Fall 2006 Courses

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AIS 199 A Introduction to American Indian Studies

45401  |  3 hrs  |  9-10:20 a.m TUTH  |  212 Honors House  |  Reese

Leaders in American Indian Studies observe that “Native Americans remain among the least-understood groups, not only within the general public, but also among university scholars, administrators, and policymakers” (p. 6, Champagne and Stauss, 2002).  This lack of understanding, in large part, is due to the fact that most of what has been written about Native peoples has been written by individuals who are not themselves Native American.  Layered upon that is what people believe they know about Native Americans based upon representations of Native Americans in popular culture that offer narrow and biased depictions that suggest Native peoples no longer exist. 

In this course, students will have the opportunity to learn about Native American cultures in present and past contexts as they explore the history and vision(s) of American Indian Studies as it exists today.  Students will read the work of noted Native scholars across disciplines such as Vine Deloria, Jr., Elizabeth Cook-Lynn, Devon Mihesuah, Beatrice Medicine, Philip Deloria, Tsianina Lomawaima, Leslie Marmon Silko, and Karen Swisher, who are in various ways “talking back” to the academic/popular culture status quo.

This will be an interdisciplinary exploration, spanning education, history, anthropology, political science, and literature.  Topics to be examined include basic information such as diversity within Native America.  Most people do not know, for example, that there are over 500 different federally recognized tribal nations in the United States today, or what it means to be “federally recognized.”  More complex are topics related to assimilation such as the US government’s varied efforts to “kill the Indian and save the man.”  Students in this course will learn about the multiple ways Native Americans, historically and in the present, organize to advocate for their people.  

Written assignments include two short papers and one final project/paper.  The short papers require students to write a paper that describes major themes in two distinct areas: Native-produced newspapers, and major journals in American Indian Studies.  In the final project, students will work in groups to research a topic or theme (gaming, stereotyping, identity, movie/book analysis) of particular interest to the group.  The group will work collaboratively and provide an oral presentation; each student will write a ten-page paper on the topic and describe in detail their specific contributions.

Instructor: Professor Debbie Reese is an enrolled member of the Nambe Pueblo tribal nation, located in northern New Mexico.  Her appointment at UIUC is in the newly established American Indian Studies program. The focus of Reese’s work is on the representation of Native Americans in children’s books and media.  She has published several book chapters and articles on this subject.  Currently, Reese is engaged in the analysis of traditional Native American stories retold by children’s book authors and marketed for children as picture book folktales.  Using comparative analytical methods, she is comparing the picture book folktales to versions of the story told by the people from whom they originate, and noting ways they have been changed.   Reese is also working on a book manuscript that documents the ways that popular and classic works in children’s literature represent Native Americans.  Reese argues that these representations serve to nationalize America’s youth.  An award-winning teacher, Reese was the recipient of the Campus Award for Excellence in Undergraduate Teaching in 2000, and was designated the Undergraduate Teaching Assistant of the Year in 1999 in the College of Education.  Prior to coming to Illinois, Reese taught at two boarding schools for Native American children: Riverside Indian School in Anadarko, Oklahoma, and Santa Fe Indian School, in Santa Fe, New Mexico.

ANSC 110 B Life with Animals and Biotechnology

40336  |  3 hrs  |  12-1:20 p.m. MW  |  212 Honors House  |  Kesler

Animal Sciences 110 is a discussion/dialog course that explores animal life and the role of animals within society and in the advancement of biological technology. The course focuses on how animals influence global development of agriculture, medicine, and industry. Topics that will be covered range from animal evolution, differentiation, and thinking, sex and reproduction, discoveries in life sciences, biosecurity/bioterrorism, biotechnology industry and business, and biomedical contemporary/contentious issues. Students will be engaged in the learning process by actively discussing, questioning, and analyzing issues, ideas, and systems, solving problems by using thinking skills, and challenged to critically and creatively think and apply and use information. The course is general education certified in natural sciences and will provide a comprehensive and global perspective that both majors (students in life sciences) and non-majors will find valuable and enjoyable.

Instructor: Darrel J. Kesler, Ph.D., professor of animal sciences and veterinary clinical medicine, has taught courses on reproductive biology, biotechnology, and management for 29 years. In addition to teaching and conducting research at the University of Illinois, he was a biochemist for Abbott Laboratories, Inc. (and developed a human pregnancy test while at Abbott), has consulted for several pharmaceutical companies, provided pivotal data to support the FDA approval of animal pharmaceutical products for seven uses, published more than 500 scientific articles, been awarded three patents, given testimony to the U.S. Senate, and had his research as the focus of a "60 Minutes" television program. Dr. Kesler has been listed on the University of Illinois "Incomplete List of Outstanding Teachers" numerous times and has been awarded several teaching awards including the Broadrick-Allen Award for Excellence in Honors Teaching and three campus-wide teaching awards at the University of Illinois including the university's highest teaching honor–the Campus Award for Excellence in Undergraduate Teaching. Dr. Kesler's research emphasis is on infertility and reproductive technologies (including the stacking of in vitro fertilization, embryo transfer, embryo splitting, and sex-sorted semen technology), synchronization of ovulation, contragestation, embryonic signaling and maintenance of pregnancy, androgen-induced sexual dimorphism, and controlled release and drug delivery systems. He is a popular speaker and has given workshops not only throughout the U.S., but in South and Central America, Asia, and Africa. The Controlled Release Society awarded him the "Thorn BioScience Award for Outstanding Accomplishment in the Veterinary Field" and just this year his college awarded him the "Paul A. Funk Recognition Award?? for outstanding achievement and major contributions to the betterment of agriculture, natural resources, and human systems. He received his B.S. and M.S. degrees from Purdue University and his Ph.D. degree from the University of Missouri.

ANTH 277 1 Ancient Cities, Sacred Land: Tourism

46541  |  3hrs  |  10-10:50 p.m. MWF  |  212 Honors House  |  Silverman

This course focuses on tourist cities and tourist sites.  Tourism, in its modern Western iteration, is closely associated with colonialism, imperialism, and capitalism.  Beginning in the seventeenth century the sons of the European elite, notably the British, made a lengthy "Grand Tour" of the continent as part of their cultural and educational training.  In the nineteenth century wealthy young women, appropriately chaperoned, set off as tourists as well.  As empires grew, so did opportunities for tourism, with Egypt becoming particularly popular among the upper classes in the second half of the nineteenth century into the early twentieth.  With technological advances (trains and steam ships, automobiles, planes and jets) the mass movement of people was facilitated, opening up travel to the middle classes both nationally and internationally.  Today the tourism industry is global in scope, transnational in economic organization, and still strongly colonialist in cultural practice.  This course is a critical examination travel, tourism and tourist cities in their social, political, economic, and physical ("built environment") aspects over time and across the world. We draw on perspectives from anthropology,  architecture, landscape architecture, art, advertising, geography, history, cultural studies, and literature.

Students should bring to class:  recollections of their own travel experiences; a sense of adventure and curiosity; willingness to read; a desire for incisive discussion in class; openness about sharing ideas with classmates and the professor.  The professor will contribute her own experiences and excitement. 

Assignments (evenly spaced throughout the semester):  travel memoir (15%), film critique (10%), travel scrapbook (25%), marketing campaign (25%), a project (25%).  There are no exams.

Readings:  a selection of articles on e-reserve and six books (adventure, non-fiction, and fiction):  Lost City of the Incas by Hiram Bingham (originally 1948); The Theming of America by Mark Gottdiener (Westview, 2001); Paradise News by David Lodge (Penguin, 1993); A Small Place by Jamaica Kincaid (Farrar, Straus, Giroux, 2000); The Devil in the White City by Erik Larson (Vintage, 2003); Tourists at the Taj by Tim Edensor (Routledge, 1998).  In addition, we’ll begin every Monday with a discussion of the travel section of the Sunday edition of The New York Times (available on-line at no cost).

Films:  We’ll watch clips from various movies relevant to travel and tourism, ranging from funny to deadly serious.  These include: Death on the Nile, WestWorld, Viva Las Vegas, A Room With A View, If It’s Tuesday This Must Be Belgium, The Year of Living Dangerously, The Devil and Miss Jones.

Syllabus:  The professor is happy to provide the syllabus for this course to any interested student during this registration period so that you can decide if the course is right for you.  The syllabus contains a full description of the assignments and a schedule of lectures and readings. E-mail: helaine@uiuc.edu

Instructor: Dr. Helaine Silverman (Department of Anthropology) is an archaeologist who conducted many years of fieldwork in Peru. Her current research addresses the fascination ancient civilizations hold for the general public and the role archaeology plays in countries with monumental pasts in terms of national identity and tourism. In May 2005 she led the CHP study tour to Peru. She has appeared on the "Incomplete List of Excellent Teachers" many times, including for CHP courses, and has won the Anthropology Department's awards for Outstanding Undergraduate and Graduate Teacher. She has published four books and numerous articles, and edited six volumes. On campus she is Co-Director of the Collaborative for Cultural Heritage and Museum Practices.

ARCH 199 1 Experiencing Architecture

36839  |  3 hrs  |  3-4:50 p.m. TUTH  |  315 Temple Buell Hall, Eagles Nest  |  Warfield

This course is based upon a number of analytical exercises and seminar sessions that follow visits to selected quality works of architecture. It is grounded in the belief that, like theater or music or art, works of architecture are never fully understood until experienced first hand. Space, movement, light, form, materials, craft, and structure, the major conceptual components of architecture, can best be discussed only after being experienced. Similarly, issues relating to cultural values and needs of the people who designed or built the work can more fully be understood as well.

This course, specifically planned for non-majors, will meet twice per week. The first class period each week will be conducted as a visit to a work of architecture on campus or in the Champaign-Urbana community selected 1) for its holistic quality as an architectural work, and 2) for its clarity in demonstrating an architectural principle, e.g., architect Jack Baker's Erlanger House as an excellent example of interior/exterior spatial concepts, or the Assembly Hall as an example of structural clarity. The second class each week will be held as a seminar. In addition to focusing upon quality local works, the class will take two field trips: one to Springfield, Illinois to see the work of Frank Lloyd Wright, and the second to Columbus, Indiana to view the works of other modern masters such as the Saarinens, Birkerts, Pelli, Roche, Pei, Barnes, Weese, Gwathmey, and many others. Each student will keep critical field notes at all sites visited and will prepare four analytical presentations.

Instructor: James P. Warfield, ACSA Distinguished Professor in Architecture, is an architect and educator who has taught at the UIUC School of Architecture since 1972. His built works include numerous schools, churches, multi-family residences, commercial offices and recreational facilities. He has taught design studios at every level of the undergraduate and graduate program. His research, which focuses upon vernacular architecture and design projects of international scope, has been conducted at sites around the world including Mexico, Peru, Bolivia, China, Malaysia, Nepal, Spain, Turkey, New Guinea, Tunisia, Mali, Tanzania, and Egypt.

ART 199 BN Introduction to Book Arts

31410  |  3 hrs  |  9-11:50 a.m. TUTH  |  18 Noble Hall  |  Nettles

This course is an introduction to appreciating and making artists' books. Students will learn the tools and techniques of binding books by hand while studying the physical and narrative properties of books. They will be given the opportunity for creative expression and communication through the production of a variety of unique and limited edition books. Several imaging techniques will be used including collage, copy machines, and computer printers. No previous art experience is needed. Students will pay a lab fee to cover the cost of some materials. In addition they will need to buy a few sheets of decorative paper, a glue brush, a binder's bone and pay for color or black & white copies for the pages of certain books.

Class Requirements: Creative energy and ideas apparent in your projects and your participation in labs and critiques. Five projects to be completed on time and presented in person.

When grading I look for:
  • original and imaginative imagery
  • technical excellence
  • creative energy
  • ability to articulate your ideas

Final grade: An average of the project grades with some consideration given to class participation.

Instructor: Professor Bea Nettles served as Chair of the Photography Program for fifteen years at the University of Illinois. She has over thirty years of college teaching experience and has lectured and taught workshops at over one hundred locations worldwide. She is a Senior University Scholar and has twice received National Endowment for the Arts Fellowships for her work in photography.

Her work can be found in major public collections including the Museum of Modern Art (NYC), The Metropolitan Museum of Art (NYC), and the International Museum of Photography in Rochester, NY. She is represented in several history texts including World History of Photography (Abbeville Press), Art Since 1940: Strategies of Being (Abrams), and The History of Photography: An Overview (Focal Press).

She is widely recognized for her innovations in the field of mixed media photography and photographic books. The autobiographical content of her work has paved the way for generations of younger artists to explore. There are several places to see her work on the Internet, simply enter her name in most search engines or go to www.beanettles.com.

ART 199 KG1 Rigidity and Flexibility in Japanese Arts and Cultures

31434  |  3 hrs  |  2-4:50 p.m. TU  |  Japan House  |  Gunji

The types of arts introduced in this class are Chado: the Way of Tea, Kado: the Way of Flower, Shodo: the Way of Calligraphy, The Sodo: the Way of Kimono, Kado: the Way of Poetry, and Jindo: the Way of Human beings. As I have listed, many of the Japanese traditional arts have "do,?? as their suffix. "Do?? is translated as "Tao?? in Chinese. In Japanese, it is translated into "the path?? and connotes that it is an infinite, unlimited path, yet it is the constant goal of spiritual yearning and striving. Thus, it should be noted that traditional Japanese arts place the emphasis on spiritual attainment more so than technical attainment, and require actual practice or direct experience to gain insight. Therefore, in this class, students are not only required to read textbooks and other materials, but also have hands-on experiences with various time-honored Japanese arts. My hope is that students will learn the importance of rigid discipline and basic principles; and, thus, eventually, they will be able to apply those principles to their own specialized fields and life.

Instructor: Kimiko Gunji is an Associate Professor in the School of Art and Design and Director of Japan House at UIUC. A full professor at the Ikenobo Ikebana School in Japan, she also holds the highest degree in Japanese Tea Ceremony and a teaching certificate from Hanayagi School of Classical Dance. She received her B.A. degree from Fukuoka Women's College in Japan and both M.A. and M.S. degrees from the U. of I. Professor Gunji has offered numerous lecture-demonstrations and workshops on dance, flower arrangement, and tea ceremony for colleges, universities, and various other organizations throughout the U.S. She was an invited participant in Austria's World Conference on Educational Multimedia and Hypermedia for her web site. In addition, she has been awarded several artist fellowships from the Illinois Arts Council. The Cultural Foundation for Promoting the National Costume of Japan presented the International Culture Award, its highest honor, to Professor Gunji for being influential in spreading the knowledge of the traditional costume of Japan and in the development of the Kimono culture and the traditional Japanese culture. She was Assistant Director for International Affairs of the Campus Honors Program and led the Intercultural Study tour to Japan four times. On March 31, 2004, she received the Commendation in Commemoration of the 150th Anniversary of the United States-Japan Relationship from Foreign Minister of Japan, Jyunko Kawaguchi. On June 3, 2004, she also received a "Certificate of Thanks?? from Sen'ei Ikenobo, 45th Generation Headmaster of the Ikenobo Ikebana School. Both awards recognized her contribution to promote and strengthen the ties of friendship and goodwill between the U.S. and Japan. She also received the University of Illinois Campus Award for Excellence in Undergraduate Teaching, 2003; The Broadrick-Allen Award for Excellence in Honors Teaching, 2003, an award presented annually by the Campus Honors Program; and The "Senior 100?? Faculty Award, presented by the University of Illinois Alumni Association.

ARTS 260 LR Basic Photography

47531  |  3 hrs  |  1-3:40 p.m. TUTH  |  312 Art & Design   <><>234  |  3 hrs  |  11-11:50 p.m. MWF  |  212 Honors House  |  Kaler

Note: Credit not given to students with credit in Astr 100, 101, 210, or 300; or Geol 116; or in Phycs 112 or higher-level Phycs courses. Students with credit in Phycs 111 are encouraged to take Astr 210. Learn about the sky.  What's up there?  Do the various visible objects move and change?  How?  Then explore in detail the wonders of our solar system to learn about the other worlds which are currently being explored by both ground-based observations and space probes.  Learn the similarities and differences between the earth and the other objects orbiting our sun.

Students should be familiar with high school algebra and the use of powers of 10, but there are no formal prerequisites.  This is a self-contained course which is on the list of approved courses to satisfy the physical science distribution requirement.  A companion course, Astronomy 122, is a separate self-contained course covering the sky plus stars and galaxies; it is offered as an honors version in other semesters.

Instructor: James B. (Jim) Kaler, Professor Emeritus of Astronomy, earned his A.B. at the University of Michigan, his Ph.D. at UCLA, and has been at the University of Illinois since 1964.  His research area, in which he has published over 120 papers, involves dying stars.  Professor Kaler has held Fulbright and Guggenheim Fellowships, has been awarded medals for his work from the University of Liège in Belgium and the University of Mexico, gave both the Armand Spitz Lecture to the Great Lakes Planetarium Association and the Margaret Noble Address to the Middle Atlantic Planetarium Society, and was given a Campus Award for Excellence in Public Engagement by the University of Illinois.  He has written for a variety of popular and semi-popular magazines, was a consultant for Time-Life Books on their "Voyage Through the Universe" series, has appeared frequently on Illinois television and radio, and has published several books, including "Stars and their Spectra," "The Ever-Changing Sky," and "Extreme Stars" (Cambridge), "Stars" and "Cosmic Clouds" (Scientific American Library), two textbooks, "The Little Book of Stars" and "The Greatest Hundred Stars" (Copernicus), and two audio courses for Recorded Books and Barnes and Noble.  He is currently Vice President of the Board of Directors of the Astronomical Society of the Pacific, and is a past president of the Board of the Champaign-Urbana Symphony.

ATMS 199 DC Societal Impacts of Weather and Climate

30257  |  3 hrs  |  1-1:50 p.m. MWF  |  106B3 Eng Hall  |  Charlevoix

Recent climate and weather events — such as Hurricane Katrina - have impacted all aspects of U.S. and global society. This class will take a closer look at such events from both the physical perspective (how these events develop) and the social perspective (the impacts they events generate). Class discussions will be centered around the 2006 hurricane season as well as other salient atmospheric issues such as global warming. We will examine how these events impact the social, economic, political, and environmental structures of the United States. Past, current and potential future policies will also be investigated to determine their role in how impact has evolved in recent history.

Instructor: Donna Charlevoix joined the Atmospheric Sciences faculty as a lecturer in 1997. Prior to coming to UIUC, she taught at San Francisco State University. She instructs both undergraduate and graduate courses in the Department of Atmospheric Sciences, is the Director of Introductory Courses, and conducts science education research. She is a recipient of both the Campus Award and LAS Award for Excellence in Undergraduate Teaching and has been repeatedly named to the Incomplete List of Teachers Ranked as Excellent. She is actively involved in the university SoTL initiative, LAS College Teaching Academy and the OIR Classroom Technologies User Group and serves on several University academic committees for the University. She is also co-author of an undergraduate textbook Severe and Hazardous Weather (Kendall/Hunt, 2005) which is currently used by over 60 universities.

CLCV 323 A The Comic Imagination

44040  |  3 hrs  |  10:30-11:50 a.m. TUTH  |  212 Honors House  |  Traill

Comedy began in the democratic culture of fifth century Athens, where publicly funded plays by playwrights like Aristophanes satirized current events, contemporary intellectuals and prominent politicians. Over the next 100 years, political satire gave way to domestic comedies, which were eventually transplanted to Rome and transformed by playwrights like Plautus and Terence. Renaissance imitations and adaptations of Roman comedy instated its stock devices, characters and plots at the heart of the Western comic tradition. This course traces the evolution of comedy from Aristophanes to Terence, and on through the Renaissance to the Restoration period. We will look at the plays as reflections of the politics, social climate and religious beliefs of the societies that produced them. To what degree is their humor culturally specific? Are there universals? From the start, comedy functioned as a vehicle both for social criticism and escapist wish-fulfillment. Why does one element or the other seem dominant in different periods?

The central object of the course is to develop your skills in close reading and to introduce the basic research methods of Classical Philology adapted for texts in translation. We will also study the formal elements of ancient comedy, stylistic features, aspects of performance, and central themes and ideas. Secondary readings will give you a fuller understanding of the language and historical context of the plays, situate particular elements within a broader comic tradition and provide research material for papers. There are six short assignments, two research papers (6-8 pp.), two tests, and a final exam.

Instructor: Ariana Traill is an Assistant Professor in the Department of the Classics. She received a B.A. in Classics from the University of Toronto (1991) and a Ph.D. in Classical Philology from Harvard (1997). Her research areas include Greek and Roman comedy, women in antiquity and Latin literature, and her interests lie in literary criticism, social history and ancient dramaturgy. Her work focuses on close readings of Greek and Latin texts in their historical and cultural context with a view to recapturing the range of meanings available to their original audiences. She has published on Plautus, Menander and Roman poetry and has a book in press on the representation of women in Menander. Her current project is a book-length commentary. She has taught for three years at the University of Illinois and six years at the University of Colorado at Boulder.

ECON 101 1 Introduction to Economics

30006  |  4 hrs  |  1:30-3:20 p.m. TUTH  |  212 Honors House  |  Vazquez-Cognet

Most people make the incorrect assumption that economics is mainly the study of "money??. My primary goal in this course is to shatter this belief, then show you how economics deal with some of the most interesting and important questions for humanity. For instance, the following questions are just a few examples of the type of issues economists have dealt with during the last 50 years:

    About Love and Marriage
  • Why is the divorce rate so high and what should we do in order to reduce it?
  • About the Environment
  • Why do we have so much pollution?
  • How much is an endangered species worth?
  • About Crime
  • How to tackle crime? Take a tough, head-on stance.
  • What is the economic approach to fighting crime?
  • Why is legalizing many drugs the way to go if you want to reduce crime?
  • About Labor Markets
  • Why the Federal Minimum Wage puts people out of work?
  • Why so many women entered the labor force during the last 40 years?
  • About freedom of religion
  • Why are people so religious these days?
  • About things you should be worrying about
  • Why shouldn't college be a smart investment?
  • Why are the presidential candidates missing the point on college costs?
  • And about many other things
  • Why are vouchers the best way to finance public education?
  • Why a draft would only damage the army?
  • How to level the playing field in baseball?

We will be addressing many of these (and many more) questions during this course. My main goal is show students the way economists think and how to use this analytical system to answer questions related not only to these and other important human issues, but also to many other areas of their daily lives. After all, as you will quickly find out, I believe everything is economics! More generally, this is an introductory study of the fundamental principles of the operation of the market system. The first part of the course will introduce students to the fundamental principles of microeconomics, namely the determination of supply and demand from the perspective of the consumers (households) as well as the firm. The second part of the course will introduce students to Gross Domestic Product: its measurement and the determination of production and employment levels; the role of the government in the economy, particularly fiscal policy; the money supply, monetary policy and inflation.

Instructor: Jose J. Vazquez-Cognet, Ph.D., is originally from San Juan Puerto Rico, Jose J. Vazquez, received his Ph.D. from Rennselaer Polytechnic Institute in 2001. Since then he has been a visiting assistant professor at The College of Wooster in Wooster, Ohio and at Hamilton College, in Upstate New York. His research interests are in the area of regional sustainable development and include issues related to the integration of Environmental Science and Public Policy in defining environmental problems at the local and regional levels. He teaches courses on Intermediate Microeconomics, Environmental Economics, Economic Development and Introductory Economics. Dr. Vazquez has received several research grants, including the Lincoln Land Institute Fellowship to study watershed economic development in Upstate New York. He has also published papers in Regional Development journals such as Environment and Planning and presented papers at several academic conferences, such as the Biennial Conference of the International Society for Ecological Economics and the Eastern Economic Conference.

ENGL 115 CHP Early Modern Literature, Shakespeare to Austen

48124  |  3 hrs  |  2-3:15 p.m. MW  |  119 English  |  Mylander

From the late 16th century to the early 19th century English (and later, British) culture transformed in ways still influential today. During these centuries the British Isles were embroiled in a series of social and political revolutions: the break with Rome over state religion, the civil wars in which the English executed their king, the loss of the American colonies over taxes and representation, and the Napoleonic Wars in which Britain responded to the effects of the French Revolution. We will begin our course with the Elizabethan period, when Protestantism was still a work in progress, English exploration of the "New World?? had just begun, royal power was (in theory) absolute, and English socio-economic life was largely feudal and agrarian. By the beginning of the 19th century, England had become an urbanized, proto-capitalist nation, thriving on labor and resources exploited from a world-wide empire and sustaining an increasingly literature popular culture. These years also mark the shift from dynastic to companionate marriage, the beginnings of religious toleration, and the explosion of printed books and newspapers onto the marketplace.

Historians and literary scholars have adopted the term "early modern?? to describe this transformative period, emphasizing continuity across centuries and the progression towards the "modern?? world we inhabit. But many other labels could be used to describe the culture and literature of these centuries, including: "Reformation,?? "Renaissance,?? "revolutionary,?? "Restoration,?? "Enlightenment,?? "imperial,?? "Romantic,?? etc. We will evaluate these terms as we focus on literature that was prominent in its own era and remains provocative today. This course will focus on canonical and noncanonical literature from a wide range of genres, including diaries, novels, plays, political tracts, newsletters, and lyric poetry. As we trace both evolution and continuity in English literature across time, we will also consider thematic connections between works such as representations of legitimate kingship, model marriage, self-fashioning and citizenship, faustian bargains, radical politics, education and pride, appropriate worship, ideas of art, and defining "Englishness.?? In addition to active class discussion this course will require a class presentation and a writing project developed over the course of the semester. Our syllabus will include exciting writing from William Shakespeare, John Webster, Anne Bradstreet, John Milton, Mary Rowlandson, Aphra Behn, Jonathan Swift, Lord Byron, William Wordsworth, Jane Austen, and others.

Instructor: Jennifer Mylander received her doctorate in British literature from the University of Illinois at Urbana-Champaign. She specializes in the transatlantic English print culture of the seventeenth century, studying the bestsellers that made the Atlantic voyage as the precious cargo of early British settlers to the "New World.?? Current work also focuses on the teaching of Shakespeare's plays in eighteenth-century colonial America. As an instructor at UIUC, she has worked one-on-one and in seminar-style classrooms with graduate students and undergraduates at all levels. She won the English Department's teaching award in 2002 and has been repeatedly listed on the Incomplete List of Teachers Ranked as Excellent.

ENGL 274 CHP Literature and Globalization

40422  |  3 hrs  |  11 a.m. - 12:20 p.m. MW  |  59A English  |  Sullivan

We will focus on representative writers and film makers who from England, America, Africa, South Asia, the Middle East, and the Caribbean. These artists raise questions about culture, identity, power, and development in an interdependent global economy, while raising the possibility of new forms of empowerment and community. "Globalization?? refers to the process of forging or integrating individuals and local communities into larger systems of free trade and global capital. It refers not only to economics but also to human experience, to a range of historical and political events from "discoveries?? of new lands to the "conquest?? of new lands, from colonialism to neocolonialism, from Disney's world theme-parks to international world politics. Our use of the term suggests attention to its impact on culture and literature. The long process of globalization has led to waves of diasporas (the movement of people from their original home) which is among the most important global events of our time. We will study some of the new cultural configurations emerging out of the crucible of globalization and migration. We will ask how new identities and nations are constructed, contested, and challenged in the process of forming a globalized culture.

Required Texts include novels, stories, articles, films, and websites: Joseph Conrad, Heart of Darkness (Norton Critical Edition); Rudyard Kipling, Kim (Norton Critical Edition) Chinua Achebe, Things Fall Apart, (Heinemann: expanded edition with notes); Caryl Philips, Crossing the River; Jamaica Kincaid, A Small Place; Bharati Mukherjee, Jasmine; Etel Adnan, Sitt Marie Rose; Films: Mira Nair, Mississippi Masala; Pontecorvo, The Battle of Algiers; Stephanie Black, Life and Debt.

Instructor: Zohreh T. Sullivan (Professor of English) has taught at Webster College, St. Louis, MO, at Damavand College, Tehran, Iran, at the University of Illinois since l972, and has won all-campus teaching awards. Her most recent publications include Narratives of Empire: the Fictions of Rudyard Kipling (l993) and Exiled Memories: Stories of Iranian Diaspora (2001).

HIST 295 A Madness and Society in the Modern World

43871  |  3 hrs  |  2-3:50 p.m. M/1-3:20 F  |  325 Greg Hall/307 Greg Hall  |  Micale

What is madness? How do we define normal and pathological mental life? Who in society is best suited to determine sickness and health? Can the human mind know itself? At the beginning of the twentieth-first century, the sciences of the mind--including psychiatry, clinical psychology, psychoanalysis, psychopharmacology, and the cognitive neurosciences--claim tremendous scientific authority and exert enormous cultural influence throughout our society. Nevertheless, these are some of the basic questions in psychological medicine that remain unanswered today.

This course seeks to explore these and many related questions historically. Specifically, we will study the social, intellectual, cultural, and institutional history of psychiatry in Britain, Continental Europe, and North America from the late eighteenth to the early twentieth centuries. Topics include the origins of modern psychiatric humanitarianism; the nature of the "moral treatment;" psychiatric professionalization; the "rise of the asylum;" mental medicine and degenerationist theory; the "birth of the neuroses;" gender and psychology; early medical sexology; the advent of psychoanalysis; and psychiatry and war. Readings in primary and secondary sources will be accompanied by a weekly showing of films.

Instructor: Mark Micale is Associate Professor in the Department of History, where he teaches courses in modern European thought and culture and the history of medicine. His published scholarship deals extensively with the history of psychiatry in Europe and the United States.

LAW 199 CS The American Health Care System: Crisis and Reform

44142  |  3 hrs  |  8:30-9:50 p.m. MW  |  IGPA Conference Room  |  Rich

This course focuses on the problems and issues which face the American health care system. We will explore bio-ethical and public policy problems. After a brief introduction which covers the historical development of the structure and financing of the current health care system, the class will focus on the following issues: should health care be considered a "legal right" in this country, can the rising cost of health care be brought under control, how do we, as a society, respond to the problem of 45 million Americans who are currently uninsured, should the United States adopt a system of universal health care coverage in the same way that England, Germany, and Canada have, what has been the impact of managed care on the American health care system, should health insurance be mandatory in the same way that auto insurance is in most states, what will be the impact of the new Medicare reforms, and what are the prospects for health care reform in the future? In addition, we discuss critical ethical dilemmas including: the development of human gene therapy, legalization of human cloning, and the legalization of physician-assisted suicide. Students will be asked to prepare two "policy analysis" papers for policy issues discussed in the class. As a final project students will prepare a "briefing book," give testimony at a mock congressional hearing, and take on the role of members of a congressional committee hearing testimony. Guest lectures will be made by policy makers and scholars who have expertise in the area we are discussing. No knowledge of political science, economics, or sociology is required.

Instructor: Robert F. Rich is Director of the Institute of Government and Public Affairs and is a Professor of Law, Political Science, Community Health, Medical Humanities and Social Sciences and Professor in the Institute for Communications Research. He has a B.A. in Government from Oberlin College and an M.A. and Ph.D. in Political Science from the University of Chicago. He has published three books on health care policy: Consumer Choice:Social Welfare and Health Policy (2005),Competitive Approaches to Health Care Reform (1993--with Richard Arnould and William White) and Health Policy, Federalism, and the Role of the American States (1996-with William White), and is currently finishing a new book entitled: Transformed Federalism and the American Health Care System. He has taught at the U. of I. since 1986; he was previously on the faculty of Carnegie-Mellon University and Princeton University. In 1993-95 he was a Visiting Professor at Johns Hopkins University and a Special Guest at the Brookings Institution. In 2002-3, he was a Visiting Professor at the Humboldt University in Berlin, Germany.

MATH 199 Numbers

47745  |  3 hrs  |  1:30-2:50 p.m.  |  212 Honors House  |  Ahlgren

The natural numbers 1, 2, 3, 4, 5, ....... have fascinated humankind since the beginning of recorded history. Number Theory is the study of the profound and subtle relationships between these numbers. Number Theory is known as the "Queen of Mathematics,?? as is one of the most beautiful areas in all of mathematics. The subject is famous for vast numbers of elegant problems which are very simple to state (for example, how many prime numbers are there?) Some of these have simple solutions which have been known for thousands of years, while others have frustrated the attempts of the most brilliant thinkers for generations. Very recently, there have been very important practical applications of Number Theory (for example, in cryptography).

This course will provide a hands-on introduction to this subject. There will be short lectures to introduce important concepts, and students will spend much of class time actively engaged in mathematics (this includes experimenting, formulating hypotheses, and proving these hypotheses). Emphasis will be placed on thinking in a way which is simultaneously creative, clear, elegant, and logical.

This course is suitable for anyone with an interest in mathematics. There is no formal mathematical prerequisite. There are two prerequisites. The first is an intellectual interest in math and a willingness to engage new ideas. The second is NOT currently taking Math 347, and not having completed any math course at the 300 level.

Instructor: Professor Ahlgren is an Associate Professor in the Department of Mathematics. He came to the University of Illinois in 2001. Professor Ahlgren's research lies in the area of Number Theory, and he has written over thirty research papers. He enjoys teaching students at all levels, from high school to graduate school. In 2006 he received the Dean's Award for Excellence in Undergraduate Teaching from the College of Liberal Arts and Sciences.

PHIL 202 H Symbolic Logic

46592  |  3 hrs  |  12:00-12:50 p.m. MWF  |  37 Education Bldg.  |  Wengert

This course is restricted to students in the Campus Honors Program.

An introduction to proofs and models as used in perhaps the most fundamental formal system, first-order logic. Students will learn what counts as a proof (syntax) and what must be included in order to adequately present a proof. Students will concentrate even more on what makes the formal statements true (semantics) and how one could use this to show that various purported proofs do not hold. We shall spend a good deal of time translating between our formal language and our natural language.

We shall use the book by Jon Barwise and John Etchemendy, Language Proof & Logic (CSLI publications, 1999), which comes with a CD-ROM containing four computer applications - Tarski's World (Model Theory comes alive), Fitch (Get help constructing formal proofs), Boole (Makes creating truth-tables less tedious) and Submit (Sends your answers to GradeGrinder to be checked). Most exercises will be submitted over the net. These programs are wonderfully interactive and often just plain fun. The programs will also be available at CCSO sites.

Book Warning: You must, I am sorry to say, buy a new copy of the book, not a used one, since the book comes with an ID number which will be your unique number to identify you to GradeGrinder. The book is distributed by Chicago University Press.

The graded problems will constitute the bulk of your grade; there will be a mid-term and a final. Class participation will also contribute to your grade.

This course satisfies the quantitative reasoning I campus general education requirement.

Instructor: Robert Wengert is in the Department of Philosophy at the University of Illinois. He studied at the Pontifical Institute of Mediaeval Studies in Toronto and received his Ph.D. in philosophy from the University of Toronto. He teaches and publishes in the areas of the history of ancient and medieval philosophy, logic, and applied ethics. He has written logic software that is used in introductory courses. He has won LAS and School of Humanities teaching awards. For over twenty years he has taught sessions on "Professional Ethics" for various campus groups and for a wide variety of professional groups off campus. He has recently edited an edition of Library Trends dealing with "Information Ethics," especially as it applies to those in the library and information sciences. He is presently working on a project that relates Aristotle's logic to his metaphysics by using contemporary theories of generalized quantifiers.

RHET 243 CHP Inter Expository Writing

32712  |  3 hrs  |  12-1:20 p.m. TUTH  |  212 Honors House  |  Spindel

This course satisfies the campus Advanced Composition requirement.

Our primary goal in this writing workshop is to create a collaborative community of writers, readers, and editors in which each student plays all three roles. Using guided practice assignments, students will focus on developing a personal writing style and voice. Exercises started in class and revised for the following week will highlight specific craft points including elucidating character, writing dialogue, visual and sensory description, and developing voice. The techniques taught in the class are applicable to fiction, literary nonfiction, and narrative journalism.

Reading for the class will include several book-length memoirs and one collection of personal essays. The notion of writer as explorer and pilgrim on a quest will frame our discussions of first-person literature. Required to successfully complete the class: participation in discussions, completion of all rough draft assignments, vigorous revision, and active participation in a final project. Writing is graded on the basis of each student's improvement over the course of the semester and credit is given for risks taken.

Instructor: Carol Spindel is the author of two books of literary nonfiction. In the Shadow of the Sacred Grove (Vintage, 1989), a memoir of living in a West African village, was named as a Notable Book by the New York Times. Dancing at Halftime: Sports and the Controversy Over American Indian Mascots (New York University Press, 2000) led to a wider understanding of the issue of Indian-based sports mascots. She received an award from the ACLU for her efforts to educate her community on this issue. Her personal essays have been published in many magazines and have been heard on WILL and on NPR's Morning Edition. She has taught creative nonfiction in the Unit One program at the University of Illinois since 1989 and at the Iowa Summer Writing Festival at the University of Iowa for the past fifteen years.

THEA 199 CT Currents in Contemporary Theatre

35252  |  3 hrs  |  12-12:50 p.m. MWF  |  3601 KCPA (AV rm)  |  Mitchell

The theatre has undergone major changes in the last thirty years reflecting society's change. Conventional forms of storytelling have given way to fractured and reassembled forms. Kitchen-sink realism has been replaced by fantastic visions and apocalyptic angels. Middle-class white culture now shares the stage with African-American, Latino, and Asian life. This course will examine playwriting, directing, and design trends in the latter half of the twentieth century. Students will explore how social movements have influenced the theatre, and how the theatre has impacted society. Activities will include play-readings, practical projects in staging, designing, or writing, and research into contemporary topics. Several small-group projects will involve students in creating mini-performances. Students will do a final research report on an individual director, playwright, or designer in the contemporary theatre and will craft a composite performance with contributions from each class member.

Instructor: Tom Mitchell is Associate Professor and Acting Head of the Theatre Department where he teaches Acting and Directing. He has staged numerous productions in the Krannert Center for the Performing Arts and has been a frequent presenter to Campus Honors Program student groups. Recent productions include Great Expectations, Antigone, and Romeo & Juliet. Professor Mitchell has directed Tennessee Williams' early plays, Candles to the Sun, Stairs to the Roof and Spring Storm. He is past chair of the Directing Symposium of the Mid America Theatre Conference and is Co-Chair of Region III of the Kennedy Center American College Theatre Festival.

Tom was the chairman of the Summer Theatre Program at the Interlochen Center for the Arts in northern Michigan where he initiated an emphasis on Contemporary Forms in Theatre. He staged two "lost" plays by Spanish playwright, Jose Lopez Rubio for the Festival Theatre in northwest Wisconsin, and the premiere production of "Meet Me Incognito" for the Metro Theatre Company of St. Louis. He has a particular interest in contemporary directors and directing methods.

CHP 395 A Biocomplexity: Global Connections of Life on a Changing Planet

31622  |  3 hrs  |  3:30-4:50 a.m. TUTH  |  212 Honors House  |  Fouke

A progressive new integration of the natural and applied sciences, called Biocomplexity, is revolutionizing our understanding of how Life has evolved and survived on an ever-changing Earth. Microbes (bacteria and archaea) are the most long-standing, abundant, and diverse forms of life on our planet, and therefore are involved in virtually all biocomplexity interactions. As a result, the focus of this class will be on microbial ecology and evolution in the simultaneous contexts of: (1) modern and ancient earth system environmental processes; and (2) the ecology and evolution of plants and animals. Two primary biocomplexity themes will be explored during the semester, followed by an intensive field experience where biocomplex interactions will be directly observed, quantified, and discussed.

The first biocomplexity theme will be on the origin, ecology, and evolution of microbial life. The centerpiece for this theme will be feedback interactions amongst thermophilic (heat-loving) microbes, extreme water conditions, and rapid mineral precipitation in terrestrial and marine hot springs around the world. These analyses of the modern earth will be geologically evaluated to better interpret the ancient fossil record of microbes on earth, while aiding the search for life other planets. The second biocomplexity theme will focus on the ecology of infectious disease and the relationship of microbial ecology and evolution to climatic change and human environmental impact. The focus will be on case studies of the emergence of disease in marine coral reef ecosystems. Causal feedback relationships will be identified with respect to human activity, terrestrial disease, and global climate change on the ancient, present, and future earth. The course will be culminated with an eight-day biocomplexity field experience in Yellowstone National Park, in which the geology and microbial ecology of several thermal spring features throughout the park will be visited, investigated, and sampled as part of an ongoing biocomplexity study at Mammoth Hot Springs.

Instructor: Bruce W. Fouke, Ph.D., is an Associate Professor in the Department of Geology (http://www.geology.illinois.edu/people/fouke/index.html), the Department of Microbiology (http://mcb.illinois.edu/faculty/profile/fouke/) and the Institute for Genomic Biology (www.igb.uiuc.edu) at the University of Illinois Urbana-Champaign. Professor Fouke studies complex interactions between planet Earth and the many forms of life that inhabit it. His ongoing work includes: (1) understanding and preventing coral disease in reefs of the Caribbean Sea and Indo-Pacific Ocean; (2) microbe-mineral interactions in hot springs at Yellowstone National Park and in Tuscany, Italy; (3) the last flow of water in Roman aqueducts and water works of the Baths of Caracalla and Pompeii; (4) late Cretaceous meteor cratering in the Yucatan of Mexico associated with the demise of the dinosaurs; and (5) the preservation and interpretation of dinosaur biology from the Hells Creek Formation in Montana. Professor Fouke received his Ph.D. from the State University of New York Stony Brook, and completed postdoctoral research appointments at the Free University of Amsterdam, the University of California Berkeley, and NASA Ames Research Center prior to arriving at Illinois. Professor Fouke's work has recently been highlighted in National Geographic Magazine as well as on National Public Radio, and he currently serves on science panels at the National Science Foundation and NASA.

CHP 395 B/396 B College and the American Self

31625/40536  |  3 hrs  |  3-4:20 p.m. MW  |  212 Honors House  |  Michelson

(CHP 396 B Advanced Composition Option)

This is an interdisciplinary seminar on the American college and university: how they came to be, how they are shaped by traditions, philosophy, administrations, and faculty — and how these communities are regularly challenged, reorganized and re-invented by their own students and the larger culture. If you're thinking of going into teaching or research of any sort, there's a fair chance that at some point you will be called on to help make important decisions about the policies and values of an American campus. But very few faculty and students really understand the history and operations of the places where they provide this leadership! Universities are fascinating places, and a key objective of this course is for you to learn a great deal more about where you are, and where you might spend a wonderful career.

Because the subject is vast, we will organize it into several conversations:

  • How are American colleges structured, and why? How do these systems differ from systems in other countries?
  • What are the underlying assumptions about what constitutes a college education? How did those assumptions take shape — and what has the passage of time done to their validity?
  • When and how did the sciences and the technological disciplines become important college subjects in their own right?
  • How did women gain access to American higher education, and what was the impact on campuses when they went 'co-ed?'
  • What was undergraduate life at an American college like at various times in the past?
  • College life has inspired plays, novels, movies — even operas. What do these literary or pop-culture treatments discover (or invent) about college life that is not expressed in the catalogues or course descriptions?
  • How did intercollegiate athletics become so important on university campuses? What are the advantages and perils of the current situation?
  • As the world globalizes and minority students seek increased access to higher education, how are American colleges responding — and how should they respond?

This course can be taken as either CHP 395 or CHP 396. Students seeking Composition II credit should enroll in the section as CHP 396. These sections will meet as one; the combined enrollment will be no more than 18. In either variant, students will write one brief preliminary essay early in the semester, and complete an extended research paper in two installments with guidance from the instructor. The Composition II (CHP 396) variant requires additional experience in revision and expansion of writing assignments. CHP 396 students will therefore complete four additional short essays, which will be revised and combined, in addition to the two major essays required of all students.

Readings will include Frederick Rudolph, The American College and University: A History; Lawrence Veysey, The Emergence of the American University; Alfred North Whitehead, The Aims of Education; Wendy Wasserstein, Uncommon Women and Others; Ralph Waldo Emerson, Selected Essays; Michael Frayn, Copenhagen; Tom Stoppard, Arcadia; and a reading packet including excerpts from Hofstadter and Smith: American Higher Education, a Documentary History; John Henry Newman, "The Idea of a University,?? and C. P. Snow, The Two Cultures and the Scientific Revolution. We will also discuss selected films about college life, (available on DVD or VHS) to be chosen by the class. Possibilities include Old School, A Beautiful Mind, Felicity (selected episodes), maybe even a bit of Buffy the Vampire Slayer--but we will need to discuss these and other options thoroughly, with due regard for the tastes and age of the prof!

Instructor: Bruce Michelson is a Professor of English and American Literature and Director of the Campus Honors Program. His previous books include Literary Wit, Mark Twain on the Loose, and Wilbur's Poetry; his latest book, Printer's Devil: Mark Twain and the American Publishing Revolution, will be published later this year by the University of California Press.