CANCELLED AAS/RLST 291: Hinduism in the United States, Raj Pandharipande
59944/59945 | 2:00-3:20pm | TR | 212 Honors House | 3 Hours
The course is designed to introduce students to the historical, religious, and socio-cultural dimensions of Hinduism in the United States. In particular, we will examine the following questions: a) why Hinduism was brought to the US (motivations behind the migration of Hinduism to the US), b) how and why the religion has changed in the US (transformation of Hinduism in the US), c) what role(s) Hinduism plays in the "new homeland" (for the Hindu and non-Hindu population in the US), d) what strategies are adopted for the maintenance and transmission of Hinduism in the context of the socio-cultural milieu of the US, e) how Hinduism has impacted the majority culture in the US and India, and f) how the changes in the system are authenticated (the question of Authority and the mechanism of authentication of Hinduism) in the US. Embedded in the above themes will be discussions on the issues related to the family, Hindu and/or Indian identity, intergenerational tensions, the relationship of Hinduism with other religions in the US, and the global issues of religious diversity and interethnic dialogues. The course material will include selected texts, films, and videos. Students will be required to participate in group projects, and field trips. Suggested pre-requisites: Asian mythology (Religious studies 104), Introduction to Hinduism (Religious Studies 286) or equivalent. Familiarity of subject matter is preferred but not required; contact the instructor if there are any questions.
Instructor: Rajeshwari V. Pandharipande is Professor of Linguistics, Religious Studies, Sanskrit and Comparative Literature, Campus Honors Program at the University of Illinois at Urbana-Champaign. Professor Pandharipande holds two Ph.D. degrees--one in Sanskrit Literature, and the other in Linguistics. The primary focus of her research and teaching has been South Asian languages, Asian Mythology, Sociolinguistics, Sociolinguistic Methodology, Language of Religion, and Hinduism in India and in Diaspora. The three major languages of her research and teaching are Hindi, Marathi, and Sanskrit. She has coordinated the Hindi Program at UIUC (from 1986-2002) and taught Hindi and Hindi Literature at UUC and University of Chicago. She has published a textbook, Intermediate Hindi, Volumes I and II. (co-authored with Y. Kachru)1982, 1988. Motilal Banarsidass Publications, and her new text manuscript, Advanced Hindi (co-authored with Rajesh Kumar and Mithilesh Mishra) which is funded by the ACDS is in its final stages of completion. Professor Pandhripande has published a book of Hindi poetry, Never is a Long Time aur anya Kavitayen (A collection of Hindi poems) 1987. Banhatti Prakashan, Nagpur, India. Professor Pandharipande has published scholarly articles (over 70 in various scholarly journals, books, and encyclopedias and has delivered over 150 talks at the scholarly meetings. She was invited to teach Hindi Literature at the University of Chicago in 1999, and 2001. Additionally, she has published extensively on Marathi: (a) Marathi: A grammar of the Marathi Language. Routledge, London. 1997, (b) Sociolinguistic Dimensions of Marathi: Multilingualiam in Central India, Lincom, Germany,2003. She has guided research at M.A. and Ph.D. levels in Sociolinguistics, Sanskrit, and Hindi at UIUC. Her research on South Asian languages is embedded in her research on larger cultural/religious context of South Asia. She has published a book, The Eternal Self and the Cycle of Samsara: Introduction to Asian Mythology and Religion. 1990 (4 editions). Ginn Press, Massachusetts and, she is currently preparing the final version of the manuscript, Language of Religion in South Asia: theory and practice (accepted for publication by Macmillan-Palgrave ( London ). Professor Pandharipande received the title "University Scholar" by the Chancellor for her outstanding research at the University of Illinois, and Harriet and Charles Luckman. All Campus Distinguished Undergraduate Teaching Award, and William Prokasy Award for the outstanding excellence in undergraduate teaching at the College of Liberal Arts and Sciences at the University of Illinois at Urbana-Champaign. In 2008, Professor Pandharipande received the tile, "Distinguished University Scholar/Teacher for her outstanding achievement in research and Teaching. Professor Pandharipande's teaching at the CHP has been highly appreciated by her students.
AIS 199 A1: Introduction to American Indian Studies: American Indian Expressive Culture LeAnne Howe
53933 | 12:30-1:45 p.m. | TR | 1048 FLB | 3 Hours
This course focuses on various forms of cultural expression among American Indians and other indigenous peoples, including film, dance, theatre, visual art, and writing. Issues of performance and artistic practice will be of special concern, and the relationship between new and older forms of Indigenous expression will be highlighted. This course satisfies Historical & Philosophical perspective AND Cultural Studies: U.S. Minorities gen eds.
Instructor: LeAnne Howe is an enrolled citizen of the Choctaw Nation of Oklahoma. She writes fiction, poetry, screenplays, creative non-fiction, plays and scholarship that primarily deal with American Indian experiences. Her novels include Shell Shaker (2001) and Miko Kings: An American Indian Baseball Story (2007); her book of poetry is Evidence of Red (2005). Her short fiction has appeared in The Kenyon Review, Fiction International, Callaloo, Story, Yalobusha Review, Cimarron Review, and elsewhere, and has been translated in France, Italy, Germany, the Netherlands, and Denmark. She has held residencies at the MacDowell Colony, Virginia Center for the Creative Arts, Ragdale Writers Residency, and the Atlantic Center for the Arts. In 2010-2011 Howe received a Distinguished William J. Fulbright Scholarship and she lived in Amman, Jordan during the Arab Spring. She taught at the University of Jordan and researched a new novel -- Memoir of a Choctaw in the Arab Revolts -- set in 1913-1917, and the present. The story journeys from Allen, Oklahoma to Ottoman Beirut, to the Arab Revolt, to post-Ottoman Transjordan.
ANTH/GWS 262 1: Women's Lives, Alma Gottlieb
59593/59594 | 9:30-10:50 am | TR | 209A Davenport Hall | 3 Hours
*Why isn't Miss America ever fat? *Is menstruation everywhere viewed as a curse or handicap? *Why are some African girls eager to undergo "circumcision"? *Is childbirth seen universally as an illness to be medicated? *Is motherhood by definition a heterosexual experience? This course explores these and related questions, investigating how women around the world experience their bodies through the life cycle. We'll inquire how not only social roles but also images, uses, and meanings of the bodies that all women inhabit are shaped in deep, though often invisible, ways by culture. We do this by comparing women's experiences of their bodies in the contemporary U.S. with those of women elsewhere around the world. Through readings, films, guest speakers, and hands-on research and fieldwork exercises, the course introduces you to the gendered experience of the body as understood by cultural anthropology. Satisfies Social Sciences gen ed. READINGS: will include a selection of articles on e-reserve as well as the following books (tentative list): Karen Houppert, The Curse: Confronting the Last Unmentionable Taboo: Menstruation Susan Bordo, Unbearable Weight: Feminism, Western Culture, and the Body Colleen Ballerino Cohen, Richard Wilk, and Beverly Stoeltje, eds., Beauty Queens on the Global Stage Robbie Davis-Floyd and Carolyn Sargent, eds., Childbirth and Authoritative Knowledge Bettina Shell-Duncan and Ylva Hernlund, eds., Female "Circumcision": Culture, Controversy, and Change Ellen Lewin, Lesbian Mothers
Instructor: Professor Gottlieb is a cultural anthropologist specializing in gender issues and African studies. The author or editor of eight books and dozens of articles, she has recently served as president of the Society for Humanistic Anthropology. She has conducted long-term fieldwork in Côte d'Ivoire among the Beng and her current project focuses on Cape Verdeans of Jewish heritage. In her research and writings, Professor Gottlieb has explored a range of gendered body experiences cross-culturally, including menstruation, pregnancy, childbirth, and breastfeeding. Her first book, Blood Magic: The Anthropology of Menstruation, was listed as one of the "Best Anthropology Books of the Year" by Choice for 1988 and later won the "Most Enduring Edited Collection" award from the Council for the Anthropology of Reproduction, and she has published two books on infancy and parenting: A World of Babies: Imagined Childcare Guides for Seven Societies, and The Afterlife Is Where We Come from: The Culture of Infancy in West Africa. A new memoir of their time in Côte d'Ivoire, Braided Worlds (co-authored with her husband, UIUC creative writing professor, Philip Graham), is due out this summer. On our campus, courses taught by Professor Gottlieb are often listed in the campus listing of Teachers Ranked as Excellent by Their Students--including for the CHP course, ANTH 262H.
ARCH 199 CHP: Experiencing Architecture, James Warfield
36839 | 3:00-5:00 p.m. | TR | 315 Temple Buell Hall | 3 Hours
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. Note: Due to the nature of this course, in that the times depend on field trips, this class will vary in length between 1.5 hours to 2.5 hours. For this reason, please ignore the time listed in Timetable of 3:30. The class will begin at 3:00 and end any time between 4:30 and 6:00 pm, depending on the field trip during a particular session.
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/Culture, Kimiko Gunji
31434 | 1:00-3:40 p.m. | W | Japan House | 3 Hours
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. There is a $50.00 materials fee for this course. Satisfies Literature & Arts AND Cultural Studies: Non-western gen eds.
Instructor: Kimiko Gunji is an Associate Professor in the School of Art and Design and former 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, 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 GDC: Educating the Eye: Visual Metaphor & Personal Visual Language, Glen Davies
31410 | 11:30am-1:20pm | TR | 123 Flagg Hall | 3 Hours
In this course we will explore the use of materials, both traditional and unconventional, as a way of increasing the scope of our visual language. Just as the manipulation of paint and the exploration of its many properties helps to reveal something about ourselves and the world, combined materials, found objects and collaged sculptural forms provide another essential arena to examine. The choices we make in combining materials forces us to examine the many aspects of content and metaphor. These key concepts will be our focus here.
Instructor: Glen Davies attended the School of the Art Institute of Chicago, where he was influenced by the homegrown pop genre "imagism." This helped set the stage for his recurring art themes: spiritual conflict, grotesque figural fantasies and complex psycho-dramas. After spending time traveling with circuses and carnivals, Davies worked as a billboard artist and sign painter before opening a mural painting business. After completing a BFA at Drake University and an MFA in painting from the University of Illinois, Davies has divided his time between studio pursuits and a variety of alternative employments, including circus/carnival showpainter, sideshow banner artist, professional muralist, curator, and educator. Visiting artist and lecture duties have taken Davies to numerous colleges, universities and museums.
ARTS 260 LRH: Basic Photography, Linda Robbennolt
47531 | 1:00-3:40 pm | MW | 335 Art and Design Bldg. | 3 Hours
This course is an introduction to the foundation of all photographic processes through wet process (film/paper/darkroom) image making. Students will consider reciprocity through film exposure/chemical development and black and white silver printing. Although learning the process is interesting in itself, maximum benefit will go to those interested in exploring philosophical questions through physical process. The methodical process affords the perfect forum for meditations on the nature of light, its parallels, metaphors and meaning. Students will need a roll film camera of some sort (from a junk store box camera to medium format Hasselblad…) to begin collecting light. Course emphasis will be focused on the skills of wet process as they relate to larger questions (light, time, space). Students are expected to pay the lab fee required of all students taking a photography class. Needed materials will include a pinhole camera constructed in the first week of class (approximately $15.00), a film camera, supplies such as film, paper, film files. Class Requirements: -Mandatory attendance for all required classes and labs (some labs will be optional) -Personal lab time -Discussion in critique. -Journal of responses to additional readings and videos (online) -Final portfolio of 10 images chosen from various required assignments throughout the semester. Beginning the class with an 'A', students control their final grade by full participation in requirements, with the idea of declining balance for incomplete work, absence, lack of work ethic. The declining method balance allows the student to explore independently, take risks and learn for the pleasure of learning. Those who participate fully in readings, journal, labs, lectures and production will have earned the grade.
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 of Offenbach, Germany among others. Her work is published in textbooks on Photography, and her name has been consistently found in the "Incomplete List of Excellent Teachers" for 24 years at the University of Illinois. She has won numerous teaching awards, including Vice Chancellor's Teaching Scholar, the inaugural award for Faculty Excellence in Teaching in the school of Art and Design.
ASTR 122 H: Stars and Galaxies, Athol Kemball
39750 | 9:00-9:50 am | MWF | 134 Astronomy Building | 3 Hours
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 through research projects. Nighttime observation sessions are required. General Education credit: Physical Sciences and Quantitative Reasoning 2
Instructor: Athol J. Kemball is an Associate Professor in the Department of Astronomy and a member of the Institute for Advanced Computing Applications and Technologies (IACAT). His research involves the application of advanced computing in Astronomy, the late stages of stellar evolution, and gravitational lensing. He has also been involved in the development of large telescope projects in astronomy.
CMN 220 CHP: Communicating Public Policy: Our Cities/Ourselves, Grace Giorgio
54930 | 2:00-3:20 pm | MW | 212 Honors House | 3 Hours
Place-making is a complex and contested practice with ramifications for our social, cultural, political and economic experience. Drawing from the social science disciplines of history, geography and communication, CMN 220: Communicating Public Policy: Our Cities/Ourselves introduces students to how public policy, the decisions we make and how we communicate them, affects the places in which we live. Grounded in the theories and practice of argumentation, persuasive writing and debate, the course examines rural, urban, suburban communities as well as college towns, and how public policy–local, regional and federal–has contributed to the making of such communities. The course asks students to reflect on where they live, have lived and hope to live, while considering how their own expertise and interests can be brought to the public policy table of community development and enhancement. Thus, CMN 220 takes students out of familiar territory into new places, places they may not have considered as important or relevant to their lives, but as they will learn, are connected to their fields of study as well as to who they are and who they want to become. CMN 220 culminates in a public project of small group problem solving. Students will join together to tackle a problem facing a real community and write a public policy proposal and present it to the public via a podcast or other multimedia format of their choice. In this sense, the work done in this class extends beyond the classroom and into the public realm. This course satisfies the ADVANCED COMP and Social Sciences gen eds.
Instructor: Dr. Giorgio has been teaching in the Department of Communication since she arrived to campus as a graduate student in 1995. In 2001, she began teaching what was then called Speech Communication 220: Professional and Business Communication. In 2003, the course was retitled Communicating Public Policy to better reflect its public policy focus. The course was so successful that her students asked Dr. Giorgio to develop a 300-level version of the course, which she has successfully taught four times since the spring of 2007. Dr. Giorgio also teaches gender communication courses and is the course director of CMN 220 and CMN 111/112. She also manages her department's teaching internship. She serves on undergraduate distinction projects, oversees independent studies and internships. Her film production background has helped her guide students with making public projects such as videos, podcasts, and performance installations.
ECON 101 1, Introduction to Economics, Paul Magelli
30006 | 11:00-12:50 pm | TR | 4001 BIF | 4 Hours
The field of economics in general terms has two distinct areas of study: Microeconomics and Macroeconomics. This course will focus on Microeconomics which exams the "smaller"–individual consumers and producers and how they make demand and supply decisions under market conditions varying from competition to monopoly. As an Honors course, additional attention will be given to "the science of the start-up"–the process that individuals who start their own business. This course satisfies the requirements for General Education credit: Social Sciences.
Instructor: Paul Magelli as Scholar-in-Residence at the Ewing M. Kauffman Foundation, Kansas City, Missouri advises the Foundation on the development and implementation of initiatives to advance entrepreneurship training and knowledge, including efforts at American colleges and universities. He is the founder and executive director of Illinois Business Consulting (IBC) at the University of Illinois at Urbana-Champaign. Previously, Magelli held a number of positions at the University of Illinois, including assistant dean of the MBA program, assistant and associate dean of the College of Arts and Sciences, and associate dean and director of budgets. He has also been dean of the Fairmount College of Liberal Arts and Sciences at Wichita State University, vice president for academic affairs at Drake University, president of Metropolitan State College of Denver, and president of Parkland College in Champaign, Ill. At Illinois, he authored the competitive proposal that won a grant of $5 million to create the Academy for Entrepreneurial Leadership. He developed and teaches a course in the Foundations of Entrepreneurship and continues to teach macroeconomics (from time to time). Magelli earned bachelor's, master's and Ph.D. degrees in economics from the University of Illinois and holds an honorary Doctor of Law, honoris causa, from the University of Bristol, U.K., where he helped establish the Bristol Enterprise Centre. He has been a Ford Foundation Fellow and has served as president of the National Council of Colleges of Arts and Sciences.
ENGL 199 CH1: Charles Dickens: From Novel to Screen, John Frayne
40419 | 10:00-11:50am | MW | 212 Honors House | 3 Hours
This year marks the 200th anniversary of the birth of Charles Dickens, whose outstanding reputation as a novelist, after two centuries, is secure. The novels of Charles Dickens have been favorite sources for adaptation to films, and over the 20th Century the number of Dickens films runs into the hundreds. Dickens' novels have sure-fire potentialities for cinematic treatment: melodramatic plots, an array of unforgettable major, and especially, minor characters, lots of sentiment, and evidence of Dickens' passions as a social reformer. The pictorial, almost documentary qualities of Dickens' novels have been widely noted. Dickens in his fiction created one of the first compelling images of a modern metropolis...teeming, smoky, foggy London, and film directors such as David Lean have captured that atmosphere with varying degrees of success. The Dickens films to be studied will range from classic Hollywood films of the 1930s to the post-World War II British Dickens revival, and to the more recent TV serial versions. In this course we will examine the process by which Dickens' prose is transformed into screen images. We will study screen adaptations of some of Dickens best known works such as Oliver Twist, David Copperfield, and Great Expectations, and other works as time allows. There will be student reports, a test after each novel, and essays on various aspects of the adaptive process, as well as a final exam. This course satisfies Literature and Arts AND Cultural Studies: Western gen eds. For the COLLEGE OF ENGINEERING, this course satisfies Literature and Arts only.
Instructor: : John Frayne has taught literature, film and opera courses in the English Department for over four decades. A life-long music lover and record collector, he has been an opera host at WILL-FM since 1985, and a music critic of the C-U News Gazette for over 20 years. He has successfully taught "Literature and Opera" as a Campus Honors Course several times.
FR 195 CHP: The French Intellectual Tradition, Emile Talbot
58097 | 3:30-4:50 p.m. | TR | 212 Honors House | 3 Hours
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 of 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 three 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 philosophy based on what we know about the human condition leads to a seminal theory of freedom, while his representation of anti-Semitism brings us to the realization that much of our knowledge of the other is a construction of the thinking self; Beauvoir, aligning herself on existentialist thought, proposes a different way of knowing womanhood. While providing a solid understanding of the French intellectual tradition and discussing a number of its major themes, we will have explored a basic question: How certain can we be of what we know and does it matter? General Education credit: Historical & Philosophical Perspectives
Instructor: Professor Emile Talbot, who received his doctorate from Brown University, has extensive experience in teaching French culture. He has published widely in this area in the United States, Canada, the UK, France, Germany, 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 a former editor of the interdisciplinary journal, Québec Studies.
HIST 295 A: Darwin & the Darwinian Revolution, Mark Micale
43871 | 1:00-2:20 p.m. | MW | 222 DKH | 3 Hours
It is universally acknowledged today that the ideas of Charles Darwin initiated one of the most profound and provocative transformations in all of human thought, science, and culture. This is an Honors seminar about the intellectual origins, scientific content, and social, cultural, and religious impacts of Darwinian evolutionary theory in the nineteenth and twentieth centuries. Our core subject will be Darwin's life, work, and world. The course also provides a historical case study in the development and diffusion of radical scientific ideas and explores the origins of the most successful and comprehensive theory in the contemporary life sciences. We will study Darwin and several other scientists of the Victorian age, followed by an examination of their influence on such diverse cultural fields as politics, philosophy, social theory, literature, gender relations, and international affairs, as well as religion. This is a new course being taught in the Honors Program for the first time. Satisfies Historical & Philosophical gen ed credit.
Instructor: Mark S. Micale is Professor in the Department of History, where he specializes in modern European history, cultural and intellectual history, and the history of science and medicine. After completing graduate school at Yale in 1987, he taught at the University of Manchester in Britain and then joined the U of I community in 2000. He is the author of several books dealing with the history of medicine, especially psychiatry and psychoanalysis, and modern France. Micale has won a number of teaching prizes, including the Campus Award for Excellence in Undergraduate Faculty Teaching in 2005. He has taught twice before in the Campus Honors Program.
HIST 295 B: Immigrants, Emigrants, and New Americans, Dorothee Schneider
30364 | 12:30-1:50 p.m. | TR | 212 Honors House | 3 Hours
The course will examine migration into the United States from abroad from a variety of perspectives: social, political, cultural and historical. The class will adopt a chronological and thematic focus examining different ways of understanding immigration and immigrants from the mid-nineteenth century to the 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. Students will be required to read a variety of texts from classic historical accounts, to novels, autobiographies and community studies. Films will also be shown in this class. Class discussion will focus on these texts as well as on the students' projects. In addition to two in-class examinations and a movie review, students will write an immigrant biography or autobiography. The project must focus on an acquaintance or family member rather than on a "famous" immigrant. Web-based and library research, interviews, pictures and other primary source research will be part of the project. It is expected that students consult with me at least twice on their project also due at that point. This course satisfies Historical & Philosophical Perspectives AND Cultural Studies: Western gen ed credit.
Instructor: Dorothee Schneider is a historian affiliated with the Department of History as a lecturer where she teaches classes in 19th and 20th century U.S. social and immigration history. She is the author of "Trade Unions and Community: The German Working Class of New York City, 1870-1900" (1994) and numerous articles on historical and contemporary U.S. immigration and naturalization. Her new book, "Crossing Borders: Migration and Citizenship in the 20th Century United States" was published by Harvard University Press in the Spring of 2011. She has taught for the Campus Honors Program since the Fall of 1999.
LAS 199 CHP: Spaceflight, Julian Palmore
33321 | 9:30-10:50 a.m | TR | 212 Honors House | 3 Hours
The course will explore the current state of human spaceflight, starting from the early days of Tsiolkovsky and Goddard to the later years of the American Rocket Society and the German VfR prior to World War II to the Mercury, Gemini and Apollo programs during the 1960s and 1970s and the Space Shuttle - International Space Station developments since 1980. We will study the mathematics, physics, astronomy, chemistry and physiology of human spaceflight.
Instructor: Julian Palmore is professor of mathematics at Illinois and teaches courses in differential equations and probability. He studied physics at Cornell University and after graduating and commissioning he was assigned to the director's office of Wernher von Braun at NASA's Marshall Space Flight Center in Huntsville, Alabama. His first published paper was "Lunar Impact Probe" in the American Rocket Society Journal in 1961. At NASA he worked with Ernst Stuhlinger on systems analysis of ion rockets and participated in the Apollo program and later as a test engineer on the first stage the Saturn V launch vehicle. He left NASA in 1964 to attend graduate school at Princeton University in aeronautical engineering. He studied astronomy at Yale University, specializing in celestial mechanics, and returned to Princeton as a visiting fellow. He studied mathematics at the University of California Berkeley. In his career he has solved problems of rocket flight, celestial mechanics and spaceflight.
LING 240 B: Language in Human History, Hans Hock
40360 | 1:00-2:20pm | TR | 325 DKH | 3 Hours
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. We will focus especially on the "Aryan" issue in three contexts – Nazi ideology, current ideological movements in South Asia, and ideological interpretations of the "Tarim Mummies" of Xinjiang. In the course of evaluating these issues, we will discuss the question of scientific methodology and the responsibility of historians, linguists, and archaeologists to address misuses or deliberate misinterpretations of their results by nationalist and racist ideological movements. General Education credit: Historical & Philosophical Perspectives
Instructor: Hans Henrich Hock (Ph.D. Yale University) is Professor Emeritus 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 a Fellow in the Institute of Advanced Study at the same University (Spring 2010). He has published, edited, and coedited six books, a large number of journal issues, and about 100 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, Graham Evans
47745 | 9:00-9:50 a.m. | MWF | 212 Honors House | 3 Hours
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. General Education credit: Quantitative Reasoning 1 except for College of Media students (does not satisfy a gen ed for Media students).
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. He held this position until he retired in 2004. In 2002 he was awarded the Campus Honors Program Broadrick-Allen Award for Excellence in Honors Teaching. He is an amateur cellist and cook.
MATH 198/ CS 199 G1H: Hypergraphics , George Francis
51385/56131 | 3:00-3:50 pm | MWF | 102 Altgeld Hall | 3 Hours
This lab/tutorial course is an introduction to mathematical visualization with computer graphics. For example, students learn how to build, place, move and deform objects in 3 and 4 dimensional Euclidean and non-Euclidean spaces. Lessons on chaos, fractals, strange attractors, and other exotica illustrate the idea of a dynamical system which students will meet (or already have met) in their math, science, or engineering courses. The course welcomes all motivated students whether they are total novices in graphics programming, experts in OpenGL, or something in between. There are no prerequisites beyond a lively interest in exploring mathematical ideas with real-time interactive computer animation. Required work is carefully tailored to the interest and experience of the individual student, and pitched just above what the student thinks she is capable of. Each student will complete a project whose proposed content and difficulty is negotiable. Initially, programming novices will work with VPython (Google it) to get a feel for a graphics oriented computer language. They will then be exposed to other graphics languages (Java and C++) for comparison. Students will have the opportunity to learn LaTeX with graphics, if they wish. Intermediate programmers may advance through the syllabus at their own, accelerated pace. Expert programmers are encouraged to develop a substantial research plan early on. All students complete several minor and one major project. Grades are based, non-competitively, on the timely completion of the contracted semester project. Please see http://new.math.uiuc.edu/math198.
Instructor: George Francis received his Ph.D. from the University of Michigan in 1967 and joined the UIUC faculty in 1968. His research papers are in low-dimensional topology, geometry, analysis, statistics, and control theory. In addition to courses in these fields, he has taught logic, mathematical biology, and catastrophe theory. Professor Francis' work on descriptive topology, The Topological Picturebook (1987), has been translated into Japanese and Russian, a paperback edition appeared in 2006. He is professor in the Campus Honors Faculty, and in the Beckman Institute, where he works in the CUBE/CAVE/CANVAS virtual environments of the Integrated Systems.
THEA 199 CT: Currents in Contemporary Theatre, Tom Mitchell
35252 | 12:00-12:50 p.m. | MWF | 3601 KCPA | 3 Hours
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. General Education credit: Literature & Arts.
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: Biocomplexity, Bruce Fouke
31622 | 3:30-4:50 p.m. | TR | 3410 IGB | 3 Hours
A progressive new integration of the natural and life 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 Life-Earth 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, animals and microorganisms. Two primary biocomplexity themes will be explored during the semester, followed by an intensive field experience in Yellowstone 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. We will then look at the ancient fossil record of microbes on earth, which is directly linked to the search for extraterrestrial 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. This second 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 a four-day biocomplexity field experience in Yellowstone National Park, in which the geology and microbial ecology of Mammoth Hot Springs will be visited and investigated.
Instructor: Bruce W. Fouke, Ph.D., is a Professor in the Department of Geology (http://www.geology.uiuc.edu/~fouke/) the Department of Microbiology (http://mcb.illinois.edu/faculty/profile/1186) and the Institute for Genomic Biology (http://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) composition and bioenergy consequences of the deep subsurface microbial biosphere in Illinois, Canada and Alaska. 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. He currently serves on science panels at the National Science Foundation, the Department of Energy and NASA.
CHP 395 B/CHP 396 B: College and the American Self, Bruce Michelson
31625/40536 | 3:30-4:50 p.m. | MW | 212 Honors House | 3 Hours
(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.
CHP 395 C: Bioethical Issues, Darrel Kesler
55838 | 12:00-1:50pm | MW | 212 Honors House | 3 Hours
A discussion-based course/seminar designed to introduce students to the ethical issues and implications associated with biological sciences. For the purpose of this course bioethics will be defined in the broadest sense. Topics will range from biomedical research and therapies, health care, biotechnology and commerce and the political arena, discrimination and eugenics, etc. The course will improve student's ability to defend an ethical position with intellectual wisdom and reasoning. The course is designed not only for students in life and biomedical sciences, but for students with a general interest in the life sciences.
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.