Fall 2007 Courses

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ANSC 110 B Life with Animals and Biotechnology

40336  |  3 hrs  |  12-1:20 p.m. MW  |  212 Honors House  |  Darrel 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 differentiation and thinking, sex and reproduction, discoveries in life sciences, 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: Professor Kesler has taught courses on reproductive biology and biotechnology at the University of Illinois since 1977. 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. Also, he has consulted for several pharmaceutical companies, 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 Teachers Ranked Excellent by Their Students" over a hundred times and has been awarded several teaching awards including the Broadrick-Allen Award for Excellence in Honors Teaching and highest teaching award at the University of Illinois (Campus Award for Excellence in Undergraduate Teaching). He is a member of the College of ACES Academy of Teaching Excellence and has professorial rank in Veterinary Clinical Medicine as well as in Animal Sciences. Dr. Kesler's research emphasis is on infertility, reproductive technologies (including IVF and ET), synchronization of ovulation, contragestation, embryonic signaling and maintenance of pregnancy, androgen-induced sexual dimorphism, and controlled release and drug delivery systems. He has given lectures and traveled to Spain, Switzerland, Italy, Mexico, Brazil, Honduras, Philippines, Egypt, Korea, and South Africa. Dr. Kesler was also awarded the Thorn BioScience Award for Outstanding Accomplishment in the Veterinary Field by the Controlled Release Society and the Paul A. Funk Award for Outstanding Achievement and Major Contributions to the Betterment of Agriculture, Natural Resources, and Human Systems.


ANTH 224 H Tourists Cities and Sites

49031  |  3 hrs  |  10-10:50 a.m. MWF | 212 Honors House  |  Helaine 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 of travel, tourism and tourist places 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 in the U.S. and abroad (if applicable); 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, film critique, travel scrapbook, marketing campaign, a project. There are no exams.

Readings: a selection of articles on e-reserve and several books (adventure, non-fiction, fiction) including: Lost City of the Incas by Hiram Bingham (originally 1948); 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).

Syllabus: The professor is happy to provide a tentative syllabus for this course to any interested student during this registration period so that you can decide if the course is right for you. To request a syllabus e-mail the professor at: helaine@uiuc.edu

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.

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 their 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 written 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. Tu-Th  |  315 Temple Buell Hall, Eagles Nest  |  James 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 KG1 Rigidity and Flexibility in Japanese Arts/Cultures

31434  |  3 hrs  |  2-4:40 p.m. Tu  |  Japan House  |  Kimiko 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 150 th 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, 45 th 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.

 


ART 199 TK Understanding Visual Culture

31410  |  3 hrs  | 9-10:20 a.m. Tu-Th  |  212 Honors House  |  Tom Kovacs

ARTS 199 "Understanding Visual Culture" is a lecture course based on a methodology that allows students to recognize and understand the meaning of a wide range of visual statements generated in western and non-western cultures. Methods used in reading visuals include semiotics (the study of signs), and the application of perceptional, historical, cultural, technical, ethical, and aesthetic perspectives. The course stresses critical thinking and writing in the analysis of visual communication prototypes as expressed in the arts, design, and the visual language of popular culture. Strong emphasis is placed on the student's ability to recognize images and other visual messages within a broader context, thus allowing them to make a more comprehensive and meaningful analysis. Topics include the psychology and physiology of perception; the basics of visual composition; the understanding of time and space as perceived in different cultures; the process of visual persuasion in advertising and politics; information design, architecture and product design that carry messages; images of irony and protest; visual humor, and gesture and body language as a cultural codes in theater, dance, and every day human interaction.

Thus, the goal of this course is to learn to apply methods to analyzing numerous different images thought of as visual messages, regardless of source, medium, content, or intent. Through visual presentations and discussions delivered biweekly by the instructor and guest lecturers, students will gain proficiency in recognizing the underlying structure of works of art, design, architecture and product design, images that sell and persuade, as well as a wide array of old and new visual messages that make up the language of Western and non-Western cultures.

The premise for the course is best exemplified by Aldous Huxley's claim that seeing clearly is mostly the result of thinking clearly, a process he expressed with this formula:
"Sensing + selecting + perceiving = seeing."
Paul Martin Lester, author of Visual Communication, placed Huxley's formula into a cyclical form:
"The more you know, the more you sense. The more you sense, the more you select. The more you select, the more you perceive. The more you perceive, the more you remember. The more you remember, the more you know."

INSTRUCTOR: Tom Kovacs is Professor Emeritus in Graphic Design at the University of Illinois at Urbana-Champaign where he taught from 1965 —1999. He served 12 years as head of the Foundation Program, and 15 years as program chair in Graphic Design. He was also Assistant Dean in the College of Fine and Applied Arts for 2 years. After his retirement from UIUC in 1999, he was appointed Visiting Senior Professor in Graphic Design at the University of Minnesota Duluth where he taught during the subsequent 4 years, and served as Graphic Design Area Head for 2 years.

During his teaching career Kovacs has been principal of his own design office, TGK Design through which he completed publication design for clients including The National Council of Teachers of English, The American Council of Education, The United States Information Agency, and General Motors Corporation where he worked as a consultant and designer on vehicle safety for children since 1996. He has designed covers and illustrations for a number of publishing houses including Scott Foresman and Company, W.C. Brown Publishers, West Publishing, the Stonewall Press, and the University of Illinois Press.

Kovacs participated in numerous regional and national painting, print, and computer art exhibitions including Watercolor USA and Computers and the Creative Process, an international traveling exhibition of computer art. He had one person shows at the Warsaw Academy of Art, the Hungarian Academy of Craft and Design in Budapest, and Nihon University in Tokyo.

His design work has been published in design journals including Print, Graphis, and Axis, a premier design publication in Japan. His computer images received the bronze medal at the Second International Biennale of Computer Art in Rzeszow, Poland.

While at Illinois, he was recipient of a UIUC Undergraduate Instructional Award for course development; appointed to the UIUC Center for Advanced Study for research in computer imaging, and received the UIUC Campus Award for Excellence in Teaching.


ARTS 260 LR Basic Photography

47531  |  3 hrs  |  4-6:40 p.m MW  |  315 Art and Design  |  Linda Robbennolt

This course is a basic introduction to photography and images.  Students will need a digital camera of some sort (from a cell phone to a SLR!) to begin collecting image data banks.  Course emphasis will be focused on the reading and construction of images as a visual language.  Students are expected to pay the lab fee required of all students taking photography.  Needed materials will include a digital camera, an external storage device for images and funds for printing in the digital print lab.

Class Requirements: 
Creative energy and ideas apparent in your projects and your participation in labs and critiques. 
Four projects to be completed on time and presented in person.  
Attendance is mandatory for all critiques.  Each project is graded the day it is due.

 When grading, I look for:

  • creative problem solving
  • craft (technique)
  • work ethic
  • participation in critique

Final grade:  An average of the project grades. The final (fourth) assignment will carry two grades, one for the work print crit, one for the revised, finished project.. Semester long class participation and attendance will affect final grades.

INSTRUCTOR:   Linda Robbennolt is an Associate Professor of Photography in the School of Art and Design at the University of Illinois. She has taught, lectured, and exhibited her work nationally and internationally.  Her work is housed in major collections, including the Metropolitan Museum of Art in New York City, Brooklyn Art Museum in New York City, Centro Colombo Americano in Colombia, South America, and the Polaroid Collection in Offenbach, Germany among others.  Her work is published in textbooks on Photography, and her name is consistently found in the " t of Excellent Teachers" at the University of Illinois. She is a Vice Chancellor's Teaching Scholar, and has been a finalist for a Luckman Teaching Scholar.


ASTR 122 H Stars and Galaxies

39750  |  3 hrs  |  11-11:50 a.m. MWF  |  212 Honors House  |  James Kaler

This course is an introductory survey of the Universe beyond the Solar System. It will include the natures of the stars, their births and deaths, neutron stars and black holes, the Galaxy, the natures of other galaxies, and cosmology — the examination of the structure and evolution of the Universe at large. Emphasis will be placed on the origins of the Universe and of the stars around us, including our own Sun, to show the ultimate origins of our Earth. The course will also stress the nature of astronomical research as well as its historical and current significance. The course material is similar to that covered in regular Astronomy 122 sections except honors students will cover it in greater depth and probe individually into specific aspects under the guidance of the instructor. Nighttime observation sessions are required.

INSTRUCTOR: James B. Kaler earned his Ph.D. at UCLA. His research area involves the late stages of stellar evolution, specifically the subject of planetary nebulae, celestial objects preceding stellar death. He has held Fulbright and Guggenheim Fellowships, has been awarded medals for his work from the University of Liege in Belgium and the University of Mexico, and has been an associate in the University's Center for Advanced Study. He writes for several popular astronomy magazines, appears frequently on Illinois television and radio, and maintains a variety of educational web sites. Among his books are "Stars" and "Cosmic Clouds," published by Scientific American Library, "The Little Book of Stars" by Copernicus, and "Extreme Stars" by Cambridge.  His latest book is "The Cambridge Encyclopedia of Stars," published in 2006. 


ATMS 202 A Societal Impacts of Weather and Climate

49493  |  3 hrs  |  1-1:50 p.m. MWF |  106B3 Eng Hall |  Donna Charlevoix-Romine

Recent climate and weather events — such as Hurricane Katrina and global warming - 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 generate).  Class discussions will be centered around the 2007 hurricane season as well as other salient atmospheric issues such as global warming and climate change.  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.


ECON 101 1 Introduction to Economics

30006  |  4 hrs  |  1:30-3:20 p.m. Tu-Th  |  136 Armory  |  Jose 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 101 CHP H Introduction to Poetry

44038  |  3 hrs  |  3:30-4:50 p.m. Tu-Th | 212 Honors House |  Bruce Michelson

English 101 is normally a course in "methods of detailed reading and analysis essential to an understanding of poetry." This CHP section, however, is a class for intelligent adventurous civilians — students who are not planning on a major in literature — as well as people who might actually grow up to be English scholars. Instead of fixating on "detailed reading and analysis" our attention will be focused on what poets and poetry can give us , and the various roles that verse has played in the cultural history of the West. Why did people ever read poems and listen to poems voluntarily, before the advent of high school and college English courses and AP exams? What crafts or qualities have distinguished poems from other kinds of writing? What important changes have there been in the very idea of a poem, in the audience that poems are for, in the processes or rituals of reading and listening? We will talk about bards, poet laureates, "mad" hermits, wandering minstrels, clerics, revolutionaries, tenured professors, farmers, rappers, slam poets — every variety of poet and poem we can think of together. We will practice the arts of contemplation, of freewheeling conversation, and of writing. One basic objective will be to come away with a heightened sense of the possibilities of the English language, and strengthened powers of expression — skills that can serve you well if you never crack a collection of poems again.

Requirements: there will be several short papers, developing into two longer ones. You will write, revise, expand, and improve as a writer.

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.


FR 199 EJT The French Intellectual Tradition: Montaigne to Sartre

49498  |  3 hrs  |  3-4:20 p.m. MW  |  212 Honors House  |  Emile Talbot

This course will provide for close readings and in-depth discussions of texts in English translation by seven major French intellectuals from the sixteenth to the mid-twentieth century who represent one or several aspects of French intellectual discourse: introspection, skepticism, spirituality, rationalism, and reformism.  The course aims to explore these texts within their historical contexts, investigating why these issues were raised then and how their contemporaries might have responded to them, as well as their relationship to issues still debated in the twenty-first century.  Grounding this discussion will be a thorough exploration of how these writers arrived at the positions they hold.

The first part of the course consists of a discussion of how French thinkers of the late Renaissance and the early modern period dealt with the question of the reliability of our knowledge:  Montaigne, with moderate skepticism, Pascal by accepting a mode of knowledge that is neither empirical nor strictly rational, Descartes by embracing the capacity of human reason to achieve certitude, even as to the existence of God.  Part II deals with two major Enlightenment thinkers who take as given the legitimacy of human thought and apply this certitude critically (Voltaire) and constructively (Rousseau).  Part III discusses two major twentieth-century thinkers who draw on these traditions in very different ways (Weil, drawing on both the rational constructive tradition of Rousseau and the fideism of Pascal, has confidence in the human mind's ability to build a just post-war Europe; Sartre's elaboration of a theory of anti-Semitism brings us to the realization that much of our knowledge of the other is a construction of the thinking self).  While providing a solid understanding of the French intellectual tradition and discussing a number of its major themes, we will have explored through it a basic question:  How certain can we be of what we know and does it matter?

Instructor:  Professor Emile Talbot, who received his doctorate from Brown University, has extensive experience in teaching French as well as French-Canadian culture.  He has published widely in these areas in the United States, Canada, France, and Switzerland.  His most recent book is Reading Nelligan (McGill-Queen’s University Press, 2002).  Professor Talbot has served on numerous editorial boards, has been a Fellow and an Associate of the Center for Advanced Study, a Fellow of the National Endowment for the Humanities, and a Fellow of the Camargo Foundation (France).  He has an abiding interest in intellectual history, and is the current editor of the interdisciplinary journal, Québec Studies.


GEOG 210 H Contemporary Social and Environmental Problems

49643  |  3 hrs  |  2-3:20 p.m. MF  |  Location TBD  |  Colin Thorn

The focus of the course is upon the developing world where social pressures and environmental issues are more directly and immediately entwined than they are in the first world. There will be no consideration of European and/or North American environmental issues, except en passant for comparative purposes. After a brief review of selected fundamental topics such as scientific approaches, environmental perspectives, and demography, the bulk of the course will be directed at the human impact on vegetation, soil, water, and the atmosphere. In turn, the impact of environmental change on social issues in the developing world will be examined. The kind of topics to be considered include: deforestation for fuelwood, slash and burn agriculture, soil erosion, land degradation, irrigation, the human impact on major lakes and rivers, and urban air pollution.

The course format will be two weekly meetings of 75 minutes (2 p.m. on MF). Each meeting will begin with a short 'lecture' (20-30 minutes) which will serve to introduce a topic for discussion. The remainder of the meeting will be devoted to discussion. There will be no course textbook, instead there will be an assigned article from a scholarly journal to read prior to each meeting. Short written summaries may be required in class on some occasions.

Grading will be based on one in-class midterm essay examination (20%) after the introductory section, two 5-6 page research papers on different topics (30% each), and class participation (20%). The essay topics will be constrained, but only very generally. One will be devoted to a developing world rural topic, the other to a developing world urban topic. They will be required to be focused in two different continents. Students will be able to select social or environmental topics, or interaction between the two elements.

INSTRUCTOR: Colin Thorn has taught on campus for nearly thirty years. During that period he has taught Honors and Discovery courses many times and has been on the 'Incomplete List...' several times. His research is focused upon sub-arctic and alpine (mountain) landscapes with field experience in all of the Scandinavian countries (except Denmark), northern Canada, the Rocky Mountains, Alaska, and Nepal. He also regularly teaches classes that address environmental issues in the developing world and environmental ethics and philosophy. He has traveled in several parts of the developing world including Uzbekistan, India, Egypt, Nepal, Costa Rica, and lived in Zambia. He also devotes research time to exploration of theoretical issues in geomorphology (the discipline of landform and landscape development).


HIST 295 A Memory and the Construction of Identity and Culture

43871  |  3 hrs  |  1-3:20 p.m. TU  |  212 Honors House  |  Lillian Hoddeson

Memory is fundamental to the construction of identity, indeed of culture itself. Without memory, knowledge cannot extend over generations, even minutes. In a time when scholars are pursuing links between collective and individual trauma, or the relationship between post-traumatic stress and the so-called recovered memories in studying events such as the holocaust or September 11, memory issues often take center stage. The subject has long been an active concern in different disciplines, including history, cognitive and neuro-psychology, medicine, computer science, literature, and a number of the arts. Only recently have a handful of scholars begun to offer interdisciplinary consideration to such topics as external memory (e.g., archives, museums, and monuments), computer memory, collective memory, nostalgia, the role of narrative in memory, memory distortions, extraordinary memory, forgetting, trauma, repressed memory, autobiographical memory, memory and the self, motor and performance memory, and the biology of human memory.

This course is designed as a participation-intensive seminar that offers undergraduates the opportunity to engage in interdisciplinary study and research involving memory. Most of the early classes will be devoted to discussing a particular memory theme based on assigned readings. Later classes will focus on student research, presented initially to classmates and possibly later to the attendees of an informal student memory conference open to the public. Class visits are planned from other faculty who work on memory in different disciplines.

Students will write a short essay on one of the readings and a longer paper on their research project. Their research project, on some question of memory that interests them (e.g., the formation of a "flashbulb memory" by an event such as September 11, or "repressed" memories of early trauma, perhaps created artificially through interview questions) will be the most time-consuming part of the student's course work. Students will be evaluated on the basis of their research project, presented in written and oral form, their shorter essay, and their engagement in class discussions.

INSTRUCTOR: Lillian Hoddeson, a Professor in the Department of History, began her career in theoretical physics, with a Ph.D. from Columbia University. In helping to create the Barnard-Columbia "History of Physics Laboratory" in the late 1960s, she discovered her passion for the history of science which she studied at Princeton with the historians of science Thomas S. Kuhn and Charles Gillispie. She has since worked full time in the history of science. She came to her present interest in memory partly through conducting hundreds of oral history interviews with leading scientists and partly through a recent study of cognitive psychology while holding an LAS Second Discipline award. She is the author or editor of seven books, the most recent a biography coauthored with Vicki Daitch, True Genius: The Life and Science of John Bardeen. Her awards include: Fellowship in the American Physical Society (1993); the Sally Hacker Prize for the best history of technology (1999); and a John Simon Guggenheim Memorial Fellowship (2000).


HIST 295 B Civil Liberties and Fears of Subversion in the post-WWI United States

30364  |  3 hrs  |  1-2:20 p.m. MW  |  186 Lincoln Hall |  Mark Leff

This Campus Honors Program seminar investigates the character of American political tolerance and freedom in times of crisis, through an intensive analysis of a series of case studies that contextualize today's civil liberties atmosphere: images of the American enemy in wartime; the Red Scare (1919-1920) after WWI; the incarceration of Japanese-Americans and other actions at odds with World War II reputation as The Freedom War; McCarthyism; and resentments generated by protest movements in the late 1960s. The post-9/11 so-called "war on terror" demands that we confront the issues of citizenship, subversion, civil liberties, and the imperatives of imposed political orthodoxy. Are "witch hunts" manipulated for political or economic gain, are they rational responses to real danger, or are they fundamentally "irrational"? Who are the victims and victimizers in assaults on subversive conspiracies, and how and why did the composition of these groups change during the 20th century? Who really has hated us for our freedoms? Attacks upon "outsiders" and unorthodox ideas raise these interpretive questions in a country that celebrates the principle of free debate.

This seminar offers a chance to "do" history, to develop a sense of historical context that gets beneath the surface of customary understandings. Contemporary events will be used to help frame historians' opposing interpretations of past "witch hunts" and a range of related primary sources, including a photocopied documents collection of public opinion polls, internal government memoranda, propaganda posters, Congressional hearings and speeches, and magazine articles. In addition to exploring these sources, members of the seminar will complete a number of short and medium-length reviews and essays staking out their positions on major issues of the course.

INSTRUCTOR: Mark H. Leff is a specialist in 20th-century U.S. political and social history. He joined the UIUC faculty in 1986, and offered earlier versions of this seminar in the Campus Honors Program, but what some have called the post-9/11 "war on civil liberties" has brought him back for more. A recipient of the Campus and LAS awards for excellence in undergraduate teaching, he was named the state's Professor of the Year by the Carnegie Foundation for the Advancement of Teaching in 1998. His research interests center on public policy questions, including one book on New Deal "symbolic politics" and another in progress on the "politics of sacrifice" in wartime.


LING 240 B Language and Human History

 40360  |  3 hrs  |  1-2:20 p.m. TUTH  |  111 Gregory Hall |  Hans Hock

Whose past is it? – The uses and misuses of linguistic prehistory and archaeology in national and group self-definition and in the exclusion of others. Special thematic focus is on the "Aryan" issue in Nazi ideology, in recent ideological movements of South Asia, and in the interpretation of the "Tarim Mummies" of Xinjiang. In the course of evaluating these issues, we will also discuss the question of scientific methodology and of the responsibility of historians, linguists, and archaeologists to address misuses of their results or deliberate misinterpretations that are intended to support nationalist and racist ideologies.

INSTRUCTOR: Hans Henrich Hock (Ph.D. Yale University) is Professor of Linguistics and Sanskrit and of the Classics and has been teaching at UIUC since 1967. His main research areas are historical and general linguistics with special focus on Sanskrit and Germanic. He did research on spoken Sanskrit in modern India (1980-81), was Fulbright Lecturer at Jawaharlal Nehru University, Delhi (Fall 1987), and an invited faculty member at the 1993 Linguistic Institute at Ohio State University. He has published, edited, and coedited six books, a large number of journal issues, and over ninety papers, reviews, etc. One of his major interests in recent years has been linguistic and textual evidence, as well as associated archaeological arguments, as regards the "Aryan" and Indus Civilization controversy in South Asia and the interpretation of the "Tarim Mummies" of Xinjiang. (He has published four papers on these issues and is working on several others.)


MATH 199 CHP Mathematics in Music and Art

47745  |  3 hrs  |  9-9:50 a.m. MWF  |  212 Honors House |  Graham Evans

This is a course on the connections of mathematics with music and art. We will explore harmony [and dissonance], temperaments, and counterpoint in music. Topics in art will include frieze designs, "wallpaper patterns" -- as used by M. C. Escher, and perspective. All of these topics are directly connected with mathematics and investigating them enriches our understanding of both sides of the connection. These topics will lead to a deeper understanding of symmetry in general. We will look around to find some nearby mathematical gems such as why the square root of two is irrational [which has a lot to do with music] and the bridal veil proof of the Pythagorean theorem [which has little to do with either art or music]. There will be ample opportunity to exhibit musical and artistic skills as well as mathematical ones.

 

INSTRUCTOR: E. Graham Evans, Jr. has been on the faculty of UIUC since the Fall of 1972. He has written dozens of articles and co-authored three books in the study of commutative rings and the solutions to polynomial equations. He won an Alfred P. Sloan Fellowship, which enabled him to study at the IHES in Paris in the academic year 1975-76. In the 1980's he developed and taught in-service mathematics teachers summer institutes in the mathematics department. These pioneered the use of personal computers in the mathematics classroom. He served on the Research Board of the university during the academic years '96-'97 and '97-'98. In the Fall of 1999 he assumed the position of Director of Undergraduate Programs in the Mathematics department. In 2002 he was awarded the Campus Honors Program Broadrick-Allen Award for Excellence in Honors Teaching. He is an amateur cellist and cook.


RHET 243 CHP Inter Expository Writing

32712  |  3 hrs  |  2-3:20 p.m. MW |  69 English Building |  Carol 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.


SOC 396 DS Immigrants in US Society: Explorations and Life Histories

31139  |  3 hrs  |  10:30-11:50 a.m. TUTH |  212 Honors House |  Dorothee Schneider

Immigration has been one of the hot topics in public policy in the past two decades and this class will provide an introduction to the politics, history and sociology of immigration, past and present. The syllabus will have three major parts: The "classic" immigrant story with its emphasis on abandoning one's culture of origin and re-making oneself into a citizen of the New World will be examined first. The "rags to riches" theme of upward mobility, so prominent in autobiographical and scholarly texts during the past eighty years, will be analyzed next. Immigrants and racial segregation in the mid-twentieth century and the emergence of an anti-immigrant movement in the United States today will be important themes in the second half of the semester. The class is designed for students of any level and all majors are welcome.

Because of its multi-disciplinary focus, the course readings will combine articles from scholarly journals and newspapers, fiction, sociology and history books. We will also use movies and I encourage students to use "new media" (web-sites, music) as well. Because the class will be conducted as a seminar/workshop students are expected to participate in the discussion consistently (preparation and participation will be 40% of the grade). There will be a couple of brief class examinations and students must research and write a biography paper which they will present to the class. Plenty of help and guidance will be offered on the research for this project.

The required readings will consist of core texts and selections from a readings packet for sale and on reserve in the library.

INSTRUCTOR: Dorothee Schneider has taught for the Campus Honors Program since 1999.  A historian by training and an immigrant herself, she has published articles and books on many aspects of U.W. immigration. She is currently finishing a book on the history of citizenship and immigration into the United States during the twentieth century. Occasionally she gives tours of Champaign-Urbana immigrant neighborhoods to CHP students which include food tastings.


THEA 199 CT Currents in Contemporary Theatre

35252  |  3 hrs  |  12-12:50 p.m. MWF |  3601 KCPA (AV Room) |  Tom 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 beginning of the twenty-first 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.

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 An Imaginary Invalid, Great Expectations, and Antigone. 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 Creativity and Discovery in Mathematics and the Sciences

31622  |  3 hrs  |  1:30-2:50 p.m. MW |  212 Honors House |  Julian Palmore

Creativity and discovery play a role in all fields of exploration. Our purpose is to explore in an interdisciplinary seminar creativity and discovery in mathematics and science. We will do this by using anecdotal material, direct experience, and theory.

The goal of this course is to provide campus honor students with an exciting opportunity to study and discuss in a seminar setting acts of creativity and discovery in several scientific disciplines and mathematics. Many fine references are available with anecdotal material and refined studies. For example, Jacques Hadamard's book "Psychology of Invention in the Mathematical Field" is a classic that provides much anecdotal material on the role of the subconscious in the creative process in mathematics. Another example is Lawrence Kubie's "Neurotic Distortion of the Creative Process" in which the author demonstrates that many instances of creativity in the past were hindered by personal behavior that interfered with the creative process.

Another surprising source on discovery and the scientific method in medicine and medical research is the book by John M. Barry "The Great Influenza." This book is a fascinating account of the events in medicine and medical research leading up to the 1918 Spanish influenza pandemic that took 50 to 100 million lives worldwide during a two-year period. It is of great importance now with the possibility of avian influenza (bird flu) mutating to the extent it can be transmitted human to human.

The approach will use case studies and other writings. For example, R. Helson wrote a paper comparing mathematicians at the Institute for Advanced Study ("the creative") with advanced mathematics graduate students at the University of California Berkeley ("the average").

We will explore methods of enhancing the creative process and ways in which professional mathematicians and scientists do this.

The seminar will meet twice weekly during the fall semester. There will be writing assignments and a final paper due by the end of the semester. Each student will be expected to read extensively and to participate actively in the seminar discussions. As a part of each student's participations short presentations on topics of interest will be encouraged. Grading will be based on each student's participation and writing.

A starting source for discussion of ideas is the following book -
"CREATIVITY: Flow and the psychology of discovery and invention" by Mihaly Csikszenttmihaly

Selected Readings for CHP 395 seminar "Creativity and discovery in mathematics and the sciences" will be taken from the following sources. Many of these selections will be available in class.

Christopher Alexander "Notes on the Synthesis of Form" (Harvard Paperbacks)
John M. Barry "The Great Influenza" and "Rising Tide"
James Gleick's books on Chaos and Feynman.
Jacques Hadamard "Psychology of Invention in the Mathematical Field" (Princeton/Dover)
Ravenna Helson "Creative Mathematicians and the Average PhD" (paper)
Andrew Hodges "Turing"
Lawrence Kubie "Neurotic Distortion of the Creative Process" and neurological references
Thomas Kuhn "The Structure of Scientific Revolutions"
Roger Penrose "The Emperor's New Mind"
Roger Penrose "Shadows of the Mind" (sequel)
Henri Poincare "Science and Method"
Simon Singh "Fermat's Enigma" and "The Code Book"
James Watson "The Double Helix"

INSTRUCTOR: Julian Palmore is a research mathematician who is Professor of Mathematics and director of ACDIS, the Program in Arms Control, Disarmament and International Security. He earned a Ph.D. in mathematics from the University of California, Berkeley, and a Ph.D. in astronomy and astrophysics from Yale University. His interests include discrete dynamical systems, celestial mechanics, chaotic dynamics, and differential equations. Since 1993 he has supervised successfully 10 mathematics Ph.D. graduate students in the field of nonlinear dynamics and chaos. One goal is to teach students how to do mathematical research at both the undergraduate and graduate levels and to increase their awareness of the synthesis of mathematics and the sciences. Another goal is to investigate the process of creativity.

He has taught in the Campus Honors Program since 2001-02. This course was preceded in the Campus Honors Program by "History of Mathematics, Physics and Astronomy." He developed and taught in fall semester 2006 MATH 367 on Mathematical Issues in National Security. In spring 2007 he taught a sequel "Mathematical Issues in National Security II" as MATH 490 open to graduate students. He is the North American editor of the international journal Defense & Security Analysis, published in the United Kingdom. He has served  for four years as a panelist for the National Science Foundation's graduate research fellowship program (NSFGRFP) and as a panelist for fellowships for the Department of Homeland Security (DHS) and the National Oceanic and Atmospheric Administration (NOAA).


CHP 395 B Thinking about the Holocaust

31625  |  3 hrs  |  1-3:20 p.m. TH |  212 Honors House |  Peter Fritzsche

This course will examine how twentieth-century intellectuals, writers, film-makers, and historians have tried to make sense of Nazism, the Third Reich, and the Holocaust in the last seventy-five years.  We will look at the nature of support National Socialism garnered in German society, the role of anti-Semitism in Germany and in Europe generally, and questions of complicity in the Holocaust.  What these topics circle around are basic models of how we comprehend why people do the things they do; the point is not to resolve the issues as much as it is to make the architecture or contours of the various explanations visible through close reading and close interpretation.  At the same time, the course will, by its nature, attempt to come to terms with the meaning of the Holocaust.  Finally, the course will examine how the Holocaust anchors global discourses on genocide.  To these ends, I will organize the course around single texts each in order to tease out the intentions and assumptions of the authors and the method of argument.  Students would be expected to (1) write four short (3-4pp), but formal "response" papers that engage a week's assignment. to (2) jointly with a partner from the class introduce one of the films we will be screening, to (3) participate in class discussions­ which are, of course, the heart of the course--and to (4) complete a modest research paper (8-10pp) which will examine how the Holocaust is embedded in a single cultural or political artifact and be shared with the class. Please have read Guenter Grass novel, "Crabwalk," for the first day of class.

INSTRUCTOR: Peter Fritzsche, a 1986 Ph.D. from the University of California, Berkeley, but an Illinois native, has been a professor in the Department of History at the University of Illinois since 1987.  He is the author of numerous books in German and European history including Reading Berlin 1900 (1996), Germans into Nazis (1998), Stranded in the Present: Modern Time and the Melancholy of History (2004), and Nietzsche and the Death of God (2006).  He is currently finishing a history of a Third Reich, Life and Death in the Third Reich (forthcoming with Harvard, 2008).  Fritzsche is a former Guggenheim and Humboldt fellow, and he is also a proud veteran of CHP, having taught courses with the program in the late 1980s and early 1990s.