, 425, 434, 435, 

450, 451, 452, 454, 457, 459, 465, 475, 476, 486, 489, 521, 

533. 

• Afro-Caribbean Studies: 202, 384, 439, 442, 444, 464, 478. 

• Cross-Area Courses: 103, 104, 111, 306, 331, 322, 332, 348, 

361, 394, 410, 420, 426, 430, 431, 470, 477, 495. 

Learn an African Language 

The Department of Afroamerican and African Studies offers elementary 

and intermediate language instruction in the following languages: 

Akan, Bambara, Swahili, Wolof, and Zulu. 

• Swahili is spoken in Kenya, Tanzania, Burundi, Rwanda, Congo 

and the Comoros Islands. The sequence provides students with 

a solid knowledge of Swahili morphology and syntax, functional 

vocabulary, and practice in speaking and writing. It covers 

many facets of the East African cultures in which it is spoken. 

• Akan, a major language of West Africa, is spoken by the Akan 

people of Ghana, and in the Ivory Coast. 

• Bambara is spoken in West Africa especially in Mali and Burkina 

Faso, Guinea-Conakry, Cote D’Ivoire and Senegal. Instruction is 

given in both Bambara language and culture. 

• Wolof is spoken in Senegal, Gambia, Mali, Mauritania, and 

Guinea-Bissau. Instruction is given in both Wolof language and 

culture. 

• Zulu is spoken in South Africa and the neighboring countries of 

Zimbabwe, Malawi, Namibia, Mozambique, Swaziland, and 

Lesotho. Instruction is given in both Zulu language and culture. 

Swahili is offered under AAS 115, 116, 215, 216; Akan, Bambara, 

Wolof, and Zulu are offered under AAS 125, 126, 225, 226. 

AAS 103. First Year Social Science Seminar. 


sophomore standing. (3). (SS). May not be repeated for credit. 

(Cross-Area Courses). May not be included in a concentration plan. 

This seminar introduces first-year students to the intellectual community 

of social scientists working in the field of Afroamerican and 

African studies. The topic of the seminar varies term to term. 

Section 001 — Malcolm X, the Civil Rights Movement, and 

the Practice of History. 

This course examines the life and legacy of Malcolm X, considering 

him both as an historical figure whose ideas and actions were part 

of a specific historical moment, and as an iconic, almost mythical 

figure whose image continues to stand as a powerful symbol. Our 

focus will be on understanding Malcolm X’s influence on the Black 

Power movement of the 1960s and 1970s, when various organizations 

and individuals claimed to be carrying on his legacy. In addition, 

we will critically assess the ways in which his legacy continues 

to be constructed and used to represent that period of Black struggle. 

Our investigation will be guided by three broad objectives. 

First, we will study Malcolm X’s life leading up to his emergence as 

a national and international figure of Black resistance. 

Secondly, we will examine the contours and depth of his activism 

and its relationship to the broader African American freedom 

movement. This will include a close look at the various ways in 

which his ideas and his example as a political activist impacted the 

Civil Rights movement and the emergence of the Black Power 

movement following his assassination in 1965. 

Finally, we will analyze and interpret contemporary representations 

of Malcolm X in both scholarly and popular forms, allowing us to 

better understand his legacy and his place in narratives of African 

American history. Throughout the academic term, we will take care 

to highlight the ways that ideas and images are used to construct 

historical meaning — that is, to make sense of the past and its relationship 

to the present. 

Instructor: Ward, Stephen M 

Section 002 — Understanding Social Problems through 

Memoirs. 

This course peers into the lives of famous and ordinary African 

Americans through intensive analysis of their memoirs. Most people 

remember good and bad aspects of their lives well enough to share 

them with others in everyday conversations. But memoirs represent 

individuals’ attempts to chronicle the most meaningful experiences 

of their lives. Some of these authors expose their lives to strangers 

as a cautionary tale, others as a model for achieving economic mobility, 

still others to document life’s obstacles that they’ve managed 

to overcome. 

This course has three objectives: 

• to apply major theories about race, class, and gender to the 

‘real life’ experiences of individuals, 

• to understand the variety of ways in which individuals construct 

social identities through their interactions with others, and 

• to deepen students’ understanding of inequality and its consequences. 

Instructor: Lacy, Karyn R

Section 003 — Transnational Human Rights Formations. 

This seminar explores international human rights theory and practice 

through a consideration of three key concepts: 

• Transnationalism 

• Ethnic Nationalism 

• Human Rights 

Each of the concepts will be considered in depth and linked to the 

emerging field of transnational organizing and the growing interest 

in non-governmental organizations (NGOs) in shaping local and 

global practices. 

Instructor: Adunbi, Omolade 

AAS 104. First Year Humanities Seminar. 



(Cross-Area Courses). May not be included in a concentration plan. 

This seminar introduces first-year students to the intellectual community 

of humanities scholars working in the field of Afroamerican 

and African studies. The topic of the seminar varies from year to 

year. 

Section 002 — Introduction to the Black Novel 1950-1990. 

This course provides the students with an opportunity to follow the 

development of the novel by African–American writers in the second 

half of the 20th century. Among others, we will read 

Gwendolyn Brooks, Ann Petry, James Baldwin, Ralph Ellison, 

Richard Wright, and Toni Morrison. Working with close readings, as 

well as learning hands-on critical approaches to literature, we will 

discuss such issues as: genre, social constructions of race, gender 

and sexuality, class, and social space. 


Requirements include regular attendance, weekly readings and 

critical journal, pop quizzes, and comprehensive midterm and final 

examinations. 


Section 003 — The Culture of Jazz. 

"There is more to jazz than music,” a scholar recently wrote, “and it 

is there, paradoxically, that its influence is profound.” “Jazz,” he 

continued, “is also a loosely connected set of ideas: it has a history 

and a tradition of thought, an imagery and a vocabulary that have 

given it reality and presence." This first-year seminar follows up on 

those very ideas. We will explore a few elements of the music, culture, 

and literature of jazz. We will be especially attentive to jazz’s 

relationship to African American cultural and intellectual life in the 

20th century and we will also track the music’s relationship to 

American musical culture more broadly. Although the full history of 

the music covers more than a century and reaches across the 

world, our focus this term will be on the culture of modern jazz in 

the 1950s and 1960s and some of that era’s major figures, such as 

Miles Davis, John Coltrane, and Billie Holiday. Among other work, 

there will be regular written commentaries required and short reading 

quizzes to help keep everyone on track with the reading. 

Instructor: Anderson, Paul A 

AAS 111. Introduction to Africa and Its Diaspora. 

(4). (HU). (R&E). May not be repeated for credit. May not be included 

in a concentration plan. F. 

Introduces basic concepts and methods involved in the study of 

Africa and its Diaspora. This team-taught course takes a multimedia, 

interdisciplinary approach using maps, cultural artifacts, films, 

art, music, archival documents, literary texts, and key scholarly 

readings from both the humanities and social sciences. 

Prerequisite to the CAAS concentration and academic minor. 

Instructor: Baptista, Marlyse 

AAS 115. Elementary Swahili. 



The goal of this course is to provide students with a basic but solid 

knowledge of Swahili morphology and syntax, functional vocabulary, 

and practice in speaking and writing. It is designed to introduce 

students to the language and the many facets of the East 

African cultures in which it is spoken. Students will develop their 

ability to communicate satisfactorily in Swahili in everyday practical 

situations while acquiring some of the skills necessary for effective 

reading and writing. Using a variety of written and oral materials, 

the course focuses on the development of the four language skills 

necessary for interpersonal communication in Swahili: listening, 

writing, reading, and speaking. 

Instructional materials for this course include Sharifa Zawawi, 

Kiswahili Kwa Kitendo: An Introductory Course (Vol. I: Learn Our 

Kiswahili) and Tujifunze Kiswahili Chetu: Workbook (Vol. 2: Learn 

Our Kiswahili) as well as the accompanying audio-tapes, Africa 

World Press, Inc. 


Regular attendance is essential. Participation in class includes asking 

and answering questions in Swahili, initiating discussion, role 

playing, and other situational activities. Final grade is based on 

class participation, journal entries, homework assignments, unit 

exams, a midterm written and oral test, and a final written and oral 

examination. 


CAAS concentrators and academic minors, especially those engaged 

in the academic study of African/East African cultures as well as 

students engaged in similar study in a variety of other programs 

and departments such as anthropology, history, sociology, political 

science, and the Residential College. 

Class Format: 

This recitation course meets four days a week for one hour. 

Instructor: Mpesha, Nyambura 

AAS 125. Elementary African Languages I. 


Section 001 — Akan. 

Introduction to Akan, a major language of West Africa, spoken by 

the Akan peoples of Ghana. With approximately three million 

speakers, it is the major language in Ghana. It is also spoken by 

thousands of people in the Côte d'Ivoire. Basic grammatical structures 

and vocabulary, emphasis on the spoken language, oral and 

listening comprehension, language use in specific social settings 

like the market, school, hospital, doctor's office, among others. Important 

cultural points like food, clothing, marriage, etc. Videos and 

Internet resources will be used. 


Undergrads who wish to learn Akan 

Class Format: 

Class will meet four days a week for one hour. 


Section 002 — Bambara. 

Introduction to Bambara language and culture. Bambara is spoken 

in West Africa especially in Mali and Burkina Faso, Guinea-Conakry, 

Côte d'Ivoire, and Senegal. Basic grammatical structures and vocabulary. 

Emphasis is on spoken language-oral and listening comprehension, 

language use in specific social settings like the market, 

school, hospital, doctor's office, among others. Important cultural 

points like food, clothing, marriage, etc. Videos and Internet resources 

will be used. 


Undergrads who wish to learn Bambara


Class Format: 



Section 003 — Wolof. 

Introduction to Wolof language and culture. Wolof is spoken by 

over 3 million people in Senegal and by millions of people in the 

Gambia, and Mauritania. It is the lingua franca in Senegal and belongs 

to the Atlantic branch of the Niger-Congo language family. 

Besides the Wolof people, the Wolof language is spoken by the 

Fulani, Serer, Toucouleur, Diola, and Mandingo people as a second 

language. 


Undergrads who wish to learn Wolof 

Class Format: 



Section 004 — Zulu. 

Introduction to Zulu language and culture. Zulu is spoken in South 

Africa and the neighboring countries of Zimbabwe, Malawi, 

Namibia, Mozambique, Swaziland, and Lesotho. Basic grammatical 

structures and vocabulary. Emphasis is on spoken language-oral 

and listening comprehension, language use in specific social settings 

like the market, school, hospital, doctor's office, among others. 

Important cultural points like food, clothing, marriage, etc. 

Videos and Internet resources will be used. 


Undergrads who wish to learn Zulu 

Class Format: 



AAS 208 / HISTART 208. Introduction to African Art. 

(4). (HU). May not be repeated for credit. 

Section 001. Through the study of a selected group of African and 

African Diaspora cultures, we will investigate several pivotal issues 

and narratives that lie behind the surfaces of some extraordinary 

objects and practices. African people have their own stories to tell 

about these things, of course: stories of mythic power expressed as 

living form, stories of historical contact with other cultures, stories 

of struggle and redemption, stories of ordinary, everyday life. And 

over the past several centuries, we in the “West” also have had a 

decisive, often disturbing hand in the framing of African peoples, 

objects, and stories. The coupled histories of colonialism and the 

slave trade, along with our inevitably distorted views and representations 

of what African people are and what they do, have affected 

Africa and its peoples to the core. When we look at and think critically 

about “African Art,” then, we necessarily must look at and 

think critically about ourselves. Ultimately, the goal is to understand 

aspects of African cultures in the terms by which Africans understand 

them — to know African ideals and realities as they are 

shaped in word, sound, matter, and movement. 

In this course, we’ll be taking a few steps towards that goal. In lectures 

and weekly discussion sections, in films, recorded sound, and 

perhaps even in live performance, we will examine objects and the 

many stories that surround them. Looking and listening closely, we 

will learn to see and to understand a wide range of African visual 

practices including architecture, textiles, body adornment, painting, 

graphic communication systems, photography, dance, ritual performance 

and, of course, sculpture — not only as these practices 

continue to unfold on the African continent, but also as they are 

transformed, and as they endure, in the African Diaspora. 

B. E. 4 

Class Format: 

Lecture and weekly discussion 

Instructor: Doris, David T 

AAS 246 / HISTORY 246. Africa to 1850. 

(4). (SS). May not be repeated for credit. 

This course is a survey of African history, from about 3000 BCE until 

the middle of the nineteenth century CE. We will focus our attention 

on the following major themes in pre-colonial African history: 

• The Development of Social Complexity 

• African Political Cultures 

• Religion (African Traditional Religions, Islam, and Christianity) 

• Transformations in Gender Relations 

• Slavery and the Slave Trades 

• African history beyond the continent: The Making of African 

Diasporas 

• Increasing European Encroachment 

Africa is very large — 3-½ times the size of the continental U.S. — 

so covering roughly five millennia of its history could never be accomplished 

in an exhaustive way for the whole of the continent in 

thirteen weeks! Our approach will be to explore this history through 

five regional case studies each highlighting particular themes: 

1. Egypt and the Greater Nile Valley 

2. West Africa, the Sahara, and the Maghrib 

3. West-Central Africa 

4. East Africa and the Swahili coast 

5. Southern Africa 

BOOKS: 

• Erik Gilbert and Jonathan T. Reynolds, Africa in World History: 

From Prehistory to the Present 

• John Thornton, The Kongolese Saint Anthony: Dona Beatriz 

Kimpa Vita and the Antonian Movement: 1684-1706 

EVALUATION METHOD: 

• Exam #1 : 25 % 

• Exam #2 : 25% 

• Paper : 25% 

• Participation : 25% 

• Discussion 

Instructor: Ware, Rudolph T 

ACABS (Ancient Civilizations and 

Biblical Studies) 


languages, literatures, histories, cultures and religions of the ancient 

Near East and the medieval and modern Middle East. The department’s 

language offerings provide the foundation for the academic 

study of the literatures, histories, cultures and religions of 

the region. The ancient language offerings include Sumerian, 




The division of Ancient Civilizations and Biblical Studies (ACABS) offers 

instruction at the introductory to advanced levels in the languages, 

literatures, histories, cultures, and religions of the ancient 

Near East (Anatolia, Egypt, Mesopotamia, Israel, Jordan, and 

Syria). 

ACABS 100 / AAPTIS 100 / HISTORY 132 / HJCS 100. Peoples 









Instructor: Michalowski, Piotr A

ACABS 101. Elementary Classical Hebrew I. 

(3). May not be repeated for credit. F. 

The purpose of this and the complementary course, ACABS 102 

Elementary Classical Hebrew II (Winter Term), is to equip the beginning 

student with the basic tools necessary for reading the 

Hebrew Bible. The course will introduce the student to the grammar 

of biblical Hebrew; its phonology (the study of speech sounds), 

morphology (the study of word formation), and syntax (the study 

of phrase and sentence formation). In addition to mastering the 

grammar, the student will need to acquire a sizable working vocabulary 

of the language, as competency in grammar and lexicon 

best facilitates the goal of reading the biblical text. 


The grading will be based on corrected daily assignments (i.e., the 

textbook exercises), 13-14 announced quizzes (with one class day 

advance notice), a final comprehensive exam, as well as attendance 

and participation. The daily assignments will comprise 25% 

of the grade, the ten best quizzes, 25%, the final exam, 25%, and 

attendance and participation, 25%. 

Instructor: Schmidt, Brian B 

ACABS 121 / RELIGION 121. Introduction to the Tanakh/ 

Old Testament. 


This course is designed to introduce the student to the modern 

study of the Old Testament or Tanakh. This collection of texts is 

studied both as cultural vestige of the ancient Near East and as a 

foundational document to Western thought. Lectures and readings 

focus on the development of ancient Israel's literature, religion, and 

history, as well as on the roles of those central to the formation 

and maintenance of early Israelite traditions: the priest, king, 

prophet, and sage. 


ACABS 200 / AAPTIS 200 / HJCS 200 / RELIGION 201. 




Section 001. 

This course serves two main functions: 



















ACABS 221 / RELIGION 280. Jesus and the Gospels. 


Section 001. The course focuses on the founder of Christianity, 

Jesus son of Joseph (Joshua bar-Yosef), as an historical character. 

By examining all extant historical sources (Jewish, Christian, and 


Pagan), the course offers a critical reconstruction of the major 

stages of the life and deeds of the prophet from Nazareth, from his 

birth under Herod the Great to his death and crucifixion under 

Pontius Pilate, within the diverse world of Second Temple Judaism. 

The course also explores the way in which the figure of Jesus has 

been reinterpreted over the centuries within the Christian, Jewish, 

and Muslim traditions, as well as his numerous portraits in the arts, 

involving the students in a multimedia experience of theater, fine 

arts, and music (Gospel music, and operas like Amahl and the Night 

Vision by Menotti as well as musicals like Jesus Christ Superstar and 

Godspell). Particular emphasis is placed on a detailed analysis of 

the many movies on Jesus, from Zecca-Noguet (1905) to DeMille 

(1927), Ray (1961), Pasolini (1966), Scorsese (1988), and Gibson 

(2004). 


The course grade will be based upon daily assignments and attendance; 

midterm(s) and final exam. 

Class Format: 

The format of the course consists of two lectures per week by the 

instructor and a weekly discussion session conducted by a GSI. 

Instructor: Boccaccini, Gabriele 

ACABS 270 / HJCS 270 / JUDAIC 270 / RELIGION 270. 

Introduction to Rabbinic Literature. 

(3). (HU). May not be repeated for credit. No credit granted to 

those who have completed or are enrolled in HJCS 470 or JUDAIC 

470 or HJCS 570 or ACABS 570 or JUDAIC 570. Taught in English. 

Taught in English. All materials will be provided in English translation. 

In this course, we will explore the history and substance of rabbinic 

writing on three levels. First, we will talk about the rabbinic literary 

enterprise within the broad cultural, historical and religious context 

of the Roman and Byzantine eras. Second, we will examine the 

many genres of rabbinic literature and literature and consider the 

sages — the elite group of Jewish intellectuals who created this 

corpus. Finally, we will trace the way in which subsequent generations 

have gradually shaped these texts to their current format and 

endowed them with their exalted status. 


Grades will be based on participation, a short and long paper, midterm, 

and a final. 

Class Format: 

The course will combine lectures and reading sessions of rabbinic 

texts (all material will be provided in English translation). 

Instructor: Eliav, Yaron Z 

AMCULT (American Culture) 

The Program in American Culture exposes students to the interdisciplinary 

study of U.S. society and culture. Our courses integrate a 

rich array of materials, themes, and approaches from many fields: 

not only historical and literary study, but also visual studies, musicology, 

film and media, anthropology, and others. The curriculum 

of the Program emphasizes the multicultural diversity of American 

society, paying particular attention to ethnic, gender, and other 

forms of social difference and inequality. At the same time, it 

stresses the importance of studying U.S. nationhood, including 

Americans’ (sometimes conflicting) ideals and experiences of what 

it means to be American. Our courses are designed to explore 

these issues in both historical and contemporary settings. 

Policy Regarding Waitlists and Overrides 

• All American Culture (AMCULT) courses will have unlimited electronic 

waitlists on Wolverine Access. Students interested in an 

American Culture course that has filled should add their name 

to the appropriate waitlist online. 

• From the first day of registration until the last business day before 

the first day of classes, a member of the AC staff will moni-


tor enrollments and note any waitlisted courses that have 

spaces available. 

• When available, a member of the AC staff will issue an override 

for each open space in a waitlisted course. Students who are 

officially declared AC-affiliated concentrators or minors 

will be given priority for these overrides, with exceptions 

noted in the next bulleted point. If there are no officially 

declared AC-affiliated concentrators or minors on the 

waitlist, overrides will be issued according to waitlist order. 

• For the following Fall 2009 courses, priority for overrides 

will be given to freshmen and sophomores, regardless 

of concentration or minor declared: AMCULT 204, 205, 

213, 214 and 215. 

• The overrides issued will have an expiration date of 48 hours 

(including weekends). If the student does not accept the override 

within that time frame, it will expire. This will allow the 

staff member to offer the space to the next eligible student on 

the waitlist, who will then have 48 hours to enroll. 

Please note: the expiration date will be one week (including 

weekends) when classes are not in session. 

• If all students on a given waitlist have been given an opportunity 

to enroll, but do not do so, a member of the AC staff will 

ask the Registrar’s Office to drop them from said waitlist. This 

will allow the class to reopen for registration. 

• Once classes begin, no overrides will be issued without 

the consent of the instructor for the course. S/he has final 

authority on whether or not to issue overrides. Students may 

print off a request for electronic override form and return it with 

the required information and signatures to 3700 Haven Hall for 

processing. 

Students should also be advised of the following: 

• Registration on an American Culture waitlist does not guarantee 

that A) the student will be given an override into the class at 

any time, or B) the student who is first on the waitlist will be 

the first person offered an override. 

• Students can only waitlist for one section of a particular class. 

In other words, if there are multiple discussion sections for a 

lecture/discussion course, the student must waitlist for the section 

s/he wants the most. 

• Prior to the start of classes, we will not give special consideration 

for overrides based on seniority, as upperclassmen already 

have priority to enroll or join waitlists because their registration 

appointments are early in the add/drop period. 

Questions? E-mail the undergraduate assistant. 

Repetition Unless otherwise stated, the permission required for 

the repetition for credit of specifically designated courses is that of 

the student's concentration or BGS advisor. 

Courses in Ojibwe 

A full sequence of Ojibwe cannot be guaranteed. Students must 

consult with the American Culture Program Office before undertaking 

Ojibwe to satisfy the College language requirement. Starting in 

Fall, 2009, students interested in enrolling in the first-year elementary 

Ojibwe course, AMCULT 222, must submit an application for 

admission to the course. Applications are available in the Program 

in American Culture office, 3700 Haven Hall. 

AMCULT 100. Rethinking American Culture. 


Section 001. What is an American? How are Americans made? 

What do the concepts of liberty and equality have to do with being 

American? 

This course, taught by a historian, will treat these questions as they 

emerged and have been contested over the centuries. Examining 

history and literature, facts and fiction, we will explore stories told 

about liberty and equality against a social backdrop that features 

ethnicity, immigration, racism, slavery, religion, gender, status, and 

class. We will view a few movies and read a wide variety of documents, 

memoirs, essays, and fiction. 

Instructor: Dowd, Gregory E 

AMCULT 102. First Year Seminar in American Studies. 



This course is designed to introduce students to a wide variety of 

topics and issues in American Studies in a seminar format from a 

Social Science perspective. It enables students to have contact with 

regular faculty in a small-class experience and to elicit their active 

participation in the topics under discussion. 

Section 001 — Food and Gender in Asian American Communities. 

This course meets the Contemporary Communities requirement for 

Asian/Pacific Islander American Studies Minors. 

This first-year seminar introduces students to historical and contemporary 

issues of Asians in America, through the lens of food and 

culture. We will examine how foodways often shape gender roles, 

labor, power dynamics, and Asian American identity. Focusing on 

Chinese, Japanese, Filipino, Korean, Indian, and Vietnamese American 

communities, we will explore how "Food is our only common 

language." 


Assignments include journals, midterm exam, and term project. 

Class Format: 

First-year seminar 

Instructor: Lawsin, Emily P 

Section 002 — Sports Culture. 

This seminar examines the role of sports culture in the social and 

political construction of individual and collective American identities. 

Special attention will be given to issues of power, and race, gender, 

sexuality, class, and nationalism. Readings and films will cover contemporary 

and historical issues in baseball, basketball, football, 

boxing, and cheerleading. 

Instructor: Diaz, Vicente M 

AMCULT 103. First Year Seminar in American Studies. 



This course is designed to introduce students to a wide variety of 

topics and issues in American Studies in a seminar format from a 

Humanities perspective. It enables students to have contact with 

regular faculty in a small-class experience and to elicit their active 

participation in the topics under discussion. 

Section 001 — Critical Genealogies of American Musics. 

Throughout the 20th century, both scholarship and commerce have 

shaped "American music" and "American musical life" in racially binary 

terms — namely, white and Black. This seminar will examine 

music production, marketing, consumption, and journalism in the 

United States, through the lens of a racial politics of culture. How 

can we account for both inclusions and exclusions within constructions 

of "American music" and "American musical life"? 


Course requirements include active participation in class discussion, 

brief weekly writing tasks, a major term research project, and a final 

synthetic essay exam. 


Enrollment restricted to first-year students 

Class Format: 

This seminar combines readings from multiple disciplines, listening 

assignments, and viewing of documentary films. 

Instructor: Stillman, Amy K

Section 002 — History Through Literature. 

This course takes a broad sweep through the epic transformations 

in the United States and its intersection with the broader world over 

the past century through reading historical fiction (and one work of 

science fiction). We’ll identify and talk about the historical transformations, 

political and social conflicts, and profound ethical issues 

faced by characters in these books. 

Required readings: E.L. Doctorow: Ragtime; Philip Roth: The Plot 

against America; Graham Greene The Quiet American; Barbara 

Kingsolver The Poisonwood Bible; Marjane Satrapi Persepolis; 

Thomas Pynchon: Vineland; Octavia Butler; Parable of the Sower; 

Kamila Shamsie Burnt Shadows. 


Assignments include weekly one-page response papers, a short paper, 

and a final creative project. 



Class Format: 

The class is primarily discussion based, but we will sometimes 

augment the reading with film or music, drawing on cultural references 

within the novels or film adaptations. 

Instructor: Von Eschen, Penny M 

Section 003 — Say it Loud: Black Culture in America. 

The Afro. The zoot suit. Hip Hop. Ma Rainey. Boondocks. Aretha 

Franklin. James Brown. Each of these cultural items is tied not only 

to personal taste or entertainment value but also to larger political 

and social issues around race. In this course, we will analyze Black 

expressive culture (such as in music, art, literature, and television) 

and Black everyday culture (such as through hair, fashion, and language), 

and seek answers to two broad questions: 

• What is the relationship between Black culture and the Black 

freedom struggle? 

• What is the relationship between “Black” culture and “American” 

culture? 



Class Format: 

First-Year Seminar 

Instructor: Berrey, Stephen 

Section 004 — Race in U.S. Popular Culture. 

The United States has always been a racially and culturally diverse 

nation. The meaning of that heterogeneity, however, has been 

fiercely debated. Our objectives for this class will center on building 

critical interpretative skills to think about racial representations in 

U.S. popular culture over the past 150 years. This class is somewhat 

different from other history classes. Rather than focusing on 

constructing a time line of events, we will explore how changing 

ideas about race influenced the representations of particular 

groups, including whites, African Americans, Latinos, Native Americans, 

and Arab Americans. We will learn to "read" popular media 

(including novels, films, comic books, etc.) as another primary historical 

source. Our attention will be focused on how racial representations 

intersected with assumptions about gender, sexuality, economic 

class, and national belonging. To this end, we will start with 

the assumption that media functions as mechanisms of socialization 

and as a venue for expressing popular concerns or beliefs. With this 

in mind, we will strive to uncover how past anxieties about racial 

diversity continue to haunt contemporaneous discussions and debates. 

Instructor: Mora, Anthony P 


AMCULT 204. Themes in American Culture. 

(3). (HU). May be elected twice for credit. May be elected more 

than once in the same term. 

The course is intended for first-year students, sophomores and juniors 

as specific illustrations of the issues raised and the approaches 

used by American Studies scholars. It is an interdisciplinary approach 

to a social, cultural or literary theme in American Culture. 

Section 001 — Museums and the Pacific. 

This course examines the relations between museums and indigenous 

Pacific Islanders. It explores the role of museums, including 

the work of Euro-American explorers, scientists, photographers, anthropologists, 

archaeologists, and tourists, in the collection, exhibition, 

and representation of native Pacific objects and peoples. In 

addition to examining the colonial legacies of museums in the U.S., 

Europe, and the Pacific, this course will explore contemporary political, 

social, and cultural contestations around the institution and 

the way that indigenous Pacific Islanders have reshaped museums 

and museum practice. 

Instructor: Delisle, Christine Taitano 

Section 003 — Religion in the Making of African America. 

This course studies the historical development of African American 

religion from the faith systems adapted and created in the middle 

passage of trans-Atlantic slavery through the multiple evolutions of 

religious practice and culture in the 19th and 20th centuries. Course 

lectures examine the religious thought and experiences of Africandescended 

communities in the United States, while exploring the 

U.S. context of African American religion through its historical connections 

with religious histories of the Caribbean, South America 

and Africa. The course’s reading, listening, and viewing assignments 

highlight the generational perspectives that have sustained 

African American religion’s connection to the politics and culture of 

freedom struggles during slavery and across the long transformations 

of post-emancipation society. A primary objective of the 

course is to account for the ways that African American religion (in 

its multiple varieties) has oriented African American claims for national 

citizenship and related (and at times competing) claims of 

belonging to the African diaspora. What religion has meant to these 

overlapping identifications of nation and diaspora — the “African 

America” of our course title — will be the guiding inquiry of course 

discussion. 


First-year students and sophomores. 

Instructor: Hughes, Brandi Suzanne 

AMCULT 205. American Cultures. 


A multidisciplinary introductory study of cultural diversity and pluralism 

evidenced by the existence of, dynamics within, and the interactions 

among cultural groups, races, and histories in America. 

Section 001 — Space, Story, and American Self. 

This lecture-and-discussion course focuses on the historic and cultural 

contexts of "what is an American" by bringing together narrative 

texts and architectural spaces that represent, interrogate, and 

complicate the concepts of national identity. We will pay close attention 

to the ways in which texts and architectural forms — books 

and buildings — recorded and interpreted various stages in the 

formation of Americanness. While telescoping onto the historic and 

literary moments in which the notions of race, gender, class, and 

ethnicity determined who did or did not belong in the idealized 

American social space, we will trace a fascinating dialogue between 

the making of this culture through stories, novels, and actual and 

imagined places, forms, and structures.



1. Consistent attendance, preparation for, and participation in 

both lectures and discussion section meetings; 

2. Midterm and final in-class examinations; 

3. Brief reading responses and group and individual discussion 

section presentations. 

Class Format: 

lecture-and-discussion course 


Section 005 — Native American Literature: Great Lakes 

Ojibwe Tales. 

In this class, we will study the oral and written literatures of the 

Native American Indian culture of the Great Lakes area — emphasizing 

memoirs, essays, fiction, poetry, drama, and film of the 

twentieth and twenty-first centuries — examined within their cultural 

and historical contexts. We will read and become familiar with 

a range of oral traditional and 19 th -, 20 th -, and 21 st -century texts by 

Anishinaabe authors. 

This class will promote an understanding of the ways in which the 

ongoing legacy of colonialism has impacted all Native peoples, especially 

the Anishinaabeg, and it will explore current debates and 

issues in the field of Native American, Algonquian, and Anishinaabe 

/ Ojibwe studies. Students will be encouraged to become better 

world citizens through the development of critical thinking skills 

about cross-cultural issues. Students will also examine how texts 

were read in their contemporary contexts, as well as the interpretive 

questions that they present for readers today. The primary goal 

of this class is to introduce students to the rich literary legacy of 

this place and the people who have known it for thousands of 

years. 

Instructor: Noori, Margaret Ann 

Section 006 — Muslims in America. 

This course examines the realities and experiences of Muslims in 

America, beginning with the trans-Atlantic slave trade and into the 

contemporary political situation. We will discuss various Muslim 

American communities, including women, immigrants, African- 

American 'indigenous' Muslims, and 'transnationals,' considering 

their specific realities in America. We will also consider the status of 

Muslim-Americans' civil rights, and their many responses to political 

racism, particularly but not exclusively in the aftermath of September 

11th, 2001. 


AMCULT 206. Themes in American Culture. 

(3). (SS). May be elected twice for credit. May be elected more 

than once in the same term. 

The course is intended for first-year students, sophomores and juniors 

as specific illustrations of the issues raised and the approaches 

used by American Studies scholars. It is an interdisciplinary approach 

to a social, cultural or literary theme in American Culture. 

Section 001 — AIDS and America. 

This is a truly interdisciplinary course, working with materials from 

the natural and social sciences and the arts and humanities. We will 

deal with a wide range of subjects from the biology of HIV and the 

medical treatment of AIDS to the politics and sociology of a worldwide 

epidemic and the nature of artistic creations in the midst of a 

terrible epidemic. 


Students will write papers, do class projects, and participate in discussions. 

There will be frequent quizzes. Class attendance is required. 

Instructor: Meisler, Richard A 

AMCULT 209. History of American Popular Music. 


Section 001. America has never been without popular music. The 

earliest settlers brought songbooks and the broadside tradition and 

popular song was often one of the main ways of describing the mythos 

of America, and to reflect its history. As America became industrialized, 

popular music — both sacred and secular — played an 

increasingly important role in American society. Today, American 

popular music is perhaps our most pervasive cultural form and certainly 

one of our most important cultural exports. This course will 

trace the history of American Popular Music from its earliest days 

through contemporary genres. Students will listen, watch, and analyze 

popular music from its context, styles, and forms, as well as 

the way(s) these relate to the American Experience. 


Three quizzes, midterm (essay), final exam (essay). 


Undergraduates in general. 

Instructor: Conforth, Bruce M 

AMCULT 211. Introduction to Ethnic Studies. 

(3). (HU). May be repeated for a maximum of 6 credits. 

The course introduces general or comparative ethnic studies from 

the perspective of the humanities (literature, arts, etc.) 

Section 001 — Jews and Other Others. 

In this course, we'll look at the Jewish-American experience from 

roughly 1880 to the present day from a comparative perspective: 

that is, in terms of the ways in which that experience looks when 

placed in relation to that of African-Americans (and the fraught idiom 

of race), Asian-Americans (and the "model minority" myths applied 

to both groups) and other Euro-Americans. Our readings will 

be drawn from history (e.g., Matthew Frye Jacobsen's Whiteness of 

a Different Color), from anthropology (Sherry Ortner's New Jersey 

Dreaming: Capital, Culture, and the Class of '58), musicology 

(Jeffrey Melnick's The Right to Sing the Blues), and film criticism 

(Michael Rogin's Black Face, White Noise); but we'll spend most of 

our time reading novels, poems, and plays, and watching films that 

speak to the complexities both of the Jewish-American experience 

and of its place in the ethnoracial hurly-burly of twentieth-century 

America. 


Two short papers; One long one; quizzes every now and then to 

keep you on your toes! 

Instructor: Freedman, Jonathan E 

AMCULT 213. Introduction to Latina/o Studies. 

(4). (ID). (R&E). May not be repeated for credit. 

Section 001. Latino and Latina Studies is an interdisciplinary approach 

to the study of Mexican, Puerto Rican, Cuban, Caribbean, 

Central American, and Latin American communities in the United 

States. This course will offer an assortment of rubrics for understanding 

the interconnections between diverse Latina/o communities 

and also the differences that sometimes divide them. Students 

will explore the many methodologies of Latina/o Studies by taking 

the opportunity to meet and learn from scholars across disciplines 

(including history, sociology, literary studies, and more) engaged in 

this field of study. The class will consist of a series of lectures / projects 

designed in conjunction with scholars, activists and cultural 

practitioners working in different areas of Latino Studies at the University 

of Michigan and beyond. 

Instructor: Mora, Anthony P

AMCULT 214. Introduction to Asian/Pacific American 

Studies. 

(4). (ID). (R&E). May not be repeated for credit. 

Section 001. 

Asian Americans are among the fastest-growing population segment, 

yet they are virtually invisible in public culture in the United 

States. Pacific Islander Americans? Even more so. The following 

four questions frame our study of Asian and Pacific Islander Americans. 

• What historical themes define the experiences of Asian Americans 

and Pacific Islander Americans in the United States? 

• What are some of the contributions to American life and 

thought by Asian Americans and Pacific Islander Americans? 

• What present-day issues do contemporary Asian American and 

Pacific Islander American communities face? 

• What can the perspectives of Asian Americans and Pacific 

Islander Americans tell us about American history and contemporary 

society? 

These questions also pose crucial opportunities to critique the 

structures of power and oppression through which Asian and Pacific 

Islander Americans have navigated to locate citizenship and belonging. 

Since the late 20th century, Asian and Pacific Islander American 

immigration has also produced demographic and cultural transformations 

in public culture and contemporary life. We will examine 

the roots of Asian/Pacific Islander American Studies in the activism 

of the Asian American Movement, and follow through to the present 

moment of transnational flexible citizenship. 


Requirements for this course will include guided “discovery” exercises, 

a term project, and essay midterm and final examinations. 

Instructor: Stillman, Amy K 

AMCULT 215 / AAPTIS 210. Introduction to Arab-American 

Studies. 


Course would meet the prerequisite requirement for the concentration 

in American Culture, or the "Transnationalism, Diaspora, 

and/or Empire," and "Women, Gender, and/or Sexuality" breadth 

requirement. 

The themes of “race” and “ethnicity” are central to the current 

course offerings in the Program in American Culture. In this course, 

students will examine the specific ways that Arab Americans engage 

with “race.” It provides a historical overview of Arab Americans 

and “race” in relation to a series of other identity markers, 

such as class, gender, sexuality, religion, and nation. This course 

fits particularly within the Program in American Culture’s focus on 

transnational and diasporic considerations of “race.” 

This course is an introductory survey to Arab-American studies. It 

will explore many questions such as the following in an interdisciplinary 

context, focusing on anthropological, historical, literary, and 

visual materials. 

• What are the historical circumstances that have shaped Arab 

immigration to the U.S.? 

• Where do Arab Americans "fit" within America’s racial classification 

system? 

• What is anti-Arab racism? 

• How has it shifted throughout Arab American history? 

• What is the significance of gender and sexuality to anti-Arab 

racism? 

• How did September 11th impact Arab American communities? 

• What are the cultural forms that Arab immigrants have inherited 

from their homelands and reproduced in this country? 

• In what ways are these cultural forms gendered? 

• What is the relationship between socioeconomic class and cultural 

identity among Arab Americans? 


• How have Arab Americans used the arts for cultural and political 

expression? 

• What is the significance of religious affiliation to Arab American 

identity formation? 

• How has U.S. foreign policy impacted Arab American histories 

and experiences? 

This course brings a series of guest speakers and artists to interact 

with students, including calligraphers, artists, musicians, filmmakers, 

journalists, and community activists. It also includes a class 

field trip to the Arab American National Museum in Dearborn. 

Through these sorts of experiences, students are introduced to important 

paradigms and modes of analysis in the humanities, which 

include learning how to read and analyze a wide range of cultural 

texts and materials and learning how to think critically about the 

relationship between history and culture, representations, and lived 

experiences. 


• Weekly assignments: 40% 

Two-page (typed, double spaced) response paper is due every 

two weeks that summarizes the main argument in the reading 

and offers a critical analysis. At the end of the paper, students 

must include two questions for class discussion. 

• Active discussion in class: 10% 

Students must demonstrate that they have engaged in the 

readings, participate in group exercises, and meet with the instructor 

at least one time during office hours. 

• Midterm essay based on required visit to Arab-American 

National Museum: 20% 

• Final group project: 30%. 

Students will receive an individual and a group grade. 


First-year students and sophomores, plus any student interested in 

Arab-American studies. 

Class Format: 

3 hours per week primarily in recitation format. 


AMCULT 217. Introduction to Native American Studies — 

Humanities. 


Section 001. This course will give students an overview of many 

aspects of Native-American culture, including Pre-Columbian lifestyles 

and gender roles, religion, literature, Native-American identity, 

attempts and resistance to forced assimilation, and struggles 

for sovereignty. Themes of Native American identity and the impact 

of colonialism on Native American communities are featured 

throughout. The course emphasizes the diversity of Native- 

American communities, and seeks to broaden students’ understanding 

of Native Americans beyond the image of Plains Indians on 

horseback to include Native Americans in the modern world. As the 

course name implies, the topics will be covered in a way that emphasizes 

breadth, rather than depth, whetting students’ appetite for 

the advanced courses in these areas offered through the Program 

in American Culture. Guest lecturers from within the Program will 

introduce students to the ideas and styles of other professors, allowing 

them to sample courses that they may wish to take in the 

future from these professors. 


Students will be required to provide approximately 12 pages of polished 

writing, complete a midterm and final exam, and participate 

in class discussions during sections. 

Instructor: Daubenmier, Judith Marie


AMCULT 219. Survey of American Folklore. 


Section 001. This course is a survey of the wide-ranging creative 

ways in which we express who we are and what we value and believe: 

from the ways that people decorate their yards or use recycled 

items to create art to how they use charms to foretell the sex 

of unborn babies; from the cures people create for colds and 

hangovers to family recipes and stories. As a study of American culture 

this course considers diverse groups from a multiplicity of cultures, 

from groups connected by ethnicity, region, age, gender, and 

occupation to smaller groups such as families, friends, classmates, 

and coworkers. For each of the major concepts we will discuss we 

will also visit key debates, conflicts, turning points and critiques. 

This course bridges many areas of American Culture offerings and 

draws them together through the common threads of belief, custom, 

tradition, and ritual. It introduces students to the broad field 

of folklore that encompasses philology, anthropology, literary studies, 

and the humanities in general. The collection component is especially 

valuable to American Culture students since it introduces 

students to fieldwork methodology and asks them to produce a collection 

that will be accessioned into the American Culture Folklore 

and Oral History Archives. LSA undergraduates gain a valuable insight 

into the ways in which our cultural and ethnic backgrounds 

not only differ, but are brought together with many of the same 

traditions and customs. Folklore, as a universal phenomenon is a 

perfect topic to address issues of diversity and our mutual commonalities. 


Three quizzes (essay), final essay exam, collection project (1500word 

essay, collection items, transcriptions, etc.) 

Class Format: 

Students are expected to attend two 1.5 hour lecture sessions each 

week. 

Instructor: Conforth, Bruce M 

AMCULT 222. Elementary Ojibwe I. 

(3). May not be repeated for credit. May not be included in an academic 

minor in Native American Studies. F. 

The course will serve as an introduction to Anishinaabe language 

and culture. This course is for students who have no previous 

knowledge of the tribe as well as tribal members interested in 

learning more about their culture and language. Because Ojibwe is 

an endangered language, it is of utmost importance that we make 

sure the language is learned and used. This is a beautiful language 

with much to teach about living in this place. It deserves to be revitalized 

for future generations. 

After completing AMCULT 222 students should be able to use 

Ojibwe to: 

• Respond to and initiate simple statements and commands such 

as greetings and introductions. 

• Understand 250 – 500 words. 

• Express reactions and courtesy phrases. 

• Express likes and dislikes. 

• Describe actions, people, places and things using short phrases. 

• Be able to read standardized orthography with correct pronunciation. 

• Recognize key characters and events found in traditional stories. 

• Know the basic chronological history of the Anishinaabe in the 

U.S. and Southern Ontario. 

Instructor: Kimewon, Howard G 

AMCULT 231. Visual & Material Culture Studies. 

(3 - 4). (HU). May not be repeated for credit. 

Section 001. We are living in a material and, increasingly, visual 

world. Every object you encounter and every image you see is 

shaped by powerful cultural ideologies — ideas about power and 

race and gender and class and nation. This class will explore the 

objects and images of our daily lives as puzzles rich with cultural 

codes for us to discover and unpack. 

Students will be asked to think about how photographs, maps, 

paintings, graffiti, architecture, monuments, billboards, museums, 

movies and more — as fundamental elements of our visual and 

material world — construct and convey meaning. Students will be 

asked to think about ubiquitous visual and material signs as sites of 

essential forms of cultural knowledge. They will be asked to develop 

analytical tools for understanding these signs and to create 

some signs of their own. 


Students will write two papers and produce two visual projects. 

Instructor: Hass, Kristin Ann 

AMCULT 240 / WOMENSTD 240. Introduction to Women's 

Studies. 


Section 001. This course provides an introduction to the feminist 

scholarship about women and gender. We explore how women’s 

lives differ across social categories such as race, class, sexual orientation, 

and age, with an emphasis on women in the United States 

today. Readings are drawn from both the humanities and social sciences 

to familiarize students with key questions, theoretical tools, 

and issues within Women’s Studies. A variety of topics are covered, 

including: violence against women; women and work; reproductive 

justice. 


The course grade is based on short written assignments, a group 

project, exams, and participation in discussion. 

Instructor: Cole, Elizabeth Ruth 

AMCULT 293 / WOMENSTD 293. 20th Century Writing by 

Women of Color. 


Section 001. For well over a century women of color have been 

writing themselves into U.S. history, continuously redefining their 

political, cultural, and social locations within the discourses of 

American identity. Their refusal to remain silent observers of history 

has resulted in a body of work — poems, essays, novels, and short 

stories — that helps us to understand the ways in which ethnic, 

racial, class, gender, and sexual differences shape our conceptions 

of American identity. In this class, we will explore the narrative 

practices of Latinas, African American, Native American, and Asian 

American women, paying special attention to the ways in which 

their writing has given voice to their differential locations within the 

discourses of American identity. We will explore the cultural, linguistic, 

and familial traditions that have informed their respective 

approaches to feminism, antiracism, and oppositional politics. 

Instructor: Mendoza, Victor Roman 

AMCULT 295 / WOMENSTD 295. Sexuality in Western 

Culture. 


Section 001. This course is an introduction to major concepts in 

the history and anthropology of sexuality, as well as an historical 

survey of important trends in the social organization of gender and 

sexuality in Western Culture beginning with ancient Greece. We 

continue through ancient Judaism and early Christianity, medieval 

courtly love, and 19th-century England and America. The last part 

of the course deals with 20th-century sexual modernism, ending 

with the Sexual Revolution and the backlash against it. 

Instructor: Newton, Esther

Anthropology 

Anthropology is a field of study that deals with both the biological 

and cultural aspects of humanity. Its basic concerns include the organic 

evolution of the human species; the origin, development, and 

integration of customs, techniques, social relationships, and beliefs 

that define a way of life (or culture) of human social groups; and 

the interrelations among these biological and cultural factors in 

human behavior. 

The subject matter of anthropology is divided into four major areas 

of study: Anthropological Archaeology (ANTHRARC), Biological 

Anthropology (ANTHRBIO), Linguistic Anthropology, and Sociocultural 

Anthropology (ANTHRCUL). 

• Biological Anthropology considers human evolutionary history, 

the causes of present genetic diversity, and biological aspects 

of human behavior. It uses the evidence and concepts of paleontology, 

primate studies, population genetics, growth and 

nutrition, and ecology. 

• Anthropological Archaeology seeks to understand human behavior 

in the past, by examining the remains of human activity 

(such as settlements, tools, pottery) that have survived from 

earlier times. Through the analysis of material remains, 

archaeologists explore the cultural forms and social organization 

of human societies over the longest possible time span. 

• Sociocultural Anthropology describes, analyzes, and compares 

the widest possible range of human cultures and social institutions, 

with emphasis on the present day. While some sociocultural 

anthropologists concentrate on societies that differ from 

our own in scale or cultural history and way of life, others examine 

contemporary European and American societies with the 

wider perspective gained from looking at other cultures and societies. 

• Linguistic Anthropology views language as one of the most distinctive 

characteristics of human beings. It studies language in 

the context of human evolution, social relationships, and cultural 

forms, and it explores the role of languages and ways of 

speaking in cultural difference and social action. 

Roster of Anthropology courses, by subgroup 

Biological Anthropology: ANTHRBIO 161, 168, 169, 265, 297, 

351, 360, 361, 362, 364, 365, 368, 450, 451, 452, 460, 461, 462, 

464, 465, 467, 468, 469, 470, 472, 473, 474, 475, 476, 477, 478, 

479 

Anthropological Archaeology: ANTHRARC 180, 282, 283, 284, 

285, 286, 292, 296, 380, 381, 382, 383, 385, 386, 388, 390, 394, 

407, 442, 481, 482, 483, 484, 485, 486, 488, 489, 490, 491, 492, 

493, 495, 587, 589 

Cultural Anthropology 

• Introductory Courses: ANTHRCUL 101, 158, 222, 225, 226, 

256, 272, 298, 299 

• Sociocultural Anthropology — Regional Courses: ANTHRCUL 

202, 302, 305, 306, 309, 314, 315, 317, 319, 320, 323, 324, 

346, 402, 403, 404, 405, 409, 410, 411, 412, 413, 414, 415, 

417, 421, 422, 423 

• Sociocultural Anthropology — Theory/Method: ANTHRCUL 230, 

327, 330, 331, 447, 532 

• Sociocultural Anthropology — Topical Courses: ANTHRCUL 232, 

234, 246, 260, 310, 325, 326, 329, 332, 333, 334, 335, 336, 

338, 339, 344, 345, 347, 349, 352, 355, 356, 357, 408, 416, 

425, 427, 428, 429, 431, 436, 438, 439, 440, 445, 446, 450, 

451, 453, 455, 457, 458, 459, 461, 462, 503, 538, 541, 543, 

553 

• Linguistic Anthropology: ANTHRCUL 272, 277, 299, 370, 371, 

372, 373, 374, 375, 461, 464, 473, 474, 475, 477, 519, 572, 

576, 577 


Museum, Honors, Reading, Research, and Field Courses 

• ANTHRARC 258, 392, 398, 399, 400, 401, 480, 487, 494, 496, 

497, 499 

• ANTHRBIO 371, 398, 399, 463, 471 

• ANTHRCUL 258, 300, 301, 398, 399, 499, 556 

Anthropology Department Waitlist Policy 

• Undergraduate Anthropology classes (ANTHRARC, ANTHRBIO, 

ANTHRCUL) will have waitlists available in Wolverine Access as 

soon as registration begins with the exception of large lecture/discussion 

classes, which will have a waitlist added after 

the lecture section is entirely full. If a student wishes to register 

for a closed Anthropology class they should add themselves to 

the waitlist on wolverine access. 

• Prior to the first day of classes, permissions will be issued by 

Anthropology department staff as spots open up in the class. 

Permissions granted before classes begin will expire one week 

from the issue date. 

• Permissions will be given first to anthropology concentrators 

and minors, then to the first non-concentrator on the list. 

• After the first day of classes, instructors will be given the opportunity 

to decide who receives a permission into their classes 

based on the instructor’s criteria, such as attendance, field of 

concentration, etc., and not necessarily on waitlist position. The 

instructor will apply his/her criteria consistently. Permissions 

granted after classes have begun will expire in 48 hours. Students 

will be allowed to waitlist for classes only through the 

first week of the term. 

• If the instructors do not notify department staff that they would 

like to control their own waitlists, then department staff will issue 

permissions based on anthropology concentration or minor 

status, then on waitlist position as spots open up in the class. 

• Students are notified by email when permission has been issued. 

• If all students on a waitlist have been given an opportunity to 

enroll, but do not, they will be dropped from the waitlist by the 

Registrar’s Office. This will allow the class to open back up for 

registration. 

ANTHRARC (Anthropology, 

Archaeological) 

ANTHRARC 282. Introduction to Prehistoric Archaeology. 


Section 001. Is archaeology about hunting for lost treasure in 

exotic places? In Introduction to Prehistoric Archaeology, we examine 

what archaeology is by investigating the techniques, methods, 

and theories that archaeologists use to interpret the human past. 

We then explore what archaeologists have learned about the past 

through a ‘greatest hits’ tour of world prehistory, starting with the 

earliest humans through historic times. 


Students will be evaluated on take-home projects involving critically 

evaluating archaeological evidence, two hourly exams, and participation. 


The course is specifically designed to be accessible to students regardless 

of their previous backgrounds in anthropology, but it will 

provide the foundation necessary for students who want to take 

more advanced courses in archaeology. 

Class Format: 

The course format is lecture and weekly discussion sections. 

Instructor: Young, Lisa C


ANTHRBIO (Anthropology, Biological) 

ANTHRBIO 161. Introduction to Biological Anthropology. 

(4). (NS). (BS). May not be repeated for credit. Does not count toward 

Anthropology concentration requirements. F, W, Su. 

Section 001. This is a four-unit course that examines the processes 

that have shaped human evolution. The first unit covers the 

basic principles of evolutionary biology, and includes overviews of 

adaptation, natural selection and genetics. The second unit focuses 

on the ecology and behavior of nonhuman primates, and considers 

how a comparative approach may help us to understand human 

evolution. Unit three pays particular attention to the fossil record, 

and how the study of human prehistory informs our understanding 

of modern humans. Finally, we focus on humans in modern contexts 

and consider the biological bases of behavioral and morphological 

variability. There is one required text (How Humans Evolved, 

by Boyd and Silk) and several reserve readings. 


Students are evaluated with exams based on lecture material, and 

by quizzes in section. 


No prerequisites. 

Class Format: 

Lectures are multimedia presentations including film clips and 

slides, and sections include discussion and hands-on exercises 

(using fossil casts, etc). 

Instructor: MacLatchy, Laura M 

ANTHRCUL (Anthropology, Cultural) 

ANTHRCUL 101. Introduction to Anthropology. 

(4). (SS). (R&E). May not be repeated for credit. Does not count 

toward Anthropology concentration requirements. F, W, Sp. 

Section 001. This introductory course exposes and explores the 

structures of inquiry characteristic of anthropology and surveys the 

field's four subdisciplines (biological, archaeological, cultural, and 

linguistic anthropology), providing a first glimpse of the field's overall 

context, history, present status, and importance. The principal 

aim of the course is to help students develop a coherent view of 

the essential concepts and methods that typify the discipline. It 

stresses unifying principles that link the subdisciplines and thereby 

create anthropology's comprehensive, holistic world view. It 

teaches students various ways of learning and thinking about the 

world's many designs for living in time and space. It prepares 

them: 

• to integrate and interpret information 

• to evaluate conflicting claims about human nature and diversity 

• to think critically 

Topics covered include: 

• the nature of culture 

• human genetics, evolution and the fossil record 

• the concept of race 

• primate (monkey and ape) behavior 

• language and culture 

• systems of marriage, kinship and family organization 

• sex-gender roles 

• economics, politics, and religion in global perspective 

• the cultural dimension of economic development and contemporary 

social change, and the emergence of a world system 

Required readings come from one introductory text and additional 

paperbacks. 


Two objective exams (multiple choice and true or false questions) 

cover the two halves of the course. The second exam is given on 

the last day of class. There is no final exam and no term paper. 

Section leaders require quizzes and a short paper. 

Class Format: 

Lectures and discussion-recitation. 

Instructor: De Leon, Jason P 

Section 002. This introductory course surveys the field's four 

subdisciplines (biological, archaeological, cultural, and linguistic anthropology), 

providing a first glimpse of the field's overall context, 

history, present status, and importance. The principal aim of the 

course is to help students develop a coherent view of the essential 

concepts, structures, and intellectual methods that typify the discipline. 

It stresses unifying principles that link the subdisciplines and 

thereby create anthropology's comprehensive, holistic world view. 

It teaches students various ways of learning and thinking about the 

world's many designs for living in time and space. It prepares them 

to integrate and interpret information, to evaluate conflicting claims 

about human nature and diversity, and to think critically. 


• the nature of culture; 

• human genetics, evolution and the fossil record; 

• the concept of race; 

• primate (monkey and ape) behavior; 

• language and culture; 

• systems of marriage, kinship and family organization; 

• sex-gender roles; 

• economics, politics, and religion in global perspective; 

• the arts; and 

• medicine. 

Required readings come from one introductory text, a case studies 

book and one ethnography. 


Three in-class hourlies (multiple choice, definition, short answer, 

brief essay) each cover one-third of the course material. The third 

hourly is given on the last day of class. There will be one short writing 

assignment due in section. 

Class Format: 

Lectures and discussion-recitation. 

Instructor: Peters-Golden, Holly 

ANTHRCUL 202. Ethnic Diversity in Japan. 


This course begins with an overview of popular and anthropological 

ideas and theories about human diversity. Japanese ideas of "race" 

and "ethnicity" are analyzed comparatively. We then explore the 

history and cultures of Japanese ethnic groups and minorities. 

Among the groups we will focus on are the ("aboriginal") Ainu, 

resident Koreans, migrant workers (of Japanese ancestry) from 

South America, so-called "international marriages" and children of 

mixed parentage, Burakumin ("outcastes"), "sexual minorities" (i.e., 

gays, lesbians, bisexuals), and others. Anthropological readings are 

augmented by novels and short stories, comics, videos, and films. 

Instructor: Robertson, Jennifer E 

ANTHRCUL 222. The Comparative Study of Cultures. 


Section 001. 

• Why do people do things in different ways? 

• Why do they sometimes understand and value the things they 

do so differently? 

• What do these cultural differences mean? 

• What are the ways in which we think about and understand difference? 

• How can we think about and understand cultural change and 

the meaning of cultures in a world where people and societies 

constantly collide and commingle?

This course has two aims: 

• first, to introduce students to the concept of culture and to a 

small sampling of the great diversity of cultures that exist 

around the world; 

• second, to learn about some approaches to understanding this 

cultural diversity — and, along the way, to learn a bit of the history 

of social and anthropological theory. 


Grading will be based on regular attendance at lecture (including 

student group presentations), participation in discussion sections, 

and three papers. 

Class Format: 

Classes will be organized around the discussion of readings and 

materials that span several cultures and diverse approaches to 

studying, thinking about, and describing culture, from ethnographic 

accounts (both classic and recent), to theoretical statements, to fictional 

writing and documentary film. 

Instructor: Frye, David L 

ANTHRCUL 246 / RELIGION 246. Anthropology of Religion. 


Section 001. An introduction to basic problems faced by religions 

and by the study of religion. Drawing on case studies from around 

the world, the course examines different ways people have confronted 

questions such as how one deals with an invisible world, 

what happens after death, why do bad things happen to good people, 

what makes life worth living, how can one obtain wealth and 

power. The emphasis will be on comparison, showing how very different 

traditions have dealt with the same or similar problems. In 

the process of examining these issues, the course also raises questions 

about the difficulties involved in studying other people's most 

strongly held values and beliefs, and the relations between tolerance 

and faith. 

Instructor: Keane, Webb 

AOSS (Atmospheric, Oceanic and Space 

Sciences) 

AOSS, a department in the College of Engineering, is the only one 

that combines science and engineering, offering an integrated view 

of Earth and space. The blending of atmospheric and space sciences 

with engineering puts AOSS at the forefront of the movement 

to understand the Earth, atmosphere, planets, solar system 

and space weather in a whole systemic view, rather than individual 

components. AOSS participates with the Department of Geological 

Sciences to sponsor the concentration in Earth Systems Science. 

Although AOSS courses are offered through the College of Engineering, 

several courses are approved by LSA to earn LSA credits 

and some may be used to meet distribution requirements. Other 

Atmospheric, Oceanic, and Space Sciences courses are listed in the 

College of Engineering Bulletin, and in the Schedule of Classes as 

part of the offerings of the College of Engineering in the AOSS subsection 

and may be elected by LSA students as a part of non-LSA 

course work. 

Students who have a serious professional interest in the field 

should consult the department. 

AOSS 101 / ASTRO 183. Rocket Science. 

(NS). (BS). May not be repeated for credit. 

Section 001. An introduction to the science of space and space 

exploration. Topics covered include history of spaceflight, rockets, 

orbits, the space environment, satellites, remote sensing, and the 

future human presence in space. The mathematics will be at the 

level of algebra and trigonometry. 

Instructor: Ridley, Aaron James 


AOSS 102 / ENVIRON 102 / GEOSCI 122. Extreme 

Weather. 

(3). (NS). (BS). May not be repeated for credit. No credit granted to 

those who have completed or are enrolled in AOSS 202. 

This course provides an introduction to the physics of extreme 

weather events. The course uses weather disasters and threats to 

illustrate the physical laws governing the atmosphere. 

We examine solar eruptions, ice ages, climate change, monsoons, 

El Niño, hurricanes, floods, droughts, heat waves, thunderstorms, 

lightning, hail, tornados, and other extreme atmospheric events to 

illustrate the basic physical laws that produce these events. Participants 

are expected to apply these principles to a series of homework 

assignments including hands-on weather forecasting and 

analysis of storm events. 

Required resources for this course include: 

1. An on-line subscription to XamPREP: Essentials of Meteorology 

by C. Donald Ahrens with 

2. (Optionally) A hard-copy version of Essentials of Meteorology by 

C. Donald Ahrens (it's redundant but some really prefer to also 

have the traditional paper copy), and 

3. A copy of Extreme Weather by Chris Burt. 

Instructor: Samson, Perry J 

AOSS 105 / CHEM 105 / ENSCEN 105 / ENVIRON 105. Our 

Changing Atmosphere. 

(3). (NS). (BS). May not be repeated for credit. 

The greenhouse effect, stratospheric ozone depletion, the polar 

ozone holes, and urban smog are discussed from a scientific perspective 

using the latest information. Human-induced change in 

atmospheric composition is a primary vehicle for Global Change. 

These changes can affect atmospheric motions, including jet 

streams, fronts and violent storms. The atmosphere interacts with 

all other components of the environment: the oceans, the geosphere 

(solid earth), the biosphere (living plants and animals), and 

the cryosphere (glaciers and ice-caps). These interactions and 

"feedback mechanisms" are a central theme of this course, which is 

intended for non-science concentrators. 


non-science concentrators. 

Instructor: De Roo, Roger Dean 

AOSS 171 / BIOLOGY 110 / ENSCEN 171 / ENVIRON 110 / 


(4). (NS). (BS). May not be repeated for credit. Credit is granted for 

a combined total of 17 credits elected in introductory biology. Satisfies 

the geography requirement for State of Michigan certification 

for social studies teachers. F. 

Instructor(s): 

• David Allan (NRE) 

• Catherine Badgley (Ecology and Evolutionary Biology), 

cbadgley@umich.edu 

• Christopher Poulson (Geology), poulsen@umich.edu 

Every day, millions of human and natural activities are altering the 

planet on which we live. Over the past century, through our everincreasing 

population and mastery of technology, we have been 

changing the global environment at a pace unknown to natural history. 

The University of Michigan Global Change Program offers an interdisciplinary, 

introductory course sequence which investigates the 

causes and potential impacts of these changes using a combination 

of traditional lecture-based and modern web-based teaching methodologies. 

The Fall Academic Term course deals with issues relating 

to the physical, chemical, and biological cycles contributing to 

Global Change. Students apply learned knowledge by using spread-


sheet and systems modeling software to investigate the dynamics 

of natural systems. 

The Web-based course curriculum provides unparalleled opportunities 

to conduct on-line Internet research. In fact, you will create 

your own web-based poster on a topic of your choosing. The interactive 

laboratory exercises provide you the opportunity to use computers 

to examine how natural systems function as well as develop 

projections of the future consequences of changes in the environment. 

And, perhaps most important of all, you will have ample time 

for discussion of the critical issues in human development and how 

they relate to the international business community, global economics, 

society as a whole and the individual. All topics are developed 

in a manner that students will find both accessible and enjoyable. 

You will discuss... 

• Current and Projected Global Change 

• The Role of the Individual as a Citizen of the Planet 

• Case Studies of Regional and Global Change Issues 

You will create... 

• Models of Interacting Systems that Give Insight into the Collision 

Between Natural and Societal Processes 

• A Web-based Poster on a Related Topic of Your Choice 

Topics that are covered ...... 

The Universe: 

• Big Bang Theory 

• Birth and Death of Stars 

• Radiation Laws 

• Origin of the Elements 

• Planetary Energy Budget 

Our Planet: 

• The Age of the Earth 

• Primitive Atmospheres 

• Natural Hazards 

• Plate Tectonics 

• Chemical & Biological Evolution 

• The Building Blocks for Life 

Earth's Atmospheric & Oceanic Evolution: 

• Life Processes and Earth Systems 

• The Great Ice Ages 

• Atmospheric Circulation and Weather 

• Climate and Paleoclimate 

• Greenhouse Gases and Global Warming 

• Sea Level Change 

• El Niño 

The Tree of Life: 

• Emergence of Complex Life 

• Extinction and Radiation 

• The Five Kingdoms 

• Natural Selection 

• Respiration and Photosynthesis 

• Ecosystems 

Projected Ecological Consequences: 

• Elevated Carbon Dioxide Levels 

• Environmental Pollutants 

• Ozone Depletion 

• Likelihood of Global Climatic Change 


The course grade is based on two midterm exams, a final exam, 

completion of laboratory modules, and a course project based on 

some aspect of global change. 


There are no prerequisites for the course and no science background 

is assumed. The course is appropriate for all undergraduate 

students, irrespective of intended concentration, and is the first of a 

series of courses that can be taken as part of the Global Change 

Minor. 

Instructor: Allan, J David 

ARMENIAN (Armenian Studies) 

The Armenian Studies Program at the University of Michigan, Ann 

Arbor, began in 1976 with the introduction of courses in the Western 

Armenian language and a survey of Armenian history. In 1981 

the Alex Manoogian Chair in Modern Armenian History was established, 

thanks to the generous gift of Mr. and Mrs. Alex Manoogian. 

Six years later, the Marie Manoogian Chair in Armenian Language 

and Literature was created, making the University of Michigan–Ann 

Arbor a major center of Armenian Studies in the United States. 

Courses taught by Professor Kevork B. Bardakjian (literature) and a 

Professor of Armenian history constitute the core of the Armenian 

Studies Program complemented by outreach activities. In addition 

to language, literature and history instruction, the Armenian Studies 

Program offers courses on Armenian architecture, Armenian- 

American literature, the Modern Armenian Renaissance, and 

Armenian intellectual history. 

ARMENIAN 274 / AAPTIS 274. Armenia: Culture and Ethnicity. 



This course will explore various aspects of the Christian Armenian 

identity, from the earliest times to the 1990s, against a historical 

and political background, with a greater emphasis on the more 

modern times. It will highlight the formation of the Armenian selfimage; 

its principle features (political, religious, cultural); and its 

historical evolution in a multi-religious and multi-national region 

that has undergone territorial and cultural transformations and has 

experienced many conflicts, at times deadly, resulting from the 

clash of national-ethnic identities and aspirations, governed and 

driven by oppression, distrust, religious and cultural intolerance, 

and aggressive political designs to name but a few. 


Students will be required to write one short term paper (5-7 pages 

long) and a final paper (8-10 pages long) reflecting research on a 

selected topic. 

Class Format: 

There will be class discussions. 


ARTDES (Art & Design) 

The School of Art & Design (A&D) offers an innovative media-rich 

and intellectually challenging bachelor of fine arts (BFA) degree 

that integrates traditional techniques with contemporary technologies 

and provides extensive opportunities for exhibition, community 

engagement, and international study. Joint degree programs with 

LSA provide opportunities for students whose educational goals include 

undergraduate degrees in both LSA and A&D. 

Fall and winter academic terms, A&D offers studio courses designated 

for non-majors, some on Central Campus, some in the A&D 

facilities on North Campus. Art Design Perspectives courses are 

academic courses that count for Humanities or Interdisciplinary LSA 

credit as indicated below and are open to non-major registration. In 

addition, all other A&D studio courses are open to non-major registration 

after the last day of scheduled Wolverine Access registration 

appointments. 

Courses in the School of Art & Design are listed in the Schedule of 

Classes under the School of Art & Design. Descriptions may be 

found on the A&D web site www.art-design.umich.edu.

ARTDES 150. Art-Design Perspective I: Creators. 


One of a series of four academic courses that casts a broad net to 

explore a variety of creative expressions from those collected by 

museums to those uncollected and taken for granted as objects of 

everyday life. This first course uses a case study approach to focusing 

on the concept of artists' individuality through time and across 

world cultures. 

In the ADP I course, “The Creators”, we will look at the art and design 

practices that have been maintained by cultural groups 

throughout the eras. We will explore the circumstances that have 

made art and design "tick" with meaning from ancient periods up 

until contemporary times. We will also learn the language of art 

and design, and study works that are made with diverse methods, 

technologies, and media. 

In addition to exploring the history and language of art and design, 

we will examine the social and cultural roles of the artist-designer. 

• What are the ways that creators communicate with their audiences? 

• What is the wellspring of inspiration that creators drink from as 

them make their work? 

• How do the aspects of one's social identity become presented 

through the creative process? 

• What are the missions and intentions of the artist/designers? 

What is your own mission as a creator? 

• And finally, what are the criteria that artist-designers use to 

measure success? 

"The Creators" is a course in which we will explore the history of 

creative work, as well as the elements that constitute a creative 

practice. We will study art and design, as well as the artists, designers, 

and audiences that sustain the dialogue that surrounds it. 

Instructor: Nunoo-Quarcoo, Francis P 

Asian Languages and Cultures 

The department offers instruction in the languages, literatures, religions, 

and cultures of China, Japan, Korea, Tibet, South Asia, and 

Southeast Asia, including courses in traditional and modern Chinese 

and Japanese literature, Chinese, Japanese, and Korean civilization, 

Chinese philosophy, courses in the literatures and cultures of South 

and Southeast Asia, and a sequence of courses on Buddhism in 

China, India, Japan, Korea, and Tibet. 

The department’s core courses in the modern languages of East, 

South, and Southeast Asia are designed to develop proficiency in 

the basic skills of speaking, aural comprehension, reading, and writing. 

To speed students’ progress toward a working knowledge of 

language, intensive work in Chinese and Japanese are usually offered 

during the summer (www.lsa.umich.edu/sli). 

WAITLIST POLICY 

Students are strongly encouraged to use the waitlist for any closed 

course. Students should register on the waitlist according to their 

preferred section. Overrides will be issued automatically, in waitlist 

order, up to the first day of class as space becomes available. Students 

are notified by email if receiving an override; the seat may go 

to an alternate student on the waitlist if the override is allowed to 

expire. Unused overrides will result in the student being removed 

from the waitlist completely. Overrides are not issued automatically 

after the first day of class for ASIANLAN courses. For ASIAN 

courses, overrides are issued automatically until the end of the first 

full week of classes. Ultimately, students are encouraged in both 

situations to contact the instructor or attend the first class to obtain 

an override after the start of the term. 

ASIAN (Asian Studies) 

ASIAN 204 / HISTORY 204. East Asia: Early Transformations. 



This course offers an overview of more than three thousand years 

of East Asian history, from ca. 1600 BCE through ca. 1800 CE. 

Since every such survey must be selective, this course will emphasize 

political, social, and cultural transformations. Aided by the 

course textbook, we will inquire into the nature of political power, 

the succession of dynasties and military regimes, the growth and 

spread of religions, and the transformation of family structures, 

economies, and diplomatic relations. The course will introduce the 

different, distinct histories of China, Korea, and Japan, but will also 

chart the interactions between these cultures, following the travels 

of monks and merchants, diplomats and conquerors, across the islands 

and continents. The primary-source readings for the lectures, 

and especially for the discussion sections, will offer an opportunity 

to see these changing cultures and landscapes through the eyes of 

contemporaries: early Chinese philosophers, Korean royal officials, 

Japanese court ladies, even European travelers. The primary-source 

readings will also give occasion to reflect on the origins and nature 

of historical knowledge, thereby making this course not only an introduction 

to East Asian history, but also an introduction to history 

as an academic discipline. 

The course uses a textbook and a course pack, at a total cost of ca. 

$100. 


The course requires: attendance of all lectures and discussion sections 

(10%); preparation of the reading assignments and the reading 

questions for both lectures and discussion sections, and three 

quizzes in the discussion section (30%); two in-class examinations 

(30% each). 

Instructor: de Pee, Christian 

ASIAN 206 / HISTORY 206. Indian Civilization. 


Section 001. This course is an introduction to the cultures and 

histories of South Asia, the region of the world that today is constituted 

by the modern nation-states of India, Pakistan, Bangladesh, 

Sri Lanka, Nepal, and Bhutan. The aim of the course is to provide a 

broad over-view of the various historical, cultural, social, and political 

developments that contribute to making the region one of the 

most diverse in the world. The course includes a study of the following 

themes: social and religious gender and sexuality; and 

commercial relations with a wider world. We will close with a review 

of India's encounter with modern Europe, the establishment of 

colonial rule in the subcontinent, and the formation of the nationstates 

of today. 

Instructor: Prange, Sebastian Rafael 

ASIAN 230 / PHIL 230 / RELIGION 230. Introduction to 

Buddhism. 

(4). (HU). May not be repeated for credit. May not be included in a 

concentration plan in Philosophy. 

Over the course of its long history, Buddhism has been the most 

influential and widely practiced religion in Asia. Beginning in India 

2500 years ago, it eventually spread to China, Korea, Japan, Tibet, 

and Mongolia, and to Sri Lanka and throughout Southeast Asia. 

More recently it has spread to Europe and the Americas. 

This course is an introduction to the major themes in Buddhist 

thought and practice. Beginning with the early teachings associated 

with the historical Buddha, the course will go on to consider the 

development of the tradition across Asia. The readings for the 

course will consist entirely of Buddhist texts in translation. 


• Attendance at lecture and participation in discussion section 

(25%) 

• Four two-page papers (25%) 

• Midterm examination (25%) 

• Final examination (25%) 

Instructor: Ahn, Juhn Young


ASIAN 251. Undergraduate Seminar in Chinese Culture. 

No knowledge of Chinese language is required. (3). (HU). May not 

be repeated for credit. 

This undergraduate seminar offers lower division LSA students a 

small group learning experience. Students explore a subject of particular 

interest in collaboration with a faculty member in the area of 

Chinese culture. 

Section 001 — The Story of the Stone. 

In this first-year seminar class we will try together to get a better 

understanding of traditional Chinese culture by reading and discussing 

a novel that has both been praised as a veritable encyclopedia 

of Chinese life, and which has mattered deeply to countless Chinese 

readers, some of whom read it year after year. Because the novel 

focuses on life within the household and the majority of its major 

characters are female, one of the foci of the course will be on the 

life of Chinese women during the time the novel was written. Class 

meetings will feature a number of different activities. One of these 

will be class debates on specific topics. The main goal of the various 

debates will be to permit us to get a wider and richer view of 

the novel and the culture that produced it, but we will also be interested 

in relating what we see in the novel to life around us and 

material we have learned in other contexts. The procedure of debating 

topics from different points of view will also help us be more 

critical about our own beliefs and predilections. 

Class Format: 

First-year seminar class 

Instructor: Rolston, David Lee 

ASIAN 254. Undergraduate Seminar in Korean Culture. 

No knowledge of Korean language is required. (3). (HU). May be 

repeated for a maximum of 6 credits. 

This undergraduate seminar offers lower division LSA students a 

small group learning experience. Students explore a subject of particular 

interest in collaboration with a faculty member in the area of 

Korean Culture. 

Section 001 — Popular Culture and Korean Society. 

In the second half of the twentieth century, South Korea underwent 

an economic development that transformed the country from one 

of the poorest nations in the world to one of the world’s dozen 

largest economies, and in the last decade, popular culture has 

emerged as the most prominent and dynamic of all South Korean 

exports. Institutional and ideological aspects of this developmental 

miracle are well-known, but how do we begin to understand what 

such a change — pursued with a speed and thoroughness rarely 

witnessed in world history — must have meant for the people living 

through it? 

In this class, we will examine values, desires, and structures that 

sustain people’s lives in times of great upheaval and uprooting, 

through the medium of popular culture. In particular, we will focus 

on how popular cultural forms construct, represent, or contest 

dominant ideas about Korean history, national identity, gender 

roles, and globalization. 

Our approach will be at times thematic, at times generic, and at 

times historical. Discussions will revolve around texts drawn from 

diverse media including music, cinema, television, print, sports, online 

games, and sequential art. Analyses of primary texts will be 

supplemented by theoretical readings on topics including censorship, 

political economy, audience reception, fandom, and transnationalism. 

Instructor: Ryu, Youngju 

ASIAN 260 / HISTORY 252. Introduction to Chinese 

Civilization. 

(4). (HU). (R&E). May not be repeated for credit. No assumed 

knowledge of Chinese history, culture, or language required. 

This course is intended to introduce students to major issues in 

Chinese history from ancient times to the Chinese Revolution of 

1911, with a specific focus on issues relating to race and ethnicity. 

In this connection, we investigate three problems: 

1. China is often seen as a racially, ethnically, and culturally 

homogenous society, but what is China and (Han) Chinese? 

2. To what extent was the direction of Chinese civilization driven 

by contact with ethnic, religious, and cultural others? What role 

did ethnic, religious, and cultural conflict play in producing 

Chinese identity? 

3. How did China transition from a multi-ethnic empire to a modern 

nation state? To what extent was the creation of modern 

China a product of racial and ethnic strife? 

Readings and lectures will give equal weight to political and social 

developments, as well as to intellectual, religious, and cultural 

forces. Course assignments will not only include reading primary 

and secondary literature (entirely in English), but also require students 

to analyze visual sources. There are no books or coursepacks 

for this class; all readings will be available through CTools. 


Assignments: 

1. Active attendance and participation in section (Note: more 

than 5 unexcused absences will result in an automatic failure of 

the course); 20% of total grade. 

2. One creative project; 20% of total grade. 

3. 3 short papers (3-5 pages); 60% of total grade. 


ASIAN 280. Topics in Asian Studies. 

(3). (HU). May be elected twice for credit. 

Provides an opportunity for non-specialists to explore a particular 

area of Asian culture. It aims to give beginning students a background 

for the study of Asian topics, as well as special insights into 

the (literary) traditions, philosophies, and beliefs of different peoples 

within Asia. 

Section 001 — Sacred Collectives: Nation and Religion in 

South Asia. 

Can the nation be an object of worship? Do religious and national 

identities fortify each other? How must we understand religious violence? 

What is the relationship between religion and politics in a 

secular world? Can religion be deployed as an instrument of political 

mobilization and transformations? 

Bearing the above questions in mind, this course will examine the 

relationship between the Nation and Religion in South Asia. Home 

to almost every major Religion of the world, the region of South 

Asia has also witnessed a variety of movements and mobilizations 

that explicitly invoke religion in the service of the nation. The partition 

of the subcontinent into India and Pakistan in 1947, the rise of 

Hindu fundamentalism in India, and pro-democracy movements in 

Myanmar, religion is never too far from politics, nor neatly privatized. 

We will examine the following case studies from the subcontinent 

that shed light on the intersections between religion and nation: 

the idea of ‘Mother India,’ the 1947 Partition of the subcontinent, 

the controversy over Rama’s ‘birthplace’ in India, the notion 

of ‘Jihad,’ and Buddhist monks’ participation in pro-democracy 

movement in Myanmar. The course will be divided into broad thematic 

sections dealing with community formation, national identity, 

religious fundamentalisms, and political mobilizations. 

Course objectives include fostering a nuanced understanding of the 

myriad ways in which religious collectives find expression in politics 

and society and contribute in forging modern national identities. 

Students will gain critical insight into religious nationalisms in South 

Asia and beyond. In addition, students will be able to take what 

they learn from this course about religion and the nation to other 

situations and parts of the world. This course is not meant to provide 

final answers. Its primary objective is to make students think 

and reflect in a critical fashion, and provide them with the material 

and intellectual tools necessary to do so.


Course evaluation will be based upon attendance and class participation, 

two short essays, group presentations, a film review, and a 

final paper. 

Instructor: Bhatia, Varuni 

Section 002 — Religions of China. 

From the Analects of Confucius to the Zen of Buddhism, some of 

the world's most intriguing and enduring religious traditions first 

developed and prospered in China. This course will take a broad 

look at the ancient and modern manifestation of Confucianism, 

Daoism, and Buddhism in the Chinese cultural context. What does it 

mean to become immortal? How do people strive for enlightenment? 

What is happening to religious traditions under the strain of 

modernity, communism, and capitalism? In this seminar-style 

course, we will examine these and other issues through readings, 

brief lectures, group discussions, images, films, and presentations. 


No previous experience required. All are welcome. 

Class Format: 

Seminar-style 

Instructor: Brose, Benjamin 

Section 003 — History of Japanese Language. 

This course examines the historical development of the Japanese 

language using the Meiji Period (1868-1912) as its focal point. Meiji 

was the moment Edo became Tokyo and language underwent drastic 

transformations due to national standardization and modernity. 

Pivoting around the moment of Meiji, the course will swing between 

the pre-modern and contemporary eras to look at all the major issues 

in the history of Japanese language, including genetic relationships, 

phonological, morphological and syntactic change, and 

pragmatics. It discusses how Japanese language has developed, 

changed, and transformed through history in relation to honorifics, 

gender, sexuality, and popular culture. 

Instructor: Abe, Hideko 

ASIAN 292 / HISTART 292. Introduction to Japanese Art 

and Culture. 


those who have completed or are enrolled in HISTART 495. 

Section 001. This course adopts an interdisciplinary approach to 

the history of Japanese visual culture, introducing the art of the archipelago 

from ancient times through the present day. Although 

primarily a chronological examination of key artistic monuments, 

the class will also discuss thematic issues such as the materiality of 

art, cultural exchange, the meaning of nature, and the relationships 

between artistic production and religion, class, and society. The 

course makes no claim to be comprehensive, and the goal of the 

lectures is only to introduce you to the panoply of Japanese art and 

the ways that it interacted with the cultures that produced it. At the 

end of the course, you should have a better understanding of many 

aspects of Japanese history, thought, religion, and visual culture; 

but you should also develop a heightened awareness of and sophistication 

about your visual world in general. 

C. 1, 2, 3, 4 

Instructor: Carr, Kevin Gray 

ASIANLAN (Asian Languages) 

ASIANLAN 101. First Year Chinese I. 

(5). May not be repeated for credit. Native or near-native speakers 

of Chinese are not eligible for this course. No credit granted to 

those who have completed or are enrolled in ASIANLAN 103. 

ASIANLAN 101 is an introductory course for students who do not 

understand or speak any Chinese. (If you speak Chinese, the right 


course for you is ASIANLAN 104, Reading and Writing Chinese I.) 

In this course, students are expected to achieve control of the 

sound system (especially the 4 tones), basic sentence patterns, 

aural comprehension, daily conversations and writing characters. 

374 characters will be introduced in this course. Students are required 

to perform skits in front of the class almost every week. A 

written quiz or test will be given every Tuesday and Thursday. Students 

have class one hour per day. Tuesdays and Thursdays are 

lectures; Mondays, Wednesdays and Fridays are recitations. Students 

are required to register for both a lecture section and a recitation 

section. Attendance is taken everyday. 

Textbooks: 

1. Integrated Chinese (Level One, Part I) — Textbook, Workbook, 

Character Workbook (all in Traditional Character Edition); 

2. Getting Around in Chinese — Chinese Skits for Beginners. 

ASIANLAN 104. First Year Chinese for Mandarin Speakers. 

Consent of instructor required. (4). May not be repeated for credit. 

No credit granted to those who have completed or are enrolled in 

ASIANLAN 101, 102, 103. 

This course is designed for students with native or near-native 

speaking ability in Chinese, but little or no reading and writing ability. 

Classes, which are conducted in Chinese, meet four hours per 

week with a focus on reading and writing. Coursework will be 

graded on the basis of classroom performance, quizzes, tests, and 

homework assignments. Students are required to register for both 

a lecture section and a recitation section. They must have the permission 

of the instructor in order to register for this course. Most 

students will receive this permission via a placement test before fall 

classes begin. For test information, please refer to 

www.lsa.umich.edu/asian/language/. 

Instructor: Gu, Karen 

ASIANLAN 111. First Year Filipino I. 


Section 001. This is a beginners’ class (two-term sequence) that 

uses the functional-situational approach in learning a language. The 

students focus on conversational skills in Filipino. Classroom techniques 

include role-plays, games, songs, pair work, and writing exercises. 

At the end of the course, they should be able to use Filipino 

in greetings and situations such as visiting a friend’s house, shopping, 

telling the time, making an appointment, asking and giving 

directions, and going to a medical clinic. They should also be able 

to use Filipino in: describing people, objects, and places; narrating 

an event or simple story; expressing feelings; and expressing 

agreement or disagreement. 

Instructor: Atienza, Richard 

ASIANLAN 115. First Year Hindi I. 


have completed or are enrolled in ASIANLAN 117. Students with 

prior knowledge of Hindi are encouraged to take ASIANLAN 118. 

The first year is the beginner’s level Hindi course. The aim of the 

course is to enable the student to acquire the major language skills 

— speaking, listening, reading and writing. Standard text materials, 

audio-visual clips from Hindi films and popular TV programs, and 

graded conversations prepared by the instructor are used with 

equal emphasis on spoken and written Hindi. Training in spoken 

Hindi emphasizes speaking and listening at normal speed with nearnative 

pronunciation and intonation. 

See the instructor for placement. 

Instructor: Siddiqi, Tahsin


ASIANLAN 119 / AAPTIS 119. Introductory Central Asian 

Language I. 

(4 - 5). May be elected three times for credit. May be elected more 

than once in the same term. No credit granted to those who have 

completed or are enrolled in AAPTIS 519. 

Section 001 — Elementary Uzbek I. 

Elementary Uzbek I introduces the literary language, covering pronunciation, 

grammar, syntax, reading, and writing, as well as culture 

and daily life of the Uzbeks. 

This course will be offered via live video-conferencing from Indiana 

University through the CIC CourseShare program in which LSA participates. 

The classroom instructor is Malik A. Hodjaev, lecturer of 

Uzbek language in IU’s Department of Central Eurasian Studies. 

The class schedule will correspond to the Indiana University academic 

calendar; therefore, the first day of class will be on Monday, 

August 29, 2011. 

Please note: Supplemental tutoring will be provided. 

For more information, contact Gottfried Hagen at 

ghagen@umich.edu. 

Instructor: Hagen, Gottfried J 

ASIANLAN 121. First Year Indonesian I. 


Section 001. ASIANLAN 121 is an introduction to the speaking, 

reading, and writing of modern Indonesian. Students with previous 

experience with Indonesian or Malay should contact the department 

for placement into the course. Indonesian is the national language 

of Indonesia, a country noted for its rich and deep cultural 

heritage as well as for its remarkable cultural diversity. With more 

than 200 million speakers, Indonesian is the sixth most prevalently 

spoken language in the world. The relatively simple syntactic and 

grammatical structures that characterize Indonesian make it an accessible 

language for any native speakers of other languages. The 

elementary course comprises a two-term sequence designed to 

provide the student with a basic working knowledge of the Indonesian 

language. The course aims at the acquisition of the four basic 

language skills: listening, speaking, reading, and writing in modern 

Indonesian. The course emphasizes aural-oral exercises and practice 

and the learning of culture throughout the course. The text 

used is keyed to a set of tapes for use in the language lab and concentrates 

on practical knowledge of the language. 


Evaluation is based on classroom performance, homework assignments, 

tests, and a final project. 

Instructor: Agustini 

ASIANLAN 124. Accelerated Elementary Japanese. 


This course is designed to enhance the four basic communication 

skills (speaking, listening, reading and writing) in modern Japanese 

that students have previously developed through lower-level high 

school coursework, their own individual or tutored study, or heritage 

that learned Japanese at home. Students placed into this class 

will have had some exposure to or knowledge of Japanese but not 

enough to warrant a placement in a higher level course. The emphasis 

of this course on the thorough mastery of the basic structure 

of the Japanese language that is necessary for effective communication 

in Japanese. 

ASIANLAN 124 will concentrate on the following: 

1. understanding and mastering appropriate use of basic grammar; 

2. mastering appropriate use of vocabulary and expressions in 

context; 

3. acquiring basic pragmatic and sociocultural skills; 

4. acquiring comprehensive reading skills in regard to simple 

essays; 

5. understanding daily conversations; 

6. writing short compositions; 

7. mastery of Hiragana, Katakana, and approximately 58 Kanji. 

It is expected that, by the end of the fall academic term, students 

will have basic speaking and listening comprehension skills, a solid 

grasp of the basic grammar, and the reading and writing skills in 

Hiragana, Katakana, and approximately 58 Kanji in context. 

ASIANLAN 124 students can continue on to ASIANLAN 126 with the 

students who have passed ASIANLAN 125 and finish first-year 

Japanese together at the end of the Winter academic term. 


Exams (Midterm & Final) comprise grammar points emphasized in 

the various lessons; oral interviews; listening comprehension; and 

reading/writing. The oral interviews may occur outside of the 

scheduled class period. Quizzes (both vocabulary and Kanji) for 

each lesson will be given during the first 5-10 min of class. Lesson 

tests (lasting 50 minutes) will be given four times during the academic 

term. Students must actively participate in class in order to 

learn Japanese and improve their language skills. Students' participation 

in classroom activities, pair-work, dialogue presentation, answering 

questions, cooperation, and general attitude will be taken 

into consideration when grading. 

Assignments include: 

1. Kanji practice sheets; 

2. listening comprehension; 

3. grammar and reading exercise sheets; 

4. compositions; and 

5. speech presentations at the end of the academic term. 


Students across many disciplines who have a little background in 

Japanese language but are not yet ready to be placed into a 

higher-level course (i.e., ASIANLAN 126 or ASIANLAN 225). 

Class Format: 

Small class that integrates the traditional lecture and recitation 

components. Meets 3 hours per week. 

ASIANLAN 125. First Year Japanese I. 


of Japanese are not eligible for this course. No credit granted to 

those who have completed or are enrolled in ASIANLAN 124, 127, 

129 or RCLANG 196. 

This course is designed for students who have less than the equivalent 

of one year's study of Japanese at the University of Michigan. 

The goal of the course is the simultaneous progression of four skills 

(speaking, listening, writing, and reading) as well as becoming familiar 

with aspects of Japanese culture which are necessary for language 

competency. Recitation sessions are conducted in Japanese 

emphasizing speaking/reading in Japanese contexts at normal 

speeds. Analyses, explanations, and discussions involving the use 

of English are specifically reserved for lectures. It is expected that, 

by the end of the academic term, students will have basic speaking 

and listening comprehension skills, a solid grasp of basic grammar, 

reading and writing skills in Hiragana and Katakana, and will be 

able to recognize and produce approximately 58 Kanji in context. 

Texts: Genki Vol.1, Tokyo: The Japan Times, 1998. 

ASIANLAN 129 / RCLANG 196. Intensive Japanese I. 

Consent of instructor required. (10). May not be repeated for 

credit. No credit granted to those who have completed or are enrolled 

in ASIANLAN 124, 125, 126, or 127. 

Section 001. This course is designed for you to learn Novice (beginning)-level 

Japanese language in an intensive, semi-immersion 

setting. It is "intense" because we will study a normally two-term 

amount of materials in one academic term. It is "semi-immersion" 

in that in our classroom we constantly simulate authentic communicative 

interactions with speakers of Japanese, and will use the target 

language as much as possible while minimizing the use of Eng-

lish. Through extensive communication practice in classroom activities, 

we will work on developing all four skills (listening, speaking, 

reading, and writing, using hiragana, katakana and 177 kanji) along 

with cultural understanding. You will learn to acquire a sentencelevel 

command in limited topics around everyday life for college 

students. Most course-related activities are collaborative in nature. 

You are also required to attend minimum three hours of cocurricular 

activities, such as the Lunch Tables and Conversation 

Tables, per week. (No prior knowledge in Japanese is assumed; if 

you have studied Japanese before, the instructor's permission is required). 

Instructor: Sato, Tetsuya 

ASIANLAN 135. First Year Korean I. 


of Korean are not eligible for this course. No credit granted to those 

who have completed or are enrolled in ASIANLAN 137. 

ASIANLAN 135, the first of the two-term sequence (ASIANLAN 135 

and ASIANLAN 136), is for those who have no or minimal proficiency 

in Korean. This course introduces the basic structures of 

Korean while focusing on the development of speaking, listening, 

reading, and writing skills. The class regularly meets five times per 

week — two hours of lecture and three hours of aural/oral practice 

— and daily attendance is expected. In addition, students are required 

to do additional hours of work for practice on their own. The 

checkpoints for evaluation include homework assignments, weekly 

quizzes, vocabulary quizzes, oral interviews, chapter tests, and final 

exam. Those who successfully complete the course will gain sustained 

control of basic conversation. 

ASIANLAN 138. Reading and Writing Korean I. 



ASIANLAN 135, 136, or 137. 

This course will cover regular ASIANLAN 135 and 136 course materials 

in one academic term. After completing ASIANLAN 138, students 

will be able to continue their study of Korean by enrolling in 

ASIANLAN 238 (Reading & Writing Korean II). While this course focuses 

on developing their comprehensive competence in listening, 

speaking, reading, and writing, more emphasis will be given to 

reading and writing Korean. 


This course, the first of the two-term sequence (ASIANLAN 138 and 

ASIANLAN 238), is for students who were raised in a home where 

Korean was spoken, who speak or merely understand Korean, and 

students who have some speaking abilities of daily Korean but who 

know little of how to read and write in Korean. Students with previous 

experience with Korean should contact the instructor for a 

placement into the course. 

Class Format: 

This class meets five hours per week. 

ASIANLAN 145. First Year Punjabi I. 


have completed or are enrolled in SSEA 371. 

This course offers an introduction to spoken and written Punjabi. 

Those who have little or no previous knowledge of Punjabi 

(Gurmukhi) script will learn to read and write at the basic level. 

During this course students will use the communicative approach to 

develop the ability to speak, comprehend, read, and write Punjabi. 


Evaluation will be based on attendance, class participation, assignments, 

quizzes and tests. 

Instructor: Gill, Pinderjeet K 


ASIANLAN 155. First Year Tamil I. 


have completed or are enrolled in ASIANLAN 157. 

Course (beginners' level) begins with an introduction to language, 

land, history, cultures, and traditions of Tamilnadu. The aim of this 

course is achieving proficiency in spoken comprehension, enable 

the student to acquire the major language skills — listening, speaking, 

reading, and writing. Standard text materials, course packs 

prepared by the instructor, as well as audio, video, and web-based 

materials are used with some emphasis on both spoken and written 

varieties of Tamil. Spoken materials emphasize speaking and listening 

in native contexts at normal speed with near-native pronunciation, 

intonation, style, etc. There will be opportunity to do exercises, 

assignments, spoken language practice, and language 

games. Students will also have the opportunity to do Group Work 

to develop their skill development particularly in reading the written 

variety of Tamil through writing, comprehension, class quizzes administered 

and conversational practice. 

ASIANLAN 161. First Year Thai I. 


This is the first of the two-term sequence of courses in which students 

will achieve control of the sound system (Thai has five 

tones), basic sentence pattern, aural comprehension, and basic 

daily conversation. Students will be exposed to the authentic character 

of the language from the first day of class. Not only will students 

be able to speak the beautiful language, but also will be able 

to read and write the beautiful and unique script. Daily written assignments 

will be given to reinforce what was covered in class that 

day. By the end of the first term, students will be able to read, converse, 

and write about selective topics. Upon successful completion 

of the second term, students will be able to conduct conversations 

dealing with several survival concerns — ordering food, shopping, 

visiting the post office, going to the doctor, banking, etc. Many facets 

of Thai cultures will also be part of the lessons. 


Grading will be based upon class attendance and participation, written 

homework, weekly quizzes, and a final exam. 

Instructor: Krishnamra, Montatip 

ASIANLAN 171. First Year Urdu I. 


Section 001. First Year Urdu I is an introductory proficiencybased 

course which allows students to acquire linguistic skills in culturally 

authentic contexts. The course concentrates on developing 

skills in reading, writing, speaking, and listening comprehension. 

Standard text materials, audio-visual clips from films, and graded 

conversation prepared by the instructor are used with equal emphasis 

on spoken and written Urdu. Training in spoken Urdu emphasizes 

speaking and listening at a normal speed with near-native 

pronunciation intonation. 


Grading is based on attendance, class participation, written homework 

assignments, dictations, and quizzes/tests. 


No prior knowledge of Urdu is required. 

Instructor: Ali, Syed Ekhteyar 

ASIANLAN 175. First Year Vietnamese I. 


Section 001. ASIANLAN 175-176 is the introductory course sequence 

in reading, listening, speaking, and writing the only language 

of more than 74 million speakers, from the South to the utmost 

northern part of Vietnam. This country now adopts the free 

market economy and needs foreign capital and know-how. With the 

normalization of U.S.-Vietnamese relations, a knowledge of the 

Vietnamese language and culture will be a crucial asset in enabling 

one to participate in many opportunities. This first half of the two-


term sequence course is designed to accommodate students with 

no knowledge of the Vietnamese language, as well those with some 

knowledge who want to develop the four basic language skills (listening, 

speaking, reading, and writing) and to improve their knowledge 

in Vietnamese history and culture. The format will be as follows: 

four class hours a week will be focused on the aural-oral approach 

in reading, dialoguing, translating, and responding to the 

content of the texts using a question-and-answer format. One class 

hour a week will be devoted to quizzes and tests. In addition, there 

will be written assignments and works in the language lab. 

Throughout the course, students will be encouraged to communicate 

in Vietnamese, and classes will be largely conducted in 

Vietnamese to develop the students' ability to acquire sufficient 

automaticity and fluency in spoken Vietnamese. Students will be 

graded on classroom performance, class attendance, homework assignments, 

and a final examination. 

Instructor: Nguyen, Thuy Anh Thi 

ASTRO (Astronomy) 

Introductory Courses and Courses for Non-Concentrators 

Learn about the cosmos from planets and black holes through the 

expansion of the universe and dark energy. Most introductory 

courses fall into two broad areas. 

One area involves planets, solar systems, and life: 

• ASTRO 101: Introductory Astronomy: The Solar System and the 

Search for Life Beyond Earth (4 credits); offered every academic 

term (includes astronomical observing) 

• ASTRO 106: Aliens (1 credit); minicourse 

• ASTRO 115: Introductory Astrobiology: The Search for Life in 

the Universe (3 credits); not offered every term (more focused 

than ASTRO 101) 

The other broad area involves stars, galaxies, and the Universe, 

including black holes, dark matter, and dark energy: 

• ASTRO 102: Introductory Astronomy: Stars, Galaxies, and the 

Universe (4 credits) (includes astronomical observing) 

• ASTRO 104: Alien Skies: A Tour Through the Universe (3 credits); 

not offered every term (a unique and highly regarded approach) 

• ASTRO 105: The Cosmos Through the Constellations (3 credits); 

includes Planetarium and Greek mythology 

• ASTRO 127: Naked Eye Astronomy (1 credit); minicourse in 

Planetarium 

• ASTRO 142: From the Big Bang to the Milky Way (3 credits); 

offered most terms (more focused than ASTRO 102) 

• ASTRO 160: Introduction to Astrophysics (4 credits); offered 

Fall and Winter Terms (a small class that looks deeper into astronomical 

phenomena) 

• ASTRO 205: Exploring the X-ray Universe (3 credits) 

• ASTRO 220: New Discoveries in Astronomy (3 credits); topics 

course with visiting researchers 

In the 4 credit courses, students will use the planetarium, observe 

the skies, and meet in small sections. We strongly recommend the 

4 credit courses. 

Department of Astronomy Waitlist Procedures 

Contact the department. 

ASTRO 101. Introductory Astronomy: The Solar System and 

the Search for Life Beyond Earth. 

A basic high school math and science background. (4). (NS). (BS). 

(QR/2). May not be repeated for credit. No credit granted to those 

who have completed or are enrolled in ASTRO 111 or 115. F, W. 

This course presents an introduction to the field of astronomy and 

astrophysics with an emphasis on the discoveries from space exploration. 

The first third of the course deals with understanding the 

history of astronomy, orbits, gravitation, optics, and the properties 

of light and matter. The rest of the course explores the properties, 

origin, and evolution of the major planets, asteroids, comets, the 

Sun, and other components of the Solar System with particular emphasis 

on comparative aspects with respect to the Earth. The origin 

and formation of the Solar System and the origin of life will also be 

discussed. This course is intended for non-science concentrators 

with a basic high school math and science background. 

ASTRO 111 has a two-hour laboratory section every week. ASTRO 

101 has a one-hour discussion section. Course requirements include 

assigned reading, section meetings, homework, observations, quizzes, 

midterm, and a final examination. Laboratory sections include 

observations with telescopes. 

Instructor: Miller, Christopher John 

ASTRO 102. Introductory Astronomy: Stars, Galaxies, and 

the Universe. 

A basic high school math and science background. (4). (NS). (BS). 


who have completed or are enrolled in ASTRO 120 or 160. F, W. 

Section 006. Discover the nature of stars, black holes, luminous 

nebulae, supernovae, galaxies, and other cosmic phenomena. In 

this concept-focused course you will learn what these objects are, 

how they formed, and what is ultimately in store for the universe. 

Explore the roles of light, energy, and gravity in astronomy. Learn 

about the sky in our planetarium and get hands-on experience with 

telescopes and other astronomy tools. This course is intended for 

non-science concentrators. Three lectures and a one-hour discussion 

period each week. 

Instructor: Volonteri, Marta 

ASTRO 104. Alien Skies: A Tour Through the Universe. 

(3). (NS). (BS). (QR/2). May not be repeated for credit. 

In this course we shall be “traveling” through space and time to 

“visit” firsthand some of the remarkable features of our Universe. 

Our “spacecraft” will be built from our imagination, but its destinations 

will reflect what astronomy and physics have revealed about 

the nature of our Universe. We will see the Solar System from different 

planets, look back at the Sun from neighboring stars, and 

travel throughout our home Galaxy even as we prepare to embark 

to distant galaxies and beyond. As we travel extremely far from 

home, we will find that we also have to move back in time to see 

how the galaxies, stars, the Sun, and the Earth came about in the 

first place. The physical concepts that we require to understand 

what we see will be introduced as we go along, and some of these 

will be used many times during the course. Online notes will be 

available during the course of the term, though students may use 

any number of standard modern Astronomy textbooks to supplement 

these notes and the class lectures. There are no labs or discussion 

sessions attached to this course, but there will be opportunities 

to use telescopes and Angell Hall during the term. 

Intended audience: This general, introductory 100-level class is 

intended for non-science majors. 

Course Requirements: Cumulative points as follows: homework 

sets (10 assignments, each worth 5 points for a total of 50 points); 

two midterm exams, each worth 12.5 points, and one cumulative 

final exam worth 25 points). Students also may earn an extra point 

from bonus questions associated with every lecture and posted on 

the course web site, up to a maximum of 10 extra points. 

Instructor: Richstone, Douglas O 

ASTRO 115. Introductory Astrobiology: The Search for Life 

in the Universe. 

Basic high school math and science background. (3). (NS). (BS). 


who have completed or are enrolled in ASTRO 101 or 111. 

This course covers the recent advances in our knowledge of the 

sun, Earth, and planets. It presents the Earth as a planet, and the 

planets and their satellites as bodies with similarities as well as differences 

with the Earth. The course also covers modern develop-

ments in molecular and biochemistry and the ever-relevant question 

of life on other worlds. 

ASTRO 127. Naked Eye Astronomy. 


those who have completed or are enrolled in ASTRO 188. 

Students learn about the nature of the most common astronomical 

objects that can be observed by eye, such as the Sun, Moon, planets, 

stars, comets, and meteors. The motion of these objects in the 

sky is studied along with their influence on the Earth. 

*Please note, each section is restricted to 4 spaces for seniors, 5 

spaces for juniors, 8 spaces for sophomores, and 8 spaces for 

freshmen until August 7, 2010. At that time, any remaining spaces 

will be open to all class levels. Overrides will not be issued in advance 

of August 7, 2010. Please do not contact the instructors or 

department asking for an exception to this policy. 

Instructor: Schmoll, Shannon Elizabeth 

ASTRO 142. From the Big Bang to the Milky Way. 

(3). (NS). (BS). (QR/2). May not be repeated for credit. No credit 

granted to those who have completed or are enrolled in PHYSICS 

112. 

This course will trace our progress in understanding the nature of 

the Universe from the early Greeks to today, with emphasis on our 

current understanding based on Einstein's relativity. The Big Bang 

Theory will be presented and origin of matter will be traced from 

the formation of atoms, to the formation of the first stars, to the 

build-up of galaxies such as the Milky Way. Dark energy and the 

ultimate fate of the universe will also be discussed in the context of 

the recent results from space satellites concerning the cosmic microwave 

background radiation that fills the universe and the large 

scale distribution of galaxies that form the cosmic web. 

Intended audience: Introductory course for non-science concentrators 

with an interest in the evolution of the Universe and those 

with a basic math and science background. 

Course Requirements: Assigned reading, six homework assignments 

with some basic math required, and in-class discussion 

worksheets. Three exams, short answer and multiple choice. 

Class Format: 3 hours of lecture weekly 

Instructor: Gallo, Elena 

ASTRO 160. Introduction to Astrophysics. 

Calculus and physics at the high school or university level is 

strongly recommended. (4). (NS). (BS). (QR/1). May not be repeated 

for credit. F, W. 

Discover the extraordinary nature of the astronomy: 

• stars 

• black holes 

• galaxies 

• dark matter 

• the universe 

This course uncovers the astrophysics behind the most important 

and common astronomical phenomena in our universe. A major 

topic is stars and their lives, which can end violently through supernova 

explosions, leaving behind black holes or neutron stars. This is 

followed by the study of the Milky Way and its content, other galaxies, 

and how unseen “dark” matter shapes the universe we see today. 

We conclude with the origin of the universe and the limitations 

of looking back in time. 


There will be a midterm, final, homework, and lab assignments. 


Introductory course for either non-science concentrators with some 

math or physics background, or for science concentrators. 


Class Format: 

In this course, the professor interacts closely with the students, 

plus the laboratory will provide practical experience in observational 

techniques, including use of our telescopes. 

Instructor: Ruszkowski, Mateusz 

ASTRO 183 / AOSS 101. Rocket Science. 

(NS). (BS). May not be repeated for credit. 

Section 001. An introduction to the science of space and space 

exploration. Topics covered include history of spaceflight, rockets, 

orbits, the space environment, satellites, remote sensing, and the 

future human presence in space. The mathematics will be at the 

level of algebra and trigonometry. 

Instructor: Ridley, Aaron James 

BIOLOGY (Biology) 

The Interdepartmental Program in Biology (BIOLOGY) is administered 

jointly by the Department of Ecology and Evolutionary Biology 

(EEB) and the Department of Molecular, Cellular, and Developmental 

Biology (MCDB). All three of these units offer courses in the biological 

sciences. 100 and 200 — level courses are listed under the 

subject of BIOLOGY, as well as the core concentration course in 

Genetics (305). All other intermediate and upper-level courses are 

listed under EEB or MCDB, depending on the course topics. Students 

should look under all three subjects to see whether or not a 

course is being offered. Those students planning to register for independent 

research, 300 or 400, will enroll in either MCDB 300 or 

400 or EEB 300 or 400, based on their faculty sponsor's departmental 

affiliation. 

Introductory Biology Credit Limitation: The maximum 

amount of credit that can be earned in introductory biology 

courses is 17 credits. Students interested in concentrating in 

Biology, General Biology, CMB, or Plant Biology must complete 

BIOLOGY 171, 172/174 and 173, or BIOLOGY 195 and 173, or 

equivalent.   

WAITLIST POLICY FOR COURSES IN BIOLOGY, EEB, AND 

MCDB 

If any Biology, Ecology or Evolutionary Biology (EEB) or Molecular, 

Cellular and Developmental Biology (MCDB) course becomes full, 

students are strongly encouraged to use the waitlist. Overrides will 

be issued at the discretion of the instructor for a given course, prioritized 

by a combination of the student’s concentration, class 

schedule, and their order on the waitlist. Students on the waitlist 

must attend the first day of class or discussion and notify the instructor 

or GSI of their desire to enroll in the course. Students issued 

overrides will have 72 hours to register. The Registrar’s Office 

will clear waitlist of students’ names with expired overrides. 

BIOLOGY 100. Biology for Nonscientists. 

Some exposure to biology and chemistry at the high school level is 

assumed. (4). (NS). (BS). May not be repeated for credit. Not open 

to those with Advanced Placement or "Departmental" credit in biology, 

nor to those concentrating in the biological sciences. Credit is 

granted for a combined total of 17 credits elected in introductory 

biology. F. 

Biology is a fascinating and diverse field. In addition to focusing on 

major concepts in ecology, evolution, genetics, cellular and molecular 

biology, as well as human physiology, the course will investigate 

the processes of scientific inquiry and require students to think 

critically and creatively when evaluating information in the media 

and making personal decisions that relate to biological issues. A 

major objective of this course is to point out to students the nature 

of the scientific process and illustrate the uses of science in contemporary 

life as well as the limitations of science. Wherever possible, 

the ethical and social implications of contemporary scientific effort 

will be discussed.


Textbook: What is Life?: A Guide to Biology with Physiology, Jay 

Phelan. W.H. Freeman, 2011. Softcover student edition. ISBN: 1- 

4292-4666-9. Also available as E-book for great savings — check 

out the publisher’s (WH Freeman and Company) web site at 

www.whfreeman.com. 


This one-term course is intended for students not planning to concentrate 

in the biological sciences who want an overview of the 

central ideas of biology. 

Class Format: 

The course consists of three hours of lecture per week plus a coordinated 

discussion session which occupies two hours per week. 

Instructor: Kurdziel, Josephine P 

BIOLOGY 101 / ENVIRON 101. Energy, Food, and the Environment. 


a combined total of 17 credits elected in introductory biology. F. 

The course begins with a presentation of the basic ideas of the 

method of science and its history and then proceeds to an analysis 

of the current environmental crises, especially as related to the 

problem of food and energy and their production and utilization. 

Subjects include the crisis of obesity in the U.S., nutritional diseases 

such as diabetes, the growth of the industrial system of agriculture, 

alternative forms of agriculture, the development of the hydrocarbon 

energy society, global climate change and its consequences, 

among others. Emphasis is placed on the need for scientific understanding 

of these problems and citizen participation in developing 

rational solutions. 


This is a course aimed at non-science concentrators, interested in 

issues of food, energy and the environment. 

BIOLOGY 108. Introduction to Animal Diversity. 


a combined total of 17 credits elected in introductory biology. W. 

This course will introduce students to the amazing diversity of animals 

in our world. We will discuss how animals within this diversity 

manage to survive, function, reproduce, and behave in their natural 

environment. Meanwhile, we will explore interesting questions that 

scientists ask about animals. By the end of this course, we hope 

you will be able to: 

1. Take part in public decision-making processes affecting or affected 

by animals. 

2. Research practical decisions that either impact or are impacted 

by animals. 

3. Create an argument for the importance of animal diversity. 

In order to do this, you will: 

1. Develop the literacy needed to describe the diversity of animals 

to a non-expert audience, such as your child or a fellow voter. 

2. Be able to evaluate the impact of human actions on animal diversity. 


Grades for the course will be based on three exams, participation in 

discussions, and the completion of class and discussion section activities, 

and a final project. 

Class Format: 

Students will attend three lectures and one discussion section per 

week. 

Instructor: Eidietis, Laura 

BIOLOGY 110 / AOSS 171 / ENSCEN 171 / ENVIRON 110 / 



a combined total of 17 credits elected in introductory biology. Satis- 

fies the geography requirement for State of Michigan certification 


Section 001. 
















Global Change. Students apply learned knowledge by using spreadsheet 

and systems modeling software to investigate the dynamics 






















The Universe: 






Our Planet: 











• Climate and Paleoclimate



• El Niño 






















Minor. 


BIOLOGY 120. First Year Seminar in Biology. 


sophomore standing. (3). (NS). (BS). May not be repeated for 

credit. Credit is granted for a combined total of 17 credits elected in 

introductory biology. 

These seminars, which are restricted to first-year students, are 

small-group classes (approximately 15-25 students) taught by regular 

and emeritus faculty. 

Section 001 & 002 — Living by Evidence. 

A neuroscientist will lead a broad survey which critically explores 

scientific and religious views of life on Earth. Take this course if you 

want to learn the basics either about DNA and evolution or about 

religion and Christianity. Avoid this course if you wish to protect a 

traditional Christian or Islamic outlook from criticism and scrutiny. 

Prerequisite: A semester of high school biology is required; one 

year is preferred. 

Instructor: Oakley, Bruce 

BIOLOGY 130. Animal Behavior. 


a combined total of 17 credits elected in introductory biology. F. 

• Why are male cardinals brilliant red while females are dull 

brown? 

• Why do some ground squirrels emit alarm calls when a predator 

is nearby, thus drawing attention to themselves? 

• Why do lions commit infanticide? 

• Do animals lie? 

These are just some of the questions you should be able to discuss 

by the end of this course. 

This course in an introduction to the behavior of animals in their 

natural environment. Examples will be drawn from birds, mammals, 

insects, and humans. 

Specific topics include: 

• sexual selection and mating behavior; 

• cooperation and conflict in animal families; 

• natural selection; 

• Darwinian medicine; 

• communication; 

• culture; and 

• behavioral development. 

The goals are to: 


a. gain a background in the natural behavior of animals, and 

b. understand sexual, aggressive, and social behaviors from an 

evolutionary perspective. 

Textbook: Animal Behavior, 9th edition, by John Alcock 


There will be three hourly exams. 

Class Format: 

The course consists of lectures, discussions, and movies. 

Instructor: Tibbetts, Elizabeth Alison 

BIOLOGY 171. Introductory Biology: Ecology and Evolution. 


those who have completed BIOLOGY 162 or 163 or 195. Credit is 

granted for a combined total of 17 credits elected in introductory 

biology. 

EXAMS WILL BE GIVEN WEDS., SEPT. 28, OCT. 19, AND NOV. 16, 

6:00-8:00 PM. 

BIOLOGY 171 is a one-term course in ecology and evolutionary biology 

that, together with BIOLOGY 172 and 173, collectively form 

the introductory biology course unit. BIOLOGY 171 and 172 can be 

taken in either order. 

The primary aims of BIOLOGY 171 are: 

1. to provide factual and conceptual knowledge concerning the 

origin and complex interactions of the Earth's biodiversity; 

2. to give an integrated overview of biological organization including 

genes, individuals, kin groups, populations, species, communities, 

and ecosystems; 

3. to engage with biological hypotheses dealing with prominent 

current issues such as human evolutionary origins, emerging 

diseases, conservation biology and global change; and 

4. to develop critical-thinking and writing skills. 

Topics in BIOLOGY 171 are divided among three primary areas: 

• Mendelian genetics and evolutionary processes; 

• biodiversity, organismal biology and the evolution of development; 

and 

• ecology. 

Textbook: Biological Science, Scott Freeman, 3rd edition, Pearson 

Prentice Hall, 2008. 


The two-term set of BIOLOGY 171, 172, and 173 is intended for 

concentrators in biology, other science programs, or preprofessional 

studies. Other suitably prepared students wishing detailed 

coverage of biology are also welcome. 

Instructor: OConnor, Barry M 

BIOLOGY 172. Introductory Biology — Molecular, Cellular, 

and Developmental. 

Prior or concurrent enrollment in CHEM 130. (4). (NS). (BS). May 

not be repeated for credit. No credit granted to those who have 

completed or are enrolled in BIOLOGY 162, 163, 174, or 195. Credit 

is granted for a combined total of 17 credits elected in introductory 

biology. 

EXAMS WILL BE GIVEN MONDAY, OCT. 3, OCT. 31, AND NOV. 21, 

6:00-8:00 PM. 

BIOLOGY 172 is a one-term course in molecular, cellular, and developmental 

biology that, together with BIOLOGY 171 and 173, col-


lectively forms the introductory biology course sequence. BIOLOGY 

171 and 172 can be taken in either order. 

The aims of BIOLOGY 172 are: 

1. to provide factual and conceptual knowledge of how cells, organs, 

and organisms work; and 

2. to develop scientific hypothesis-testing and critical-thinking 

skills. 

Textbook: Biological Science, Scott Freeman. 3rd edition. Pearson 

Prentice Hall, 2005. 


It is intended for concentrators in biology, other science programs, 

or pre-professional studies. Other suitably prepared students wishing 

detailed coverage of biology are also welcome. 

Instructor: Clark, Steven E 

BIOLOGY 173. Introductory Biology Laboratory. 

BIOLOGY 163 or 171 or 172 or 174 or 195. (Prerequisites enforced 

at registration.) Students should have completed one of the introductory 

lecture courses [either BIOLOGY 171 or (172 or 174)] and 

be concurrently enrolled in the other. (2). (NS). (BS). May not be 

repeated for credit. No credit granted to those who have completed 

BIOLOGY 162. Credit is granted for a combined total of 17 credits 

elected in introductory biology. 

BIOLOGY 173 is a one-term project-based laboratory course that 

with BIOLOGY 171 and 172 forms the introductory biology sequence. 

The aims of BIOLOGY 173 are: 

1. to provide an integrated introduction to experimental biology; 

2. to foster hypothesis-testing, analytical approaches to experimental 

data; and 

3. to develop critical-thinking and writing skills. 

Topics in BIOLOGY 173 are divided among four primary areas: 

1. Biochemistry 

2. Molecular genetics 

3. Evolution 

4. Ecology 

Textbook: Biology 173 Laboratory Manual, Marc Ammerlaan, 2008. 


It is intended for concentrators in biology, other science programs, 

or pre-professional studies. Other suitably prepared students wishing 

detailed coverage of biology are welcome. 

Instructor: Ammerlaan, Marcus C 

BIOPHYS (Biophysics) 

Waitlist Policy for Biophysics: 

Should there be the need for a waitlist, Biophysics concentrators 

will be given preference; after which open spots will be granted on 

a first-come, first-serve basis. 

BIOPHYS 115. (In)organic Nutrition. 



credit. 

Section 001 — (In)organic Nutrition. 

Life (at least as we know it) would be impossible without about 20 

"trace elements." These are "inorganic" (as opposed to "organic," 

or carbon based) chemicals. We will explore what roles these elements 

play, and what happens if they aren't present. 

We will also look at elements, not normally found in biology, that 

can be important both in causing disease (i.e., environmental toxins) 

and in curing disease (e.g., anti-cancer drugs). 

Instructor: Penner-Hahn, James E 

BIOPHYS 120. The Discovery of the DNA Double Helix and 

its Hidden Mysteries. 


Section 001. This course introduces students to the field of biophysics 

and its role in the life sciences. The historical example of 

the discovery of the structure of DNA by Watson and Crick is discussed, 

and students will have the opportunity to re-create the 

original experiments that led to the discovery of how DNA governs 

inheritance. 


Student presentations, quizzes, and a term paper. 


Students interested in the natural sciences and medicine. 

Class Format: 

BIOPHYS 120 will be taught in a format that combines lectures, 

demonstration experiments, and hands-on student experiments. 

Class will meet twice for 3 hours per week with lab portions integrated 

into the lecture/discussion format. 

BIOPHYS 280. Biophysics Undergraduate Research (UROP). 

(1 - 4). (EXPERIENTIAL). May be repeated for a maximum of 8 

credits. Credit is granted for a combined total of 8 credits in any 

UROP research courses. 

This course gives UROP students the opportunity to engage in independent 

research in a research laboratory under the supervision 

of a Biophysics faculty member. Various research projects will 

either be assigned by faculty or created by the student. 


Varies by project and instructor 


Students in UROP (Undergraduate Research Opportunity Program) 

Class Format: 

Laboratory setting 

CHEM (Chemistry) 

The Chemistry Department has three types of courses available for 

students starting out toward careers in any of the sciences, engineering, 

or medicine. Students are placed into these courses according 

to the results of the tests in chemistry and mathematics 

that they take during orientation. 

For students interested in the sciences, engineering or medicine, 

either CHEM 130 or CHEM 210/211 can be their starting point. Students 

who have had a strong course in high school (which may include 

AP credit in chemistry) are advised to start in CHEM 210 and 

211, the laboratory course that accompanies it. CHEM 130 is recommended 

for all other students. Section 400 of CHEM 130 is reserved 

for students who would benefit from a smaller lecture section 

and more frequent contact with both senior faculty and teaching 

assistants. 

Students who have had little or no laboratory work in high school 

should plan to elect CHEM 125/126 with CHEM 130. Other students 

electing CHEM 130 may postpone laboratory to a subsequent term. 

Special Departmental Policies 

The department requires that a student earn a grade of at least C– 

in all CHEM courses and mathematics and physics courses which 

are prerequisite for subsequent elections. 

The Waitlist Policy for CHEM courses is posted on the Chemistry 

Department website: 

www.umich.edu/~michchem/undergrad/ChemistryWaitlistPolicy.pdf 

Safety Regulations 

No contact lenses will be allowed in any chemistry laboratory. In 

laboratory classes, students must wear either prescription or safety 

glasses at all times.

Laboratory Check-in 

Check into labs on the first day they are scheduled. You must take 

a print-out of your class schedule to Lab Check-in. If you fail to appear, 

your space may be given to a waitlisted student without further 

notice and you are at risk of not being able to take that course 

for the academic term, if all sections become full. 

CHEM Laboratories Waitlist Instructions 

If a laboratory section is full, join the waitlist through Wolverine Access 

backpack/registration as soon as possible. Electronic permissions 

will be issued prior to the beginning of classes as space becomes 

available; students will be notified via email of the opportunity 

to enroll. All enrollment permissions are of limited duration and 

if a student fails to enroll by the expiration date, the student will 

automatically be dropped from the class waitlist. Students should 

check their University of Michigan email often and register for the 

class as soon as they receive the permission. 

Students who are still waitlisted after classes begin should attend 

the first meeting of the lab to be considered for any unclaimed 

seats. Students who are not physically present will not be considered 

for enrollment. Any available openings will be assigned beginning 

with waitlisted students by day/time order of their waitlist position. 

Lab sections are often in high demand, with a limited number of 

workstations available; it is recommended to enroll/waitlist for 

CHEM lab courses as soon as possible. 

CHEM 105 / AOSS 105 / ENSCEN 105 / ENVIRON 105. Our 















non-science concentrators. 


CHEM 120. First Year Seminar in Chemistry. 



credit. 

These seminars, which are restricted to first-year students, are 

small group classes (approximately 15-25 students) taught by regular 

and emeritus faculty. 

Section 001 — (In)organic Nutrition. 

Life (at least as we know it) would be impossible without about 20 

"trace elements." These are "inorganic" (as opposed to "organic," 

or carbon based) chemicals. We will explore what roles these elements 

play, and what happens if they aren't present. 

We will also look at elements, not normally found in biology, that 

can be important both in causing disease (i.e., environmental toxins) 

and in curing disease (e.g., anti-cancer drugs). 

Instructor: Penner-Hahn, James E 

CHEM 125. General Chemistry Laboratory I. 

To be elected by students who are eligible for (or enrolled in) CHEM 

130, and concurrent enrollment in CHEM 126. (1). (NS). (BS). May 

not be repeated for credit. F, W, Su. 


Students electing CHEM 125 must also elect a corresponding section 

of CHEM 126. 

The focus of this guided inquiry laboratory is to foster critical thinking 

that allows students to design, perform, and interpret experiments. 

In addition, the student acquires technical skills that are required 

for further advancement in experimental sciences. Although 

an ability to collect and analyze data in a quantitative manner is 

developed, the emphasis of the course is to provide a qualitative 

understanding of the basic concepts of chemistry. This is accomplished 

by demonstrating that chemical principles are derived from 

experimental data. The goal is to provide students both with a 

more accurate picture of the scientific process and with skills that 

are relevant to solving real life problems. 

NOTE: 

STUDENTS MUST CLAIM THEIR SPACE AT THE FIRST MEETING OF 

LAB. 

Section 100 — Students must also elect one 100 level DIS/LAB 

combination and a matching CHEM 126 lecture. Combinations are 

made in consecutive order and are linked. For example: If you elect 

CHEM 125.110 DIS section and CHEM 125.111 LAB section you 

MUST elect CHEM 126.100 LEC. 

Section 200 — Students must also elect one 200 level DIS/LAB 

combination and a matching CHEM 126 lecture. For example: If you 

elect CHEM 125.250 DIS section and CHEM 125.251 LAB section 

you MUST elect CHEM 126.200 LEC. 

Any questions regarding enrolling for this course should be directed 

to the Chemistry Student Services Office at 

chemundergrad@umich.edu. 


Much of the course work is done as a member of a team. Student 

groups each explore the same problem, with each group using different 

reagents and/or conditions. A networked computer system is 

used to collect, pool, and summarize the largely qualitative class 

data. Student groups address questions which require them to organize 

the class data using commercial graphing software. Group 

answers are presented in discussion. 


This laboratory course can be elected with, or following, CHEM 130. 

It is intended that students planning to enroll in CHEM 130 who 

have had little or no previous chemistry laboratory enroll concurrently 

in CHEM 125 and CHEM 126. 

Class Format: 

The format of the course is organized into three sections: 

I. Pre-laboratory reading and questions are completed prior to 

each multi-period project laboratory. A one-hour lecture provides 

support for the topics and problems that will be investigated 

in the laboratory. 

II. The second component is performance in the laboratory where 

team data are shared, analyzed, and evaluated. 

III. The third begins in the first hour following completion of each 

multi-period project lab where groups communicate their findings 

during a student-led discussion. 

Instructor: Kerner, Nancy Konigsberg 

CHEM 126. General Chemistry Laboratory II. 

To be elected by students who are eligible for (or enrolled in) CHEM 

130, and concurrent enrollment in CHEM 125. (1). (NS). (BS). May 

not be repeated for credit. F, W, Su. 

See CHEM 125. 

Instructor: Kerner, Nancy Konigsberg 

CHEM 130. General Chemistry: Macroscopic Investigations 

and Reaction Principles. 

Three years of high school math or MATH 105; one year of high 

school chemistry recommended. Placement by testing, or permis-


sion of Chemistry department. (3). (NS). (BS). (QR/2). May not be 

repeated for credit. Intended for students without AP credit in 

Chemistry. F, W, Su. 

This General Chemistry course is intended to satisfy the one-term 

chemistry requirement for students interested in science, or as a 

natural science elective for non-science concentrators. This course 

may also be used as the first term in a four or more term chemistry 

sequence (probably CHEM 130, 210/211, 215/216, 260/241/242, 

etc.) for science concentrators and pre-professional students. 

CHEM 130 provides an introduction to the major concepts of chemistry, 

including the microscopic picture of atomic and molecular 

structure, periodic trends in the chemical reactivity, the energetics 

of chemical reactions, and the nature of chemical equilibria. Students 

will be introduced to the fundamental principles of modern 

chemistry, the descriptive chemistry of the elements, and to the 

underlying theories that account for observed macroscopic behavior. 

In CHEM 130, students will learn to think critically, examine experimental 

data, and form generalizations about data as chemists 

do. 

Class Format: 

CHEM 130 will meet three times each week in lecture sections with 

senior faculty (the intensive section will have four lectures a week), 

and once a week in small group discussion classes led by graduate 

student instructors. Lecturers and graduate student instructors will 

have scheduled office hours for after-class help and computerized 

study aids will be available to all students. 




SECTION 100 — STUDENTS MUST ELECT DISCUSSION SECTION 

101-121. 

SECTION 200 — STUDENTS MUST ELECT DISCUSSION SECTION 

201-223. 

SECTION 300 — STUDENTS MUST ELECT SECTION 301-320. 

SECTION 400 — Comprehensive Studies Program The intensive 

lecture section (Section 400) is intended for those students 

who would benefit from a smaller lecture section (maximum 100 

students) and more lectures so that the pace is slower and there is 

more feedback. Permission of the CSP office is needed for enrollment 

in that section. STUDENTS MUST ELECT DISCUSSION 402- 

406. 

SECTION 500 — STUDENTS MUST ELECT DISCUSSION 501-508. 

CHEM 210. Structure and Reactivity I. 

High school chemistry. Placement by examination during Orientation. 

To be taken with CHEM 211. (4). (NS). (BS). May not be repeated 

for credit. Students who have completed CHEM 215 will not 

receive credit for CHEM 210. F, W, Su. 

CHEM 210 is the first course in a two-term sequence in which the 

major concepts of chemistry are introduced in the context of organic 

chemistry. Emphasis is on the development of the capacity of 

students to think about the relationship between structure and reactivity 

and to solve problems in a qualitatively analytical way. 


This course is a particularly good first course for students with AP 

credit in chemistry, Honors students, and other students with a 

strong interest in chemistry and biology. 

Class Format: 

The course has three lectures with the professor and one hour of 

discussion with a graduate student instructor per week. 

SECTION 100 — MUST ELECT ONE DISCUSSION 110-199. 






CHEM 211. Investigations in Chemistry. 

To be taken concurrently with CHEM 210. (1). (NS). (BS). May not 

be repeated for credit. Students who have completed CHEM 216 

will not receive credit for CHEM 211. F, W, Su. 

CHEM 211 is a laboratory introduction to methods of investigation 

in inorganic and organic chemistry. Students solve individual problems 

using microscale equipment and a variety of techniques such 

as thin layer chromatography, titrations, and spectroscopy. The 

course consists of a four-hour laboratory period with a teaching assistant 

under the supervision of the professor. Students keep laboratory 

notebooks, which also serve as laboratory reports. 

NOTE: This course is linked to CHEM 210. Students must elect 

both CHEM 210 (for 4 credits) and CHEM 211 (for 1 credit). 

STUDENTS MUST SHOW VERIFICATION OF REGISTRATION FOR 

CHEM 211 AT LAB CHECK IN AND CLAIM THEIR SPACES AT THE 

FIRST MTG OF THE LAB. 




CHEM 218. Independent Study in Biochemistry. 

Consent of instructor required. For students with less than junior 

standing. (1). (INDEPENDENT). May be repeated for a maximum of 

4 credits. F, W, Sp/Su, Sp, Su. 

This course provides an introduction to independent biochemistry 

research under the direction of a faculty member whose project is 

in the biochemistry area. The Chemistry Department encourages 

students to get involved with undergraduate research as early as 

possible. 

CHEM 218 is for biochemistry concentrators, and research projects 

must be approved by a biochemistry advisor. Exact details such as 

nature of research, level of involvement of the student, and criteria 

for grading are individually determined in consultation with the faculty 

member. The student is expected to put in a minimum of three 

hours per week of actual work for a 14-week term for each credit 

elected. At the end of each term, two copies of a written report are 

submitted — one for the faculty supervisor and one for the student. 

For a student to receive biochemistry credit for CHEM 218, the student 

must work on a research project supervised by a member of 

the biochemistry concentration research faculty and the project 

must be approved by a biochemistry advisor. Final evaluation of the 

research effort and the report, as well as the grade for the course, 

rests with the biochemistry research faculty member. 

CHEM 219. Independent Study in Chemistry. 

Consent of instructor required. For students with less than junior 

standing. (1). (INDEPENDENT). May not be repeated for credit. F, 

W, Sp/Su, Sp, Su. 

Research in an area of interest to, and supervised by, a Chemistry 

faculty member. The Chemistry Department encourages students to 

get involved with undergraduate research as early as possible. 

Exact details such as nature of the research, level of involvement of 

the student, credits awarded, and criteria for grading are individually 

determined in consultation with the faculty member. The student 

is expected to put in at least three hours a week of actual 

work for a 14-week term for each credit elected. At the end of each 

term, two copies of a written report are submitted — one for the 

faculty supervisor and one for the student. 

For a student to receive Chemistry credit for CHEM 219, the student 

must work on a research project supervised by a faculty member of 

the Chemistry Department, either alone or in collaboration with a 

colleague within the department, from another department, or from 

another school. This collaboration must be an ongoing one and the

student must receive direct supervision by all of the faculty who 

have agreed to sponsor the project. Final evaluation of the research 

effort and the report, as well as the grade for the course, rests with 

the faculty member from the Chemistry Department. 

CICS (International and Comparative 

Studies) 

CICS 101 / GEOG 145 / UC 145. Introduction to International 

Studies. 

(3). (SS). May not be repeated for credit. Meets the geography requirement 

for public teacher certification in the School of Education. 

This interdisciplinary course explores the historical, cultural, political, 

economic, and technological factors that drive global interdependence. 

Using case studies and historical examples, the course 

examines the ways in which people, goods, diseases, and natural 

resources have flowed across political and cultural borders over the 

course of human history. 


This class has no prerequisite and it is open to all Michigan undergraduates. 

It can be used as a “gateway” course to explore the 

many options in area and international studies that are available 

through our academic departments and professional schools. It is a 

core course for the international studies concentration. 

Instructor: Farnsworth, Bradley D 

Classical Studies 

The Department of Classical Studies believes that the literature, 

monuments, and social institutions of the ancient world, together 

with the reflections of the Greek and Roman thinkers about their 

own cultures, are of unique value in themselves, well worth our 

contemplation and understanding; and that as we attempt to learn 

about and appreciate classical civilization, we necessarily learn as 

well a variety of contemporary methodologies and disciplines. 

The department offers three groups of courses for distribution, 

those in Classical Civilization (introductory courses that require no 

knowledge of Greek or Latin), courses in Classical Archaeology, and 

upper-level language courses in Greek and Latin authors or genres. 

While only a few courses are repeated in yearly or biennial rotation, 

most courses are offered less regularly. This system guarantees 

that the instructor approaches the subject each time with fresh impetus. 

We believe in a healthy change and variation in our course 

offerings. 

Classical Civilization offerings include the general surveys of Greek 

and Roman civilizations (CLCIV 101 and 102), which provide 

(through readings, lectures, and discussions) a broad understanding 

of the literatures, thought, and social development of ancient 

Greece and Rome, and thus provide the student with knowledge of 

and appreciation for our cultural origins, as well as an acquaintance 

with modern methods for understanding an ancient culture. These 

courses are taught each year. CLCIV 101 is offered in the Fall and 

CLCIV 102 is offered in the Winter. Other courses provide understanding 

of particular aspects of the ancient world, approached 

from a variety of disciplines and studies — literary, philosophical, 

historical, sociological, and so on. Some students (particularly those 

who have already developed special interests in such disciplines) 

may wish to explore one of these topics without having had a 

broader introduction. 

Classical Archaeology offerings include the broad surveys of the archaeology 

and monuments of Greece (CLARCH 221 — offered in 

the Fall) and Rome (CLARCH 222 — offered in the Winter) and a 

general introduction to archaeological field methods (CLARCH 323). 

Other courses use the material remains of specific cultures both to 

introduce students to the diversity of the ancient world and to 

demonstrate how, through a variety of multi-disciplinary approaches, 

the archaeological record can be used to reconstruct the 

life-ways of past societies. 


CLARCH (Classical Archaeology) 

CLARCH 220 / HISTART 220. Great Buildings of Ancient 

Greece and Rome. 

(4; 3 in the half-term). (HU). May not be repeated for credit. 

Section 001. Why do we still find ancient buildings so evocative? 

What can we learn about the civilizations of Greece and Rome 

through the study of their architectural monuments? How has the 

classical heritage continued to influence later architecture not only 

in Europe but across the world? This course introduces students to 

the study of classical civilization though the history of architecture; 

at the same time, it provides an introduction to the study of architecture 

through a survey of the Classical tradition; and it highlights 

the contributions that classical archaeology has made both to classical 

studies and to architectural history. The course is organized 

chronologically, but rather than attempting a comprehensive treatment, 

it focuses in on a series of key monuments that show how 

architecture reflects, responds to, and articulates historical change; 

and that illustrate various building types, the creation and evolution 

of the architectural orders, the development of building technology, 

different approaches to town-planning, and the achievements of 

ancient civil engineering. 

Instructor: Ratte, Christopher John 

CLARCH 221 / HISTART 221. Introduction to Greek 

Archaeology. 


Section 001. 

This course looks at evidence for: 

• the rise and fall of civilization; 

• the introduction of revolutionary technological innovations; 

• trade and the exploration of new lands; and 

• the invention, loss and re-creation of a range of skills including 

the production of figurative art, monumental stone architecture, 

and writing. 

Our context is the ancient Greek world between ca. 3000 and 31 

BCE. Ancient Greece has famously given us the Olympics, democracy, 

history, and theatrical performance, all of which can be traced 

through the writings of ancient authors. Here, though, we will focus 

on the art, architecture and artefacts left behind, asking what they 

have to tell us about the lives of ordinary people, and how those 

lives were affected by social, cultural, and technological change. At 

the same time as offering an introduction to the major societies of 

the Greek world during this period, we shall also look at some of 

the major research traditions and methods which have been employed 

in Greek archaeology over the past couple of centuries, 

down to the present day. 

Instructor: Nevett, Lisa C 

CLCIV (Classical Civilization) 

Courses in this division do not require a knowledge of Greek or 

Latin. They are intended for students who wish to acquire knowledge 

of ancient literature, life, and thought, and of the debt modern 

civilization owes the Greeks and Romans. 

CLCIV 101. Classical Civilization I: The Ancient Greek World 

(in English). 

Freshman or Sophomore or permission of instructor. (4). (FYWR). 

May not be repeated for credit. No credit granted to those who 

have completed or are enrolled in GTBOOKS 191 or 201. F. 

Section 001. An introduction to the civilization of ancient Greece 

from the beginning through the Hellenistic age. Through the reading 

of literature that ranges from comedy to philosophy, we confront 

the contradictions of this complex society. 


There are approximately 75-100 pages of reading per week, two 

short projects, a midterm and a final examination.



No previous knowledge is required. 

Instructor: Schironi, Francesca 

CLCIV 120. First-year Seminar in Classical Civilization 

(Humanities). 



This course addresses a wide range of topics from the ancient 

Greek and Roman cultures. These are studied for their ideas, literary 

values, and as illustrations of socio-historical and other historical 

and intellectual developments important for the understanding 

of the ancient and modern world, their achievements and problems. 

Section 001 — Great Speeches Ancient and Modern. 

Have you ever been inspired by a great speech? Have you ever 

wondered how great speakers — from Abraham Lincoln to Barack 

Obama — perform their magic? Is the power of persuasive speech 

a matter of inborn charisma (magic?) or can people learn the techniques 

of effective public speaking? The ancient Greeks and 

Romans believed that these techniques could be taught, and several 

practical guides to public speaking have survived from classical 

antiquity. In this course, we will learn from the ancients by examining 

one such handbook of public speaking (Aristotle's Rhetoric) 

alongside a selection of the many great speeches that have survived 

from classical antiquity. In addition, we will explore how 

speeches by modern political leaders (e.g., Winston Churchill, John 

F. Kennedy, Martin Luther King, Hillary Rodham Clinton, and, yes, 

Barack Obama) make use of the very same techniques as those developed 

first by the ancient Greeks. Finally, we will use the techniques 

we have learned to write our own speeches. 


Course requirements include active participation in class discussions, 

a midterm exam, and the performance of a speech on a topic 

of one's own choosing. 

Instructor: Forsdyke, Sara L 

Section 002 — Clubs in Antiquity. 

This seminar is a study of voluntary associations in Greek and 

Roman societies. These include religious, secular, professional, and 

social clubs. 

Instructor: Garbrah, Kweku A 

CLCIV 121. First-year Seminar in Classical Civilization 

(Composition). 


sophomore standing. (4). (FYWR). May not be repeated for credit. 

This course addresses a wide range of topics from the ancient 

Greek and Roman cultures. These are studied for their ideas, literary 

values, and as illustrations of socio-historical and other historical 

and intellectual developments important for the understanding 

of the ancient and modern world, their achievements and problems. 

Section 001 — Objects surviving from Greek and Roman 

antiquity. 

In the contemporary world we surround ourselves with objects. The 

items we select say much about us and about how we wish to be 

viewed by others. But at the same time, each object has its own 

history and its own place and significance within the complex web 

of contemporary culture. In this course we consider some examples 

of objects surviving from Greek and Roman antiquity, exploring 

their individual histories and what they may have to say about the 

cultures of which they were a part. Our starting point will be the 

objects themselves, but as we seek to contextualize and understand 

them we will be sampling a much wider range of ancient 

source materials, including ancient texts in translation. This information 

is used to address some larger questions, showing how 

scholarly debate often reflects the concerns of contemporary society, 

and highlighting some of the similarities and differences between 

the ancient and modern worlds. As we work, we will make 

use of techniques from a range of the different sub-disciplines encompassed 

by Classical Studies. At the same time we will be building 

basic research skills necessary for all academic study, including 

not only writing, but also critical thinking; evaluation of written 

texts (both ancient sources in translation and modern scholarly discussions); 

and approaches to independent research. 


First year undergraduates 


CMPLXSYS (Complex Systems) 

CMPLXSYS 250 / PUBPOL 250. Social Systems, Energy, and 

Public Policy. 

(3). (QR/1). May not be repeated for credit. 

Energy is an incredibly complex topic by virtue of the inter-linkages 

of science, technology, public policy, economics, and human behaviors. 

This course will examine all aspects of energy: supply and 

demand, technical and social, with a concerted look at the natural 

place of social science (behavior, pricing, externalities, social 

norms) in the energy sphere. 

Every aspect of present-day society depends on the continuing 

availability of clean, affordable, flexible, secure, and safe energy resources. 

Yet nearly 90% of our current energy needs are met by 

fossil fuels. Our reliance on fossil fuels has led to declining supplies, 

rising prices, global climate change, and security concerns. The current 

global energy economy is not sustainable. The technological 

challenges are formidable; but they cannot be considered solutions 

without considering the human and social behavioral side of energy 

demand. 

The quest for solutions to "The Energy Problem" is dominated by 

technology "fixes". The visions of practical technological fixes, 

whether electricity energy generation, oil exploration and extraction, 

pollution mitigation, automobile fuel efficiency and alternatives 

to combustion engines, etc., necessarily build on what we know today 

and presume that we can achieve in a couple of decades or so, 

through sufficient R&D, an energy supply-demand balance that fulfills 

a wide range of incompatible requirements — cheap, environmentally 

benign, politically secure, unconstrained supply, convenient, 

and safe. While we expect technology to come to our energyrescue 

and support our established patterns of economic growth 

and energy-intensive lifestyles, we tend to expect very little from 

the human and social behavioral side of energy use and demand. 

In some ways the Energy Problem is yet another version of C.P. 

Snow's Two Cultures — parallel technology and social cultures with 

little mutual understanding and rare cross-over exchange. 

The Complex Systems view would hold that society and Energy 

technologies have coevolved through the actions of individual 

agents (inventors, scientists, entrepreneurs, financiers, writers, 

politicians, kings and queens, dictators, and statesman), learning, 

adapting, selecting, exchanging information, and interacting 

through transactions of many kinds. At every stage, the social, economic, 

and technological systems were tightly coupled. It is not 

possible to understand Energy Problems without framing them in a 

systems context. 


Two midterm exams, a Final Exam, graded homework assignments, 

and a term project. 


Freshmen / Sophomores interested in energy and complex systems. 

Class Format: 

Three hours of lecture per week. 

Instructor: Salmeen, Irving T

CMPLXSYS 260 / SOC 260. Tipping Points, Bandwagons and 

Cascades: From Individual Behavior to Social Dynamics. 


In this class, we examine how interdependent behaviors of individuals 

can lead to some surprising and unexpected social outcomes. 

We will explore both theoretical models and empirical applications 

of social dynamics, including sexual networks and marriage 

markets, the formation and transformation of neighborhoods, the 

success or failure of social movements, and the diffusion of innovation. 

There are many situations in which how we behave depends on the 

behavior of others. We can be influenced by our friends and also by 

complete strangers. Social influence may be trivial and fleeting, or 

enduring and highly consequential. For example, whom a person 

dates or marries depends on both her attraction to potential suitors 

as well as the characteristics and preferences of the competition. 

Similarly, racially integrated neighborhoods often end up completely 

segregated due to the domino effect produced by the out-migration 

of a few less tolerant whites. In this class, we examine how interdependent 

behaviors of individuals can lead to some surprising and 

unexpected social outcomes. We will explore both theoretical models 

and empirical applications of social dynamics, including sexual 

networks and marriage markets, the formation and transformation 

of neighborhoods, the success or failure of social movements, and 

the diffusion of innovation. 


During the academic term, students will be required to write three 

short papers and complete a set of laboratory exercises. Student 

participation counts for a significant portion of the total grade. 

The students will write three 5-10 page papers for the class. They 

will also complete a series of lab exercises that are designed to illustrate 

the various applications of interdependent behavior that we 

discuss in class (e.g., networks, prisoner's dilemma, tipping points, 

etc.) Students will learn basic programming skills in the lab. They 

will also build simple, virtual worlds, and then using those worlds to 

perform different experiments about the relationship between individual 

behavior and social dynamics. 


Freshmen and sophomores. 

Class Format: 

The course includes both a seminar and lab component: 3 hour 

seminar for first five weeks, then 1.5 hour seminar and 1.5 hour lab 

per week for the remaining ten weeks. 

Instructor: Bruch, Elizabeth Eve 

COMM (Communication Studies) 

Department policy requires students to attend the first two seminars 

or lectures of the course. For lecture courses with discussion 

sections, Department policy requires students to attend the first 

two lectures and one discussion section of the course. Failure to do 

so may result in the student being dropped from the course. 

Waitlist and Permission Policies 

For all classes, the Department uses the electronic waitlist system 

once the class fills. Students seeking to enroll in an already full 

class can put their names on a waitlist through the on-line registration 

system (Wolverine Access). A waitlist number will appear on 

the student’s schedule indicating their sequential spot on the electronic 

waitlist. However, priority on the waitlist is determined not by 

sequential order but by the Department policies listed below. Faculty 

members will apply appropriate departmental policies to determine 

which, if any, students are accepted into the class once it is 

full and waitlisted. Due to the reservation restrictions of Communication 

Studies courses for officially declared students, new concentrators 

are encouraged to waitlist for any closed Communication 

Studies courses. 


WAITLIST PRIORITIES IN 100-LEVEL COURSES: 

1. Sophomores, including those with Junior class standing due to 

Advanced Placement credit (54 credits or less after exclusion of 

AP credit) 

2. Freshmen 

3. Juniors 

4. Seniors 

WAITLIST PRIORITIES IN COMM 211 

1. Juniors, including those with Senior class standing due to Advanced 

Placement credit (84 credits or less after exclusion of AP 

credit) 

2. Sophomores 

3. Freshmen 

4. Seniors 

[COMM 101 or 102 is a prerequisite to enroll in COMM 211.] 

WAITLIST PRIORITIES IN 300-LEVEL COURSES 

1. Senior concentrators 

2. Junior concentrators 

3. Sophomore concentrators 

4. All other undergraduate students in order of sequence on the 

waitlist who have fulfilled the appropriate prerequisite 

[COMM 101 or 102 is a prerequisite to enroll in COMM 351, 361, 

371, and 381.] 

NOTE: All sections of COMM 351, 361, 371, and 381 meet the LSA 

Upper-Level Writing Requirement. All students enrolled in these 

courses must complete all writing assignments regardless of 

whether or not they are seeking ULWR credit. 

WAITLIST PRIORITIES IN 400 LEVEL COURSES 





waitlist 

5. Graduate students in order of sequence on the waitlist 

Permissions and the 2 Class Rule 

Permissions are not issued until after a class has met two times. 

For seminar or lecture courses, Department policy requires students 

to attend the first two seminars or lectures of the course. For lecture 

courses with discussion sections, Department policy requires 

students to attend the first two lectures and one discussion section 

of the course. Faculty can request registered students to be administratively 

dropped from a course if they fail to attend the first two 

class meetings as described above. 

Permission Priorities 

Faculty will use the Department’s established priorities to grant 

permissions. Students who are registered in one section of a class, 

but wish to switch sections, will NOT be given priority over any student 

on the official waitlist in Wolverine Access. 

Permission Procedures 

Permissions are approved only by faculty after the term begins. 

Permissions are issued within 24 hours of Department staff receiving 

them from the instructor. Students offered permission will receive 

an e-mail with registration information from Wolverine Access. 

Permissions will be valid for 3 days and will expire at midnight 

on the third day (which includes weekends). Failure to use the 

permission within the 3 day time frame will result in being administratively 

dropped from the waitlist. After receiving permission, students 

must add the class via Wolverine Access to become officially 

enrolled. Also, students will not be able to register for the course 

(add the course) until they are issued permission and have dropped 

themselves from the waitlist. In all cases, it is the student’s responsibility 

to insure that he or she is properly enrolled in, or dropped 

from, a course.


New Concentration Status 

Newly declared concentrators should present their approved, 

signed declaration form to instructors in waitlisted courses to confirm 

official concentration status. Faculty rely on the signed declaration 

forms to validate a student’s official Communication Studies 

concentration status so that appropriate waitlist priority is granted. 

COMM 101. The Mass Media. 

First- and second-year students. (Prerequisites enforced at registration.) 


This course provides an introduction to the history and impact of 

mass media on American culture through advertising, news, radio, 

television programming, the Internet, and popular music. It reviews 

ideological, technological, and regulatory developments that produced 

our existing media system; and analytical tools and techniques 

that enhance media literacy. Topics include: media's role in 

shaping attitudes towards race, gender, sexuality and class; relationship 

between media and society; and language and skills for 

critically evaluating media's assumptions and techniques. 

Instructor: Hutchinson, Rossie Marie 

COMM 102. Media Processes and Effects. 



Americans are immersed in the media like fish in water. The average 

adult spends two-thirds of his or her waking time consuming 

media, often more than one type at a time. Many people believe 

the media have little effect, but research shows they are wrong. 

This course describes the effects of media on thoughts, feelings, 

attitudes, and behaviors, and reasons why the media affect us. It 

includes review and evaluation of media research articles and participation 

in media research studies. 

Instructor: Kwak, Nojin 

COMM 111. Workshop on Managing the Information 

Environment. 


(1). May not be repeated for credit. Offered mandatory 

credit/no credit. 

This hands-on workshop focuses on mastery of the rapidly developing 

and expanding electronic information environment. Skills include 

the use of electronic communication systems, online search 

and retrieval, Web authoring, data management, image manipulation, 

critical evaluation of information resources, and formal presentation 

of research findings. The course also introduces a range of 

campus information resources, including the university computing 

environment, university library system, and remote access to the 

Internet and World Wide Web. Group assignments teach strategies 

needed to discover, evaluate, and communicate research findings 

within a university environment. 

COMP (Music Composition) 

It is possible for LSA students to elect a concentration program in 

Theatre or Music, and these programs are described in the LSA 

Bulletin. In addition, Theatre courses and Music courses are frequently 

elected by LSA students not concentrating in either Music 

or Theatre. All courses in Music History/Musicology, Composition, 

and Music Theory are electable for LSA credit; some but not all 

Theatre and Drama courses are available for LSA credit. Some of 

these courses can be used in an area distribution plan. LSA students 

may elect music PERFORMANCE courses for degree credit, 

but this credit counts toward the maximum twenty non-LSA credit 

hours that can be applied toward an LSA degree. 

Courses in Theatre, Music History/Musicology, Composition, Music 

Theory, and Performing Arts Technology are listed in the Time 

Schedule under the School of Music, Theatre & Dance. 

COMP 221. Intro Elem Comp. 

NON-MUS ONLY. (3). (CE). May be repeated for credit. 

For non-music concentrators. For students with limited musical 

background who wish to gain understanding of the creative process 

and contemporary art music by composing. The course investigates 

traditional compositional crafts, as well as more current or experimental 

tendencies, including pop, ethnic, and jazz idioms. Student 

creative projects receive individual attention. 


No prerequisites, but the ability to read music is strongly recommended. 

Instructor: Daugherty, Michael K 

COMPLIT (Comparative Literature) 

COMPLIT 122. Writing World Literatures. 

(4). (FYWR). May not be repeated for credit. 

An intensive writing course focusing on multiple translations of 

works, asking students to consider how these translation reflect different 

cultural times and milieu as well as choices in language. Students 

work intensely with issues of composition, argument, and 

source material related to the creative texts. 

COMPLIT 140. First-Year Literary Seminar. 


sophomore standing. (3). (HU). May be repeated for a maximum of 

6 credits. 

A course in the LSA First-Year Seminar Program. Led by a faculty 

member, COMPLIT 140 is a study of selected topics in literature 

through classroom discussion and the writing of essays. 

Section 001 — Welcome to the Twentieth Century. 

Welcome to the ride through the most diverse and wonderful literary 

and artistic era! This course is envisioned as a survey of the literary 

and artistic movements of the past century that will be introduced 

and placed in context with the historical developments that 

accompanied them. 

Departing from the wildest experimentations with language and 

form of the historical avant-gardes from the beginning of the century, 

our journey takes us through the post-WWII disillusionment of 

Theatre of the Absurd, all the way to postmodern fragmentation of 

text and image. Besides some of the most important names of the 

European and American literature and art, look for the many unexpected 

texts from the world’s “cultural peripheries,” intended to 

give a rounded idea of how the Western ideas in literature and art 

were disseminated to other parts of the globe. This is a truly comparative 

course that will expose students to a variety of genres, 

forms of expression, periods and cultures. 

Course materials include textual and visual materials. We will spend 

a lot of time in the reconstructed U-M museum learning about the 

arts of the century. 


regular class participation and reading, class presentation, midterm 

paper and a final project. 

Instructor: Aleksić, Tatjana 

COMPLIT 240. Introduction to Comparative Literature. 


Section 001 — Reading to Live. 

Why read? Why live? Do the two questions have the same answers? 

What does reading have to do with living? 

In this course, we will take these questions as a framework through 

which to approach comparative literature as something people 

study and as a way they study it. But wait, there’s more! The books 

you read, the thoughts you think, and the words you hear, speak, 

and write will slip under your skin with excruciating sweetness. 

They might make you feel itchy and uncomfortable. It may be diffi-

cult to walk and talk normally. You may begin to hear voices and to 

tell stories. I promise… But only if you do the reading (which will 

include work by authors such as Cortázar, Borges, McCullers, Puig, 

Suzuki, Nietzsche, Marx, Shelley, Oliver, and Snyder), writing 

(weekly short papers, one or two longer essays), talking, and thinking 

(constantly). 

Instructor: Colás, Santiago 

COMPLIT 260. Europe and Its Others. 


Section 001 — Rethinking Negritude. 

In the 1930s, Léopold Sédar Senghor, a young poet from the 

French colony of Senegal declared that “Emotion is Negro, Reason 

is Greek”. This declaration was extremely influential for helping the 

Black Africans who were colonized by the French Empire to regain 

their value in light of the European culture of that time. Senghor 

was one of the important voices of the Negritude movement of the 

1930s, an extremely important literary and aesthetic movement 

which united Black people from the French-speaking West Indies 

and the parts of Africa that had been colonized by the French. 

Negritude was one of the many ways in which Black people from 

the French Empire first began to articulate notions of “blackness”, a 

way of conceiving of a kind of subjectivity that would transcend the 

deep divisions between Arabs, West Indian Africans, continental 

Africans and other members of the Black Diaspora and allow them 

to come together and find a new form of self-respect. 

As can be discerned from Senghor’s provocative statement, the 

formulation of Negritude was never easy and was always beset 

with problems. Does the function of Reason and thought only belong 

to cultures of white civilization, and the qualities of “Emotion” 

only to people with darker skins? This reasoning also led to many 

problems which began to stereotype and entrap black thought, 

while it was trying to articulate itself. In order to explore these 

problems, one would also have to include a study of the Harlem 

Renaissance, which was very influential towards Negritude. In fact, 

Aimé Césaire, another founder of Negritude, argued that Negritude 

was an African American concept in that it emerges from the research 

and artistry of W.E.B. Du Bois, Langston Hughes, Claude 

McKay, Countee Cullen, and Zora Neale Hurston. 

In this course therefore, we shall begin through a study of the 

movement and philosophy of Negritude to begin to explore some of 

the difficult rhetorical, philosophical, sociological and historical 

questions embedded in what “blackness” is all about. We will concentrate 

on the following questions: 

1. How do we define the relationship of Black people who were 

displaced by the Atlantic Slave Trade, to the relationship of 

other Black people who lived under colonial regimes? 

2. What is the relationship of European languages to blackness? 

3. What are the problems with representing “blackness” in contemporary 

African and African American literature? 

An intense interrogation into these questions will allow students to 

begin a serious intellectual consideration as to how come problems 

of blackness, representation and race still occur today on a global 

scale, and will allow students to locate more effectively the racial 

and ethnic problems that plague modern American society. 

Instructor: Ekotto, Frieda 

CSP (Comprehensive Studies Program) 

CSP 100. CSP Readings Seminar. 

(3). (SS). May be elected twice for credit. F, W, Su. 

In CSP 100 participants are encouraged to learn and apply metacognitive 

principles to the planning of their own academic, professional, 

and personal goals. Participants in the seminar work to enhance 

their academic success by embarking on a thorough examination 

of how they are currently approaching their learning. They 


then set goals for adjusting and improving their current skills to 

help them become better learners in this context. 

Topics participants in this seminar explore have included but are 

not limited to the following: 

• Developing critical thinking skills 

• Basic principles of formal argumentation 

• Enhancing study techniques. 

• Improving and/or developing test-taking strategies. 

• Creating a personal philosophy and four or five-year plan 

• Establishing academic and personal goals [short and long term] 

• Identifying individual learning styles 

• Time Management 

• Effective note-taking 

• Enhancement of Test Taking 

• Stress Management 

• The impact of diversity on academic success 

• Problem solving techniques in an academic context 

• Discussion of faculty/instructor expectations for academic success 

• Career Exploration and its related skills [interview techniques/ 

marketing self] 

Instructor: McLaughlin, Harry K 

DUTCH (Dutch and Flemish Studies) 

Dutch Studies has been an integral part of the Department of 

Germanic Languages and Literatures since the early 1970s. The 

program offers both language and literature courses. The first- and 

second-year courses satisfy the language requirement. Upper-level 

courses have ranged from the most modern literature to medieval 

genres, the literature of Rembrandt’s time, and Vincent van Gogh’s 

letters or Dutch colonial literature from The East Indies. Independent 

studies in combination with for instance European or World History, 

Anthropology, South African, or Indonesian Studies are encouraged. 

Hovering between English and German, Dutch is easy to 

learn for English speakers. Tutorials in the closely-related South 

African language Afrikaans are available on request. 

A special course is offered: “Anne Frank in Past and Present” 

(DUTCH 492), in which the famous diary and its impact are studied 

and compared to other Holocaust writings. The first-year seminar 

entitled “Colonialism and its Aftermath” (DUTCH 160) enhances and 

emphasizes the wide scope of Dutch and Flemish Studies, as the 

history of the low countries is examined in contacts with new 

worlds in East and West. 

Each year in May, students of Dutch have the opportunity to acquire 

the internationally recognized certificate of proficiency in 

Dutch, on three levels. The Martin Zwart Scholarship for Study in 

the Netherlands and Belgium is awarded each year. Grants are also 

available from the Dutch and Belgian Government for summer 

courses in Zeist (The Netherlands) and Hasselt (Belgium). 

Department of Germanic Languages and Literatures 

Waitlist Policy 

From the first day of registration until the last business day before 

the first day of classes, a member of the GLL staff will monitor enrollments 

and note any waitlisted courses that have spaces available. 

When available, a member of the GLL staff will issue an override 

for each open space in a waitlisted course in the order of the 

waitlist. The overrides issued will have an expiration date of 48 

hours (including weekends). If the student does not accept the 

override within that time frame, it will expire. This will allow the 

staff member to offer the space to the next eligible student on the 

waitlist, who will then have 48 hours to enroll. If all students on a 

given waitlist have been given an opportunity to enroll, but do not 

do so, a member of the GLL staff will ask the Registrar's Office to 

drop them from said waitlist. This will allow the class to reopen for 

registration. Once classes begin, no overrides will be issued for 

closed courses without the consent of the instructor for the course. 

S/he has final authority on whether or not to issue overrides.


DUTCH 111. First Special Speaking and Reading Course. 

(4). May not be repeated for credit. Graduate students should elect 

DUTCH 511. No credit granted to those who have completed or are 

enrolled in DUTCH 100. F. 

Section 001. This course provides the student with the basics of 

the Dutch language and culture. Besides the course book, we use 

CD—ROM's and available Internet sites to get a wonderful introduction 

and first step into the Dutch language and the Dutch-speaking 

world. In class we practice conversations, do exercises, and have 

cultural discussions to give a real taste of the Dutch experience in a 

friendly atmosphere. 

Required course materials: 

• Boers et al.: CODE. Basisleergang Nederlands voor 

anderstaligen. Takenboek & CD-ROM; ThiemeMeulenhoff, 

Utrecht/Zutphen 2004 

• Boers et al.: CODE. Basisleergang Nederlands voor 

anderstaligen. Oefenschrift; ThiemeMeulenhoff, 

Utrecht/Zutphen 2004 

Class Format: 

In class we practice conversations, do exercises, and have cultural 

discussions to give a real taste of the Dutch experience in a friendly 

atmosphere. 





Taught in English. F. 


The course introduces first-year students to cultural studies in general 

and Dutch Studies in particular, integrating social, political, and 

economic history with literary renderings, and artistic representations 

of colonialism. The Netherlands has been an active participant 

in shaping the world as we know it, through mercantile and political 

involvement around the globe. The Dutch were colonizers of Indonesia 

and its many islands, founders of New Amsterdam/New York, 

traders in West Africa, first settlers in Capetown in South Africa, 

and the first trading partners with the Japanese. The Netherlands 

held colonial power over Suriname until 1975; other West Indies 

islands, i.e., Aruba, Bonaire, Curaçao are still part of the Dutch 

Kingdom. 

We will trace the origin and development of the Dutch expansion in 

the world, how countries were conquered and political systems 

were established. Mercantile gains as shown in the spice trade and 

the many aspects of the slave trade will be emphasized. The role of 

the Dutch East India Company (VOC), once called the world's largest 

multinational in the 17 th and 18 th century, will be examined. We 

will read from the vast body of Dutch literary works related to the 

East and West Indies, started as early as the 17 th century. 


ECON (Economics) 

Economic problems are central to modern society. Consequently, a 

broad understanding of the modern world requires some knowledge 

of economic systems. An individual’s intelligent understanding 

of and participation in the solution of problems which face society is 

aided by an understanding of the point of view and techniques of 

analysis which have been developed by economists. The introductory 

courses (ECON 101 and 102) offered by the department are 

designed to provide basic knowledge as well as to serve as a foundation 

for other courses in economics for students who wish to pursue 

the subject at an intermediate or advanced level. 

Special Department Policies 

ECON 401, 402, and statistics are prerequisites to many upper-level 

economics courses and should be elected during the sophomore or 

junior year. ECON 401 should be elected before ECON 402. No student 

should take a 400-level ECON elective before completing each 

of the relevant prerequisites with a grade of at least C—. 

Students with a serious interest in the study of economics are 

strongly encouraged to continue the study of calculus beyond 

MATH 115. MATH 116, 215, and 217, or their Honors equivalents, 

are recommended for students with an interest in quantitative economics. 

Students with a serious interest in advanced research 

should elect ECON 405 (or STATS 426) and ECON 406. 

Roster of Undergraduate Economics Courses 

A. Introductory Courses 

101, 102, 108, 140, 195 

B. Economic Theory 

398, 401, 402, 403, 409 

C. Statistics and Econometrics 

404, 405, 406, 407 

D. Macroeconomics 

310, 411, 414, 418 

E. Financial Economics 

434, 435 

F. Labor Economics 

320, 421, 422 

G. Industrial Organization 

330, 431, 432 

H. International Economics 

340, 441, 442 

I. Comparative Economics 

453 

J. Economic Development 

461, 462, 466 

K. Environmental Economics 

370, 437, 471, 472 

L. Public Economics 

380, 481, 482 

M. Economic History 

491, 492, 494 

N. Other Topics in Economics 

309, 323, 327, 395, 396, 408, 412, 423, 425, 438, 487, 490 

O. Honors Program, Internships, Seminars, & Independent 

Research 

299, 495, 498, 499 

Economics WAITLIST POLICY 

• Students seeking admission to a closed ECON class should add 

themselves to the waitlist. 

• In a class with discussion sections, a waitlist is not created until 

all discussion sections are full. Students may add themselves to 

the waitlist of only one discussion section; they should choose 

their preferred discussion section. 

• Before the first day of classes, unless the instructor chooses a 

different criterion, overrides are issued in waitlist order. Students 

have 48 hours (during the summer, they have seven 

days) to use their overrides. 

• On the day before the first day of classes, all waitlisted students 

who received an override previously but failed to use it are 

dropped from the waitlist. If no students remain on the waitlist, 

the class becomes open again for enrollment. 

Textbook Information 

For textbook information, please visit the ECON Textbook Information 

Website. Information will be posted for each class as soon as it 

is available. 

ECON 101. Principles of Economics I. 

High school algebra and geometry. (4). (SS). (QR/2). May not be 

repeated for credit. F, W, Sp/Su. 

ECON 101 examines the microeconomics of capitalism — the behavior 

of households and businesses, the generation of prices and 

outputs in markets, and applications to public policy. Specific topics

in ECON 101 include: supply and demand; the differences between 

competition and monopoly; environmental problems and policies; 

labor markets; and international trade. ECON 101 is the first part of 

the two-term introduction to economics — the second part (ECON 

102, for which ECON 101 is a prerequisite) examines macroeconomics. 

Prerequisites for ECON 101: high school algebra and geometry 

and a willingness to use them. 

Section 100. The waitlist is managed according to standard departmental 

practice. 

Instructor: Gerson, Janet 

Section 200. The waitlist is managed according to standard departmental 

practice. 

Instructor: Malone, Paula A 

Section 300. 

Midterm exams for this class are given in the evening (outside 

regular class time) from 8-10 PM on Mon Oct 11, Mon Nov 8, and 

Mon Dec 13. 

Instructor: Proulx, Chris 

ECON 108. Introductory Microeconomics Workshop. 

First-year standing and concurrent enrollment in ECON 101. (1). 

(SS). May not be repeated for credit. Offered mandatory credit/no 

credit. 

Section 001 — Microeconomic Theory in the News. 

Course meets weekly for discussion of current Wall Street Journal 

articles related to the week's ECON 101 topics, stressing the use 

and application of the microeconomics tools being learned in ECON 

101. 

Students will select a topic, turn in weekly summaries, open the 

discussion on their week's topic, and write a brief paper evaluating 

one of the articles discussed in more detail. This paper will be 

turned in on the last day of classes. 

Workshop attendance is mandatory, and each student will be required 

to subscribe to the Wall Street Journal for the term. Subscription 

information will be available in class the first day. 


Evaluation of students will be entirely on the basis of their paper, 

attendance, and summaries. 

Students in ECON 108 MUST BE enrolled in ECON 101. Please contact 

Jan Gerson (jgerson@umich.edu) if you are interested in enrolling 

for ECON 108 and are unable to register for it. 


Section 002 — Economic Analysis Through Service 

Learning. 

This section of ECON 108 focuses on economic analysis through 

service-learning. Service-learning is a teaching-learning process 

that involves students in the community for both service and learning 

reasons. 

The service this academic term will be at one of a number of local 

agencies where you will serve in capacities that are negotiated with 

the staff there. The learning will focus on observation and analysis 

at the service agency. As you serve in the agency, you will observe 

and actively analyze incentives, decision-making and the costs and 

benefits of the agency. 

Written assignments include keeping a structured journal and an 

end-of-term paper summarizing your observations and analysis. 

All readings will be available on the CTools website for the course. 


The course aims to introduce first-year students to the field of integrated 

cultural studies, with emphasis on the Dutch role in past and 

present. The course encourages students to further pursue the 

study of literature, political and social history, and related areas. 



First-year standing electing ECON 101 concurrently 


Jan Gerson (jgerson@umich.edu) if you are interested in enrolling 

for ECON 108 and are unable to register for it. 

Class Format: 

ECON 108 meets weekly for discussion. 


Section 003 — Personal Finance. 

This class, to be taken concurrently with ECON 101, aims to teach 

students the fundamentals of responsible money management. 

Topics that will be covered during the term include budgeting, saving, 

credit, debt, retirement planning, and definitions of the different 

types of investment instruments. 


Paula Malone (pmalone@umich.edu) if you are interested in 

enrolling for ECON 108 and are unable to register for it. 

Instructor: Malone, Paula A 

EDUC (Education) 

Courses in the School of Education are listed in the Schedule of 

Classes under the School of Education. 

EDUC 118. Introduction to Education: Schooling and Multicultural 

Society. 

(3). (R&E). May not be repeated for credit. (non-LSA). 

In this elective course, we will use written texts, discussions, and 

experiential learning to explore critical issues of schooling in today's 

world: 

• How students learn 

• Literacy in the information age 

• Education in a diverse society 

• Facilitating student achievement 

We will also visit local classrooms to work with elementary, middle, 

and high school students and teachers 

Instructor: Goldin, Simona 

EECS (Electrical Engineering and 

Computer Science) 

For all EECS courses numbered 499 and below, prerequisites are 

being enforced. If the system doesn't find that you have completed 

or are currently enrolled in the prerequisites, you will get this message 

when trying to enroll: "Requisites not met for class. Not enrolled." 

Prerequisites and grade requirements are in place to be sure that 

participating students have the skills they will need to succeed in 

the class. If you have a special circumstance that you think warrants 

an exception, you may petition to register (in EECS we call 

this a Permission Request). The Chief Program Advisor (CPA) for 

your program will review your academic record and the information 

you provide and make a recommendation. The instructor for the 

course will make the final decision based on the CPA's recommendation 

and the Advising Office will notify you of the decision via 

email. You do not need to make an appointment with the CPA to 

initiate this process, but you are welcome to do so if you would like 

to discuss your situation in person. 

Please be aware that this process can sometimes take several days 

to weeks. Please start the process early! 

Note: Permissions will not be granted based on instructor consent 

alone. You will still be asked to complete the form and it will still be 

reviewed by the CPA and sent to the instructor so that he/she can 

make an informed decision based on your advisor's recommenda-


tion. Your instructor may still allow you to enroll in the course, but 

skipping this step will delay the process for you. 

If you meet the prerequisites for the course but the section you 

wish to join is full, please add yourself to the electronic waitlist via 

Wolverine Access. The department makes every attempt to accommodate 

these waitlists and place students in sections that work 

for them, but you should always have a back-up plan. You should 

attend the first day of classes to determine whether or not there 

will be space for you in the class. Some waitlists are not cleared until 

after the first day of classes, please be patient! You can always 

ask the EECS Undergraduate Advising Office about the status of a 

full section or waitlist. 

When a waitlist is cleared, you will receive an e-mail letting you 

know that you can register. Then use Wolverine Access to add the 

course to your schedule (note: you will need to drop from the 

waitlist first). 

THE ELECTRONIC WAITLIST CLOSES ON THE 1ST DAY OF CLASS. 

If you cannot add your name to the electronic waitlist via Wolverine 

Access because it is after the first day of classes, you must fill out a 

Permission Request form in the EECS Undergraduate Advising Office. 

If your prerequisites are verified you will be added to a paper 

waitlist and authorized to enroll as space allows. If you do not have 

the prerequisites your request will be sent through the permission 

process below. 

Note: Once you receive a waitlist override or permission, you must 

use Wolverine Access to add the course to your schedule. Electronic 

overrides and permissions have expiration dates. You must add the 

course by midnight of the day it expires. 

EECS 182 / SI 182. Building Applications for Information 

Environments. 

(4). (MSA). (BS). May not be repeated for credit. F, W. 

Fundamental programming skills in the context of end-user software 

applications using a high-level language, such as Ruby or 

Python. Rapid design of a variety of information-oriented applications 

to gather, analyze, transform, manipulate, and publish data. 

Applications drawn from statistics, pattern matching, social computing 

and computer games. 

Welcome to EECS 182, an exciting new course that is specially designed 

to teach introductory programming skills in a novel way to 

students with interests in a variety of fields. The course is jointly 

designed by faculty in Computer Science and School of Information 

to appeal to students considering the new interdisciplinary concentration 

in LSA, called Informatics. It should also be a very attractive 

course for students who have interests in other concentrations and 

need an exposure to programming that they can make use of in 

day-to-day work. You can sign up for the course as either EECS 182 

or SI 182. The new concentration deals with design and analysis of 

information systems in various fields, including life sciences, social 

networks, statistics, computer science, etc. It will have four tracks, 

Computational Life Sciences, Social Computing, Information Analysis, 

and Computational Informatics. EECS 182 will usually draw on 

applications with broad applicability from these domains. EECS 182 

uses a higher-level language, Python, which is a wonderful language 

for writing quick mashups or prototyping solutions quickly. 

Python is a very popular language and is used at many companies, 

including Yahoo and Google! 

See www.python.org for more information about the language. 

Specifically, we designed the course keeping in mind the technology 

skills students will need throughout their careers. The one 

thing that you will likely encounter over and over during your undergraduate 

degree, when you pursue advanced degrees, and once 

you are working is complex data that needs to be analyzed, understood, 

and visualized. 

While you can do a lot with a spreadsheet, most of the interesting 

data is never quite in the right format. Sometimes, before you can 

work with data, you have to "clean it up", transform it, or even 

check it for errors. Often, this manipulation of data requires a series 

of tedious manual steps — and sometimes you have to repeat the 

steps over and over again for each new data set with which you are 

working. 

This is where programming comes in — programming is a simple 

way for you to describe a series of steps to the computer and then 

sit back and watch as the computer happily does your task over 

and over without making a mistake. As a result, you can turn your 

focus to exploring and interpreting the data instead of laboring over 

manual editing. 

Automation of these mundane tasks requires some programming 

skills. It isn't necessary to be a "super programmer" — just to have 

an ability to learn and apply the basics. These basics are useful for 

writing a macro in a spreadsheet, data visualization script, interactive 

web page, or game to run on your cell phone. 

EECS 182 has been designed for students with no prior programming 

experience. We will learn the basics of programming taking 

our time to understand the basic concepts of programming and revisiting 

topics as necessary. Weekly assignments will be key, as 

they will provide a venue for applying programming concepts. We 

will look at a number of data applications and use our programming 

skills to manipulate, transform, and visualize the data from multiple 

sources and application domains. If you want to take more advanced 

software development courses, EECS 182 is a solid introduction 

to programming and will prepare you for the more advanced 

courses in EECS. And, if this is the only programming 

course you ever take, you will be pretty handy with data and visualization 

for the rest of your career. 

Two other introductory programming courses, besides EECS 182, 

are EECS 183 and ENGR 101. All the three courses should prepare 

a student for subsequent courses in most fields. The primary difference 

is in the style of teaching, target audience, and in the choice 

of programming languages. ENGR 101 is oriented toward engineering 

students. It teaches C++ and MATLAB and focuses on engineering-oriented 

problem solving. EECS 183 is a course for nonengineering 

students, that uses C++; many students in EECS 183 

intend to go for a Computer Science degree and the applicationdomain 

for problem solving is often oriented towards computer scientists. 

There are no pre-requisites for the course so anyone should be able 

to register until the course fills up. The course is capped at 50 students. 

If you find the course is filled, be sure to put yourself on the 

wait list. Often, we are able to accommodate students from the 

wait list during the first two weeks of the class. 

Textbook: 

The following textbook is required for the course: 

• John M. Zelle. Python Programming: An Introduction to Computer 

Science, Franklin, Beedle & Associates, Inc. 2003, ISBN: 

1887902996. beedle.com/99-6.html 

In addition, there are several online resources, including complete 

books, that you will find useful and we will refer to from time to 

time: 

• How to Think Like a Computer Scientist: Learning with Python, 

by Allen Downey, Jeffrey Ekner, Chris Meyers. This is a good introductory 

text that uses Python to present basic ideas of computer 

science and programming. It's especially recommended if 

you don't have a lot of programming experience and a good 

thing to skim even if you do. Freely available online. 

• Python for Newbies, by David Borowitz. A short tutorial that 

goes through the basics of Python that only assumes a bit of 

programming experience. 

• Learn Python in 10 Minutes, by Poromenos. An even shorter tutorial 

that covers Python's syntax quickly for those with a fair 

amount of programming experience.

• Python Tutorial, by Guido Van Rwum. This is the standard tutorial 

reference by the inventor of Python. It's aimed at people 

who have previous programming experience. 

• The NumPy package for scientific computing 

• Python 2D plotting library: Matplotlib/pylab library for generating 

various types of 2D plots. 

Part of your grade requires you to find an interesting python module 

and talk about it in the class. You can find one list of modules 

at docs.python.org/lib/ and at docs.python.org/modindex.html. You 

are not restricted to talking about modules in these sets however. 

If you find an interesting module, share it with the class. 

Grading 

• Homeworks [including mini-projects and projects): 50% 

• Exams: 40% 

• Class participation and python module presentation: 10% 

Instructor: Prakash, Atul 

EECS 183. Elementary Programming Concepts. 

(4). (MSA). (BS). May not be repeated for credit. Credit is granted 

for only one course among EECS 183 or ENGR 101. Not intended 

for Engineering students (who should take ENGR 101), nor for 

Computer Science concentrators in LSA who qualify to enter EECS 

280. F, W, Sp. 

Fundamental concepts and skills of programming in a high-level 

language. Flow of control: selection, iteration, subprograms. Data 

structures: strings, arrays, records, lists, tables. Algorithms using 

selection and iteration (decision making, finding maxima/minima, 

searching, sorting, simulation, etc.). Good program design, structure 

and style are emphasized. Testing and debugging. 

EECS 203. Discrete Math. 

MATH 115 or 116 or 119 or 120 or 121 or 156 or 176 or 185 or 186 

or 295 or 296 or 215 or 255 or 285 with a grade of at least C or 

better. (Prerequisites enforced at registration.) (4). (MSA). (BS). 

May not be repeated for credit. F, W. 

Introduction to the mathematical foundations of computer science. 

Topics covered include: propositional and predicate logic, set theory, 

function and relations, growth of functions and asymptotic notation, 

introduction to algorithms, elementary combinatorics and 

graph theory, and discrete probability theory. 

EECS 280. Programming and Introductory Data Structures. 

MATH 115. (4). (MSA). (BS). May not be repeated for credit. No 

credit granted to those who have completed or are enrolled in EECS 

283. F, W. 

Techniques and algorithm development and effective programming, 

top-down analysis, structured programming, testing, and program 

correctness. Program language syntax and static and runtime semantics. 

Scope, procedure instantiation, recursion, abstract data 

types, and parameter passing methods. Structured data types, 

pointers, linked data structures, stacks, queues, arrays, records, 

and trees. 

EECS 285. A Programming Language or Computer System. 

Some programming knowledge required. (2). (BS). May not be repeated 

for credit. 

A course covering a complex computer system or programming 

language. Programming problems will be assigned. Specific languages 

or systems to be offered will be announced in advance. 

Instructor: Morgan, Andrew Michael 

ELI (English Language Institute) 

The English Language Institute offers instruction in the English language 

to non-native speakers enrolled in the University. The main 

purpose of this instruction is to help non-native speakers to become 

effective and fully participating members of the academic community. 

For this reason, the majority of the ELI courses are primarily 


concerned with English for Academic Purposes. Most of these 

courses address specific areas such as academic writing, academic 

speaking, pronunciation, lecture comprehension, or academic 

grammar. In order to place students into the most suitable courses, 

students may be asked to take an Academic English Evaluation administered 

by the Testing and Certification Division of the ELI. In 

major areas such as speaking and writing, a sequence of courses of 

increasing difficulty and specialization is available. 

English Language Institute Courses. A maximum of four ELI credits  

may be counted toward the minimum 120 credits required for an  

LSA degree.  

ELI 120. Academic Writing for International Undergraduates. 

(3). May not be repeated for credit. A maximum of four ELI credits 

may be counted toward a degree. 

This course helps strengthen the writing skills of international undergraduate 

students through critical reading and writing of texttypes 

such as summary, critique, and argument. The course focuses 

on: 

1. organization, style, and accuracy of academic writing; 

2. revising one's own writing; 

3. providing feedback on peer writing; and 

4. using, integrating, and documenting academic sources in one's 

writing. 

Activities include individual and small-group writing in addition to 

whole-class workshops of individual students' essays. 

ENGLISH (English Language and 

Literature) 

Courses in Expository Writing. Courses in writing develop a 

student’s sense of the various possible forms of expression. Writing 

practice, lectures, and class discussion are supplemented in these 

courses by regular meetings with the instructor. Sections of 

ENGLISH 225 include a great variety of writing projects, while sections 

of ENGLISH 325 and 425 tend to be somewhat more specialized. 

The Creative Writing Program. Students interested in the department’s 

offerings in creative writing should begin with ENGLISH 

223, an introduction to the reading and writing of modern poetry 

and prose fiction and to the workshop method of critiquing student 

writing. ENGLISH 223 is a prerequisite to ENGLISH 323 (Advanced 

Creative Writing in Fiction) and 324 (Advanced Creative Writing in 

Poetry), but admission into ENGLISH 323 and 324 is based on a 

portfolio submission. There is a “permission of instructor” restriction 

on these courses. At the advanced level students may elect (with 

the instructor’s permission) the advanced fiction workshop 

(ENGLISH 423) or the advanced poetry workshop (ENGLISH 424). 

Repeating Courses for Credit. Some of the courses listed below 

are general titles under which varied topics may be offered. Such 

courses may be repeated for credit with departmental permission. 

Most of the courses available for re-election are signaled below. 

Students must obtain the proper approval form from the English 

Office, 3187 Angell Hall and return it for approval within the first 

two weeks of class. 

Courses meeting Concentration Requirements. The concentration 

requirements referred to in this section are for undergraduate 

English concentrators. 

• Pre-1600 

• Pre-1830 

• American Literature 

• Poetry 

• New Traditions — English concentrators will take at least one 

upper-division course that focuses on work by North America


and/or British writers/artists of color, world Anglophone 

writer/artists of a range of identity categories (involving gender, 

sexuality, disability, and class) who reflect upon – and are in 

dialogue about – the differentials of social power and their representation. 

• Upper-Level Writing Requirement 

Please select a semester and year from the pull down menus at the 

link below: 

lsa.umich.edu/english/undergraduate/courses/conReqs.asp 

Areas of Specialization. We have designed these “Areas of Specialization” 

to help concentrators identify the variety of fields currently 

taught within the English Department, and to assist concentrators 

in arranging their upper-division courses with greater coherence. 

Concentrators are strongly encouraged to select three upperdivision 

courses within one of the Areas available from the link below 

(or one designed by the student and an advisor). Please select 

a semester, year, and Area of Specialization from the options on 

the link below: 

lsa.umich.edu/english/undergraduate/courses/specAreas.asp 

English Undergraduate Waitlist Policy for literature courses 

(not writing) 

If you want to try to get into a course that is closed, place your 

name on the waitlist and attend the first day of class to see if you 

can get into the course. Our students are generally taken off the 

waitlist in chronological order, unless the faculty teaching the 

course decides that they will take senior-level students ahead of the 

chronologically listed students. Permissions will be given electronically 

within 24 hours of approval — please remember to register for 

the course. From May to August the department monitors the waitlists 

and issues overrides as space becomes available. 

NOTE: It is department policy that students must attend both the 

first and the second class meetings. Failure to do so may result in 

the student being dropped from the course. 

ENGLISH 124. College Writing: Writing and Literature. 

(4). (FYWR). May not be repeated for credit. 

This course studies the intersection between critical thinking and 

persuasive writing, and, using literary texts as the point of reference, 

takes as its goal the development of the student's skill at 

writing cogent expository and argumentative prose. 

Section 003. We are a culture obsessed with things. Witness 

Hoarders on TV or pick up any popular magazine (or walk through 

the Diag…) In society at large, think of the status — and emotion 

— attached to iPhones, BMWs, UGG boots, Tiffany jewelry. And 

think of how smaller items in our lives — either celebrated or mundane, 

either expensive or not — create meaning for us personally 

and also reveal something about who we are. 

In this class, we’ll use an interdisciplinary approach to explore the 

role of objects in our own experience and in literature. What can 

objects teach us about subjects? We’ll begin by looking at objects 

as texts in themselves, drawing on fields such as anthropology, history, 

art history, and architecture to read them in detail. Next, we’ll 

look at objects in texts, examining how authors deploy descriptions 

of physical things to give life to characters. How do objects function 

metaphorically as representations of their owners? How does the 

physical landscape shape the mental one, and how might the mental 

map onto the physical? What crucial understanding of a text do 

we gain by closely examining the objects within it? We’ll also think 

about descriptive language, asking how the material world molds 

writers and their work. 

Our reading, which will cover a variety of genres but focus primarily 

on literary texts, will go hand-in-hand with our writing. The details 

we observe will form the foundation of complex, analytic, wellsupported 

arguments that matter in academic contexts. Over the 

course of several papers, you will work closely with your peers and 

your instructor to develop, revise, and refine your written prose. 

Instructor: Atias, Daphna 

Section 004. This course studies the intersection between critical 

thinking and persuasive writing, and, using literary texts as the 

point of reference, takes as its goal the development of the student's 

skill at writing cogent expository and argumentative prose. 

Regardless of your intended major or vocation, reading and writing 

critically are invaluable skills for you to hone throughout your college 

career. This course is meant to set you on that excellent intellectual 

path while you are the University of Michigan. In order to do 

so, you will be rigorously examining a number of literary texts during 

our classroom discussion and creating original, organized and 

thoughtful arguments about these texts as part of your writing assignments 

throughout the academic term. You should expect to 

read about 20-30 pages per week and to have written a total of 

25-30 pages by the time we reach the end of the academic term. 

While the process of writing is typically a solitary one and you will 

be turning in your own papers, you will have many opportunities to 

talk about your writing with your classmates and to hear what they 

have to say as readers of your writing. This is probably one of the 

more nerve-wracking aspects of this class but also one of the most 

productive as well. As you might be able to tell by some of the titles, 

all these texts are drawn together by their delicious explorations 

of the role of food (both when produced and consumed) 

across different classes and cultures. We will be reading excerpts 

from longer texts such as Like Water for Chocolate by Laura 

Esquivel, Angela’s Ashes by Frank McCourt, Down and Out in Paris 

and London by George Orwell, The Importance of Being Earnest by 

Oscar Wilde and “Eating Cultures: Incorporation, Identity and 

Indian Food” by Uma Narayan as well as short stories like “A Family 

Story” by Kazuo Ishiguro and “Esmeralda” by Gerald Durrell. 

Instructor: Jeyathurai, Dashini 

Section 013. This writing course focuses on the creation of complex, 

analytic, well-supported arguments that matter in academic 

contexts. Students work closely with their peers and the instructor 

to develop their written prose. Readings cover a variety of different 

genres, with a primary focus on literary texts. This class will teach 

college writing by looking at the process of adaptation: how writers 

respond to and reinterpret work that has preceded them. The texts 

will mainly consist of Greek and Latin classics and modern adaptations 

of those works. We will examine these texts to see how the 

authors conceptualize and portray themes, such as war, love, 

trauma, change, art, death, and inspiration, carefully considering 

the historical context and the formal elements that shape the text. 

There will be at least one in-class writing assignment for every 

week, in addition to the reading assigned for each class meeting. 

Students will write analytical, persuasive essays to sharpen their 

skills for the requirements of college writing, as well as their own 

adaptations of the texts to provide a facility with various styles, 

genres, and tones. 

Instructor: Shearer, Emily Jean 



contexts. Students work closely with their peers and the instructor 

to develop their written prose. Readings cover a variety of different 

genres, with a primary focus on literary texts. 

We will organize our writing course around the notion of pleasure 

— pleasure as eroticism or desire; as consumption; as a rhetorical 

device or strategy; as a term with a history. Writing about pleasure 

can be difficult because we often think of it in terms of emotion; we 

like (or don’t like) an experience, person, or thing, but we are not 

sure exactly why we feel that way. Thinking critically about pleasure, 

then, will allow us to sort out the complicated relationship between 

what we feel about a topic and how we write about a topic. 

In our study of pleasure, students should expect a focus on gender 

and sexuality. We will (probably) read Vladimir Nabokov’s Lolita as 

well as excerpts from other works of fiction. We may also read nonfictional 

works of philosophy and history as well as contemporary 

popular sources such as newspaper articles on sexual education to

supplement our reading of fiction. Assignments will include weekly 

journal entries and four formal papers. 

Instructor: Ball, Tiffany 

Section 019. What makes a person or idea seductive? What are 

the methods that someone might use to seduce an audience? Is 

seduction always a negative force? This course will explore such 

questions, engaging with various types of seduction, including — 

but not limited to — political, moral, sexual, and rhetorical. We will 

explore the nature of seductive literary characters and the reasons 

for their attempts at seduction, and also the nature of seductive 

writing: how do authors use language to draw in their readers and 

audience members? What might we learn from them in order to 

develop our own writing? 

Our reading will cover a variety of genres, with a primary focus on 

literary texts. Your written work, which will go hand-in-hand with 

the reading, will focus on the creation of complex, analytic, wellsupported 

arguments that matter in academic contexts. Over the 

course of several papers, you will work closely with your peers and 

the instructor to develop, revise, and refine your written prose. 

Instructor: Zukerman, Cordelia 

Section 021. How do we distinguish fact from fiction? Truth from 

lie? Real from fantasy? How do we make these distinctions based 

on the word of others? If we read a memoir, do we implicitly believe 

that it’s true? Does it matter if the author lied? Does it matter 

if someone else writes your autobiography? Can we trust a documentary 

if we cannot see beyond the frame of the camera’s lens? 

Can art tell us the truth? 

In this class, we will consider these questions through reading fictionalized 

versions of traditionally “non-fiction” genres (i.e., autobiography, 

memoir, travelogues, histories, and documentaries). This 

is a class devoted to the rhetoric of non-fictional genres and how 

they are co-opted, manipulated, parodied, and problematized in literature 

and other media. Through contextualizing these fictional 

works both historically and generically, we will consider the political 

and aesthetic motivations for mimicking non-fiction genres. Our 

analyses of these texts will consider issues of truth and fiction, 

audience reception and reader response, satire and parody. Readings 

will include selections from H.D.’s Nights, James Frey’s controversial 

“memoir” A Million Little Pieces, and selections from Jonathan 

Swift’s Gulliver’s Travels and Gertrude Stein’s Autobiography 

of Alice B. Toklas. We will also consider these strategies in other 

media through listening to Orwell’s radio broadcast of War of the 

Worlds and through watching the “mock-umentaries” Best in Show 

and The Office pilot. 

This is primarily a composition class in which you will work closely 

with your peers and your instructor in order to develop your written 

prose over the course of several papers. Our readings will focus 

primarily on literary texts and our written assignments will go handin-hand 

with the themes we will discuss in class. We will draw on 

our class discussions and readings in order to formulate complex, 

analytic, well-supported arguments that matter in academic contexts. 

Instructor: Schnur, Kate 

Section 023. In order to practice the art of argumentative writing, 

this course believes that students must first learn the art of 

analytical reading. Our core literary selection will comprise of nineteenth 

century American literature, including but not limited to the 

works of Washington Irving, Harriet Spofford, Edgar Allan Poe, 

Herman Melville, and Sarah Orne Jewett, and Henry James. Within 

this canon we will focus on short stories that are “metacritical,” that 

is, stories that teach you how to read them. Students will learn how 

to: read “texts;” process all sorts of “textual” information such as 

form, tone, style, and narration; contextualize their texts, and finally 

move outward to make insightful and meaningful arguments. 

Instructor: Zhang, Nan 


ENGLISH 125. College Writing. 

(4). (FYWR). May not be repeated for credit. F, W, Sp, Su. 

A study of rhetoric, both as a body of principles, and as a practical 

art, emphasizing the writing of expository and argumentative essays. 

Section 001. Food is something with which we all come in contact 

on a daily basis, but how often do we think about what we are 

eating or the way we eat it? Taking the idea of “food” as our subject 

of analysis, we will learn to think critically about a variety of 

approaches to food and to articulate those thoughts in academic 

writing. We will consider questions such as the following: How do 

people talk about food differently in divergent social contexts? How 

does food connect to other aspects of life such as politics, social relationships, 

and healthcare? Is food preparation a physical necessity 

or an art form? What are the ethics of eating or consuming, preparing, 

and distributing food? How much should we know about our 

food, and should this knowledge change our eating habits? When 

people talk about food, what larger, more abstract cultural values 

drive their arguments? As we explore these and other questions in 

our class, you will learn analytical and writing skills that you can 

transfer to other academic contexts for the rest of your college career. 

Instructor: Watkins, Leila R 

Section 010. What distinguishes good taste from bad taste? What 

separates “highbrow” from “lowbrow?” How do we cultivate our 

stylistic preferences, and how do we fashion our personal identities 

around them? This course will examine the ways in which the hierarchy 

of taste operates in American culture. We will take seriously 

popular culture as an object of study, and will devote attention to 

the “lowest of the low”: reality television, tabloid talk shows, Justin 

Bieber, beach reads, B-movies, sports-entertainment, gossip blogs, 

and other sources of trash media. In addition to these primary 

sources, we will also read scholarship on pop cultural studies. Writing 

exercises will ask students to consider the notion of guilt with 

respect to taste, the factors that contribute to this sense of shame, 

and the reasons behind these discriminations. 

Instructor: Kim, Jina 

Section 012. Writing is not only a process of learning and expression, 

but also an important way to develop a conscious voice as an 

individual. We are each members of diverse and myriad communities. 

Be it our regional or national background, educational or economic 

circumstances, ethnic or racial history, sexual or political 

preference, or religious or family upbringing, we understand the 

world and define ourselves in relation to the institutions and groups 

to which we belong (whether by choice or not). Yet ultimately, and 

perhaps most importantly, we are our own persons. Over the 

course of this academic term we will explore the ways in which individuals 

— including ourselves — negotiate the different and 

sometimes difficult responsibilities of culture. By seeking to understand 

what “belonging” means, we will not only learn to see the 

world in a more complex way, but also begin the life-long process 

of developing our own voices as artists, writers, thinkers, and citizens. 

Instructor: Chamberlin, Jeremiah Michael 

Section 013. 

“Use the time of a total stranger in such a way that he or 

she will not feel the time was wasted.” 

— Kurt Vonnegut 

In this section, students will examine a variety of media and mediums 

in a variety of writing modes. We will move from an initial examination 

of what writers have to say about writing, through personal 

response, towards ever more argument based assignments. 

Regular and close engagement with texts, including summaries and 

responses to other students’ work, will sharpen analytic skills as 

well as honing craft and technique.


We will read and respond to essays, poetry, personal experienceobservation, 

articles, a short modern novel, and film & video. A particular 

focus of this section will be on representations of modern 

(Post-WWII) identities. That writing is the best way to know, discover, 

and expand your own thoughts on particular subjects, is the 

central premise of this course, and to this end some sample assignments 

might include: 

• summaries of articles and brief journal responses 

• pre-writing techniques: generating questions, outlining, closereadings, 

etc. 

• imitation of a short essay in a field of the student’s choosing 

• personal responses informed by academic articles and other 

texts 

• comparison/contrast essays 

• persuasive essays 

Instructor: MacMartin, Allister 

Section 014 — Islam in the Indian Ocean through Different 

Genres. 

The primary goals of this course, like all ENGLISH 125 sections, revolve 

around helping you to develop your writing skills, especially 

learning to craft “complex, analytic, (and) well-supported arguments.” 

To do this we will work together, through collaborative and 

individual work, experimenting with a variety of genres and styles 

of writing. The course will be particularly useful for students interested 

in modes of writing used by anthropologists, historians and 

those in related fields. 

Our course readings will focus on writings produced on the topic of 

Islam and Muslims in the Indian Ocean since the fourteenth century. 

These will include the accounts of travelers, colonial and postcolonial 

ethnographies, a novel, and more. Works include both 

those authored by Muslims and non-Muslims. Why this focus? 

There are many reasons! Here I list two: 1) These sources all use 

different evidence, strategies and rhetorical styles to describe the 

space of the Indian Ocean and make arguments about it, which 

should help us to reflect on how we do these things in our own 

writing; and 2) Because many historians argue that the beginning 

of this period represents the opening of modern systems of exchange 

and politics, it is an interesting one with which to think 

about the ways in which Islam is represented in writing and other 

media today. 

Instructor: Birchok, Daniel Andrew 

Section 016. The primary goal of this course is to help you learn 

to think clearly and write clear, articulated ideas. These skills will be 

developed through close critical readings, group discussions regarding 

class material, and written responses to various texts, art, and 

possibly short film. Because I believe an answer to anything, to 

paraphrase, is only as good as the question it entertains, we will 

focus on how to get out our ideas by learning how to write wellsupported 

arguments that engage critically with the text. 

I have named this class “Writing: Due South” because we will be 

using the southern U.S. region as our lens to develop our writing. I 

want to view how other artists have engaged with the south and to 

see if we can't parse out definitions of what makes things nominally 

regarded as southern. We will look at what older artists like Flannery 

O'Connor and Williams Faulkner have written and the statements 

we can gather about the South but also what recent artists 

are doing to extend our ideas about the south. The themes of this 

discussion will involve ideas of place, identity, gender, and politics. 

By doing this, we will find a conversation that will revise, reflect, 

and contradict what has been an often otherwise impenetrable region. 

Instructor: Henderson, Carlus 

Section 017. The goal of the course is to help you compose clear 

and well-developed prose. Since writing is a means of communication, 

this course will focus on the different rhetorical strategies 

authors employ across a variety of disciplines to convey an argument 

or a perspective. Whether you study Economics, Philosophy 

or any other discipline, you will need to know how to write with 

clarity and sophistication. Through essays and articles ranging from 

the use of white tigers in the Cincinnati Zoo to the Housing Market 

Crash, we will look at how authorial intent informs the structure of 

writing and analyze the different techniques involved in composing 

a well-supported and nuanced argument. Importantly, this course 

will allow you the space to grow as both a writer and a reader. 

Over the academic term, we will discuss the many stages of the 

writing process, and through peer review and reading assignments, 

you will develop the tools necessary to critically approach your own 

writing and the writing of others. 

Instructor: Kumarasamy, Akil 

Section 019. Through the course of this section, we’ll approach 

the questions and practices of college writing by examining issues 

of social mores, politics, and gender in science fiction literature. 

Science fiction, with its reputation for social critique, will provide a 

backdrop for us to familiarize ourselves with the questions of college 

writing: why do we write? How should we do it, anyway — is 

there even one way we “should” write? How do we make a compelling 

argument? Why should our reader be convinced by our position? 

How does a paper get written, from concept to final form? 

We’ll learn and apply these writing methods to the weekly readings 

of science fiction literature — mainly short stories, but with some 

longer works and possibly some study of television or film. At the 

same time, we’ll consider criticism on these pieces of literature both 

for their interrogation of the original text and for the ways they use 

rhetoric in their writing. 

No extensive previous reading of science fiction is necessary; we’ll 

be using the literary genre as a subject for our study of writing, and 

not the other way around. All that matters is a willingness to read 

closely, ask questions, and explore how college writing relies on doing 

just that. 

Instructor: Miller, Matthew 

Section 020. Close your eyes and imagine getting away from it 

all. Are you on a beach in Cancún? Hiking through the Canadian 

Rockies? Or perhaps exploring the cafés of Paris? Travel can be a 

space of fantasy that sheds light on our desires and the way we 

see ourselves in the world. This class will analyze travel and tourism 

from multiple analytical perspectives. We will begin by examining 

representations of tourism in first-hand accounts, fiction, and 

film, such as Eurotrip (2004) and Alexis de Tocqueville’s essay 

“Excursion to Lake Oneida.” We will then transition to the study of 

how tourism works in practice. Looking at guidebooks and published 

advice for travelers, we will investigate how information 

about travelling is disseminated, as well as how issues of class, 

race, and gender influence writing for, by, and about tourists. From 

here, we will look at how tourism affects the host community, looking 

especially as sexual tourism in Thailand and elsewhere, ecotourism 

in the Amazon, and terror tourism in the former Yugoslavia and 

Northern Ireland. In the final part of the course we will examine 

writings about travel more broadly, including migrant labor, human 

trafficking, and forced relocation. We will ask ourselves how these 

non-voluntary forms of travel complicate our understanding of what 

it means to move through geographical space. 

The class will use thought-provoking discussions of travel to spur 

the development of your writing. We will hold one-on-one conferences 

and whole-class workshops to help work through the challenges 

of college-level academic writing, from developing a strong 

thesis to final editing. By the end of the term, you will have written 

about 20 pages of polished prose, and learned skills of grammar, 

argumentation, and style. 

Instructor: McAdams, Ruth M

Section 022. 

"I write entirely to find out what I'm thinking, what I'm 

looking at, what I see and what it means." 

— Joan Didion 

To write well is to think well. In this course, we will read, discuss, 

and respond to a variety of texts in order to hone our powers of 

thought and inquiry. As writers, we are also makers — craftspeople 

carefully wielding tools in order to create something new and 

meaningful. In our case, those tools will include strategies for generating 

drafts, structuring arguments, and revising for clarity. Our 

readings throughout the academic term will be geared toward understanding 

the role of the writer as an engaged creator. You will 

be invited to see each choice in the process of writing as an opportunity 

to discover and articulate ideas that you think are important. 

Major writing assignments, ranging in length from 2-6 pages, will 

provide opportunities to apply these critical thinking skills to developing 

nuanced, insightful, and well-supported arguments. These 

major assignments will be supplemented by shorter weekly assignments, 

which may include reading responses or some part of a major 

paper, such as a thesis statement. Individual conferences and 

in-class group workshops will also give you the opportunity to work 

as part of a writing community. 

Instructor: Rodrigues, Elizabeth 

Section 025. Can the body be art? This class will think about the 

politics and practice of body modification. What does it mean to 

engage in body modification? How is the body being thought about 

and understood in the representation of these practices? What does 

it mean to think about the body as an aesthetic object? Does the 

practice of body modification have a different meaning across different 

times and places? We will try to answer these questions together 

by examining a wide range of sources, from popular representations 

of body modification to critical theory about the body 

and its modification. Through our discussion of these questions, our 

ultimate goal will be to improve your academic writing and argumentation 

skills. To that end, we will adopt different writing approaches 

to help us think our way through the topic. You will read 

and respond to the work of your peers to develop the critical reading 

and editing skills that will help you communicate throughout 

your university career and beyond. 

Instructor: Kohn, Jenny Deborah 

Section 026. A documentary filmmaker, a journalist, a laboratory 

scientist, and a college student having an argument on Facebook all 

have something in common: the need to gather, interpret and synthesize 

many different sources. Writing in many genres and fields 

relies on this skill. How do we treat primary information — raw 

data, first-person narratives, conversations — differently than we 

do information that has been synthesized into a clear statement? 

How do we use both, in and for our writing? In this course we will 

develop writing skills through the lens of documentary, which 

potently mixes primary information from statistics, interviews, quotations, 

and photographs with strong rhetoric. Most documentary 

materials we will read or watch together will focus in some way on 

group identity. 

Throughout the academic term, we will write in a variety of genres. 

Early on, documentary films, photojournalism, and essays that include 

oral testimonies will help us identify and analyze rhetorical 

strategies, position and bias. Later, these will help us pinpoint good 

practices in using research to support a thesis. We will also conduct 

interviews with classmates, friends, and family members to help us 

answer complex questions and compose informed narratives. A few 

times a academic term, students are expected to contribute to class 

workshops by reading their peers’ work and providing constructive 

feedback. 

Required materials for this course will include a collection of essays 

that focuses on the craft of essay writing. Supplementary materials 

may include excerpts from Studs Terkel’s Working, Eula Biss’ Notes 

from No Man’s Land, Zora Neale Hurston’s Mules and Men, the 


National Council of Jewish Women’s By Myself I’m a Book, Spike 

Lee’s When the Levees Broke, books and podcasts from Story- 

Corps, and various individual or organizational blogs. 

Instructor: Falk, Leah 

Section 027 — Gossip: Talking Across the Disciplines. 

This course will investigate the notion of gossip — who does it, 

when does it occur, and how do we recognize it. Throughout the 

term, we will draw upon material from a variety of disciplines, including 

sociology, anthropology, women's studies, and communications, 

in order to investigate the ways in which gossip has been 

studied. Using this literature, along with popular novels, television 

programs, and tabloid magazines, we will investigate the social 

functions of gossip, the gendered discourse that surrounds this 

form of speech, and the potential political implications that gossip 

brings to bear in our contemporary media landscape. 

Instructor: McDonnell, Andrea Marie 

Section 032. The goal of this course is to improve your writing 

skills. We will work together to understand the elements of good 

prose and to assimilate those elements into your writing. We will 

read and discuss essays, stories, and academic articles in preparation 

for writing a persuasive, an expository, and an argumentative 

essay. 

Mark Twain once wrote, "I didn't have time to write a short letter, 

so I wrote a long one instead." Revision is the secret to good writing. 

We will study approaches to revising your work. Class will often 

be conducted in a workshop format, where students will read and 

advise the work of their peers. 

We will consider writing as a means to clarify thought, and we will 

discuss various approaches to articulating your ideas and how to 

incorporate evidence and sources in your writing. 

Course materials will be drawn from a variety of genres, disciplines, 

and media, which may include fiction, film, memoir, essay, science, 

etc. 

Instructor: Samuele, Rocco 

Section 033 — Tuning In: Finding Meaning in Music. 

From a perfect playlist to a national anthem, music matters. In this 

class, we will examine the various roles music plays in our lives and 

how music carries such emotional and personal power. Topics will 

range from personal encounters with music to its role in broader 

social identities and its practical, political, and ethical applications. 

Writing assignments will require students to approach music from a 

variety of angles, and may include shorter reactions to readings 

and musical examples, first-hand accounts, position papers, and research-based 

analysis. Knowledge of music and musical terminology 

will be helpful but is not required. 

Instructor: Blim, Richard Daniel 

Section 034. This college writing class presents students with the 

principles of academic reading and composition, and provides them 

with tools for critical analysis. Through a close, sensitive reading of 

literary and theoretical texts (as well as other media), dealing with 

childhood and coming of age in different cultures and periods, students 

will be introduced to different academic discourses, and will 

practice and hone their academic writing skills. Readings will be 

drawn from the fields of national and comparative literatures, sociology, 

anthropology, disability studies, women and gender studies, 

history, psychology and psychoanalysis, and law, among others. 

Instructor: Eitan, Maayan 

Section 035 — Perspectives on Consumer Culture. 

What makes us consumers? In what way do our various activities 

participate in consumerism? We will attempt to answer these questions 

and others as we examine texts, images and other media that 

comment on and constitute past and present consumer cultures. 

These will include pertinent theoretical texts (by authors such as


Karl Marx and Jean Baudrillard), academic studies, literary works 

and artistic movements. The goal of this course is to develop your 

academic writing skills, so we will be engaging with this topic 

through a variety of writing approaches/genres (free writes, formal 

essays, peer review, revision, etc.). 

Instructor: Brion, Katherine Danielle 

Section 036. A renaissance is said to involve two things: a looking-back 

and an "efflorescence." This course will attempt, in its 

small way, to sow the seeds of a renaissance in English letters. 

Sir Francis Bacon (scientist) –– Sir Thomas Browne (physician) –– 

Benjamin Franklin (politician) –– Thomas Jefferson (lawyer) –– 

T.H. Huxley (biologist) –– William James (psychologist) –– Rebecca 

West (journalist) –– Bertrand Russell (philosopher) –– Pauline Kael 

(film critic) … Each of these figures was, in addition to having been 

a giant in his or her particular field, a master stylist of English 

prose. There may even have been a connection between the two 

phenomena: the better one writes, after all, the more eagerly people 

will read. What is even the greatest discovery worth if others 

cannot be persuaded to acknowledge it? Looking back, then, this 

course will bring into focus not only what has been considered 

good writing since the 17th century, but also how this writing came 

into being. How, for example, have technological changes affected 

the experience and results of "the scrivener's craft"? Students will 

have the opportunity to experiment with alternative methods of 

composition (typewriter, dictation, quill and parchment, etc.) as we 

decide which features of the past are to be reclaimed –– not dismissing 

this because it is old, not embracing that because it is new 

–– and which are to be left untouched for the pioneers of some 

remoter renascence. 

Instructor: Alderman, Christopher Alton 

Section 038. In this writing course we will reflect on the role of 

the college campus as an important site of history, politics, and arts 

in the United States. From Love Story and Animal House to The 

Gilmore Girls and The Social Network, our popular culture is saturated 

with images of college life in the US. What are our collective 

assumptions about how college campuses — and the people on 

them — reflect our culture’s understanding of class, gender, ethnic, 

and regional diversity? How does the spatial layout of the college 

campus affect our everyday experience? What are the ideas and 

histories behind the buildings and resources on our own campus, 

and how did Michigan students in previous centuries challenge 

these? We will consider these and other questions in works of 

popular culture, literature, and history, as well as through a selection 

of on-campus site visits. 

By engaging such questions this introduction to college writing will 

explore the pleasures and practicalities of developing your own 

academic voice. Different programs, instructors, and courses at this 

university will expect you to be familiar with a range of strategies 

for putting your thoughts into written words. We will therefore 

practice modes of academic writing that are most common in university 

courses: analysis, argumentation, narrative, and description. 

Through a variety of writing exercises this course will help you with 

general rhetorical approaches to college writing as well as more 

specific questions about style, grammar, organization, and citation 

format. Writing, revising, and workshopping drafts will be major 

components of the course work, as well as peer-editing and commenting 

on fellow students’ work. 

Instructor: Kelderman, Frank 

Section 039. This course will approach argumentation and the 

use and analysis of language with 20th century theory and philosophy 

as its main texts. We will explore language, its construction 

and representation, and how to engage language critically through 

short selections of writing about linguistics and discourse, including 

Saussure, Barthes, Derrida, and Foucault. Argumentation will be 

analyzed through readings of literary theory, including Althusser, 

Fanon, Said, Sedgwick, and Ngugi. By reading, discussing, and writing 

about various arguments concerning how language constructs 

and informs our reality, students will develop the analytic skills, 

both thinking and writing, necessary at the college level. The writing 

assignments will include analysis of texts from the required 

reading, as well as the students' own critical engagement and interpretation 

of arguments and theories discussed in class. 

Instructor: Oches, Matthew Lawrence 

Section 041. What can we learn from objects in museums? In 

this course, we will read and write about museums, memory and 

material culture to begin answering this question. We will explore 

how museums and objects shape how we remember the past and 

think about the present. Course texts will include scholarly, literary, 

and popular works about how objects acquire meaning within the 

context of museums and the roles museums play in society. 

Throughout the academic term, we will also visit museums on campus 

and talk about contemporary museums, exhibits and collections 

from around the world to inspire our writing. Students will be encouraged 

to explore their own individual interests in museums as 

they write. 

Instructor: Harmon, Elizabeth 

Section 045 — "Case Studies in Writing Across Disciplines"? 

This section will explore what it means to write well in the context 

of several different subjects that you may study in more detail during 

your time at U-M. We will read "case studies" of good writing 

from the natural sciences, social sciences, and humanities, and try 

to understand what makes for strong writing in each of these broad 

areas. 

Instructor: Gibelyou, Cameron Michael 

Section 048. In this course, we develop the skills necessary to 

read, critique and produce the various strategies writers deploy to 

present a convincing and evocative argument. We will first analyze 

and understand how other texts persuade, studying the tactics of 

multiple genres, from low to high culture, from advertising to 

Aristotle. We will then use these methods to craft texts, learning 

how writing implements and sharpens authorial voice. This course 

asks students to think critically about how they learn and internalize 

information, how they begin and sustain belief in an idea, how to 

make transparent their logics, and how relate them to others. Students 

are required to purchase A Pocket Style Manual, 4th Edition 

by Diana Hacker. All other texts will be available via C-Tools. 

Instructor: Shomali, Mejdulene B 

Section 049. Writing teachers have often expressed a preference 

for writing that “shows” an event rather than “tells” about it. The 

movement now called “creative nonfiction” embodies something of 

the showing and telling axiom, promoting well written and wellresearched 

information that is particularly designed to hold the interest 

of the reader — that is, designed to show the information 

rather than tell about it. This kind of writing might be contrasted 

with the presentation of accurate information that is not particularly 

well written and that does not hold the attention of the reader. Participants 

in this class will have a variety of opportunities to write 

about experience in dramatic, persuasive, and humorous ways. This 

writing course will examine a variety of ways to “show” an experience 

in writing rather than “tell” about it. We will also examine the 

problematic aspects of writing well, the politics of point of view, 

and how writers, in their presentation of language, can appropriate 

and alter truth. Such considerations of language and its use can 

and will enhance students’ understanding of the nature of academic 

thinking and writing, foster methods of invention, and support concepts 

of composition appropriate to university studies and beyond. 

Course Goals: To instill the idea that writing can take many 

forms; that though there are formulas, writing is not formulaic; that 

while we live in a visual, sound-bite oriented world, thoughtful reflection 

and writing is still important. 

Required Text: Writing Creative Nonfiction: Instruction and insights 

from the teachers of the Associated Writing Programs. Eds. 

Carolyn Forche and Philip Gerard. Story Press: Cincinnati, OH.

2001. This book is available at any of the major book distributors 

on campus. 

A coursepack available at AccuCopy on William Street, containing 

selections from Rhetoric: Discovery and Change by Richard E. 

Young, Alton L. Becker and Kenneth L. Pike. 

Instructor: Cooper, George H 

Section 053 & 054. This section provides a better understanding 

of writing across the disciplines. In analyzing various approaches to 

academic writing, our focus will be on the connection between 

reading, thinking, and writing. We will explore what close reading 

and critical thinking entails, as well as how persuasive writing provides 

a way of situating ourselves in the context of the world. In 

addition to matters of voice, tone, nuance, rhythm, audience, and 

perspective, a basic introduction to finding and incorporating research 

(primary and secondary sources) will be surveyed. My goal 

is to provide the necessary writing skills that will ensure your future 

academic success. 

Instructor: Tessier, Randall L 

Section 055 & 056. Welcome to College Writing, a graded four 

credit course where you will focus on the creation of complex, analytic, 

well-supported arguments that matter in academic contexts. 

To achieve this end, you will work closely with your peers and me 

to develop your written prose. 

Readings cover a variety of different genres and academic disciplines; 

you will read and discuss autobiographical, narrative, expository 

and persuasive essays written by professional writers and 

scholars: works by David Sedaris, Sherman Alexie, Paulo Freire, 

Gerald Graff, Gloria Naylor, Gretel Ehrlich, Elwood Reid, and 

Stephen L. Carter are among the diversity of voices we will explore 

this term. Our readings also include published student writers and 

your peers. These weekly readings will provide the backdrop for 

discussion and paper topics, and active participation in class discussions 

will model critical thought processes essential to writing sophisticated 

academic essays. We will concentrate on connecting 

reading and writing in this course, since improving your reading 

comprehension and analytical skills will contribute to your growth 

as a writer. 

The best way to learn how to be a better writer is to write. You will 

write different kinds of essays, and each assignment will help you 

develop a particular writing skill. I enjoy teaching writing because I 

think you have something important to say. The premise of this 

course is that college writing is fundamentally analytical writing. 

We’ll be defining what that means over the course of the academic 

term, but some of the characteristic moves of analysis involve slowing 

down, looking carefully, suspending judgment, looking for patterns, 

and for things that “don’t fit”, and only late in this process 

proposing a hypothetical or potential explanation — a hypothesis 

that then gets subjected to this process all over again. College Writing 

will give you substantial opportunities to practice these characteristic 

moves, as well as build thoughtful arguments, understand 

common usage issues, and explore your own voice and style as a 

writer. Regardless of what you plan to study here at U-M, you will 

need to know how to write well, both in college and afterwards. Being 

a good writer takes time, attention, honesty, and courage, and 

in this class we will work on developing all these skills in our writing. 

Instructor: Allen, K E 


analytic, well-supported arguments. We consider matters both 

small, e.g., diction, and large, e.g., paper structure, as students 

write several longer essays and frequent short responses. Students 

should leave the course with a set of flexible writing strategies that 

they can apply in future classes. Under the assumption that critical 

reading is one of best ways to learn writing technique, students 

read and analyze published essays as well as workshop peer work. 

Published readings cover a variety of genres and disciplines with 

some emphasis on haunting, personal and cultural memory, and 


the unspeakable. As writers, how do we capture both the personal 

and historical past? How do we tackle difficult or painful topics? 

When does language fail us? 

Instructor: Brenner, Anna 

Section 061. When Elvis Costello (See “Radio, Radio” or “(What's 

So Funny 'Bout) Peace, Love and Understanding?”) comments that 

“writing about music is like dancing about architecture,” he suggests 

that explicating one form of art in terms of another seems 

like an absurd practice. Costello, however, has written prolifically 

about rock’n’roll, and he currently hosts the BBC-produced television 

program Spectacle: Elvis Costello with… which features interviews 

with a wide range of musicians, so we might take Costello’s 

criticism with a grain of salt. Our course — Popular Music, Technologies, 

and Audiences — foregrounds the importance of composition 

as a tool for critical thinking and learning across disciplines at 

the university level as its method and uses popular music and a 

wide-variety of associated cultural practices and beliefs as its subject. 

Stressing writing as a process in which pre-writing, drafting, 

revising, and proofreading all matter, our course will consider questions 

about the mutually-constitutive relationships between music 

that we love (or hate) and the recording industry (pre- and postiTunes), 

listening and recording technologies (from the phonautograph 

to Garageband and the iPhone), and audiences. We will read 

widely from a variety of print texts including reviews and reportage, 

the personal essay and memoir, and cultural theory; visual texts including 

magazine covers, iconic concert photography, music video, 

and concert video; and songs. You will produce a number of written 

essays and at least one podcast on various topics, taking each finished 

piece through a number of substantive revisions. By semester’s 

end, we will have developed the tools to ask complex questions 

of a variety of texts and to learn through our own compositional 

practices. Moreover, we might just feel like dancing about architecture. 

Instructor: Kupetz, Joshua 

Section 062. This course focuses on the creation of complex, 


Students work closely with their peers and the instructor to 

develop their written prose. Readings cover a variety of different 

genres and academic disciplines. All too often in our reading and in 

our writing, we move too quickly and rush through words and turns 

of phrase, and yet it is often the smallest of details — the single 

word — which proves to be the most crucial. As Mark Twain once 

remarked, “The difference between the right word and the almost 

right word is like the difference between lightning and a lightning 

bug.” In this course, we’ll be reading a number of different types of 

texts — including essays, cultural theory, poems, short stories, and 

a novel — by authors such as David Sedaris, Jonathon Safran Foer, 

Alice Munro, James Joyce, William Faulkner, Virginia Woolf, and 

Ralph Ellison. All of these texts will be short in length, giving us the 

time to read our texts with great care, close precision, and attention 

to detail, so that you can develop the close textual analysis 

skills that you need in order to generate forceful and powerful arguments 

in your writing. Through reading, classroom discussion, 

written assignments, and workshops, you’ll learn not only how to 

critique and analyze the words of others but also how to craft your 

own ideas into words that have weight – words that provoke, startle, 

convince, and persuade. 

Instructor: Fagan, Monica Marie 

Section 064 — Exploring Perception through Writing. 

The way in which our beliefs about the world are shaped by human 

perception has been a central topic in fields such as philosophy, fiction, 

and, more recently, cognitive science. Using this topic as our 

intellectual anchor, students will be expected to produce writing in 

various genres, such as literary essays and lab reports. Various 

strategies such as peer review, revision, and exploration of writing 

mechanics will be employed with the ultimate goal of creating articulate 

and self-aware writers, who are prepared for any discipline. 

Instructor: Medeiros, David Jenkins


Section 066. The ability to produce polished and sophisticated 

prose is essential to success in every academic discipline and most 

professional settings. This course will draw upon a variety of critical 

essays, short stories, news media, and film throughout the academic 

term to help students think about argument, analysis, organization, 

style, and the mechanics of good writing. 

Instructor: Miura, Cassie 

Section 067. Imagine you are one of several eyewitnesses standing 

at the scene of an accident. The police arrive to take your 

statement, and you feel confident about providing them with a factual, 

unbiased account of the events that have transpired. After the 

officer records your statement, you begin to overhear other witnesses’ 

accounts, and realize that much of the information you’ve 

provided contradicts what others have seen. How is this possible? 

you ask yourself. As you begin to reanalyze your story, you consider 

some of the following questions: 

• Is it possible that my observations were erroneous? Misremembered? 

• Did others have a better view of the accident? 

• Did my report contain any personal biases? If so, what were 

they? (And where did they come from?) 

• How does my gender, race, ethnicity, education, sexuality, culture, 

religious beliefs, etc., impact what I’ve seen? 

• Finally… what did others see? 

In this course, we will focus our readings, discussions and written 

work based loosely around the idea that our individual lenses (or 

ways of seeing) may inform and at times, bias, the way we experience 

and interpret the world. Throughout the academic term, students 

will be expected to write thoughtful, well-organized, contentrich 

essays demonstrating their ability to make academic arguments 

in response to historical, critical and literary texts. When developing 

essays, students will be asked to consider the following aspects of 

composition: 

• Does this essay have a clear, arguable, and well-supported 

thesis? 

• Does the essay provide a comprehensive summary of background 

information, when needed? 

• Is the structure organized, logical, and cohesive? 

• Does the language exhibit clarity and an understanding of mechanics? 

• What is the style and tone exhibited in the essay? 

• Does the essay make relevant and academically / intellectually 

significant claims? 

Students will also be expected to participate actively in class discussion, 

having completed all assigned readings (about 20-40 

pages per week) in advance. They will set concrete personal goals 

to improve their own writing skills, and will carefully proofread and 

thoughtfully respond to the work of their peers in an effort to contribute 

their own strengths, skills and perspectives to this writing 

community. 

Instructor: Lee, Nan Young 

Section 068. “Tell me what you eat, and I will tell you who you 

are,” wrote the famous French gourmand Jean-Anthelme Brillat- 

Savarin almost two centuries ago. He lived and wrote at the beginning 

of a new era of French cuisine, when food was raised from a 

necessity to an art. But food acquisition, preparation, and consumption 

have been the central activities of human cultures for millennia 

— a way to keep body and soul together and create relationships 

with others. In our own time, in an attempt to recapture what was 

good about the old foodways, North Americans have embraced the 

Slow Food movement, sustainable agriculture, and local eating. 

However, watching famine in the Sudan and food riots in Haiti reminds 

us of the inequitable distribution of food resources in the 

world. In this course we’ll explore both the pleasures and the politics 

of food — how its presence strengthens some communities 

while its absence destroys others. We’ll read some great food writers 

of the twentieth century and, in our writing assignments, 

sharpen our powers of observation and analysis as we consider 

how food shapes identities, communities, ecosystems, and economies. 

Our work in the course will culminate in an individual or 

group project of students' design. Be prepared to write about your 

own history and relationship with food, to explore the local food 

system of Washtenaw County, to eat and laugh a lot together, and 

to discover how sharing a meal with those who hunger can “give a 

hunger for justice to those who have food.” 

Instructor: Modey, Christine Ann 

Section 073. What is work? What is play? Can one sphere of activity 

exist without the other? Have ideas about what’s fun and 

what’s not changed over time? And who has been expected or 

permitted to work? How does your job (or lack of a job) define 

you? Can play teach? This course is designed to help students read 

and write across a variety of genres while exploring such central 

questions. To gain exposure to models of writing in a range of 

fields, we will read texts by social scientists, historians, and scholars 

of rhetoric who have studied how people work and play. We will 

also consider personal essays, short fiction, and, yes, even the occasional 

poem. Specific topics we engage may include women and 

work, the marketing of children’s toys, Facebook games, the history 

of public swimming pools, the modern phenomenon of nightshift 

work, and the place of the university in preparing workers for the 

twenty-first century. 

Instructor: Jong, Lisa 



contexts. Students will work closely with their peers and the instructor 

to develop their written prose. Readings cover a variety of 

different genres and academic disciplines. This course will help you 

to develop your writing skills through readings, discussions, writing 

exercises, and responses to other forms of expression including 

audio and visual media, music, and film. 

Thematically, this course engages with the idea of gender. We will 

proceed from the idea that gender is a social construction, that 

femininity and masculinity are not “natural” products of biological 

sex, but socially constructed and socially enforced sets of behaviors, 

or, in the words of Simone de Beauvoir “One is not born a 

woman, but becomes one.” But how does one become a woman? 

Or a man? What if one becomes neither? Or both? Using the work 

of feminist and gender theorists we will develop a working understanding 

of the concept that will aid us in thinking with, through, 

and against gender. 

Although gender is the general rubric under which operate this is 

ultimately a writing course focused on helping students develop as 

thinkers, readers, and writers. Thinking gender will be a means to 

honing your analytic abilities and learning to craft different kinds of 

prose. Active participation in both discussion and workshopping 

sessions with peers is critical to your success. Making the most of 

this space means taking advantage of opportunities for collaboration 

and critique to develop your skills in crafting coherent, lucid, 

critically engaged prose. 

Instructor: Healy, Amanda K 

Section 075. The goal of this course is to hone your skills of observation, 

description, and argumentation by reading, thinking, and 

writing about everyday life. It will provide you with a rigorous introduction 

to writing well-organized, persuasive, and graceful essays 

about a variety of topics. The ultimate goal of this course is to 

equip you with skills that you will need to succeed at academic 

writing for your subsequent courses at the University and beyond. 

Everyday life is where we spend most of our time, but many of the 

books, movies, and TV shows we consume are dedicated to helping 

us escape it. The words we use to describe everyday things are 

usually neutral or negative: “common,” “humdrum,” “run-of-themill,” 

and, in a word, “boring.” Why? In this class, we will ask ourselves 

whether everyday life really is boring and humdrum. What 

would happen if we paid attention to everyday life instead of trying

to escape it? Our writing and class discussions will be based on 

readings of literature, scientific and/or sociological articles, historical 

records, art, and film. Our thinking will be guided by a large 

body of theoretical work that will allow us to critique and reevaluate 

everyday living. 


Assignments will include weekly journals, literary analysis, a 

research paper, and a creative final project. 

Instructor: Howard, Emily 

Section 077. College Writing focuses on the creation of complex, 


Students work closely with their peers and the instructor to 

develop their written prose through intensive processes of revision. 

In this section, our main topic of discussion and writing will be language. 

When we write, we manipulate language as a means of developing, 

organizing, and representing our ideas. But language itself 

is also an ever-popular topic of public debate, whether the issue 

is bilingual education, taboo words, political candidates' shifting 

accents, minority language endangerment, or text messaging. This 

course considers language both as the raw material of the writing 

process and as an object of critical investigation for writers; that is, 

how we use language to represent our arguments in writing, as 

well as how language is an important topic of writing. 

Instructor: Kwon, Harim 


analytic arguments that matter in academic contexts. Students 

work closely with their peers and the instructor to develop 

their written prose. Good writing is directly related to good reading. 

In this spirit, required reading will encompass a variety of texts, including 

essays, articles, and short stories, that will be used as examples 

of how to make your own prose clear, compelling, and fluid. 

Assignments, most of which will be done outside of class, will include 

short writing exercises, written critiques, and four revised, 

polished essays of varying lengths 

Instructor: Riemenschneider, Jennifer Lee 

Section 090. How much does place matter? In this course, we 

will engage with this question by reading and writing about the 

built and natural environments that make up the landscapes in 

which we live. From architecture, cities, suburbs, parks, and the 

natural world, the places of American culture are complex systems 

that develop over time. Through analytical viewing, critical reading, 

thinking, and individual inquiry, we will develop a more dynamic 

understanding of American landscapes, as they exist in literature, 

visual images, history, and material reality. Readings will be varied, 

and draw from a range of fiction and non-fiction. Writing assignments 

will involve a range of shorter responses, peer editing, rewriting, 

and a longer final paper. Reading and writing assignments 

will encourage students to develop greater environmental awareness 

in relation to their own interests. Please don’t hesitate to 

e-mail me with questions about the course. An edited description 

and syllabus will be available mid-summer. 

Instructor: Cialdella, Joseph Stanhope 

Section 093 — Writing the Visual: Anime, Manga, and the 

Place of "Low" Culture in "Higher" Education. 

What if I told you the Final Fantasy videogame series was one of 

the greatest works of world literature in the past twenty years? 

Would you agree or disagree? How could you convince a skeptical 

reader that Ghost in the Shell is more pertinent to our times than 

Shakespeare? In this course, while practicing academic writing, we 

will assert the value and importance of popular culture as an object 

of academic study. We will read essays on cultural theory and address 

current trends such as cyberpunk and steampunk, while 

learning the writing skills needed to help you succeed in college. 

Students are invited to explore their own cultural interests from 

hip-hop to video games by creating a writing portfolio. No knowledge 

of any particular sub-culture is needed for this course, only an 

interest in writing about something you love. 


This writing course focuses on the creation of complex, analytic, 

well-supported arguments that matter in academic contexts. 

Students work closely with their peers and the instructor to develop 

their written prose. Readings cover a variety of different genres and 

academic disciplines. 

We will become proficient academic writers by practicing writing, in 

a comfortable and collaborative classroom environment. In order to 

better understand patterns in our own writing, we will seek and 

provide feedback at each stage of writing. Individually and in 

groups, we will ask and answer questions when planning, during 

writing, and when evaluating papers, with the goal of developing a 

clearer understanding of the writing process. This circle of feedback 

from peers/instructor will help us improve composition and develop 

a more realistic view of the writing process. We will learn to anticipate 

the needs and expectations of our readers; develop skills for 

structuring and framing arguments; and to revise our writing in a 

productive manner. 

Instructor: Dowdle, Brian Clark 

Section 096. This course is an introduction to college-level writing, 

where we will focus on the creation of complex, analytic, wellsupported 

arguments that matter in academic contexts. It will address 

fundamental aspects of expository writing, including prewriting 

techniques, effective organization of ideas, and elements of 

style and grammar. Additionally, students will participate in peerediting 

workshops as a means of developing their editorial skills 

and obtaining feedback on drafts of their own work. 

Instructor: Alvarado, Esteban 

Section 097. What is it that sets humans apart from all other 

species? Arguably, it is our complex use of language. In this course, 

we will investigate this uniquely human trait and consider the 

common principles that underlie seemingly unrelated languages 

from around the world. Additionally, we will grapple with the dual 

nature of language: its remarkable complexity on one hand, and 

the ease with which children learn it on the other. Written assignments 

will include responses to class readings as well as longer 

analytic papers. 

Our consideration of language in this course will be on two levels. 

While we are reading and thinking about the nature of language, 

we will also be sharpening our own use of language as we practice 

writing analytical and evaluative essays. My goals for this course 

are to help you to develop meaningful, persuasive prose; to emphasize 

that thinking and writing are often an intertwined process; 

and finally, to give you a greater appreciation for the complexity 

and richness of language (both written and spoken) that is so often 

taken for granted. 

Section 102. It may seem strange to think about writing in the 

context of animals, which are largely incapable of communicating in 

a systematic way with humans. Yet anyone who has spent a significant 

amount of time with a companion animal knows that communication 

can exist beyond the traditional boundaries of what we 

consider language. In this course, we will use writings about animals 

— ranging from fictional works to scientific tracts to legal materials 

— as an occasion to practice the craft of college-level writing. 

Students will be expected to engage critically with their own 

work and the work of their peers, refining their ability to express 

themselves in formal Standard English while respecting and cultivating 

their own individual voices. 

Instructor: Bruner Olson, Nicolette Isabel 

ENGLISH 140. First-Year Seminar on English Language and 

Literature. 



A course in the LSA First-Year Seminar Program taught by a faculty 

member. Course involves focused study of selected topics in 

English language and literature through classroom discussion and 

the writing of essays.


Section 001 — Shakespeare in Performance. 

Shakespeare wrote for a particular kind of theater in a complex and 

challenging time. Sometimes praised as a poet of the stage, he was 

also one of the most gifted, original, and provocative masters of 

stagecraft and the possibilities of performance. In this First-Year 

Seminar, we will be studying four plays intensively, with a special 

emphasis on the ways in which performance embodies meaning. 

Among the plays we will be reading: A Midsummer Night’s Dream, 

The Merchant of Venice, Hamlet, King Lear, Macbeth, and/or 

Othello. 

The specific goal of the course will be to learn how performance 

works as a fundamental mode of signification. We will develop our 

skills for watching both filmed and live performances; explore playtexts 

as imagined performances; bring a theatrical and textual perspective 

to questions about individual words, lines, and speeches, 

verbal and physical interactions among characters, stage directions, 

props, audience, and stage design. By the end of the term, you will 

have a firm sense of the varied traditions of theatrical performance 

in Shakespeare’s plays and an enhanced familiarity with some of 

the basic research tools in literature and theater. 

Instructor: Mullaney, Steven G 

Section 002 — Arthurian Literature. 

Arthurian literature has exerted an enduring fascination for audiences 

and readers for nearly 1500 years. This course will sample a 

variety of versions of Arthurian characters and stories, both serious 

and comic, from the war heroes of early Welsh folktale; the ideal 

chivalric society of high medieval romance (where many of our 

modern ideas of love originated); Malory’s full cycle (from the 

Sword in the Stone through Lancelot and Guinevere, the quest for 

the Holy Grail, and the downfall of the Round Table and the otherworldly 

end of Arthur, the “once and future king”); and modern appropriations 

in works such as Mark Twain, Connecticut Yankee in 

King Arthur’s Court and Monte Python, Monte Python and the Holy 

Grail. We will compare and discuss changes in the cultural ideals 

represented by shared characters who reappear, to different effect, 

across many works for many kinds of readers; and we will also explore 

strategies of interpreting both the characters and the sometimes 

mysterious logic of the stories as they unfold and gather 

meaning. 

Instructor: Taylor, Karla T 

Section 003 — Literature and the History of Sexuality. 

Medieval literature reveals the contradictory western invention of 

romantic love and sexual desire. Here we discover ideas about the 

sinfulness of sexuality, but also the acceptance of prostitution as a 

legal, civic enterprise. We learn that many diseases are thought to 

result from sexual intercourse, but also that intercourse is believed 

to be a remedy for some physical ailments. 

In this course, we will investigate the challenges of understanding 

these and other conceptions of human sexuality, and the rewarding 

difficulties of investigating interdisciplinary approaches to love and 

desire. 

Course requirements include active participation in discussions, 

several essays, peer critiques of essays in progress, and a collaborative 

research project. 

Instructor: Tinkle, Theresa L 

Section 004 — City Lit. 

This course will study the emergence and flowering of modernism 

— a movement that aimed to revolutionize literature in the late 

nineteenth and early twentieth centuries — by tracking its development 

as a response to the growth of cities and the normalization 

of urban experience. London, Paris, Berlin: all were seized upon by 

writers as settings for their lives and works, and made integral to 

the formal experiments they were attempting. 

• What matter did the city offer to these writers? 

• How did their writings register the novelty of the urban, back in 

the day, and how do they capture its experience yet? 

• What kind of values does a literature centered on urban experience 

privilege and produce? 

Readings will include short stories, novels, and poetry by writers 

from the late 1800s and early 1900s, including Edgar Allan Poe, 

Charles Baudelaire, T.S. Eliot, Virginia Woolf, E.M. Forster, James 

Joyce, and Katherine Mansfield. 


Weekly homework assignments and four formal essays will be required. 

Instructor: Zemgulys, Andrea Patricia 

ENGLISH 223. Creative Writing. 

(3). (CE). May not be repeated for credit. F, W, Sp. 

Introductory creative writing course in which students compose 

pieces in fiction, poetry or drama. 

Section 003. We will play in the intersections between creative 

writing and other art forms, particularly the visual arts. We will read 

and write poems inspired by art and plays adapted from poems. We 

will experiment with techniques used by contemporary writers and 

artists alike, including collage, erasure, the use of multimedia technology, 

and collaboration. With the campus as our canvas, we will 

practice the art of seeing, then use our skill of attention to discover 

fresh possibilities for our writing. 

Instructor: Manery, Rebecca 

Section 004. This introductory workshop focuses on the short 

story and the prose poem. Through weekly writing assignments 

and readings, writers will explore elements of craft in both genres. 

Students should be prepared to submit their own writing to class 

and to actively participate in discussions of their peers’ writing. 

Grades will be based on participation, completion of writing assignments, 

and a final portfolio consisting of revised work. 

Instructor: Sheaffer, Anna 

Section 005. In this introductory course, we will read and write in 

two genres: fiction and drama (playwriting). 

Authors under consideration include: Donald Barthelme, Italo 

Calvino, Angela Carter, Franz Kafka, Tom Robbins, Gabriel García 

Márquez, and a host of others. 


Students will complete regular writing exercises (with topics such 

as: write a paragraph from an animal's point of view) and write 

longer, complete works in each genre. We will primarily study and 

write 10-minute plays, although students who wish to write or 

workshop longer pieces are welcome to do so. This class will focus 

on workshopping both short fiction and short plays, and each student 

will also turn in a final post-workshop revision in the genre of 

their choice. In addition, we will read widely in the fields of contemporary 

fiction and drama to discuss issues of craft such as point 

of view, structure, and theme. 


No formal background in playwriting is required. Students interested 

in magical realism, surrealism, historical ambiguity, and other 

forms of non-traditional narratives are especially encouraged to 

sign up. 

Instructor: Langford Shaw, Kendra 

Section 006. This course will be divided between poetry and 

short fiction. We’ll read a diverse selection of 20th- and 21stcentury 

poems and short stories, we’ll talk about them, and we’ll 

write regularly and often. This will be both fun and serious. Aiming 

to strike a healthy balance between playful, reckless experimentation 

and rigorous attention to craft, we’ll hone our skills and courage 

through in-class freewriting, formal and informal writing assignments, 

games, and writing workshops.


Grading will be based on two writing portfolios (one for poetry and 

one for fiction) and your sincere engagement in the class. 

Instructor: Puchalski, Audra 

Section 007. As writers, how do we use language to breathe life 

into characters and images? In this introductory creative writing 

course we will explore creative writing as a craft with the goal of 

developing distinctive voices, compelling characters, vibrant images, 

lyrical verse, and well-defined narrative structures. The goal 

will be the creation of work which engages thoughtfully with the 

world and accesses strong themes in a manner characteristic of 

great literature. The focus of the course will be on fiction as well as 

poetry. We will read works of fiction and poetry and discuss the 

form, style and content of each piece. The course will be workshopcentered 

which will give students the opportunity to receive constructive 

feedback and further develop strong critical reading skills. 

Students will be required to submit a portfolio at midterm and again 

at the end of the academic term along with a self-evaluation. 

Instructor: Beasley, Lionel 

Section 008. This course is designed for students who love the 

written word and who want to develop their own voice as creative 

writers, even (and especially) if they have had little exposure or experience. 

Students will encounter classic, modern, and contemporary 

work within the traditions of (short) fiction, creative non-fiction 

and poetry, and engage in these traditions through their own writing. 

The hope is for students to be challenged, moved, and inspired 

by the works of published writers and, more importantly, each 

other. The heart of the class will be the workshop — where students 

will discuss each other’s work with an eye towards revision. 

Grading will be based on attendance, participation, written assignments, 

and a final portfolio of revised work. 

Instructor: Ganiard, John 

Section 009. In this course we aim to return the workshop to its 

definition: a site for building, exploration and innovation. We will 

examine 20th century avant garde movements, from the early days 

of Dada/Surrealism, Negritude, Russian Futurism, Brazilian Constructivism, 

Oberiu, to mid-century Oulipo, Litteralism, Letterism, to 

contemporary American and international experimental poetry. The 

concepts behind these movements will be secondary to exploring 

how poets and fiction writers of the past century have exploited, 

subverted and expanded traditional notions of what literature is and 

can do. We will explore facets of craft, emphasizing that craft is not 

static, and form, which need not necessarily be formalistic. We will 

also engage somewhat with criticism useful to redefining long-held 

notions of literature, but again the focus will be less on the metaphysical 

than on putting these ideas of (im-)possibility into practice. 

Some authors we will read will be Julio Cortázar, Rene Char, Bob 

Kaufman, Aimé Césaire, Federico García Lorca, John Cage, DA 

Powell, Raymond Queneau, Harryette Mullen, Daniil Khaarms, Gabe 

Gudding, Tatyana Tolstaya, etc. 

Instructor: Hodges, Kyle 

Section 010. The Inferno produces a lyrical image of Hell that is 

built on Dante’s solid knowledge of European history. Through 

Junot Díaz’s collection of short fiction, Drown, the reader learns a 

lot about the reality of contemporary Latin culture in the New York 

metro area. A best-selling essayist, David Sedaris, has said that 96 

percent true is enough to make a story non-fiction for him. In theory, 

non-fiction is truth. Fiction is false and poetry is the work of an 

imagination gone completely wild. In the real world of storytelling, 

though, truth and fantasy blend. 

In this course, students will write about their experiences in the 

form of both poetry and prose. Some of these tales will be true. 

Some will be fiction. Many will be a blend of both. Each student will 

decide how much truth to bring into his or her work and, with insight 

gained from peer workshops, will find his or her most satisfying 

method of storytelling. Each student’s final portfolio will contain 

both poetry and prose. 


The core reading list for this class is comprised of short selections 

from the following: Drown by Junot Díaz; Krik? Krak! by Edwidge 

Danticat; Me Talk Pretty One Day by David Sedaris; Freakonomics 

by Steven D. Levitt and Stephen J. Dubner; The Big Short by Michael 

Lewis; The Inferno by Dante Alighieri; Montage of a Dream 

Deferred by Langston Hughes; and Cocktails by D.A. Powell. 

To find inspiration, the class will also look at an eclectic array of 

contemporary poetry. 

Instructor: Wynne, Trilbe 

Section 011. This course is designed to introduce you to the craft 

of poetry and fiction writing and to invite you to participate in some 

of the venues and networks that make up the contemporary creative 

writing community in the U.S. Discussion of reading, invention 

exercises, drafting, workshop participation, and revision exercises 

will make up the bulk of our classroom activities. 

Course goals include the acquisition of a craft-based language to 

help you analyze and talk about how poems and stories work, the 

development of a personal writing process, and an understanding 

of how to continue a writing practice and stay connected to a writing 

community after the course ends. Evaluation will be based on 

the fulfillment of a course contract, which includes completion of all 

assignments, class and workshop participation, class attendance, a 

short presentation, attendance at a local reading, and poetry and 

fiction portfolios that evidence reflection and revision. 

Instructor: Want, Joanna Lin 

Section 014. Creative writing is the very best kind of lie: in fiction 

and poetry, we make stuff up in order to tell each other deeper 

truths. In its study of these two genres, this class will encourage 

students to find their inner fabulist and tell a few good whoppers 

that begin to explain who we are and what we’re all doing here. 

We’ll read and debate attempts by classics and contemporaries in 

both genres who attempt to answer those questions, including poetry 

from Whitman to the Beats and beyond and fiction from Poe 

and Joyce to David Foster Wallace and Roberto Bolaño. But most 

importantly, we’ll be writing, and writing a lot — writing from the 

faith that in this world the blank page is the worst kind of lie. Assignments 

will range from the cathartic abandon of free-writing to 

the painstaking search of revision, and will culminate in long final 

project in the genre of the student’s choice, a project we’ll shape 

through one-on-one discussion. Students will also keep a journal 

and practice their best lies in short in-class writing assignments. 

Grades will be based on the commitment, effort and attention to 

detail shown by a student towards their writing, the assigned readings, 

in-class discussion and peer reviews, and a final portfolio including 

revisions of previously submitted work. 

Instructor: Keane, Daniel 

Section 016. In this course, we will experiment with forms of fiction 

and creative non-fiction, including flash fiction, short stories, 

personal essays, and memoir. We will explore both traditional and 

experimental writing and take risks both substantive and stylistic. 

Each week, we will read published work and discuss issues of craft, 

including intent, characterization, structure, tone, and style. In 

weekly workshops we will consider and critique student writing assignments 

and craft exercises. Grading will be based on a final 

portfolio of revised work as well as participation and peer workshop 

feedback. 

Instructor: Scherm, Rebecca 

ENGLISH 225. Academic Argumentation. 

Completion of the First-Year Writing Requirement. (4). (HU). May 

not be repeated for credit. F, W, Sp. 

This course focuses on examining and employing academic argumentation. 

Students hone their skills at the presentation, explanation, 

and assessment of claims through effectively crafted writing 

that utilizes appropriate evidence. The course builds on and refines


skills from first-year writing courses and provides a basic introduction 

to incorporating research. 

Section 001. This course requires you to produce thoughtful and 

intellectually rigorous arguments that attend to academic expectations 

of form and style. We will interrogate the frequently silent assumptions 

that underlie both implicit and explicit arguments, recognize 

the importance of context and audience when developing 

your essays, and identify and minimize the logical fallacies that too 

often pass for nuanced analysis. Critical reading is integral to this 

process, and will be a central component of this course. 

Instructor: McConnell, Karen M 

Section 003. This course will explore the use of written academic 

argument as inquiry — as a method to solve problems or answer 

questions that have yet to be addressed. The goal of written argument 

is not for an individual or individuals to win but for the entire 

community to work toward agreement on the best possible solution 

to a problem. Like ancient rhetoricians, you will learn specific ways 

to develop arguments to address questions of definition, cause, 

value, and action about a single issue. The goal is to improve your 

written argumentation skills — skills you can use in other courses. 

Also, you should emerge with new skills in using written argumentation 

for analysis. 

Instructor: Gray, Denise 

Section 007. This course will help you build the skills you need to 

become a persuasive advocate for the issues and ideas that matter 

to you. Throughout the term, you will write a series of wellinformed, 

well-structured arguments that speak to real world debates 

— whether in politics, culture, education or science — that 

pique your curiosity, chap your hide or arouse your passion. We will 

focus on specific techniques for reading, researching and writing 

about contemporary issues, providing you with the tools you need 

to produce a range of convincing, sophisticated arguments about 

the topics you choose to study. I will be encouraging you to consider 

the concept of argument not simply as a means of confronting 

opponents but also as a means of inquiry — a means of discovering 

and building knowledge about ourselves, our communities, and the 

world at large. The major papers and assignments for this course 

will focus on presentation, explanation, and assessment of claims 

through written reasoning that utilizes appropriate evidence and 

writing conventions. This course builds on and refines skills from 

introductory writing courses ENGLISH 124 and 125, as well as provides 

a basic introduction to the processes and effective uses of 

primary and secondary research. 

Instructor: Berkley, Angela Marie 

Section 009. What is "aging with grace"? Does it mean that we 

should abstain from beauty surgery and let time do its work? Does 

it mean that we should exercise regularly to moderate the aging 

process? Or does it mean that we should learn to be older and 

wiser? And how does a story like "The Curious Case of Benjamin 

Button" shake up what we know about growth and time? 

In this class, we will intervene in the ongoing discussion of beauty, 

maturity, productivity, and other age- or time-related issues 

through a wide range of readings, exercises, and assignments. 

Starting with the conventions and protocols of academic writing, we 

will learn to write in four distinct styles: argumentative essay, research 

article, literary analysis, and project proposal (or annotated 

bibliography). 

Class Format: 

Through discussion, workshop, conference, collaboration, and 

library tour, we will learn to look at daily issues with a fresh eye, 

incorporate research into arguments, and complicate arguments by 

engaging with different discourses. Although this class is predominantly 

about temporality, we may also touch on other topics of 

your interest. In class, we will focus on the mechanics of writing 

and the craft of argumentation. 

Instructor: Ku, Chung-Hao 

Section 010. In this course, students will choose a single public 

document to examine in a variety of writing assignments throughout 

the academic term. As each student writes a brief biography of 

their chosen document, the course will focus on compiling evidence, 

analyzing beliefs and assumptions, and presenting effective 

written arguments. This format will allow students to understand 

how arguments are made, how they achieve rhetorical impact, and 

what difference public documents make in our everyday lives. 

Instructor: Pugh, Melody 

Section 011. Ecology has been defined as the relationship between 

living organisms and their environment. What, then, is the 

ecology of an argument? And what are some of the ecological systems 

that the writer inhabits? 

In this course, we will consider how the demands of argumentation 

vary according to rhetorical context. We will use methods of genre 

inquiry to analyze and compose arguments dealing with social and 

environmental issues. Questions we will consider include: what 

elements make arguments effective? And how does the disciplinary 

context of an argument shape what counts as evidence? Students 

will have multiple opportunities in writing to clarify, to explore, to 

research, and to persuade. They will be expected to provide feedback 

on one another's work, and, collaboratively, to revise. 

Instructor: Porter, Anne Elizabeth 

Section 015. In this course you will explore how and why arguments 

are constructed in academia, in general, and in your discipline, 

specifically. You will support your exploration with course 

readings and discussions, an interview you conduct with a faculty 

member in your discipline about their published work, and an 

analysis of your own writing reasons and processes. 

This course requires you do describe your explorations to the public 

using a blog format, which you will maintain 2-3 times a week. Assignments 

for your blog will generate from the readings and 

homework from previous courses and will build towards the writing 

of 4 formal papers. Each formal paper develops from and incorporates 

elements of the previous paper(s). 

Instructor: Griffiths, Brett Megan 

Section 017. This section focuses on the audience. Most if not all 

of the time, people write for a particular audience, but people do 

not always consciously think about who their audience is or how to 

connect with them. But someone reading a Twitter feed has a very 

different set of expectations than someone reading a newspaper, 

and both have a different set of expectations than someone reading 

an academic paper. In this class, we will develop strategies for 

identifying and reaching different kinds of audiences. Audience expectations 

can determine everything from a writer’s word choice 

and syntax, to how they structure their argument, to the kinds of 

sources they cite. In this class we will learn how to study audiences 

and respond to their rhetorical needs. Students will analyze examples 

of writers succeeding (or failing) at connecting with their audience 

and will practice writing for several different audiences. Work 

commitments for this course will include reading, large- and smallgroup 

discussion, peer reviews and workshops of one another’s 

work, small-scale writing assignments, and several extended essays. 

Instructor: Matzke, Brian Severin 

Section 018 & 019. In this course, you are assumed to have 

learned the basics of grammar and citation formats, as well as how 

to assemble a coherent argument. Here, we will explore ways to 

shape more sophisticated arguments. We will also work to develop 

a clear and personal writing voice, and to present effective theses 

while avoiding logical fallacies. With those goals in mind, we will 

discuss ways to make use of the "Four Classes of Argument," and 

to eliminate the most damaging "Logical Fallacies." 

Instructor: Taylor III, Charles Lavelle

Section 020. This course is designed to improve a studentwriter's 

proficiency in persuasive discourse — argumentative writing 

which seeks to persuade a reader to a specific point of view by 

means of reason. Most often the subject matter of argumentative 

essays is controversial and contemporary; yet, the forms for the 

delivery of ideas on those topics you will be introduced to are quite 

classical. By the end of the academic term the student-writer 

should be on the road to becoming an effective communicator, 

skilled in a number of literary techniques and, hopefully, be able to 

convey ideas in a precise, provocative and logical manner. In the 

past, literature was used almost exclusively as model and inspirational 

catalyst for analyses and essays on topics in written form. In 

this course, student writing, professional non-fiction, popular culture 

and, occasionally, literature will be employed as subject matter 

for discussions as well as in-class and out of class essays. This academic 

term the discourse will revolve around some specific issues 

and subjects: argumentation; Black secular music; Black 

male/female relationships (gender); and class and race. The essays 

you will write during the term will focus on these topics (and / or 

sub-topics within these areas). 

Policies & Procedural Requirements: 

Attendance is required. Four or more absences will adversely affect 

the final grade you receive, e.g., from a B+ to a B, a C+ to a C, 

etc. 

Tardiness is also inexcusable. If you are late 3 times, this counts as 

an absence. 

Late papers are unacceptable. Period. (If, however, there are legitimate 

and reasonable circumstances that necessitate you asking 

for an extension, you must ask for more time well in advance of the 

paper's due date.) 

Revised Papers are due no later than seven days from the day the 

paper is returned to you. Only 2 papers (out of 7) can be revised. 

Class Participation is very important and will be considered when 

computing your final grade. 

Visual Stimuli. 

Throughout the course of the academic term, I will show quite a 

few videotapes—documentaries, news segments, etc., — which are 

provided to supplement your knowledge on the topics, enhance 

your classroom experience and function as additional (and perhaps 

more recent) support for your arguments. These visual stimuli constitute 

“visual evidence.” You are expected to watch these quietly, 

take notes and analytically consider the connections between these 

materials and the writing contained in the course-packs on the topics. 

For Help With Your Writing: 

Each student is strongly recommended to see me if s/he is really 

serious about improving his/her writing. Although my schedule is 

usually “open” to allow me the possibility of seeing students who 

just “drop by,” if you want help with your writing you should make 

a standing appointment with me by calling Ms. Della Weatherspoon 

at 764-9129. (I might also add that our review of a draft is no 

guarantee that your paper will receive an “A” because it was 

somewhat error-free at the time.) When you want help with your 

writing please bring the work on an IBM diskette (which will make it 

a lot easier to make the necessary revisions). 

Written Assignments: 

• Three (3) 4-6 page out of class (oc) essays, typed, doublespaced 

and substantiated by outside sources ( In other words, 

you'll be writing research papers which include quotes from 

authorities on the subject. Only 2 of these sources can be internet 

or www sources.) 

• Four (4) in class essays, 2 — 3 pages (not skipping a line) on 

readings from the coursepack or issues discussed in class related 

to the readings. 

• One (1) Mid-Term Examination 


• One (1) Take-Home Final Examination related to the last topic 

covered in the course. 

Instructor: Story, Ralph D 

ENGLISH 245 / RCHUMS 280 / THTREMUS 211. Introduction 

to Drama and Theatre. 


those who have completed or are enrolled in RCHUMS 281. 

Section 001. The course aims to introduce students to the power 

and variety of theatre, and to help them understand the processes 

which go toward making a production. Five to seven plays will be 

subjects of special study, chosen to cover a wide range of style and 

content, but interest will not be confined to these. 

Required Texts: available at the Shaman Drum and on reserve at 

the Shapiro: 

• The Essential Theatre, Oscar Brockett 

• Waiting for Godot, Samuel Beckett 

• The Piano Lesson, August Wilson 

• The Heidi Chronicles, Wendy Wasserstein 

• Dream on Monkey Mountain, Derek Walcott 

Online: 

• Oedipus Rex, Sophocles 

• Romeo and Juliet, William Shakespeare 

• and other online readings as assigned 

Course Objectives: 

1. To determine what "theatre" and "drama" have meant at different 

times in history and what they mean now, and to do so by 

examining landmark plays in their theatrical and social contexts. 

2. To gain a fundamental understanding of how each of the theatre's 

constituent arts (acting, directing, design, playwriting, architecture) 

contributes to the making of a theatrical whole. 

3. To develop a sense of how theatre is a discipline without clear 

boundaries and how other practices intersect with and shape 

theatrical performance. 


Three papers are required plus a final examination. 

Class Format: 

Each student will attend two lectures weekly, plays a two-hour 

meeting in section each week; the latter will be used for questions, 

discussions, exploration of texts, and other exercises. Students will 

be required to attend two or more theatre performances, chosen 

from those available in Ann Arbor. 

Instructor: Westlake, EJ 

ENGLISH 267. Shakespeare and His World. 

Completion of first-year writing requirement. (3). (HU). May not be 

repeated for credit. 

Section 001 — The Major Plays, Text, and Performance. 

This course is designed to offer undergraduates a useful introduction 

to the dramatic world created in the master playwright's comedies, 

histories, tragedies and romances. In addition to developing 

close reading skills by looking circumstantially at the language of 

the plays (this will include a brief excursion into an examination of 

the sonnets), students will be everywhere encouraged to imagine 

possibilities for Shakespeare in performance. 

In order to do so, we will make use of the wide collection of recordings 

and tapes of the plays held in the Shapiro Library. The fundamental 

prerequisite for this class is intellectual curiosity. 

Works to be studied include Hamlet, Macbeth, Othello, King Lear, 

King Richard 111, A Midsummer Night’s Dream, Romeo and Juliet, 

Julius Caesar, and The Merchant of Venice. 

The text for this class is The Riverside Shakespeare


Course requirements include both a midterm and a final examination, 

as well as weekly response papers. 

Instructor: Brater, Enoch 

ENSCEN (Environmental Sciences and 

Engineering) 

ENSCEN 105 / AOSS 105 / CHEM 105 / ENVIRON 105. Our 















Non-science concentrators. 


ENSCEN 171 / AOSS 171 / BIOLOGY 110 / ENVIRON 110 / 






Section 001. 







































The Universe: 






Our Planet: 














• El Niño 






















Minor.

ENVIRON (Program in the 

Environment) 

Program in the Environment Waitlist Policy 

As required by LSA, all Program in the Environment (ENVIRON) 

courses will have electronic waitlists in effect at the beginning of 

registration. Students interested in enrolling in a course that has 

filled should add their name to the appropriate waitlist through the 

on-line registration system (Wolverine Access). A waitlist number 

will appear on the student’s schedule indicating their sequential 

spot on the electronic waitlist. However, priority on the waitlist is 

determined not by sequential order but by the Department policies 

listed below. Faculty members will apply appropriate departmental 

policies to determine which, if any, students are accepted into the 

class once it is full and waitlisted. 

Waitlist Priorities in 100 and 200 level courses: 

• Sophomores, including those with Junior class standing due to 

Advanced Placement credit 

• Freshmen 

• Juniors 

• Seniors 


• Senior concentrators 

• Junior concentrators 

• Sophomore concentrators 

• All other undergraduate students in order of sequence on the 

waitlist who have fulfilled the appropriate prerequisite 

• For 400 level courses only: Graduate students in order of sequence 

on the waitlist 

Permission Priorities Faculty will use the Department’s established 

priorities to grant permissions. Students who are registered 

in one section of a class, but wish to switch sections, will NOT be 

given priority over any students on the official waitlist in Wolverine 

Access. 

Permission Procedures During early registration and prior to the 

beginning of the term, PitE staff will issue permissions to students 

on each waitlist as seats open using the priority classifications listed 

above. Once the term begins, faculty can manage their own waitlists 

or can request to have PitE continue managing them until the 

day before the end of the third week of courses. Permissions are 

issued within 24 hours of Program staff receiving them from the instructor. 

It is recommended that faculty do not issue permissions until after 

a class has met two times. For seminar or lecture courses, students 

should attend the first two seminars or lectures of the course. For 

lecture courses with discussion sections, students should attend the 

first two lectures and one discussion section of the course. Faculty 

can request registered students to be administratively dropped 

from a course if they fail to attend the first two class meetings as 

described above. 

Students offered permission will receive an e-mail with registration 

information from Wolverine Access. Permissions will be valid for 

3 days and will expire at midnight on the third day (which 

includes weekends). Failure to use the permission within the 3 

day time frame will result in being administratively dropped from 

the waitlist. After receiving permission, students must add the class 

via Wolverine Access to become officially enrolled. Also, students 

will not be able to register for the course (add the course) until 

they are issued permission and have dropped themselves from the 

waitlist. In all cases, it is the student’s responsibility to insure he or 

she is properly enrolled in, or dropped from, a course. 

Students and Faculty should be advised of the following 

• As soon as a class with a waitlist closes and a student gets on 

the waitlist, the class does not open if seats are added or if a 


student drops the class as long as there is at least one person 

on the waitlist 

• A student can only waitlist for one section of a multi-component 

course 

• A student enrolled in one section of a multi-component course 

cannot waitlist for another section in the same association. 

ENVIRON 101 / BIOLOGY 101. Energy, Food, and the 

Environment. 


a combined total of 17 credits elected in introductory biology. 

The course begins with a presentation of the basic ideas of the 

method of science and its history and then proceeds to an analysis 

of the current environmental crises, especially as related to the 

problem of food and energy and their production and utilization. 

Subjects include the crisis of obesity in the U.S., nutritional diseases 

such as diabetes, the growth of the industrial system of agriculture, 

alternative forms of agriculture, the development of the hydrocarbon 

energy society, global climate change and its consequences, 

among others. Emphasis is placed on the need for scientific understanding 

of these problems and citizen participation in developing 

rational solutions. 


This is a course aimed at non-science concentrators, interested in 

issues of food, energy and the environment. 

ENVIRON 102 / AOSS 102 / GEOSCI 122. Extreme 






















ENVIRON 105 / AOSS 105 / CHEM 105 / ENSCEN 105. Our 















Non-science concentrators. 

Instructor: De Roo, Roger Dean


ENVIRON 110 / AOSS 171 / BIOLOGY 110 / ENSCEN 171 / 






Section 001. 







































The Universe: 






Our Planet: 














• El Niño 






















Minor. 


ENVIRON 118 / GEOSCI 118. Introductory Geology 

Laboratory. 

Prior or concurrent enrollment in GEOSCI 119, or 205 and 206, or 

135. (1). (NS). (BS). May not be repeated for credit. No credit if 

completed an introductory course in geology (GEOSCI/ENVIRON 

116, 117, or 218). F, W. 

A one-term laboratory course covering the laboratory portion of 

Introduction to Geology. The laboratory provides hands-on experience 

with minerals, rocks, and maps. Participants will learn to identify 

common minerals and rocks, use topographic and geologic 

maps, and draw and interpret geologic cross sections. Examples will 

be drawn from areas of recent glaciation, volcanism, and earthquakes 

to show how these features are depicted in maps. 

Students who register for GEOSCI 118 must also be enrolled in 

GEOSCI 119 or they must have taken 119 in an earlier academic 

term. 

ENVIRON 119 / GEOSCI 119. Introductory Geology 

Lectures. 

Concurrent enrollment in ENVIRON or GEOSCI 118 for the lab. (4). 

(NS). (BS). May not be repeated for credit. No credit granted to 

those who have completed or are enrolled in GEOSCI/ENVIRON 

116, 117, 120. No credit granted if completed both GEOSCI 205 

AND GEOSCI/ENVIRON 206; only 3 credits with GEOSCI 205 or 

GEOSCI/ENVIRON 206. F, W. 

GEOSCI 119 is a basic single-term course in introductory geology 

concentrating on the evolution of the Earth in physical and chemical 

terms. Reference to the interaction of the external biosphere— 

atmosphere—hydrosphere with the Earth's interior is an essential 

component of the course. 


• plate tectonics: continental collision and fragmentation

• tsunamis, earthquakes and volcanoes 

• evolution and extinction: dinosaurs and the fossil record 

• glaciers, global warming, and climate change 

• geologic time 

REQUIRED TEXTBOOK: Earth: Portrait of a Planet, by Marshak, 

third edition, W.W. Norton & Company, New York. ISBN: 0-393- 

93036-X 

Class Format: 

Lectures three hours per week. A separate discussion section for 

one hour each week is scheduled for review and discussion of topics 

covered in class. 

To also enroll in the Introductory Geology Laboratory, register for 

any section of GEOSCI 118. The GEOSCI 118 laboratory provides a 

practical study of minerals, rocks, fossils, and geologic maps. Students 

are strongly encouraged to enroll in both GEOSCI 119 and 

118, since the lab sessions complement the lectures and discussions. 

Instructor: Lohmann, Kyger C 

ENVIRON 120 / GEOSCI 120. Geology of National Parks 

and Monuments. 

(4). (NS). (BS). May not be repeated for credit. No credit if completed 

GEOSCI/ENVIRON 116, 117, or 119, or both GEOSCI 205 

AND GEOSCI/ENVIRON 206. Only 3 credits with GEOSCI 205 or 

GEOSCI/ENVIRON 206. 

This is an introductory course that uses the National Parks (Hawaii, 

Yellowstone, Crater Lake, Yosemite, Grand Canyon, Zion, Pt. Reyes, 

Death Valley, Grand Teton, Rocky Mtn, Glacier and Pictured Rocks) 

to explore the geological history of the Earth, and specifically the 

tectonic evolution of the North American continent. Topics include 

plate tectonics, global volcanism, large explosive volcanic eruptions, 

the age of the Earth, the history of life (fossil record), meteorite 

impacts, earthquakes, mountain building, the origin of the Great 

Lakes, and climate change throughout Earth history. 

Instructor: Lange, Rebecca Ann 

ENVIRON 139. First-Year Seminar in the Environment. 


sophomore standing. (3). (ID). May not be repeated for credit. 

Seminar on environmental topics for first-year students. 

Section 001 — Environmental Conflict: Science, Political, 

Social. 

Environmental problems are a tangled web of scientific, political, 

historical, social, economic, legal and psychological factors. This 

seminar will unravel the complexity of the challenging world of environmental 

problems by examining several conflicts through these 

different disciplinary lenses. The conflict over reintroduction of 

wolves to the Greater Yellowstone Ecosystem, the global climate 

change debate, and the conflict between fishermen and scientists 

over New England’s declining cod fishery will be examined in detail. 

Other current conflicts will be discussed including oil exploration in 

the Arctic National Wildlife Refuge, preservation of endangered 

grizzly bears and bowhead whales, and rock climbing disputes at 

Native American sacred sites. 

Instructor: Wondolleck, Julia 

Section 003 — Environmental Literature. 

This seminar explores the human connection to the environment 

and the evolution of American attitudes toward the natural world as 

reflected in environmental literature. Understanding our connection 

to the world through the use of language enables us to examine 

our relationship with nature in various works of fiction, nonfiction, 

poetry, and film. In addition to exploring environmental literature 

and film, students attend environmental events on campus and 

write about their experience. By fostering a greater appreciation for 

our connection to the environment and attempting to reconcile our 

ambivalent attitudes toward nature, this seminar helps us define 

our place in the natural world. 


Texts may include: 

• Edward Abbey’s Desert Solitaire, 

• Diane Ackerman’s The Moon by Whale Light, 

• Aldo Leopold’s Sand County Almanac, 

• Ellen Meloy’s Eating Stone, 

• Scott Momaday’s The Man Made of Words, 

• Jack Turner’s The Abstract Wild. 

Films may include: “Garbage Warrior,” “Waterbusters,” and “Trinkets 

and Beads.” 

Contact Virginia Murphy with any questions: vemu@umich.edu 

Instructor: Murphy, Virginia E 

Section 020 — Environment, Religions, Spirituality and 

Sustainability. 

Inquiry into the fundamental changes occurring in the natural environment 

(including humans) and in human social systems and culture, 

to explore the question 

"To what extent, in what ways and why are current 

trends in human impacts on the environment and social 

relations unsustainable/sustainable?" 

The seminar will introduce the major contrasting responses being 

made to this question along with their differing scenarios of the future 

in terms of their visions, strategies, and examples of practices 

to be pursued. 

Learning resources will be selected from four types of information: 

1. scientific, 

2. religious/spiritual, 

3. documentation of innovative environmental, social (including 

economic and political) and technological practices and 

4. personal experiences and commitments. 

Religions to be considered include those of Native Americans and 

other indigenous peoples as well as world religions, e.g., Buddhism, 

Islam, Judaism, and Christianity. The consideration of spirituality is 

based on individuals' experiences and recognition of "sacred" or 

"ultimate" realities that are variously understood and characterized. 

Students will be asked to engage in interdisciplinary, seminar-based 

inquiry through reading and thinking critically, reflecting on and 

analyzing their own values, beliefs and practices, sharing the results 

of their own inquiries through discussions, writing, and presentations 

and by comparing and contrasting their own beliefs and 

ideas with others who have different backgrounds and current values, 

beliefs, and goals. 

It is expected that students enrolling in this seminar will have differing 

backgrounds of knowledge and experience in relation to the 

environment, science, religion / spirituality, and unsustainability / 

sustainability. Both students with religious commitments are welcome 

as well as students who are agnostics, atheists or who would 

describe themselves as secular humanists, skeptics, and “undecided" 

or by some other name for their highest values and related 

belief systems and practices. This opportunity for participatory inquiry 

will require enrolled students to engage in respectful dialogue 

along with acceptance of people with backgrounds and present 

commitments and beliefs that are different from their own. 

Instructor: Crowfoot, James E 

ENVIRON 201. Ecological Issues. 


Section 001. The environment is defined as the circumstances or 

conditions that surround an organism, and environmental science 

as the study of the environment and our proper place in it. These 

definitions point out the intricacy of understanding environmental 

science from a scientific, ethical, behavioral, economic, and institutional 

perspective. This course focuses on ecological principles and 

concepts underlying the management and use of natural resources, 

as well as socioeconomic factors and institutional roles. Throughout


the course, emphasis is placed on the importance of interdisciplinary 

approaches to matters concerning the allocation of natural resources 

and the quality of our environment. Through lectures and 

discussions, students are encouraged not only to learn about environmental 

issues but also to consider their personal ethics relating 

to nature, resource use, and human populations. 

Topics covered include biodiversity, endangered species, exploitation 

practices, global fisheries and aquaculture, tropical deforestation, 

agriculture, air and water pollution, energy production and 

use, waste disposal, and the role of politics and economics in environmental 

issues. A particular focus is placed on the role of natural 

resources in the lives of people from the developed and developing 

world, and issues relating to environmental justice in the use of resources 

by people from both regions. 

No textbook is required for the course, and readings are provided 

through CTools from current literature. Quizdom clickers will be 

used to facilitate interactions during lecture. Total material cost is 

the cost of a clicker. 

Instructor: Miller, Shelie 

ENVIRON 209 / GEOG 201 / GEOSCI 201. Introduction to 

Physical Geography: The Earth System. 


those who have completed or are enrolled in GEOSCI 144 or 

GEOSCI 202. Students who have completed GEOSCI 331 will receive 

only 3 credits. F. 

Section 001. This course emphasizes the scientific processes and 

principles behind global environmental problems. Topics include 

global biogeochemical cycles, human population, ecosystem management, 

biogeography, ecological restoration, soil-water-air pollution, 

environmental health, and energy resources. 

Instructor: Blum, Joel D 

ENVIRON 222. Introduction to Environmental Justice. 


This course explores people of color environmental concerns and 

specifically focuses on the connection between communities of 

color and low-income groups and the location of hazardous waste 

sites. This course also explores Native American environmental issues 

and the connection between the transboundary shipping of 

hazardous waste from developed countries to developing ones. 

Instructor: Taylor, Dorceta E 

ENVIRON 232 / GEOSCI 222. Introductory Oceanography. 


granted to those who have completed or are enrolled in AOSS 203. 

This course explores the Earth's oceans in terms of geological, 

chemical, physical, and biological oceanography, with emphasis on 

understanding the oceans as an integrated system. We study the 

processes that form ocean basins, the forces that govern ocean circulation, 

the physical and chemical properties that influence the 

distribution of life, and the adaptation of organisms to their aquatic 

environment. We also discuss the ocean's role in mitigating global 

change and the consequences for oceanic ecosystems and human 

society. 

Instructor: Arbic, Brian K 

ENVIRON 233 / GEOSCI 223. Introductory Oceanography, 

Laboratory. 

Concurrent enrollment in GEOSCI 222/ENVIRON 232. (1). (NS). 

(BS). (QR/2). May not be repeated for credit. 

Laboratory course to be elected concurrently with GEOSCI 222 / 

ENVIRON 232. This companion laboratory course provides handson 

experience with the concepts covered in lecture. We learn about 

the cycling of elements and the distribution of life in the ocean, the 

processes that drive ocean circulation, and the dynamic nature of 

the coasts. On a more practical note, we learn to navigate by the 

stars and how to find the best waves for surfing. 

Class Format: 

One two-hour lab each week. 

FRENCH (French) 

Placement Tests 

Students who intend to continue a language begun in high school 

or another college or university must take the Placement Test to 

determine the language course in which they should enroll. Please 

note that students may not take the French placement test more 

than one time. Students must check with the Course Coordinator 

for any exceptions to the Placement Test level. For more information, 

visit the department website: 

www.lsa.umich.edu/rll/langinstruct/placementtest.html 

Language Requirement 

Students who demonstrate a fourth-term proficiency are certified to 

have fulfilled the LSA language requirement. Other students are 

placed in courses according to their demonstrated degree of competence 

and satisfy the LSA language requirement by successful 

completion of FRENCH 232, ITALIAN 232, PORTUG 232, SPANISH 

232, or the equivalent. Students with previous background in or 

exposure to a Romance language are encouraged to continue study 

of that language through the freshman and sophomore years. The 

language requirement cannot be satisfied by out-of-residence credit 

which is elected after the student has begun degree enrollment in 

LSA. 

Override Policy 

www.lsa.umich.edu/rll/langinstruct/overrides.html 

Attendance Policy 

A student who misses either of the first two meetings of any course 

offered by the Department of Romance Languages may be dropped 

from the course for non-attendance. 

FRENCH 101. Elementary French. 

No prior instruction in French OR placement of FRENCH 101. (Prerequisites 

enforced at registration.) Students with any prior study of 

French must take the Placement Test. (4). May not be repeated for 

credit. No credit granted to those who have completed FRENCH 

100, 111 or 112, or RCLANG 190. 

The sequence of FRENCH 101/102 presents the essentials of 

French grammar, vocabulary, and culture needed to communicate 

in French at a moderate speed. Vocabulary and structures are practiced 

through communicative activities stressing listening and 

speaking. Authentic documents are used to develop reading skills. 

Cultural awareness and listening skills are also developed through 

listening and video materials. 

Coordinator, Lorrel Sullivan, lorrelsu@umich.edu 

FRENCH 103. Review of Elementary French. 

Students with any prior study of French must take the Placement 

Test. Only the placement score and not language coursework completed 

at a previous school will determine placement; RCLANG 150. 

(Prerequisites enforced at registration.) (4). May not be repeated 

for credit. No credit granted to those who have completed FRENCH 

100, 102, 111 or 112, or RCLANG 190. 

FRENCH 103 is a course for students with some prior language 

study in French, and covers the same material presented in 

FRENCH 101 and 102. Entrance into the course is by recommendation 

of the placement exam or with the permission of the coordinator. 

(Information on the placement exam is available online at 

www.lsa.umich.edu/rll/langinstruct/placementtest.html.) 

Because students placed in FRENCH 103 are already familiar with 

some of the material, the course moves at a rapid pace. 

By the end of the course, students will have a good working vocabulary 

and strong listening comprehension skills; they should be

able to express themselves in French (both in writing and orally) 

using most of the basic structural patterns in the language. Students 

will also have a general knowledge of some French-speaking 

cultures. Technology (multi-media, the web) will be used to aid in 

developing writing, reading, and listening skills as well as cultural 

competency. 


Students will need to plan on spending at least 8 to 10 hours each 

week preparing for daily lessons. Tests and quizzes (with both aural 

and written components) will be administered to check students' 

assimilation of the material covered in class. There will be hourly 

exams, quizzes, a final exam, writing assignments, and speaking 

tests. Since active participation is essential to the development of 

strong communicative skills, regular attendance is required and 

participation will be included in the final grade. 

FRENCH 231. Second-Year French. 

FRENCH 100, 102, or 103 or RCLANG 190 with a grade of C- or 

higher; or assignment of FRENCH 231 on Placement test. (Prerequisites 

enforced at registration.) (4). May not be repeated for 

credit. No credit granted to those who have completed FRENCH 

230 or RCLANG 290 or 310. 

Students whose last French course was NOT at UM—Ann Arbor 

must take the placement test. Details are available online at 

www.lsa.umich.edu/rll/langinstruct/placementtest.html. 

FRENCH 231 builds and expands upon the work done in FRENCH 

101/102 or FRENCH 103. The primary goals of FRENCH 231 are to: 

• develop and refine your listening, speaking, reading, and writing 

skills; 

• provide you with strategies that allow you to communicate and 

read more effectively; 

• help you review previously learned grammatical structures and 

acquire new structures and uses; 

• develop your awareness of French-speaking cultures around the 

world, via the exploration of a variety of Francophone cultural 

documents (including Internet resources, literary texts, and 

demographic information). 


Since communicative skills are emphasized daily, regular attendance 

and active participation are essential. Homework consists of 

reading and writing assignments, written exercises, and computerbased 

laboratory work, both audio and video. There are comprehensive 

course-wide tests as well as a final examination. 

Class Format: 

Classes meet four times per week. 

FRENCH 232. Second-Year French, Continued. 

FRENCH 231 with a grade of C- or higher; RCLANG 250; assignment 

by placement test. (Prerequisites enforced at registration.) 

(4). (Lang Req). May not be repeated for credit. No credit granted 

to those who have completed FRENCH 112 or 230 or RCLANG 290 

or 310. 

In FRENCH 232, we will use literature, magazine articles, movies, 

videos, and songs to explore the history of France and several 

other Francophone countries from the 1940's until the present. We 

will begin by studying life in France during the Second World War. 

Then, through some videos and the literature of several other 

Francophone cultures, we will examine the effects of colonization 

and decolonization on language use, culture, and identity. The last 

part of the course will focus on the politics and social climate in 

modern French society. Throughout the course of the term, students 

will be expected to review and learn various grammatical 

elements and vocabulary in order to participate in classroom activities 

and discussions. Linguistically, we will focus on supporting 

opinions, making comparisons, hypothesizing, and composing more 

and more sophisticated sentences. 


REMINDER: All students who have not taken any French language 

courses at U-M should take the placement exam before registering 

for a course. 


Since communicative skills are emphasized, daily, regular attendance 

and active participation are essential and will be included in 

the final grade. There will be several short writing assignments, one 

composition, two tests, and a final examination. 

Class Format: 

Classes meet four times per week. 

FRENCH 235. Advanced Practice in French. 

FRENCH 230 or 232 with a grade of C- or higher; or RCLANG 290 

or 310, or assignment by placement test. Only the placement score 

and not language coursework completed at a previous school will 

determine placement. (Prerequisites enforced at registration.) Students 

who receive transfer credit from for FRENCH 232 and wish to 

continue with their language study are strongly encouraged to take 

the placement exam to be certain that they are prepared for 

FRENCH 235. (3). May not be repeated for credit. 

This course deals with recent political, social, economic and cultural 

issues facing today’s French/European societies. Themes are explored 

through readings and audiovisual material. 

Its content includes: 

1. The French Republic 

2. The European Union 

3. Transatlantic Relations: 

o Franco/Euro-American Relations 

o Globalization and its Opponents 

4. Some Critical Issues: 

o Delinquency 

o AIDS 

o Homophobia 

o Rights of Handicapped People 

5. Families: 

o Marriages 

o P.A.C.S. (Civil Solidarity Pacts) 

o Gay Marriages and Adoption 

6. Women: 

o Rights and Inequalities 

o Abortion 

o Violence against Women (Domestic Violence and Genital 

Mutilation) 

o Bioethics 

7. France’s Multicultural Society: 

o Slavery and Colonization 

o Immigration 

o Islam of France and in Europe 

o Islamic veil controversy 

o "Fighting Hatreds" (Anti-Semitism and Racism) 

o Stand-Up Comedy/Raï Music/French Rap 

Required Texts: French 235 Coursepack (Yannick Viers), French 

Grammar (M. Crocker Coffman, McGraw-Hill) 

Recommended Texts: Robert Micro Poche (Le Robert) 


The final grade is based on three oral presentations (30 %), 

three essays (30 %), several written exercises (20 %), and class 

participation (20 %). 

FRENCH 244. Issues in Race and Cultural Diversity in the 

Francophone World. 

Enrollment restricted to first- and second-year students. (3). (HU). 

May not be repeated for credit. 

Intensive study of cultural productions and social issues in Frenchspeaking 

societies related to issues of race or ethnicity, taught in 

English using translated materials.


Section 001. Taught in English. 

In this seminar we will concentrate on cultural productions and social 

issues related to race, racism, and ethnicity in French-speaking 

societies. At one level of the presentation we shall discuss how discourses 

on race function within the general ideological state apparatuses 

that reproduce a given social order. At another level we 

shall analyze how discourses on race, racism, ethnicity, gender, and 

social class are inscribed in the texts and films selected for the 

course. We shall also examine the implications of cultural diversity 

in different parts of the Francophone world. Selected examples of 

specific texts and films will be used to put in context our examination 

of these issues. 

Class Format: 

Seminar. This course will be taught in English. All reading material 

and films are in translation. 

Instructor: Ekotto, Frieda 

FRENCH 270. French and Francophone Literature and Culture. 

FRENCH 235 with a grade of C- or higher. (Prerequisites enforced 

at registration.) (3). (HU). May be elected twice for credit. May be 

elected more than once in the same term. 

Intensive study of a topic, theme, or genre in the literatures and 

other cultural productions of French-speaking peoples, providing an 

introduction to the methods and practice of literary and cultural 

study in the French language and opportunities for development of 

linguistic proficiency beyond the 4 th -semester level. 

Section 005 — L'Espagne romantique. Course given in French. 

French writers, artists, composers, and filmmakers have been fascinated 

by the image of Spain — as a setting for their works, a destination 

for their travels, and a subject for creative invention. The 

“founding moment” of the Romantic movement was inextricably 

linked with a “Spanish” story: the riotous performance of Victor 

Hugo’s play Hernani at the Comédie française on 25 February 1830. 

In this class, we will examine the manifestations and implications of 

the theme of Spain in selected texts by Chateaubriand, Nodier, 

Hugo and Mérimée, as well as in one of the most popular and oftperformed 

French operas ever written — Bizet’s Carmen. Finally, 

we will examine the extension of this theme into early cinema, in 

Marcel L’Herbier’s 1921 film, El Dorado. We will explore the cultural 

meaning with which the idea of "Spain" was endowed in the French 

national imagination. 

Instructor: Hannoosh, Michele A 

FRENCH 274. French and Francophone Societies and Culture. 


at registration.) (3). (HU). May be elected twice for credit. May be 


Intensive study of a topic in the culture, politics, and structures of 

French-speaking societies providing an introduction to the methods 

and practice of cultural and social study in the French language and 

opportunities for development of linguistic proficiency beyond the 

4th-term level. 

Section 001 — France and the New World. In French. 

In direct competition with Spanish and English explorers, the 

French launched numerous expeditions to both North and South 

America. Not only did these trips encourage diverse reactions to native 

cultures, but imagining what natives might have thought of 

European culture led the French to a consciousness of their own 

"foreign" character. The New World has continued to shape 

France's image of itself as the United States has become the country's 

most important point of comparison and opportunity for selfreflection. 

Readings from: 

• Verazzanno's Lettre à François I 

• Cartier's Relations 

• Léry's Voyage au Brésil 

• Marguerite de Navarre's Heptaméron 

• Le Jeune’s Relations 

• Montaigne's Essais 

• Shakespeare's Tempest 

• Graffigny's Lettres péruviennes 

• Tocqueville's De la démocratie en Amérique 

• Baudrillard's L'Amérique 

Films: 

• La Controverse de Valladolid 

• Black Robe 

• Auberge Espagnole 

• Human Nature. 

Instructor: Hoffmann, George P 

Section 003 — Streets. 

In modern, urban life, streets are the space of the in-between, of 

the transitory and the ephemeral. 

• So where exactly are we when we are in the streets? 

• What is the nature of such a space, if it is defined by movement? 

• Is it safe or is it dangerous? Familiar or alienating? All this at 

once perhaps? 

• How does this affect our relations with others, who share the 

streets with us? 

In this course, we will reflect on different ways of being in or on the 

street: work and leisure, homelessness and marches, making contact 

and avoiding it. We will study poems, images, novels, memoirs, 

films and a variety of cultural material pertaining to these questions. 

Instructor: Caron, David 

FRENCH 276. Spoken and Written Performance in French. 


at registration.) (3). (HU). May be repeated for a maximum of 6 

credits. 

Section 001. This course is devoted to the principle that literature 

and culture in French are things that students should create, and 

perform, not just learn or analyze. Literature, in this course, will be 

taken not as a group of texts to be studied, but as something to be 

produced, transformed, read aloud, played with, and invented. The 

main activities will be creative writing, oral interpretation, and 

small-scale theatrical performances, and will offer diverse opportunities 

for using and practicing the French language. 


Writing projects will often involve imitation, translation, pastiche, 

parody, and other forms that emphasize creative responses to 

readings, as well as techniques such as those of the French group 

Oulipo for doing original work when one is not necessarily inspired. 

There will also be Web-based projects, notably exchanges and collaborative 

activities on the course Web site. Grading will be based 

on class participation and the totality of written work; there will be 

no final examination. 

Instructor: Paulson, William R 

GEOG (Geography) 

GEOG courses are offered by faculty in other departments across 

the University. 

GEOG 145 / CICS 101 / UC 145. Introduction to International 

Studies. 






examines the ways in which people, goods, diseases, and natural

esources have flowed across political and cultural borders over the 









GEOG 201 / ENVIRON 209 / GEOSCI 201. Introduction to 












GEOSCI (Geological Sciences) 

Introductory Courses and Courses for Non-concentrators. 

GEOSCI 100-115 are short (half-term) one-credit minicourses. They 

consist of detailed examinations of restricted geologic and environmental 

topics. The Department lists the specific courses from this 

series in the Schedule of Classes for the terms they are offered. 

Each course, when offered, meets twice weekly for half of the term 

(first half or second half), and the specific dates for each course are 

printed in the Schedule of Classes. The drop/add deadlines for 

these classes conform to the half-term deadlines, not the full-term 

deadlines. These courses are designed primarily for students with 

no prior geologic training and they are open to all interested students. 

GEOSCI 100-115 are offered on the graded pattern (optional 

pass/fail). 

Waitlist and Permission Policies 

As required by LSA, all Geological Sciences (GEOSCI) undergraduate 

courses will have electronic waitlists in effect at the beginning 

of registration. Students interested in enrolling in a course that has 

filled should add their name to the appropriate waitlist through the 

on-line registration system in Wolverine Access. A waitlist number 

will appear on the student’s schedule indicating their sequential 

spot on the electronic waitlist. However, priority on the waitlist is 

determined by the Department policies listed below. 


Sequential order on the electronic waitlist based on the day/time 

students added themselves to the waitlist. 






waitlist who have fulfilled the appropriate prerequisites. 

Permission Procedures 

From the first day of registration until the first day of each class, 

GEOSCI staff will issue permissions to students on each waitlist as 

seats open using the priority classifications listed above. Once the 

class begins, enrollment in all GEOSCI classes is by permission of 

faculty only. Students should email faculty to request permission. 

Permissions are issued within 24 hours of GEOSCI staff receiving an 

email from the faculty instructor. 

It is recommended that faculty instructors not issue permissions 

until after a class has met two times. For seminar or lecture 

courses, students should attend the first two seminars or lectures 


of the course. For lecture courses with discussion and/or lab sections, 

students should attend the first two lectures and one discussion 

and/or lab section of the course. Faculty instructors can request 

registered students to be administratively dropped from a 

course if they fail to attend the first two class meetings as described 

above. 

Students offered permission will receive an e-mail with registration 

information from Wolverine Access. Permissions will be valid for 2 

days and will expire at midnight on the second day (which includes 

weekends). Failure to use the permission within the 2 day time 

frame will result in being automatically dropped from the waitlist. 

After receiving permission, students must add the class via Wolverine 

Access to become officially enrolled. In all cases, it is the student’s 

responsibility to insure he or she is properly enrolled in, or 

dropped from, a course. 

Students and Faculty should be advised of the following: 

• When a class with a waitlist closes and the first student gets on 

the waitlist, the class does not reopen as long as there is at 

least one student on the waitlist. 

• Students will be automatically dropped from the waitlist when 

their permissions expire. 

• A student can only waitlist for one section of a multi-component 

course. 

• A student enrolled in one section of a multi-component course 

cannot waitlist for another section in the same association. 

• Permission to enroll in a class is entirely at the discretion of the 

faculty instructor. 

GEOSCI 100. Coral Reefs. 


those who have completed or are enrolled in GEOSCI 156. 

Coral Reefs is an in-depth tour of the biological and physical processes 

active in modern reef systems to provide a detailed understanding 

of the ecology of the individual organisms and the complex 

nature of their interactions within the reef community. Evolution 

of the reef community is examined, ranging from the crude 

framework structures formed over one billion years ago by primitive 

algae to luxuriant and diversified reefs of the modern-day oceans. 

The implications of man's intervention in the Earth's hydrosphere 

and atmosphere on the character of future reef communities are 

also considered. 

Instructor: Hendy, Ingrid L 

GEOSCI 102. Energy from the Earth. 


The nature, mode of occurrence, and the technology of exploration 

and exploitation of energy resources, and their relevance to the 

present and future world energy needs. Special attention is given to 

oil, gas, oil shale, tar sands, coal, uranium, and geothermal resources. 

Instructor: Becker, Udo 

GEOSCI 103. Dinosaurs and Other Failures. 



Section 001. Some of the outstanding "failures" in evolutionary 

history also involve the most interesting success stories. This 

course looks at the fossil record and the ecological causes of diversification 

and extinction of the ruling reptiles. 

Instructor: Wilson, Jeffrey A 

GEOSCI 105. Continents Adrift. 


those who have completed or are enrolled in GEOSCI 205 or 146. 

Section 001. Earth is a dynamic planet. This course reviews the 

development of the theory of plate tectonics and how plate tectonics 

explains the break-up and drift of continents, the formation of


mountains and deep-ocean trenches, and natural disasters such as 

volcanic eruptions, earthquakes, and tsunamis. 

Instructor: Ritsema, Jeroen 

GEOSCI 108. When Earth Attacks: The Science Behind 

Natural Disasters. 



Natural disasters, such as earthquakes, volcanic eruptions, tsunamis, 

landslides, floods, hurricanes, and tornados, can lead to thousands 

of fatalities and billions of dollars in economic damage. This 

course explores the science behind natural disasters, concentrating 

on our ability, or inability, to predict them, and how this affects 

public perception and policy. The course also addresses how natural 

disasters can lead to changes in both science and public policy. 


Course grade will be based on short weekly homework and one inclass 

final exam. 


A broad spectrum of undergraduate students interested in understanding 

science behind preparation for natural disasters and the 

role of science in policy related to natural disaster preparation, 

mitigation, and response. 

Class Format: 

Minicourse. One-hour lectures twice weekly during half of Fall or 

Winter term, or two-hour lectures twice weekly during half of 

Spring or Summer half-term. 

Instructor: Ruff, Larry John 

GEOSCI 110. Evolving Oceans. 



Section 002. Global warming is a key factor determining the state 

of the world's oceans. The ocean mitigates global warming by absorbing 

vast quantities of carbon dioxide and heat, but these functions 

have consequences that include sea level rise, acidification, 

and altered circulation patterns. Land use and resource extraction 

also have unique effects on oceanic ecosystems. This course explores 

the science behind global change in the oceans, concentrating 

on the issues with the greatest consequence for humans. The 

course concludes with a discussion of adaptation and mitigation 

strategies for minimizing impacts on socioeconomic systems. 


Course grade is based on daily quizzes and a final exam. 

Instructor: Lund, David Charles 

GEOSCI 113. Planets and Moons. 


those who have completed or are enrolled in GEOSCI 153 or 204 or 

AOSS 204 or ASTRO 204. 

A current survey of the geology of the solar system in light of the 

extraordinary advances in planetary exploration during the past 

decade. Historical development of geological ideas about the solar 

system, including processes on earth and those of other bodies in 

the solar system. 

Instructor: van Keken, Peter E 

GEOSCI 114. Global Warming. 

High School math, physics, and chemistry. (1). (NS). (BS). May not 

be repeated for credit. No credit granted to those who have completed 

or are enrolled in GEOSCI 151. 

Review of the science of global warming including global radiation 

balance, geochemistry of natural and anthropogenic greenhouse 

gases, climate feedbacks, and historical and geological records of 

climate change; summary of the impacts of climate change on 

natural and systems and society; and discussion of potential remediation 

methods and the politicization of global warming. 

Instructor: Gleason, James D 

GEOSCI 118 / ENVIRON 118. Introductory Geology 

Laboratory. 

Prior or concurrent enrollment in GEOSCI 119, or 205 and 206, or 

135. (1). (NS). (BS). May not be repeated for credit. No credit if 

completed an introductory course in geology (GEOSCI/ENVIRON 

116, 117, or 218). F, W. 

A one-term laboratory course covering the laboratory portion of 

Introduction to Geology. The laboratory provides hands-on experience 

with minerals, rocks, and maps. Participants will learn to identify 

common minerals and rocks, use topographic and geologic 

maps, and draw and interpret geologic cross sections. Examples will 

be drawn from areas of recent glaciation, volcanism, and earthquakes 

to show how these features are depicted in maps. 

Students who register for GEOSCI 118 must also be enrolled in 

GEOSCI 119 or they must have taken 119 in an earlier academic 

term. 

GEOSCI 119 / ENVIRON 119. Introductory Geology 

Lectures. 

Concurrent enrollment in ENVIRON or GEOSCI 118 for the lab. (4). 


those who have completed or are enrolled in GEOSCI/ENVIRON 

116, 117, 120. No credit granted if completed both GEOSCI 205 

AND GEOSCI/ENVIRON 206; only 3 credits with GEOSCI 205 or 

GEOSCI/ENVIRON 206. F, W. 

GEOSCI 119 is a basic single-term course in introductory geology 

concentrating on the evolution of the Earth in physical and chemical 

terms. Reference to the interaction of the external biosphere— 

atmosphere—hydrosphere with the Earth's interior is an essential 

component of the course. 


• plate tectonics: continental collision and fragmentation 

• tsunamis, earthquakes and volcanoes 

• evolution and extinction: dinosaurs and the fossil record 

• glaciers, global warming, and climate change 

• geologic time 

REQUIRED TEXTBOOK: Earth: Portrait of a Planet, by Marshak, 

third edition, W.W. Norton & Company, New York. ISBN: 0-393- 

93036-X 

Class Format: 

Lectures three hours per week. A separate discussion section for 

one hour each week is scheduled for review and discussion of 

topics covered in class. 

To also enroll in the Introductory Geology Laboratory, register for 

any section of GEOSCI 118. The GEOSCI 118 laboratory provides a 

practical study of minerals, rocks, fossils, and geologic maps. Students 

are strongly encouraged to enroll in both GEOSCI 119 and 

118, since the lab sessions complement the lectures and discussions. 

Instructor: Lohmann, Kyger C 

GEOSCI 120 / ENVIRON 120. Geology of National Parks 

and Monuments. 

(4). (NS). (BS). May not be repeated for credit. No credit if completed 

GEOSCI/ENVIRON 116, 117, or 119, or both GEOSCI 205 

AND GEOSCI/ENVIRON 206. Only 3 credits with GEOSCI 205 or 

GEOSCI/ENVIRON 206. W. 

This is an introductory course that uses the National Parks (Hawaii, 

Yellowstone, Crater Lake, Yosemite, Grand Canyon, Zion, Pt. Reyes, 

Death Valley, Grand Teton, Rocky Mtn, Glacier and Pictured Rocks) 

to explore the geological history of the Earth, and specifically the 

tectonic evolution of the North American continent. Topics include

plate tectonics, global volcanism, large explosive volcanic eruptions, 

the age of the Earth, the history of life (fossil record), meteorite 

impacts, earthquakes, mountain building, the origin of the Great 

Lakes, and climate change throughout Earth history. 

Instructor: Lange, Rebecca Ann 

GEOSCI 122 / AOSS 102 / ENVIRON 102. Extreme 






















GEOSCI 146. Plate Tectonics. 



credit. No credit granted to those who have completed three of 

GEOSCI 105, 107, and 205. Those with credit for one of GEOSCI 

105 and 107 may only elect GEOSCI 146 for two credits. Those 

with credit for GEOSCI 205, or both GEOSCI 105 and 107, may only 

elect GEOSCI 146 for one credit. 

Two hundred million years ago the Earth's continents were joined 

together to form one gigantic super-continent, called Pangea. Plate 

tectonic forces broke Pangea apart and caused the continents to 

drift. We study the evidence for plate tectonics and the large-scale 

dynamics of the Earth's interior that is responsible for mountain 

building, earthquakes faulting, volcanic eruptions, changes in 

Earth's magnetic field and much more. 


Evaluation is based on class participation, three exams, a series of 

student presentations on selected topics and written essays on the 

same subject. 


No background in Earth science is necessary. 

Class Format: 

The course involves three hours of weekly meeting time and 

selected reading material. 

Instructor: Hankard, Fatim 

GEOSCI 148. Seminar: Environmental Geology. 

High school math and science. Enrollment restricted to first-year 

students, including those with sophomore standing. (3). (NS). (BS). 


have completed or are enrolled in GEOSCI 284. Those with credit 

for GEOSCI 109 may only elect GEOSCI 148 for 2 credits. 

Section 001. This seminar examines interactions between people 

and their physical environment through case histories. We discuss 

several environmental problems, including natural hazards, water 

resources, nuclear waste disposal, and geologic aspects of environmental 

health. Emphasis will be given to current water issues. 


Instructor: Cruz Da Silva Castro, Maria C 

GEOSCI 151. The Ice Ages: Past and Present. 



credit. Those with credit for GEOSCI 104 may only elect GEOSCI 

151 for 2 credits. F. 

This course explores the characteristic of the Earth's climate system 

and how the various components of that system operate to produce 

times when extensive ice sheets cover large parts of the Earth's 

surface. The role of each of the major components of the climate 

system will be discussed in detail. These include the ice sheets 

themselves, the astronomical inputs, the oceans, the atmosphere, 

and the movement of the continental and ocean boundaries. Reconstructions 

of past climatic conditions are presented and discussed 

in terms of how they are developed, what they can tell us 

about climatic extremes, and how they can be used to test the 

models that simulate modern climate patterns. The long-term climate 

change associated with the most recent ice age is then contrasted 

with more rapid climate oscillations, particularly the climatic 

warming which has been associated with the recent large increase 

in atmospheric "greenhouse gases." 


GEOSCI 154. Ocean Resources. 

High school science and math recommended. Enrollment restricted 

to first-year students, including those with sophomore standing. 


This course focuses on resources from the ocean and how these 

are used by and influenced by humans. Two general subject areas 

are covered: minerals and energy from the oceans, and food resources 

in the oceans. 

Class Format: 

The course combines student presentations and discussions with 

lectures. 

Instructor: Alt, Jeffrey C 

GEOSCI 156. Coral Reef Dynamics. 



Coral Reefs Dynamics examines the different components of this 

very important marine ecosystem. The biology and ecology of 

modern reefs are a central focus of the class, together with the 

evolution of the reef community and its composition over geologic 

time. The class also investigates the interaction between the major 

organisms living in association with coral reefs and the ways in 

which our species affect the reefs both directly and indirectly 

through climate change. 


In-class presentations, midterm and final exam, reports. 


First year students; No background in science is necessary. 

Class Format: 

First-Year Seminar meets three hours per week. The course combines 

student presentations and discussions with traditional lectures. 

Instructor: Arnaboldi, Michela 

GEOSCI 171 / AOSS 171 / BIOLOGY 110 / ENSCEN 171 / 

ENVIRON 110. Introduction of Global Change: Physical 

Processes. 






planet on which we live. Over the past century, through our ever-


increasing population and mastery of technology, we have been 































The Universe: 






Our Planet: 














• El Niño 






















Minor. 






GEOSCI 201 / ENVIRON 209 / GEOG 201. Introduction to 












GEOSCI 205. How the Earth Works: The Dynamic Planet. 


those who have completed or are enrolled in GEOSCI 116, 117, 

119, 120, or 146. No credit granted to those who have completed 

both GEOSCI 105 and 107. Those with credit for one of GEOSCI 

105 and 107 may only elect GEOSCI 205 for 1 credit. 

An integrated look at the dynamic Earth, with an emphasis on 

processes involved in its formation 4.56 billion years ago, the early 

development of its atmosphere, oceans and crust, and the subsequent 

evolution of its continents and ocean basins. 

Instructor: Ruff, Larry John 

GEOSCI 208. Hot Topics in the Earth Sciences. 

(1). (BS). May be elected twice for credit. Offered mandatory 


The modern Earth Sciences are in the middle of some of the hottest 

debates in science on topics such as climate, global change, natural 

hazards, water and resources, evolution and origin of life, and the 

future of our planet. The Geological Sciences Department hosts an 

endowed Smith Lecture Series in which Earth scientists from many 

research areas around the world share their latest work on these 

topics. Seminar participants will attend the lectures, read the 

posted topical articles, and post a weblog entry each week discussing 

new earth science insights gained from hearing the lecture and 

the effectiveness of the speaker in communicating these points. 

GEOSCI 208 covers the entire range of research in the department. 

Lectures include the latest research and analysis of important 

issues in the field, and students work on understanding these issues 

during class. 

This minicourse has no textbook since the lecture topics vary from 

term to term, but students read papers each week written by the

speaker and others on the topic of the week; these are posted online 

by the instructor. 


Attendance at both the weekly Smith Lecture and preceding seminar 

is mandatory. Grade is based on weekly attendance, participation 

in discussion sessions, and weblog entries. 


Undergraduates interested in Earth sciences and the environment. 

No prerequisites are required, and students throughout the College 

are welcome. 

Class Format: 

Meets for one hour before the Smith lecture, then for the Smith 

Lecture. 


GEOSCI 222 / ENVIRON 232. Introductory Oceanography. 


granted to those who have completed or are enrolled in AOSS 203. 

This course explores the Earth's oceans in terms of geological, 

chemical, physical, and biological oceanography, with emphasis on 

understanding the oceans as an integrated system. We study the 

processes that form ocean basins, the forces that govern ocean circulation, 

the physical and chemical properties that influence the 

distribution of life, and the adaptation of organisms to their aquatic 

environment. We also discuss the ocean's role in mitigating global 

change and the consequences for oceanic ecosystems and human 

society. 

Instructor: Arbic, Brian K 

GEOSCI 223 / ENVIRON 233. Introductory Oceanography, 

Laboratory. 

Concurrent enrollment in GEOSCI 222/ENVIRON 232. (1). (NS). 

(BS). (QR/2). May not be repeated for credit. 

Laboratory course to be elected concurrently with GEOSCI 222 / 

ENVIRON 232. This companion laboratory course provides handson 

experience with the concepts covered in lecture. We learn about 

the cycling of elements and the distribution of life in the ocean, the 

processes that drive ocean circulation, and the dynamic nature of 

the coasts. On a more practical note, we learn to navigate by the 

stars and how to find the best waves for surfing. 

Class Format: 

One two-hour lab each week. 

GEOSCI 299. Independent Study and Research. 

Consent of instructor required. (1 — 6). (INDEPENDENT). May be 

repeated for a maximum of 12 credits. 

Undergraduate research in geology for students with less than 

junior standing. 


Independent study class course requirements will vary depending 

on the instructor and student. 


Freshmen and sophomores who are doing research in one of the 

Geological Sciences laboratories 

Class Format: 

Independent study 

GERMAN (German) 



















S/he has final authority on whether or not to issue overrides. 

GERMAN 101. Elementary Course. 

All students with prior coursework in German must take the placement 

test. (4). May not be repeated for credit. No credit granted to 

those who have completed or are enrolled in GERMAN 100 or 103. 

F, W, Su. 

GERMAN 101 is an introductory course for students who have not 

previously studied German. Learning a new language for the first 

time is exciting and fun, and the course curriculum and materials 

focus on engaging students' interest, creativity, and sense of humor. 

The course focuses systematically on the concurrent development 

of students' ability to understand spoken and written German, 

and to speak and write German themselves, and on exposing students 

to a broad range of aspects of German culture. While children 

may be good at picking up a second language when living in the 

culture, adults are much better at learning languages in the classroom 

than children, and the course aims to take advantage of this 

by helping students to develop effective language learning strategies, 

and by providing students with a wide range of tools and resources 

to help them to learn the language. These include: 

• Online video lectures introducing new structures for each chapter, 

accompanied by online comprehension check exercises or 

worksheets. 

• Online vocabulary practice materials, including a nifty online 

flashcard program, and online exercises or worksheets for each 

chapter. 

• A "German Lab" in the Language Resource Center where students 

can practice their German or get help with homework or 

any questions they have, Monday — Thursday 2-5 (in the Fall 

and Winter academic terms only) 

• Weekly German Tables in the North Quad and/or the MLB (in 

the Fall and Winter semesters only) 

• A feature film (Run Lola Run) and a popular children's book 

(Oh, wie schön ist Panama) integrated into the curriculum. In 

addition, enrolled students have access to a wide range of 

other feature films via the course's CTools site, and in the 

Language Resource Center (including some popular Englishlanguage 

films dubbed in German, such as the original Star 

Wars trilogy, the first Monty Python movie, Shrek, and The Big 

Lebowski) 

• Additional cultural readings in English supplementing the cultural 

information in the textbook. These range from systematic 

texts exploring the United States' German cultural heritage or 

the situation of women in Germany to quirky perspectives on 

everyday aspects of German culture such as "The German 

National Pastime: Whining, Bitching and Moaning," "The 

Germanic Stare Down: Watcha Lookin’ at, Granny?" or "Brutally 

Honest: Have You Gained Weight?" 

• Detailed review sheets to help with preparation for tests 

• All transparencies used in class are available to students via the 

CTools site for (p)review outside of class 

• Cartoon transparencies and a compilation of "Videos zum Spaß" 

["videos for fun"] providing informal reinforcement of concepts 

from class 

By the end of the academic term, students will have a firm foundation 

in some of the fundamental elements of German grammar and 

will be able to understand and respond appropriately to a variety of 

texts and basic conversational situations. 

Instructor: Rastalsky, Hartmut Maria


GERMAN 103. Review of Elementary German. 

Assignment by placement test or permission of department. (4). 


have completed or are enrolled in GERMAN 100, 101, or 102. 

GERMAN 103 provides a review of the fundamental components of 

the German language for students who have had German language 

instruction before entering the University of Michigan. The course 

focuses systematically on the concurrent development of students' 

ability to understand spoken and written German, and to speak and 

write German themselves, and on exposing students to a broad 

range of aspects of German culture. While children may be good at 

picking up a second language when living in the culture, adults are 

much better at learning languages in the classroom than children, 

and the course aims to take advantage of this by helping students 

to develop effective language learning strategies, and by providing 

students with a wide range of tools and resources to help them to 

learn the language. These include: 

• A nifty online flashcard program for practicing vocabulary 

• A "German Lab" in the Language Resource Center where students 

can practice their German or get help with homework or 

any questions they have, Monday — Thursday 2-5 

• Weekly German Tables in the North Quad and/or the MLB 

• A feature film (Run Lola Run) and a popular children's book 

(Oh, wie schön ist Panama) integrated into the curriculum. In 

addition, enrolled students have access to a wide range of 

other feature films via the course's CTools site, and in the 

Language Resource Center (including some popular Englishlanguage 

films dubbed in German, such as the original Star 

Wars trilogy, the first Monty Python movie, Shrek, and The Big 

Lebowski) 

By the end of the academic term, students will have been exposed 

to all the essentials of German grammar, which will then be reviewed 

and extended in the second year courses. Students will be 

able to cope with a variety of conversational situations and written 

texts. In particular, they will have the necessary "survival skills" for 

a visit to a German-speaking country, as well as a basic foundation 

for doing intellectual work in German. 

Instructor: Rastalsky, Hartmut Maria 

GERMAN 180. First Year Seminar. 

No knowledge of German is required. Enrollment restricted to firstyear 

students, including those with sophomore standing. (3). (HU). 

May not be repeated for credit. Taught in English. 

This course aims to introduce first-year students to the field of 

German Studies 

Section 001 — The Third Reich and its Legacies. 

In this course, we will explore the history, politics, and culture of 

the period ranging from 1943 to 1989. This period covers the beginning 

of the end of the Third Reich and beginning of the so-called 

Berlin Republic, i.e., Germany after the fall of the wall. We will 

study how politicians, public intellectuals, and artists thought about 

the National Socialist prehistory of the two postwar Germanies. 

Readings will include a mixture of literary and non-literary, German 

and English texts. 

Instructor: Hell, Julia C 

GERMAN 191 / RCLANG 191. Intensive German I. 


have completed or are enrolled in GERMAN 100, 101, 102, or 103. 

Conducted in German. Pass/Fail with Narrative Evaluation. 

Section 001. Intensive German I covers the first year of German 

language study in one academic term. The goal of this course is to 

provide students with a basic but solid knowledge of grammatical 

structures and syntax, a functional vocabulary, familiarity with intonation 

patterns and native pronunciation, and practice in speaking 

and writing. At the end of German Intensive I, students can understand 

authentic and literary texts appropriate to the level and short 

spoken passages without glossed vocabulary, they can write an es- 

say or short story without the aid of a dictionary, and they can converse 

on a range of general topics. This course, like all RC German 

language courses, is conducted in German, so students quickly become 

accustomed to using German for daily activities. Students in 

RCLANG 191 have many opportunities to gain facility with the language 

by speaking with more advanced learners and teachers in 

the program in informal settings, such as RC German lunch tables 

and coffee hours. In addition, they are introduced to web activities 

and films to help them explore aspects of German language and 

culture. 

RCLANG 191 in the Fall academic term is intended for students who 

have had HS German, who place below GERMAN 231. In the Winter 

academic term, the course is geared to students who have little or 

no prior exposure to the language. 

Instructor: Hegman Shier, Janet Hegman 

GERMAN 221. Accelerated Third Semester German. 

GERMAN 102 and assignment by placement test. (5). May not be 


GERMAN 230 or 231. Four credits granted to those who have completed 

GERMAN 102 or 103. 

This course combines an intensive review of basic grammar with 

more advanced practice in the four basic language skills (reading, 

writing, listening, and speaking). It covers the same content as 

GERMAN 231, but with an extra day of class each week for additional 

review and speaking practice, so that by the end of the term, 

students in GERMAN 221 and 231 will be at the same level. 

See GERMAN 231 for description. 


GERMAN 231. Second-Year Course. 

GERMAN 102 or 103 and assignment by placement test. (4). May 


completed or are enrolled in GERMAN 230 or 221. 

By this point in your career as a German student, you're ready to 

do some really interesting, fun and challenging things. In this 

course, you will watch five feature films (including Good Bye 

Lenin!) and one set of video interviews online, and see numerous 

other DVD/video clips in class. You will read some short texts and 

two short novels edited for language learners. The first is based on 

a popular movie about growing up and falling in love in former East 

Germany shortly before the fall of the Berlin Wall. The second is 

Kafka's Die Verwandlung (The Metamorphosis), in which Gregor 

Samsa awakes one morning from uneasy dreams to find himself 

transformed in his bed into an enormous bug, and wonders how 

he's going to get to work on time. The course website will provide 

you with extensive explanatory notes and vocabulary glosses in 

order to help you to enjoy these two books, and to read them at a 

reasonable speed. Several class sessions will take place in the computer 

lab, where you will have an opportunity to listen to some 

German popular music, look at some art by German-speaking artists, 

learn about the geography of the German-speaking countries, 

take (part of) a test that is required for immigrants seeking German 

citizenship, and to inform yourself about the Holocaust. 

You will review and extend the grammatical knowledge with which 

you entered the course by means of an online grammar consisting 

of summaries, explanations, lots of examples, practice exercises 

and "diagnostic exercises"; we've done our best to make learning 

grammar fun and interesting for you by our choice of exercises and 

examples. 

You will have six opportunities in the first month of the course to 

pass a "Gateway Vocabulary Test" on a list of slightly less than 600 

of the most common German words and phrases, most of which 

you will already have encountered. This will provide you with a 

solid vocabulary base which will make everything else you do with 

German easier for you. You need a score of 80% to pass this multiple 

choice test; once you pass it, you need not take it again. If 

you do not manage to pass this test by the last scheduled time,

your final course grade will be reduced by one grade notch, i.e., an 

A would become an A-, an A- would become a B+ etc. Six additional, 

much shorter vocabulary lists later in the course will help 

you to further extend your vocabulary. To help you study for the 

test, an identical version of the test will be available for you to take 

online as often as you wish. The test consists of a large item bank, 

of which you will see 40 items each time the test loads. In addition, 

a nifty online flashcard program will help you study this vocabulary, 

and all other vocabulary for the course. 

The feature films, DVD and video clips, readings and other course 

materials will cover a variety of fields and themes ranging from 

popular culture, contemporary social issues and history to classical 

music, art, and literature. By the end of the course, you should be 

able to survive without using English in a German-speaking country, 

and have enough conversational skills to meet people and 

enjoy yourself. You should be comfortable surfing the web in 

German, able to read and write independently about short texts 

covering a wide range of topics, and you should be quite familiar 

with all the basics of German grammar, so that you will be able to 

pursue your own specific interests in GERMAN 232 and beyond. 

A $200 prize is awarded each academic term for the best final 

video in GERMAN 221/231. 


Course requirements include daily homework assignments (reading, 

writing, learning vocabulary, practicing grammar, watching movies, 

etc.), regular attendance and participation, tests (including two 

informal oral tests), quizzes, and the Gateway Vocabulary Test. 

Instead of a final examination, students will work in groups to produce 

short videos, which will be screened on the last days of 

classes. 


GERMAN 232. Second-Year Course. 

GERMAN 221 or 231 and assignment by placement test. (4). (Lang 

Req). May not be repeated for credit. No credit granted to those 

who have completed or are enrolled in GERMAN 230. All sections of 

GERMAN 232 address special topics, e.g., music, philosophy, science, 

current political issues, etc. F, W, Sp, Su. 

In this course, students complete the four-term introductory language 

sequence by selecting one of several "special topics" courses 

intended as an introduction to the study of an academic discipline, 

such as Music, Politics and Society, Film, or Science, in German. 

Students should emerge from the course prepared and motivated 

to do work (or read for pleasure) in German in this field throughout 

their academic career and beyond. Students are strongly encouraged 

to arrange their schedules so they can enroll in the section 

whose topic interests them the most, in order to get the maximum 

benefit from this course. Interest in the course content is the most 

effective motivation for language study, and students can emerge 

from GERMAN 232 with genuine pride in what they are able to do 

with their German. More generally, students should be ready by the 

end of the course to pursue an internship or study abroad in 

Germany, and are strongly encouraged to take advantage of the 

assistance offered by the German department and by the Center for 

Global and Intercultural Study in this regard. 

Section 001 — Scientific German. 

This course serves as an introduction to the tools that are vital for 

pursuing further science-based work in German — practical or academic. 

Recently, one of the reasons why students have taken this 

course has been to prepare themselves for summer internships 

available with German companies or for study abroad in technical 

and scientific fields. In addition to reading various scientific articles, 

we will go on excursions to the Hands on Museum and the Exhibit 

Museum of Natural History; students will have the opportunity to 

present some fun experiments in groups; there will be an elementary 

math lesson (or more if the class is interested); etc. In addition, 

we will pause along the way to consider the nature of science 

and the cultural values that can underlie it, as well as the ethical 

implications that a rapidly increasing amount of technology and 


knowledge has for our society today. The necessary vocabulary and 

grammar will be provided along the way. No background in math or 

science is assumed. 


Grades will be based on participation, homework, quizzes, presentations/projects, 

and exams. 

Instructor: Swennes, Erin S 

Section 002 — Mozart's Magic Flute. 

Ever heard of the ‘Mozart effect’? Taking this course will make you 

smarter and learning German easier! Besides covering topics such 

as, ‘What is genius?’ and ‘Why is Mozart so famous?’, you’ll gain an 

in-depth knowledge of Mozart’s opera The Magic Flute (Die Zauberflöte). 

You’ll improve your written and spoken German, do a comprehensive 

grammar review, compare productions of the opera and 

watch a number of films. You will also learn to sing the opera and 

perhaps take part in a concert at the end of the academic term. 

There will be guest lectures on subjects ranging from conducting, 

costume and lighting design to Freemasonry. 


The assessment for this course will be based on participation, 

weekly writing and grammar assignments, and tests. 


The only prerequisite for this course is enthusiasm. 

Instructor: Agnew, Vanessa Helen 

Section 003 — Contemporary German Society. 

This class will work on enhancing German language skills by examining 

Germany's post-World War II history and the repercussions 

thereof, including geographical phenomena and societal trends as 

they relate to the economic, business, and political climate in contemporary 

German society. Throughout the course we will discuss 

ongoing current events through student-led discussions. Each week 

we will review a grammar topic to be put into immediate practice in 

our coursework. 


Section 004 — Introduction to the Literature of the 

German-Speaking World. 

This section offers an introduction to the rich and varied literature 

of the German-speaking world. We will read classic texts ranging 

from the 18th to the 20th centuries, by authors such as Goethe, 

Heine, Kafka, Brecht, Dürrenmatt, and Bachmann. Toward the end 

of the academic term, we will get a taste of contemporary literature. 

We will read plays, poems, and short stories, along with some 

biographical and historical articles. We will also watch film adaptations 

of some of these texts, listen to songs inspired by them, and 

listen to recordings of author readings. By engaging with these 

texts, we will not only learn about literary history, but also touch 

upon political, social, and cultural developments. To provide ample 

time to explore these aspects, we will read the texts at a moderate 

pace, and at times read them in excerpted or simplified form. The 

development of the fundamental skills of reading, writing, grammar, 

speaking, and listening comprehension will figure centrally, 

with a special emphasis on class discussion. 


Course requirements include regular attendance and active participation, 

homework assignments, essays, quizzes, and a final project. 

Writing assignments will often be short responses, including some 

opportunities for creative writing. 


Section 005 — Introduction to German Film. 

This fourth-term course provides a creative and entertaining approach 

to the field of Film Studies in German. Students will read 

articles on film criticism (English and German) as well as view and 

discuss German film classics of various periods and genres. In the 

hands-on part of the course students will shoot a short movie (10-


15 min) based on a self-produced script. Workshops in shooting 

and editing video will be provided. 


Grades will be based on participation, homework, quizzes, presentations, 

essays, and the script/video-project 

Instructor: Marquardt, Catherine Alice 

GERMAN 291 / RCLANG 291. Intensive German II. 

RCLANG 191/GERMAN 191, GERMAN 102, 103, or 221. (8). (Lang 


who have completed or are enrolled in GERMAN 230, 231, or 232. 

Pass/Fail with Narrative Evaluation. 

Intensive German II covers all of second-year German in one academic 

term. The goals of the course are to expand vocabulary, to 

improve communication skills, and to master grammatical structures 

and syntax to the level of competency that meets advanced 

intermediate standards for proficiency. One hour of class develops 

essay writing and oral communication skills, focusing on autobiographical 

and literary texts about the major events in 20 th - and 21 st - 

Century German cultural history. The second hour is devoted to in 

depth study and practice of grammar; it is aimed at developing 

students' ability to apply correct forms and syntax and be aware of 

stylistic nuances even when using the language spontaneously. 

Through engagement with course materials, including films and 

other visual and performance texts, and through interaction with 

teachers and classmates both in formal and informal contexts, students 

develop speaking, aural comprehension, and writing skills. By 

the end of the term, students are able to understand the content of 

texts and lectures of a non-technical nature and of general interest, 

and to communicate with some ease with a native speaker, in spoken 

and written language. Though training for study abroad or 

work abroad are not course objectives, per se, students are often 

well qualified to do either after completion of this course. 


GERMAN 300. German Grammar and Composition. 

GERMAN 230 or 232. (4). May not be repeated for credit. Taught in 

German. 

This course seeks to increase the accuracy of students' grammar 

and vocabulary through conversation, writing, and reading. Its content 

is focused on everyday situations and current events. Course 

Taught in German. 

Section 001. This course seeks to increase the accuracy of students' 

grammar and vocabulary through conversation, writing, and 

reading. The content of the course is focused on everyday life, cultural 

trends, and current events in Germany. 

Texts to be read include journalistic prose, material from the 

Internet, movies, and popular short stories. 

Recommended Text: Martin Durrell. Hammer's German Grammar 

and Usage. Fourth Edition. Chicago: McGraw-Hill, 2002. 


The course is intended for students still wishing or needing a systematic 

review of German grammar and practice in composition 

after having satisfied the language requirement. 

Instructor: Federhofer, Karl-Georg 

Section 002. This course seeks to increase the accuracy of students' 

grammar and vocabulary through conversation, writing, and 

reading. The content of the course is focused on a variety of topics 

from everyday life, cultural trends, and current events in Germany. 

Texts to be read include journalistic prose, material from the Internet, 

movies, and popular music. The course will also provide a systematic 

review of German grammar. 

Instructor: Dischler, Vicki L 

GERMAN 305. Conversation Practice. 

GERMAN 230, 231, or 232; concurrent enrollment in a 300-level 

course is encouraged but not necessary. (1). May be elected twice 

for credit. Students who have previously participated in a 400-level 

GERMAN conversation course may not register for GERMAN 305 or 

306. This course does not satisfy the language requirement. May 

not be included in a concentration plan or academic minor in German. 

Taught in German. Offered mandatory credit/no credit. 


The goal of this course is to increase students' confidence in speaking 

on any topic and, therefore, the course will focus on a variety of 

topics ranging from practical language situations to current cultural 

events to areas of students' academic interests. Students will work 

on expanding vocabulary, finding synonyms, and understanding/using 

varying spoken styles, which are necessary to appreciate 

life in German-speaking communities. The materials for the course 

will come from German websites as well as various materials from 

the instructor. 


Course requirements are: energetic class participation, thorough 

preparation, e-mail in German with the instructor and fellow students, 

and oral presentations. 

GERMAN 325. Intermediate German. 

GERMAN 230 or 232, or the equivalent (placement test) or permission 

of instructor. (3). May be elected twice for credit. May be 

elected more than once in the same term. Taught in German. 

Designed to improve proficiency in written and spoken German by 

way of introductions to various topics in German studies. Taught in 

German. 

Section 001 — Other Victims of the Holocaust. 

It is well-known that there were over 6 Million Jewish victims of the 

Holocaust. Much less well-known is that there were 5 Million other 

victims of the Nazi Regime in Germany. 

In this course we will examine accounts about and by representative 

of this other very large and disparate group of Nazi victims: 

Resistance Fighters, Blacks, Roma, Jehovah’s Witnesses, Homosexuals, 

Dwarfs, Swing Kids, Slavs. 

There will be readings from, among other books: 

• "Die Weisse Rose"; 

• "Edelweisspiraten" ; 

• "Neger, Neger, Schornsteinfeger"; 

• "Muscha"; 

• "Abschied von Sidone"; 

• "Da wollten wir FREI sein"; 

• "Die Männer mit dem Rosa Winkel"; 

• "Getanzte Freiheit". 

The course will include several movies, and there will also be vocabulary 

and writing work on the topic and several tests during the 

academic term. 

Instructor: VanValkenburg, Janet K 

Section 002 — Germany and the European Union. 

In this course, students will learn about the geography of the EU, 

the history of European Integration after World War II, and the 

EU’s recent enlargements in 2004 and 2007. We will discuss specifics 

and advantages of the Internal Market, economic data and challenges 

after the introduction of the Euro. Students will get an insight 

into EU institutions, the decision-making process, and current 

topics on the political agenda. We will also look at the concept of 

unity and diversity and what it means for culture and languages in 

the European context. In addition to tests and essays, students will 

work independently in groups to present select EU member states. 

Time will also be spent on building a topic-oriented vocabulary and 

reviewing essential grammar in connection with the text work. 

Instructor: Wunderwald-Jensen, Peggy M

Section 003 — German Visions of America. 

From its inception as a nation-state and even before, “America” has 

figured prominently in the imaginations of millions of Germans and 

functioned as a critical instrument for German understandings of 

themselves and the sweeping societal changes going on around 

them. This course explores a chronological range of German visions 

of America and its culture and examines how Germans have used 

the concept of America to define and understand themselves and 

their own culture. Course materials will investigate a variety of topics 

(language, music, film, fashion, etc.) to explain the attraction 

and rejection of American culture. Though the topic has political 

implications, our focus will remain on cultural exchange. In addition, 

we will work on improving vocabulary and grammar through 

regular review and by means of exercises linked to the course 

topic. 

Instructor: Luppes, Jeffrey Paul 

Section 004 — German for Engineers I. 

This course will introduce students to German engineering discourse. 

It is the first course in a two-course sequence designed to 

prepare students for internships and jobs requiring some knowledge 

of technical German, and for study abroad in a technical field 

in a German-speaking country. Readings will be taken primarily 

from Wie funktioniert das? Technik heute (6th ed.). This book provides 

a wide range of technical information in a standardized format 

consisting of one page of text with a facing page of illustrations 

for each topic. We will watch a number of videos related to 

the course material, and will make some use of the Internet. The 

course will also include one or two field trips and/or guest lectures 

by faculty from technical fields. In addition, we will spend one day 

taking some things apart and putting them back together again. 

Vocabulary building will be emphasized strongly; grammar will be 

reviewed as needed. There will be a lot of partner and small group 

work during class time, in order to maximize students' opportunities 

to practice speaking and to help each other master the material. 


Student tasks and the instructor's expectations will be based on the 

assumption that the majority of students will previously have had 

(no more than!) the equivalent of four terms of college German. It 

is strongly recommended, but not required, that students have 

some background in Engineering. Students enrolling in the course 

without such a background should be open to and interested in the 

study of scientific and technical concepts. 


Section 006 — Soccer. 

In this course, students are invited to dive into the fascination 

‘Fußball’. Introduction to the rules, soccer-jargon, teams, and players 

will be part of the class time, as well as historical and cultural 

aspects of soccer in the German-speaking countries. The material 

for discussions and student presentations is based on literary texts, 

Internet resources, videos, and two movies. The course will be 

conducted in German; weekly readings and motivated participation 

are required. Matters of German grammar, which may occur while 

improving the speaking, reading and writing skills, will be reviewed 

as needed. The course expects a strong interest in soccer and an 

existing familiarity with the sport. 

Instructor: Federhofer, Karl-Georg 

Section 007 — Germany Rocks. 

The goal of this course is to provide a general introduction into the 

phenomenon of Expressionism and to situate it within German culture 

as a whole. A major cultural movement of early twentiethcentury 

Germany, Expressionism was not confined to any one 

realm of aesthetic production. Its extent ranged from drama and 

poetry to painting, architecture, and music. Indeed, for this reason, 

the 1910s have often been called “the Expressionist decade” in 

Germany. We will look at how Expressionism shaped and was in 

turn shaped by its surroundings, asking how this interdisciplinary 

movement sought to come to terms with a German culture undergoing 

rapid transformations due to modernization, war, and revolu- 


tion. We will read, view, and hear works by Alfred Döblin, Elsa 

Lasker-Schüler, Arnold Schoenberg, Franz Marc, Wassily Kandinsky, 

and Fritz Lang. 

The language of instruction and readings for this course will be 

German. 

Instructor: Choberka, David M 

GERMAN 350. Business German. 

GERMAN 230 or 232, or the equivalent (placement test) or permission 

of instructor. (3). May not be repeated for credit. Taught in 

German. 


Section 001. This course introduces students to the language of 

business German and gives them insight into Germany's place in 

the global economy. The course is organized around major business 

and economic topics, such as: 

• the geography of business in German; 

• the European Union and Germany's roll therein; 

• trade; 

• traffic and transportation; 

• marketing; 

• industry; 

• money and banking; and 

• ecology. 

In addition to the basic text, students will read actual business, 

merchandising, and advertising material; newspapers and magazines. 

There will also be short videos on business and related topics. 

The language of instruction is German. 


There will be three major exams; a number of short reports, papers, 

and projects; and a final exam. 

Instructor: VanValkenburg, Janet K 

GREEK (Greek) 

GREEK 101. Elementary Greek. 

(4). May not be repeated for credit. Graduate students should elect 

GREEK 502. F. 

In combination with GREEK 102, this is the first half of a year-long 

introduction to ancient Greek and is designed to prepare students 

for the reading of Greek texts. GREEK 101 concentrates on fifthcentury 

B.C. Attic Greek which was the language of the "golden 

age" of Athens. The Greek language of that time and place represents 

a cultural and linguistic central point from which students can 

pursue their own interests within a wide range of Greek literature 

which extends from the Homeric epics to the Byzantine era and 

which includes the archaic, classical, and Hellenistic periods as well 

as the koine Greek of the New Testament. The purpose of the 

course is to develop the fundamentals of the language so that 

these fundamentals can then be applied to whatever area of ancient 

Greek students wish to pursue. 

GTBOOKS (Great Books) 

Great Books is the heading for a small number of humanities 

courses that do not fit within traditional departments. These 

courses introduce significant and influential works of literature and 

philosophy from various traditions and cultures. 

GTBOOKS 191. Great Books. 

FR.H.PRG. (4). (HU). (FYWR). May not be repeated for credit. No 

credit granted to those who have completed or are enrolled in 

GTBOOKS 201 or CLCIV 101. F. 

Section 001. An introduction to the major literary, philosophical, 

and historical masterpieces of ancient Greece. Completion of 

GTBOOKS 191 meets the First-Year Writing degree requirement;


completion of both GTBOOKS 191 and 192 also gives eight credits 

toward the humanities distribution requirement. There are two lecture 

and two discussion periods each week. Readings include 

Homer, Aeschylus, Sophocles, Euripides, Aristophanes, Herodotus, 

Thucydides, and Plato. 

Instructor: Seo, Mira 

HISTART (History of Art) 

HISTART 101. Great Monuments from the Stone Age to the 

Middle Ages. 


Section 001. HISTART 101 introduces students to the disciplinary 

practices and goals of art history via encounters with selected great 

monuments of visual culture ranging from magic-charged cave art 

of prehistory to compelling Christian, Jewish, and Islamic monuments 

of medieval life, piety, and power down through the 

Crusades. We place each monument in dialogue with a cluster of 

thematically associated creations that enrich our understanding of 

how art expresses ideas and exerts meaning in its era of original 

production. We also consider how to “read” a famous monument 

across time — as its fame may have the power to produce new 

meanings in new historical contexts. Course materials: Online Aids. 


Grading basis: Three Unit Tests (1 hour each), Periodic 150-word 

journal entries, Class Attendance/Section Participation. 

Class Format: 

Discussion sections encourage active use of campus museum collections 

via specially designed online engagements. 

Instructor: Timmermann, Achim 

HISTART 112. History of Photography. 


Section 001. This course surveys the history of photography from 

the invention of the medium in 1839 to its most recent developments. 

It is designed to introduce students to skills of analyzing 

and interpreting photographs as well as to present the history of 

photography as both an art form and as a social phenomenon. 

Since the meaning of a photograph changes depending on the 

methodology used to interpret it, this course will also introduce 

students to a number of different methods of visual analysis, including 

formal analysis, semiotics, psychoanalysis, and Marxism (as 

well as other forms of contextual analysis). In addition, the development 

of photographic theory will also be briefly examined. 

HISTART 194. First Year Seminar. 



May not be used to meet the prerequisite requirement for the 

History of Art concentration. 

This course is designed to introduce first-year students to history of 

art topics in a seminar format. The content varies, depending on 

the instructor. 

Section 001 — The Archbishop's Bones: Art, Architecture, 

and Pilgrimage at Canterbury Cathedral. 

On 29 December 1170, Thomas Becket, Archbishop of Canterbury, 

was murdered in his own cathedral. Fifty years later, Canterbury 

Cathedral had become one of the major centers of pilgrimage in 

western Christendom, drawing pilgrims — like those described in 

Chaucer's 'Canterbury Tales' — from all over Europe. The goal of 

the pilgrimage were Thomas Becket's mortal remains, kept within a 

series of golden shrines, and staged within the rich and luminous 

architecture of Canterbury's new choir, one of the first, and one of 

the important, Gothic structures in England. 

Our seminar will explore the extraordinary story of Becket's martyrdom, 

the posthumous veneration of his relics, but above all, the 

magnificent architecture and stained glass of Canterbury Cathedral. 

Our discussions will introduce you to the spatial lay-out, structure, 

function and imagery of a great Gothic church, and sharpen your 

skills of visual and architectural analysis. You will also learn how to 

read primary textual sources (such as contemporary accounts of 

Becket's murder), and secondary literature (for instance a scholarly 

article analyzing medieval imagery depicting Becket's murder). 


One short paper (visual analysis) of ca. 5 pages — 25 %. One paper 

(architectural analysis) of ca. 7-8 pages — 35 %. Class participation 

and discussion questions. In this seminar, class participation 

and an active engagement with the visual and textual material under 

discussion will be essential — 40%. 

Instructor: Timmermann, Achim 

HISTART 208 / AAS 208. Introduction to African Art. 


Section 001. Through the study of a selected group of African 

and African Diaspora cultures, we will investigate several pivotal 

issues and narratives that lie behind the surfaces of some extraordinary 

objects and practices. African people have their own stories 

to tell about these things, of course: stories of mythic power expressed 

as living form, stories of historical contact with other cultures, 

stories of struggle and redemption, stories of ordinary, everyday 

life. And over the past several centuries, we in the “West” 

also have had a decisive, often disturbing hand in the framing of 

African peoples, objects, and stories. The coupled histories of colonialism 

and the slave trade, along with our inevitably distorted 

views and representations of what African people are and what 

they do, have affected Africa and its peoples to the core. When we 

look at and think critically about “African Art,” then, we necessarily 

must look at and think critically about ourselves. Ultimately, the 

goal is to understand aspects of African cultures in the terms by 

which Africans understand them — to know African ideals and realities 

as they are shaped in word, sound, matter, and movement. 

In this course, we’ll be taking a few steps towards that goal. In lectures 

and weekly discussion sections, in films, recorded sound, and 

perhaps even in live performance, we will examine objects and the 

many stories that surround them. Looking and listening closely, we 

will learn to see and to understand a wide range of African visual 

practices including architecture, textiles, body adornment, painting, 

graphic communication systems, photography, dance, ritual performance 

and, of course, sculpture — not only as these practices 

continue to unfold on the African continent, but also as they are 

transformed, and as they endure, in the African Diaspora. B. E. 4 

Class Format: 

Lecture and weekly discussion 

Instructor: Doris, David T 

HISTART 220 / CLARCH 220. Great Buildings of Ancient 

Greece and Rome. 

(4; 3 in the half-term). (HU). May not be repeated for credit. 

Section 001. Why do we still find ancient buildings so evocative? 

What can we learn about the civilizations of Greece and Rome 

through the study of their architectural monuments? How has the 

classical heritage continued to influence later architecture not only 

in Europe but across the world? This course introduces students to 

the study of classical civilization though the history of architecture; 

at the same time, it provides an introduction to the study of architecture 

through a survey of the Classical tradition; and it highlights 

the contributions that classical archaeology has made both to classical 

studies and to architectural history. The course is organized 

chronologically, but rather than attempting a comprehensive treatment, 

it focuses in on a series of key monuments that show how 

architecture reflects, responds to, and articulates historical change; 

and that illustrate various building types, the creation and evolution 

of the architectural orders, the development of building technology, 

different approaches to town-planning, and the achievements of 

ancient civil engineering. 

Instructor: Ratte, Christopher John

HISTART 221 / CLARCH 221. Introduction to Greek 

Archaeology. 


Section 001. 

This course looks at evidence for: 

• the rise and fall of civilization; 

• the introduction of revolutionary technological innovations; 

• trade and the exploration of new lands; and 

• the invention, loss and re-creation of a range of skills including 

the production of figurative art, monumental stone architecture, 


Our context is the ancient Greek world between ca. 3000 and 31 

BCE. Ancient Greece has famously given us the Olympics, democracy, 

history, and theatrical performance, all of which can be traced 

through the writings of ancient authors. Here, though, we will focus 

on the art, architecture and artefacts left behind, asking what they 

have to tell us about the lives of ordinary people, and how those 

lives were affected by social, cultural, and technological change. At 

the same time as offering an introduction to the major societies of 

the Greek world during this period, we shall also look at some of 

the major research traditions and methods which have been employed 

in Greek archaeology over the past couple of centuries, 

down to the present day. 


HISTART 255. Visual Mythology. 


Section 001. Myths are a way of structuring and explaining the 

world. This course explores the ‘after life’ of ancient mythologies by 

focusing on the classical revival of the Renaissance, but we also 

study the intersection of these traditions with contemporary representations, 

including film. The course aims to familiarize students 

with a core set of myths, ones narrated in Ovid’s Metamorphoses, 

and which provided a framework for picturing themes like transformation, 

desire and creativity. We will combine analysis of literary 

poetics with close attention to visual literacy. Through gender 

analysis, we focus on the construction of masculinity (e.g., 

Hercules) and femininity (e.g., Venus). The very fictionality of myth 

made it an apt vehicle for the figuring of creativity, here investigated 

through the stories of Narcissus, Prometheus and Pygmalion. 

Textbook: 

• Ovid, Metamorphoses, Penguin. 

Images: 

• Botticelli, Venus. 

• Kapoor, Marsyas. 

D. 3 

Instructor: Simons, Patricia 

HISTART 271. Origins of Modernism: Art and Culture in 

Nineteenth Century France. 


Section 001. This course examines a series of dramatic transformation 

in French art between 1784 and 1907 — from the rise of 

Neoclassicism and Romanticism to the advent of Realism, Impressionism, 

and Post-Impressionism. Our objective is to account for a 

selection of remarkable pictures (by David, Géricault, Courbet, 

Manet, Degas, Monet, Toulouse-Lautrec, van Gogh, Cézanne, et al.) 

and to assess the changing cultural circumstances under which the 

art of painting was produced during the nineteenth century. This is 

the period during which modern art developed its characteristic 

strategies and behavioral patterns: an insistence on innovation, 

originality and individuality; a contentious involvement with tradition; 

a critical relationship with both institutional and commercial 

culture; and a somewhat strained allegiance with radical politics 

and alternative subcultures. It is also the period that witnessed a 


thoroughgoing reassessment of the possibilities and limitations of 

visual media. Over the course of the academic term, this class 

takes stock of the connections between artistic production and a 

society radically transformed by revolution, industrialization, and 

the emergence of consumer capitalism. It also focuses on the formal 

means by which artists sought to picture — and to understand 

— the advent of modernity. So our objective is nothing less than to 

account for a radical and thoroughgoing transformation of the making 

and reception of modern art. 

D. 4 

Instructor: Lay, Howard G 

HISTART 285 / AAPTIS 285. Visual Culture Islam. 


Section 001. This course examines the visual cultures of Islam 

around the world from the 7th to the 20th century. Beginning with 

a discussion of Islam, Muhammad, the Qur’an, and a definition of 

“Islamic” art, we will discuss the roles and meanings of demarcating 

divine topography as visible in the Ka‘ba in Mecca and the 

Dome of the Rock in Jerusalem. The rapid spread of Islam to the 

east and west during the 9th-11th centuries created a new vocabulary 

for Islamic art and architecture, fusing pre-existing Byzantine 

and Persian models with Islamic innovations. We will look at 

mosque and palace complexes in North Africa, southern Spain, as 

well as in Mesopotamia and Central Asia. During the Crusades, 

Islam came into close contact with Europe, resulting in fascinating 

hybrid objects and architecture that call into question the simplistic 

division of “East” and “West.” From the 15th to the 17th century, 

the three so-called gunpowder states of Anatolia (the Ottomans), 

Persia (the Safavids), and the Indian Subcontinent (the Mughals) 

created new concepts of empire, wealth, and administration in the 

imperial cities of Istanbul, Isfahan, and Agra. Finally, Colonialism 

and Orientalism will be examined, as well as the emergence of 

modern Islamic art and visual culture. 

A. B. 1, 2 

Instructor: Gruber, Christiane J 

HISTART 292 / ASIAN 292. Introduction to Japanese Art 



those who have completed or are enrolled in HISTART 495. 

Section 001. This course adopts an interdisciplinary approach to 

the history of Japanese visual culture, introducing the art of the archipelago 

from ancient times through the present day. Although 

primarily a chronological examination of key artistic monuments, 

the class will also discuss thematic issues such as the materiality of 

art, cultural exchange, the meaning of nature, and the relationships 

between artistic production and religion, class, and society. The 

course makes no claim to be comprehensive, and the goal of the 

lectures is only to introduce you to the panoply of Japanese art and 

the ways that it interacted with the cultures that produced it. At the 

end of the course, you should have a better understanding of many 

aspects of Japanese history, thought, religion, and visual culture; 

but you should also develop a heightened awareness of and sophistication 

about your visual world in general. 

C. 1, 2, 3, 4 

Instructor: Carr, Kevin Gray 

HISTORY (History) 

Course Numbers 

100-level courses are introductory and broad in nature and assume 

no background in the topic. 

200-level courses, most of which are lecture courses, are equally 

suitable for first-year students, but are not restricted to them. 

300 and 400 level courses are more focused topics and require 

substantially more demanding workloads. These are designed for


juniors and seniors, but not restricted to them. Students with 

strong backgrounds in history may take upper-level courses in their 

first two years. Most history courses carry no prerequisite requirements. 

Courses for First-Year Students 

First-Year Writing Courses 

All LSA students take a First-Year Writing course to satisfy the LSA 

writing requirement. If you have an interest in history, HISTORY 

195, “The Writing of History,” is designed to allow you to develop 

your college-level writing skills in the context of history. Section 

topics change each term, taught by advanced graduate students 

in the final stage of degree completion. Classes are limited to 

18 to allow individual attention and student participation. 

HISTORY 195 may not be included in a History concentration 

First-Year Seminars (HISTORY 196 and 197) 

First-Year Seminars provide an opportunity to begin your college 

study of history in a small seminar setting. These courses are 

taught by history professors who choose stimulating topics in the 

area of their expertise to engage their students in the historical discipline. 

Students are active participants in discussion and develop a 

strong background college-level history critical thinking, reading, 


History First-Year Seminars satisfy LSA area distribution for nonconcentrators 

(HISTORY 196 = Social Science; HISTORY 197 = 

Humanities). 

First-Year Seminars may not be included in a History concentration. 

Introductory Survey Sequences 

Electing a course from one of the six history concentration Introductory 

Survey Sequences is a good way to sample the department’s 

offerings and get an early start toward history concentration. 

For students who do not plan to follow a history program, 

these 100- and 200-level courses satisfy either the social science or 

humanities LSA college requirements. 

Department of History Waitlist Policy: 


History course. Students should register on the waitlist according to 

their preferred section AND attend the first class. Overrides will be 

issued automatically, in waitlist order, up to the first day of class by 

the department as space becomes available. Students are notified 

by email and given two days to use the override; the seat may go 

to an alternate student on the waitlist if the override is allowed to 

expire. Students should remember that for cross-listed courses, 

their waitlist position as seen on Wolverine Access is relative to the 

unit under which they are enrolled. Unused overrides may result in 

the student being removed from the waitlist completely. No overrides 

will be issued automatically after the first day of classes — 

students (waitlisted or not) must attend the first class and obtain 

an override from the instructor or GSI. 

HISTORY 110 / MEMS 110. Medieval, Renaissance, and 

Reformation Europe. 


Starting in the sixth century and moving quickly through to the sixteenth 

century, this course offers students an accessible and entertaining 

introduction to the fitfull process by which the inhabitants of 

Europe began to see themselves as “Europeans,” as the bearers of 

a Western civilization. We will begin with the transformation of the 

pagan world into a Christian one, and we will end with the 

European discovery of new worlds. On the journey between these 

points, you will learn the key themes of European history as well as 

Europe’s place in the wider world. In addition, by working with primary 

sources, you will gain essential preparation for more advanced 

courses, learning to think, debate, and write like a historian. 


There will be a midterm and a final exam, which test your under- 

standing of the broader themes, as well as two, short writing assignments 

based on primary sources. 

Instructor: Fancy, Hussein Anwar 

HISTORY 132 / AAPTIS 100 / ACABS 100 / HJCS 100. Peoples 










HISTORY 195. The Writing of History. 

(4). (FYWR). May not be repeated for credit. This course may not 

be included in a History concentration. F. 

Each section of "The Writing of History" will study a different era 

and topic in the past, for the common purpose of learning how history 

is written and how to write about it. Students will read the 

work of modern historians, documents and other source materials 

from the past. The goal will be to learn how to construct effective 

arguments, and how to write college-level papers. 

Section 001 — Rome Meets Egypt: Imperial Domination and 

Provincial Power in the Ancient Mediterranean. 

This course introduces the history of ancient Egypt under Roman 

rule from the battle of Actium through the beginnings of Christianity 

(31 BCE to 356 CE). Students will learn about the economic, 

social, and cultural interactions between Egypt and the rest of the 

Mediterranean world and how those interactions affected daily life 

in Roman Egypt. Special emphasis will be placed on Rome's physical 

and cultural exploitation of Egypt, from grain to gods, and how 

these physical and cultural assets spread throughout the Roman 

Empire. Students will learn first-hand about archaeology and papyrology, 

academic disciplines which support the study of ancient 

Egypt, through trips to the Kelsey Museum of Archaeology and the 

Papyrology Collection at Hatcher Library. 

Instructor: Platte, Elizabeth Leigh 

Section 002 — From Actress to Activist: Women in Public 

Life in Nineteenth-Century America. 

Abolitionists, actresses, labor activists: all of these women helped 

redefine the boundaries of gender and public life in America in the 

nineteenth century. This course on the “The Writing of History” will 

explore the many aspects of women’s involvement in public life in 

the nineteenth century, introducing students to key moments and 

issues in nineteenth-century women’s history as a way to teach 

them about the craft of writing history. We will look at moral reformers, 

wage laborers, actresses, writers, and women’s rights activists, 

and analyze the range of sources produced by and about 

women that contributed to conversations about women’s activities 

in public life. 

The course readings will consist of a combination of focused scholarly 

essays and primary documents, including memoirs, fiction, and 

newspaper articles. Students will be asked to think, discuss, and 

write about how ideas about gender and representation operate in 

these sources. The readings will enable students to identify the 

many ways women participated in public life, and to analyze how 

women represented themselves and various social and political issues, 

and the terms according to which these women were evaluated. 


This course is first and foremost a writing course, and over the 

academic term we will develop your skills in the written analysis of 

primary and secondary documents. Students will write three short 

(1-3 page) response papers that will give a close analysis of the 

weekly readings. Over the academic term you will write three for-

mal essays that will place multiple sources in conversation. We will 

“work-shop” these essays as part of a peer review and revision 

process. 

Instructor: Lampert, Sara Elisabeth 

Section 003 — Technology and the Culture of Modernity, 

1870-2010. 

This course will introduce students to the concept of modernity and 

its role in defining contemporary Western and ultimately, global, 

existence. Students will trace this term from its origins in the midnineteenth 

century through to our current wireless “postmodern” 

era. Specifically, we look at two key features of modernity — urban 

spaces and media technologies like the cinema, television, computers, 

and the Internet. By examining the spaces in which people live 

and the media through which they interact, this course interrogates 

the role of technologies in shaping our modern consciousness and 

sensibility. 

Required textbooks include Strunk, William and White, E.B. The 

Elements of Style. 4th ed. New York: Longman, 1999; and 

Turabian, Kate L. A Manual for Writers of Research Papers, Theses 

and Dissertations. 7th ed. Chicago: University of Chicago, 2007. 


Students will write, edit, and revise a series of reading-response 

papers, journal- or blog entries, and submit a research paper at the 

end of the term. 


Students are not required to have any previous coursework in history, 

media studies or communication studies although some familiarity 

with twentieth-century world history would be preferable. 

Class Format: 

Course instruction will include lectures, in-class group discussions, 

and possibly online activities. 

Instructor: Garner, Kenneth H 

Section 004 — Law and Gender in Modern India. 

This course examines the history of law in India, the world's largest 

democracy, while paying special attention to gender. Beginning in 

the nineteenth century and concluding with the most recent developments 

in Indian law, we will examine questions such as: What, if 

any, is the British colonial legal legacy in India? Did British rule 

promote the “rule of law,” as is frequently claimed? How did Indian 

lawyer-nationalists like Mohandas Gandhi envision the Indian legal 

system and women's roles in it? After Independence from Britain in 

1947, how did the Indian Constitution come to be written with farreaching 

guarantees of social justice for women, lower classes and 

lower castes? Have these promises of human rights been fulfilled? 

What are the roots of recent progressive court decisions legalizing 

homosexuality, and how have these been received in India? 

During the semester, we will learn to think and write historically 

about legal change in India, and we will examine a range of historical 

and legal sources such as court cases, political tracts, letters, 

and autobiographical writing as well as some visual sources and 

documentaries. This course fulfills the First Year Writing Requirement. 


Students will maintain an informal blog, and will undertake a series 

of short writing assignments over the course of the term designed 

to build writing skills. The major assignment of the term will be a 

10-page research paper on a topic of the students’ choosing related 

to the course themes. 

Class Format: 

Classroom sessions will combine brief lectures with seminar-style 

discussion of weekly readings and student writing. Two in-class 

writing workshops will be held over the course of the term to give 

students an opportunity to get valuable feedback on their work, 

and to learn how to provide constructive criticism on other students’ 

work. 


Instructor: Grapevine, Rebecca Rose 

Section 005 — Race and Immigration in the American 

Metropolis. 

This course will examine the history of race and immigration in the 

American metropolis, from the early 20th century to the present. 

We will explore the origins of iconic immigrant landscapes — the 

Chinatown or Little Italy at the center of many cities — as well as 

the new communities springing up as Latino and Asian immigrants 

settle in suburban America. We will discuss how racial ideas have 

shaped the geography of immigration and how immigrants have 

struggled for full citizenship and civil rights. 

The course will introduce students to theories of race and space in 

the social sciences. It will also introduce students to the methods of 

history as an academic discipline. Students will learn how to conduct 

original historical research, drawing on the University of 

Michigan's excellent archival and online collections. In addition to 

analyzing written texts, students will explore the history of race and 

immigration through photography, music, and film, including the 

recent Detroit movie Gran Torino. 

Course Requirements 

This course requires frequent writing and revision; assignments will 

include short papers, a writing portfolio, and a final paper on a 

topic of your choice. 

Instructor: Cavin, Aaron Ivan 

HISTORY 196. First-Year Seminar. 



A basic introduction to historical thinking and method through 

small-course seminar experience. Topics vary from term to term; 

however, no matter what the topic, students can expect to spend a 

great deal of time learning to think critically about historical questions 

and to write well. As such, the First-Year seminar should serve 

as an introduction to upper-level course work in history and related 

fields of study. 

Section 001 — World-Wide Witchcraft: Witch-Belief and 

Witch-Hunting in Global Perspective. 

Deadly attacks on suspected witches proliferate in the 21st century 

as they did in early modern Europe, where witch-hunts took the 

lives of tens of thousands of people, mainly women. What should 

we make of this near-universal fear of what many observers today 

consider an imaginary crime? 

The course engages with historical and anthropological methodologies 

and with global and comparative approaches as they apply to 

the fascinating and horrifying subject of witchcraft belief and persecution. 

Instructor: Kivelson, Valerie Ann 

Section 002 — The Entry of the Jews into European Society, 

1750-1850. 

This course offers students the opportunity to take a close look at 

how the Jews of Western and Central Europe made the passage 

from tradition to modernity in the eighteenth and nineteenth centuries. 

We will discuss how Jews became citizens of the states in the 

which they lived, how they redefined the nature of Jewishness and 

the character of Judaism to fit their new status, how they adopted 

non-Jewish values and modes of behavior, and how they entered 

(or tried to enter) new spheres of activity in state and society. We 

will examine, in particular, why this transformation proceeded more 

rapidly and smoothly in some states (like France, the Netherlands, 

and Great Britain) than in others (like Prussia and the Habsburg 

Empire). We will also focus on the subjective experience of the 

transformative processes of acculturation, integration, and secularization. 

Accordingly, the reading will emphasize, as much as possible, 

primary sources illuminating how individuals experienced the 

passage from tradition to modernity. We will also utilize graphic 

materials from the special collections division of the University


Library to understand how representations of Jews and Jewishness 

influenced the above processes. 


Students will be evaluated on the basis of their classroom participation 

and the three analytical essays they will be asked to write. 

Class Format: 

Students will be expected to do a considerable amount of reading, 

some of it difficult, and to discuss the assigned texts in class. This 

is a discussion-driven, rather than lecture-driven, class. 

Instructor: Endelman, Todd M 

HISTORY 197. First-Year Seminar. 



A basic introduction to historical thinking and method through 

small-course seminar experience. Topics vary from term to term; 

however, no matter what the topic, students can expect to spend a 

great deal of time learning to think critically about historical questions 

and to write well. As such, the First-Year seminar should serve 

as an introduction to upper-level course work in history and related 

fields of study. 

Section 001 — Modern British History in Fiction. 

This course will use novels to think about how British history has 

been represented through fiction and to explore broader themes. 

The goal is not to judge fiction against "real" history but to consider 

how fiction can present history and be about history, how fiction 

may produce historical knowledge and what kinds of historical 

knowledge novels may presume. 

• What kinds of history get represented? 

• How do authors show relations between different histories? 

• What are the risks of fiction as a mode of writing history? 

• What kinds of historical forces does fiction have a hard time 

with? 

• What does it do especially well? 

• Does fiction always "domesticate" history, making it a story of 

individuals and emotions? 

• What techniques of writing have authors explored to capture 

the difference, the strangeness of the past? 

We may also consider film versions of some texts. 

No previous knowledge of British history is required, and we will 

read a range of works that address different areas of British history, 

within and beyond the British isles, with most works dealing with 

modern history. 

Instructor: Israel, Kali A K 

Section 002 — The Long Civil Rights Movement: From 

World War II to the Present. 

Historians have recently used the phrase "the Long Civil Rights 

Movement" to emphasize the alliance between civil rights organizations 

and the labor movement dating back to the 1930s and 1940s 

in struggles against racial discrimination. The phrase also describes 

recent scholarship on the evolving nature of struggles for equality 

in the urban North, as well as the Deep South, during the late 

1960s and 1970s, and their relationship to the Women's movement, 

the antiwar movement, and the youth counterculture. Through a 

selection of diverse texts (history, literature, film, drama, popular 

music), we will discuss the history and legacy of the movement. 

Instructor: Gaines, Kevin K 

Section 003 — Say it Loud: Black Culture in America. 

The Afro. The zoot suit. Hip Hop. Ma Rainey. Boondocks. Aretha 

Franklin. James Brown. Each of these cultural items is tied not only 

to personal taste or entertainment value but also to larger political 

and social issues around race. In this course, we will analyze Black 

expressive culture (such as in music, art, literature, and television) 

and Black everyday culture (such as through hair, fashion, and language), 

and seek answers to two broad questions: 

• What is the relationship between Black culture and the Black 

freedom struggle? 

• What is the relationship between “Black” culture and “American” 

culture? 



Class Format: 

First-Year Seminar 

Instructor: Berrey, Stephen 

Section 004 — Religion and Revolutions: A Comparison of 

the French, Russian, Turkish and Iranian Cases. 

This course raises the central questions concerning the struggle between 

the received dogma of religion, and freedom of thought and 

conscience by focusing on issues such as: 

• Views of the 18th century on Man, religion, and reason 

• efforts of the 19th century thinkers like Marx, Comte, 

Durkheim, Weber to change society in a more “rational” direction 

• role of the French Revolution in bringing down the traditional 

underpinnings of European society 

• Russian Revolution and the development of the Marxist position 

on religion 

• Turkish secularist revolution and the destruction of the Ottoman 

Empire 

• Iranian Civilization and the Iranian Revolution 

• Huntington’s concept of the “Clash of Civilizations.” 

Among the questions we will be dealing with are: 

• Is it possible to have a “secular” world? 

• Is it still possible to have a unified “religious” vision? 

• What is the relationship of “religion” to a “secular” state or to a 

“secular” public? 

• How can religious traditions relate to each other, in a constructive 

and creative fashion, without descending into violence, at a 

time when they are obliged to come into closer and more intimate 

relations with each other than ever before? 

• What is the relationship between religion and revolution? 

• Is religion on the way out, or is it on the way in? 

• What contributes to the phenomenal rise in fundamentalist 

commitment in so many places? 

• Are there exceptions? 

• Are we condemned to have a Star Wars like “clash of civilizations” 

between Islam and “the West”? 


Section 005 — Race in US Pop Culture. 

The United States has always been a racially and culturally diverse 

nation. The meaning of that heterogeneity, however, has been 

fiercely debated. Our objectives for this class will center on building 

critical interpretative skills to think about racial representations in 

U.S. popular culture over the past 150 years. This class is somewhat 

different from other history classes. Rather than focusing on 

constructing a time line of events, we will explore how changing 

ideas about race influenced the representations of particular 

groups, including whites, African Americans, Latinos, Native Americans, 

and Arab Americans. We will learn to "read" popular media 

(including novels, films, comic books, etc.) as another primary historical 

source. Our attention will be focused on how racial representations 

intersected with assumptions about gender, sexuality, economic 

class, and national belonging. To this end, we will start with 

the assumption that media functions as mechanisms of socialization 

and as a venue for expressing popular concerns or beliefs. With this 

in mind, we will strive to uncover how past anxieties about racial 

diversity continue to haunt contemporaneous discussions and 

debates. 

Instructor: Mora, Anthony P

Section 006 — Inventing the Seaside. 

This seminar examines changing understandings of the sea and 

coastline in different cultures and historical moments. What cultural 

meanings have been attached to the sea? What role has the sea 

played in the imagination? As a site for social relationships? Particular 

attention is given to the fashioning of the beach as a space of 

health, leisure, and tourism, as well as the tensions between tourism 

and other economic activities centered around the sea. 


First-year students 

Class Format: 

Seminar 

Instructor: Ballinger, Pamela 

Section 007 — Making of the Modern University. 

Despite the medieval founding of some venerable institutions in 

Europe — not to mention the architectural imitation of many others 

in the U.S. — the university as we know it is a modern institution. 

Every research university that exists today was either newly 

founded or radically reformed and reconstituted during the 19th 

century. Why, and how, did this transformation occur? What has 

been the university’s relation to the state, and to the Christian 

church? This course will examine the history of the university from 

the 12th century to the present, focusing particularly on the crucial 

period of its re-invention in the 19th. The significant role the University 

of Michigan played in this history will be also considered. 

The seminar members will be introduced to some of the foundational 

skills and methods of historical research, utilizing both physical 

and digital archival resources. 

Instructor: Masuzawa, Tomoko 

Section 008 — History Through Literature. 

This course takes a broad sweep through the epic transformations 

in the United States and its intersection with the broader world over 

the past century through reading historical fiction (and one work of 

science fiction). We’ll identify and talk about the historical transformations, 

political and social conflicts, and profound ethical issues 

faced by characters in these books. 

Required readings: 

• E.L. Doctorow: Ragtime; 

• Philip Roth: The Plot against America; 

• Graham Greene The Quiet American; 

• Barbara Kingsolver The Poisonwood Bible; 

• Marjane Satrapi Persepolis; 

• Thomas Pynchon: Vineland; 

• Octavia Butler; Parable of the Sower; 

• Kamila Shamsie Burnt Shadows. 


Assignments include weekly one-page response papers, a short 

paper, and a final creative project. 



Class Format: 

The class is primarily discussion based, but we will sometimes 

augment the reading with film or music, drawing on cultural references 

within the novels or film adaptations. 

Instructor: Von Eschen, Penny M 

HISTORY 200. Ancient Greece to 323 B.C.E. 


A survey of ancient Greek history from the Bronze Age until the 

death of Alexander the Great. Topics to be discussed include: interactions 

between Greece and other ancient civilizations; the development 

of Greek city-states (e.g., at Athens and Sparta); local or 

regional identities and the formation of a common Greek identity 


(panhellenism); society and culture. Readings will include mainly 

ancient texts in translation and some modern scholarship. 


Final grade is based on two tests, frequent short writing assignments, 

and participation in discussions. Everyone welcome (no special 

background required). 

Class Format: 

Course consists of lectures and sections in which students make 

critical use of sources to discuss and debate historical questions. 

Instructor: Moyer, Ian S 

HISTORY 204 / ASIAN 204. East Asia: Early Transformations. 


This course offers an overview of more than three thousand years 

of East Asian history, from ca. 1600 BCE through ca. 1800 CE. 

Since every such survey must be selective, this course will emphasize 

political, social, and cultural transformations. Aided by the 

course textbook, we will inquire into the nature of political power, 

the succession of dynasties and military regimes, the growth and 

spread of religions, and the transformation of family structures, 

economies, and diplomatic relations. The course will introduce the 

different, distinct histories of China, Korea, and Japan, but will also 

chart the interactions between these cultures, following the travels 

of monks and merchants, diplomats and conquerors, across the 

islands and continents. The primary-source readings for the lectures, 

and especially for the discussion sections, will offer an opportunity 

to see these changing cultures and landscapes through the 

eyes of contemporaries: early Chinese philosophers, Korean royal 

officials, Japanese court ladies, even European travelers. The primary-source 

readings will also give occasion to reflect on the origins 

and nature of historical knowledge, thereby making this course 

not only an introduction to East Asian history, but also an introduction 

to history as an academic discipline. 

The course uses a textbook and a course pack, at a total cost of ca. 

$100. 


The course requires: attendance of all lectures and discussion sections 

(10%); preparation of the reading assignments and the reading 

questions for both lectures and discussion sections, and three 

quizzes in the discussion section (30%); two in-class examinations 

(30% each). 

Instructor: de Pee, Christian 

HISTORY 206 / ASIAN 206. Indian Civilization. 


Section 001. This course is an introduction to the cultures and 

histories of South Asia, the region of the world that today is constituted 

by the modern nation-states of India, Pakistan, Bangladesh, 

Sri Lanka, Nepal, and Bhutan. The aim of the course is to provide a 

broad over-view of the various historical, cultural, social, and political 

developments that contribute to making the region one of the 

most diverse in the world. The course includes a study of the following 

themes: social and religious gender and sexuality; and 

commercial relations with a wider world. We will close with a review 

of India's encounter with modern Europe, the establishment of 

colonial rule in the subcontinent, and the formation of the nationstates 

of today. 

Instructor: Prange, Sebastian Rafael 

HISTORY 208. Topics in History. 

(3 - 4). May be elected twice for credit. 

This course is intended to examine select topics in history not covered 

under a specific country or time period.


Section 001 — The World Before 1492. 

This course will meet the Global History requirement for students 

interested in earning certification to teach history/social studies in 

secondary schools. 

Long before European “voyages of discovery” ushered in the modern 

era of globalism and global inequality, huge areas of the world 

had already been connected and divided by extensive systems of 

material exchange, cross-cultural interaction, and political integration. 

The history of these earlier worlds is the subject of this 

course. The pursuit of comparisons and connections will be the 

passport that allows us to criss-cross the regions, societies and cultures 

into which the world’s premodern history is usually divided. 

By practicing history on a large scale, particular questions and 

problems come to the fore: 

• Why did major social and technological transformations such as 

agriculture or writing arise multiple times in different areas and 

times and then spread further afield? 

• Were their causes and consequences always the same? 

• How did human groups in various regions form states, empires 

and other collectives? 

In order to understand world history in terms of both large-scale 

patterns and human actors, we shall tackle big questions by examining 

very particular pieces of evidence — both textual and material 

— from the premodern past. 

• How did cross-cultural interaction ebb and flow with changing 

patterns of migration, trade, and imperialism or with the rise of 

universal religions? 

• What effects did broad climatic and ecological changes have on 

different societies and systems of interaction? 

• How were larger world-historical trends experienced, advanced 

or resisted at more local levels? 

• How did people placed at the margins of such trends, such as 

nomads and subject populations, come to play important roles 

in large scale transformations? 


Evaluation is based on two exams, three short papers, and participation 

in discussions. 


Everyone is welcome, and no special background is required for this 

course. 

Class Format: 

The class format consists of lectures and discussion sections. 

Instructor: Moyer, Ian S 

HISTORY 210 / MEMS 210. Early Middle Ages, 300-1100. 

(4). (SS). May not be repeated for credit. F. 


The course covers the period when the first true 'Europe' was born. 

It covers the disintegration of the Roman Empire in the western 

Mediterranean, and the development of successor states in northwestern 

Europe, like the 'barbarian' monarchies, and the multiethnic 

empires of Charlemagne and the Ottonians up to 1000. Main 

themes are the development of new kinds of community among 

European people (Christian monasticism, feudalism, ethnic solidarity), 

new economic systems, and relations with the earliest Islamic 

states and with the Byzantine empire. 


HISTORY 220. Survey of British History to 1688. 


Section 001. This course introduces students to the sweep of 

English history from Roman times until the Glorious Revolution. The 

first half of it is devoted to the Middle Ages and focuses on the 

formation of the English monarchy, the role of the church in politics 

and culture, and basic social and economic structures. The second 

half treats the early modern period (c.1450-1700) and concentrates 

on the growth of the state, the Protestant Reformation, the English 

Revolution, and the social and economic changes that followed the 

Black Death and played themselves out during the reigns of the 

Tudor and Stuart monarchs. No prior knowledge of English history 

is assumed in this course, and it is intended to serve as the basis 

for more advanced work in British history and to provide background 

and comparisons for courses in English literature and 

European and American history. 

Instructor: MacDonald, Michael P 

HISTORY 227. The Rise and Fall of the British Empire. 


This course takes a critical, panoramic view of the origins, development, 

and eventual "fall" of the British Empire. Exploring the 

social, cultural, economic, and political dimensions of this history, 

this course analyzes the diverse and complicated experiences of 

empire by those that ruled the empire (or at least claimed to), and 

those who were ruled. Beginning with the extension of British rule 

in Britain and Ireland in the sixteenth century, the course turns to 

the creation of what has been called the "First British Empire" — in 

the British Isles, North America and the Atlantic. It then traces the 

remaking of this Empire, epitomized by the Revolutionary War, or 

what is often called the "Second British Empire", which was consolidating 

in the wake of this earlier effort, and eventually expanded 

British rule in astonishingly large parts of South Asia, Africa, 

Australasia and the Pacific. By the time the British Empire was at its 

peak size, in 1920, it was the largest political entity — both in territory 

and proportion of the world's population — that the world had 

ever known. Yet, as this course explores, within just a few decades 

it appeared to have "fallen" from this apparent position of apparent 

might and grandeur; first into the new political status of 

"Commonwealth", and then into virtual bankruptcy and fragmentation. 

The "fall" was no less important — perhaps even more so — 

than the "rise" of empire. The transformation of what was the 

British empire changed culture, politics and economies at both local 

and global scales, creating dozens of new states, and fashioning 

many of the defining features of our own world. As many of the 

world's hotspots continue to map on to hotspots shared with, even 

"invented" by the British Empire — Iraq, the Sudan, Afghanistan — 

the history of this Empire continues to seem unusually relevant to 

us, and our own times. 

Instructor: Salesa, Damon I 

HISTORY 230. Humanities Topics in History. 

(3 - 4). (HU). May be elected twice for credit. 

This course is meant to examine an aspect or select topic in history 

not covered under a specific country or time period. It will be 

taught from a Humanities perspective. 

Section 001 — Religion in the Making of African America. 

This course studies the historical development of African American 

religion from the faith systems adapted and created in the middle 

passage of trans-Atlantic slavery through the multiple evolutions of 

religious practice and culture in the 19th and 20th centuries. Course 

lectures examine the religious thought and experiences of Africandescended 

communities in the United States, while exploring the 

U.S. context of African American religion through its historical connections 

with religious histories of the Caribbean, South America 

and Africa. The course’s reading, listening, and viewing assignments 

highlight the generational perspectives that have sustained 

African American religion’s connection to the politics and culture of 

freedom struggles during slavery and across the long transformations 

of post-emancipation society. A primary objective of the 

course is to account for the ways that African American religion (in 

its multiple varieties) has oriented African American claims for national 

citizenship and related (and at times competing) claims of 

belonging to the African diaspora. What religion has meant to these 

overlapping identifications of nation and diaspora — the “African 

America” of our course title — will be the guiding inquiry of course 

discussion.


First-year students and sophomores. 

Instructor: Hughes, Brandi Suzanne 

HISTORY 241. America and Middle Eastern Wars. 


This course examines the U.S. military and diplomatic involvement 

in the modern Middle East, beginning at the end of World War II, 

with involvement in Iran and Egypt early in the Cold War. Much of 

the class focuses on U.S. interventions in Lebanon, Afghanistan, 

and Iraq. Attention is paid to U.S. motives and goals and to the 

ways in which Middle Eastern actors deployed conventional and unconventional 

forces against U.S. forces. 

For more information on this course you may go to the instructor's 

URL at www-personal.umich.edu/~jrcole/syl/war/war.htm. 

Instructor: Cole, Juan R 

HISTORY 244 / AAPTIS 244 / HJCS 244 / JUDAIC 244 / 






dispute. 






















HISTORY 246 / AAS 246. Africa to 1850. 


This course is a survey of African history, from about 3000 BCE until 

the middle of the nineteenth century CE. We will focus our attention 

on the following major themes in pre-colonial African history: 

• The Development of Social Complexity 

• African Political Cultures 

• Religion (African Traditional Religions, Islam, and Christianity) 

• Transformations in Gender Relations 

• Slavery and the Slave Trades 

• African history beyond the continent: The Making of African 

Diasporas 

• Increasing European Encroachment 

Africa is very large — 3-½ times the size of the continental U.S. — 

so covering roughly five millennia of its history could never be accomplished 

in an exhaustive way for the whole of the continent in 

thirteen weeks! Our approach will be to explore this history through 

five regional case studies each highlighting particular themes: 


1. Egypt and the Greater Nile Valley 

2. West Africa, the Sahara, and the Maghrib 

3. West-Central Africa 

4. East Africa and the Swahili coast 

5. Southern Africa 

BOOKS: 

• Erik Gilbert and Jonathan T. Reynolds, Africa in World History: 

From Prehistory to the Present 

• John Thornton, The Kongolese Saint Anthony: Dona Beatriz 

Kimpa Vita and the Antonian Movement: 1684-1706 


EVALUATION METHOD: 

• Exam #1 : 25 % 

• Exam #2 : 25% 

• Paper : 25% 

• Participation : 25% 

• Discussion 

Instructor: Ware, Rudolph T 

HISTORY 250. China from the Oracle Bones to the Opium 

War. 


Section 001. This course consists of a survey of early Chinese 

history, with special emphasis on the origins and development of 

the political, social, and economic institutions and their intellectual 

foundations. Special features include class participation in performing 

a series of short dramas recreating critical issues and moments 

in Chinese history, slides especially prepared for the lectures, new 

views on race and gender in the making of China, intellectual and 

scientific revolutions in the seventeenth century, and literature and 

society in premodern China. 

Instructor: Chang, Chun-Shu 

HISTORY 252 / ASIAN 260. Introduction to Chinese Civilization. 

(4). (HU). (R&E). May not be repeated for credit. No assumed 

knowledge of Chinese history, culture, or language required. 

This course is intended to introduce students to major issues in 

Chinese history from ancient times to the Chinese Revolution of 

1911, with a specific focus on issues relating to race and ethnicity. 

In this connection, we investigate three problems: 

1. China is often seen as a racially, ethnically, and culturally 

homogenous society, but what is China and (Han) Chinese? 

2. To what extent was the direction of Chinese civilization driven 

by contact with ethnic, religious, and cultural others? What role 

did ethnic, religious, and cultural conflict play in producing 

Chinese identity? 

3. How did China transition from a multi-ethnic empire to a modern 

nation state? To what extent was the creation of modern 

China a product of racial and ethnic strife? 

Readings and lectures will give equal weight to political and social 

developments, as well as to intellectual, religious, and cultural 

forces. Course assignments will not only include reading primary 

and secondary literature (entirely in English), but also require students 

to analyze visual sources. There are no books or coursepacks 

for this class; all readings will be available through CTools. 


1. Active attendance and participation in section (Note: more than 

5 unexcused absences will result in an automatic failure of the 

course); 20% of total grade. 

2. One creative project; 20% of total grade. 

3. 3 short papers (3-5 pages); 60% of total grade. 

Instructor: Brown, Miranda D


HISTORY 266. Twentieth-Century American Wars as Social 

and Personal Experience. 


Section 001. This course will examine the American experience of 

war in this century. Lectures, readings, films, and discussions will 

focus not only on the military experience itself, but on how 

America's wars — real and imagined — have shaped the country's 

economy, politics, and culture. The course will also examine the 

processes of transmission and memory: how Americans who did 

not fight learned about those who did, and what all Americans have 

remembered or have been taught to remember about the wars of 

this century. Finally, we will consider how the nation's wartime 

conduct, at home and on the battlefield, has fit into long-standing 

social patterns and behavior such as our alleged propensity for violence. 

In brief, we will be looking at the American experience of 

war as inclusively as a term will allow. 

Instructor: Marwil, Jonathan L 

HJCS (Hebrew and Jewish Cultural 

Studies) 


languages, literatures, histories, cultures, and religions of the 

ancient Near East and the medieval and modern Middle East. The 

department’s language offerings provide the foundation for the 

academic study of the literatures, histories, cultures, and religions 

of the region. The ancient language offerings include Sumerian, 




The division of Hebrew and Jewish Cultural Studies (HJCS) offers 

instruction at the introductory to the advanced level in Hebrew language, 

literature and culture. Learning the language enables students 

to engage in the study of historical, literary and religious 

texts, as well as study the politics, folklore, anthropology of the culture, 

using texts and various media, including film. The study of 

Classical and Modern Hebrew texts provides students with an integrated 

view of the development of Hebrew and Jewish literature 

and culture. 

Why Study Hebrew? People study Hebrew for different reasons. 

For some, it is the desire to be able to read the Hebrew Bible in the 

original language; for others, who are interested in Israel and wish 

to understand its people, culture and politics, Hebrew is necessary. 

Some people wish to use Hebrew as a means of communication. 

For others, the goal is the ability to read Hebrew literature, scholarship, 

newspapers or electronic media. No matter what your goal is, 

we offer a variety of courses and learning opportunities. 

HJCS 100 / AAPTIS 100 / ACABS 100 / HISTORY 132. Peoples 










HJCS 101. Elementary Modern Hebrew, I. 

(5). May not be repeated for credit. F. 

Students will develop basic communication skills in Hebrew. There 

are class discussions and readings in Hebrew as well as class and 

language laboratory drills. 

Section 001 & 002. Sections 001 and 002 of Modern Elementary 

Hebrew I are for students with no background and experience in 

Hebrew. (Students with previous knowledge of Hebrew SHOULD 

REGISTER for Sections 003 and 004.) This course will offer instruc- 

tion on all four language skills, starting with reading and writing the 

alphabet. 

Instructor: Weizman, Paula 

HJCS 192. First Year Seminar in Hebrew and Jewish 

Cultural Studies. 

Only first-year students, including those with sophomore standing, 

may pre-register for First-Year Seminars. All others need permission 

of instructor. (3). (HU). May not be repeated for credit. Taught in 

English. 

First year seminar to be offered on special topics. 

Section 001 — Old, New Lands: Jewish Immigration in 

Literature & Film. 

• What does it mean to become a refugee or an immigrant? 

• What is lost and what is gained in the process of relocation? 

This course explores these questions by looking at representations 

of Jewish immigrants in modern literature and film. During the 

nineteenth and twentieth centuries, millions of Jews either chose to 

leave Central and Eastern Europe or were forced to do so because 

of political, social, and economic circumstances; they immigrated 

primarily to the United States, Palestine, or Western Europe. 

Reading texts in translation from Hebrew, German, Polish, and 

Yiddish, we will discuss the significance of modes of transportation 

and spaces of transit: boats, trains, and airplanes, as well as train 

stations, hotels, boarding houses, elevators, and even suitcases. 

What kinds of encounters take place en route, in these various 

spaces, or upon arrival in the “old-new” lands of America or 

Palestine/Israel? 

Instructor: Barzilai, Maya 

HJCS 200 / AAPTIS 200 / ACABS 200 / RELIGION 201. 




Section 001. 

This course serves two main functions: 



















HJCS 201. Intermediate Modern Hebrew, I. 

HJCS 102. (5). May not be repeated for credit. F. 

Section 003 & 004. The focus of instruction is on the development 

of advanced language skills with an emphasis on oral and 

written communication and in standard modern Hebrew. In addition 

to reading texts, relevant cultural materials are provided through 

the use of video and technology based materials.


The final grade is based on class activities, students presentations, 

written assignments, and unit tests: midterm and final. 

Class Format: 

This course is taught in small sections and class discussion. Class 

discussions and activities are exclusively in Hebrew. 

Instructor: Rosenberg, Ilan 

HJCS 244 / AAPTIS 244 / HISTORY 244 / JUDAIC 244 / 






dispute. 























to Rabbinic Literature. 

















Class Format: 





HJCS 276 / JUDAIC 205. Introduction to Jewish 

Civilizations and Culture. 


those who have completed or are enrolled in JUDAIC 505 or HJCS 

576. 

Section 001. This course is a sweeping overview of Jewish civilization, 

from its ancient Near Eastern roots to its various expressions 

in the contemporary world. We will focus on developments 

within Jewish religious culture and political and social organization 

that united the Jewish people historically. At the same time, we will 

pay close attention to the diversity of expression of the Jewish people 

that reflects regional and gender differences, rational and mystical 

modes of expression, dissent and sectarian developments. 


Grades are based on attendance and participation in section, a midterm, 

a final, and a creative project. 



Class Format: 

The Introduction to Jewish Civilization is taught by an interdisciplinary 

team: the primary instructor provides the general framework 

in introductory lectures for each unit and U-M specialists in Judaic 

Studies offer guest lectures on a range of topics pertaining to 

Jewish history, religion, and culture. Discussion sessions provide 

the opportunity for direct contact with primary sources and for conversation. 

Instructor: Levinson, Julian Arnold 

HJCS 301. Advanced Hebrew, I. 

HJCS 202. (3). May not be repeated for credit. F. 

The course materials consist of texts from Modern Hebrew prose: 

fiction and non-fiction. Writing and speaking skills are enhanced 

through a series of related assignments. Review of basic language 

structures and enrichment of vocabulary are among the objectives 

of this course. 

HONORS (Honors Program) 

Honors Courses. The Honors Program believes that challenging 

work, including research opportunities, should be available to superior 

students from the onset of their college education. Several 

types of Honors courses are offered for first and second year students: 

• courses offered by various departments intended only for 

Honors students 

• sections of regular courses for Honors students 

• courses sponsored by the Honors Program. 

Small seminars (HONORS 250, 251, and 252) enable students to 

discuss matters of intellectual substance with a senior faculty 

member on a variety of topics. These seminars enroll a maximum 

of 15 students. 

Some upper level courses also count as Honors courses for first and 

second year students and many courses may be converted to 

Honors courses with the agreement of the professor and the Honors 

Program. 

No course elected Pass/Fail will receive the Honors notation on the 

transcript or be counted as an "Honors" course for the Sophomore 

Honors Award. 

Independent Study and Research. Underlying all the coursework 

in Honors is the firm belief that students should take learning 

outside the classroom and engage in an independent study research 

project (for credit) under the direction of a faculty member. 

The Honors Program strongly encourages qualified and able students 

to do independent study or research. These options allow 

students to concentrate a considerable amount of time and effort in 

an area of particular interest, to develop intellectual relationships


with members of the faculty and research staff, and to make more 

informed decisions about the Honors thesis and perhaps even longrange 

goals. Students are encouraged to look for a research placement 

when they have had adequate preparation to make their participation 

useful to the project and interesting for them. Honors 

academic advisors will be happy to talk with students about strategies 

for finding a project and a mentor. 

Honors research tutorials are available in any term by permission of 

the Honors Office. First-year students and sophomores elect 

HONORS 291 and 292 and may serve as research assistants for 

faculty researchers, receive instruction in research methods, or participate 

in some phase of University or individual research. 

Comparable courses are available for juniors (HONORS 390) and 

seniors (HONORS 490). 

The Undergraduate Research Opportunity Program (UROP) is another 

avenue through which to find a research placement. Some 

departments (for example, chemistry and psychology) maintain lists 

of available research projects. Many of our students find research 

work by directly contacting faculty whose areas of specialization interest 

them. 

Texts and Ideas. The Honors Program has established special 

courses that satisfy the First-Year Writing Requirement at Michigan. 

It is our firm belief that strong writing skills are best achieved by 

exposure to great works of literature, history, and philosophy, and 

by exposure to the range of critical approaches to those works. 

Except in very rare circumstances, every first-year Honors student 

must elect one of the following courses in each academic term of 

the first year: English Advanced Placement will not satisfy the Texts 

and Ideas requirement. 

Fall Term, First Year 

CLCIV 101 (Honors section) or GTBOOKS 191 (any section). 

The readings for GTBOOKS 191 and CLCIV 101 (Honors section) 

overlap considerably but they have somewhat different emphases. 

Both courses stress the writing of essays, and the instructors pay 

attention to writing techniques and problems. 

Winter Term, First Year 

CLCIV 102 (Honors section) or GTBOOKS 192 (any section) or an 

approved alternative. 

Prior to the registration period for each term, a list of courses which 

satisfy the second half of the Literature and Ideas requirement is 

published on the Honors website and is also available in the Honors 

office. This list will vary from year to year as course offerings vary. 

Honors Waitlist Policy 

Waitlist priority given to LSA Honors students in order of class year 

(seniors, juniors, sophomores, then freshmen). 

HONORS 135. Ideas in Honors. 

First-year standing in the Honors Program. (1). May not be repeated 

for credit. Offered mandatory credit/no credit. 

Section topic and meet times to be announced in May. 

A guided journey that opens first-year students' eyes to the importance 

of scholarship and research in an area of the seminar leader's 

expertise. Subject matter and discussions are confronted from the 

vantage point “Why does it matter?” 

ITALIAN (Italian) 





note that students may not take the Italian placement test more 

than one time. Beginners desiring to acquire proficiency at a faster 

pace are encouraged to enroll in ITALIAN 103, followed by ITALIAN 

233. Students who choose this option can satisfy the language requirement 

only if they then receive credit for a more advanced 

course taught in Italian (ITALIAN 235 or higher). Students must 

check with the Course Coordinator for any exceptions to the Placement 

Test level. For more information, visit the department website: 













LSA. 







ITALIAN 101. Elementary Italian. 

No prior instruction in Italian language OR placement of ITALIAN 

101. (Prerequisites enforced at registration.) Students with any 

prior study of Italian must take the Placement Test. (4). May not be 


or are enrolled in ITALIAN 100, 103, 111, or 112. 

ITALIAN 101 is an introductory-level course designed to provide 

students with a basis to communicate effectively in Italian in everyday, 

realistic situations while practicing reading and writing skills. 

This course is task- and content-based and incorporates grammar 

in a functional use of language through listening, speaking, reading, 

and writing. Vocabulary and structures are practiced in class 

through communicative activities. Readings and cultural notes introduce 

students to contemporary Italian life and culture. Their cultural 

awareness and listening skills are further developed through 

audio-visual materials. 


Evaluation criteria include: regular attendance, oral participation, 

in-class work, homework assignments, written and speaking tests, 


ITALIAN 103. Accelerated Italian. 


have completed or are enrolled in ITALIAN 100, 101, or 102. 

Course coordinator: Sandra Palaich, spalaich@umich.edu 

ITALIAN 103 is an accelerated course for those students who wish 

to develop their speaking, listening, reading, and writing skills at a 

rapid pace, while being introduced to various aspects of Italian culture. 

The pace of this class is fast and the workload is heavy. The 

material covered in this one term course is equivalent to that 

taught in two terms of ITALIAN 101 and 102. 


Course grade is based on regular attendance, oral participation, inclass 

work, homework assignments, written and oral tests, and a 

final examination. 

JUDAIC (Judaic Studies) 

With over 120 currently approved Judaic Studies courses offered 

during the Fall and Winter terms of each academic year, concentrators 

and minors enjoy diverse options as they progress through 

their studies. Students can also sample additional courses from visiting 

faculty. Frankel Center advisors assist students in determining 

the program of study tailored to individual interests. Due to ongoing 

curriculum development, the course numbers and titles are sub-

ject to change at any time. Please contact the Frankel Center for 

verification of this information and for current availability. 

www.lsa.umich.edu/judaic 

JUDAIC 101 / YIDDISH 101. Elementary Yiddish I. 


have completed or are enrolled in JUDAIC 431 or YIDDISH 431. 

Graduate students elect JUDAIC 431 or YIDDISH 431. F. 

Section 001. 

Welcome to Beginning Yiddish! 

This course offers you the opportunity to learn the basics of Yiddish 

grammar and to acquire basic reading, writing, speaking and listening 

skills. You will learn to talk about yourself and your interests, 

surroundings, friends, and family. You will also learn about the history, 

sociology and culture of Yiddish and how Jewish life of the 

past centuries is reflected in the language. You will become acquainted 

with simple Yiddish texts from various times and places — 

a poem from a Yiddish children’s textbook published in New York in 

the 1930s, Yiddish folksongs that have been sung in Eastern 

Europe for many, many years, stories from a school book used in 

our days in some haredi schools in Israel, and more. Games and 

audio-visual materials will enhance the learning process! 

Grading: Classroom Work: 30%, Quizzes & Homework: 30%, and 

Exams: 40% 

As you can see from the grading system, active classroom participation 

is very important, as are daily homework assignments — 

always due on the next class. 

I am always happy to meet with you to discuss any questions or 

concerns you may have about the class, or to give you additional 

help that you might need with the Yiddish alphabet, reading skills 

or anything else you feel you would benefit from. 

JUDAIC 150. First Year Seminar in Judaic Studies. 


sophomore standing. (3). (HU). May be repeated for a maximum of 

6 credits. May be elected more than once in the same term. 

This course will serve as a first-year seminar in the Humanities to 

be offered on special topics in Judaic Studies. Each section will 

serve as an introduction to various cultural aspects of Judaic 

Studies, such as diversity, history, ethnicity, religions, languages, 

art. 

Section 001 — Old-New Lands: Jewish Immigration in 

Literature and Film. 

• What does it mean to become a refugee or an immigrant? 

• What is lost and what is gained in the process of relocation? 

This course explores these questions by looking at representations 

of Jewish immigrants in modern literature and film. During the 

nineteenth and twentieth centuries, millions of Jews either chose to 

leave Central and Eastern Europe or were forced to do so because 

of political, social, and economic circumstances; they immigrated 

primarily to the United States, Palestine, or Western Europe. 

Reading texts in translation from Hebrew, German, Polish, and 

Yiddish, we will discuss the significance of modes of transportation 

and spaces of transit: boats, trains, and airplanes, as well as train 

stations, hotels, boarding houses, elevators, and even suitcases. 

What kinds of encounters take place en route, in these various 

spaces, or upon arrival in the “old-new” lands of America or 

Palestine/Israel? 

Instructor: Barzilai, Maya 

JUDAIC 205 / HJCS 276. Introduction to Jewish Civilizations 



those who have completed or are enrolled in JUDAIC 505 or HJCS 

576. 


Section 001. This course is a sweeping overview of Jewish civilization, 

from its ancient Near Eastern roots to its various expressions 

in the contemporary world. We will focus on developments 

within Jewish religious culture and political and social organization 

that united the Jewish people historically. At the same time, we will 

pay close attention to the diversity of expression of the Jewish people 

that reflects regional and gender differences, rational and mystical 

modes of expression, dissent and sectarian developments. 


Grades are based on attendance and participation in section, a midterm, 

a final, and a creative project. 



Class Format: 

The Introduction to Jewish Civilization is taught by an interdisciplinary 

team: the primary instructor provides the general framework 

in introductory lectures for each unit and U-M specialists in Judaic 

Studies offer guest lectures on a range of topics pertaining to Jewish 

history, religion, and culture. Discussion sessions provide the 

opportunity for direct contact with primary sources and for conversation. 

Instructor: Levinson, Julian Arnold 

JUDAIC 218. Humanities Topics in Judaism. 

(1 - 4). (HU). May be elected eight times for credit. May be elected 

more than once in the same term. 

Intended for lower-level undergraduate students, designated by the 

section title and taught by a Judaic Studies regular or visiting faculty 

member, may include fields such as philosophy, film and video, 

literature, history, political science, etc., as they pertain to Judaic 

Studies. 

Section 001 — Jews and Other Others. 

In this course, we'll look at the Jewish-American experience from 

roughly 1880 to the present day from a comparative perspective: 

that is, in terms of the ways in which that experience looks when 

placed in relation to that of African-Americans (and the fraught idiom 

of race), Asian-Americans (and the "model minority" myths applied 

to both groups) and other Euro-Americans. Our readings will 

be drawn from history (e.g., Matthew Frye Jacobsen's Whiteness of 

a Different Color), from anthropology (Sherry Ortner's New Jersey 

Dreaming: Capital, Culture, and the Class of '58), musicology 

(Jeffrey Melnick's The Right to Sing the Blues), and film criticism 

(Michael Rogin's Black Face, White Noise); but we'll spend most of 

our time reading novels, poems, and plays, and watching films that 

speak to the complexities both of the Jewish-American experience 

and of its place in the ethnoracial hurly-burly of twentieth-century 

America. 


Two short papers; One long one; quizzes every now and then to 

keep you on your toes! 

Instructor: Freedman, Jonathan E 

Section 002 — Law in the Pre-Modern World. 

This course is a historical and comparative introduction to the study 

of law, thus exposing students to a variety of ancient and medieval 

legal cultures across the globe. Besides grappling with the basic 

question of what law actually is, we investigate how law was made 

and justified, how laws were involved in governing and regulating 

human relations and transactions, and shifting notions of justice. 

We examine a range of famous and lesser-known legal sources and 

materials (codes, narratives, documents, trial records, cases, 

rituals, performances and ceremonies) as well as literature drawn 

from history, anthropology, and political theory. 

Instructor: Neis, Rachel


JUDAIC 244 / AAPTIS 244 / HISTORY 244 / HJCS 244 / 






dispute. 






















JUDAIC 270 / ACABS 270 / HJCS 270 / RELIGION 270. 


















Class Format: 




LACS (Latin American and Caribbean 

Studies) 

Quechua Language Study at Michigan. 

LACS established a Quechua Language program in 1997 that offers 

one of the world's only full-year, three-level course in the most extensively 

spoken indigenous language in the Americas. Quechua, 

the language of the Inkas, is spoken today by millions of people in 

Bolivia, Peru, Ecuador, and Colombia. It has a written literature that 

goes back to the sixteenth century. Quechua is offered as a regular 

course during the academic year at the University of Michigan in 

Ann Arbor, and as an intensive summer course in Cusco, Peru. 

Three levels are taught in year-long courses 

• Beginning Quechua (LACS 471/472) 

• Intermediate Quechua (LACS 473/474) 

• Advanced Quechua (LACS 475/476). 

LACS 474 meets the language requirement 

Summer Quechua Language Study in Cusco. The program is 

open to all college and university undergraduate and graduate students 

who wish to learn Southern Quechua. This unique program 

offers high quality intensive language instruction through the experienced 

faculty Centro Tinku and the unusual experience of living 

and learning in the ancient Inka capital of Cuzco. Classes will meet 

intensively for seven weeks. A series of lectures on Quechua culture 

and history and an extensive program of excursions and cultural 

events will supplement the courses. The Quechua courses are 

taught using the immersion method, so previous knowledge of 

Spanish is not required (though of course some familiarity with 

Spanish is useful for getting around Peru). Consult the program 

website for further information: 

www.ii.umich.edu/lacs/academics/quechua 

Courses in Other Departments 

The office of the Program makes available, during pre-registration, 

a list of many other upper-level courses related to Latin America 

and the Caribbean offered by several departments and professional 

schools of the University. 

LACS 471. Elementary Quechua, I. 

Permission of instructor. (4). May not be repeated for credit. 

Section 001. Introduces students with little or no Quechua proficiency 

to conversational and cultural skills needed to use the 

language in real life situations. Covers both written and spoken 

Quechua; introduces basic structures of Quechua while focusing on 

the development of speaking and reading skills; emphasis is on developing 

conversational ability. Those who successfully finish this 

course will gain sustained control of basic conversation. 


Evaluations based on homework, weekly quizzes, reading aloud, interviews. 

Instructor: Castillo Collado, Martin 

LATIN (Latin) 

Two convictions are basic to the Elementary Latin Program of the 

Department of Classical Studies: 

1. it is possible for every able-minded person to master the basic 

facts of a foreign language and 

2. the learning experience leading to such a mastery is a privilege 

that is very specifically human and ought to be most satisfying. 

Essential facts of morphology, syntax, semantics, vocabulary, history, 

and culture are taught, and a knowledge of these facts enables 

students to understand Latin written by the famous authors 

of the Golden Age. Since at least 50% of the vocabulary of an educated 

speaker of English is Latin in origin, English vocabulary improves 

as Latin stems and derivatives are learned. The program 

normally takes four terms to complete. A placement test may be 

taken at the beginning or end of a term, and a student may succeed 

in placing out of one or more courses in the introductory sequence. 

In the Elementary Latin Program, the department is offering LATIN 

101, 102, 103, 195, 231, and 232. LATIN 101 (see below) is for 

students with little or no previous Latin. A placement examination 

will determine the appropriate course for other students who enter 

the elementary sequence. Students with questions about which 

course to elect are encouraged to visit Professor Deborah Ross in 

2143 Angell Hall, (734) 764-0357.

LATIN 101. Elementary Latin. 

(4). May not be repeated for credit. Credit is granted for no more 

than two courses among LATIN 101, 102 and 103. No credit 

granted to those who have completed or are enrolled in LATIN 193 

or 502. 

Section 002. All of the assigned tasks/exercises in LATIN 101 are 

directed toward the reading and translation of Classical Latin and 

not toward writing or conversation. The course has as its primary 

objective the acquisition of a fundamental understanding of basic 

Latin grammar and the development of basic reading skills. The 

text for the course is Shelmerdine, Introduction to Latin. LATIN 101 

covers approximately the first half of the text. Supplementary readings 

in Roman culture will also be assigned. Grading is based on 

quizzes, class participation, hour examinations, and a final. 

Instructor: Ross, Deborah Pennell 

LATIN 102. Elementary Latin. 

LATIN 101. (Prerequisites enforced at registration.) Restricted by 

placement exam or permission of Elementary Latin Program coordinator. 

(4). May not be repeated for credit. Credit is granted for no 

more than two courses among LATIN 101, 102 and 103. No credit 


or 502. 

All of the assigned tasks/exercises in LATIN 102 are directed toward 

the reading and translation of Classical Latin and not toward 

writing or conversation. The course continues the presentation of 

the essentials of the Latin language as it covers the last half of 

Shelmerdine, Introduction to Latin. Supplementary readings in 

Roman culture will also be assigned. 


Grading is based on quizzes, class participation, hour examinations, 


LATIN 103. Review Latin. 

Restricted by placement exam or permission of Elementary Latin 

Program coordinator. (4). May not be repeated for credit. Credit is 

granted for no more than two courses among LATIN 101, 102 and 

103. No credit granted to those who have completed or are enrolled 

in LATIN 193 or 502. 

Section 001. All of the assigned tasks and exercises in LATIN 103 

are directed toward the reading and translation of Classical Latin 

and not toward writing or conversation. The text used is 

Shelmerdine, Introduction to Latin, and the course starts at the beginning 

of the book. A more rapid pace is maintained as LATIN 103 

covers the material of LATIN 101 and 102. Grading is based on 

class participation, quizzes, hour examinations, and a final. 


LATIN 195 / RCLANG 195. Intensive Latin I. 


Section 001. During this term, students will learn the essential 

morphological, grammatical, and syntactical structures of Latin, and 

will build a basic vocabulary of the language. Through readings and 

discussion students will become acquainted with significant aspects 

of Roman history and culture. 

Class Format: 

This course meets for two hours per day and covers in one 

academic term the equivalent of two terms at the level of a nonintensive 

first-year collegiate course. 

Instructor: Soter, Gina Marie 

LATIN 231. Roman Kings and Emperors. 

LATIN 102, 103, or 195. (Prerequisites enforced at registration.) 

Restricted by placement exam or permission of Elementary Latin 

Program coordinator. (4). May not be repeated for credit. No credit 


or 503. 


Section 001. A review of grammar as students are introduced to 

extended passages of Classical Latin prose through selections from 

such authors of the first centuries BCE and CE as Cicero, Caesar, 

Sallust, Livy, and Tacitus. 

Instructor: Schultz, Celia E 

Section 003. Great Romans in Latin prose and poetry is an intensive 

Honors section which covers the LATIN 231 material in half 

semester and includes an introduction to Vergil's Aeneid in its second 

half. Students who have completed successfully the Honors 

section can start accumulating credit towards a concentration/minor 

in a Classics-related field by enrolling into a 300-level LATIN course 

or higher for the last term of their language requirement. 


Section 004. This is an intensive Honors section of LATIN 231, the 

third term in the language requirement sequence. The intensive 

Honors section covers the LATIN 231 material in half of the term 

and includes an introduction to Virgil’s Aeneid in its second half. 

Students who complete the course successfully can start accumulating 

credit toward a concentration/academic minor in a Classicsrelated 

field by enrolling into a 300-level Latin course or higher for 

the last term of their language requirement. After this course, one 

more course (LATIN 232, 233 or 301/higher) IS REQUIRED to fulfill 

the language requirement. If you are not an Honors student, you 

need to obtain an override to enroll in the course. Contact Robin 

Axelrod (raxelrod@umich.edu) for an override or Donka Markus 

(markusdd@umich.edu) for more information. 

Instructor: Markus, Donka D 

LATIN 232. Vergil, Aeneid. 

LATIN 231. (Prerequisites enforced at registration.) Restricted by 

placement exam or permission of Elementary Latin Program coordinator. 

(4). (Lang Req). May not be repeated for credit. No credit 


or 503. 

The goal of this course is simple: to learn to read extensive passages 

of the greatest work of Latin literature, Vergil's Aeneid, with 

comprehension and enjoyment. This course will ask you to bring 

together and apply the knowledge and skills you have acquired up 

to this point and to build on these as you learn to read poetry. 

There will be some grammar review as necessary. You will also 

study Vergil's epic poem in English translation. By term's end, you 

should have both a good understanding and appreciation of what 

the Aeneid is all about and an ability to handle a Latin passage of 

the poem with control and comprehension. 


Grading is based on class participation, quizzes, hour exams, and a 

final. 

LATIN 301. Intermediate Latin I. 

LATIN 194 or 232. (3). (HU). May not be repeated for credit. 

Section 001. The goal of this course is to read original texts 

(Cicero, Livy, Catullus or Ovid) with both speed and depth of comprehension. 

The course offers grammar review depending on student 

need and targets advanced grammatical structures and complex 

word-order. Special attention will be given to translation skills 

and questions of meter, style, and literary interpretation. 


Grading in the course is based upon in-class translation practice, 

discussion of context and interpretation, review and sight quizzes, a 

term paper or project (5-6 pp) and a final exam. 

Instructor: Markus, Donka D


LHSP (Lloyd Hall Scholars Program) 

The Program offers writing and arts courses for all first-year students. 

The Program's writing course for entering students, LHSP 

125, meets the LSA Introductory Composition Requirement for firstyear 

students. Several sections of LHSP 125, taught by Sweetland 

Center for Writing faculty, are offered in fall term. This course, 

while emphasizing college writing, focuses on a variety of diverse 

topics and themes related to the creative arts. A variety of elective 

courses, including creative non-fiction and studio art courses, are 

also offered through LHSP. All LHSP courses are small, and active 

participation by students is encouraged. LHSP also has a Writing 

Center available for all students. 

Lloyd Hall Scholars Program Courses. A total of 20 credits of LHSP  

courses may be counted toward the minimum 120 credits required  

for an LSA degree.  

LHSP 140. Arts and Humanities. 

(3). (CE). May be repeated for a maximum of 6 credits. May be 

elected more than once in the same term. A maximum of 20 Lloyd 

Hall Scholars Program credits may be counted toward a degree. 

A studio course in drawing and painting, combined with an introduction 

to the concepts and language of art criticism. Students will 

develop skills in drawing and painting, do research on topics in art 

history and theory, and write short essays on the whole process. 

Section 001 — Red, Yellow, Blue and Beyond. 

Close your eyes and imagine that you were born completely without 

sight. Now imagine that your sight was miraculously restored. 

What would you “see”? Look at your hand and wiggle your fingers. 

Is this what you expected your hand to look like? Would you be 

able to comprehend the world around you or would everything be 

such a confusing mass of shapes, lines, colors, textures, spaces, 

shadows and light that you would feel overwhelmed by the complexity 

of it all? 

In this course we will demystify the art of seeing. Learning to draw 

and paint requires you to look at the world more closely and to record 

what you see more accurately. Learning to see, not what you 

“think” you see, but what you actually see, is the key that can unlock 

the door to your inner vision. Once you can access visual phenomenon 

through drawing and painting you will find out how much 

there is to see and how beautiful things really are. 

One half of the course will be in black and white, drawing the 

human body; something simultaneously intimate and yet completely 

foreign. The second half of the course will concentrate on 

seeing the world in color through painting. 

No previous experience necessary, however due to the rigorous 

nature of the course, students will be expected to possess a positive, 

open attitude and strong work ethic. 

Note: This course will require the purchase of art materials related 

to drawing and painting. A specific list of materials will be available 

on the first day of class. There is also a lab fee of $75, which will 

cover the hiring of the model(s). Mandatory attendance and active 

class participation required. Expect extensive outside work on 

homework assignments. Museum trips (TBA) may be required. 

Instructor: Tucker, Mark E 

LING (Linguistics) 

LING 102. First Year Seminar (Humanities). 



Designed to introduce entering students to the intellectual life of 

the university in a small course taught by an experienced member 

of the faculty. Topics vary according to the interests of the instructors. 

Whatever their subject matter, first-year seminars emphasize 

critical thinking through class discussion and regular practice in 

writing. 

Section 001 — The Pronunciation of English. 

In this course we discuss linguistic theories and techniques in analyzing 

pronunciation, using English as the primary example. We 

shall also compare English with other languages and discuss how to 

evaluate ‘foreign accents’ objectively, using computer instruments. 

There is no prerequisite for this course. 

Instructor: Duanmu, San 

Section 002 — Language and Sexuality. 

This course explores the use of language in relation to sexuality, 

with particular emphasis on the development of sexual identities. 

We examine how speakers use different aspects of language, such 

as narrative, word choice, and pronunciation, to point to socially 

relevant notions of sexuality, such as sexual orientations and behavioral 

categories, e.g., slut, stud, or prude. We also explore the 

relationship of language and sexual identity to expressions of desire 

and look at the ways in which both language and sexual identities 

are intertwined with other salient ways of interacting in the social 

world, including in terms of gender, social status and class, ethnicity 

and other kinds of cultural affiliations. Students become familiar 

with current research in language and sexuality as well as the fundamentals 

of designing and interpreting research that cross cuts 

the social sciences and the humanities. 

Instructor: Queen, Robin M 

LING 103. First Year Seminar (Social Science). 








writing. 

Section 001 — The Mathematics of Language. 

Can language be described mathematically? Is there any fundamental 

difference between human languages (English, Swahili, 

Anishinaabemowin, ...) and computer languages? Can we build a 

machine that genuinely speaks English? How does one invent a 

language (like Sindarin or Klingon) that has the ring of real language? 

What is Language? Can there be a science of language? 

We will explore the mathematical concepts and techniques that 

have been developed by linguists, logicians, and computer scientists 

to model language. The mathematical toolbox includes things 

like finite-state and context-free grammars, logic, and probability 

theory. The focus will be on syntax (how sentences are put together) 

and semantics (what they mean). 

No mathematical background is assumed beyond high school algebra. 

Enrollment is restricted to Honors students. 

Instructor: Abney, Steven P 

LING 111. Introduction to Language. 


Language permeates just about every aspect of human existence, 

and as such the study of language offers a richly interdisciplinary 

approach to understanding the human condition. This course will 

give you an overview of some of the many different ways in which 

language can be studied, and will show what we learn about being 

human from this. Because language is involved in so many facets of 

human existence, the study of language affords excellent background 

for many other fields such as cognitive and social psychology, 

sociology, neuroscience, history, foreign languages, sociology, 

anthropology, etc. Topics from at least three of these areas will be 

addressed in the course:

i. Cognitive aspects of language. What does it mean to say 

that you “know” some language? What aspects of this knowledge 

are acquired and how are they acquired? What aspects 

are genetically determined and do not need to be acquired? 

How can we best describe this knowledge? 

ii. Physiological aspects of language. Many different systems 

of your body are involved in the production and perception of 

language — the mouth, the visual system, auditory system, the 

brain, the hands (for signed languages), etc. What are the 

properties of these different systems? What do the properties 

of these systems tell us about language and about being 

human? Are there any parts of the human physiology that are 

uniquely specialized for language? 

iii. Social aspects of language. Language is a powerful tool of 

identity construction. We use language both to define our own 

identity, and to classify others. How do we use language to 

achieve this social identity formation? How is language used as 

a political tool for creating social cohesion and/or oppression? 

iv. Historical aspects of language. Language is constantly 

changing. American English, for instance, is pronounced very 

differently from British English. There are also many vocabulary 

differences between British and American English. What factors 

(including cognitive, physiological, and social) lead to change, 

and how can we trace the evolutionary path? How are new languages 

created and why are so many languages currently on 

the verge of extinction? 

Instructor: Keshet, Ezra Russell 

LING 140. Introduction to Deaf Culture. 


Section 001. This course introduces students to Deaf culture 

within the United States, and focuses on the link between culture 

and language (in this case, American Sign Language). An analysis 

of medical and cultural models of perceiving deafness is investigated 

to familiarize students with the range of perceptions held by 

members of the cultural majority and the effect it has on the Deaf 

community. The influencing factors of educational systems on deaf 

children are reviewed to understand the link between language systems 

used in the classroom and the development of a Deaf identity. 

The historical roots of American Sign Language and the value of 

language preservation provide for additional overview of attitudes 

in American society. Social adaptations to deafness and individual 

factors of communicative and linguistic development are analyzed 

for understanding the implications of family and social systems on 

deaf children and adults. 

Instructor will use a course pack. 


There will be weekly written assignments (1-2 paragraph reaction 

statements to readings from the course pack) or weekly quizzes. 

There will be a written midterm and final. 

Instructor: Berwanger, Paula D 

LING 150. Elementary American Sign Language. 

Concurrent enrollment in or completion of LING 140. (4). May not 

be repeated for credit. 

Section 001. LING 150 is a beginning course in American Sign 

Language (ASL) that introduces students to basic grammatical 

structures and sign vocabulary through intensive classroom conversational 

interactions. Emphasis is on practical communicative functions 

as students learn how to communicate in a visual-gestural 

channel. Classroom work is supplemented by video-taped workbook 

exercises to facilitate development of receptive language skills. 

LING 140 (Introduction to Deaf Culture) is a pre- or co-requisite for 

this course. 

This course will be conducted exclusively in American Sign 

Language. Required course materials include a workbook and 

videotape. Handouts will also be provided. An optional Dictionary of 

ASL is suggested. 



Students will complete weekly assignments from the workbook. 

There will be both a midterm and final consisting of both written 

exams and videotaped Sign Language interactions. A 3-5 page term 

paper is also required (a report on a Deaf social event, on an interaction 

with Deaf persons, or on an approved article or subject). 

Class Format: 

Class will meet two days, two hours per day. There will be 1-2 

hours of weekly lab work to be completed at the Language 

Resource Center. 

Instructor: Berwanger, Paula D 

LING 209 / PSYCH 242. Language and Human Mind. 

(4). (ID). May not be repeated for credit. 

This course is designed to introduce students to the “cognitive 

revolution” and its impact on the contemporary study of language. 

The course reviews the Chomskyan shift away from speech behavior 

or “languages” as the object of inquiry to the experimental and 

theoretical study of the cognitive mechanisms underlying our 

unique human capacity for language, the exercise of which permeates 

virtually every aspect of human life, including what you are 

now doing! In every household, all of the children, barring pathology 

— but none of the dogs, cats or other organisms (nor the inanimate 

objects!) — acquire the language spoken (or signed) by 

the adults. There is some biological property of humans that makes 

this feat possible. 

• What do we know when we know a language? 

• What does it mean to say that humans have an innate capacity 

for language? 

• Why has this innateness claim generated so much contentious 

debate? 

• How do languages differ, and why? 

• How is it that you are now scanning text with your visual system, 

and converting little squiggles you perceive into meanings? 

• What is a meaning? 

• Given that you can perform this squiggle-to-meaning conversion, 

how does your converter work? 

• How do speakers of sign languages (again, humans but not 

dogs) convert moving hand shapes into meaning? 

Isn’t it true that the conversion to meaning you are now performing 

allows your mind to now know what my mind is now thinking? That 

is, through this process aren’t you acquiring knowledge of my 

thoughts, (thereby facilitating educated guesses as to what this 

course and these Profs. will be like?) or is that crazy talk about 

“mind reading”? 


Homework, quizzes, class participation, final exam 


Freshmen and sophomores interested in Linguistics and Psychology 

as cognitive science. 

Instructor: Epstein, Samuel D 

LING 210. Introduction to Linguistic Analysis. 


Languages are rule-governed systems. The rules that interest linguists 

are not prescriptive ones of the type "don't split infinitives" 

but are rather the systematic patterns that language speakers unconsciously 

know as part of their linguistic competence. For example, 

as a speaker of English you know how to order words in a sentence 

to convey a particular meaning and how to change that 

meaning with seemingly subtle changes in pitch; you can appropriately 

modify your speech for different social situations, and can understand 

and create novel sentences you've never heard before. 

This course in linguistic analysis introduces students to the methods 

and theoretical principles used by linguists for rendering speakers'


implicit knowledge of their language explicit. Drawing on data from 

English and many other languages of the world, we will investigate 

the sounds of language, how they are produced and perceived 

(phonetics), and how they pattern into syllables and words (phonology). 

We will study processes of word formation (morphology), 

sentence structure (syntax), and the relation between these structures 

and the construction of meaning (semantics). We will consider 

data such as errors children make when acquiring language, 

language games, historical reconstructions of extinct languages, instrumental 

measures, and experimental findings. Our goal is to understand 

the properties shared by all languages as well as the ways 

in which languages can differ from each other and change, with the 

broader aim of understanding the formal structure of human language 

— how language "works". 

Instructor: Beddor, Patrice Speeter 

MATH (Mathematics) 

Elementary Mathematics Courses. 

In order to accommodate diverse backgrounds and interests, several 

course options are available to beginning mathematics students. 

All courses require three years of high school mathematics; 

four years are strongly recommended and more information is 

given for some individual courses below. Students with College 

Board Advanced Placement credit and anyone planning to enroll in 

an upper-level class should consider one of the Honors sequences 

and discuss the options with a mathematics advisor. 

Students who need additional preparation for calculus are tentatively 

identified by a combination of the math placement test (given 

during orientation), college admission test scores (SAT or ACT), and 

high school grade point average. Academic advisors will discuss this 

placement information with each student and refer students to a 

special mathematics advisor when necessary. 

Two courses preparatory to the calculus, MATH 105 and 110, are 

offered. MATH 105 is a course on data analysis, functions, and 

graphs with an emphasis on problem solving. MATH 110 is a condensed 

half-term version of the same material offered as a selfstudy 

course taught through the Math Lab and is only open to students 

in MATH 115 who find that they need additional preparation 

to successfully complete the course. A maximum total of 4 credits 

may be earned in courses numbered 103, 105, and 110. MATH 103 

is offered exclusively in the Summer half-term for students in the 

Summer Bridge Program. MATH 107, Mathematics for the Information 

Age, is a course for students who may not want or need to 

take calculus. It encourages mathematical exploration of a variety 

of topics both inside and outside of mathematics. 

MATH 127, 128, and 174 are courses containing selected topics 

from geometry and number theory. They are intended for students 

who want exposure to mathematical culture and thinking through a 

single course. They are neither prerequisite nor preparation for any 

further course. No credit will be received for the election of MATH 

127, 128, or 174 if a student already has credit for a 200 (or 

higher) level MATH course. Each of MATH 115, 185, and 295 is a 

first course in calculus. Generally credit can be received for only 

one of MATH 115 or 185. The sequence MATH 115-116-215 is appropriate 

for most students who want a complete introduction to 

calculus. One of MATH 215, 255, 285, or 395 is prerequisite to 

most more advanced courses in Mathematics. 

The sequences MATH 156-255-256, 175-186-285-286, 185-186- 

285-286, and 295-296-395-396 are Honors sequences. Students 

need not be enrolled in the LSA Honors Program to enroll in any of 

these courses but must have the permission of an Honors math advisor. 

Students with strong preparation and interest in mathematics 

are encouraged to consider these courses. 

MATH 185 through 285 covers much of the material of MATH 115 

through 215 with more attention to the theory in addition to applications. 

Most students who take MATH 185 have taken a high 

school calculus course, but it is not required. MATH 175 through 

186 assumes knowledge of calculus roughly equivalent to MATH 

115 and covers a substantial amount of so-called combinatorial 

mathematics as well as calculus-related topics not usually part of 

the calculus sequence. MATH 175 is taught in the Inquiry-Based 

Learning (IBL) Through guided exploration under the guidance of 

experienced instructors, this learning method emphasizes discovery, 

analysis, and investigation to deepen understanding. The sequence 

MATH 295 through 396 provides a rigorous introduction to 

theoretical mathematics. Proofs are stressed over applications, and 

these courses require a high level of interest and commitment. 

Most students electing MATH 295 have completed a thorough high 

school calculus course. MATH 295 through 396 is excellent preparation 

for mathematics at the advanced undergraduate and beginning 

graduate level. 

Students with strong scores on either the AB or BC version of the 

College Board Advanced Placement exam may be granted credit 

and advanced placement in one of the sequences described above; 

a table explaining the possibilities is available from advisors and the 

department. In addition, there is one course especially designed 

and recommended for students with one or two terms of AP credit 

— MATH 156. MATH 156 is an Honors course intended primarily for 

science and engineering concentrators and emphasizes both applications 

and theory. Interested students should consult a mathematics 

advisor for more details. 

In rare circumstances and with permission of a Mathematics advisor, 

reduced credit may be granted for MATH 185 after MATH 115. 

A list of these and other cases of reduced credit for courses with 

overlapping material is available from the department. To avoid unexpected 

reduction in credit, a student should always consult an 

advisor before switching from one sequence to another. In all cases 

a maximum total of 16 credits may be earned for calculus courses 

MATH 115 through 296, and no credit can be earned for a prerequisite 

to a course taken after the course itself. 

Students completing MATH 116 who are principally interested in the 

application of mathematics to other fields may continue either to 

MATH 215 (Analytic Geometry and Calculus III) or to MATH 216 

(Introduction to Differential Equations); these two courses may be 

taken in either order. Students who have greater interest in theory 

or who intend to take more advanced courses in mathematics 

should continue with MATH 215 followed by the sequence MATH 

217-316 (Linear Algebra-Differential Equations). MATH 217 (or the 

Honors version, MATH 513) is required for a concentration in 

Mathematics; it both serves as a transition to the more theoretical 

material of advanced courses and provides the background required 

for optimal treatment of differential equations in MATH 316. 

MATH 216 is not intended for concentrators in pure mathematics. 

Special Departmental Policies. All prerequisite courses must be 

satisfied with a grade of C– or above. Students with lower grades in 

prerequisite courses must receive special permission of the instructor 

to enroll in subsequent courses. 

Department of Mathematics Waitlist Policy 

When a course becomes fully enrolled, a waitlist is created and students 

attempting to register for a particular course will be placed 

on the waitlist. By careful management of enrollments, the 

Department of Mathematics makes every effort to accommodate 

students registering for Math 115, 116, 215 and 216. Please see 

department staff for assistance in registering for a section of Math 

115, 116, 215 and 216 if they appear temporarily closed. 

In general, waitlisted students in Mathematics courses numbered 

300 and above receive priority for permissions based on: 

1. whether they are declared Mathematics concentrators; 

2. how close they are to graduation; and 

3. when they joined the waitlist. 

Please note that particular courses or sections may have different 

or additional criteria for overrides; these are posted as "Notes" on 

Wolverine Access. 

For additional information, please contact the Undergraduate 

Office.

MATH 103. Intermediate Algebra. 

Only open to designated summer half-term Bridge students. May 

not be repeated for credit. A maximum of four credits may be 

earned in MATH 101, 103, 105, and 110. Su. 

Review of elementary algebra; rational and quadratic equations; 

properties of relations, functions, and their graphs; linear and 

quadratic functions; inequalities, logarithmic and exponential functions 

and equations. 

MATH 105. Data, Functions, and Graphs. 

(4). (MSA). (QR/1). May not be repeated for credit. Students with 

credit for MATH 103 can elect MATH 105 for only 2 credits. No 

credit granted to those who have completed any Mathematics 

course numbered 110 or higher. A maximum of four credits may be 

earned in MATH 101, 103, 105, and 110. 

UNIFORM EVENING EXAMS FOR MATH 105 

Background and Goals: MATH 105 serves both as a preparatory 

class to the calculus sequences and as a terminal course for students 

who need only this level of mathematics. Students who successfully 

complete MATH 105 are fully prepared for MATH 115. 

Content: This is a course on analyzing data by means of functions 

and graphs. The emphasis is on mathematical modeling of realworld 

applications. The functions used are linear, quadratic, polynomial, 

logarithmic, exponential, and trigonometric. Algebra skills 

are assessed during the term by periodic testing. The classroom 

atmosphere is interactive and cooperative and homework is done in 

groups. 

Subsequent Courses: The course prepares students for MATH 

115. 

MATH 110. Pre-Calculus (Self-Study). 

MATH 110 is by recommendation or permission of MATH 115 instructor. 

(2). May not be repeated for credit. No credit granted to 

those who already have 4 credits for pre-calculus mathematics 

courses. A maximum of four credits may be earned in MATH 101, 

103, 105, and 110. 

Background and Goals: MATH 110 is a condensed, half-term 

version of MATH 105 designed specifically to prepare students for 

MATH 115. It is open only to students who have enrolled in MATH 

115 and whose performance on the first uniform examination indicates 

that they will have difficulty completing that course successfully. 

This self-study course begins shortly after the first uniform 

examination in MATH 115, and is completed under the guidance of 

an instructor without regular classroom meetings. Students must 

receive permission from the MATH 115 Course Director or 

other designated representative to enroll in the course, and 

must visit the Math Lab as soon as possible after enrolling to receive 

printed course information. Enrollment opens the day after 

the first MATH 115 uniform examination, and must be completed 

by the Friday of the following week. 

Content: The course is a condensed, half-term version of MATH 

105 designed for students who appear to be prepared to handle 

calculus but are not able to successfully complete MATH 115. Students 

may enroll in MATH 110 only on the recommendation 

of a mathematics instructor after the third week of classes in 

the Fall and must visit the Math Lab to complete paperwork and receive 

course materials. The course covers data analysis by means 

of functions and graphs. 

Alternatives: MATH 105 (Data, Functions and Graphs) covers the 

same material in a traditional classroom setting. 

Subsequent Courses: The course prepares students for MATH 

115. 


MATH 115. Calculus I. 

Four years of high school mathematics. (4). (MSA). (BS). (QR/1). 

May not be repeated for credit. Credit is granted for only one 

course from among MATH 115 and 185. 

EVENING EXAMS FOR MATH 115 

Background and Goals: The sequence MATH 115-116-215 is the 

standard complete introduction to the concepts and methods of 

calculus. It is taken by the majority of students intending to major 

in mathematics, science, or engineering as well as students heading 

for many other fields. The emphasis is on concepts and solving 

problems rather than theory and proof. All sections are given a uniform 

midterm and final exam. 

Content: The course presents the concepts of calculus from three 

points of view: geometric (graphs); numerical (tables); and algebraic 

(formulas). Students will develop their reading, writing and 

questioning skills. Topics include functions and graphs, derivatives 

and their applications to real-life problems in various fields, and 

definite integrals. The classroom atmosphere is interactive and cooperative 

and homework is done in groups. 

Alternatives: MATH 185 (Honors Anal. Geom. and Calc. I) is a 

somewhat more theoretical course which covers some of the same 

material. MATH 175 (Combinatorics and Calculus) is a non-calculus 

alternative for students with a good command of first-term calculus. 

MATH 295 (Honors Mathematics I) is a much more intensive 

and rigorous course. A student whose preparation is insufficient for 

MATH 115 should take MATH 105 (Data, Functions and Graphs). 

Subsequent Courses: MATH 116 (Calculus II) is the natural sequel. 

A student who has done very well in this course could enter 

the Honors sequence at this point by taking MATH 186 (Honors 

Anal. Geom. and Calc. II). 

Instructor: Halpern, Jill Ellen 

MATH 116. Calculus II. 

MATH 115. (4). (MSA). (BS). (QR/1). May not be repeated for 

credit. Credit is granted for only one course among MATH 116, 119, 

156, 176, and 186. 

Evening exams for Math 116 

See MATH 115 for a general description of the sequence MATH 

115-116-215. 

Topics include the indefinite integral, techniques of integration, introduction 

to differential equations, and infinite series. MATH 186 is 

a somewhat more theoretical course which covers much of the 

same material. MATH 215 is the natural sequel. A student who has 

done very well in this course could enter the Honors sequence at 

this point by taking MATH 285. 

Text: Calculus, 5th Edition, Hughes-Hallet/Gleason, Wiley Publishing. 

TI-84 Graphing Calculator, Texas Instruments. 

MATH 145. Houghton Scholars Calculus Workshop I. 

Consent of department required. Concurrent enrollment in MATH 

115. (2). May not be repeated for credit. Offered mandatory 


The goal is to develop the students' problem-solving capabilities 

and promote their interest in math and science careers. 


Students will be evaluated on the basis of attendance and participation 

in activities during scheduled sessions. 


A supplemental workshop experience for students in the Douglas 

Houghton Scholars Program. 

Class Format: 

In a small-class setting, students work in small groups on problems 

more challenging than those in the regular section of MATH 115. 

Instructor: Conger, Mark Adams


MATH 147. Introduction to Interest Theory. 

Three to four years high school mathematics. (3). (MSA). (BS). May 


completed a 200- (or higher) level mathematics course. 

Background and Goals: This course is designed for students who 

seek an introduction to the mathematical concepts and techniques 

employed by financial institutions such as banks, insurance companies, 

and pension funds. Actuarial students, and other mathematics 

concentrators, should elect MATH 424 which covers the same topics 

but on a more rigorous basis requiring considerable use of calculus. 

The course is not part of a sequence. Students should possess 

financial calculators. 

Content: Topics covered include: various rates of simple and compound 

interest, present and accumulated values based on these; 

annuity functions and their application to amortization, sinking 

funds and bond values; depreciation methods; introduction to life 

tables, life annuity, and life insurance values. 

Alternatives: MATH 424 (Compound Interest and Life Ins) covers 

the same material in greater depth and with a higher level of 

mathematical content. 

Subsequent Courses: none 

MATH 156. Applied Honors Calculus II. 

Score of 4 or 5 on the AB or BC Advanced Placement calculus 

exam. (4). (MSA). (BS). (QR/1). May not be repeated for credit. 

Credit is granted for only one course from among MATH 116, 119, 

156, 176, and 186. F. 

Background and Goals: The sequence MATH 156-255-256 is an 

Honors calculus sequence intended for engineering and science 

concentrators who scored 4 or 5 on the AB or BC Advanced Placement 

calculus exam. Applications will be stressed, but some theory 

will also be included. 

Content: Topics include linear algebra, matrices, systems of differential 

equations, initial and boundary value problems, qualitative 

theory of dynamical systems (e.g., equilibria, phase space, stability, 

bifurcations), nonlinear equations, numerical methods. MAPLE will 

be used throughout. 

Alternatives: MATH 216 (Intro. To Differential Equations) or 

MATH 286 (Honors Differential Equations). 

Subsequent Courses: Many upper-level courses. 

MATH 175. An Introduction to Cryptology. 

Permission of department. (4). (MSA). (BS). (QR/1). May not be repeated 

for credit. No credit granted to those who have completed a 

200-level or higher Mathematics course. F. 

Introduces students to the science of constructing and attacking 

secret codes. An important goal is to present the mathematical 

tools — from combinatorics, number theory, and probability — that 

underlie cryptologic methods. 

Background and Goals: This course is an alternative to MATH 

185 as an entry to the Honors sequence. Students are expected to 

have previous experience with the basic concepts and techniques of 

first-semester calculus. The course stresses discovery as a vehicle 

for learning. Students will be required to experiment throughout the 

course on a range of problems and will participate each academic 

term in a group project. 

Grades will be based on homework and projects with a strong emphasis 

on homework. Personal computers will be a valuable experimental 

tool in this course and students will be asked to learn to 

program in either BASIC, PASCAL or FORTRAN. 

Content: This course gives a historical introduction to Cryptology 

and introduces a number of mathematical ideas and results involved 

in the development and analysis of secret codes. The course 

begins with the study of permutation-based codes: substitutional 

ciphers, transpositional codes, and more complex polyalphabetic 

substitutions. The mathematical subjects treated in this section include 

enumeration, modular arithmetic and some elementary statistics. 

The subject then moves to bit stream encryption methods. 

These include block cipher schemes such as the Data Encryption 

Standard. The mathematical concepts introduced here are recurrence 

relations and some more advanced statistical results. The 

final part of the course is devoted to public key encryption, including 

Diffie-Hellman key exchange, RSA and Knapsack codes. The 

mathematical tools come from elementary number theory. 

Alternatives: MATH 115 (Calculus I), MATH 185 (Honors Calculus 

I), or MATH 295 (Honors Mathematics I). 

Subsequent Courses: MATH 176 (Dynamical Systems and Calculus), 

MATH 186 (Honors Calculus II), or MATH 116 (Calculus II). 

Instructor: Stover, Matthew Thomas 

MATH 185. Honors Calculus I. 

Permission of the Honors advisor. (4). (MSA). (BS). (QR/1). May 

not be repeated for credit. Credit is granted for only one course 

from among MATH 115, and 185. F. 

Background and Goals: Most students take calculus in high 

school, and it may seem that there isn't much new to learn. The 

goal of this course is to develop the familiar concepts of calculus 

using a more rigorous and theoretical approach. In particular, with 

its emphasis on how to use appropriate mathematical language, 

this course lays a solid foundation for future math courses, and is 

suitable for students intending to pursue a concentration in 

mathematics, science, or engineering who desire a more complete 

understanding of the underpinnings of calculus. Considerable attention 

is paid to developing problem solving skills. This sequence is 

not restricted to students enrolled in the LSA Honors Program. 

Content: Topics covered include functions, graphs, continuity, limits, 

derivatives, and integrals. Tuesday meetings are usually devoted 

to introducing linear algebra. 

Alternatives: MATH 115 (Calculus I) is a less theoretical course 

which covers much of the same material. MATH 295 (Honors 

Mathematics I) gives a much more theoretical treatment of much of 

the same material. 

Subsequent Courses: MATH 186 (Honors Calculus II) is the natural 

sequel. 

Instructor: Zieve, Michael E 

MATH 214. Linear Algebra and Differential Equations. 

MATH 115 and 116. Most students take only one course from 

among MATH 214, 217, 417, 419, and 513. (4). (MSA). (BS). 

(QR/1). May not be repeated for credit. Credit can be earned for 

only one of MATH 214, 217, 417, or 419. No credit granted to those 

who have completed or are enrolled in MATH 513. 

Background and Goals: An introduction to matrices and linear 

algebra. This course covers the basics needed to understand a wide 

variety of applications that use the ideas of linear algebra, from linear 

programming to mathematical economics. The emphasis is on 

concepts and problem solving. The course is designed as an alternative 

to MATH 216 for students who need more linear algebra and 

less differential equations background than provided in MATH 216. 

Content: An introduction to the main concepts of linear algebra… 

matrix operations, echelon form, solution of systems of linear equations, 

Euclidean vector spaces, linear combinations, independence 

and spans of sets of vectors in Euclidean space, eigenvectors and 

eigenvalues, similarity theory. There are applications to discrete 

Markov processes, linear programming, and solutions of linear differential 

equations with constant coefficients. 

Alternatives: MATH 419 (Linear Spaces and Matrix Theory) has a 

somewhat more theoretical emphasis. MATH 217 is a more theoretical 

course which covers much of the material of MATH 214 at a 

deeper level. MATH 513 (Intro. to Linear Algebra) is a Honors ver-

sion of this course. Mathematics concentrators are required to take 

MATH 217 or MATH 513. 

Subsequent Courses: MATH 420 (Matrix Algebra II), Linear Programming 

(MATH 561), Mathematical Modeling (MATH 462), MATH 

571 (Numer. Methods For Sci). 

Instructor: Barvinok, Alexander 

MATH 215. Calculus III. 

MATH 116. (4). (MSA). (BS). (QR/1). May not be repeated for 

credit. Credit can be earned for only one of MATH 215, 255, or 285. 

Background and Goals: The sequence MATH 115-116-215 is the 

standard complete introduction to the concepts and methods of 

calculus. It is taken by the majority of students intending to major 

in mathematics, science, or engineering as well as students heading 

for many other fields. The emphasis is on concepts and solving 

problems rather than theory and proof. 

Content: Topics include vector algebra and vector functions; analytic 

geometry of planes, surfaces, and solids; functions of several 

variables and partial differentiation; line, surface, and volume integrals 

and applications; vector fields and integration; Green's 

Theorem and Stokes' Theorem. There is a weekly computer lab using 

MAPLE. 

Alternatives: MATH 285 (Honors Calculus III) is a somewhat 

more theoretical course which covers the same material. MATH 255 

(Applied Honors Calculus III) is also an alternative. 

Subsequent Courses: For students intending to major in mathematics 

or who have some interest in the theory of mathematics as 

well as its applications, the appropriate sequel is MATH 217 (Linear 

Algebra). Students who intend to take only one further mathematics 

course and need differential equations should take MATH 216 

(Intro. to Differential Equations). 

MATH 216. Introduction to Differential Equations. 

MATH 116, 119, 156, 176, 186, or 296. (4). (MSA). (BS). (QR/1). 

May not be repeated for credit. Credit can be earned for only one 

of MATH 216, 256, 286, or 316. 

Background and Goals: For a student who has completed the 

calculus sequence, there are two sequences which deal with linear 

algebra and differential equations, MATH 216-417 (or MATH 419) 

and MATH 217-316. The sequence MATH 216-417 emphasizes 

problem-solving and applications and is intended for students of 

Engineering and the sciences. Math concentrators and other students 

who have some interest in the theory of mathematics should 

elect the sequence MATH 217-316. 

Content: MATH 216 is a basic course on differential equations, intended 

for engineers and other scientists who need to apply the 

techniques in their work. The lectures are accompanied by a computer 

lab and recitation section where students have the opportunity 

to discuss problems and work through computer experiments 

to further develop their understanding of the concepts of the class. 

Topics covered include some material on complex numbers and 

matrix algebra, first and second order linear and non-linear systems 

with applications, introductory numerical methods, and elementary 

Laplace transform techniques. 

Alternatives: MATH 286 (Honors Differential Equations) covers 

much of the same material in the Honors sequence. The sequence 

MATH 217 (Linear Algebra)-MATH 316 (Differential Equations) covers 

all of this material and substantially more at greater depth and 

with greater emphasis on the theory. MATH 256 (Applied Honors 

Calculus IV) is also an alternative. 

Subsequent Courses: MATH 404 (Intermediate Diff. Eq.) covers 

further material on differential equations. MATH 217 (Linear Algebra) 

and MATH 417 (Matrix Algebra I) cover further material on 

linear algebra. MATH 371 ([ENGR 303] Numerical Methods) and 

MATH 471 (Intro. To Numerical Methods) cover additional material 

on numerical methods. 


MATH 217. Linear Algebra. 

MATH 215, 255, or 285. Most students take only one course from 

MATH 214, 217, 417, 419, and 513. (4). (MSA). (BS). (QR/1). May 

not be repeated for credit. Credit can be earned for only one of 

MATH 214, 217, 417, or 419. No credit granted to those who have 

completed or are enrolled in MATH 513. 

Background and Goals: For a student who has completed the 

calculus sequence, there are two sequences which deal with linear 

algebra and differential equations, MATH 216-417 (or 419) and 

MATH 217-316. The sequence MATH 216-417 emphasizes problemsolving 

and applications and is intended for students of Engineering 

and the sciences. Math concentrators and other students who have 

some interest in the theory of mathematics should elect the sequence 

MATH 217-316. These courses are explicitly designed to introduce 

the student to both the concepts and applications of their 

subjects and to the methods by which the results are proved. 

Content: The topics covered include: systems of linear equations; 

matrix algebra; vectors, vector spaces, and subspaces; geometry of 

R n ; linear dependence, bases, and dimension; linear transformations; 

Eigenvalues and Eigenvectors; diagonalization; inner products. 

Throughout there will be emphasis on the concepts, logic, and 

methods of theoretical mathematics. 

Alternatives: MATH 214, 417 and 419 cover similar material with 

more emphasis on computation and applications and less emphasis 

on proofs. MATH 513 covers more in a much more sophisticated 

way. 

Subsequent Courses: The intended course to follow MATH 217 is 

MATH 316 (Differential Equations). MATH 217 is also prerequisite 

for MATH 312 (Applied Modern Algebra), MATH 412 (Introduction 

to Modern Algebra) and all more advanced courses in mathematics. 

MATH 285. Honors Calculus III. 

MATH 176 or 186, or permission of the Honors advisor. (4). (MSA). 

(BS). (QR/1). May not be repeated for credit. Credit can be earned 

for only one of MATH 215, 255, or 285. F. 

Background and Goals: The sequence MATH 185-186-285-286 is 

an introduction to the calculus at the Honors level. It is taken by 

students intending to major in mathematics, science, or engineering 

as well as students heading for many other fields who want a 

somewhat more theoretical approach. Although much attention is 

paid to concepts and solving problems, the underlying theory and 

proofs of important results are also included. This sequence is not 

restricted to students enrolled in the LSA Honors Program. 

Content: Topics include vector algebra and vector functions; analytic 

geometry of planes, surfaces, and solids; functions of several 

variables and partial differentiation, maximum-minimum problems; 

line, surface, and volume integrals and applications; vector fields 

and integration; curl, divergence, and gradient; Green's Theorem 

and Stokes' Theorem. Additional topics may be added at the discretion 

of the instructor. 

Alternatives: MATH 215 (Calculus III) is a less theoretical course 

which covers the same material. MATH 255 (Applied Honors Calc. 

III) is an applications-oriented honors course which covers much of 

the same material. 

Subsequent Courses: MATH 216 (Intro. To Differential Equations), 

MATH 286 (Honors Differential Equations) or MATH 217 

(Linear Algebra). 

MATH 289. Problem Seminar. 

(1). (BS). May be repeated for credit. 

Background and Goals: One of the best ways to develop 

mathematical abilities is by solving problems using a variety of 

methods. Familiarity with numerous methods is a great asset to the 

developing student of mathematics. Methods learned in attacking a 

specific problem frequently find application in many other areas of 

mathematics. In many instances an interest in and appreciation of 

mathematics is better developed by solving problems than by hear-


ing formal lectures on specific topics. The student has an opportunity 

to participate more actively in his/her education and development. 

This course is intended for superior students who have exhibited 

both ability and interest in doing mathematics, but it is not 

restricted to Honors students. This course is excellent preparation 

for the Putnam competition. 

Content: Students and one or more faculty and graduate student 

assistants will meet in small groups to explore problems in many 

different areas of mathematics. Problems will be selected according 

to the interests and background of the students. 

Alternatives: none 

Instructor: Derksen, Harm 

MATH 295. Honors Mathematics I. 

Prior knowledge of first year calculus and permission of the Honors 

advisor. (4). (MSA). (BS). (QR/1). May not be repeated for credit. 


MATH 185. F. 

Background and Goals: MATH 295-296-395-396 is the most 

theoretical and demanding Honors calculus sequence. The emphasis 

is on concepts, problem solving, as well as the underlying theory 

and proofs of important results. It provides an excellent background 

for advanced courses in mathematics. The expected background 

is high school trigonometry and algebra (previous calculus 

not required, but helpful). This sequence is not restricted to students 

enrolled in the LSA Honors program. MATH 295-296 may be 

substituted for any MATH 451 requirement. MATH 296 and 395 

may be substituted for any MATH 513 requirement. 

Content: Axioms of the real numbers, completeness and connectedness 

in the real line. Functions of a real variable, limits and continuity, 

uniform continuity, extreme and intermediate value theorems, 

differentiation, integration, the fundamental theorem of calculus, 

Taylor's theorem with remainder. 

Alternatives: MATH 156 (Applied Honors Calc II), MATH 175 

(Combinatorics and Calculus) and MATH 185 (Honors Anal. Geom. 

and Calc. I) are alternative Honors courses. 

Subsequent Courses: MATH 296 (Honors Mathematics II). 

Instructor: Boyarchenko, Dmitriy 

MEMS (Medieval and Early Modern 

Studies) 

MEMS 110 / HISTORY 110. Medieval, Renaissance, and 

Reformation Europe. 


Starting in the sixth century and moving quickly through to the sixteenth 

century, this course offers students an accessible and entertaining 

introduction to the fitfull process by which the inhabitants of 

Europe began to see themselves as “Europeans,” as the bearers of 

a Western civilization. We will begin with the transformation of the 

pagan world into a Christian one, and we will end with the 

European discovery of new worlds. On the journey between these 

points, you will learn the key themes of European history as well as 

Europe’s place in the wider world. In addition, by working with 

primary sources, you will gain essential preparation for more advanced 

courses, learning to think, debate, and write like a historian. 


There will be a midterm and a final exam, which test your understanding 

of the broader themes, as well as two, short writing assignments 

based on primary sources. 

Instructor: Fancy, Hussein Anwar 

MEMS 210 / HISTORY 210. Early Middle Ages, 300-1100. 

(4). (SS). May not be repeated for credit. F. 


The course covers the period when the first true 'Europe' was born. 

It covers the disintegration of the Roman Empire in the western 

Mediterranean, and the development of successor states in northwestern 

Europe, like the 'barbarian' monarchies, and the multiethnic 

empires of Charlemagne and the Ottonians up to 1000. Main 

themes are the development of new kinds of community among 

European people (Christian monasticism, feudalism, ethnic solidarity), 

new economic systems, and relations with the earliest Islamic 

states and with the Byzantine empire. 


MENAS (Middle Eastern and North 

African Studies) 

MENAS 244 / AAPTIS 244 / HISTORY 244 / HJCS 244 / 

JUDAIC 244. The Arab-Jewish Conflict in the Middle East, c. 





dispute. 






















MODGREEK (Modern Greek) 

Modern Greek courses cover language, literature, and culture, offering 

a systematic introduction to the Greek world of the last ten 

centuries, and especially to its contemporary social reality and intellectual 

achievement. As part of a liberal arts education, they promote 

the contextual study, both local and global, of contemporary 

Greek culture, placing particular emphasis on literary studies, critical 

theory, cultural politics, ethnicity, and diaspora (especially 

Greek-American). 

Courses in English. Our courses explore the Greek world from 

late antiquity to the present, with special emphasis on Greek society 

of the past 200 years. Classes in English introduce students to 

Greek culture, travel literature about Greece, Greek literature in 

translation, and diaspora experiences including the Greek American, 

all of which fulfill distribution requirements for undergraduate degrees. 

• 214 INTRODUCTION TO MODERN GREEK CULTURE examines 

cultural, religious, social, and political trends as reflected in literature, 

music, folklore, popular culture, and ideology.

• 318 GREEK-AMERICAN CULTURE explores questions of ethnicity, 

race, gender, and social class in the United States over the 

last two centuries as reflected in Greek-American history and 

culture 

• 325 ATHENS PRESENT AND PAST studies Athens as a “palimpsest,” 

a surface that has been scraped and reused again and 

again, beginning with the Acropolis in the heart of the city, and 

expanding outward 

• 340 TRAVELS TO GREECE examines the literature of modern 

travel to Greece and the issues it raises about antiquity, modernity, 

ethnography, otherness, orientalism, and Western identity. 

• 350 TOPICS IN MODERN GREEK 

Section subtitled "Greek Myth in Film" examines the mutually 

reinforcing overlap of myth, literature, and cinema. The movies 

have neither ancient columns nor mythical monsters but they 

show how fate can still turn us all into wandering, questioning 

Greeks. 

Courses in Modern Greek Language Instruction. 

• ELEMENTARY FIRST-YEAR MODERN GREEK 101-102 is designed 

for students with no previous exposure to the language 

as well as for students with some basic understanding of 

Modern Greek. 

• MODERN GREEK CONVERSATION 105 aims to help students 

speak basic Greek. It is designed for beginners who know how 

to read but can barely speak 

• SECOND-YEAR MODERN GREEK 201-202 assumes familiarity 

with the basics of reading, writing, and speaking 

• MODERN GREEK CONVERSATION 205 aims to give confidence 

in the ability to handle many speaking situations and topics. 

• THIRD-YEAR MODERN GREEK 301-302 builds on the language 

skills acquired in the first two years of study 

• MODERN GREEK CONVERSATION II 305 emphasizes selfexpression 

in conversational Greek. The course touches on 

challenging aspects of the language, such as idioms and 

phrases, the language of the media, and fast and furious conversations 

on current events. 

MODGREEK 101. Elementary Modern Greek. 


have completed MODGREEK 500 or 501. F. 

Section 001. This course introduces students to modern Greek 

language and culture, emphasizing all forms of communication: 

speaking, listening, reading, and writing. Upon completion, students 

will be able to hold spontaneous conversations using simple 

sentences in Greek on everyday topics, grasp the subject of television 

and radio shows, read for practical information, and write on 

familiar topics. They will also understand basic elements of Greek 

culture, especially as it relates to communication and the nature of 

topics. They will also understand basic elements of Greek culture, 

especially as it relates to communication and the nature of relations 

between people. In class, we will focus on two things. First, we will 

be giving students a basic but solid knowledge of grammatical 

structures and syntax. Second, students will develop a functional 

vocabulary and engage in conversational activities that invite them 

to talk their way through a range of everyday situations. Through 

conversational exercises students will become familiar with Greek 

intonation patterns and learn to imitate native pronunciation. 


Outside class, reading and writing will be the core of homework 

assignments. 

Instructor: Margomenou, Despina 

MODGREEK 214. Introduction to Modern Greek Culture. 

(3). (SS). May not be repeated for credit. Taught in English. 

Section 001. Discover Greece, a country with a long history and 

vibrant present. Famed for its antiquity, Greece has been adapting 

rapidly to a changing world. Two hundred years ago it was a backwater 

of the Ottoman Empire and a favorite stop for European 


travelers in the Mediterranean. As time passed, venerated traditions 

submitted to modern ways, so that today Greece seems indistinguishable 

from any other modern country, on the surface at least. 

Yet Greeks have their own history and ways. This course acquaints 

students with breakthrough moments in that history and key features 

of Greek society and culture. Sources are stories, films, 

poems, dances, music, art, newspaper articles, and historical archives. 


Students are expected to attend lectures, participate in discussions, 

write commentaries on readings, and take a midterm and final 

exam. 

Instructor: Leontis, Artemis S 

MUSICOL (Music History and 

Musicology) 















MUSICOL 123. Introduction to Popular Music. 


This course offers a broad survey of 20th-century popular music, 

exploring a diverse set of genres and musical artists from the Tin 

Pan Alley era to the present. The course places the musical conventions, 

key performers, and aesthetic shifts that mark the history 

of popular music in social, cultural, technological, and musical context. 

Designed to develop listening and analytical skills, the course 

aims to help students to understand, describe, interpret, and write 

about popular music. 

Instructor: Garrett, Charles Hiroshi 

MUSICOL 345. History of Music. 

NON-MUS ONLY. (3). (HU). May not be repeated for credit. 

History of European music from the Middle Ages through the 

Baroque. 

Instructor: Mengozzi, Stefano 

NURS (Nursing) 

NURS 220 / WOMENSTD 220. Perspectives in Women's 

Health. 


Section 001. In this course we will examine women's health 

issues, across the lifespan, from feminist and sociocultural perspectives. 

We will explore the social construction of women's health and 

well-being and the influence of gender dynamics on sexuality, reproductive 

options, health care alternatives, and risk for physical 

and mental illness. Attention will be paid to historical, economic, 

and socio-cultural factors which influence the physical and psychological 

well-being of women. 

Instructor: Low, Lisa Kane


PAT (Performing Arts Technology) 















PAT 201. Introduction to Computer Music. 

Consent of instructor required. PER.INSTR. (3). May not be repeated 

for credit. 

Performing Arts Technology is an interdisciplinary subject bringing 

computers and other technologies to the service of musical expression. 

This course is an introduction to electronic musical instruments, 

MIDI, and digital audio systems. Students create several original 

compositions for presentation and discussion. The aesthetics of 

electroacoustic composition are discussed through study of selected 

repertoire. 

PAT 201 is the gateway course into the PAT offerings. It fulfills the 

composition requirement of the Music Concentration and can fulfill 

an elective in the Music Minor. 

Instructor: Furr, Jennifer Blair 

PHIL (Philosophy) 

Philosophy is the systematic study of questions any thoughtful 

human being faces concerning the nature of knowledge, reality, 

thought, and value. 

• What is valuable and what is value? 

• What gives thought and language meaning? 

• What is truth, and how can we know it? 

Philosophy cuts across other academic disciplines by examining 

their concepts, methods, and presuppositions. The main value of 

philosophy lies in its contribution to a liberal arts education. It can, 

however, also provide excellent preparation for a wide variety of 

professions (notably, law), because of the training it provides in 

rigorous thinking and incisive and clear writing. 

Philosophy Introductions 

There are several ways to begin the study of philosophy. Perhaps 

the most natural way is to take an introductory course. These come 

in several varieties. 

• The approach through philosophical problems. One sort of introductory 

course consists in a survey of traditional and contemporary 

philosophical problems, ranging over a wide range of 

areas on philosophy, such as metaphysics, epistemology, ethics 

and religion. PHIL 181 and 232 are such courses, as are most 

sections of PHIL 202 and the Honors Introduction, PHIL 297. 

• The topical approach. Another natural way to approach philosophy 

is to connect your interest in the subject to interests 

you already have — in natural science, the mind and psychology, 

religion, and the fine arts. For this reason, the Department 

offers a variety of topical courses. These include first-year 

seminars, under PHIL 196; courses in the 15x-series; and PHIL 

262, 319, 320, 322, 340, and 365. The Department also offers 

first-year seminars on a variety of topics, under PHIL 196. 

• The approach through ethics. The Department offers a variety 

of introductory courses devoted to topics in moral philosophy. 

These include PHIL 160, 162, 224, 240, 355, 356, and 359, 

courses that often overlap with issues in economics, law, and 

political science. These courses do not have prerequisites. 

• The historical approach. Another type of introductory course is 

the historically oriented introduction, which traces the development 

of philosophical thought through a series of major figures 

(such as Plato, Aristotle, Descartes, Hume, or Kant). PHIL 234 

and some sections of PHIL 181, 202, and 297 are taught in this 

way. 

Students interested in becoming acquainted with philosophy should 

decide for themselves which sort of introduction suits them best. 

Logic Introductions 

The Department offers a number of introductions to reasoning and 

logic, which can be an important tool in philosophy. 

See the link for "Techniques and Tools of Philosophy" here: 

www.lsa.umich.edu/philosophy/undergraduate. 

• PHIL 180 is an introduction to logic at an elementary level; it is 

designed both to improve critical reasoning skills and to provide 

an introduction to formal logic. It is often taught using computer-assisted 

instruction 

• PHIL 303 (which counts toward the BS and MSA requirements) 

is the Department's basic introduction to formal or symbolic 

logic. It is taught by faculty, in a combination lecture/discussion 

format. 

• PHIL 305 (which counts toward QR/1) is an introduction to a 

wide variety of formal methods, some formal logic among 

them, that have philosophical applications. 

• PHIL 296 (BS, MSA, QR/1), for Honors students, is faster-paced 

than PHIL 303 and covers a wider variety of topics. It is taught 

by faculty and does not divide into sections. 

• PHIL 414 (BS, QR/1) is an advanced course in formal logic. The 

course is taught by faculty and does not divide into sections. 

Non-Concentrators 

One frequent motivation for incorporating philosophy into a program 

of study whose main focus lies elsewhere is the fact that philosophy 

deals with the methods and fundamental concepts that figure 

in most other areas of human intellectual interest. Thus the 

combination of philosophy with another field can enrich the study 

of that subject by encouraging reflections on its procedures and 

comparisons with the procedures of other disciplines. For this reason 

philosophy can be usefully combined the virtually any other 

program of study. Such combinations can shed light not only on the 

procedures of the other field but on those of philosophy itself. Thus 

students committed to philosophy should seriously consider combining 

it with the study of some other field as well. 

Philosophy may be combined with other areas in various ways. One 

is to take a full concentration program in philosophy along with a 

concentration in another field. Another is to take just those philosophy 

courses that deal with one's primary interest. For example, 

a science concentrator might wish to take a sequence of courses 

leading to advanced work in the philosophy of science (e.g., a general 

introduction, PHIL 155, 320, or 322, followed by PHIL 381 or 

383, followed by one or more 400-level courses in philosophy of 

science). Or a student interested in the ethics might take a general 

introduction, PHIL 160, 355, 356, or 359, followed by PHIL 361, 

366, or 367, followed by one or more 400-level courses in the area. 

Or a student interested in the mind and psychology might take 

PHIL 156 or 340, followed by PHIL 345, followed by selected 400level 

courses. There are many other such possibilities. 

Yet another is to take a variety of courses in philosophy in separate 

areas, as a way of getting a broad and general view of the various 

styles of intellectual endeavor. Such a selection may be linked with 

an ongoing project, or it might just be a way of broadening your 

horizons and seeing what there is in the world to think about. As 

before, even for people not concentrating or minoring in philosophy, 

the best thing to do in exploring what the Department has to

offer is to talk to a concentration advisor. They will be more than 

happy to make suggestions about various possible combinations of 

interests and fields. For additional information about the Department’s 

programs, see 

www.lsa.umich.edu/philosophy/undergraduate. 

PHIL 153. Philosophy and the Arts. 

Students are strongly advised not to take more than two Philosophy 

Introductions. (3). (HU). May not be repeated for credit. Students 

are strongly advised not to take more than two Philosophy Introductions. 

A philosophical investigation of the nature and value of several of 

the major arts, with emphasis on how philosophical questions concerning 

these arts arise from the concerns of artists, appreciators, 

critics, and art historians. 

PHIL 155. The Nature of Science. 


Introductions. (3). (HU). May not be repeated for credit. 

Section 001. In the long human attempt to understand nature, 

modern science is arguably our most successful and sophisticated 

endeavor, one that has revealed that reality is very different from 

how we perceive it. However, investigation into the nature of scientific 

knowledge uncovers a deep tension or instability between two 

fundamental beliefs about science: (i) scientific claims are justified 

empirically through observation and experiment; (ii) science discovers 

the true nature of the universe. Because of (i), scientific 

conclusions are especially objective, secure, and trustworthy, but 

taking (i) seriously seems to contradict (ii) by limiting scientific investigation 

to what is at least indirectly observable. On the other 

hand, taking (ii) seriously seems to weaken the objectivity that scientific 

conclusions enjoy when secured by empirical evidence. 

What, then, is it about the nature of science that confers epistemic 

authority on scientific opinion, and what are the scope and limits of 

that authority? In trying to answer these questions, we will investigate 

concepts like causality, law of nature, explanation and prediction, 

and confirmation by experiment. 

Instructor: Sax, Greg M 

PHIL 158. Philosophy and Narrative. 


Introductions. (3). (HU). May not be repeated for credit. Students 

are strongly advised not to take more than two Philosophy Introductions. 

Section 001. In this class we will use work in contemporary analytic 

philosophy to help us explore the philosophical questions 

raised by several works of short fiction. Students will gain an appreciation 

of the richness and difficulty of philosophical problems 

while also learning about ways in which we can make progress on 

such problems. The novelists we will read include Jane Austen, 

Fyodor Dostoevsky, Franz Kafka, Herman Melville, Leo Tolstoy, and 

Richard Wright. Alongside their work we will also read a wide range 

of analytic philosophers writing on freedom, determinism, responsibility, 

morality, personal identity, mortality, and knowledge of other 

minds. 

PHIL 160. Moral Principles and Problems. 


Section 001. Life presents us with many questions and choices 

with moral dimensions, and coming to grips with these questions 

requires understanding as well as motivation or feeling. Moral philosophy 

is an area of inquiry dedicated to promoting such understanding. 

Moral philosophers seek to develop the concepts and 

principles needed to understand the nature and the origin of our 

fundamental values, how (if at all) these values might be justified, 

and what implications they might have for how we should live our 

lives — as individuals, as groups or societies, and as co-inhabitants 

of the earth. The lecture portion of this course provides a systematic 

introduction to the concepts and principles of moral philosophy, 

and also to the dominant traditions in Western moral thought. The 

discussion sections will each have a sustained focus on a particular 


domain of contemporary moral concern. The overarching goal of 

the lecture and sections, taken together, is to give students the resources 

they need to analyze difficult and controversial moral issues, 

to think about these issues in clear and critical ways, and to 

challenge and develop their own moral views. Throughout, an 

effort will be made to tie theoretical questions to the actual questions 

we face in daily life, and to draw upon insights about morality 

arising from research done in other disciplines, such as psychology, 

social and political theory, anthropology, and decision theory and 

game theory. 

Individual Discussion Topics by Section: 

Sections led by Warren Herold (004 & 005) Obligation & Conflict: 

In these discussion sections we will consider three questions. 

First, we will ask about the nature and extent of our moral obligations 

to other people. What obligations do we have to the least 

well-off members of society? What obligations do we have to future 

generations? Second, we will ask about our moral obligations to 

non-human animals. Is it wrong to eat meat or perform scientific 

experiments on non-human animals? Third, we will ask about our 

moral obligations to natural objects. Do we have an obligation to 

save species, protect ecosystems, or preserve natural environments? 

After introducing these three questions, we will examine 

the conflicts which these categories of obligation produce, and we 

will consider the extent to which they place constraints on our right 

to promote our own interests. Throughout the academic term, emphasis 

will be placed on the development of critical thinking and 

writing skills. Students will learn how to read, analyze, and critically 

assess philosophical arguments, as well as to construct and communicate 

philosophical arguments of their own. 

Sections led by Annette Bryson (008 & 009) Controlling life 

and death: Is it wrong to clone a human? How about to selectively 

replace portions of a human's genetic makeup? Could genetic engineering 

go too far? Is it ever wrong to use prenatal screening for 

the purpose of selective abortion? What about to control for disease 

or disability? For gender or eye color? To deliberately create disabled 

children? What is a disability anyway? Is it wrong to willfully 

terminate a healthy pregnancy? What is a healthy pregnancy? What 

are some morally relevant implications of artificial insemination or 

in vitro fertilization? Is euthanasia ever permissible? Is there a morally 

relevant difference between purposefully killing someone and 

deliberately letting her die? Our goal will be to examine potential 

answers to these questions using theoretical tools acquired in class 

readings and lectures, with the aim of formulating informed answers 

of our own. 

Class Format: 

Lecture/Discussion. The discussion sections will each have a sustained 

focus on a particular domain of contemporary moral concern. 

Instructor: Railton, Peter A 

PHIL 180. Introductory Logic. 

(3). May not be repeated for credit. Credit is granted for only one 

of PHIL 180 or 201. F, W, Su. 

Section 001. Our overarching aim will be to learn to distinguish 

good arguments from bad arguments, and thereby improve both 

our critical thinking skills and our capacity to construct successful 

arguments. In a good argument, the premises offer good reasons 

to believe the conclusion — in the best case, if the premises are 

true then the conclusion has to be true. We will develop techniques 

for evaluating the quality of arguments. We will examine the content 

of reasoning in everyday contexts. We will also consider some 

common kinds of defective arguments including informal fallacies: 

superficially compelling but bad forms of reasoning. 


Assignments will include weekly problem sets, and computer-aided 

study and standardized exams. 

Instructor: Belot, Gordon


PHIL 181. Philosophical Issues: An Introduction. 


those who have completed or are enrolled in PHIL 182, 202, 231, 

232, 234, or 297. F, W, Sp, Su. 

Section 001. 

Free Will: We take ourselves to be capable of genuinely free choice 

and action, and we also believe that what is most worthwhile in life 

— pursuit of the good and real happiness — requires such freedom. 

When free, nothing makes one act as one does, and it follows that 

one could have done other than what one actually did. 

Three Fatalist Arguments 

Philosophers have worried that, if true, certain claims about the 

universe make freedom impossible. Consider two logical principles 

about the future: (1) either you will eat an egg salad sandwich for 

lunch tomorrow or you won’t; therefore (2) your statement about 

the future, “I will eat an egg salad sandwich” is either true or it is 

false. Suppose it is true. Then you will eat egg salad tomorrow. But, 

it also seems to follow that you can do nothing else tomorrow, for, 

absurdly, that would make today’s true statement false. On the 

other hand, if today’s statement is false, it seems to follow for the 

same reasons that you cannot under any circumstances eat egg 

salad tomorrow. Whether tomorrow’s egg salad is necessary or impossible, 

you will have no freedom in the matter. 

Or consider belief in an omniscient being like God. If God is all 

knowing, then she knows what you will freely do before you do it. 

But if she already knows that you will lunch on egg salad tomorrow, 

then it must be the case that you have egg salad tomorrow; otherwise, 

absurdly, she knows what you will do, but she is wrong. Yet, 

if you must have egg salad no matter what, then you will have no 

freedom in the matter. 

Finally, consider the belief that every event occurs because of prior 

causes that determine it in strict accord with the laws of nature. 

Given its causes, then, each event must happen precisely as it 

does. Humans are parts of the universe, so each act is determined 

by its causes to occur just as it does. The laws of nature, then, prevent 

one from being able to do anything other than what one actually 

does. Again, one never acts freely. 

That’s philosophy; reasonable assumptions lead us into startling dilemmas: 

either freedom is an impossible illusion or universal causation, 

omniscience, and future truth are. The aim of the class is, if 

possible, to get us out of these perplexities through careful examination 

of our beliefs and inferences. But, what if that isn't possible, 

and reason compels us to deny that we are free? Would real happiness 

be impossible? The class concludes with an investigation of 

the nature and importance of happiness. 

Instructor: Sax, Greg M 

PHIL 196. First Year Seminar. 



This course is designed to provide first-year students with an intensive 

introduction to philosophy in a seminar format. The content 

varies, depending on the instructor. 

Section 003 — Reasoning with Rand. 

In this seminar students can harness an interest in Ayn Rand's novels 

or argumentative works (i.e., "Objectivism") for a ride into the 

world of philosophy (or, vice versa). Rand seeks to support an impressively 

wide-ranging set of philosophical conclusions, and to apply 

them systematically to many important practical issues. She argues, 

for instance, that all human knowledge rests on a few basic 

certainties (akin to "foundationalism"), that the external world, and 

even moral facts, exist independently of any views about them 

(akin to "realism"), that the meaning of a word or concept depends 

on vastly more than its so-called definition (akin to "holism"), that 

one's own rational life is the proper fundamental standard of moral 

value (akin to "egoism"), and that private property and minimal 

government regulation form the best social system (akin to "capitalist 

libertarianism"). While her arguments for these conclusions 

are interesting and may seem initially attractive, they invite many 

serious criticisms and defenses. We will examine them, and consider 

alternative arguments (sometimes supplementary, sometimes 

opposed) on the same topics from philosophers ancient (e.g., 

Aristotle), modern (e.g., Kant), and contemporary (e.g., Daniel 

Dennett and Robert Nozick). 

Instructor: Lormand, Eric P 

PHIL 202. Introduction to Philosophy. 



232, 234, or 297. 

This course introduces students to philosophy through an examination 

of some central philosophical problems. Topics might include 

some of the following: 

• Are minds immaterial spirits, or are minds brains and hence 

nothing but complex physical objects? 

• If human actions are causally determined by heredity and environment, 

is there any moral responsibility? 

• Is abortion, or euthanasia, or suicide, morally permissible? 

• Is the nature and extent of our moral obligations determined by 

our feelings, self-interest, social convention, Divine commands, 

or something else? 

• What are the reasons for preferring one kind of social, political, 

and economic organization to another? 

• Are there good reasons for believing that God exists? How do 

we know that anything exists, other than ourselves? Some sections 

focus on major historical figures, e.g., Plato, Aristotle, 

Descartes, Hume, and Kant; others focus on writings of twentieth 

century philosophers. 


Requirements usually include a number of short, critical papers. 

Class Format: 

The course is taught in sections of 25 students, which should allow 

for ample discussion. 

PHIL 230 / ASIAN 230 / RELIGION 230. Introduction to 

Buddhism. 














(25%) 




Instructor: Ahn, Juhn Young 

PHIL 232. Problems of Philosophy. 



231, 234, or 297. 

Section 001. This course will provide an introduction to some fundamental 

philosophical problems drawn from a variety of branches 

of philosophy.

The following topics will be discussed: 

1. determinism, free will, and moral responsibility; 

2. arguments for and against the existence of God; 

3. skepticism about knowledge of the material world; 

4. egoism, altruism, and the nature of moral obligation; and 

5. the ethics of belief and the nature of faith. 

The course also seeks to develop, through written work and intensive 

discussion, skills in critical reasoning and argumentative writing. 


There will be two required papers and two exams. 


The course is open to students from all areas of the University. No 

previous work in philosophy is assumed. First term undergraduates 

are welcome. 

Class Format: 

The course has two hours of lecture and two hours of discussion 

section each week. 

Instructor: Loeb, Louis E 

PHIL 240. Environmental Ethics. 


Section 001. Why is it wrong to destroy the environment or 

cause harm to non-human species? Is it wrong simply because it is 

essential for the well-being of future human generations, or because 

the environment has intrinsic moral value? Since its emergence 

in the 1970s, environmental ethics has posed a serious challenge 

to traditional anthropocentric approaches that assume the 

moral superiority of human beings. We will discuss the nature of 

this challenge, as well as some of its implications. Some of the 

questions to be investigated are: 

• How are traditional ethical theories such as consequentialism 

and deontology transformed by the assumption that nonhuman 

species as well as whole ecosystems can have intrinsic 

value? 

• How should the moral worth of an ecosystem and that of individual 

beings be balanced? 

• Why would it seem acceptable to kill rats but not dogs? Do 

humans have different obligations towards different species, 

and if so, what is their source? 

Class Format: 

This course will be taught as a sophomore seminar formatted for 

20 students. 

Instructor: Aarnio, Maria Agafia 

PHIL 296. Honors Introduction to Logic. 

Honors students or permission of instructor. (3). (MSA). (BS). 

(QR/1). May not be repeated for credit. Credit is granted for only 

one of PHIL 296 or 303. 

Section 001. This is a course in modern symbolic logic. The idea 

is to use a symbolic language to examine such logical properties 

and relations as valid argument, consistency and inconsistency, and 

logical truth. 

The text will be Richard Jeffrey, Formal Logic: Its Scope and Limits 

(4th edition). 


There will be two in-class exams and a final exam. Homework will 

be assigned weekly. The grade will be based on the exams, except 

that the quality of the homework may be used to decide borderline 

cases. Attendance is important, and may be counted in determining 

grades. 

Instructor: Gibbard, Allan F 


PHIL 297. Honors Introduction to Philosophy. 

Honors students or permission of instructor. (3). (HU). May not be 


or are enrolled in PHIL 181, 182, 202, 231, 232, or 234. 

Section 001. There are some questions that all of us should ask 

ourselves before we die, and many of them are philosophical. In 

this course we will pick out several of the most pressing of these 

questions, and try to answer them as best we can: Are all (or 

almost all) of us actually leading grossly immoral lives? Are there 

any absolute or objective facts about what sort of lives we should 

lead in the first place? If so, how could we ever come to know 

these facts — or any other facts for that matter? And even if we 

could, how could we be responsible for the lives we lead, if the 

physical world we live in is governed by nothing but chance and 

necessity? Are we not just a bunch of oddly organized clumps of 

particles, generated by accident in a godless, meaningless universe? 

Readings will be drawn from a mix of historical and contemporary 

authors, such as Plato, Aristotle, Descartes, Hume, Kant, 

Nietzsche, Frankfurt, and Singer. 

This course will be taught by Matthew Evans, who joins the 

Department Fall 11 as Associate Professor. 

PHYSICS (Physics) 

Introductory Physics. The Physics Department offers four introductory 

course sequences: PHYSICS 135/235, PHYSICS 140/240 

and PHYSICS 160/260. The Physics Department discourages students 

from changing sequences midstream, so it is important that 

students choose the first course of a physics sequence with care. 

Prospective engineers and physical science students should elect 

PHYSICS 140/240 because concentration programs in these areas 

require the PHYSICS 140/240 sequence. Prospective life science 

students and those interested in the health professions are strongly 

encouraged to elect PHYSICS 135/235. However, they should be 

aware that Physics 135/235, 140/240 may not be appropriate for 

their beginning Physics sequence at Michigan. Students who have 

not had calculus may prefer to take the PHYSICS 125/126 sequence. 

Students in this situation are encouraged to speak to an 

advisor about their physics options. 

Students who enjoy solving problems and who have had physics in 

high school are encouraged to take the Honors physics sequence, 

PHYSICS 160/260. This sequence takes a thoroughly modern approach 

to both mechanics and electricity & magnetism. PHYSICS 

160/260 is the preferred sequence for students interested in any 

science concentration, especially physics. Students do not need to 

be enrolled in the LSA Honors Program to sign up for PHYSICS 

160/260. 

Department of Physics Waitlist Policy. 

For multi-sectioned introductory physics courses (PHYSICS 

135/235/136/236 and PHYSICS 140/240/141/241), overrides will be 

managed by the Physics Student Services Office. To add yourself to 

the waitlist, please bring a current copy of your class schedule to 

2464 Randall Lab. All efforts will be made to enroll you in a course 

that fits with your current schedule that day. If the Office is unable 

to enroll you in a class, all available sections that fit with your 

schedule will be noted, and you will be contacted by email once a 

seat opens up. For all other physics courses: when the course has 

filled to capacity, an electronic waitlist will open on Wolverine 

Access. Overrides will be issued at the discretion of the Physics 

Department. 

Once classes begin, overrides will be issued through permission of 

the Instructor by the Physics Student Services Office. Students 

have 48 hours to register for the course once permission is issued. 

Please contact the Physics Student Services Office, 2464 Randall 

Lab, physics.sso@umich.edu, 734-764-5539, with questions or concerns.


PHYSICS 106. Everyday Physics. 

(3). (NS). (BS). May not be repeated for credit. It is recommended 

that School of Education students take PHYSICS 420. 

This course examines everyday phenomena and current technology 

in terms of physical concepts and laws. The subjects examined are 

wide ranging and the discussion focuses on discovering common 

underlying themes. 

PHYSICS 110. From Alchemy through Quarks: The Search 

for a Unified Understanding of the Natural Universe. 

(3). (BS). May not be repeated for credit. 

We discuss mankind's effort to achieve a unified understanding of 

our natural universe, from the earliest attempts to the great recent 

progress of unifying weak, electromagnetic and perhaps strong interactions 

into one force. At the same time we cover the search for 

the fundamental constituents of matter, now thought to be quarks 

and leptons. 

PHYSICS 112. Cosmology: The Science of the Universe. 

Although no science courses are required, high school physics 

would be helpful. Enrollment restricted to first-year students, including 

those with sophomore standing. (3). (NS). (BS). May not be 

repeated for credit. F. 

• What else is there in the universe besides stars? 

• Why do we think there was a big bang? 

• How big is a galaxy and how might they have formed? 

This course provides answers to such questions, stressing conceptual 

understanding and simple calculational problem solving. 

Instructor: Freese, Katherine 

PHYSICS 116. From Quarks to Cosmos. 

(3). (NS). (BS). (QR/1). May not be repeated for credit. 

This course introduces the modern understanding of the physical 

universe. We discuss the elementary particles that constitute the 

building blocks for all matter, and we discuss the hot dense beginnings 

of the universe known as the big bang. We convey the deep 

connection between the physics of the subatomic domain, and the 

physics of the cosmos. 

Instructor: Larsen, Finn 

PHYSICS 135. Physics for the Life Sciences I. 

MATH 115, 120, 185, or 295. Students should elect PHYSICS 136 

concurrently. (4). (NS). (BS). (QR/1). May not be repeated for 


in PHYSICS 125, 140 or 160. 

Life is a physical process, limited and enabled by the same laws of 

nature that govern the inanimate world. This course is the first of a 

two-course introduction to the physics of life. 

PHYSICS 135 is divided into three main topics. The course begins 

with the mechanics of life; how organisms support themselves 

against the pull of gravity, and how they apply forces to move 

themselves around. After this, you will learn about energy and how 

its flow enables the assembly and activity of life. The final third of 

the course examines life’s media, air and water, and explores how 

the behaviors of fluids influence life. 

PHYSICS 135 students should elect PHYSICS 136 (lab). 


The course grade is based on homework, three evening examinations, 

class performance and a final examination. 


PHYSICS 135 and 235 is the best introductory physics sequence for 

students planning concentrations in any of the life sciences, as well 

as students planning to pursue medicine, kinesiology, or the health 

sciences as a profession. 

Instructor: Melnichuk, Mike 

PHYSICS 136. Physics for the Life Sciences Laboratory I. 

Concurrent election with PHYSICS 135 is strongly recommended. 


those who have completed or are enrolled in PHYSICS 127, 141 or 

161. 

PHYSICS 136 is a two-hour weekly laboratory designed to accompany 

PHYSICS 135. This lab introduces students to experimental 

methods in science. Students make observations, analyze their data 

and compare their results to predictions based on theory. The 

course material is focused on understanding the principles of classical 

mechanics. 

Course Requirements: Students are graded on in-class performance 

and laboratory reports submitted at the end of each lab period. 

Students are expected to complete 10 experiments in this 

course. 

Intended Audience: This laboratory is intended for students interested 

in the life sciences and who are taking the PHYSICS 135/ 

235 course sequence. 

Class Format: Two hours a week in a laboratory classroom. There 

are ten stations in the classroom, and students work in groups of 

two. 

PHYSICS 140. General Physics I. 

MATH 115, 120, 185 or 295. Students should elect PHYSICS 141 

concurrently. (4). (NS). (BS). (QR/1). May not be repeated for 


in PHYSICS 125, 135, 139 or 160. 


PHYSICS 140 offers an introduction to classical mechanics, the 

physics of motion. Topics include: vectors, linear motion, projectiles, 

relative velocity and acceleration, circular motion, Newton's 

laws, particle dynamics, work and energy, linear momentum, 

torque, angular momentum, gravitation, planetary motion, fluid 

statics and dynamics, simple harmonic motion, waves and sound. 



Student performance is evaluated using a combination of homework 

assignments, class participation, three evening examinations 



PHYSICS 140 is the first of a three-term sequence in general physics 

consisting of PHYSICS 140, 240 and 340. This sequence is primarily 

for students in the physical sciences and engineering. Life 

science and pre-health students are encouraged to take PHYSICS 

135 and 235. Students with a strong interest in physics and a solid 

preparation in high school physics may wish to consider PHYSICS 

160 and 260. 

PHYSICS 141. Elementary Laboratory I. 

Concurrent election with PHYSICS 140 or 160 is strongly recommended. 

(1). (NS). (BS). May not be repeated for credit. No credit 

granted to those who have completed or are enrolled in PHYSICS 

127, 136 or 161. 

One two-hour period of laboratory work each week designed to accompany 

PHYSICS 140. 

Class Format: 

One two-hour period of laboratory work each week 

PHYSICS 160. Honors Physics I. 

MATH 115, 120, 185 or 295. Students should elect PHYSICS 161 or 

141 concurrently. (4). (NS). (BS). (QR/1). May not be repeated for 


in PHYSICS 125, 135 or 140. 

Did you take an AP physics class in high school? 

Do you want to explore physics in new ways?

Then the PHYSICS 160 and 260 sequence is for you! 

PHYSICS 160 covers the fundamental principles of mechanics using 

a modern perspective. It emphasizes the applicability of these laws 

in systems ranging from binary stars to nuclear collisions. This class 

will be different, and more interesting, than any physics course you 

have taken yet. 

The goals of the course are: 

1. Application of fundamental principles to a wide range of systems 

i.e., from nuclei to stars (unify mechanics) 

2. Integrate contemporary physics (atomic models of matter, relativistic 

dynamics) 

3. Engage students in physical modeling (idealization, approximation, 

assumptions, estimation) 

4. Integrate computational physics (now a partner of theory and 

experiment) into problem solving 


For students who are interested in a science concentration, especially 

physics, this is the class that you should take. 

PHYSICS 161. Honors Introductory Mechanics Lab. 

Concurrent election with PHYSICS 160 strongly recommended. (1). 


those who have completed or are enrolled in PHYSICS 127, 136 or 

141. 

PHYSICS 161 is a three-hour weekly laboratory designed to accompany 

PHYSICS 160. This lab introduces students to the core concepts 

of physics, namely careful observations, both quantitative and 

qualitative, followed by comparison with appropriate mathematical 

models that serve as the basis for descriptive interpretation. Course 

material is focused on developing a good understanding of the concepts 

and principles of Newtonian mechanics while providing sophisticated 

experiments for demonstrating the validity of these fundamental 

paradigms. The analytical techniques require high school 

level algebra and some familiarity with statistical measures of significance, 

procedures common to any scientific, technical, or medical 

area of inquiry. Although not an academic requirement, it is assumed 

that the students will have some basic skills in using a computer 

at the level of a word processing program or similar application 

task. 

Intended audience: This course is aimed at students with a 

strong intellectual interest in physics who are likely to major in the 

physical sciences. 

Course Requirements: Students are graded on in-class performance 

and laboratory reports submitted at the end of each lab period. 

Short web-based quizzes are used to encourage students to 

prepare for each class by reading the lab manual. 

Class Format: Three hours per week in a lab classroom. Taught 

by the Faculty Lab Coordinator. 

POLISH (Polish) 

The department teaches the languages, literatures, and cultures of 

the Slavic nations. The curriculum provides the language training 

prerequisite to specialization in a variety of careers (e.g., government, 

diplomacy, international trade, teaching), and offers an enriching 

cultural and linguistic background to non-concentrators, especially 

those interested in the ethnic heritage of the Slavic peoples. 

Courses in English. The department offers a series of courses in 

English translation designed to survey the Slavic literatures and cultures 

for concentrators in Russian and Polish and for nonconcentrators. 

These courses include: 

• RUSSIAN 231, 241, 322, 346, 347, 348, 357, 358, 360, 361, 

365, 382, 450, 460, 461, 462, 463, 464, 472, 476, 477, 478, 

479, 485; 

• SLAVIC 151, 210, 225, 240, 250, 270, 281, 290, 312, 313, 315, 

316, 435, 470, 481, 487, 490; 


• POLISH 214, 314, 325, 326, 432; 

• CZECH 315, 480, 483, 484 

The Polish Program at the University of Michigan is considered one 

of the strongest, possibly the strongest, Polish programs in the 

country. Language courses are the core, with offerings including 

First, Second, Third, and Fourth Year Polish. U-M is thus the only 

American university to offer four levels of Polish every year. It also 

offers on a regular basis Polish literature survey courses, as well as 

courses on Polish drama, novel, film, and popular culture. People of 

Polish heritage form the fourth largest ethnic group in the state of 

Michigan, and a great number of students at the University of 

Michigan have Polish roots. The strength of the program has been 

possible thanks to intensive cooperation with the Center of Russian, 

East European, and Eurasian Studies. The Center actively supports 

Polish activities across the campus and helps coordinate a large 

network of faculty that include in their teaching and research different 

aspects of Polish culture. The Polish program also benefits 

from the activities of the Copernicus Endowment, most notably its 

annual Copernicus Lectures delivering leading Polish scholars, artists, 

writers, and public figures. 

POLISH 121. First-Year Polish. 

(4). May not be repeated for credit. May not be repeated for credit. 


POLISH 123. F. 

Introductory course presenting basic grammatical information and 

vocabulary. Course is geared toward active language use through 

oral drills and conversational practice. Conversations and discussions 

include a cultural component to familiarize students with both 

Polish language and culture. 

Instructor: Pasek, Ewa Maria 

POLSCI (Political Science) 

Political science is the systematic study of governmental and political 

structures, processes, and policies. This study uses institutional, 

quantitative, and philosophical approaches. The field is highly 

diverse, ranging across political theory, comparative government, 

international relations, American government, public policy, and 

research methods. Political scientists concentrate on public opinion 

and voting, organized political behavior, governmental institutions, 

studies of single countries, comparisons across countries and relations 

among countries. The field addresses both normative and 

empirical concerns. 

Roster of POLSCI subfields and courses: 

• American 111, 300, 310, 311, 312, 313, 314, 315, 316, 317, 

318, 319, 320, 321, 322, 323, 324, 326, 327, 329, 330, 331, 

332, 333, 334, 335, 380, 385, 410, 432, 482, 484, 486, 496 

• Comparative 140, 336, 337, 338, 339, 340, 341, 342, 343, 344, 

345, 346, 347, 348, 349, 350, 351, 352, 353, 354, 355, 356, 

357, 358, 359, 382, 387, 395, 396, 397, 451, 497 

• Methods 381, 391, 488, 490, 499 

• Theory 101, 301, 302, 306, 307, 308, 309, 400, 401, 402, 403, 

404, 405, 406, 407, 408, 409, 495 

• World 160, 360, 361, 363, 364, 365, 368, 369, 370, 371, 372, 

379, 462, 463, 498 

Waitlist Policy for the Political Science Department 


Political Science course. Students should register on the waitlist 

according to their preferred section AND attend the first class. 

Overrides will be issued automatically, in waitlist order (unless a 

professor asks for a different process in a particular course) up to 

the first day of class by the department as space becomes available. 

Students are notified by e-mail and given three days to use 

the override; the seat may go to an alternate student on the waitlist 

if the override is allowed to expire. Students should remember 

that for cross-listed courses, their waitlist position as seen on 

Wolverine Access is relative to the unit under which they are enrolled. 

Unused overrides may result in the student being removed


from the waitlist completely. No overrides will be issued automatically 

after the first day of classes. Students (waitlisted or not) must 

attend the first class and obtain an override from the instructor or 

GSI. 

Michigan in Washington Program 

The MIW program offers an opportunity each year for 45-50 

undergraduates from any major to spend a semester (Fall or 

Winter) in Washington. The program provides a chance for students 

to combine coursework with an internship that reflects each 

student’s particular area of interest (such as American politics, international 

studies, history, the arts, public health, economics, the 

media, the environment and science and technology). 

The application deadline for Winter 2012 and early admission for 

Fall 2012 will be Friday, September 30, 2011. 

POLSCI 101. Introduction to Political Theory. 

Primarily for first and second year students. (4). (SS). May not be 

repeated for credit. F, W, Sp. 

Section 001. This course is a primarily chronological introduction 

to a selection of major and some minor works in Western political 

theory. The texts we read are (mostly) old, but the questions 

should be familiar: How should we live, and what rules should govern 

our collective life? Those are, roughly, the questions of the 

good life and justice. How should we go about pursuing our goals? 

That is the question of political action. Finally, why do we disagree 

when we answer those questions? That’s the question of ideology. 


Assignments include regular reading questions, short papers, writing 

on a course blog, and optional group work. 

Class Format: 

The course uses various interactive technologies, and a laptop is 

recommended but not required. 

Instructor: LaVaque-Manty, Mika 

POLSCI 111. Introduction to American Politics. 

Primarily for fist and second year students. (4). (SS). May not be 


Section 001. This course is an introduction to American politics, 

with an emphasis on the Constitution, the electoral process and 

political participation, and the decision-making process in Congress, 

the executive branch, and the federal courts. We will use theories 

of politics, as well as historical and current events, to develop an 

understanding of the structures and processes of our government. 


Your grade will be based on exams, participation in discussion section, 

and assignments from your GSI. 

Class Format: 

In addition to two lectures per week, you will meet twice a week in 

a discussion section led by a GSI. In these sections you will have 

the opportunity to discuss the readings, ask any questions you 

might have about lectures or readings, and address topics in more 

depth than the lectures permit. 

Instructor: Shipan, Charles R 

POLSCI 140. Introduction to Comparative Politics. 

Primarily for first- and second-year students. (4). (SS). May not be 

repeated for credit. F, W. 

An introductory survey of the governments and politics of several 

contemporary societies in Europe, Asia, Africa, and Latin America. 

Instructor: Markovits, Andrei S 

POLSCI 160. Introduction to World Politics. 

(4). (SS). May not be repeated for credit. F, W, Su. 

Section 001. This course provides an introduction to the analysis 

of world politics. It focuses on theories used to explain international 

and domestic politics central to world politics in its full generality. 

The evidence for such theories lies in patterns of behavior over 

time, although extensive examples and cases will be presented 

both to illuminate the concepts of the theories and to help the student 

see how theories try to explain individual events. 

The course begins with an introduction to world politics. Six principles 

focus our attention on the key things we need to know to understand 

why events happen in world politics. The first part of the 

course presents and explains these six principles. The second third 

uses these principles to explain why war occurs, how states prepare 

for the possibility of war, and the consequences of war afterwards. 

The final third of the course addresses issues in international political 

economy and other issues. Specific issues of trade, monetary 

affairs, finance, the environment, and human rights are covered in 

this third. The course ends by examining why the state system 

dominates world politics. 

Instructor: Morrow, James D 

PORTUG (Portuguese) 





note that students may not take the Portuguese placement test 

more than one time. To schedule a Portuguese placement test with 

the instructor, please contact the RLL main office at (734) 

764-5344 for more information. 












LSA. 







PORTUG 101. Elementary Portuguese. 


have completed or are enrolled in PORTUG 100 or 415. F. 

PORTUG 101 is offered only in the Fall Academic Term. 

Elementary Portuguese is designed to introduce students to the 

language and culture of Brazil. 

Our focus is on the development of students' ability to understand 

spoken and written Portuguese, and be able to speak and write it 

themselves, developing their four language skills so they can communicate, 

understand what's said, speak, read and write in everyday 

practical situations. 

Our course is content-based, incorporating grammar in a functional 

use of language through listening, speaking, reading, and writing 

tasks. Vocabulary and structures are practiced in class through 

communicative activities, stressing listening and speaking. 

Authentic materials from Brazilian websites are used to develop 

reading comprehension skills. Videos and Internet treasure hunts 

introduce students to contemporary Brazilian life and culture, 

heightening their cultural awareness and listening skills.

To help you learn Portuguese, on CTools we've uploaded: 

• Video clips introducing new structures for each chapter 

• Vocabulary practice material; 

• In addition, you'll have access to a few short films. 

Required materials: The Ponto de Encontro text and workbook, a 

dictionary, and a grammar book. 

Highly recommended: 501 verbs. 

Sold at MI Book and Supply. 


Homework involves completing daily activities on the workbook, 

completing audio-visual based tasks on C-tools, writing short notes, 

and researching on the Internet for authentic material to complete 

the treasure hunts. 

Evaluation criteria: Regular attendance is crucial for progress. Grading 

is based on regular attendance, class participation — asking and 

answering questions in Portuguese, initiating discussion, role playing, 

and other situational activities — homework assignments (to 

prepare for in-class work, and tests), quizzes, Internet research, a 

midterm, a group cultural project presented in class, two brief 

essays, two speaking tests, and a final examination. 

By the end of the academic term — depending on how actively you 

participated in class, and completed the homework — we hope 

you'll have a fair listening comprehension skill level, enough vocabulary, 

and a basic knowledge of the fundamental elements of 

Portuguese grammatical structure, to be able to understand and 

participate enthusiastically in basic conversational situations. 

Instructor: Fedrigo, Niedja C 

PSYCH (Psychology) 

Undergraduate courses in psychology give students an opportunity 

to learn what research has shown about: 

• how behavior is motivated; 

• how people perceive, learn, and think; 

• how individuals differ from one another; 

• how personality develops from infancy to maturity and is expressed 

by behavior; and 

• how interpersonal factors affect human relationships in the 

home, on the job, and in the community. 

The curriculum in psychology is intended to enhance one's understanding 

of behavioral science and of oneself and others in terms of 

concepts developed by study. To that end, we offer three concentrations: 

in Psychology; in Brain, Behavior and Cognitive Science; 

and in Neuroscience. To help you focus your studies around your 

particular set of interests, we offer ten Curriculum Guides (lists 

of recommended courses for students interested in a particular field 

of study). 

Psychology Waitlist Procedure (beginning Fall 2009) 

All sections of all undergraduate courses have a waitlist (except 

courses that are “Instructor Consent,” First-Year Seminars, and 

Independent Studies). Being on a waitlist does not guarantee a 

spot in the class. After the Early Registration period, the Department 

will provide permission to register as seats become available 

in classes using the following guidelines: 

1. Upper level courses — seats will be offered to senior concentrators 

(85+ credits), then junior concentrators (55-84 credits), 

then sophomore concentrators (25-54 credits), then nonconcentrators. 

BBCS and Neuroscience students will be given 

priority for BBCS/Neuroscience eligible courses. 

2. Breadth courses — seats will be offered first to concentrators 

by class rank, then all others in waitlist order. 

3. 100-200 level courses — waitlist order with freshmen and 

sophomore students receiving priority. 


During Early Registration, permissions will expire 2 days from their 

assignment. 

Students may add themselves to waitlists until the end of the day 

prior to the drop/add deadline. 

IT IS CRITICAL THAT STUDENTS ATTEND CLASSES FROM THE 

BEGINNING OF THE TERM. EVEN THOUGH STUDENTS ARE 

REGISTERED OFFICIALLY FOR A COURSE, THE DEPARTMENT MAY 

REQUEST THAT THEY BE DISENROLLED IF THEY DO NOT ATTEND 

INITIAL CLASSES. 

All sections of courses meet from the first day of classes, even if 

the discussion or lab section is scheduled before the first lecture. 

Students must attend class from the beginning of the term or risk 

being dropped from the class. 

Some instructors will choose to close the class on the first day of 

the term so that all enrollment requires permission. If the enrollment 

has not reached the posted maximum, instructors will have a 

process for admitting students who have been attending class. 

Questions about enrollment and permission to register should be 

sent to psych.saa@umich.edu. 

PSYCH 111. Introduction to Psychology. 

(4). (SS). May not be repeated for credit. No credit granted to 

those who have completed or are enrolled in PSYCH 112, 114, or 

115. PSYCH 111 may not be included in a concentration plan in 

Psychology. Students in PSYCH 111 are required to spend five 

hours outside of class participating as subjects in research projects. 

F, W, Sp, Su. 

Section 030. Designed to introduce students to the major topics 

studied by psychologists including sensation, perception, learning, 

motivation, physiological and cultural bases of behavior, development, 

personality, and social psychology. 

Instructor: Grayson, Carla Elena 

Section 060. An introduction to psychology as a broad survey 

course which explores the various theoretical bases for the understanding 

of human behavior. Students will learn about the biological 

processes of behavior, sensation and perception, learning and 

memory as well as examine the theories of personality, psychopathology, 

cognitive and social development. Practical applications 

and contemporary topics will also be explored. 


Course Requirements include three non-cumulative exams (multiple 

choice and short answer) and three applied written assignments of 

3-5 pages in length. 

Class Format: 

This is a lecture only format course. 

Instructor: Schreier, Shelly Gail-Zeff 

Section 070. Psychology is the study of thought and behavior. It 

can help you understand yourself and others, and is relevant to 

health, education, business, and law. This course will survey the 

field. We will overview neuroscience and its relationship to behavior 

and thought, sensation, perception, consciousness, learning, memory, 

thinking, intelligence, motivation, emotion, health and behavior, 

development across the life span, social cognition, social behavior, 

personality, mental disorders, and psychological treatments. At 

the end of the course students should know key findings about 

these topics, as well as how to evaluate purported facts about 

psychology. 

The cost of new versions of the two required textbooks is over 

$100, but less expensive used versions and electronic versions of 

the texts are available. 


Evaluation is based on web submitted assignments, quizzes, and 

three multiple choice exams.


Class Format: 

Students will attend lecture twice per week, as well as a discussion 

section once per week. 

Instructor: Perlmutter, Marion 

Section 090. This course will provide a broad overview of 

psychology by introducing the major concepts, terminology, and research 

methods of the field. We will explore exciting topics such as 

perception, decision-making, emotion, learning, memory, and motivation. 

Among other things, we’ll examine how aspects of the mind 

develop in children, how they differ across people and cultures, and 

how psychological knowledge can be used to improve the quality of 

our lives. 

There is one textbook for this course and there are used copies 

available for less than $100. 


Although there are no exams in this course, there will be unannounced 

quizzes and several 4-5 page papers. This is to emphasize 

critical thinking rather than just memorization. You will learn how to 

locate, read, and evaluate psychological research so that you’ll begin 

to ask "What's the evidence?" when encountering a statement, 

a valuable skill for any major. Assignments will also help you apply 

psychological findings to everyday life in order to gain a better understanding 

of yourself and others. 

Class Format: 

Each class will integrate lecture, discussion, and in-class activities/ 

demonstrations. 

Instructor: Burson, Aleah Suzanne 

PSYCH 112. Introduction to Psychology as a Natural Science. 


those who have completed or are enrolled in PSYCH 111, 114, 115, 

or 116. PSYCH 112 may not be included in a concentration plan in 

Psychology. Students in PSYCH 112 are required to spend five 

hours outside of class participating as subjects in research projects. 

Psychology is the study of the mind that is our common and unique 

inheritance as human beings. It is an exciting field, where our understanding 

of ourselves is constantly examined, challenged, and 

extended. The goals of this course are: 

1. to introduce you to scientific models of human thought, feeling, 

and behavior 

2. to apply these models to understand better your own mind and 

behavior and those of others 

3. to develop intermediate-level academic skills. 

Major topics include: 

• the origins of mind, neurons and what they do 

• how we adapt to the world around us 

• how we remember (and why we sometimes misremember) 

• how we think 

• why we have feelings 

• how we are influenced by others 

• how the mind can break down 

• how we can help ourselves 

Academic skills include the abilities: 

• to follow an editorial style (APA 6) 

• to write an informative synopsis of a research article 

• to conduct effective library research online 

• to identify and articulate psychological explanations. 


Assessment will take the form of written assignments, unannounced 

quizzes, and possibly public speaking. There are no exams 

in this class. Participation in the Psychology subject pool is required 

for course credit. 

Instructor: Malley, Brian 

PSYCH 120. First-Year Seminar in Psychology as a Social 

Science. 


sophomore standing. (3). (SS). May not be repeated for credit. May 

not be included in a concentration plan in Psychology. 

A small seminar, which will introduce entering students to the topic 

of Psychology and issues which are important in the field of 

psychology. Through this seminar, students will be able to develop 

an understanding of how various theories and applications of the 

discipline of psychology may be helpful in understanding the world. 

Section 001 — Education as Social Justice. 

This course will explore the connection between education/learning 

and issues of social justice. We will consider the ways in which the 

structure of American education systematically discriminates 

against racial, gender, religious, and social class groups. The class 

will also examine the impact of this discrimination on social, academic, 

and psychological development. 

Instructor: Rowley, Stephanie J 

Section 002 — Intelligence and Self-Control: Implications 

for Success in College and Beyond. 

It takes “smarts” to get into college, especially selective institutions 

such as Mb>the University of Michigan. But many smart students 

also engage in stupid behavior, at times putting their college and 

life dreams at risk. In this course, we will attempt to come to grips 

with this conundrum. This course aims to develop your knowledge 

of what intelligence is and isn’t and what predicts academic 

achievement in addition to various life outcomes. In this class you 

will be exposed to traditional approaches to the study of intelligence, 

in addition to theories dealing with how people can generate 

foolish behavior even though they may seem to be “intelligent” in 

other respects. We will then focus on approaches to strategic selfcontrol 

as a way of bridging the divide between intelligence and 

foolishness. 


Students will be evaluated based on attendance, constructive participation, 

leading discussion, pop quizzes, and a cumulative exam. 

Instructor: Ybarra, Oscar 

Section 003 — What Makes Life Worth Living?. 

This first-year seminar for Honors students addresses the topic of 

what makes life worth living. The course will draw on psychology as 

well as allied work in philosophy, political science, organizational 

studies, public health, and education. The course will entail a discussion 

format; readings from original sources; out-of-class exercises; 

a service learning project; and class presentations by students 

at the end of the academic term on topics of their own 

choosing. 


First-year Honors students 

Class Format: 

First-year seminar for Honors students; discussion format 

Instructor: Park, Nansook 

Section 004 — Psychological Perspectives on College 

Experience. 

When people leave the University of Michigan upon graduation, in 

what ways are they different from when they began? How does 

university life influence your marriage, your income, and most importantly 

(for this course) your thinking skills? How can you change 

the way you proceed through the university (from choosing your 

major, courses, and sleep habits) that can improve your chances 

for learning and success? 

The primary goal of this course is to learn about the psychology of 

learning and thinking in the context of the university. 

• How long do your memories last?

• What factors influence how well and for how long you will learn 

information? 

• How will your thinking change as you progress through the 

university? 

• Are some people better at learning than others? 

• How much does effort/practice play a role in how much you 

learn? 

• How do alcohol, drugs, anxiety, sleep, hormones, etc., affect 

how well you learn and think? 

At the same time, we will evaluate in considerable detail the implications 

of the psychology of learning and thinking for our own 

learning and thinking (and, perhaps, of one's students and children 

if one becomes a teacher or parent). Thus, we will systematically 

examine through both empirical group projects and class activities 

and discussions, how what we might know about learning might 

mean for ourselves. 

As a secondary goal, we will consider how the university as a whole 

works, and how university policies and university life affect you. 

If we are truly successful in this course, you will have a fairly sizable 

body of knowledge about the psychology of thinking and 

learning, you will have learned to critically read and evaluate research 

on the psychology of thinking and learning, and you might 

even become better thinkers and learners. At the same time, you 

will understand something about the university and how it works. 

Instructor: Shah, Priti R 

Section 005 — Law and Psychology. 

This seminar will study the relationship between law and psychology 

within a general framework. We will examine a number of real 

cases that have been covered by the popular press (e.g., the trial 

of Lorena Bobbitt) as well as some fictional accounts (e.g., 

Grisham's A Time to Kill) with regard to how the law defines the 

limits of personal responsibility. We will also discuss the psychological 

import of legal issues such as the insanity defense, and battered 

wife syndrome. Each student will write a weekly commentary as 

well as a "closing argument" that will be presented to the class for 

one of the cases under consideration. 


Each student will write a weekly commentary as well as a "closing 

argument" that will be presented to the class for one of the cases 

under consideration. 

Instructor: Pachella, Robert G 

Section 006 — Psychological Perspectives on Political Life. 

In this seminar, we will discuss the psychology of public opinion, 

voting, leadership, and media coverage of elections. Examples of 

pertinent questions include: 

• Do citizens vote in self-interested ways? 

• Or are other, more symbolic aspects more important? 

• To what extent do environmental characteristics influence one’s 

political behavior? 

• And does a candidate’s race or gender matter? 

In seeking answers to such questions, we will rely upon scholarship 

in psychology, political science, sociology, history, and geography. 

Students will approach these issues via readings, class discussion, 

and written assignments. Students will also gain basic experience 

with social scientific empirical methods as a result of collaborating 

in an original survey data collection project. 


Students will be evaluated on semi-weekly response papers (2 

pages each), a research project and write-up, and participation. 

Class Format: 

Seminar 

Instructor: Rabinowitz, Joshua Louis 


Section 007 — Psychological Dimensions of Leadership. 

What are the individual characteristics, behavior or circumstances 

that determine a leader’s ability to be effective? This seminar explores 

these questions and others by studying several approaches 

to understanding leadership in organizational contexts. We will explore 

psychological perspectives on leadership with a focus on application. 

We will use real and fictional cases to examine leadership, 

and examine concepts further in class exercises and discussions. 

The goal for the course is to enable each student to: 

• Understand and explain psychological theories related to leadership, 

including trait approaches; leader behavior and attitudes; 

charismatic leadership; contingency and situational approaches; 

leader’s sources of power and influence tactics; and 

ethics in leadership. 

• Develop skills in diagnosing organizational problems, identifying 

and applying relevant concepts and theories. 

Class Format: 

Seminar. Instruction will be delivered by lecture, experiential exercises, 

and discussions. 

Instructor: Wierba, Elizabeth E 

PSYCH 121. First-Year Seminar in Psychology as a Natural 

Science. 



credit. May not be included in a concentration plan in Psychology. 

A small seminar which will introduce entering students to the topic 

of Psychology and issues which are important in the field of 

psychology. Through this seminar, students will be able to develop 

an understanding of how various theories and applications of the 

discipline of psychology may be helpful in understanding the world. 

Section 001 — Evolution of Cognition. 

This interdisciplinary seminar will explore the nature of conscious 

and unconscious mental processes in various types of human cognition 

and action, including perception, memory, thinking, and behavior 

broadly construed. We will take an eclectic approach in our exploration, 

encompassing points of view found in disciplines such as 

psychology, neurophysiology, artificial intelligence, philosophy, and 

medical practice. Both normal and altered states of consciousness 

(e.g., sleep, dreaming, meditation, hypnosis, and hallucination) will 

be considered from these perspectives. 


Grades will be determined by student performance on in-class quizzes, 

short written essay exercises, final term paper, and class discussion. 


No special prior academic background is required for taking the 

course, other than the abilities to think clearly and deeply as well as 

to competently read, write, and speak English prose. 

Instructor: Meyer, David E 

PSYCH 122 / SOC 122 / UC 122. Intergroup Dialogues. 

(2). May be repeated for a maximum of 4 credits. May not be used 

as a prerequisite for, or included in a concentration plan in Psychology. 

Interested students must fill out an online request at 

www.igr.umich.edu. Due to high demand, students who do not attend 

the mass meeting on the first day of class will be dropped 

from the course. If you have questions, please contact Rebecca 

Grekin (phone: 936-1875; e-mail: rgrekin@umich.edu). 

Section 002. Students will examine psychological, historical, and 

sociological materials which address each group's experiences, and 

learn about issues facing the groups in contemporary society. The 

goal is to create a setting in which students will engage in open 

and constructive dialogue, learning, and exploration. The second 

goal is to actively identify alternative resolutions of intergroup con-


flicts. Different term-long sections of this course focus on different 

identity groups (for example, recent dialogues have considered 

white people/people of color; Blacks/Jews; lesbians, gay men, 

bisexuals, and heterosexuals; white women/women of color; 

Blacks/Latinos/as; men/women; etc.). Once registered, please go 

to www.igr.umich.edu to fill out a dialogue placement form. Two 

course packs are also required. 

Questions regarding this course should be directed to: 

The Intergroup Relations Program 

(734) 936-1875, 3000 Michigan Union. 

Instructor: Gurin, Patricia Y 

PSYCH 211. Project Outreach. 

Prior or concurrent enrollment in an introductory Psychology 

course. (3). (EXPERIENTIAL). May be repeated for a maximum of 6 

credits. May be elected more than once in the same term. Credits 

may not be included in a concentration plan in Psychology. This 

course may only be repeated if a different section is selected. All 

sections of Outreach count as an experiential lab for the Psychology 

concentration; they do not count as a lab for the Biopsychology and 

Cognitive Sciences concentration. Offered mandatory credit/no 

credit. 

All sections of Outreach count as an experiential lab for the Psychology 

concentration; they do not count as a lab for the Biopsychology 

and Cognitive Sciences concentration. 

The purpose of Project Outreach is to allow students to learn about 

themselves and psychology by becoming involved in community 

settings. Outreach students engage in real work in the community, 

designed to meet community needs. Because all sections of Project 

Outreach — PSYCH 211 are for 3 credits (on a credit/no credit basis), 

the academic requirements for the course are uniform across 

all sections (except Exploring Careers, Section 005) and include 

four hours of fieldwork placement, one hour of discussion section, 

and one hour of lecture each week; in the Careers section, students 

learn about themselves in relationship to future potential careers, 

and explore the social-psychological contexts in which work occurs. 

Attendance at your section is mandatory. Readings, a midterm project, 

and a final exam will be assigned. The Graduate Student Instructor 

for each section may state additional section requirements 

in class. 

See course website (www.sitemaker.umich.edu/projectoutreach) 

for more information. 

Section 001 — Working with Preschool Children. Students 

will work with children ages 2-5 in community preschools and daycare 

centers. These placements offer hands-on experiences with a 

diverse group of children and the lecture series explores a variety 

of topics that influence child development. The placement sites vary 

in terms of the populations they serve, including “at-risk” children, 

children with specials needs, and children of international families 

with English as a second language. 

Section 002 — Work with School-Age Children. School-Age 

Children provides students with exciting opportunities to explore issues 

facing children and adolescents in the community. Students 

work with children in a number of ways, including mentoring and 

tutoring. Some of the service opportunities include: 

1. Big Sibs — Build a one-on-one relationship with a child in need 

of guidance through Big Sibs. This opportunity allows for indepth 

interaction as the student and his/her little sib participate 

in free or low-cost educational and fun activities in the community. 

2. Neurokids — Neurokids is a great program in which students 

from the University of Michigan teach neuroscience to 4th and 

5th grade classes in Ann Arbor and Ypsilanti. Anyone can do it, 

so don't worry about having knowledge of the subject or teaching 

experience. You can help design lesson plans based around 

hands-on activities, make props for the demonstrations, film 

our classroom time, improve our website, and even innovate 

the program. Neurokids is a lot of fun and incredibly rewarding. 

If you want to learn more about Neurokids, check out our website 

for photos, videos, past lesson plans, and more: 

www.umichneurokids.com 

3. 826 Michigan Tutoring — 826 Michigan offers a tutoring 

program at a middle school in Ypsilanti. Volunteers go after 

school and work individually with the students. This is a great 

way to directly impact a student’s life! www.826michigan.org/ 

Students complete 40 hours of service total at one of the volunteer 

placements. Students also attend lectures concerning issues related 

to school-age children in society. 

Students enrolled in this section are asked to undergo a criminal 

background check. If you have any concerns about this, please 

contact project.outreach@umich.edu. 

Section 003 — Juvenile and Criminal Justice. Designed to 

provide students with experience in and knowledge of the criminal 

justice system. The field placements match students with juveniles 

or adults in a number of placement settings in the criminal justice 

system. The lecture series is intended to expose students to a wide 

variety of issues relevant to juvenile delinquency and criminality. It 

is our hope that you will not only learn about the system but also 

have the opportunity to reach out to juveniles and adult offenders 

and have a positive impact on their lives. 

Section 004 — Health, Illness and Society. Help patients and 

families in medical facilities, community health clinics, elderly residential 

settings and community crisis centers. Opportunities include 

offering empathy, emotional and practical support, in the context of 

supervised care, and education. Work with a wide range of populations 

including children, adults, and the elderly. Learn about a variety 

of contemporary topics related to the field of health care and 

health promotion. 

Students enrolled in this section are asked to undergo a 

criminal background check. If you have any concerns about 

this, please contact project.outreach@umich.edu. 

Section 005 — Exploring Careers. Students explore how their 

understandings of themselves, their interests, their values, and 

their skills relate to ideas about a college major and career possibilities. 

The aims of this section are twofold: 

1. to provide students with a psychological perspective on the development 

of career identity and decision-making processes 


2. to encourage the development of the skills needed to identify 

career options, become familiar with occupational resources, 

and to practice job or internship search strategies. 

PSYCH 225 / WOMENSTD 225. Psychology of Human 

Sexuality. 


This course is a broad introduction to a variety of facets of human 

sexuality and the intersections of sexuality and gender. We will examine 

constructs such as attitudes toward one's body, casual sex, 

consensually non-monogamous relationships, sadomasochism, and 

sex and disability. We will specifically take time to answer questions 

generated by the class about sexuality issues. 


Methods of evaluation will include multiple choice exams and a 

critical thinking journal. 


This course is intended for first-year students and has no prerequisites. 

Class Format: 

The course involves lectures (many by guest speakers), and discussion 

sections. 

Instructor: Conley, Terri

PSYCH 242 / LING 209. Language and Human Mind. 


This course is designed to introduce students to the “cognitive 

revolution” and its impact on the contemporary study of language. 

The course reviews the Chomskyan shift away from speech behavior 

or “languages” as the object of inquiry to the experimental and 

theoretical study of the cognitive mechanisms underlying our 

unique human capacity for language, the exercise of which permeates 

virtually every aspect of human life, including what you are 

now doing! In every household, all of the children, barring pathology 

— but none of the dogs, cats or other organisms (nor the inanimate 

objects!) — acquire the language spoken (or signed) by 

the adults. There is some biological property of humans that makes 

this feat possible. 

• What do we know when we know a language? 

• What does it mean to say that humans have an innate capacity 

for language? 

• Why has this innateness claim generated so much contentious 

debate? 

• How do languages differ, and why? 

• How is it that you are now scanning text with your visual system, 

and converting little squiggles you perceive into meanings? 

• What is a meaning? 

• Given that you can perform this squiggle-to-meaning conversion, 

how does your converter work? 

• How do speakers of sign languages (again, humans but not 

dogs) convert moving hand shapes into meaning? 

Isn’t it true that the conversion to meaning you are now performing 

allows your mind to now know what my mind is now thinking? That 

is, through this process aren’t you acquiring knowledge of my 

thoughts, (thereby facilitating educated guesses as to what this 

course and these Profs. will be like?) or is that crazy talk about 

“mind reading”? 


Homework, quizzes, class participation, final exam 


Freshmen and sophomores interested in Linguistics and Psychology 

as cognitive science. 

Instructor: Epstein, Samuel D 

PUBPOL (Public Policy) 

Courses in Public Policy are listed in the Time Schedule under the 

Gerald R. Ford School of Public Policy. 

PUBPOL 250 / CMPLXSYS 250. Social Systems, Energy, and 

Public Policy. 

(3). (QR/1). May not be repeated for credit. 

Energy is an incredibly complex topic by virtue of the inter-linkages 

of science, technology, public policy, economics, and human behaviors. 

This course will examine all aspects of energy: supply and 

demand, technical and social, with a concerted look at the natural 

place of social science (behavior, pricing, externalities, social 

norms) in the energy sphere. 

Every aspect of present-day society depends on the continuing 

availability of clean, affordable, flexible, secure, and safe energy resources. 

Yet nearly 90% of our current energy needs are met by 

fossil fuels. Our reliance on fossil fuels has led to declining supplies, 

rising prices, global climate change, and security concerns. The current 

global energy economy is not sustainable. The technological 

challenges are formidable; but they cannot be considered solutions 

without considering the human and social behavioral side of energy 

demand. 

The quest for solutions to "The Energy Problem" is dominated by 

technology "fixes". The visions of practical technological fixes, 

whether electricity energy generation, oil exploration and extrac- 


tion, pollution mitigation, automobile fuel efficiency and alternatives 

to combustion engines, etc., necessarily build on what we know today 

and presume that we can achieve in a couple of decades or so, 

through sufficient R&D, an energy supply-demand balance that fulfills 

a wide range of incompatible requirements — cheap, environmentally 

benign, politically secure, unconstrained supply, convenient, 

and safe. While we expect technology to come to our energyrescue 

and support our established patterns of economic growth 

and energy-intensive lifestyles, we tend to expect very little from 

the human and social behavioral side of energy use and demand. 

In some ways the Energy Problem is yet another version of C.P. 

Snow's Two Cultures — parallel technology and social cultures with 

little mutual understanding and rare cross-over exchange. 

The Complex Systems view would hold that society and Energy 

technologies have coevolved through the actions of individual 

agents (inventors, scientists, entrepreneurs, financiers, writers, 

politicians, kings and queens, dictators, and statesman), learning, 

adapting, selecting, exchanging information, and interacting 

through transactions of many kinds. At every stage, the social, economic, 

and technological systems were tightly coupled. It is not 

possible to understand Energy Problems without framing them in a 

systems context. 


Two midterm exams, a Final Exam, graded homework assignments, 

and a term project. 


Freshmen and Sophomores interested in energy and complex systems. 

Class Format: 

3 hours of lecture per week. 

Instructor: Salmeen, Irving T 

RCARTS (RC Fine Arts) 

Most seats in RC courses are reserved for RC students. 

RCARTS 285. Photography. 

(4). (CE). May not be repeated for credit. 

Section 001. An introduction to the medium of photography from 

the perspective of the artist. It includes an overview of photography’s 

role in the arts, the development of an understanding of visual 

literacy and self-expression as they relate to the photographic 

medium, and the development of basic technical skills in black and 

white and color photography. A visual emphasis is maintained in 

both presentation and course work, and the students work with the 

medium towards a goal of personal expression. There will be a studio 

fee. 

Instructor: Hannum, Michael B 

RCARTS 286. Sculpture. 


Section 001. This studio sculpture course approaches sculpture 

through a variety of accessible techniques and projects that do not 

require a great deal of specialized training. This course will introduce 

students to the art-making practices of wide variety of artists, 

with a special focus on artists broadly categorized as “self-taught,” 

as opposed to trained fine artists. The purpose of this orientation is 

to provide students with an opportunity to as directly as possible 

tap their creativity and expressive potential, and to encourage students 

to engage their own unique perspectives, interests, and talents, 

in the art-making process. Projects range from simple assemblage 

sculptures to environmental and installation works, and will 

emphasize working with our hands and basic tools, and using when 

possible readily available, found, and recycled materials. This 

course will require an open mind, an ability to collaborate and work 

with others, a willingness to get your hands dirty, and perhaps a 

little dumpster diving. 

Instructor: Wright, Jason M


RCARTS 287. Printmaking. 


Through practical studio experience, lectures, demonstrations, and 

collaborative activities the student will be introduced to the art and 

history of printmaking. The course will focus on creating original 

prints, exploring images, visual ideas, and the possibilities of selfexpression. 

Emphasis will be placed on linoleum cut, woodblock, 

and screen printing techniques. Field trips to area museums and 

gallery exhibitions will be part of the class experience. Approximately 

eight projects will be assigned. A sketchbook/notebook is 

required. There is a studio lab fee. 

Instructor: Cressman, Joel L 

RCARTS 288. Beginning Drawing. 


Section 001. Drawing is the most basic of art skills and is at the 

core of the creative process. The study and practice of drawing can 

be an enriching experience giving one insight into what artists do 

and have done over time. It is a common denominator for us all — 

at some point in our lives it came naturally. Introduction to Drawing 

aims to rediscover that natural impulse. We will explore traditional 

and contemporary approaches with an emphasis on eye/hand coordination 

and creative expression. Basic techniques and methods will 

be covered through work with still life, the figure and the imagination. 

The goal is to foster confidence and skill in understanding 

what we see and how to creatively transfer that understanding 

onto the two-dimensional drawing surface. There is a studio lab 

fee. 

Instructor: Wright, Jason M 

RCARTS 289. Ceramics. 


Section 001. This course presents basic problems in forming clay; 

throwing and handbuilding techniques; testing, preparing, and applying 

glazes; stacking and firing kilns; and operating a ceramics 

studio. Students are required to learn the complete ceramic process, 

and the assumption of studio responsibilities and regular class 

attendance are mandatory. The theory, practice, and history of ceramics 

are integral parts of this study and are used to encourage 

individual sensitivity to the material. 

Instructor: Tremel, Kathleen M 

RCCORE (RC Core Courses) 


RCCORE 100. First Year Seminar. 

SWC Writing Assessment. Only first-year students, including those 

with sophomore standing, may pre-register for First-Year Seminars. 

All others need permission of instructor. (4). (FYWR). May not be 


An introductory course taken by all Residential College. Theme, 

readings, and methodology vary, but the common purpose of all 

Seminars is to introduce students to the intellectual life of the 

University and encourage them to become active and responsible in 

the learning process. Oral and written skills are stressed; students 

write frequent essays based on class readings and group discussions. 

RCHUMS (RC Humanities) 


RCHUMS 236 / SAC 236. The Art of the Film. 


Section 001. This course examines the dramatic and psychological 

effects of the elements and techniques used in film making and 

television, and some of the salient developments in film's artistic 

and technological history. This course provides students with the 

basic tools and methods for film appreciation and study. Students 

write five two — page exercises, a seven-page analysis of a current 

movie, and a final exam. 

SAC 236 is a pre-requisite course for SAC concentrators, therefore, 

we have instituted a policy of a rolling enrollment as of this academic 

term, Fall 2006. While there will only be a limited number of 

spots open for seniors, juniors, and sophomores, the majority of 

the spots will continue to open throughout the course of the summer 

for incoming freshman ONLY. At the end of the summer, the 

final remaining spots will open for all class levels. 

Instructor: Cohen, Hubert I 

RCHUMS 250. Chamber Music. 

(1 - 2). (CE). May be repeated for a maximum of 8 credits. May be 

elected more than once in the same term. Offered mandatory 


Section 001. All students interested in participating in small instrumental 

ensembles may enroll for one or two credit hours at the 

discretion of the instructor. Audition is required for placement in 

ensembles. Every student must register for RCHUMS 250.001; 

those who fulfill the requirements for two hours of credit will be enrolled 

for RCHUMS 250.002 as well. For one credit hour, students 

must participate in one ensemble; for two credit hours, in two or 

more ensembles. The weekly one-hour long rehearsal times will be 

set after the auditions within the given time-slots on Wolverine 

Access according to the student schedules. Additionally, students 

must participate in class activities, which may include master 

classes, in-class performances, run-out concerts, etc. Responsibilities 

include 3-4 hours of weekly practice and one weekly rehearsal/ 

coaching per credit; attendance, punctuality and commitment are 

mandatory. The end-of-the-year performance is required for all ensembles. 

Course may be used to satisfy the RC Arts Practicum Requirement. 

Students are advised to sign up early in order to facilitate 

a timely audition and ensemble assignment. 

Instructor: Ervamaa, Katri Maria 

RCHUMS 251. Topics in Music. 

(4). (HU). May be repeated for a maximum of 12 credits. May be 


Section 001 — Music and the World Wars. 

The goal of this course is to explore the vast array of reactions to 

the two World Wars as expressed through art music. We will begin 

by surveying the cultural climate leading up to World War I, and 

from there explore not only the music that was written during the 

World Wars, but also music from the inter-war and post-war periods. 

We will look both at works that address themes of war explicitly 

and also those which take a more indirect, and even cryptic, 

approach. The course will provide social and historical context for 

each of the works explored, with the hope of illuminating the often 

ambiguous messages of the composers and considering the underlying 

moral questions they raise. Composers to be studied include 

Benjamin Britten, Carl Orff, Dmitri Shostakovich, Richard Strauss, 

Arthur Honegger, and others. 

Instructor: Kohler, Andrew Samuel 

RCHUMS 252. Topics in Musical Expression. 

(2 - 4). (CE). May be repeated for a maximum of 12 credits. May be 


Section 001 — Chinese Instrumental Music Ensemble. 

This is a performance course on Chinese instrumental music. Students 

will be given individual lessons (15 minutes per session) on 

Chinese musical instruments, which include but are not limited to 

the erhu (fiddle), dizi (flute), pipa (lute), and percussion. Students 

will learn not only basic techniques in playing the instruments 

which are provided, but also standard compositions of the repertory. 

Once the students have mastered the basic techniques, they 

will start to rehearse together and prepare for an end-of-the term 

concert. 


Students will be evaluated by their attendance, their learning of 

performance techniques and repertory, and performance at the 

end-of-the term concert.

RCHUMS 253. Choral Ensemble. 

(1). (CE). May be repeated for credit. Offered mandatory credit/no 

credit. 

Section 001. Group rehearses twice weekly and prepares a thematic 

concert of music. Vocal skills, sight singing, and basic musicianship 

are stressed. No prerequisites, but a commitment to the 

group and a dedication to musical growth within the term are required. 

No audition necessary. 

RCHUMS 259. Musical Improvisation. 

(4). (CE). May be elected twice for credit. 

Section 001. This course will utilize improvisation (not genrespecific) 

as the catalyst for creating and performing music. Because 

improvisation is a performance-based medium, the prospective student 

must be reasonably comfortable performing on an instrument 

or voice. Everyone will be expected to improvise during each class 

and in a variety of settings including solo, chamber and large-group 

work. The instructor will lead the class in various scenarios, structures 

and forms designed to stimulate creative and listening skills. 

Throughout the term, students will also work on self-directed solo 

and group projects. We will listen to recorded works during every 

meeting, and several listening exams will be given throughout the 

term. The final exam will include a concert of improvised music in 

the East Quad Auditorium. Three concert reports will also be required. 

Students must provide their own instruments, which may be 

acoustic, electric, found and/or vocal. Those using electric instruments 

will need to provide their own amplification. Laptops and 

turntables are welcome. 

Instructor: Kirschenmann, Mark Steven 

RCHUMS 280 / ENGLISH 245 / THTREMUS 211. Introduction 
















Online: 









constituent arts (acting, directing, design, playwriting, 

architecture) contributes to the making of a theatrical whole. 







Class Format: 







RCHUMS 282. Drama Interpretation I: Actor and Text. 


Section 001 — Image of the American Family. 

In this four credit drama course students will explore major 

American plays of the 20th century through the process of text 

analysis through performance. We will work on plays by major 

writers such as Arthur Miller, Tennessee Williams, Lorraine Hansberry, 

Sam Shepard and Tony Kushner. For each play we will discuss 

dramaturgical background, script and character analysis and 

put scenes on their feet for constructive critique. Written assignments 

will center on a journal which will include a series of actor's 

explorations of motivations and actions. Students will also be responsible 

for writing critiques of two productions. The course culminates 

in a public performance of a cutting of a major play, most 

likely Tony Kushner's "Angels in America" in the Keene Theater. 

Instructor: Mendeloff, Katherine 

RCHUMS 291. The Experience of Arts and Ideas in the Nineteenth 

Century. 


The nineteenth century was marked not only by revolutionary 

changes in society but by artistic revolution. By the beginning of 

the twentieth century the conventions of style and subject matter 

of virtually every major art form — painting, music, dance, and literature 

— had been radically altered and the role of the artist in 

society had been radically redefined. This interdisciplinary course 

will examine some of these changes and offer an introduction to 

major movements in European art and cultural history of the nineteenth 

century — Romanticism, Realism, Impressionism, and Symbolism 

— by analyzing and comparing representative works of literature, 

dance, music, and the visual arts. Among possible works 

studied will be paintings by Delacroix, Courbet, Manet, Degas, 

Monet, and Van Gogh, novels by Zola, Brontë, and Flaubert, music 

of Berlioz and Debussy, and ballets of Perrot and Bournonville. 

We'll be asking some of the following kinds of questions: 

• What is the revolution of style and subject matter brought 

about by Romantic art? 

• How do Coralli and Perrot's ballet Giselle and the Symphonie 

Fantastique of Berlioz reflect these changes and the new attitude 

of the artist towards himself and his art? 

• Can we find similar aims in certain realist novels of Zola and the 

realist painting of Courbet and Manet? 

• Can we compare the revolution in the structure and subject 

matter of painting brought about by the Impressionist and 

Symbolist painters to the revolution in form brought to music by 

Debussy? 

• What can we learn about the evolving view of women's place in 

society by comparing the portrayal of women in paintings by 

Berthe Morisot and Edouard Manet and the portrayal of women 

in literature by Ibsen and Edith Wharton? 

These and other questions will be considered by Beth Genné and 

class. 

Instructor: Genné, Beth


RCLANG (RC Languages) 


RCLANG 190. Intensive French I. 


have completed or are enrolled in FRENCH 100, 101, 102, or 103. 


Section 001. The goal of the course is to provide the student 

with a basic but solid knowledge of French grammatical structures 

and syntax, a limited functional vocabulary, extensive practice in 

speaking and writing, a familiarity with French sound and intonation 

patterns, as well as an elementary knowledge of French culture. 

Upon completion of this course, students 

• should be able to understand simple, non-edited text and oral 

passages of medium length without reference tools 

• should to be able to sustain an elementary conversation with a 

native speaker 

• should to be able to communicate effectively in writing on general 

topics. 


Attendance is required both in the lectures and the discussions. 

Students must attend co-curricular activities at least three times a 

week, more if judged necessary. 

In order to receive credits for the course, students must pass the 

final exam, which tests the four skills: writing, speaking, reading, 

and listening. 

Class Format: 

This course meets two hours a day, four days a week, and covers 

in one term the equivalent of a first year non-intensive college 

course. 

The lecture component introduces vocabulary and grammatical 

structures in a situational context with a cultural perspective. In the 

discussions, students meet in small groups for intensive practice of 

the material with a strong emphasis on speaking. 

Instructor: Anderson-Burack, Carolyn 

RCLANG 191 / GERMAN 191. Intensive German I. 


have completed or are enrolled in GERMAN 100, 101, 102, or 103. 

Conducted in German. Pass/Fail with Narrative Evaluation. 

Section 001. Intensive German I covers the first year of German 

language study in one academic term. The goal of this course is to 

provide students with a basic but solid knowledge of grammatical 

structures and syntax, a functional vocabulary, familiarity with intonation 

patterns and native pronunciation, and practice in speaking 

and writing. At the end of German Intensive I, students can understand 

authentic and literary texts appropriate to the level and short 

spoken passages without glossed vocabulary, they can write an essay 

or short story without the aid of a dictionary, and they can converse 

on a range of general topics. This course, like all RC German 

language courses, is conducted in German, so students quickly become 

accustomed to using German for daily activities. Students in 

RCLANG 191 have many opportunities to gain facility with the language 

by speaking with more advanced learners and teachers in 

the program in informal settings, such as RC German lunch tables 

and coffee hours. In addition, they are introduced to web activities 

and films to help them explore aspects of German language and 

culture. 

RCLANG 191 in the Fall academic term is intended for students who 

have had HS German, who place below GERMAN 231. In the Winter 

academic term, the course is geared to students who have little or 

no prior exposure to the language. 


RCLANG 193 / RUSSIAN 103. Intensive First-Year Russian. 


Credit is granted from only one course among RUSSIAN 103, 111, 

123, or RCLANG 193. No credit is granted to those who have completed 

or are enrolled in RUSSIAN 101 or 102. 

Section 001. No previous knowledge of Russian is required or 

assumed. 

This course is designed to introduce students to Russian language 

and culture through a variety of reading, listening, writing and 

speaking activities, all aimed at the development of intermediate 

communicative competence. It provides students with a basic, but 

solid knowledge of grammar and syntax, a functional vocabulary, 

familiarity with basic intonational patterns and pronunciation, and 

practice in speaking, reading, writing, listening, as well as an elementary 

knowledge of Russian culture. 

Upon completion of this course, students should be able to: understand 

simple written texts or short spoken passages without the aid 

of a dictionary; satisfy most immediate writing needs in the form of 

notes and brief personal correspondence; and carry on a short, 

elementary conversation, dealing with survival situations, asking 

and answering questions, speaking in complete sentences, and creating 

with the language (Intermediate Low proficiency on the 

ACTFL scale). The socio-cultural knowledge acquired should enable 

students to function successfully in Russian printed and spoken 

language. 

Required textbooks and materials: 

1. Textbook: Lubensky, Sophia et al. both Nachalo: Book 1 and 

Book 2. 2nd ed. New York: McGraw Hill, 2001. 

2. Workbook for Nachalo: Book 1 and Book 2. 

3. 2 Listening Comprehension CDs (1 for each book), accompanying 

the textbook. 

Recommended, but not required: 

1. The Russian Reference Grammar: Core Grammar in Functional 

Context by J. Watzke, J.Sweigert, Jr., Kendall/Hunt1997, ISBN 

0-7872-4467-8. 

2. Russian-English, English-Russian Dictionary by Katzner. 

3. Video and video guide for Book 1 and Book 2 (otherwise available 

through ctools.umich.edu and for optional purchase at 

bookstores). 

4. A set of audio CDs that accompanies both workbooks containing 

lab assignments for homework (otherwise available through 

course website at: ctools.umich.edu and for optional purchase 

at bookstores). 


Three hours of co-curricular conversational activities (Russian 

tables and teas), weekly vocabulary quizzes, biweekly tests and a 

final written and oral exam. 


Recommended for students wishing to make rapid but solid progress 

in Russian and for students planning to concentrate in Russian 

or REES. No previous knowledge of Russian is required or assumed. 

Class Format: 

Morning lectures are devoted to grammar practice, while in the 

afternoon section the students work on all four of their language 

skills and develop vocabulary. 

Instructor: Makin, Alina Udalchenko 

RCLANG 194. Intensive Spanish I. 


have completed or are enrolled in SPANISH 100, 101, 102, or 103. 


Section 001. The goal of this course is to provide a basic but 

solid knowledge of Spanish morphology and syntax, functional vocabulary, 

and practice in speaking and writing. The lecture gives a

thorough introduction to Spanish grammatical structures as used in 

cultural contexts. In the afternoon, students meet in small discussion 

groups for intensive practice of the material. Upon completion 

of this course students can understand simple, non-edited written 

texts without the aid of a dictionary and oral passages of medium 

length, and can also initiate and sustain a general conversation with 

a native speaker. In all or most linguistic areas, students may 

achieve the equivalent of intermediate-high rating in the ACTFL 

scale. 

Instructor: Lopéz-Cotin, Olga Maria 

RCLANG 195 / LATIN 195. Intensive Latin I. 


Section 001. During this term, students will learn the essential 

morphological, grammatical, and syntactical structures of Latin, and 

will build a basic vocabulary of the language. Through readings and 

discussion students will become acquainted with significant aspects 

of Roman history and culture. 

Class Format: 

This course meets for two hours per day and covers in one academic 

term the equivalent of two terms at the level of a nonintensive 

first-year collegiate course. 

Instructor: Soter, Gina Marie 

RCLANG 196 / ASIANLAN 129. Intensive Japanese I. 

Consent of instructor required. (10). May not be repeated for 


in ASIANLAN 124, 125, 126, or 127. 

Section 001. This course is designed for you to learn Novice (beginning)-level 

Japanese language in an intensive, semi-immersion 

setting. It is "intense" because we will study a normally two-term 

amount of materials in one academic term. It is "semi-immersion" 

in that in our classroom we constantly simulate authentic communicative 

interactions with speakers of Japanese, and will use the target 

language as much as possible while minimizing the use of 

English. Through extensive communication practice in classroom 

activities, we will work on developing all four skills (listening, speaking, 

reading, and writing, using hiragana, katakana and 177 kanji) 

along with cultural understanding. You will learn to acquire a sentence-level 

command in limited topics around everyday life for college 

students. Most course-related activities are collaborative in 

nature. You are also required to attend minimum three hours of cocurricular 

activities, such as the Lunch Tables and Conversation 

Tables, per week. (No prior knowledge in Japanese is assumed; if 

you have studied Japanese before, the instructor's permission is 

required). 

Instructor: Sato, Tetsuya 

RCLANG 290. Intensive French II. 

RCLANG 190. (8). (Lang Req). May not be repeated for credit. No 


FRENCH 230, 231, or 232. Pass/Fail with Narrative Evaluation. 

This course, which meets two hours a day, four days a week, covers 

in one term the equivalent of a second year non-intensive college 

course. The goal of the course is to bring students to a level of 

proficiency defined as the ability to communicate with some ease, if 

not perfectly, with a native speaker of French, in spoken and written 

language, and to understand the general meaning and most 

details of a French text, written or spoken (lecture) of a nontechnical 

nature and of general interest. The lecture component of 

the course is devoted to a thorough review and an expansion of 

grammatical concepts and to the development of reading and listening 

skills. Exposure to primary source materials (current event 

magazines or newspapers) and to texts of cultural and literary 

value develops reading ability and vocabulary. Listening skills are 

trained in informal conversational exchanges and in lectures on 

French contemporary issues. The discussion sections, which meet 

in small groups, emphasize the development of speaking skills 

through extensive practice in analyzing and discussing current top- 


ics. Writing skills are refined through composition assignments that 

provide students the opportunity to improve the accuracy and expressiveness 

of their style. This course includes individual diagnosis 

of each student’s pronunciation with a personalized prescription for 

exercises. At the end of the term, the Proficiency Exam evaluates 

the level of performance in communicative skills achieved by each 

student. Attendance is required both in the lectures and in the discussions. 

Students must attend co-curricular activities at least three 

times a week, more if judged necessary. In order to receive full 

credits, students must pass the French Proficiency Exam which 

tests the four skills: writing, speaking, reading, and listening. 

Instructor: Butler-Borruat, Dominique M 

RCLANG 291 / GERMAN 291. Intensive German II. 

RCLANG 191/GERMAN 191, GERMAN 102, 103, or 221. (8). (Lang 


who have completed or are enrolled in GERMAN 230, 231, or 232. 


Intensive German II covers all of second-year German in one academic 

term. The goals of the course are to expand vocabulary, to 

improve communication skills, and to master grammatical structures 

and syntax to the level of competency that meets advanced 

intermediate standards for proficiency. One hour of class develops 

essay writing and oral communication skills, focusing on autobiographical 

and literary texts about the major events in 20 th - and 21 st - 

Century German cultural history. The second hour is devoted to in 

depth study and practice of grammar; it is aimed at developing 

students' ability to apply correct forms and syntax and be aware of 

stylistic nuances even when using the language spontaneously. 

Through engagement with course materials, including films and 

other visual and performance texts, and through interaction with 

teachers and classmates both in formal and informal contexts, students 

develop speaking, aural comprehension, and writing skills. By 

the end of the term, students are able to understand the content of 

texts and lectures of a non-technical nature and of general interest, 

and to communicate with some ease with a native speaker, in spoken 

and written language. Though training for study abroad or 

work abroad are not course objectives, per se, students are often 

well qualified to do either after completion of this course. 


RCLANG 294. Intensive Spanish II. 

RCLANG 194. (8). (Lang Req). May not be repeated for credit. No 


SPANISH 230, 231, or 232. Pass/Fail with Narrative Evaluation. 

RCLANG 294 is a second-year intensive course designed to achieve 

proficiency in Spanish. The lecture component emphasizes understanding 

of advanced grammatical structures and syntax, whereas 

the discussion is devoted to the critical analysis of authentic texts 

addressing issues relevant to Hispanic experiences in the United 

States. Through their interaction with the text and instructors, both 

in formal and informal contexts, students develop their speaking, 

aural comprehension, and writing skills. By the end of the term, 

students are able to read journalistic or academic prose with ease 

as well as write essays of an academic nature with a minimum of 

English interference. 

Instructor: Rodriguez, Maria I 

RCLANG 314. Accelerated Review-Spanish. 

(4). May not be repeated for credit. Pass/Fail with Narrative Evaluation. 

Section 001. This course is designed for students with a fairly extensive 

background in Spanish who have already taken the equivalent 

of three/four terms of language but still need further reinforcement 

in two or more linguistic areas and are too advanced for 

second year intensive. The main focus of this class is the discussion 

of primary source materials of a literary, cultural and political 

nature pertaining to the Spanish-speaking world, as well as the review 

of advanced grammar. Students work towards proficiency in


listening and reading comprehension, language structure, and 

composition. 

Instructor: Espinoza-Pino, Christhian C 

RELIGION (Religion) 

RELIGION 121 / ACABS 121. Introduction to the Tanakh / 

Old Testament. 


This course is designed to introduce the student to the modern 

study of the Old Testament or Tanakh. This collection of texts is 

studied both as cultural vestige of the ancient Near East and as a 

foundational document to Western thought. Lectures and readings 

focus on the development of ancient Israel's literature, religion, and 

history, as well as on the roles of those central to the formation 

and maintenance of early Israelite traditions: the priest, king, 

prophet, and sage. 


RELIGION 201 / AAPTIS 200 / ACABS 200 / HJCS 200. 




Section 001. This course serves two main functions: 



















RELIGION 230 / ASIAN 230 / PHIL 230. Introduction to 

Buddhism. 














(25%) 




Instructor: Ahn, Juhn Young 

RELIGION 246 / ANTHRCUL 246. Anthropology of Religion. 


Section 001. An introduction to basic problems faced by religions 

and by the study of religion. Drawing on case studies from around 

the world, the course examines different ways people have confronted 

questions such as how one deals with an invisible world, 

what happens after death, why do bad things happen to good people, 

what makes life worth living, how can one obtain wealth and 

power. The emphasis will be on comparison, showing how very different 

traditions have dealt with the same or similar problems. In 

the process of examining these issues, the course also raises questions 

about the difficulties involved in studying other people's most 

strongly held values and beliefs, and the relations between tolerance 

and faith. 

Instructor: Keane, Webb 

RELIGION 270 / ACABS 270 / HJCS 270 / JUDAIC 270. 


















Class Format: 




RELIGION 280 / ACABS 221. Jesus and the Gospels. 


Section 001. The course focuses on the founder of Christianity, 

Jesus son of Joseph (Joshua bar-Yosef), as an historical character. 

By examining all extant historical sources (Jewish, Christian, and 

Pagan), the course offers a critical reconstruction of the major 

stages of the life and deeds of the prophet from Nazareth, from his 

birth under Herod the Great to his death and crucifixion under Pontius 

Pilate, within the diverse world of Second Temple Judaism. The 

course also explores the way in which the figure of Jesus has been 

reinterpreted over the centuries within the Christian, Jewish, and 

Muslim traditions, as well as his numerous portraits in the arts, involving 

the students in a multimedia experience of theater, fine 

arts, and music (Gospel music, and operas like Amahl and the Night 

Vision by Menotti as well as musicals like Jesus Christ Superstar and 

Godspell). Particular emphasis is placed on a detailed analysis of 

the many movies on Jesus, from Zecca-Noguet (1905) to DeMille 

(1927), Ray (1961), Pasolini (1966), Scorsese (1988), and Gibson 

(2004). 


The course grade will be based upon daily assignments and attendance; 

midterm(s) and final exam. 

Class Format: 

The format of the course consists of two lectures per week by the 

instructor and a weekly discussion session conducted by a GSI. 

Instructor: Boccaccini, Gabriele

RUSSIAN (Russian) 











• RUSSIAN 231, 241, 322, 346, 347, 348, 357, 358, 360, 361, 

365, 382, 450, 460, 461, 462, 463, 464, 472, 476, 477, 478, 

479, 485; 

• SLAVIC 151, 210, 225, 240, 250, 270, 281, 290, 312, 313, 315, 

316, 435, 470, 481, 487, 490; 

• POLISH 214, 314, 325, 326, 432; 

• CZECH 315, 480, 483, 484 

RUSSIAN 101. First-Year Russian. 



RUSSIAN 103/RCLANG 193 or RUSSIAN 123. 

In this course, students are introduced to the basics of Russian 

pronunciation, reading, writing, and grammar. The course begins 

with an intensive study of the Russian sound system and orthographic 

rules (the alphabet and correct spelling). The course structure 

provides a balanced approach, integrating vocabulary with 

functionally based grammar explanations. The course is supplemented 

by video shows and cultural materials. Students who intend 

to concentrate in Russian Language and Literature or in Russian 

and East European Studies might consider taking the intensive 

class, RUSSIAN 103. 

Textbook: Nachalo I. (Second Edition) 

Instructor: Rogovyk, Svitlana 

RUSSIAN 103 / RCLANG 193. Intensive First-Year Russian. 


Credit is granted from only one course among RUSSIAN 103, 111, 

123, or RCLANG 193. No credit is granted to those who have completed 

or are enrolled in RUSSIAN 101 or 102. 

Section 001. No previous knowledge of Russian is required or assumed. 

This course is designed to introduce students to Russian language 

and culture through a variety of reading, listening, writing and 

speaking activities, all aimed at the development of intermediate 

communicative competence. It provides students with a basic, but 

solid knowledge of grammar and syntax, a functional vocabulary, 

familiarity with basic intonational patterns and pronunciation, and 

practice in speaking, reading, writing, listening, as well as an elementary 

knowledge of Russian culture. 

Upon completion of this course, students should be able to: understand 

simple written texts or short spoken passages without the aid 

of a dictionary; satisfy most immediate writing needs in the form of 

notes and brief personal correspondence; and carry on a short, 

elementary conversation, dealing with survival situations, asking 

and answering questions, speaking in complete sentences, and creating 

with the language (Intermediate Low proficiency on the 

ACTFL scale). The socio-cultural knowledge acquired should enable 

students to function successfully in Russian printed and spoken 

language. 

Required textbooks and materials: 

1. Textbook: Lubensky, Sophia et al. both Nachalo: Book 1 and 

Book 2. 2nd ed. New York: McGraw Hill, 2001. 

2. Workbook for Nachalo: Book 1 and Book 2. 


3. 2 Listening Comprehension CDs (1 for each book), accompanying 

the textbook. 

Recommended, but not required: 

1. The Russian Reference Grammar: Core Grammar in Functional 

Context by J. Watzke, J.Sweigert, Jr., Kendall/Hunt1997, ISBN 

0-7872-4467-8. 

2. Russian-English, English-Russian Dictionary by Katzner. 

3. Video and video guide for Book 1 and Book 2 (otherwise available 

through ctools.umich.edu and for optional purchase at 

bookstores). 

4. A set of audio CDs that accompanies both workbooks containing 

lab assignments for homework (otherwise available through 

course website at: ctools.umich.edu and for optional purchase 

at bookstores). 


Three hours of co-curricular conversational activities (Russian 

tables and teas), weekly vocabulary quizzes, biweekly tests and a 

final written and oral exam. 


Recommended for students wishing to make rapid but solid progress 

in Russian and for students planning to concentrate in 

Russian or REES. No previous knowledge of Russian is required or 

assumed. 

Class Format: 

Morning lectures are devoted to grammar practice, while in the 

afternoon section the students work on all four of their language 

skills and develop vocabulary. 

Instructor: Makin, Alina Udalchenko 

RUSSIAN 225. Russian for Heritage Speakers I. 

Native or near-native speaker or permission of instructor. (3). (Lang 

Req). May not be repeated for credit. 

Improvement of oral and written language skills of heritage speakers, 

emphasizing correct and diversified use of language and addressing 

individual grammatical difficulties. Readings from major 

authors and screening of film adaptations of Russian literature. 

Discussion of various cultural topics. 

Textbook: Russian for Russians 

Instructor: Shkolnik, Nina 

SAC (Screen Arts and Cultures) 

The primary goal of the Department of Screen Arts & Cultures is to 

provide students with high quality instruction in the history, theory, 

aesthetics, and technique of moving image media in its historical 

and emergent forms. We also believe that a significant element of 

creative practice in the field, broadly conceived, is extremely important 

both to student's understanding of media and to making their 

knowledge marketable post-graduation. 

The curriculum in Screen Arts and Cultures provides an integrated 

program of courses in the history, aesthetics, theory, and techniques 

of film and moving image electronic media (television, single 

camera video, digital). Emphasis is placed on a liberal arts 

sequence that provides students with a solid foundation for understanding 

how film and electronic-based visual media arise out of 

varied cultural, historical, social, and technological circumstances. 

Screen Studies 

The Screen Studies mission is to advance the knowledge and understanding 

of all forms of the moving image media, from film, 

television, and video to emergent digital forms, and courses stress 

the importance of understanding international or global contexts. 

The Screen Studies curriculum is based on the premise that a 

broadly based education in the moving image gives our graduate 

an advantages an advantage when entering their chosen profession, 

the film industry, or graduate school. 

SAC 190, 232, 236, 245, 272, 309, 320, 330, 340, 351, 352, 353,


355, 361, 365, 366, 367, 368, 372, 375, 376, 380, 381, 422, 440, 

441, 442, 451, 455, 460, 461, 470, 480, 485, 490, 499, 500. 

Production 

Production courses in the Department of Screen Arts & Cultures are 

integrated into the students study of the history, aesthetics and 

theory of the moving image. A wide variety of courses are offered 

in all phases and genres of production. Courses are offered in film, 

video, television and digital arts. The program is oriented to teach 

all genres including dramatic narrative, documentary as well as experimental 

and personal work. Students are expected to master 

fundamental production techniques as they apply to their conceptual 

goals. 

SAC 290, 300, 301, 302, 306, 400, 401, 402, 404, 406. 

Screenwriting 

SAC 310, 410, 423, 427. 

Television Writing 

SAC 311, 411. 

Screen Arts and Cultures (SAC) Waitlist Policy: 

1. Students who wish to obtain an override, must get permission 

from the instructor of the course. 

2. Screen Arts and Cultures (SAC) concentrators will be given 

preference on the waitlist over non-SAC students. 

3. Waitlist priority will be at the discretion of the instructor. 

Once a permission is issued, students will have three business days 

to register for the course. If a student does not use the class permission 

before it expires, the next student chosen by the instructor 

will be given permission.. 

It is critical that students attend classes from the beginning of the 

term. The department may drop a student from a course if the student 

does not attend the first course meeting. If a student plans to 

miss the first course meeting, arrangements must be APPROVED by 

the instructor in ADVANCE. 

SAC 236 / RCHUMS 236. The Art of the Film. 


Section 001. This course examines the dramatic and psychological 

effects of the elements and techniques used in film making and 

television, and some of the salient developments in film's artistic 

and technological history. This course provides students with the 

basic tools and methods for film appreciation and study. Students 

write five two — page exercises, a seven-page analysis of a current 

movie, and a final exam. 

SAC 236 is a pre-requisite course for SAC concentrators, therefore, 

we have instituted a policy of a rolling enrollment as of this academic 

term, Fall 2006. While there will only be a limited number of 

spots open for seniors, juniors, and sophomores, the majority of 

the spots will continue to open throughout the course of the summer 

for incoming freshman ONLY. At the end of the summer, the 

final remaining spots will open for all class levels. 

Instructor: Cohen, Hubert I 

SCAND (Scandinavian Studies) 

The study of Scandinavian provides insight into the cultural heritage 

of the modern social democracies of Sweden, Norway, Denmark, 

Finland, and Iceland. To a degree out of proportion to their 

relatively small size, these countries have made important contributions 

to Western civilization, from the Vikings with their seamanship 

and arts, to the pioneers of modern drama — Ibsen and Strindberg 

— and from the social welfare state and the ombudsman to discoveries 

in physics and medicine. These countries today rank high in 

the attainment of quality of life goals of the post-industrial society 

and offer interesting comparisons for other industrial and third 

world societies. 

The Scandinavian program offers courses that take the pan- 

Scandinavian view in literature, history, society, and the arts plus 

those that focus in depth on Swedish language and literature. Work 

at the University of Uppsala during a junior year abroad program 

further enhances students' opportunity for graduate study, careers 

in teaching, international business, or global organizations. 



















SCAND 103. Elementary Swedish. 


have completed or are enrolled in SCAND 100. 

Section 001. For students with little or no previous knowledge of 

Swedish, this course provides a basic introduction to Swedish vocabulary 

and grammar, with the emphasis placed on developing 

communicative skills. Extensive practice in listening, speaking, 

reading, and writing. The students will be evaluated on the basis of 

class participation, assignments, and tests. The teacher is a native 

speaker from Sweden. 

Instructor: Gull, Maria E 

SCAND 331. Introduction to Scandinavian Civilization. 


Section 001. A survey of the artistic, intellectual, political, social, 

and literary traditions of Scandinavia from the Viking Age to the 

present. 

Instructor: Eriksson, Johanna Ulrika 

SI (School of Information) 

Courses in the School of Information are listed in the Schedule of 

Classes under the School of Information. 

SI 110 / SOC 110. Introduction to Information Studies. 


Provides the foundational knowledge necessary to begin to address 

the key issues associated with the Information Revolution. Issues 

range from the theoretical (what is information and how do 

humans construct it?), to the cultural (is life on the screen a qualitatively 

different phenomenon from experiences with earlier distance-shrinking 

and knowledge-building technologies such as 

telephones?), to the practical (what are the basic architectures of 

computing and networks?). 

SI 182 / EECS 182. Building Applications for Information 

Environments. 

(4). (MSA). (BS). May not be repeated for credit. F, W. 

Fundamental programming skills in the context of end-user software 

applications using a high-level language, such as Ruby or 

Python. Rapid design of a variety of information-oriented applications 

to gather, analyze, transform, manipulate, and publish data. 

Applications drawn from statistics, pattern matching, social computing 

and computer games.

Welcome to EECS 182, an exciting new course that is specially designed 

to teach introductory programming skills in a novel way to 

students with interests in a variety of fields. The course is jointly 

designed by faculty in Computer Science and School of Information 

to appeal to students considering the new interdisciplinary concentration 

in LSA, called Informatics. It should also be a very attractive 

course for students who have interests in other concentrations and 

need an exposure to programming that they can make use of in 

day-to-day work. You can sign up for the course as either EECS 182 

or SI 182. The new concentration deals with design and analysis of 

information systems in various fields, including life sciences, social 

networks, statistics, computer science, etc. It will have four tracks, 

Computational Life Sciences, Social Computing, Information Analysis, 

and Computational Informatics. EECS 182 will usually draw on 

applications with broad applicability from these domains. EECS 182 

uses a higher-level language, Python, which is a wonderful language 

for writing quick mashups or prototyping solutions quickly. 

Python is a very popular language and is used at many companies, 

including Yahoo and Google! See www.python.org for more information 

about the language. 

Specifically, we designed the course keeping in mind the technology 

skills students will need throughout their careers. The one 

thing that you will likely encounter over and over during your undergraduate 

degree, when you pursue advanced degrees, and once 

you are working is complex data that needs to be analyzed, understood, 

and visualized. 

While you can do a lot with a spreadsheet, most of the interesting 

data is never quite in the right format. Sometimes, before you can 

work with data, you have to "clean it up", transform it, or even 

check it for errors. Often, this manipulation of data requires a series 

of tedious manual steps — and sometimes you have to repeat the 

steps over and over again for each new data set with which you are 

working. 

This is where programming comes in — programming is a simple 

way for you to describe a series of steps to the computer and then 

sit back and watch as the computer happily does your task over 

and over without making a mistake. As a result, you can turn your 

focus to exploring and interpreting the data instead of laboring over 

manual editing. 

Automation of these mundane tasks requires some programming 

skills. It isn't necessary to be a "super programmer" — just to have 

an ability to learn and apply the basics. These basics are useful for 

writing a macro in a spreadsheet, data visualization script, interactive 

web page, or game to run on your cell phone. 

EECS 182 has been designed for students with no prior programming 

experience. We will learn the basics of programming taking 

our time to understand the basic concepts of programming and revisiting 

topics as necessary. Weekly assignments will be key, as 

they will provide a venue for applying programming concepts. We 

will look at a number of data applications and use our programming 

skills to manipulate, transform, and visualize the data from multiple 

sources and application domains. If you want to take more advanced 

software development courses, EECS 182 is a solid introduction 

to programming and will prepare you for the more advanced 

courses in EECS. And, if this is the only programming 

course you ever take, you will be pretty handy with data and visualization 

for the rest of your career. 

Two other introductory programming courses, besides EECS 182, 

are EECS 183 and ENGR 101. All the three courses should prepare 

a student for subsequent courses in most fields. The primary difference 

is in the style of teaching, target audience, and in the choice 

of programming languages. ENGR 101 is oriented toward engineering 

students. It teaches C++ and MATLAB and focuses on engineering-oriented 

problem solving. EECS 183 is a course for nonengineering 

students, that uses C++; many students in EECS 183 

intend to go for a Computer Science degree and the applicationdomain 

for problem solving is often oriented towards computer scientists. 


There are no pre-requisites for the course so anyone should be able 

to register until the course fills up. The course is capped at 50 students. 

If you find the course is filled, be sure to put yourself on the 

wait list. Often, we are able to accommodate students from the 

wait list during the first two weeks of the class. 

Textbook: 

The following textbook is required for the course: 

• John M. Zelle. Python Programming: An Introduction to Computer 

Science, Franklin, Beedle & Associates, Inc. 2003, ISBN: 

1887902996. beedle.com/99-6.html 

In addition, there are several online resources, including complete 

books, that you will find useful and we will refer to from time to 

time: 

• How to Think Like a Computer Scientist: Learning with Python, 

by Allen Downey, Jeffrey Ekner, Chris Meyers. This is a good introductory 

text that uses Python to present basic ideas of computer 

science and programming. It's especially recommended if 

you don't have a lot of programming experience and a good 

thing to skim even if you do. Freely available online. 

• Python for Newbies, by David Borowitz. A short tutorial that 

goes through the basics of Python that only assumes a bit of 

programming experience. 

• Learn Python in 10 Minutes, by Poromenos. An even shorter tutorial 

that covers Python's syntax quickly for those with a fair 

amount of programming experience. 

• Python Tutorial, by Guido Van Rwum. This is the standard tutorial 

reference by the inventor of Python. It's aimed at people 

who have previous programming experience. 

• The NumPy package for scientific computing 

• Python 2D plotting library: Matplotlib/pylab library for generating 

various types of 2D plots. 

Part of your grade requires you to find an interesting python module 

and talk about it in the class. You can find one list of modules 

at docs.python.org/lib/ and at docs.python.org/modindex.html. You 

are not restricted to talking about modules in these sets however. 

If you find an interesting module, share it with the class. 

Grading 

• Homeworks [including mini-projects and projects): 50% 

• Exams: 40% 

• Class participation and python module presentation: 10% 

Instructor: Prakash, Atul 

SLAVIC (Slavic Languages and 

Literatures) 











• RUSSIAN 231, 241, 322, 346, 347, 348, 357, 358, 360, 361, 

365, 382, 450, 460, 461, 462, 463, 464, 472, 476, 477, 478, 

479, 485; 

• SLAVIC 151, 210, 225, 240, 250, 270, 281, 290, 312, 313, 315, 

316, 435, 470, 481, 487, 490; 

• POLISH 214, 314, 325, 326, 432; 

• CZECH 315, 480, 483, 484


SLAVIC 151. First Year Seminar. 


sophomore standing. (4). (FYWR). May not be repeated for credit. 

Designed to introduce entering students to aspects of culture in 

Eastern Europe, Russia and Eurasia by analyzing the complex processes 

which define "culture" and "ethnicity" in the areas where 

"West meets East." Topics vary according to the interests of the instructors. 


critical thinking through class discussions and thorough 

practice in introductory composition. 

Section 001 — Prague: The Magic City. 

Prague, the capital of the Czech Republic, belongs to those European 

cities that fascinate as unique historical amalgams whose 

composition defies disciplinary boundaries. The course traces Prague’s 

history, culture, architecture, the symbiosis of ethnic groups 

within its walls, and its current spirit. Topics include Prague as: a 

medieval city; the center of religious reformation; the center of arts 

and science, but also alchemy and black magic, in the early modern 

times; an architectural project of the baroque period; a center of 

the Czech nationalist revival; a center of music; the city of Jews; 

and last but not least — the showcase of modernism in the twentieth 

century. We will read literature inspired by Prague, including 

Neruda, Kafka, and Apollinaire; study visual documents; and watch 

films including Paul Wegener’s Golem. 

Instructor: Toman, Jindrich 

Section 002 — Yiddish Love Stories. 

Did young Jewish men and women fall in love in the old days? 

What was the place of love in traditional Jewish society? How did 

ideas about love, romance, and marriage change with time? 

We will address these and other important questions about Jewish 

life by looking closely at a series of stories written in Yiddish in the 

19th and 20th centuries in Russia, Poland, and America. We will 

explore the ways Yiddish writers portrayed romantic feelings, study 

their literary techniques and devices, and create our own interpretations 

of their works. We will read and discuss stories by the classic 

authors of Yiddish literature — Mendele Moykher Sforim, Sholem 

Aleichem, and Y.L. Peretz — as well as by their younger followers 

and opponents, including Dovid Bergelson, Sholem Asch, Y. Singer, 

Rokhl Korn, Kadya Molodowsky. We will also look at visual representations 

of love in art and cinema. 

Instructor: Krutikov, Mikhail 

Section 003 — DUI (Discourse Under the Influence): An 

Introduction to Narratology. 

How does a literary text draw us into the mind of a character who 

is dramatically different from both the author and the reader, yet 

relatable and believable? How does the world seen through that 

mind compare to our own? Narratology, or the study of narrative 

structure, considers the devices writers use to manipulate how we 

perceive the worlds represented in words. In this seminar, we will 

examine especially striking instances of this manipulation: novels, 

poems, and essays in which a rational, calculating author convinces 

us that we are seeing the world through the eyes of an intoxicated 

speaker. Intoxication has been and remains a useful tool for 

authors looking to shake the reliability of their narrative, providing 

both a social context and a cognitive (or cognitively impaired) 

model for doing so, and in Russian, Polish, and Czech literatures it 

has been employed to powerful effect in the service of cultural and 

political critiques. We will probe these texts for clues about how 

writers use intoxication to heighten the comedy of basically tragic 

stories. We will also discuss the unrestrained commentaries these 

writers provide on national habits, social and cultural shortcomings, 

and personal dreams. Readings will include dazzling works by 

Bohumil Hrabal, Venedikt Erofeev, Jerzy Pilch, Dorota Masłowska, 

and others, as well as major contributions to narrative theory. 

Class Format: 

Seminar 

Instructor: Paloff, Benjamin B 

Section 004 — The Russian Rogue's Progress. 

No knowledge of Russian or background in Russian literature required. 

This course examines Russian picaresque humor, satire, fantasy, 

and science fiction in the 19th and 20th centuries surveyed against 

the background of world literature and folklore. Readings include 

Gogol’s Dead Souls, Ehrenburg’s Julio Jurenitj; A.N. Tolstoy’s 

Garin’s Death Ray; Il’f and Petrov’s Twelve Chairs, Bulgakov’s The 

Master and Margarita, Babel’s My First Fee, and more. 


Grade based on papers, midterm reports, and final essay. 


No knowledge of Russian or background in Russian literature 

required. 

Class Format: 

Lectures, students’ presentations, and discussion. 

Instructor: Ronen, Omry 

Section 005 — Short Fiction from the South Slavic Cultural 

Space. 

This course introduces students to the best in modern and contemporary 

short fiction by writers who created in the cultural space of 

what only two decades ago used to be Yugoslavia. The course materials 

were written by 20th-century authors and include short stories 

and short novels that deal with a wide variety of themes and 

are set in the span of over a century. Some of our readings explore 

the legacy of the Ottoman Empire, Communism, or the 1990s civil 

wars and the country’s dissolution; some present the conflict of 

love and social ethics, while others deal with vampires! 

Students will have an opportunity to develop their reading and writing 

skills, as well as to learn about the history, politics and literature 

of the space whose specificity will only be an introduction into the 

exploration of broader and more universal topics. 


Active class participation, three 3-page papers, and a final 5-7-page 

paper. Participation in class is strongly encouraged! Please do not 

hesitate to make your unique contribution to class discussions and 

ask whatever interests you. 

Instructor: Aleksić, Tatjana 

Section 006 — Monument and Memory. 

The monument is a characteristic form of public memory, yet the 

relationship between monument and memory is fraught and complex. 

• Do societies remember the past through monuments, or do 

monuments free societies from the burden of memory? 

• What special challenges characterize the remembrance of 

traumatic pasts? 

• Is violence against monuments a violence against memory, or a 

form of memory in its own right? 

• Are some events impossible to monumentalize? 

This seminar explores the aesthetics, rhetorics, politics and social 

practices of the monument, drawing upon case studies from the 

rich, vibrant, and contested monument cultures of the Yugoslav 

successor states, but also paying attention to questions emerging in 

contexts closer to home. 


First-Year Students 

Class Format: 

Seminar 

Instructor: Herscher, Andrew H

SLAVIC 225. Arts and Cultures of Central Europe. 



The course is an introduction to the rich cultures of the peoples of 

Central Europe (Croats, Czechs, Hungarians, Jews, Poles, Serbs, 

and Slovaks) seen against the background of two world wars, 

communism and its recent disintegration. Culturally vibrant, Central 

Europe reveals the tragic destiny of twentieth-century civilization 

which gave rise to two totalitarian systems: fascism and communism. 

The course will outline the ethnic complexities of the region, 

with special attention to Jewish culture and its tragic destruction 

during the Holocaust. The traumatic effects of the war and of ideological 

coercion on the civilian population will be documented by 

contemporary films. The course will examine the fate of culture 

under totalitarianism and study subterfuges used by novelists, 

dramatists, and artists to circumvent political control and censorship. 

Students will: 

• read works by Kafka, Milosz, Kundera, and Havel; 

• see movies by Kadar, Wajda, and Kieślowski; 

• become acquainted with Czech and Polish avant-garde art and 

music and the unique cultural atmosphere of Central European 

cities: Vienna, Prague, Budapest, and Warsaw. 

Instructor: Toman, Jindrich 

SOC (Sociology) 

Sociology is the study of social relationships structures. It focuses 

on relations among people, groups, organizations, classes, cultures, 

and society. Sociology explores and analyzes issues vital to our personal 

lives, communities, society, and the world. The curriculum in 

sociology is designed to provide students with an understanding of 

the social character of human life and of the impact of varying 

forms of social organization on human affairs. Students are introduced 

to the methods by which such knowledge is obtained and to 

the applications of sociological knowledge. Students considering sociology 

as a concentration are encouraged to speak with a sociology 

academic advisor. 

SOC 100. Introduction to Sociology. 

Restricted to first-year students, sophomores, and juniors. (Prerequisites 

enforced at registration.) Juniors and seniors electing an introductory 

course are strongly encouraged to elect SOC 300, although 

there is limited space available for upper-level students in 

SOC 100 and 102 in semesters in which SOC 300 is not offered. 

(4). (SS). May not be repeated for credit. No credit granted to students 

who have completed or are enrolled in SOC 102, 105, 195, or 

300. May not be included in a Sociology concentration plan. 

Section 001. Sociology may be defined simply as the study of 

human groups or the study of human social arrangements, but sociology 

is also a perspective, a set of methods, a canon of literature, 

and an ongoing conversation about the patterns, probabilities, 

principles, and processes that characterize society. 

This course will be divided into three sections: 

1. an introduction to sociology as a discipline and mindset via 

Allan Johnson’s book, The Forest and the Trees; 

2. the history of sociology, its key figures, and the major concepts 

that have occupied the field over the past century and a half; 


3. an introduction to ten key issues addressed by contemporary 

sociology: class, race, gender, sexuality, religion, education, 

health care, crime, the media, and the environment. 


Students will demonstrate their learning through three noncumulative 

tests, a research paper written in stages, and participation 

in discussion sections and lecture. 

Class Format: 

Lecture and Discussion sections 


Instructor: McGinn, Terence James 

SOC 102. Introduction to Sociology: Special Topics. 

Restricted to first-year students, sophomores, and juniors. (Prerequisites 

enforced at registration.) Juniors and seniors electing an introductory 

course are strongly encouraged to elect SOC 300, although 

there is limited space available for upper-level students in 

SOC 100 and 102 in semesters in which SOC 300 is not offered. 

(4). (SS). May be repeated for a maximum of 8 credits. No credit 

granted to students who have completed or are enrolled in SOC 

100, 105, 195, or 300. May not be included in a Sociology concentration 

plan. 

Section 001 — Social Inequality. 

Contemporary Social Issues will be taught through the lens of social 

stratification and inequality. Social stratification is a cornerstone 

topic in the field, and is central to understanding the social forces 

that generate and perpetuate inequalities among individuals and 

groups in every society. While most people are aware that some 

individuals are rich and powerful while others are not, there is less 

recognition of the systems of social stratification that shape how 

much wealth, power and prestige different people hold. Stratification 

systems also influence people’s educational attainment, working 

lives, health, and opportunities for a better life for themselves 

or their children, among other crucial outcomes. In this course we 

will examine some of the key theoretical frameworks that sociologists 

have used to explain social stratification and inequality, as well 

as looking at the evidence for levels and trends of inequality in the 

United States and other parts of the world. We will focus on the 

systems of class and status that structure society, as well as other 

axes of social inequalities, particularly race, ethnicity and gender. 

Instructor: Burgard, Sarah Andrea 

Section 020 — Power, Politics and Religion. 

Through a dynamic mix of lectures, discussion and films, students 

will become familiar with core sociological phenomena: Power, Politics 

and Religion. We will explore these sociological "problems" (and 

the relationship between them) in modern society through an examination 

of issues such as class, status and taste; culture wars, 

religious conflicts and violence; nationalism and civil religion; secularization 

and the rise of religious fundamentalism; and gender and 

race in politics and religion. To illustrate what can sometimes seem 

to be overly abstract concepts, we will consult newspaper articles, 

ad campaigns and videoclips and make ample reference to contemporary 

American debates and controversies such as the "John 3:16" 

ads in the 2011 Super Bowl, Mel Gibson’s Passion of the Christ and 

Dan Brown's Da Vinci Code, and the opposition to the opening of 

an Islamic Center in the vicinity of the 9/11 memorial. 

Instructor: Zubrzycki, Genevieve 

Section 101 — Power, Politics and Religion. 

Through a dynamic mix of lectures, discussion and films, students 

will become familiar with core sociological phenomena: Power, Politics 

and Religion. We will explore these sociological "problems" (and 

the relationship between them) in modern society through an examination 

of issues such as class, status and taste; culture wars, 

religious conflicts and violence; nationalism and civil religion; secularization 

and the rise of religious fundamentalism; and gender and 

race in politics and religion. To illustrate what can sometimes seem 

to be overly abstract concepts, we will consult newspaper articles, 

ad campaigns and videoclips and make ample reference to contemporary 

American debates and controversies such as the "John 3:16" 

ads in the 2011 Super Bowl, Mel Gibson’s Passion of the Christ and 

Dan Brown's Da Vinci Code, and the opposition to the opening of 

an Islamic Center in the vicinity of the 9/11 memorial. 

Instructor: Zubrzycki, Genevieve


SOC 105. First Year Seminar in Sociology. 


sophomore standing. (3). (SS). May not be repeated for credit. No 

credit granted to students who have completed or are enrolled in 

SOC 100, 102, 195, or 300. May not be included in a Sociology concentration 

plan. 

An introduction to the discipline of sociology via examination of 

topical social issues. 

Section 001 — Globalization, Culture, and Social Change. 

This course will give students a basic understanding of some of the 

most important concepts in the social sciences: globalization, culture, 

and social change. The class will focus on the concept of culture, 

the diversity of cultures, the ways in which cultures influence 

each other through globalization, and the ways cultures change 

across time. We will consider how social change occurs and the 

theories of ordinary people about the causes and consequences of 

change. The class will examine globalization, culture, and social 

change through case studies of the lives of actual and fictional individuals, 

families, and communities. 

Instructor: Thornton, Arland D 

Section 002 — Transforming America: Immigrants Then 

and Now. 

That America is a nation of immigrants is one of the most common, 

yet truest, statements. In this course we will survey a vast range of 

the American immigrant experiences: that of the Irish, Germans, 

Jews, Italians, Blacks, Puerto Ricans, Mexicans, Cubans, Koreans, 

and Japanese. Immigration to America can be broadly understood 

as consisting of four major waves: the first one, that which consisted 

of Northwest Europeans who immigrated up to the mid-19th 

century; the second one, that which consisted of Southern and 

Eastern Europeans at the end of the 19th century and beginning of 

the 20th; the third one, the movement from the South to the North 

of Black Americans and Mexicans precipitated by two World Wars; 

and the fourth one, from 1965 on, is still ongoing in the present, of 

immigrants mostly from Latin America and Asia. At all times, our 

effort will be to understand the immigrant past of these ethnic 

groups, both for what it tells us about the past as well as their present 

and possible future. 


The written requirements for this class consist of two written, inclass 

exams (one essay and some short answers) plus a book review 

(about 8 pages long) of a social science book on an immigrant/ethnic/racial 

group of the student’s choice. 

Instructor: Pedraza, Silvia 

Section 003 — Social Justice, Identity, Diversity and Community. 

This seminar will explore a wide range of issues on social justice, 

social identity and intergroup relations, community, and everyday 

politics and democracy. It will examine the possibilities for building 

community across race, gender, class, sexual orientation and religion 

as students explore their own racial and other social group 

identities. 

• How do we have constructive conversations and dialogue about 

our different perspectives, beliefs, experiences, and backgrounds? 

• How do we develop the practice of civic engagement along with 

the skills of boundary-crossing to build vibrant communities and 

a strong democracy in our schools, neighborhoods, cities, and 

governments? 

• To what extent do the American ideals and its democratic principles 

continue to provide a bond for our society in the face of 

growing social divisions and inequalities? 


All students are expected to participate actively in class discussions, 

read carefully, and write extensively. Students will observe and par- 

ticipate in a number of engaging intergroup dialogue exercises and 

community-based activities. 


Students from diverse backgrounds are encouraged to enroll in this 

seminar, bringing personal experience and perspective to enrich the 

discussion of theoretical readings. 

Instructor: Schoem, David 

SOC 110 / SI 110. Introduction to Information Studies. 


Provides the foundational knowledge necessary to begin to address 

the key issues associated with the Information Revolution. Issues 

range from the theoretical (what is information and how do humans 

construct it?), to the cultural (is life on the screen a qualitatively 

different phenomenon from experiences with earlier distanceshrinking 

and knowledge-building technologies such as telephones?), 

to the practical (what are the basic architectures of computing 

and networks?). 

SOC 122 / PSYCH 122 / UC 122. Intergroup Dialogues. 

(2). May be repeated for a maximum of 4 credits. May not be included 

in a concentration in Psychology or Sociology. 











goal is to actively identify alternative resolutions of intergroup conflicts. 

Different term-long sections of this course focus on different 


white people/people of color; Blacks/Jews; lesbians, gay men, bisexuals, 

and heterosexuals; white women/women of color; 





The Intergroup Relations Program, (734) 936-1875, 3000 Michigan 

Union. 


SOC 195. Honors Introduction to Sociology. 

Open to first- and second-year students admitted to the LSA Honors 

Program. Other first- and second-year students with a minimum 

GPA of 3.2 may enroll with permission. (4). (SS). May not be repeated 

for credit. No credit granted to students who have completed 

or are enrolled in SOC 100, 102, 105, or 300. May not be included 

in a Sociology concentration plan. 

Section 001. This course is designed specifically to introduce you 

to the field of sociology through the study of two societies that are 

of deep concern to us at the moment, one because we live in it and 

the other because we fight in it: namely, the American and Iraqi 

societies. The purpose of the course is to gain insight into how to 

approach and analyze sociologically the American and Iraqi societies 

that are alternately portrayed as being structurally and culturally 

very different from one another on the one hand, yet very similar 

to one another on the other. 

Instructor: Göçek, Fatma Müge

SOC 210. Elementary Statistics. 

Sociology concentrators should elect this course during their 

sophomore year. Honors concentrators should enroll in SOC 210, 

STATS 250 (350) or its equivalent prior to beginning the Honors 

course sequence in the winter term of the junior year. (4). (MSA). 

(BS). (QR/1). May not be repeated for credit. No credit granted to 

those who have completed or are enrolled in STATS 100, 250 

(350), 280, 311, 405, or 412, or ECON 404 or 405, or IOE 265. 

Section 001. In this course we will study the basic concepts and 

techniques of quantitative data analysis. We will also learn some 

statistical computing skills using Stata software. While there will be 

an emphasis on statistical techniques as they are used by social 

scientists, the course will provide the foundation needed for statistical 

analysis in many fields. A second important goal of the course 

is to teach you to be an informed consumer of social science research 

that uses statistical methods. By the end of the course you 

should have the background to evaluate many of the research 

claims made in academic work and public discourse. We will not 

use math beyond basic algebra, and you do not need previous statistical 

computing experience. Furthermore, you need not be a 

"math-oriented" person to do well in this course. Students who 

apply good study skills — consistently attending class and lab meetings, 

reading assigned texts, and doing all assigned work on time 

— can expect to do well in the course. The lab sessions will be used 

to discuss problems encountered in the lectures and homework assignments 

and to develop statistical computing skills. 


Grades will be based on in-class exams and homework assignments. 

Instructor: Barber, Jennifer S 

SOC 260 / CMPLXSYS 260. Tipping Points, Bandwagons and 

Cascades: From Individual Behavior to Social Dynamics. 


In this class, we examine how interdependent behaviors of individuals 

can lead to some surprising and unexpected social outcomes. 

We will explore both theoretical models and empirical applications 

of social dynamics, including sexual networks and marriage 

markets, the formation and transformation of neighborhoods, the 

success or failure of social movements, and the diffusion of innovation. 

There are many situations in which how we behave depends on the 

behavior of others. We can be influenced by our friends and also by 

complete strangers. Social influence may be trivial and fleeting, or 

enduring and highly consequential. For example, whom a person 

dates or marries depends on both her attraction to potential suitors 

as well as the characteristics and preferences of the competition. 

Similarly, racially integrated neighborhoods often end up completely 

segregated due to the domino effect produced by the out-migration 

of a few less tolerant whites. In this class, we examine how interdependent 

behaviors of individuals can lead to some surprising and 

unexpected social outcomes. We will explore both theoretical models 

and empirical applications of social dynamics, including sexual 

networks and marriage markets, the formation and transformation 

of neighborhoods, the success or failure of social movements, and 

the diffusion of innovation. 


During the academic term, students will be required to write three 

short papers and complete a set of laboratory exercises. Student 

participation counts for a significant portion of the total grade. 

The students will write three 5-10 page papers for the class. They 

will also complete a series of lab exercises that are designed to illustrate 

the various applications of interdependent behavior that we 

discuss in class (e.g., networks, prisoner's dilemma, tipping points, 

etc.) Students will learn basic programming skills in the lab. They 

will also build simple, virtual worlds, and then using those worlds to 

perform different experiments about the relationship between individual 

behavior and social dynamics. 


Freshmen and sophomores. 


Class Format: 

The course includes both a seminar and lab component: 3 hour 

seminar for first five weeks, then 1.5 hour seminar and 1.5 hour lab 

per week for the remaining ten weeks. 

Instructor: Bruch, Elizabeth Eve 

SOC 389. Practicum in Sociology. 

(2 - 4). (EXPERIENTIAL). May be repeated for a maximum of 8 

credits. May be elected more than once in the same term. A combined 

total of eight credits of SOC 321, 324, 389, 394, 395, and 

396 may be counted toward a concentration in Sociology. A maximum 

of four credits of SOC 389 may be included in a concentration 

plan in sociology. Offered mandatory credit/no credit. 

SOC 389, Project Community, is a service-learning course. Prior to 

registering, all students must view the web for site time requirements 

at: ginsberg.umich.edu/projectcommunity/courseinfo.html. 

Students enrolled in SOC 389 are responsible for regular attendance 

in a weekly seminar as well as participation at a designated 

community service site each week. In addition, students will complete 

weekly readings and reflective journal assignments, a midterm 

assignment, and a final paper/project. If you have questions, 

contact Project Community (pcinfo@umich.edu). In your email, 

please give the name and number of the section about which you 

are inquiring. 

Section 100 — Education: Thurston Elementary. 

In this section, Project Community volunteers will meet during the 

school day to assist teachers and staff with students at Thurston 

Elementary School, a K-5 Ann Arbor public elementary school. Volunteers 

will spend some of their time assisting lunch staff with elementary 

students during their lunch and recess. Volunteers eat with 

the students at lunch and then accompany them to lunch recess 

where they help engage the students in fun, healthy, and safe outside 

recess activities. Most of the volunteers’ time will be spent assisting 

teachers in the classrooms with specific students, small 

groups, or even circulating to assist the whole class with projects 

and work. Volunteers may help with a variety of activities in the 

classrooms, such as reading, math, science experiments, and art 

projects. Volunteers who have special interests or skills, such as 

sports and games leadership, music, art or foreign language abilities, 

are encouraged to share these with Thurston students. 

Students will be expected at site approximately four hours each 

week, (not including 10 minute drive time each way). Site times are 

from 9:00am-3:00pm, Monday-Friday. Students enrolled in Project 

Community who have valid driver’s licenses are able to check out 

vehicles through the Ginsberg Center in order to transport themselves 

to site. Carpooling among students in the same section is 

encouraged. Transportation is coordinated through the section facilitator 

and the Ginsberg Transportation Coordinator. 

Section 101 — Education: Pittsfield Elementary. 

In this section, students will work with children at Pittsfield Elementary 

School in Ann Arbor. Primarily students will be placed in a 

classroom, under the direction of that room’s teacher. Their responsibilities 

may include: running reading groups, working with 

groups of children on class projects, math tutoring, and one-on-one 

instruction with children experiencing difficulty with the schoolwork. 

Opportunities are also available for students who want to utilize 

Spanish-speaking skills (Pittsfield Elementary is home to a significant 

Spanish-speaking population), or to work in the media center 

with small groups of students on computers or media activities. 

Students interested in these specific opportunities should convey 

this information to their facilitator on the first day of class. 

Students will be required at site for 4 hours each week between 

8:48am-3:42pm, Monday-Friday. Students enrolled in Project 



to site. Carpooling among students in the same section is




Section 102 — Education: America Reads. 

This section is intended for students earning work-study hours as 

America Reads tutors. The class will explore the current dilemmas 

facing the U.S. educational system, teach students to critically reflect 

on their regular interactions with elementary youth, and relate 

site experiences to the text material. The tutors will be asked to assess 

what they observe in their community work, what could be 

improved to create more effective learning environments, and how 

these changes could be made. 

NOTE: Participation in this section is by override only. 

Overrides are given by Kristi Fenrich (klynnf@umich.edu), 

Director of America Reads, when a tutor applicant is hired. 

Students with work-study should apply to be a tutor at: 

ginsberg.umich.edu/americareads/. 

Students enrolled in this section of SOC 389 are responsible for 

regular attendance in a weekly seminar concurrent with participation 

as America Reads tutors. In addition, students will complete 

weekly readings and reflective journal assignments, a midterm assignment, 

and a final paper/project. 

Students enrolled in Project Community who have valid driver’s licenses 

are able to check out vehicles through the Ginsberg Center 

in order to transport themselves to site. Carpooling among students 

in the same section is encouraged. Transportation is coordinated 

through the section facilitator and the Ginsberg Transportation 

Coordinator. 

Section 103 — Education: Latino Family Services. 

Latino Family Services (LFS) is a community agency that provides 

and coordinates comprehensive human services to residents of 

Wayne County with a particular emphasis on its Latino residents. 

Students in this section will be working with Latino Family Services 

in Detroit to assist students (K-11th grade) in an after-school program 

focused on academic assistance, mentoring, and recreational 

activities. 

Students will be expected at site one day each week. Site times are 

Mondays-Thursdays from 2:30-7:00pm (includes driving time), with 

some Friday options as well. Please allow ample driving time (approximately 

1 hour each way). Students enrolled in Project Community 

who have valid driver’s licenses are able to check out vehicles 

through the Ginsberg Center in order to transport themselves 

to site. Carpooling among students in the same section is encouraged. 

Transportation is coordinated through the section facilitator 


Section 106 — Education: Center for Educational Outreach. 

In this section, Project Community volunteers will meet during the 

scheduled hours below to assist teachers and staff with tutoring 

and mentoring. The Ann Arbor Public Schools Rising Scholars program 

focuses on advanced placement preparation and tutoring with 

a focus on grades 9-10. The College Corps program is a combined 

group of Monroe middle and high school student’s grades 6-12. 

Volunteers will spend their time providing students with academic 

assistance and college preparation. They will also be trained to facilitate 

fun and engaging workshops that relate to college access 

and awareness. 

Schedules vary based upon the school site as shown below 

Rising Scholars 

• Skyline High: Mondays, Wednesdays or Fridays from 10AM – 

12PM 

• Huron High: Monday-Friday from 9:30 AM- 10:35 AM 

• Pioneer High School: Mondays-Fridays 1PM – 3:30PM 

College Corps 

• Monroe Middle School: Thursdays from 1:30PM – 5PM 

Students will be expected to stay the entire duration on whatever 

day(s) they choose to participate. Students enrolled in Project 

Community who have valid driver's licenses are able to check out 





NOTE: Participation in this section is by override-only. Students 

interested in enrolling should email Michael Turner, Outreach 

Coordinator for the Center for Educational Outreach, at 

mlturner@umich.edu, or call 734-763-7192. Students will be asked 

to complete a short application. If the section is a fit, an override 

will be processed, giving student permission to enroll in the section. 

If you have questions, contact Project Community 

(pcinfo@umich.edu). In your email, please give the name and 

number of the section about which you are inquiring. 

Section 107 — Education: Burns Park Elementary. 

Students will work in Burns Park Elementary, a school very close to 

the U-M campus, with students who have difficulties with reading, 

writing and math due to at-risk factors, special education qualification, 

or cultural/language difficulties. They will work one-on-one, 

with small groups, or with whole classrooms of children from kindergarten 

to fifth grade on basic skills and school habits. Project 

Community students in this setting serve as role-models and mentors 

as well as being tutors to the students. There are also opportunities 

for students with bi-lingual skills. The school population is 

culturally diverse and has a large number of involved parents. 

Students will be expected at site for 4 hours each week. Site times 

are between 9:00am-3:30pm, Monday-Friday. The site would prefer 

students to do two 2-hour shifts, but one long shift can be accommodated. 

Also, the site would prefer not to have volunteers 

11:30am-12:30pm daily, if avoidable. Students enrolled in Project 





and the Ginsberg Transportation Coordinator. However, 

since the school is so close to U-M central campus that many students 

in this section may choose to walk or bike to the site. 

Section 108 — Education: Carrot Way Community Center. 

Students in this section will help to develop and implement children’s 

programs at residentially-located community centers with 

Avalon Housing, an affordable housing organization in Ann Arbor. 

During the after-school program, students will help the young residents 

of the Avalon community (ranging K-8th grade) with homework, 

and then participate in an outdoor walk or arts & crafts activity. 

Opportunities are also available for students to take initiative 

with other programming interests. The participating children go to 

school in the Ann Arbor Public School system. 

Students in this section are expected to be at site once a week. The 

after-school program runs from 3:30-6:30pm Monday-Thursday, 

with priority given to having volunteer coverage on Tuesdays- 

Thursdays. Students will need to sign up for their regularly scheduled 

volunteer day on the first day of class. Students may need to 

attend an initial orientation that will be scheduled at the beginning 

of the term. To allow time for traveling to and from site, students 

should be available 3:00-7:00pm on their selected day of service. 






Coordinator. 

Section 111 — Education: Ann Arbor Public School Elementary 

After School Program. 

Participants in this section will work with elementary school students 

at one of several schools in Ann Arbor. Students will primarily 

assist in facilitating after-school games, art activities and other rec-

eational programs with the children. Students will also assist in the 

after-school homework club with reading, arithmetic, and other assignments. 

The Ann Arbor Public Schools afterschool child care operates from 

3:15pm – 6:00pm (Ann Arbor Open @ Mack 2:30pm — 6:00pm) 

Monday-Friday. Students are responsible for volunteering once per 

week. Additionally, they will be expected to spend some time outside 

of their regularly scheduled shift planning an activity for the 

children, under the supervision of the site staff. This may include 

science projects, non-competitive gym games, and characterbuilding 

activities. 

Students should allow for driving time, beginning at 3:00pm (2:15 

Ann Arbor Open @ Mack) on the days they volunteer. Students enrolled 

in Project Community who have valid driver’s licenses are 

able to check out vehicles through the Ginsberg Center in order to 

transport themselves to site. Carpooling among students in the 

same section is encouraged. Transportation is coordinated through 

the section facilitator and the Ginsberg Transportation Coordinator. 

Students in this section must pass a State of Michigan background 

check run by Ann Arbor Public Schools. Any student who thinks he 

or she may not be eligible to participate should choose another section. 

Section 112 — Education: Peace Neighborhood Center. 

Students in this section will work with K-5 students as Afterschool 

Program Assistants for the Peace Neighborhood Center REACH 

Afterschool Tutoring Program located at the Maple Meadows Community 

Center in Ann Arbor. Peace Neighborhood Center 

(www.peaceneighborhoodcenter.org) is a local non-profit whose 

mission is to provide programs for children, families, and individuals 

who are affected by social and economic problems. Students will 

assist with tutoring and with other activities as determined by the 

Peace Center staff. 

Students are responsible for volunteering on Mondays and 

Wednesdays from 4:00pm-6:30 pm. Students should allow for driving 

time, beginning at 3:30pm on the days they volunteer. Students 

enrolled in Project Community who have valid driver’s licenses are 





Section 113 — Education: Clague Middle School. 

Students in this section will be placed at Clague Middle School to 

work with students in Reading, as well as Language Arts, Science, 

American History, Social Studies, and Math. They will be in the 

classroom at the same time as a classroom teacher and will be under 

her/his supervision. 

Site times occur during school hours, 8am-3pm, and will be arranged 

with the liaison from Clague Middle School. Students should 

plan to be at site for two, 2-hour shifts each week, in addition to 

travel time. Students enrolled in Project Community who have valid 

driver’s licenses are able to check out vehicles through the Ginsberg 

Center in order to transport themselves to site. Carpooling among 

students in the same section is encouraged. Transportation is coordinated 


Coordinator. 

Section 115 — Education: Urban Debate. 

Participants in this section will work with high school students and 

teachers to support and facilitate debate teams in Detroit schools. 

Currently debate teams in Detroit schools are experiencing difficulty 

with budget-cuts and short staffing, curtailing important educational 

opportunities for students to learn public speaking, taking 

both sides of an issue, and vital research skills. Students in this 

class will have the opportunity to make a difference in the lives of 

high school kids by allowing urban debate teams compete and 

grow. Students with a strong interest in debate are encouraged to 

register. 


Students will be expected at site once a week; the exact times and 

days to be determined at the beginning of the term. Students will 

work out a specific meeting time and day of the week with their 

coordinating teacher shortly after registering for the class. Students 

enrolled in Project Community who have valid driver’s licenses are 





Section 200 — Public Health: UM Hospital. 

Students in this section will participate in community service learning 

within the University Health Systems, with locations on and off 

campus. Medical experience is not needed, but students will need 

to be comfortable initiating interactions with patients. Students will 

assist patients and hospital staff as appropriate. On nursing floors, 

tasks might include visiting with patients, transporting patients, answering 

call lights, joining families in waiting areas, and responding 

to floor staff or patient needs. In special units such as the Emergency 

area, Rehab, Burn, the Cardiovascular Center and others, 

volunteer tasks will vary according to need. Some students may be 

placed within C.S. Mott Children's Hospital or the Women's Hospital 

where placements include Pediatric neuro-rehabilitation, Pediatric 

occupational physical therapy, cancer treatment playroom, and 

bedside visiting and comfort. Overall, the hospital staff is very supportive 

of the program and will provide orientation sessions to help 

you learn more about your individual placement. An important asset 

is a sense of ease and warmth with others as well as the ability 

to initiate discussion and laughter. In addition, students should be 

prepared to observe and think critically about the experiences of 

patients within this health care system. 

Students will be expected at site for 40 hours of service over the 

course of the term and will also be expected to attend the necessary 

orientation(s) at the beginning of the academic term. Weekly 

site times will be established at the interview with UMHS Volunteer 

Services. 

NOTE: First-year students may not volunteer at the hospital during 

their first semester because of Volunteer Services policy, so they 

may not enroll in this section of Project Community. 

NOTE: Participation in this section is by override only. Students 

should contact the Project Community office at pcinfo@umich.edu 

for permission to register. Seats are limited. As of March 7th a list 

will be made of interested students. An e-mail will be sent out the 

week of March 23rd to confirm interest in taking this course. On 

April 4th overrides will be processed. After permission has been 

given, names will be sent to UMHS Volunteer Services, so please be 

sure of your commitment to taking this course when requesting an 

override. 

Project Community will send you an e-mail verification, if you will 

be issued an override. After you receive this verification, you must 

go online to www.med.umich.edu/volunteer to complete the volunteer 

application and checklist. Any questions about this packet 

should be directed to UMHS Volunteer Services at 

umhs.volunteer@umich.edu. 

All of the materials must be completed before your interview with 

UMHS. Any student with an incomplete application packet will be 

asked to reschedule his or her appointment. Proof of mumps, measles 

and rubella (MMR) vaccination MUST be provided at the time 

of the interview. In your email verification from Project Community, 

you will be given details on how to arrange your interview with 

UMHS. All interviews MUST be arranged between August 

1st-19th. 

NOTE: If the above procedures for contacting the hospital are not 

followed BEFORE THE FIRST DAY OF CLASS, you will be asked to 

drop the class. 

Section 202 — Public Health: Sunrise Senior Living. 

Students in this section will work with elderly adults at the Sunrise 

Senior Living Community in Ann Arbor. Students may be matched


with a resident in order to develop a relationship and identify a 

common area of interest to explore together. Students may also 

work as a group to set up and participate in activities with some of 

the residents at Sunrise. 

Students will be expected at site for 3 hours each week. Site time is 

flexible and can be arranged around the student's schedule. 

*PLEASE NOTE* The dress code for Sunrise Senior Living is 

nice/casual wear, except for on Fridays when volunteers can wear 

jeans. Students enrolled in Project Community who have valid 





Coordinator. 

Section 203 — Public Health: HIV/AIDS Resource Center. 

Students in this section will focus on HIV/AIDS education through 

community outreach, bar outreach, testing, and office coverage, 

coordinated by the HIV/AIDS Resource Center (HARC) in Ypsilanti 

(representing all of Washtenaw, Jackson, Lenawee, and Livingston 

counties). Students will have a choice to volunteer with an outreach 

van that is located throughout the Ann Arbor/Ypsilanti community 

several times a week, in the office, or at the testing clinic. Students 

are encouraged to get a TB and Hepatitis B vaccination, but it is not 

required. Please note: Students who volunteer with the outreach 

van are responsible for meeting it at its locations. 

Students will be expected at site for at least 4 hours each week. 

Site times are generally 9am-5pm Monday-Friday with additional 

evening and weekend hours available to be negotiated with the 

site. Students enrolled in Project Community who have valid driver’s 

licenses are able to check out vehicles through the Ginsberg Center 




Coordinator. 

NOTE: All students registering for this section will be screened by 

the facility during training. Any student who is not serious about 

their interest in volunteering at HARC should choose another section. 

NOTE: Students participating in this section MUST attend a 1-day 

HARC volunteer orientation and training on a Saturday TBD from 

8am-5pm. Students who are unable to attend this training will be 

unable to participate in this section. 

Section 204 — Public Health: Shelter Association of Washtenaw 

County — Homeless Outreach. 

The Shelter Association of Washtenaw County (SAWC), located in 

Ann Arbor and housed in the Robert J. Delonis Center, is dedicated 

to serving adult individuals experiencing homelessness by addressing 

basic human needs — such as emergency shelter, food, 

healthcare and clothing while assisting them in their effort to establish 

or increase income, save money and find sustainable housing. 

Over 1300 individuals are served at the SAWC each year. 

Students in this section will work with the Shelter Association to assist 

in one or several of their programs (e.g., Residential Program, 

Non Residential Program, Warming Center, etc.). Students are generally 

involved in nearly every aspect of the Shelter's services, including 

serving breakfast to residents, offering resources & information 

to clients, etc. More importantly, as student volunteers you 

will help to create a safe and caring environment where listening 

empathetically and talking to the clients are at the core of the clients' 

and volunteer experience alike. 

Students will be expected to volunteer on site for an average of 

four hours each week. Most shifts are scheduled in 4-hour blocks 

(except for the "Breakfast" and "Front Door" shifts, which are two 

hours in length); all shifts run between 6:00am-11:00pm. Times 

can be arranged according to the students' schedules. Students enrolled 






NOTE: In order to participate in the program, students 

must attend mandatory volunteer orientation on a date 

TBD, historically a Saturday morning. You must give the facilitator 

your email address on the first day of class in order to receive 

training information. Students who are unable to attend the training 

will be unable to participate in this section. 

Section 205 — Public Health: SOS — After School Program 

for Homeless Children. 

Students in this section will assist with an After School Tutoring 

program offered by SOS Community Services. This program takes 

place on Thursdays from 3:30 p.m. to 6 p.m. Students will be tutors 

and mentors in an after-school program for children (ranging 

from 1st to 8th grade) who are homeless or whose families are participating 

in services for homeless families at agencies throughout 

Washtenaw County. Students will work with the participants on a 

one-to-one basis with homework and recreational activities. SOS 

Community Services provides the children participating in this program 

with transportation to and from the tutoring site. Students in 

this section will also serve as "van riders," and will supervise the 

children during the "pick up" and "drop off" routes. 

A SOS orientation and training is required for this course. 

The designated time for this is TBD. 






Coordinator. 

NOTE: All students registering for this section will have a criminal 

background check and a DHS Child Abuse Registry background 

check run by the facility. Any student who thinks he or she may not 

be eligible to participate should choose another section. 

Section 207 — Public Health: Ozone House: Teen Shelter. 

Students in this section will work with Ozone House in Ann Arbor as 

crisis-line volunteers. Ozone House provides services for runaway, 

homeless, and at-risk youth and their families. 

To participate in this section, students must attend a mandatory 

orientation session and complete an application for 

legal purposes. The orientation will be in September (TBA). 

After attending orientation, each SOC 389 student must complete 

40 hours of intensive training to be eligible to be a crisis line volunteer. 

During this training, volunteers will learn crisis-intervention 

skills. If you do not complete all training sessions, you will 

not be able to volunteer at Ozone House. The training sessions 

will take place in September (TBD). 

After training is completed, students in this section will be expected 

at site for one 3- or 4-hour shift each week. The possible shifts are 

9:00am-1:00pm, 1:00-5:00pm, or 5:00-8:00pm, Monday-Friday (no 

5:00-8:00pm shift on Fridays). Students are also asked to make a 6 

month commitment to Ozone House. Students enrolled in Project 






NOTE: All students registering for this section will have a background 

check run by the facility. Any student who thinks he or she 

may not be eligible to participate should choose another section. 

Section 208 — Public Health: Health Ambassadors. 

This course will give interested students an opportunity to work as 

Health Ambassadors as part of the program Project Healthy 

Schools. This will help students gain experience in community pro-

grams in the public health field. Project Healthy Schools, a community/University 

of Michigan collaborative, is an educational and environmental 

program that was created to prevent childhood obesity 

by increasing 6th grade students' awareness of healthy eating and 

the value of physical activity. The core hours will come from teaching 

fun, hands-on activities in a 6th grade classroom. Additional 

hours may include any combination of the following: assisting with 

physical education alternative activities (Pilates, yoga, strength 

training, etc.), participating in school health promotion campaigns 

such as making milk mustaches with students during lunch, attending 

interesting educational health seminars, and/or assisting with 

health screenings. 

Students must complete 35 hours of community service outside 

classroom time. Part of this time is incorporated into one mandatory 

three hour training session on a date in September TBD. Students 

will also need to be able to have ONE day (Monday through 

Friday) available every week from 11am-12:30pm to teach sessions 

in a 6th grade classroom (15 hours). There will be additional PE 

Classes, health screenings, health promotion events and seminars 

to reach 35 hours. Please note that most opportunities for additional 

hours will take place during the school day. 

**You may teach two classes per week to have a consistent schedule 

and achieve 30 hours of activity. Please indicate if you prefer to 

teach once or twice per week in your submission essay.** 






Coordinator. 

Enrollment in this class is by override only. You must be a 

sophomore, junior or senior to apply for this class. Interested students 

must type a short essay (no longer than one page) explaining 

why they wish to participate in this program. In addition, please indicate 

your class status (sophomore, etc.), whether or not you have 

a driver’s license, and if you are interested in teaching one or two 

days per week. All essays should be emailed to Lindsey Mitchell 

(lseyfert@umich.edu). The first round of essays is due no later than 

April 7th, 2010 at 5:00pm. If you are interested after that date 

please e-mail Lindsey to see if seats are still available. Overrides 

will be given based on the quality of essays received. 

Section 210 — Public Health: University Living with Senior 

Adults. 

Students in this section will serve with University Living (UL), an assisted/independent 

living community focused on life-long learning. 

Volunteers will engage with the residents by supporting and/or facilitating 

group activities, outings, and meal times. Students will 

also develop personal relationships with senior residents at UL 

through one-on-one conversations and personalized activities 

(walks, games, exercise, reading, etc.) based on the resident’s interests. 

Students will volunteer at University-Living for 3-4 hours each week 

(excluding drive time) during a regularly scheduled shift. Schedules 

will be determined at the beginning of the term based on each student’s 

availability. An orientation date is TBA (at a time that is convenient 

for the students and the site coordinator). Students enrolled 






Section 211 — Public Health: Veterans Hospital-Ann Arbor. 

The Veterans Affairs Healthcare System proudly serves veterans in 

Michigan and northwest Ohio at its main medical center in Ann 

Arbor or any one of its other three community based outpatient 

clinics. Students in this section will work with veterans in various 

areas of the V.A. hospital. Some possibilities include but are not 

limited to bingo programs, patient ambassador, assisting patients in 


the cafeteria, and greeting and transporting patients. Students will 

be placed based on interest, scheduling, and shift availability. Mornings, 

afternoons, and evenings are available Monday thru Saturday. 

Times can be arranged according to the students' schedules. The 

VA Hospital of Ann Arbor is located at 2215 Fuller Road, near North 

Campus. Students enrolled in Project Community who have valid 





Coordinator. Due to the proximity of the hospital to campus, 

taking either the AATA or the M-Bus is also an encouraged option. 

In order to participate, all students will need to fill out a volunteer 

application and attend a mandatory training with Voluntary Services 

staff at the V.A. at the beginning of the semester (time TBD). 

Section 212 — Public Health: Ypsilanti Health Initiative. 

Students in this section will work with the Ypsilanti Health Initiative, 

a student-initiated program to make healthy foods more accessible 

and more affordable to lower-income families in Ypsilanti. YHI offers 

a three-part program: health education workshops, subsidized 

grocery shopping trips, and exercise help. 

Students will be expected to participate in site-related activities for 

approximately 3-4 hours per week, including drive time. All students 

are required to participate in the primary health-workshops 

program on Saturday afternoons from 2:30-4 p.m. in Ypsilanti. Additionally, 

students will complete and additional 1-2 hours per week 

outside the primary health-workshops program. Options include 

workshop planning, exercise instruction, gardening assistance, personalized 

diet research, nutritional consulting, information gathering, 

newsletter writing, cooking demonstrations, grocery shopping 

assistance, and many more. We encourage creativity and innovation, 

and we enthusiastically support new ideas and projects. This 

section is recommended for students with initiative and passion. 






Coordinator. 

NOTE: Participation in this section is by override-only. 

Students interested in enrolling should email 

yhivolunteercoordinators@umich.edu. 

In your email briefly explain why you want to enroll in this course, 

what skills or interest you have that you think may be beneficial to 

the program, and what you are hoping to learn. Please include your 

UMID# and your uniqname in your email. If the section is a fit, an 

override will be processed, giving student permission to enroll in 

the section. 

Section 300 — Gender and Sexuality: Femtors. 

In this section, undergraduate women volunteer as feminist mentors 

(“femtors”) to work with girls at local area middle schools as 

part of the "It's Great to Be a Girl" program. The “It’s Great to Be a 

Girl” program was designed by Carole Lapidos and Sally Wisotzkey 

as a continuance of their “Raising Strong and Confident Daughters” 

workshop for parents. The co-founders’ hope was to provide adolescent 

girls with positive women role models to help them through 

their tumultuous middle school years. Chosen femtors organize and 

facilitate workshops over the course of ten weeks to build the confidence 

and expand the knowledge of the girls. The four major areas 

addressed are friendship, teasing and harassment, body image, 

and dream building. This program is a great opportunity for women 

interested in providing mentorship to a diverse population. Women 

of color are strongly encouraged to apply. 

Students will be expected at site from 2:00–5:00pm on Tuesdays. 

(Please allow an additional 20 minutes each way for transportation.) 

Students enrolled in Project Community who have valid 

driver’s licenses are able to check out vehicles through the Ginsberg





Coordinator. 

NOTE: Femtors will be required to attend training that will occur on 

campus during the first 3 meetings. 


should contact Carole Lapidos directly at (734) 668-7402 or 

carolelap@aol.com for permission to register, and for additional information 

about the Femtors program. 

In fall 2011, a second “pilot” site, the ECO Girls project, will be 

added to section 300. The ECO Girls mission is to foster environmental 

awareness and stewardship, ecological literacy, cultural 

education, friendship building, self-confidence, and leadership skills 

for elementary and middle school girls in urban southeastern Michigan. 

Femtors wishing to participate in the Eco Girls site along with 

their regular “It’s Great To Be A Girl!” service responsibilities may 

do so for an extra section 300 course credit, totaling 4 credits in 

all. In addition to their regular training and assignments, Femtors 

who elect to work with ECO Girls will meet with the ECO Girls for 

weekend activity sessions approximately twice a month at the Ann 

Arbor YMCA or the Center for Afroamerican and African Studies on 

campus. For more information contact Professor Tiya Miles 

tiya@umich.edu. 

Section 302 — Gender and Sexuality: Girls on the Run. 

Girls on the Run (GOTR) is a healthy living program for girls in 

grades 3-5 and 6-8. The program combines training for a 3-mile 

walk/run with a fun and innovative life skills curriculum. The lessons 

are built around movement and running related games. The 

topics discussed during the lessons include body image, healthy 

habits, peer relationships and community involvement. The program's 

mission is to educate and prepare girls for a lifetime of selfrespect 

and healthy living. 

Students in this section will learn to be coaches/mentors to young 

women in the community at coach's training (date to be announced). 

Students in this section will have the opportunity to become 

certified in CPR. In the late fall (date TBD) coaches and the 

girls will participate in the New Balance Girls on the run 5K (3-mile) 

run together. Project Community students in this section will go to 

their designated site on Tuesdays and Thursdays from approximately 

4-5:30pm, (not including driving time). Sites are located in 

Ann Arbor, Saline, Dexter, Chelsea, and Ypsilanti. Students enrolled 

in Project Community who have valid driver’s licenses are able to 

check out vehicles through the Ginsberg Center in order to transport 

themselves to site. Carpooling among students in the same 

section is encouraged. Transportation is coordinated through the 

section facilitator and the Ginsberg Transportation Coordinator. 

This section is override-only. To participate in this section, 

please fill out the Girls on the Run Volunteer Application 

(www.girlsontherunsemi.org/documents/volunteerappl.pdf); please 

send the completed application to Lisa Gizzi, the GOTR Program 

Coordinator, at lisa@girlsontherunsemi.org (indicate you’re interest 

in Project Community, send your UMID #, and Cc 

esteps@umich.edu). Once the application is received, an override 

will be processed. 

Section 304 — Gender and Sexuality: Planned Parenthood. 

Students in this section will volunteer with Planned Parenthood’s 

Public Advocacy department. Students will assist Planned Parenthood 

Affiliates of Michigan staff in efforts to ensure broad access to 

reproductive health care information and services. Students will be 

involved in community outreach, grassroots organizing, and public 

affairs programs. Specific tasks will include assisting at visibility and 

awareness events, working with coalition partners, organizing the 

public around legislative issues and more. Educational objectives 

will include detailed knowledge of sexual health, community assessment, 

grassroots organizing techniques, and action planning. 

No previous experience is necessary, but students should be open- 

minded and enthusiastic about service that contributes to Planned 

Parenthood’s mission and philosophy. 

Students will be expected at site every Tuesday from 9:00 a.m. – 

1:00 p.m. Students enrolled in Project Community who have valid 





Coordinator. 

NOTE: Participation in this section is by override-only. Students interested 

in enrolling should email Lindsay Maas, Senior Field Organizer 

of Planned Parenthood Affiliates of Michigan, at: 

Lindsay.Maas@ppmchoice.org or call her at 734-926-4842. 

Students will be asked to participate in a short interview. If the section 

is a fit, an override will be processed, giving student permission 

to enroll in the section. 

Section 401 — Criminal Justice: Juvenile Detention Center 

— Recreation. 

Students in this section will work at the Washtenaw Detention Center, 

a facility for teens awaiting placement or release. Students will 

provide structured leisure time through both educational and recreational 

activities. Theater, music, athletic, confidence building, 

educational and/or art activities may be incorporated. In the past, 

we have also held debates, health and nutrition seminars, and sessions 

on job seeking skills. Students in this section provide positive 

role models and interactions for the youth, much like a Big Brother 

or Big Sister. 

Students will be expected to go to site Mondays 3:30-6:30pm, (this 

includes driving time). Students enrolled in Project Community who 

have valid driver’s licenses are able to check out vehicles through 

the Ginsberg Center in order to transport themselves to site. 

Carpooling among students in the same section is encouraged. 

Transportation is coordinated through the section facilitator and the 

Ginsberg Transportation Coordinator. 

NOTE: Students must be at least 18 years old to participate in this 

section, due to volunteer requirements at the site. 



may not be eligible to participate should choose a section in another 

program area. 

Section 402 — Criminal Justice: Prison-Creative Writing. 

Students in this section will work in teams to lead creative writing 

workshops at the Gus Harrison South Correctional Facility in Adrian 

on a weekly basis. The facility is a minimum-security prison that 

houses adult male prisoners. At the prison, students will help inmates 

enhance their writing skills and creatively communicate their 

ideas. Students will be required to submit weekly creative writing 

assignments as well as fulfill other course requirements. In addition, 

the group will complete an anthology of inmate writing at the 

end of the semester that will be distributed to the participants at 

the prison. No previous experience is necessary. 

Students will be expected to go to site on Tuesday evenings 5:30- 

9:30pm, (includes driving time). Students enrolled in Project Community 


through the Ginsberg Center in order to transport themselves 

to site. Carpooling among students in the same section is encouraged. 

Transportation is coordinated through the section facilitator 







program area.

Section 403 — Criminal Justice: Prison-Debate. 

Students in this section will work in teams to lead a debate club at 

the Gus Harrison Correctional Facility – South in Adrian on a weekly 

basis. The facility is a minimum-security prison that houses adult 

male prisoners. At the prison, students will organize a weekly debate 

about a current topic, the goal of which is to strengthen communication 

skills and knowledge of current issues of both the students 

and the inmates. No previous debate experience is necessary. 

Students will be expected at site on Wednesday evenings 5:30-9:30 

pm (includes driving time). Students enrolled in Project Community 


through the Ginsberg Center in order to transport themselves to 

site. Carpooling among students in the same section is encouraged. 






Coordinator. 






program area. 

Section 404 — Criminal Justice: Jail (Men)-Creative 

Writing. 

Students in this section will work at the Washtenaw County Jail, a 

facility for adult offenders, located in Ann Arbor approximately 10 

minutes from campus. This section will be conducting creative writing 

seminars for male inmates in minimum-security blocks. No former 

creative writing experience is necessary, just enthusiasm and 

an open mind! Students will be expected to bring and share ideas 

to plan and facilitate the creative writing workshops. 

Students will be expected at site 6:15-8:15pm on Mondays. Students 

must allow for driving time, beginning at 5:45pm on Mondays. 

Groups that arrive late to the facility may not be allowed to 

enter. Students enrolled in Project Community who have valid 





Coordinator. 






program area. 

Section 405 — Criminal Justice: Jail (Women)-Creative 

Writing. 

Students in this section will work at the Washtenaw County Jail, a 

facility for adult offenders, located in Ann Arbor approximately 10 

minutes from campus. This section will be conducting creative writing 

seminars for female inmates in minimum-security blocks. No 

former creative writing experience is necessary, just enthusiasm 

and an open mind! Students will be expected to bring and share 

ideas to plan and facilitate the creative writing workshops. 

Students will be expected at site 6:30-8:30 p.m. on Tuesdays. Students 

must allow for driving time, beginning at 5:45pm on Tuesdays. 





students in the same section is encouraged. Transportation is coor- 


dinated through the section facilitator and the Ginsberg Transportation 

Coordinator. 






program area. 

Section 406 — Criminal Justice: Jail (Men)-Multicultural 

Dialogue. 

Students in this section work at the Washtenaw County Jail examining 

the construction of race and class and how it is manifested in 

society through dialogue with inmates. This section is designed to 

take a look at Asian American, African American, European American, 

Hispanic/Latino(a), and Native American social groups present 

in the United States. Students will critically evaluate how racial 

groups are represented in American society and there intersection 

with socioeconomic class. Some questions we will address are: 

• How was race and class constructed in the United States? 

• How is the construction maintained? 

• What can we do as individuals to combat inaccurate representations 

of cultural groups in this country? 

An important component of this course includes participation and 

facilitation of a weekly in-service class located at the Washtenaw 

County Jail. Students will be required to lead discussions on race 

and class with male inmates at the facility. We believe that issues 

of race and class are pertinent issues that affect everyone. It is the 

intention of this course to create an environment that will embrace 

various viewpoints and seek to provide a deeper understanding of 

ourselves and others. The success of the course depends upon 

each individual's participation and willingness to be open, honest, 

and engaged in course materials and discussion. 

Students will be expected at site 6:00-8:00pm on Tuesdays. Students 

must allow for driving time, beginning at 5:30pm on 

Tuesdays. Groups that arrive late to the facility may not be allowed 

to enter. Students enrolled in Project Community who have valid 





Coordinator. 






program area. 

Section 407 — Criminal Justice: Jail (Women)-Multicultural 

Dialogue. 

Students in this section work at the Washtenaw County Jail examining 

the construction of race and class and how it is manifested in 

society through dialogue with inmates. This section is designed to 

take a look at Asian American, African American, European American, 

Hispanic/Latino(a), and Native American social groups present 

in the United States. Students will critically evaluate how racial 

groups are represented in American society and there intersection 

with socioeconomic class. Some questions we will address are: How 

was race and class constructed in the United States? How is the 

construction maintained? What can we do as individuals to combat 

inaccurate representations of cultural groups in this country? An 

important component of this course includes participation and facilitation 

of a weekly in-service class located at the Washtenaw County 

Jail. Students will be required to lead discussions on race and class 

with female inmates at the facility. We believe that issues of race 

and class are pertinent issues that affect everyone. It is the intention 

of this course to create an environment that will embrace vari-


ous viewpoints and seek to provide a deeper understanding of ourselves 

and others. The success of the course depends upon each 

individual's participation and willingness to be open, honest, and 

engaged in course materials and discussion. 

Students will be expected at site 6:30-8:30 p.m. on Mondays. Students 

must allow for driving time, beginning at 5:45pm on Mondays. 







Coordinator. 






program area. 

Section 602 — Organizing for Social Justice: Community 

Organizing. 

Students in this section work with a community organization where 

they will participate in education and organizing work to help address 

quality of life and social justice concerns through organizing 

and activism. In the Fall 2011 term we will partner with the Restaurant 

Opportunities Center-Michigan (ROC-MI) and their affiliated 

COLORS Hospitality Opportunities for Workers Institute that includes 

vocational training, a social enterprise that fosters worker 

ownership, and promotion of urban agriculture and healthy food 

systems. 

ROC-MI is an affiliate of ROC-United, a national restaurant workers' 

organization with more than 6,000 members across the country, 

that focuses on improving opportunities for advancement in the industry 

through workplace justice campaigns that combine organizing 

and litigation, promoting 'high-road' and sustainable business 

practices, and research and public policy work. This program emphasizes 

making change at a systemic level and developing a theory 

and practice of community organizing and civic engagement. All 

students will gain a solid introduction to the theory and practice of 

community organizing. 

Students may be asked to participate in a number of activities, including 

outreach, leadership development, and organizing with restaurant 

workers, orientations for new members and political education 

classes, and facilitating workshops or meetings, and protests. 

Familiarity with the cities of Detroit or Dearborn, experience in restaurant 

work and/or proficiency in a second language (Spanish, 

Arabic, French) would be assets but are by no means required for 

participation in this section. 

Students are responsible for completing four hours of site-related 

work per week (at times available in a student’s schedule). Students 

enrolled in Project Community who have valid driver’s licenses 





Coordinator. 


should contact Joe Galura (jgalura@umich.edu) for 

permission to register. In your email, please indicate for which 

section you are seeking an override. 

Students enrolled in SOC 389 are responsible for regular attendance 

in a weekly seminar as well as participation in site work each 

week. In addition, students will complete weekly readings and reflective 

journal assignments, a midterm assignment, and a final 

paper/project. 

If you have general questions, contact Project Community 

(pcinfo@umich.edu). In your email, please give the name and 

number of the section about which you are inquiring. 

Section 603 — Organizing for Social Justice: The Young 

People's Project-MI. 

The mission of the Young People's Project is to use math literacy as 

a tool to develop young leaders and organizers who radically 

change the quality of education and life in their communities so 

that all children have the opportunity to reach their full human potential 

(typp.org). 

Students in this seminar will be introduced to the background, 

pedagogy and current status of The Young People’s Project in 

Michigan (YPP-MI) and across the county during a two-day retreat 

with YPP-MI staff. During their training they will have the opportunity 

to choose and begin exploring an area of focus for their project 

work for the organization locally. YPP-MI works most closely with 6 

local school districts college students are training high school students 

to be math literacy workers (MLW) and facilitate after school 

math workshops with middle and/or elementary school students in 

their community. Project Community students will develop a project 

that will support this foundational work and expose them to an area 

of focus that is of greatest interest to them. 

Example areas of focus for project development (projects 

are not limited to the following and/or could cover more 

than one category): 

• Funding: Grant Writing & Donation Seeking 

• Event Planning (for students, families, community partners, 

etc.) 

• Community Organizing: developing/sustaining neighbor circles 

in YPP-MI communities 

• Research, Evaluation & Assessment 

• Web development & networking 

• Youth Organizing: work directly with high school Math Literacy 

Workers (MLW) on issues of their self interest College Math 

Literacy Worker (CMLW) support: assist CMLW in training and 

mentoring high school MLW 

The Young People's Project sees math literacy work as a new phase 

of the civil rights movement — a way of empowering minority and 

working class students to demand the kind of high quality education 

they need for real economic opportunity in 21st century. YPP 

focuses on organizing to bring about change at a systemic level, 

building on the community organizing tradition embodied in the civil 

rights movement's Freedom Schools. Our approach to this work is 

inspired and informed by the Young Peoples' Project (YPP) partner 

of Bob Moses' Algebra Project, a unique synthesis of four elements: 

an experiential approach to math learning; a liberationist classroom 

pedagogy; the use of college-age students as trainers, and high 

school students as facilitators for middle school student math workshops 

and activities; and an organizing approach to building student, 

parent, teacher and community commitment to improving the 

quality of math education. 






Coordinator. 

NOTE: In order to participate in the program, students must attend 

a mandatory training, which will take place before classes start in 

late August/early September (exact time TBD). Students are responsible 

for participating at a designated community site four 

hours per week. Site times are Mondays and Wednesdays from 

2:30-5:30pm (including drive time). Additionally, students will be 

required to meet 1 hour/ week with a YPP Leadership Team member 

who will be supervising and supporting their project.

This section is override only. Please contact Alexandra Tracy at 

aletracy@umich.edu. If this section is a good fit, students will then 

have the override processed. 

SPANISH (Spanish) 





note that students may not take the Spanish placement test more 

than one time. Students must check with the Course Coordinator 

for any exceptions to the Placement Test level. For more information, 

visit the department website, 













LSA. 







Spanish Curricular Changes effective Fall 2011 

Information about Spanish curricular changes, effective Fall 2011, 

can be found here: www.lsa.umich.edu/rll/concminors/spanish.html 

SPANISH 100. Intensive Elementary Spanish. 

No prior instruction in Spanish language OR placement of SPANISH 

101. (Prerequisites enforced at registration.) Students with any 

prior study of Spanish must take the Placement Test. May not be 


SPANISH 101, 102, 103, 111 or 112, or RCLANG 194. 




The first year of college Spanish equivalent to SPANISH 101 and 

102 taught in one term. 

This course does not meet the threshold for proficiency for the 

Residential College. 

SPANISH 101. Elementary Spanish. 

No prior Spanish language or placement of SPANISH 101. (Prerequisites 

enforced at registration.) Students with any prior study of 

Spanish must take the Placement Test. (4). May not be repeated 

for credit. No credit granted to those who have completed or are 

enrolled in SPANISH 100, 111 or 112, or RCLANG 194. 

The first part of an introduction to the Spanish language and culture; 

task- and content-based approach integrates grammar in a 

functional use through listening, speaking, reading, and writing. 

Language use encouraged through communicative activities rather 

than a sequence of linguistic units. Videos, audio cassettes, and 

computer materials incorporated. 

Course description and objectives: SPANISH 101 is designed to 

introduce you to the Spanish language and the many facets of the 


culture. In this course you will develop your ability to communicate 

satisfactorily in Spanish in everyday practical situations while acquiring 

some of the skills necessary for effective reading and writing 

in Spanish. The course focuses on the introduction and development 

of the four language skills necessary for interpersonal 

communication in Spanish: listening, writing, reading, and speaking 

and cultural topics will be integrated in every chapter. 

Section 021 is a Comprehensive Studies Program (CSP) section 

and requires CSP permission to enroll. 

Course coordinator: Michelle Orecchio, orecchio@umich.edu 


Evaluation criteria: Regular attendance is essential. Participation 

in class includes asking and answering questions in Spanish, initiating 

discussion, role playing, and other situational activities. The final 

grade is based on class participation, journal entries, homework 

assignments, a cultural skit, unit exams, one oral exam, and a final 

exam (listening portion and written portion). 


For students with little or no previous study of Spanish. Students 

with prior instruction in Spanish should take the placement test before 

enrolling. 

SPANISH 103. Review of Elementary Spanish. 

RCLANG 154. Assignment of SPANISH 103 by placement test. College 

or university transfer students with any prior study of Spanish 

must take the Placement Test. (Prerequisites enforced at registration.) 

Only placement score and not language coursework completed 

at a previous school will determine placement. (4). May not 

be repeated for credit. No credit granted to those who have completed 

or are enrolled in SPANISH 100, 102, 111 or 112, or RCLANG 

194. 

Course coordinator: 

Kristina Primorac-Waggoner, kprimora@umich.edu 

Please note that SPANISH 103 section 031 in Fall 2011 is a Comprehensive 

Studies Program (CSP) section. 

Course Objectives: Introduction to the Spanish language and culture. 

Task- and content-based approach integrates grammar in a 

functional use through listening, speaking, reading, and writing. 

Language use encouraged through communicative activities rather 

than a sequence of linguistic units. Learning strategies and cultural 

awareness are also important objectives of the course. 

Goals: Students completing SPANISH 103 will know about different 

sociocultural norms, acting with awareness of such differences; 

speak in short spontaneous conversations involving everyday topics, 

observing basic courtesy requirements; understand the gist of 

one-way communication such as radio and television; read for practical 

information; write simple correspondence and short compositions 

on familiar topics, with good control of basic sentence structure. 


Work Requirements/Evaluation Criteria: Regular attendance 

essential. Students must participate actively in a student centered 

communicative environment. Grade based on participation, homework 

assignments, in-class work, three unit exams, an oral exam, 

cultural presentation, journals, composition and a final written 

exam. 


SPANISH 103 is a first year language class for students who are 

considered to be High beginners. This means that instead of covering 

first year material in two semesters (SPANISH 101 and 102) 

students take only one semester of first year Spanish before entering 

the intermediate level (SPANISH 231). Admittance into the 

course is by placement exam recommendation or permission of the 

coordinator only. 

Transfer students should take the placement exam to determine 

which course is most appropriate for their needs.


SPANISH 231. Second-Year Spanish. 

SPANISH 100, 102 or 103 with a grade of C- or higher; or RCLANG 

194; or assignment of SPANISH 231 by placement test. College or 

university transfer students with any prior study of Spanish must 

take the Placement Test. Only the placement score and not language 

coursework completed at a previous school will determine 

placement. (Prerequisites enforced at registration.) (4). May not be 


SPANISH 112, 230, or RCLANG 294 or 314. 

This course is designed to improve the speaking, listening, reading, 

and writing skills of students and to provide insight into the literature 

and culture of Spanish-speaking people. Meant to integrate 

and extend earlier learning, SPANISH 231 is intended to provide 

students with the timely opportunity — and challenge — of transforming 

themselves into truly active, thinking language users. 

Course grade is based on a series of quizzes and exams (written 

and oral) designed to assess ability to read, write, and understand 

spoken Spanish, plus periodic written work and oral class participation. 

SPANISH 232. Second-Year Spanish, Continued. 

SPANISH 231 with a grade of C- or better, or RCLANG 254; or assignment 

by Placement Test. College or university transfer students 

with any prior study of Spanish must take the Placement Test. (Prerequisites 

enforced at registration.) Only placement score and not 

language coursework completed at a previous school will determine 

placement. (4). (Lang Req). May not be repeated for credit. No 

credit granted to those who have completed SPANISH 112 or 230; 

or RCLANG 294 or 314. 

Continuation of SPANISH 231. Certain sections are devoted to readings 

in specialized topics. 

The principal aim of both the topics and non-topics courses is to 

acquire a more profound understanding of the history, politics, society, 

culture, customs, and literature of the Hispanic world through 

listening, writing, reading, and speaking activities in Spanish. At the 

same time, students develop the language tools, both grammatical 

functions and vocabulary, necessary to discuss issues of relevance 

to Hispanic culture and to analyze these situations while expressing 

their own personal opinions, reactions, conclusions, and possible 

outcomes to hypothetical situations. Therefore, the practice and 

application of grammatical features and vocabulary are integrated 

into the content of the course, and students are expected to formally 

study and practice these structures individually through the 

explanations provided in the textbook and the practice activities assigned 

as homework. Materials include newspaper articles, cultural 

readings, videos, short lectures, listening comprehension activities, 

and computer materials. 

TEXTS for non-topics sections: 

Required: 

Más allá de las palabras: Mastering Intermediate Spanish 

Includes: Mastering Intermediate Spanish Book 2 (blue book) and 

workbook/lab manual 

Course Requirements: Work requirements/evaluation criteria for 

non-topics sections: Regular attendance crucial. Participation in 

class includes asking and answering questions, initiating discussion, 

role playing, and other situational activities. Grade based on oral 

participation, homework assignments, in-class work, compositions, 

exams, and a final written and oral exam. 

Important note regarding SPANISH 232: Sections 043-059 are 

special topics sections. Please review the specific course descriptions 

before registering. 

232 TOPICS Website: 

sitemaker.umich.edu/spanish232topics/232_special_topics 

Section 043, 054, 056 — Art, Fashion, and Design in Spain. 

Note To Students: Important: Please, note that this is a topic 

course and is different to the regular SPANISH 232 course. Check 

the syllabus of the course at: 

sitemaker.umich.edu/spanish232topics/232_special_topics_home 

The aim of this course is to provide a good understanding of the 

history, art, culture, customs, fashion and design of Spain through 

listening, writing, reading, and speaking activities in Spanish. To 

accomplish this goal we will review specific topics, including the 

main Spanish painters, architectural landmarks, urbanism, current 

fashion designers, jewelry, sculpture, clothing complements, and 

traditional dresses, in the context of Spanish History. These topics 

will guide students to understand the role of art in Spanish society 

and everyday life. 

We will read a number of texts illustrated by hundreds of pictures, 

watch video clips and movies, listen to music and have an organized 

visit to the University Museum. 

Instructor: Camara Eguinoa, Elena A 

Section 045 — Culture, Society and Music in Spanish. 





The purpose of this topic course is to provide students with a better 

understanding of the music, culture, and society of the Hispanic 

world. The great importance of music in a society will be taken into 

account to understand ancient and modern societies and cultural 

practices presenting and exploring the idea of musical expressions 

as powerful forms of cultural identity. The course will give students 

an overview of the Hispanic world through popular music, musicians, 

musical forms and styles, dances and traditional musical instruments 

from different countries. 

Instructor: De La Torre, Mariela Isabel 

Section 047, 048, 051 — Hispanic Women Who Made 

History. 





This course will provide an overview of the Hispanic world through 

the experiences of several key women that have had relevance in 

different Hispanic countries that lived in critical time periods. The 

course purpose is to provide students with a better understanding 

of the Hispanic world and its women through listening, writing, 

reading, and speaking activities in Spanish. 

A variety of Hispanic women will be presented. Each woman studied 

will serve to contextualize other themes that relate to the history, 

politics, culture and society of the country studied. Several 

supporting materials will be used such as movies, music and literature 

in order to give students a broad point of view. Students are 

encouraged to actively participate in class. Every day we will discuss 

issues of relevance to the course topics and the students will 

be expressing their own personal opinions, reactions, conclusions, 

and possible outcomes of hypothetical situations. Therefore, the 

practice and application of grammatical features and vocabulary is 

integrated into the content of the course, and students are expected 

to formally study and practice these structures individually 

through the explanations provided in the texts and the practice activities 

assigned as homework. 

Instructor: Larrotiz, Isabel

Section 049, 053 — Contemporary History of Spain through 

Music and Cinema. 





The aim of this course will be to provide students with the understanding 

of the Spanish contemporary history and its consequences 

in creating a new culture and life style. By studying the events, students 

will get to know, not only the political changes of a country 

but also how history is represented through the cinema and the 

music; and how these two artistic representations play an important 

role in the life of the people. With this information the students 

will be able to produce their opinions about the past, present and 

future of Spain and apply this knowledge to further topics related to 

the present political situation in different countries. 

Instructor: De Los Santos Plata, Juan C 

Section 055, 057, 059 — Readings from Argentina, Chile, 

and Peru. 





If you enjoy reading literature, join us to discover its unique power 

to explore the culture of these countries through the eyes of selected 

authors. Other written and visual texts will be incorporated. 

Readings, class discussions and group or individual written projects 

will give the opportunity for intensive use of the language to further 

develop your ability to perform at a higher level of proficiency in 

the different skills (reading, writing, speaking, listening and culture). 

Instructor: González, Raquel N 

STATS (Statistics) 

Effective Fall 2010 STATS 350 has been renumbered to STATS 250. 

The content has not changed. If you have any questions, please 

contact statstudentservices@umich.edu. 

Effective Fall 2011, the distribution designation for STATS 250 

changed from NS to MSA. The course will be counted as MSA for 

students who enter the College in Fall 2011 and beyond. Students 

electing the course Fall 2011 and beyond, but whose first term of 

enrollment in the College was prior to Fall 2011, may count the 

credits toward NS distribution. 

Statistics WAITLIST POLICY 

www.stat.lsa.umich.edu/waitlist.html 

STATS 125. Games, Gambling and Coincidences. 


sophomore standing. (3). (MSA). (BS). (QR/1). May not be repeated 

for credit. 

Emphasizes problem solving and modeling related to games, gambling 

and coincidences, touching on many fundamental ideas in discrete 

probability, finite Markov chains, dynamic programming and 

game theory. 

Instructor: Keener, Robert W 

STATS 250. Introduction to Statistics and Data Analysis. 

(4). (MSA). (BS). (QR/1). May not be repeated for credit. No credit 

granted to those who have completed or are enrolled in ECON 404 

or 405, IOE 265, or STATS 280, 400 or 412. 

Effective Fall 2010, STATS 350 has been renumbered to STATS 

250. The content has not changed. If you have any questions, 

please contact statstudentservices@umich.edu. Effective Fall 2011, 

the distribution designation for STATS 250 changed from NS to 

MSA. The course will be counted as MSA for students who enter the 

College in Fall 2011 and beyond. Students electing the course Fall 


2011 and beyond, but whose first term of enrollment in the College 

was prior to Fall 2011, may count the credits toward NS distribution. 

In this course students are introduced to the concepts and applications 

of statistical methods and data analysis. Examples of applications 

are drawn from virtually all academic areas and some attention 

is given to statistical process control methods. 


Course evaluation is based on a combination of two examinations, 

a final examination, weekly homework, and lab participation. 


STATS 250 has no prerequisite and has been elected by students 

whose mathematics background includes only high school algebra. 

Class Format: 

The course format includes lectures (3 hours per week) and a laboratory 

(1.5 hours per week). The laboratory section deals with the 

computational aspects of the course and provides a forum for review 

of lecture material. For this purpose, students are introduced 

to the use of a statistical analysis-computer package. 

THEORY (Music Theory) 















THEORY 135. Intro Music Theory Music Theory Major. 

THTR MAJORS. (3). May be repeated for credit. 

Course leads to THEORY 236. 

Instructor: Goltz-Taylor, Jennifer E 

THEORY 137. Intro Mus Theory. 

No previous formal training in music theory only basic understanding 

of musical notation. (3). (HU). May not be repeated for credit. 

Course leads to THEORY 138. 

Instructor: Mead, Andrew W 

THTREMUS (Theatre and Drama) 


Theatre or Music, and these programs are described in the LSA Bulletin. 

In addition, Theatre courses and Music courses are frequently 

elected by LSA students not concentrating in either Music or Theatre. 

All courses in Music History/Musicology, Composition, and Music 

Theory are electable for LSA credit; some but not all Theatre 

and Drama courses are available for LSA credit. Some of these 

courses can be used in an area distribution plan. LSA students may 

elect music PERFORMANCE courses for degree credit, but this credit 

counts toward the maximum twenty non-LSA credit hours that can 

be applied toward an LSA degree. 



Schedule under the School of Music, Theatre & Dance.


THTREMUS 101. Introduction to Acting I. 

Consent of instructor required. Open to non-concentrators. Consent 

of instructor required. (3). (CE). May not be repeated for credit. 

This course is designed as a general introduction to the fundamental 

skills of acting in the theatre. It involves discussion and practical 

work, including theatre games, warm-up, monologue, and scene 

work. Some papers and selected reading. 

Brief, informal interview required for admission to all sections. Sign 

up for interview at: 

www.music.umich.edu/departments/theatre/act101php. 

If you miss the interview, come to the first class in the fall and you 

will be admitted as space is available. Overrides will not be issued 

until the second class in September; you cannot register this semester. 

THTREMUS 211 / ENGLISH 245 / RCHUMS 280. Introduction 
















Online: 









constituent arts (acting, directing, design, playwriting, architecture) 

contributes to the making of a theatrical whole. 






Class Format: 







THTREMUS 277. History of Dress. 

Permission of instructor. (3). May not be repeated for credit. 

A slide survey course, which traces the history of dress from ancient 

times through the present day, with an emphasis in the societies 

that produced particular manners and styles of dress and their 

relationship to one another. 

Instructor: Hahn, Jessica M 

UC (University Courses) 

The University Courses Division is a small academic unit that is administered 

by the LSA Dean's Office and used to house undergraduate 

courses that do not readily fit under any specific departmental 

banner. Sponsored by the college rather than by individual 

departments or programs, these courses may be taught by members 

of the faculty in any academic unit on the Ann Arbor campus, 

including colleges outside of LSA. A number of non-LSA course offerings 

have been approved by the LSA Curriculum Committee for 

crosslisting in the UC Division, thus allowing LSA students completing 

those courses to earn LSA credits toward their degree. 

The University Courses Division is also the home of courses for 

Michigan Learning Communities, the Undergraduate Research 

Opportunity Program, and other special initiatives in undergraduate 

education. In addition, the UC Division has been a place where experimental 

and interdisciplinary courses are developed. After a 

course has been offered successfully for a few terms, a home is ordinarily 

found in a traditional academic unit, and the UC listing is 

dropped. 

First-Year Seminars. The Dean’s Office administers the FYS 

Program. The UC Division houses several First-Year Seminars each 

term (taught by emeriti and non-LSA faculty). These unique low enrollment 

classes (maximum of 20 students) are open to all first-year 

students. They are intended to facilitate deeper learning through 

more active participation and increased opportunities for interaction 

between student and teacher as well as dialogue among students. 

Students not only experience a stimulating introduction to the intellectual 

life of the University through engaging subject matter; some 

may discover a subject they wish to pursue in further courses. It is 

hoped that students who take a seminar will find in it a sense of intellectual 

and social community that will ease the transition to a 

large university. 

All First-Year Seminars can be used to complete part of the 

College's Area Distribution requirements: Humanities (UC 150); 

Social Sciences (UC 151); Natural Sciences (UC 152); and Interdisciplinary 

(UC 154). 

Sophomore Year Initiative. The Dean’s Office also administers 

the Sophomore Year Initiative, a set of courses and activities whose 

goal is to help sophomores map the College curriculum and explore 

the terrain of the liberal arts. Sophomore Initiative courses focus on 

the analytical skills and competencies essential to success in any 

career. They provide discipline-specific and multi-disciplinary investigations 

of natural science, social science, and humanities approaches 

to issues, and offer students rich opportunities to discover 

their intellectual passions while developing mastery in critical thinking 

and problem solving. 

UC 102. Michigan Community Scholars Program: 

The Student in the University. 

Michigan Community Scholars Program participant. (1). May not be 

repeated for credit. F. Offered mandatory credit/no credit. 

Section 001. This course will provide students with an opportunity 

to critically review their role in the university and as a Michigan 

Community Scholars Program participant. It will allow students to 

consider the expectations of their university experience within a 

framework of theoretical perspectives. It is hoped that students will 

develop a broad understanding of what their university experience 

can include and how they can shape it to realize their academic potential 

and intellectual development. The course will focus on the 

transition from high school to college, access to faculty, identity issues, 

critical thinking, social justice, and community service learning. 

The issues and challenges of living and working in a multicultural 

society will be examined. The large group discussions will focus 

on student perceptions, relevant research, and university resources. 

The small group discussions will focus on the readings and 

areas of practical concern. This course is open only to students in 

the Michigan Community Scholars Program. 

Instructor: Woods, Wendy Ann

UC 104. Introduction to Research. 

Participant in Michigan Research Community. (1). May not be repeated 

for credit. F. 

This seminar is a one-credit course required for all first-year students 

enrolled in the Michigan Research Community. Our primary 

goal is to prepare you to embark on your year-long research project 

by introducing you to research ethics and exposing you to a 

variety of different research methodologies employed in disciplines 

across campus. We will also examine the building blocks for critical 

thinking skills through reading assignments and classroom activities. 

Students will also learn how to read professional journal articles, 

formulate questions, and how to evaluate arguments and evidence. 

There will also be small group activities that focus on team 

work and the oral communication skills necessary to be successful 

in the classroom, research lab, and work place. Assignments will 

include selected articles from academic journals, short writing assignments, 

small group presentations, and writing a research abstract 

for your research project. 

Instructor: Bass, Chris Kae 

UC 105. Health Sciences Scholars Program: Perspectives on 

Health and Health Care. 

Restricted to students enrolled in the Health Sciences Scholars Program. 


Provides an overview of major current health and health care issues. 

Students exchange ideas and experiences with faculty from a 

broad spectrum of health-related fields. Faculty engage students in 

consideration of the cultural, political, socioeconomic, and personal 

dimensions of health as well as the options and issues facing those 

who manage, provide, and evaluate healthcare. This is the first of 

two core courses for students in the Health Science Scholars 

Program. 

Instructor: Barnosky, Andrew R 

UC 107. Women in Science and Engineering Residence 

Program Seminar. 


The Women in Science and Engineering Residence Program Seminar 

is a required one-credit course for all first-year students enrolled 

in the WISE RP. Through a combination of short lectures and 

classroom activities this course will expose students to the intellectual 

life at the University of Michigan and what it means to pursue a 

liberal arts education. Selected faculty members will share their current 

research with students as well as their career paths and professional 

development. In addition, students will learn the building 

blocks for critical thinking skills through reading assignments and 

classroom activities. Students will also learn how to read professional 

journal articles, formulate questions, and how to evaluate arguments 

and evidence. There will also be small group activities that 

focus on team work and the oral communication skills necessary to 

be successful in the classroom, research lab, and work place. Assignments 

will include selected articles from academic journals, 

short writing assignments, and small group presentations. There 

will be a longer final paper based on an interview with a U-M faculty 

in an area of study that interests you. 

Instructor: Bass, Chris Kae 

UC 122 / PSYCH 122 / SOC 122. Intergroup Dialogues. 

(2). May be repeated for a maximum of 4 credits. 












goal is to actively identify alternative resolutions of intergroup conflicts. 

Different term-long sections of this course focus on different 


white people/people of color; Blacks/Jews; lesbians, gay men, 

bisexuals, and heterosexuals; white women/women of color; 





The Intergroup Relations Program, (734) 936-1875, 3000 Michigan 

Union. 


UC 145 / CICS 101 / GEOG 145. Introduction to International 

Studies. 






examines the ways in which people, goods, diseases, and natural 

resources have flowed across political and cultural borders over the 









UC 151. First-Year Social Science Seminar. 








writing. 

Section 001 — Psychology of Interpersonal Relationships. 

What were the social, economic, geopolitical and personal psychological 

conditions in 1943 that would result in an 18-year old 

freshman leaving college and going off to spend the next three 

years fighting with the U.S. Army in Europe and liberating Dachau? 

What led up to 1943 and how did this series of historical events become 

a part of the life of American youth and continue to affect 

that generation's (your grandparents) behavior after World War II 

and through today? What do we know from 30 years of research on 

the nature of obedience that resulted in both self-sacrifice and the 

Holocaust? These questions will be explored using the resources of 

historical works, novels, films, and personal documents. Each student 

will interview a member of that generation, preferably a 

grandparent or surrogate, with armed services experience during 

the war and write a psycho-history of their subject's experiences 

and its consequences for their lives and times. 

Instructor: Menlo, Allen 

Section 002 — Human Sexuality, Gender Issues. 

Issues of human sexuality and gender are explored from many perspectives 

including historical, cross-cultural, religious, and physiological. 

All people are sexual throughout their lives, although the 

expression of our sex and gender is one of the most diverse and 

controversial areas in personal and public arenas. The diversities of 

biological sex, gender identity, gender roles, sexual orientation, 

sexual identity, and sexual behavior and the interplay among them


are presented and reinforced through readings, exercises, videos, 

guest speakers, and weekly written assignments. We will discuss 

sexual difficulties such as infertility, STDs, sexual dysfunction, and 

sexual victimization along with prevention and treatment strategies. 

We will examine social and political issues such as civil rights for 

sexual minorities, sex and the law, date rape, pornography, the impact 

of AIDS, public and private morality. 

Issues especially relevant for students are explored, including: 

• choice of sexual partners and behaviors 

• the influence of drugs, alcohol, and smoking on sexual function 

and sexual decision-making 

• sexual values and religious attitudes toward sex, and 

• the wide range of possible lifestyles from celibacy to polyamory 

to paraphilias. 


The course requires access to the Internet and uses a variety of 

Web-based resources and communication modes, as well as a textbook 

and readings from various journals. Weekly short papers and 

a semester project are required. Opportunities for help with developing 

presentation skills are available. 

Instructor: Mayes, Frances L 

Section 003 — Medicine and the Media from Hippocrates 

through Grey's Anatomy. 

We study the development of medicine as a science and how the 

perception of it has been changed through the media. Students explore 

their own beliefs about medicine through literature such as 

The House of God, The Intern Blues, The Double Helix and movies 

and television series such as the Story of Louis Pasteur, The 

Hospital, Medic, Ben Casey, Marcus Welby, M.D., ER, and Saint 

Elsewhere, as well as more recent offerings such as John Q, House, 

and Grey's Anatomy. Much of the course focuses on the discussion 

of ethical issues and the crystallization of students' own beliefs 

about medicine in the 20th century. 

Instructor: Hobbs, Raymond 

Section 005 — Science and Practice of Dentistry. 

Students will examine the development of dentistry from its origins 

to its present status as a scientifically-driven health care discipline. 

Students will evaluate critically how science has influenced the development 

of dentistry as a discipline for the past century and explore 

how emerging scientific disciplines are likely to change the 

practice of dentistry in the next millennium. 

Please attend every session if possible. If you are unable to attend 

a class, please email me beforehand. This is not a lecture course 

with a final written exam. Students will be expected to participate 

in class discussions, ask questions, and offer opinions. 

Instructor: Taichman, Russell S 

UC 152. First-Year Natural Science Seminar. 



credit. 






writing. 

Section 001 — Biology of Human Disease. 

This seminar examines the biological foundations, cellular manifestations, 

and clinical expressions of a variety of human diseases. 

Through a series of interactive lectures, discussions, problem solving, 

and student case presentations, students will build a knowledge 

base to support future studies in the biological and health sciences. 


The course is intended for any student interested in human diseases. 

Basic knowledge of anatomy and histology is desirable but 

not required. 

Class Format: 

Seminar 

Instructor: Flint, Andrew 

UC 154. First-Year Interdisciplinary Seminar. 


sophomore standing. (3). (ID). May not be repeated for credit. 






writing. 

Section 001 — Life and Living: Thinking Inside and Outside 

the Box. 

Indeed this is the age of scientific discovery! With each passing 

day, knowledge in the life sciences is increasing exponentially in 

many areas, including stem cell biology, patterns of birth defects, 

and the phenomena of aging, dying and death. This new information, 

while important to human health, surfaces the complex and 

intertwining issues of ethics and values that will be of special consideration 

in this seminar. Each of the daily learning modules and 

discussion topics laid out in a course “blueprint” is designed to expand 

current thinking and personal experiences on the “risks and 

benefits” between world of scientific discovery and its impact on 

human health and society. 

Biological Perspectives. The “organizational plan” of the human 

body serves as a keystone as we probe the interplay of genes, 

cells, morphogenesis, and the environment in which we live. Myriad 

biological advances will be considered, including such examples as: 

1. Birth defects and population patterns 

2. Phenomena of aging, dying, and death 

3. Stem cells in biology and health 

This last topic alone opens up a world of biological concepts and 

principles that can influence our understanding of how the human 

body — YOUR human body — is shaped prior to birth and throughout 

life. Thus, "life inside the box." 

Ethical and Societal Perspectives. However stimulating "life inside 

the box" may be, that is not the whole story! In the excitement 

of so many dramatic scientific advances over the last ten years, efforts 

to understand the ethical implications have not kept pace. It is 

vital that researchers and clinicians be aware of and sensitive to the 

legal, cultural, and societal issues spawned by their work. What is 

society (nationally and internationally) asking for on principles and 

policies that should be in place to guide further research and application 

of such discoveries? Addressing this question focuses our attention 

on those environmental events occurring outside biology 

laboratories and outside our own human bodies. Thus, "life outside 

the box.” 

Examples of key experiences in UC 154 include: open sharing 

of ideas and information on issues and priorities in biological and 

health care research; open class discussions on readings from a select 

text and from select case studies; and open sharing of ideas on 

strategies for information collection and assessment needed to 

guide the preparation of a required research paper on a topic of a 

student’s own interest as related to the course scope. 

Instructor: Burdi, Alphonse R

UC 163. Biotechnology and Human Values. 

First-year students only. (4). (NS). (BS). May not be repeated for 

credit. 

Section 001 — Biotechnology and Human Values. 

Teaches a basic vocabulary in biotechnology and exposes students 

to the breadth of biotechnology and its impact on our daily lives. 

Topics cover a broad range of applications in genetics, molecular 

diagnostics, molecular imaging, and clinical devices. A key additional 

component is to investigate human values issues — such as 

ethical questions and cost effectiveness — arising from these technologies. 

Instructor: Putnam, Andrew James 

UC 210. Perspectives on Careers in Medicine and Health 

Care. 


A number of 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 21st century: problems of health care delivery; 

the high cost of medical care and prescription drugs; and the effects 

on the uninsured (43 million plus people) and the underinsured. 

We discuss issues related to malpractice and death and 

dying. 

A course pack containing the syllabus is required. 

The class meets on-campus Monday 3-5 and on Thursday 7-9 p.m. 

at 2130 Dorset Rd, Ann Arbor. Dorset Rd. is about a mile from 

campus; a map showing where 2130 Dorset is located (about one 

mile from U-M Central Campus) is easily accessible from Google 

Maps or by contacting the instructor. Students are responsible for 

their own transportation to the first Thursday evening session, 

when rides will be arranged for the remainder of the term. Students 

who will have conflicts with the Thursday evening meeting should 

not enroll in the class, for the work we do on Thursday evenings is 

essential to the successful completion of the course work and is not 

available in a text book. 


Students are expected to respond in writing and in class to visitors, 

to reading materials, and to films. 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 discussions 

and the completion of all reading and writing assignments. 


This course is intended for students considering a career in a health 

profession and designed to help them acquire perspectives to facilitate 

their decision-making process. 

Instructor: Zorn, Frances B 

UC 250. Sophomore Humanities Seminar. 

Completion of FYWR. (3). (HU). May not be repeated for credit. 

Taught by a regular faculty member. Course content focuses on 

central topics and theories in the disciplines and introduces students 

to the teaching and practicing of critical reading, in addition 

to and in correlation with the heavy emphasis on writing. The 

course also includes practice in the skills of verbal presentation and 

discussion; critical thinking is emphasized and practiced. 

Section 001 — The Cultures of Basketball. 

In this course we will study the game of basketball — its nuts and 

bolts (what is a "pick and roll"? What is a point guard? What is a 

"pick-up" game? And how do you get in one?), and history (where 

did the game originate? What was its early amateur and professional 

history?). 


What about basketball outside of institutional contexts? Did players 

always make so much money? What about the evolution of the 

National Basketball Association, the Women's National Basketball 

Association, and international competition? What role has the media 

played in the history of the game? Are there aesthetic and cultural 

meanings (what is the nature of play? of games? of sports? 

Can we speak of basketball as beautiful? As art? What is the relationship 

between rules and creativity? Between individual and collective 

activity?), and social and political dimensions (what roles to 

race and class play in shaping the game and its culture? And what 

role does the game play in shaping attitudes about race and class? 

What about international politics and its relationship to the game? 

How does a consideration of gender affect our view of the game 

and its culture, and vice-versa?). 

The course will include some of the following: 

1. hands-on experience in the gym or (weather permitting) playground, 

viewing of media and instructional clips 

2. histories of the game 

3. memoirs authored by famous players (such as those by Bob 

Cousy, Oscar Robertson, Magic Johnson and Larry Bird, Michael 

Jordan, and others) and not so famous players (Pat Conroy and 

Ira Berkow) 

4. editorial commentary (whether book-length, such as Darcy 

Frey's The Last Shot or in blog form such as freedarko.com) 

5. fiction (“Hoosiers”, “He Got Game”) and non-fiction film 

(“Rebound: The Legend of Earl "The Goat" Manigault”). 


Course will also involve regular informal, brief response papers as 

well as a midterm and final paper. 

Instructor: Colás, Santiago 

UC 275. Global Intercultural Experience for Undergraduates. 

Consent of instructor required. (1 - 2). (EXPERIENTIAL). May be 

elected twice for credit. Continuing Course. Y grade can be reported 

at end of the first-term to indicate work in progress. At the 

end of the second term, the final grade is posted for both term’s 

elections. Offered mandatory credit/no credit. 

Section 001. Global Intercultural Experience for Undergraduates 

(GIEU) is an interdisciplinary experiential introduction to intercultural 

learning that prepares diverse undergraduate students from 

various colleges for field experience interactions, and then helps 

students bring these experiences back to campus in socially and 

academically productive ways. It is a series of concentrated seminars 

of orientation, debriefing, and symposium. 

Instructor: Routenberg, Robin Rifka 

WOMENSTD (Women's Studies) 

WOMENSTD 100. Gender and Women's Lives in U.S. 

Society. 

(2). May not be repeated for credit. Offered mandatory credit/no 

credit. 

Section 001. An innovative introduction to contemporary debates 

on gender and women's issues. In this course you will be an active 

member of an eleven-week small discussion group, led by one or 

two advanced student facilitators. Together, your group will explore 

and discuss a range of topics in an environment that we hope will 

be challenging, stimulating, open, supportive and exciting. Through 

reading, journal writing, discussion and experimental exercises, you 

will learn about how gender is experienced and lived in our complex 

society. This class will not meet the first week of class — 

Wednesday, Sept. 8. Students must attend mass meeting the second 

week of class, Wednesday, Sept. 15. 

Instructor: Hassinger, Jane A


WOMENSTD 151. Social Science Seminars on Women and 

Gender. 



This course serves to introduce diverse topics on women and 

gender, is interdisciplinary in nature. 

Section 001 — Food and Gender in Asian American 

Communities. 

This course fulfills the Contemporary Communities requirement for 

Asian/Pacific Islander American Studies Minors. 

This first-year seminar introduces students to historical and contemporary 

issues of Asians in America, through the lens of food and 

culture. We will examine how foodways often shape gender roles, 

labor, power dynamics, and Asian American identity. Focusing on 

Chinese, Japanese, Filipino, Korean, Indian, and Vietnamese American 

communities, we will explore how "Food is our only common 

language." 


Assignments include journals, midterm exam, and term project. 

Class Format: 

First-year seminar 

Instructor: Lawsin, Emily P 

Section 003 — Women, Islam, and Modernity. 

This class explores the lives of Muslim women in the Middle East, 

Asia, and Africa. We will read contemporary ethnographic case 

studies to understand what challenges they pose to theories of 

gender, social change, and globalization. 

Instructor: Rinaldo, Rachel A 

WOMENSTD 220 / NURS 220. Perspectives in Women's 

Health. 

(3). (SS). (R&E). May not be repeated for credit. (Gender and 

Health). 

Section 001. In this course we will examine women's health issues, 

across the lifespan, from feminist and sociocultural perspectives. 

We will explore the social construction of women's health and 

well-being and the influence of gender dynamics on sexuality, reproductive 

options, health care alternatives, and risk for physical 

and mental illness. Attention will be paid to historical, economic, 

and socio-cultural factors which influence the physical and psychological 

well-being of women. 

Instructor: Low, Lisa Kane 

WOMENSTD 225 / PSYCH 225. Psychology of Human 

Sexuality. 


This course is a broad introduction to a variety of facets of human 

sexuality and the intersections of sexuality and gender. We will examine 

constructs such as attitudes toward one's body, casual sex, 

consensually non-monogamous relationships, sadomasochism, and 

sex and disability. We will specifically take time to answer questions 

generated by the class about sexuality issues. 


Methods of evaluation will include multiple choice exams and a 

critical thinking journal. 


This course is intended for first-year students and has no prerequisites. 

Class Format: 

The course involves lectures (many by guest speakers), and discussion 

sections. 

Instructor: Conley, Terri 

WOMENSTD 240 / AMCULT 240. Introduction to Women's 

Studies. 


Section 001. This course provides an introduction to the feminist 

scholarship about women and gender. We explore how women’s 

lives differ across social categories such as race, class, sexual orientation, 

and age, with an emphasis on women in the United States 

today. Readings are drawn from both the humanities and social sciences 

to familiarize students with key questions, theoretical tools, 

and issues within Women’s Studies. A variety of topics are covered, 

including: violence against women; women and work; reproductive 

justice. 


The course grade is based on short written assignments, a group 

project, exams, and participation in discussion. 

Instructor: Cole, Elizabeth Ruth 

WOMENSTD 253. Special Topics. 

(3 - 4). May be repeated for a maximum of 7 credits. A maximum 

of seven credits of WOMENSTD 252 and 253 may be counted 

toward graduation. 

This course takes up a single topic of a very specific or contemporary 

nature. 

Section 001 — Japanese Women: The Working Life in a 

Culture of Cuteness. 

All readings are in English. 

This course looks at the social, economic, and political factors influencing 

women’s lives in postwar Japan. We will investigate the historical 

diversity in the operations of gender in social and cultural life 

through an interdisciplinary approach drawing on anthropological 

studies, history, literature, and popular culture. Some of the figures 

we will meet include entertainers such as bar hosts and hostesses, 

OLs (office ladies), shufu (housewives), activists and politicians, 

factory workers, and shojo (young women). 

Instructor: Abe, Hideko 

WOMENSTD 270. Gender and the Law. 


Section 001. This course explores contemporary legal response 

to gender inequality in the U.S., with particular attention to the 

ways that feminists have tried to use law for social change. Topics 

may include: 

• equal protection under the U.S. constitution 

• sex and race discrimination on the job 

• pay equity 

• sexual harassment (of both men and women) 

• abortion 

• pornography 

• rape 

• domestic violence 

• women as lawyers 

• immigration 

We will study debates among feminists over these legal strategies 

as well as the ways that women’s racial and ethnic identities make 

a difference in the law. 

Instructor: Kirkland, Anna R 

WOMENSTD 293 / AMCULT 293. 20th Century Writing by 

Women of Color. 


Section 001. For well over a century women of color have been 

writing themselves into U.S. history, continuously redefining their 

political, cultural, and social locations within the discourses of 

American identity. Their refusal to remain silent observers of history 

has resulted in a body of work — poems, essays, novels, and short

stories — that helps us to understand the ways in which ethnic, racial, 

class, gender, and sexual differences shape our conceptions of 

American identity. In this class, we will explore the narrative practices 

of Latinas, African American, Native American, and Asian 

American women, paying special attention to the ways in which 

their writing has given voice to their differential locations within the 

discourses of American identity. We will explore the cultural, linguistic, 

and familial traditions that have informed their respective 

approaches to feminism, antiracism, and oppositional politics. 

Instructor: Mendoza, Victor Roman 

WOMENSTD 295 / AMCULT 295. Sexuality in Western 

Culture. 


Section 001. This course is an introduction to major concepts in 

the history and anthropology of sexuality, as well as an historical 

survey of important trends in the social organization of gender and 

sexuality in Western Culture beginning with ancient Greece. We 

continue through ancient Judaism and early Christianity, medieval 

courtly love, and 19th-century England and America. The last part 

of the course deals with 20th-century sexual modernism, ending 

with the Sexual Revolution and the backlash against it. 

Instructor: Newton, Esther 

WRITING (Sweetland Center for 

Writing) 

The Sweetland Center for Writing aims to help writers become 

more confident, skilled, and knowledgeable about writing and the 

subjects they write about. Sweetland faculty and peer tutors supplement 

formal writing instruction in the Writing Workshop, Peer 

Tutoring Center, and the Online Writing Lab (OWL). 

• Writing Workshop offers free half-hour one-on-one sessions 

with University writing instructors for students who want feedback 

on their writing. Make an appointment on our website, 

www.lsa.umich.edu/sweetland/, or just walk into 1310 North 

Quad. 

• The Sweetland Center for Writing also operates three Peer 

Tutoring Centers, G219 Angell Hall, 1136 Shapiro Undergraduate 

Library, and the Lloyd Hall Writing Center, where students 

can get writing help on a walk-in basis. Students may also 

submit their writing electronically via Sweetland’s Online Writing 

Lab where they will receive feedback on their writing within 72 

hours or Sweetland’s Synchronous Online Writing Lab where 

they will receive online feedback electronically in real time. 

Sweetland Center for Writing Waitlist Policy 

Students who want to be admitted to a closed WRITING course 

should add themselves to the waitlist. Once a seat is available, students 

will receive permission to register via email. Once class permission 

is granted, students will have 48 hours to register for the 

class. If students do not register within 48 hours, they lose their 

place on the waitlist and the next priority student will be issued 

permission to register. 

Students are notified based upon a variety of criteria depending 

upon which class they have waitlisted. 

1. WRITING 100: Students waitlisted for WRITING 100 who have 

a higher number of credit hours and have not yet fulfilled their 

First-Year Writing Requirement, will be given priority. All other 

students will be notified based on their position on the waitlist. 

2. WRITING 400: Students waitlisted for WRITING 400 will be 

admitted based on class standing, with seniors given priority. 

Depending on the class topic, students on the waitlist may be 

given preference based on academic departments (i.e., students 

within a social science field may be admitted into the social 

science section over a student within a science field). All 

other students will be notified based on their position on the 

waitlist. 


3. Other WRITING Courses: Waitlisted students will be notified 

based upon their position on the waitlist. 

Please note: It is department policy that students MUST attend 

the first two class meetings or notify the instructor that they will be 

absent. Failure to do so may result in the student being dropped 

from the course. 

WRITING 100. Transition to College Writing. 

(3). May be repeated for a maximum of 6 credits. Offered mandatory 


This course emphasizes an intensive one-on-one approach to 

teaching writing, including frequent student-teacher conferences. It 

addresses key features of college writing including: analysis in addition 

to summary; revision for focus and clarity; development and 

generation of ideas; and style built on a solid grasp of conventions 

of grammar and punctuation. Students gain confidence for writing 

assignments typical of college classes. Activities include discussion 

and analysis of readings, explanation and modeling of writing 

strategies and techniques, along with peer review workshops. 

YIDDISH (Yiddish) 

Yiddish arose nearly a thousand years ago in Western Europe, 

flourished for centuries in Eastern Europe, and was brought to the 

U.S. and elsewhere by immigrants who built a rich cultural life with 

it. At Michigan, Yiddish is a vibrant language. We learn its idioms 

and grammar, read its literary treasures, and explore its centrality 

to modern Jewish life. 

Yiddish courses are offered at U-M under two different sets of 

numbers, Judaic Studies and Yiddish, by the Jean & Samuel Frankel 

Center for Judaic Studies and the Department of Germanic 

Languages & Literatures, respectively. 

There is no concentration in Yiddish, but students can select 

courses from the beginning level, YIDDISH 101-102, through 301- 

302, as well as a Yiddish literature course in English translation 

(JUDAIC 333). 

Department of Germanic Languages and Literatures Waitlist 

Policy 

















YIDDISH 101 / JUDAIC 101. Elementary Yiddish I. 


have completed or are enrolled in JUDAIC 431 or YIDDISH 431. 

Graduate students elect JUDAIC 431 or YIDDISH 431. F. 

Welcome to Beginning Yiddish! 

This course offers you the opportunity to learn the basics of Yiddish 

grammar and to acquire basic reading, writing, speaking and listening 

skills. You will learn to talk about yourself and your interests, 

surroundings, friends, and family. You will also learn about the history, 

sociology and culture of Yiddish and how Jewish life of the 

past centuries is reflected in the language. You will become acquainted 

with simple Yiddish texts from various times and places — 

a poem from a Yiddish children’s textbook published in New York in


the 1930s, Yiddish folksongs that have been sung in Eastern 

Europe for many, many years, stories from a school book used in 

our days in some haredi schools in Israel, and more. Games and 

audio-visual materials will enhance the learning process! 

Grading: Classroom Work: 30%, Quizzes & Homework: 30%, and 

Exams: 40% 

As you can see from the grading system, active classroom participation 

is very important, as are daily homework assignments — 

always due on the next class. 

I am always happy to meet with you to discuss any questions or 

concerns you may have about the class, or to give you additional 

help that you might need with the Yiddish alphabet, reading skills 

or anything else you feel you would benefit from.


MILITARY OFFICER EDUCATION PROGRAMS 

Credit  toward  graduation  from  LSA.  The  College  of  Literature,  Science,  

and the Arts does not grant credit toward graduation for any courses of‐ 

fered  through  the  Officer  Education  Program  except  for  those  courses  

AERO (Aerospace Science) 

AERO 101. Air Force Today I. 

(1). May not be repeated for credit. Not for credit toward LSA degree. 

F. 

Examines the growth and development of the United States Air 

Force; covers Presidential, Secretary of Defense and JCS roles in 

the defense posture, and the national and U.S. military strategic 

concepts; studies the Air Force contribution to strategic offensive 

and defensive and General Purpose Forces and Air Force supporting 

forces. Compares the dynamics and interaction of all U.S. military 

forces in the General Purpose role and their cooperative efforts in 

the national security posture. 

Instructor: Welch, Philip Lee 

MILSCI (Military Science) 

MILSCI 101. Introduction to Officership. 


Develops an understanding of the U.S. Army. Introduces the critical 

military leadership skills used by the Officer Corps of the Army. 

Topics include: customs and traditions of the service, organization 

of the Army, and the officer corps' role in the service of the country. 

Students have the opportunity to participate in various military 

skills training such as rappelling, land navigation, orienteering, 

briefing techniques, and physical fitness classes. There is no obligation 

to the military associated with this class. 

Instructor: Stevenson, Philip C 

which  are  cross‐listed  in  other  academic  units  (effective  September  1,  

1971).  These  latter  courses  count  as  non‐LSA  course  work  if  the  cross‐ 

listed offering falls outside LSA academic departments or programs.  

NAVSCI (Naval Science) 

NAVSCI 101. Introduction to Naval Science. 


F. 

An introductory look at the organizational structure of the naval 

service. Attention is concentrated on leadership and management 

principles as they apply to the naval service and the shipboard organization. 

Additional subjects to be covered are military justice, 

and Navy policies and procedures. 

Instructor: Doman, Joseph William

150 / FIRST-YEAR COURSE GUIDE, FALL ACADEMIC TERM 2011

COLLEGE OF LITERATURE, SCIENCE, AND THE ARTS / 151

Welcome to Michigan! 1 

LSA Academics at Orientation 1 

Before You Arrive on Campus 1 

During Orientation 1 

F i r s t - Y e a r C o u r s e G u i d e 

F a l l A c a d e m i c T e r m 2 0 1 1 

April 14, 2011 

Chemistry Placement 1 

Math Placement 1 

Language Placement 1 

AP Credit 1 

Academic Integrity 2 

Examples of Academic Misconduct 2 

Cheating 2 

Plagiarism 2 

Unacceptable Collaboration 2 

Falsification of Data, Records, and Official Documents 2 

Aiding and Abetting Dishonesty 2 

Unauthorized or Malicious Interference / Tampering 

with Computer Property 2 

Classroom Disturbances 2 

University Resources on Academic Integrity 2 

Graduation Requirements 3 

THE DEGREES 3 

COMMON REQUIREMENTS FOR ALL LSA DEGREES 3 

Credits 3 

Writing Requirements 3 

Quantitative Reasoning (QR) 3 

Race and Ethnicity (R&E) 3 

BACHELOR OF ARTS AND BACHELOR OF SCIENCE 

REQUIREMENTS 3 

Language Requirement 3 

Concentration 4 

Academic Minors 4 

Area Distribution 4 

BACHELOR IN GENERAL STUDIES REQUIREMENTS 4 

Important Policies for New Students 5 

A Cautionary Note on Waitlists 5 

Course Load 5 

Adding and Dropping Courses: Weeks 1-3 5 

Adding Courses: Weeks 4-9 5 

Dropping Courses: Weeks 4-9 5 

Adding and Dropping Courses: Weeks 10+ 5 

Pass/Fail and Credit/No Credit 5 

Policy on Class Attendance 5 

Writing Requirements 7 

First-Year Writing Requirement 7 

Upper-Level Writing Requirement 7 

First-Year Area Distribution Courses 8 

Humanities (HU) 8 

Social Science (SS) 9 

Natural Science (NS) 10 

Mathematical and Symbolic Analysis (MSA) 11 

Creative Expression (CE) 11 

Interdisciplinary (ID) 12 

Quantitative Reasoning Requirement 13 

Race & Ethnicity Requirement 14 

Less Commonly Taught Languages 15 

Foreign Literature and Culture Courses in English 

Translation 19 

Introduction To Course Listing Notations 20 

Key to Course Listings 20

ii / FIRST-YEAR COURSE GUIDE, FALL ACADEMIC TERM 2011 

Course Descriptions 

AAPTIS (Arabic, Armenian, Persian, Turkish, and 

Islamic Studies) 21 

AAS (Afroamerican and African Studies) 24 

ACABS (Ancient Civilizations and Biblical Studies) 26 

AMCULT (American Culture) 27 

Anthropology 33 

ANTHRARC (Anthropology, Archaeological) 33 

ANTHRBIO (Anthropology, Biological) 34 

ANTHRCUL (Anthropology, Cultural) 34 

AOSS (Atmospheric, Oceanic and Space Sciences) 35 

ARMENIAN (Armenian Studies) 36 

ARTDES (Art & Design) 36 

Asian Languages and Cultures 37 

ASIAN (Asian Studies) 37 

ASIANLAN (Asian Languages) 39 

ASTRO (Astronomy) 42 

BIOLOGY (Biology) 43 

BIOPHYS (Biophysics) 46 

CHEM (Chemistry) 46 

CICS (International and Comparative Studies) 49 

Classical Studies 49 

CLARCH (Classical Archaeology) 49 

CLCIV (Classical Civilization) 49 

CMPLXSYS (Complex Systems) 50 

COMM (Communication Studies) 51 

COMP (Music Composition) 52 

COMPLIT (Comparative Literature) 52 

CSP (Comprehensive Studies Program) 53 

DUTCH (Dutch and Flemish Studies) 53 

ECON (Economics) 54 

EDUC (Education) 55 

EECS (Electrical Engineering and Computer Science) 55 

ELI (English Language Institute) 57 

ENGLISH (English Language and Literature) 57 

ENSCEN (Environmental Sciences and Engineering) 70 

ENVIRON (Program in the Environment) 71 

FRENCH (French) 74 

GEOG (Geography) 76 

GEOSCI (Geological Sciences) 77 

GERMAN (German) 81 

GREEK (Greek) 85 

GTBOOKS (Great Books) 85 

HISTART (History of Art) 86 

HISTORY (History) 87 

HJCS (Hebrew and Jewish Cultural Studies) 94 

HONORS (Honors Program) 95 

ITALIAN (Italian) 96 

JUDAIC (Judaic Studies) 96 

LACS (Latin American and Caribbean Studies) 98 

LATIN (Latin) 98 

LHSP (Lloyd Hall Scholars Program) 100 

LING (Linguistics) 100 

MATH (Mathematics) 102 

MEMS (Medieval and Early Modern Studies) 106 

MENAS (Middle Eastern and North African Studies) 106 

MODGREEK (Modern Greek) 106 

MUSICOL (Music History and Musicology) 107 

NURS (Nursing) 107 

PAT (Performing Arts Technology) 108 

PHIL (Philosophy) 108 

PHYSICS (Physics) 111 

POLISH (Polish) 113 

POLSCI (Political Science) 113 

PORTUG (Portuguese) 114 

PSYCH (Psychology) 115 

PUBPOL (Public Policy) 119 

Residential College 

RCARTS (RC Fine Arts) 119 

RCCORE (RC Core Courses) 120 

RCHUMS (RC Humanities) 120 

RCLANG (RC Languages) 122 

RELIGION (Religion) 124 

RUSSIAN (Russian) 125 

SAC (Screen Arts and Cultures) 125 

SCAND (Scandinavian Studies) 126 

SI (School of Information) 126 

SLAVIC (Slavic Languages and Literatures) 127 

SOC (Sociology) 129 

SPANISH (Spanish) 139 

STATS (Statistics) 141 

THEORY (Music Theory) 141 

THTREMUS (Theatre and Drama) 141 

UC (University Courses) 142 

WOMENSTD (Women's Studies) 145 

WRITING (Sweetland Center for Writing) 147 

YIDDISH (Yiddish) 147 

Military Officer Education Programs 

AERO (Aerospace Science) 149 

MILSCI (Military Science) 149 

NAVSCI (Naval Science) 149

The Regents of the 

University of Michigan 

Julia Donovan Darlow, Ann Arbor 

Laurence B. Deitch, Bingham Farms 

Denise Ilitch, Bingham Farms 

Olivia P. Maynard, Goodrich 

Andrea Fischer Newman, Ann Arbor 

Andrew C. Richner, Grosse Pointe Park 

S. Martin Taylor, Grosse Pointe Farms 

Katherine E. White, Ann Arbor 

Mary Sue Coleman, President, ex officio 

Nondiscrimination Policy Notice 

The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable 

federal and state laws regarding nondiscrimination and affirmative action. The University of Michigan is 

committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, 

color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, 

religion, height, weight, or veteran status in employment, educational programs and activities, and admissions. 

Inquiries or complaints may be addressed to: 

The Senior Director for Institutional Equity, and Title IX/Section 504/ADA Coordinator, 

Office of Institutional Equity, 

2072 Administrative Services Building, 

Ann Arbor, Michigan 48109-1432, 

734-763-0235, TTY 734-647-1388. 

For other University of Michigan information call 734-764-1817. 

hr.umich.edu/oie/ndpolicy.html 

Campus Safety Statement 

Each year, the University of Michigan prepares a “Campus Safety Handbook.” The report includes detailed 

information on campus safety and security policies, procedures, and programs, including information on: 

emergency services, security telephone numbers, sexual assault policy, stalking laws, handling obscene phone 

calls, sexual harassment policy, dealing with workplace violence and threats, police agencies, health services, 

counseling services, safe transportation after dark, safety tips, and alcohol and drug policies and programs. 

The report also includes statistics concerning crimes on campus. If you would like to receive a complete 

copy, please call the University of Michigan Department of Public Safety at (734) 763-3434 

(www.police.umich.edu). 

Accreditation Statement 

The University of Michigan is accredited by the Higher Learning Commission of the North Central Association 

of Colleges and School, 30 North LaSalle Street, Suite 2400, Chicago, Illinois 60602-2504. Phone: (800) 621-7440; 

(312) 263-0456; Fax: (312) 263-7462 

The Computer Science program is accredited by the Computing Accreditation Commisssion of the 

Accreditation Board for Engineering and Technology (ABET), 111 Market Place, Suite 1050, Baltimore, MD 

21202-4012, telephone (410) 347-7700. 

Copyright © 2011 The Regents of the University of Michigan, Ann Arbor, MI 48109 USA

Fall Term 

2011 

Registration September 2, 

Friday 

Last day to disenroll from term without 

fees 

Classes begin; Disenrollment and 

registration fees begin to apply 

Last day 

to withdraw (100% tuition waiver less 

disenrollment and registration fees) 

for tuition adjustment for a reduced 

academic load 

for regular drop/add (no "W" for drop) 

Pass/fail deadline 

Authorization needed to drop or add; 

"W" posted for drops 

September 5, 

Monday 

September 6, 

Tuesday 

September 26, 

Monday 

Beginning 

September 27, 

Tuesday 

Deadline to finish incompletes October 3, 

Monday 

Last day to withdraw from all classes 

with a 50% tuition waiver 

October 17, 

Monday 

Begin full fees for students who withdraw October 18, 

Tuesday 

Last day for approved late drop/add November 11, 

Friday 

Classes end December 13, 

Tuesday 

Study days December 14, 

Wednesday 

December 17-18, 

Saturday-Sunday 

Examination period December 15-16, 

Thursday-Friday 

December 19-22, 

Monday-Thursday 

No Classes Labor Day Holiday: 

September 5, 

Monday 

Recess Fall Study Break: 

October 17-18 

Monday-Tuesday 

Thanksgiving Recess: 

November 23 (5:00 

p.m.), Wednesday 

through November 28 

(8:00 a.m.), Monday 

Tuition Payments August 31 (5:00 p.m.), 

Wednesday 

Commencement December 18, 

Sunday 

LSA Academic Calendar, 2011-12 

Winter Term 

2012 

January 3, 

Tuesday 

January 3, 

Tuesday 

January 4, 

Wednesday 

January 24, 

Tuesday 

Beginning 

January 25, 

Wednesday 

January 31, 

Tuesday 

February 14, 

Tuesday 

February 15, 

Wednesday 

March 16, 

Friday 

April 17, 

Tuesday 

April 18, 

Wednesday 

April 21-22, 

Saturday-Sunday 

April 19-20, 


April 23-26 

Monday-Thursday 

Martin Luther King, 

Jr. Birthday 

University Symposia 

(no regular classes): 

January 16 

Monday 

Mid-Winter Recess: 

February 25 (12:00 

noon), Saturday 

through March 5 (8:00 

a.m.), Monday 

January 4 (5:00 p.m.), 

Wednesday 

April 28, 

Saturday 

University Honors Convocation March 18, 

Sunday 

April 30, 

Monday 

April 30, 

Monday 

May 1, 

Tuesday 

May 14, 

Monday 

Spring Term 

2012 

Beginning 

May 15, 

Tuesday 

October 1, 

Monday 

May 21, 

Monday 

May 22, 

Tuesday 

June 1, 

Friday 

June 18 (5:00 p.m.), 

Monday 

June 19-20, 

Tuesday-Wednesday 

June 21-22, 


Memorial Day 

Holiday: 

May 28, 

Monday 

April 30 (5:00 p.m.), 

Monday 

Summer Term 

2012 

June 26, 

Tuesday 

June 26, 

Tuesday 

June 27, 

Wednesday 

July 10, 

Tuesday 

Beginning 

July 11, 

Wednesday 

October 1, 

Monday 

July 17, 

Tuesday 

July 18, 

Wednesday 

July 27, 

Friday 

August 14 (5:00 p.m.), 

Tuesday 

August 15, 

Wednesday 

August 16-17, 


Independence Day 

Holiday: 

July 4, 

Wednesday 

June 30 (5:00 p.m.), 

Saturday 

Spring/Summer 

Term 2012 

April 30, 

Monday 

April 30, 

Monday 

May 1, 

Tuesday 

May 21, 

Monday 

Beginning 

May 22, 

Tuesday 

October 1, 

Monday 

June 11, 

Monday 

June 12, 

Tuesday 

July 6, 

Friday 

August 14 (5:00 p.m.), 

Tuesday 

August 15, 

Wednesday 

August 16-17, 


Memorial Day 

Holiday: 

May 28, 

Monday 

Independence Day 

Holiday: 

July 4, 

Wednesday 

April 30 (5:00 p.m.), 

Monday

Welcome To Michigan! - College of Literature, Science, and the Arts ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?