Fall 2014 Courses

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ABE 199 CHP: Water in the Global Environment, Prasanta K. Kalita

55376  |  3:30 - 6:00 pm [CHANGED TWICE] |  THURSDAY [CHANGED TWICE]  |  ABE 204 [possible location change]  |  3 Hours

Water in the Global Environment" proposes to enhance students' understanding and appreciation of the impact water has globally, including various cultures around the world. Students will be encouraged to step outside their traditional thinking and become knowledgeable about how water availability and quality affect the day to day lives of people. Without water, or suitable water, cultural infrastructure is destined to fail. Water is arguably the most precious resource in the world, and the fact that it is non-renewable provides additional value that students will become well versed in. Water quality and its impact on global environment will be explicitly covered. Students develop in-depth analyses of case studies, which will examine the historical and current water-related issues and the solutions utilized to tackle the issues in various parts of the world (i.e., Africa, Asia, Europe, Latin America, Middle East, South America, USA). This course's goal is to not only educate students on one of the most important and critical areas of concern in the world today, but to motivate them to use enhanced knowledge to make an impact both locally and globally.

***Physical Sciences and Non-Western gen ed credits has both been granted by all Colleges for this course***

Instructor: Prasanta Kalita is a professor and division leader of the soil and water resources engineering program in Agricultural and Biological Engineering and an assistant dean of research in the College of ACES. His research focuses on hydrology, watershed quality, modeling erosion and sediment control, and he was recently honored at the 2013 American Society of Agricultural and Biological Engineers (ASABE) International Meeting as an ASABE Fellow.

*CANCELLED* ANSC 199 DK: Honors Biology of Reproduction, Darrel Kesler

62946  |  12:30 - 1:50 pm  |  MW  |  212 Honors House  |  3 Hours

This lecture/discussion course will explore the fundamentals of the biology of reproduction. A comparative approach will be utilized in the course and although emphasis will be placed on mammals, including the human animal, amphibians, reptiles, birds, and other species will be covered as well. Topics will include the ecology, endocrinology, and evolution, sexual differentiation, dimorphism, and diversity, menstrual and estrous cycles, sexual behavior and mating systems, pathways to parturition, periodicity of fertility and dysfunctions, and reproductive inhibition (contraception) and enhancement technologies including, but not limited to, nuclear transfer (cloning), same sex procreation, and IVF. This course will provide consequential understanding to one's own sexual biology and it will improve one's ability to think at a higher-level (including creative, critical, analogical, and systemic thinking). There will be no laboratories in the class.

**Life Sciences gen ed credit has been granted by all Colleges for this course.**

Instructor: Darrel J. Kesler, Ph.D., Professor Emeritus. Professor Kesler has taught courses on reproductive biology, biotechnology, and bioethical issues 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). 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, Belize, 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.

*CANCELLED* ARCH 199 CHP: Experiencing Architecture, James Warfield

36839  |  3:30 - 5:20 pm  |  TR  |  TBA  |  3 Hours

See some pictures from James Warfield's previous ARCH 199 and CHP 395 classes here!

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 firsthand. 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.

***This course has not been petitioned for general education credit this term.***

Instructor: James P. Warfield, ACSA Distinguished Professor in Architecture Emeritus, 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. He writes "The Warfield Column" in the quarterly Chinese journal Heritage Architecture and is an Advisory Professor at Tongji University in Shanghai. His "Archives of Vernacular Architecture" (www.jameswarfield.us) are housed at Tongji University, as well.

ARTD 209 JGA: Chado, (the Way of Tea), Jennifer Gunji-Ballsrud

54029  |  1:00 - 3:40 pm  |  W  |  Japan House  |  3 Hours

The main focus of this course is the exploration of how the Way of Tea can be applied to each different discipline as well as to one's everyday life. Through the study of the Way of Tea and the Zen worldview, it is hoped that students will acquire a better understanding of Japanese culture and also come to see their own culture in a new light.

Education Outcomes
Acquire knowledge of Japanese arts and culture
Become familiar with Japanese traditions and customs
Apply Japanese aesthetics, theories, and philosophies to one's own disciplinary area
Gain new perspectives, enriching one's life to grow into a well-rounded human being

In this course, the study of Zen aesthetics and philosophy, as well as special rituals and equipment for serving a bowl of tea will be introduced. Serving a bowl of tea is an ordinary act, yet in the tea ceremony this very ordinary act has been elevated into an extraordinary art form. When one wishes to serve a bowl of tea in the sincerest and the most pleasant manner, one has to pay detailed attention to each movement, and the recipient is to enjoy a bowl of tea not only with the palate but also with all other senses. Thus, both host and guest can enrich life through a bowl of tea. Through this course experience, it is hoped that students realize that any simple and ordinary act can be extraordinary and can contribute to their success in all human endeavors. One of the most important objectives of this course is to learn what it means to be a fine human being.

This has been granted for General Education credit for non-western credits.*

Instructor: Jennifer Gunji-Ballsrud is an associate professor and the former program chair of graphic design program of the School of Art and Design. She was an art director and one of the originators of Ninth Letter Literary and Arts Journal and website which has been graced with design awards from the AIGA, SPD, UCDA, TDC and from the Red Dot International Design. Her design work has been published in Print magazine, How, Step Inside Design, 365: AIGA Design Annual, Creative Quarterly and many others. She has been studying the Urasenke Way of Tea since 1990 under various teachers. She has earned the Wakindate level as an intermediate student in the Urasenke Foundation. She has been teaching university courses for Japan House for the past 7 years. For the last 3 years, she has been the full-time Director of Japan House.

ART 199 GDC: Experiments in Painting and Collage, Glen Davies

31410  |  12:30 - 2:20 pm  |  TR  |  Flagg 123  |  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. Art styles and genres relating to the course topics will be covered, along with discussions, demonstrations, slide shows, and a short paper. Four studio projects will encourage students to create paintings or sculptural forms using texture, found objects, and other collage processes and techniques. Some of these works will be exhibited in an art exhibition during the semester.

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.

**Literature and Art gen ed credit has been granted by all Colleges for this course.**

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.

*CANCELLED* ARTD 260 LRH: Basic Photography, Linda Robbennolt

61371  |  1:00-3:30 pm  |  MW  |  335 ADB  |  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.

***This course has not been petitioned for credit this term.***

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 and the Faculty Excellence in Teaching award for the College of FAA

ASTR 122 H: Stars & Galaxies, Athol Kemball

39750  |  9:00 am - 9:50 am  |  MWF  |  Astro 134  |  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.

*This course has been granted 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.

BADM 199 CHP: Business as a Force in American Society, B. Joseph White

53818  |  9:30-10:50 am  |  MW  |  3063 BIF  |  3 Hours

Business is comprised of companies, industries, and the privately owned commercial sector of the American economy. Business is a major institution and powerful force in American society. It accounts for about 70% of the U.S. economy and is the source of employment, compensation and benefits and meaningful work for tens of millions of employed citizens. Business provides the goods and services that underpin the American standard of living.

With business's benefits come many consequences. The American form of capitalism is relatively hard-edged and offers exceptional personal opportunity for high achievement and wealth creation. It also entails job insecurity, income inequality, and environmental strain. Healthy pursuit of self-interest sometimes morphs into greed, entitlement and corruption.

Opinions run strong among Americans about business as an institution. Some love it, others hate it and many are ambivalent. Opinions wax and wane depending on the times and recent events.

The purpose of this course is to challenge and enable students in CHP to think about business in a holistic and analytical way and to develop opinions about business issues in a thoughtful, fact-based manner. The course will also help inform students' thinking about career choice. These goals will be accomplished by looking at business through several lenses, including descriptive, critical, artistic and practical.

The first six weeks of the course are devoted to conceptual material, company case studies and short lectures. The remainder of the course is devoted to sessions co-created by each student with guidance and feedback from Professor White. Students select a topic of interest from a menu, write a brief presentation prospectus, then develop and deliver a professional quality presentation.

Performance evaluation and grades in the course are based on participation, presentation and related paper, and final essay exam.

***Social Sciences gen ed credit has been granted by all Colleges for this course.***

Instructor: B. Joseph White is President Emeritus of the University of Illinois and James F. Towey Professor of Business and Leadership in the College of Business. He has served as a university president, dean of a leading business school, director or trustee of private sector companies and non-profit organizations, and an executive on both Main Street and Wall Street. He earned his bachelor's degree at Georgetown University, an M.B.A. at the Harvard Business School, and his Ph.D. at the University of Michigan. He is the author of many articles on business and a book, The Nature of Leadership.

CWL 395 BL: Literature and War, Nancy Blake

62933  |  11:00 am - 12:30 pm  |  MW  |  212 Honors House  |  3 Hours

How do humans imagine one of their most characteristic and most controversial activities: war? Do descriptions of aggression and of trauma define fundamental values for most human society? How do we interpret the gap between the official heroic virtues recognized by a people and the disillusionment experienced by individuals who have lived through the horrors of warfare? This course will consider some of the various depictions of battle chronologically, beginning with Homer's Illiad (8th C BC) and Sun Tzu's The Art of War (6th C BC) and ending with contemporary texts. We will also travel across cultures in an attempt to understand the uses, philosophical, imaginary and symbolic of conflict.

***Literature and Arts AND Western gen ed credits has both been granted by all Colleges for this course.***

Instructor: Nancy Blake is a professor of Comparative and World Literature, Cinema and Media Studies, Women and Gender Studies and an affiliate of the Unit for Criticism and Interpretive Theory and the Campus Honors Program. She is also a trained psychoanalyst who taught in France before joining the University of Illinois. She has regularly been recognized on the ICES list for courses taught for the Honors Program and for her undergraduate and graduate courses.

CMN 220 CHP: Communicating Public Policy, Grace Giorgio

54930  |  3:30 - 4:50 pm  |  TR  |  1027 Lincoln Hall  |  3 Hours

Place-making is a complex and contested practice with ramifications for our social, cultural, political and economic experiences. 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.

**Social Sciences has been granted by all Colleges for this course.***

*This course satisfies the ADVANCED COMP gen ed without petition.*

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. In 2013, Dr. Giorgio has been honored with the Chancellor's Undergraduate Teaching Award. 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 102 CHP: Microeconomic Principles, Paul Magelli

63021  |  2:00 - 3:20 pm  |  TR  |  312 David Kinley Hall  |  3 Hours

63592  |  4:00 - 5:20 pm  |  TR  |  222 David Kinley Hall  |  3 Hours

This course focuses on the fundamental concepts and analysis of microeconomics, including supply and demand, the price mechanism, costs and revenues, theories of the firm, market structures, factor and resource markets, market failure and the impact of government in promoting economic efficiency. The course examines economic decision-making by individuals and firms and encourages students to apply microeconomic tools to current economic policy problems and issues such as pollution, rent controls, farm subsidies and welfare policies.

Upon completion of the course, a student will:

  1. Have a strong foundation in the theory and concepts of microeconomics
  2. Make connections between real world and academic economics
  3. Understand the relationship between conceptual and pragmatic applications of economics to the economic behavior of the "representative" individual, product, firm, market, price, etc.
  4. Learn how to apply the tools of micro theory to policy problems and issues such as global warming, pollution, health care, and government subsidies.

*This has been granted for General Education credit for Social Sciences without a petition.* ++You will not recieve additional CHP credit for this course (or ECON 103), if you have had CHP ECON 101.++

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: CH2 Jane Austen & the Bronte Sisters: from novel to screen, John Frayne

51337  |  9:30 - 10:50 am  |  MW  |  212 Honors House  |  3 Hours

There has been a striking upsurge in film adaptations of the novels of Jane Austen in the 1990s, and Emily Bronte's Wuthering Heights and Charlotte Bronte's Jane Eyre have inspired a long series of adaptations for over half a century.

The process of adapting the printed word to the screen is not an easy one. The study of that process reveals some of the basic differences in these two media. Over the decades there has been a variety of visual styles used to capture the essence of the novels of Austen and the Bronte sisters. Such differences make fruitful subjects for the essays assigned in this course.

We will study adaptations of Austen's Pride and Prejudice, and Sense and Sensibility, as well as Emily Bronte's Wuthering Heights, and Charlotte Bronte's Jane Eyre. Other novels by these writers will be studied as time allows.

There will be individual reports in class, essays, and exams.

***Literature and Arts gen ed credit has been granted by all Colleges for this course. Western gen ed credit has been granted by all Colleges EXCEPT ENG for this course.***

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.

ENGL 199: CH1 Conspiracy Theory Narratives, James Hansen

40419  |  11:00 am - 12:20 pm  |  TR  |  212 Honors House  |  3 Hours

Our particular moment in history has been witness to a good deal of conspiracy theory. Nearly all of us have seen, read, and even speculated about the theories surrounding John F. Kennedy and the wave of political assassinations in the 1960s. More recently, of course, we've been privy to countless theories concerning terrorist conspiracies, government conspiracies, and corporate conspiracies. After all, we have grown quite accustomed to the assorted terms and expressions that accompany and inspire conspiracy theorists. But just where does spotting conspiracies devolve into full-scale paranoia? When are we correct about our suspicions and when have we gone too far? This course will explore these questions by tracing out a genealogy of literary texts that not only involve conspiracies but also the paranoid, hyper-alert experience that we might call conspiracy theorizing. By placing these texts in their respective historical contexts, we will also discuss how to become an informed, astute critical thinker without giving in to paranoia.

***Literature and Arts gen ed credit has been granted by all Colleges for this course. Western gen ed credit has been granted by all Colleges EXCEPT ENG for this course.***

Instructor: James Hansen recently won the Humanities Council Teaching Excellence Award from the University of Illinois, and he has regularly been on the University-wide list of "Teachers Ranked as Excellent" by their students. Over the years, his teaching has spanned a good deal of the literature of the nineteenth and twentieth centuries and has investigated a range of literary theoretical approaches. In additions to classes such as "Beckett's Late Theatre" and "The Gothic Tradition from Radcliffe to Gaiman," which relate directly to his research, James also taught undergraduate courses on conspiracy theory films and fiction, on the history of the graphic novel, and on filmmakers such as Alfred Hitchcock and Christopher Nolan.

HIST 295 A: Darwin & the Darwinian Revolution, Mark Micale

43871  |  2:00 - 3:20 pm  |  TR  |  212 Honors House  |  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.

***Historical and Philosophical Perpectives gen ed credit has been granted by all Colleges for this course.***

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 departmental and campus-wide teaching prizes, and in 2012-23 served as the U of I Distinguished Teacher-Scholar. He has taught three times before in the Campus Honors Program.

LING 240 B: Language in Human History, Hans Hock

40360  |  12:30-1:50 pm  |  TR  |  212 Campus Honors House  |  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.

*This course has been given 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 198/CS 199 G1H: Hypergraphics, George Francis

51385/56131  |  3:00-3:50 pm  |  MWF  |  TBA [as of April]  |  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 he/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. ***This course has not been petitioned for credit this term.***

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.

*CANCELLED* SOC 396 TL: Sociology Through Photography, Tim Liao

31139  |  2:00 - 3:20 pm  |  MW  |  212 Honors House  |  3 Hours

This course focuses on the understanding of sociological phenomena through the use of photography as a primary form of inquiry. The student is assumed to have had some general prior exposure to social science thinking by having preferably taken at least one social science course. The course offers a unique perspective on sociology by employing a means of investigation not yet commonly employed in sociological inquiry and by integrating the knowledge and techniques of photography with the purpose of sociological exploration. The course requirements include several photo assignments and a term paper with a sociological focus using photography. We will consider the possibility of doing a group project though students will write individual papers. We will also consider a group photo exhibition at the conclusion of the course.

Course Website: http://netfiles.uiuc.edu/tfliao/www/Soc396

*** Social Sciences gen ed credit has been granted by all Colleges for this course.***

Instructor: Tim Liao is Professor of Sociology & Statistics and served as the head of the Sociology Department 2004-2009. His research interests include historical/comparative sociology, collective memory, demography, and methodology. He is a former Deputy Editor of The Sociological Quarterly, (1992-2000), a former Editor of Sage's Quantitative Applications in the Social Sciences series, and Editor of Sociological Methodology. He served on the council of the ASA Methodology Section (1998-2001) and on the council of the North America Chinese Sociological Association (2000-2002). He has been on the editorial board of Sociological Methods & Research since 1994 and was on the editorial board of Sociological Methodology (2003-2006). He is Chair of the Methodology Section of the American Sociology Association (2009-2011).

THEA 199 CT: Currents in Contemporary Theatre, Tom Mitchell

35252  |  12:00 - 12:50 pm  |  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.

***Literature and Arts gen ed credit has been granted by all Colleges for this course.***

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 pm  |  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.

The course will be culminated with a four-day biocomplexity field experience in Yellowstone National Park (or other location), in which the geology and microbial ecology of Mammoth Hot Springs will be visited and investigated. This field aspect of the course is mandatory and will require an additional fee to cover the cost of the trip. The cost is partially subsidized by CHP and will be discussed in detail the first day of class.

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/396 B: College and the American Self, Bruce Michelson

31625/40536  |  3:30 - 4:50 pm  |  TR  |  Location will be changing this spring  |  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!

*This course (396 CHP) satisfies the requirements for General Education credit: Advanced Composition.*

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: Scientific Discovery and the Reinvention of Identity, Steve Levinson

55838  |  3:30 - 4:50 pm  |  MW  |  212 Honors House  |  3 Hours

It is widely thought that Science is concerned only with the physical world. Yet, for the last 80 years, significant effort has been devoted to adapting the principles and methods of the physical sciences to the life and social sciences. Although this work is in its early stages, it is already clear that Science can directly address such human concerns as the nature of mental and social reality. This course examines the origins, methodology, and implications of these developing mathematical theories. Although some familiarity with mathematics and physics is helpful, it is certainly not required. The course is primarily a history of ideas in which students of the humanities and social sciences are strongly encouraged to participate. Each class will consist of a short (20 minute) lecture followed by open discussion of the assigned readings. Course grades will be based on weekly one page essays on the assigned subject and a final research paper on any relevant topic.

Instructor: Stephen E. Levinson was born in New York City on September 27, 1944. He received the B.A. degree in Engineering Sciences from Harvard in 1966, and the MS. and Ph.D. degrees in Electrical Engineering from the University of Rhode Island, Kingston, Rhode Island in 1972 and 1974, respectively. From 1966-1969 he was a design engineer at Electric Boat Division of General Dynamics in Groton, Connecticut. From 1974-1976 he held a J. Willard Gibbs Instructorship in Computer Science at Yale University. In 1976, he joined the technical staff of Bell Laboratories in Murray Hill, NJ where he conducted research in the areas of speech recognition and understanding. In 1979 he was a visiting researcher at the NTT Musashino Electrical Communication Laboratory in Tokyo, Japan. In 1984, he held a visiting fellowship in the Engineering Department at Cambridge University. In 1990, Dr. Levinson became head of the Linguistics Research Department at AT&T Bell Laboratories where he directed research in Speech Synthesis, Speech Recognition and Spoken Language Translation. In 1997, he joined the Department of Electrical and Computer Engineering of the University of Illinois at Urbana-Champaign where he teaches courses in Speech and Language Processing and leads research projects in speech synthesis and automatic language acquisition. He is also a full-time faculty member of the Beckman Institute for Advanced Science and Technology where he serves as the head of the Artificial Intelligence group. Dr. Levinson is a member of the Association for Computing Machinery, a fellow of the Institute of Electrical and Electronic Engineers and a fellow of the Acoustical Society of America. He is a founding editor of the journal Computer Speech and Language and a former member and chair of the Industrial Advisory Board of the CAIP Center at Rutgers University. He is the author of more than 100 technical papers and holds seven patents. His book, published in 2005 by John Wiley and Sons, Ltd., is entitled "Mathematical Models for Speech Technology". Since joining the faculty at the University of Illinois, he has developed and taught four new courses: CAS587 (Memory and the Development of Culture and Identity), ECE/Ling594 (Mathematical Models of Language), ECE493/Math487 (Advanced Engineering Mathematics), and CS/MCB/Neur591 (Computational Brain Theory). His name has appeared on the "Incomplete List" in 2000, 2004, 2005, 2006, 2007.