Spring 2007 Courses

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AAS 291 RP/RLST 291 RP: Hinduism in the United States, Rajeshwari V. Pandharipande

46097/46126  |  9-10:20 a.m.  |  MW  |  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 65) 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. 2003. Lincom. Munich , Germany , and (c) Prarambhik Marathi . An Intensive Marathi Course book (Manuscript). Funded by ACDS, UIUC 2002. 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 ). Currently she is working on the research project on, "Transformation and Authentication of Hinduism: Language of Religion in US Diaspora" for which she is awarded a senior Associateship at the Center fro Advanced Study at the University of Illinois at Urbana-Champaign.

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. Professor Pandharipande's teaching at the CHP has been highly appreciated by her students.

ANSC 331/IB 331: Biology of Reproduction, Darrel Kesler

212 Honors House | 4 Hours | 40429 — BL1 |  12-1:20 p.m. (lect) |  MW | 40437 — BB1 (lab) (arranged)


This course is a study of the basic principles of reproduction of domestic and non-domestic animals as well as humans, including biotechnological methods of reproductive control, genetic and embryo manipulation, and cloning. Some of the greatest recent advances in life sciences have occurred within reproductive biology. This course will not only focus on the basic principles of reproduction, but also on the legal, social, and ethical aspects of these revolutionary advances. The laboratories will meet outside of lecture time at arranged times and may be modified for the students enrolled in the class. This course will be taught using a stimulated learning pedagogy that will stimulate higher-level thought.

INSTRUCTOR: Professor Kesler has taught courses on reproductive biology and biotechnology for 29 years at the University of Illinois. 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, and Korea. Dr. Kesler was also awarded the Thorn BioScience Award for Outstanding Accomplishment in the Veterinary Field by the Controlled Release Society and the Paul A. Funk Award for Outstanding Achievement and Major Contributions to the Betterment of Agriculture, Natural Resources, and Human Systems.


ANTH 180 AL: The Archaeology of Death, Helaine Silverman

46439 |  3-3:50 p.m. |  MWF |  113 Davenport |  3 Hours


"The Archaeology of Death" takes a very broad view of archaeology. Anth 180 "excavates" the human understanding and celebration/commemoration of death worldwide and from ancient to modern times by means of case studies. Death is the greatest of the life crises and since time immemorial all human societies have devised ways to cope with and explain it. Cultural responses to death are highly varied and tightly patterned. For instance, ancient people of Peru's desert south coast wrapped their dead in bundles of textiles. Ancient Egyptians believed in a good afterlife. Indic kings in nineteenth century Bali went to the otherworld on a fiery prye with as many of their wives as could be convinced to leap into the fire. The Victorian Period in England was an era of funerary excess. Mortuary customs in the U.S. today are restrained and modest. Anthropologists and archaeologists take a keen professional interest in mortuary customs because of the information this culture-specific behavior can provide about the living society.

In this course we read the beautiful SPOON RIVER ANTHOLOGY by Edgar Lee Masters; its action takes place in the cemeteries and towns along the Spoon River of west-central Illinois. We also read Thomas Lynch's best-seller THE UNDERTAKING. LIFE STUDIES FROM THE DISMAL TRADE. Other readings (on e-reserve) are brief articles ranging from the death and funeral of Princess Diana and Elvis Presley to cannibalism in ancient and modern times. We watch and critique six movies ("Truly, Deeply, Madly", "The Loved One", "The Funeral", "Death Takes a Holiday/Meet Joe Black", "My Girl," "Soylent Green"), which range from comedic to tragic to frightening. We conduct a project at Mt. Hope Cemetery on the south side of campus for which the students must be able to spend a Saturday morning in the spring at the cemetery (APRIL 7 if no rain; otherwise APRIL 14 -- in exchange for this time there is session release on March 26, March 30, April 11). Students write a "Last Will and Testament." Other assignments are an analysis of one episode of the HBO series "Six Feet Under" (your choice of episode) and a brief report on your family's death practices. Students also conceive of a memorial and present it in class. These assignments are spaced out throughout the semester. There are no exams.

I would like to take the students to the Museum of Funeral Customs in Springfield on Saturday, April 28 if all or the vast majority of students agree. If transportation can be arranged, we would leave campus at 8:30 a.m., visit the museum from 10-noon, and be back before 2 p.m. In exchange for this time there would be session release on April 30 and May 2.

If students have questions about this course, please contact Helaine Silverman at helaine@uiuc.edu

INSTRUCTOR: Dr. Helaine Silverman (Department of Anthropology) is an archaeologist who conducted many years of fieldwork in Peru. Her current research addresses the fascination ancient civilizations hold for the general public and the role archaeology plays in countries with monumental pasts in terms of national identity and tourism. In May 2005 she led the CHP study tour to Peru. She has appeared on the "Incomplete List of Excellent Teachers" many times, including for CHP courses, and has won the Anthropology Department's awards for Outstanding Undergraduate and Graduate Teacher. She has written four books and numerous articles, and edited six volumes. Among the latter is THE SPACE AND PLACE OF DEATH. In it she discusses contemporary cemeteries in Lima, Peru as a reflection of Peruvian history and issues of social identity. She is also interested in memorials worldwide. On campus she is Co-Director of the Collaborative for Cultural Heritage and Museum Practices.


ARCH 199 CHP: Exploring the Built Environment, Kevin Hinders

44263 |  3-4:50 p.m. |  TUTH |  300 Architecture |  3 Hours


This course seeks to introduce students to the role of architect in the creation of the built environment. The course has three interactive areas: site visits to selected structures and spaces; readings from Italo Calvino's Invisible Cities ; and creative spatial design which allows students to explore the process of creating and translating while interpreting the Calvino text in a design studio setting.

This course is planned for non-majors interested in the built environment. The class will meet twice a week. The first class period will be a visit to a work or works of Architecture on or around the UIUC campus and surrounding area. Visits will address a variety of issues as they affect the design process. These issues inevitably determine architectural form. They include such varied phenomena as structure, cultural values, traditions, innovations and mechanical systems, to name a few. The second class period each week will involve analysis and creative design. The site visits and Invisible Cities will form the basis for seminar discussions. Students will then create an interpretation of a portion of the Calvino text. This will allow for exploration into the creative, synthesis process.

INSTRUCTOR: Kevin J. Hinders, Associate Professor in Architecture has taught at the University of Illinois since 1990. He has taught at every level in the graduate and undergraduate design studio curriculum. He is the Director of the School of Architecture Rome Study Abroad Program and is a NCSA/UIUC Fellow this year. He is a practicing Architect and Principle at PREPA.R.E., Inc. His research interests are in urban design and digital technology and the design process.


ART 199 DM1: Learning the Language of Products, Deana McDonagh

30369 |  1-3:40 p.m. |  M |  229 Art and Design |  3 Hours

Our environment is filled with products. Some we choose, some we use and some are used on us. Products can be wholly functional, decorative or symbolic. We form a complex network of relationships with the products that surround us. Such relationships are determined by the social context in which those products exist. Products speak to us in a variety of ways to enable us to form these relationships. Many of these relationships are in the emotional domain. Product language is rich in meaning, metaphor, syntax and associations.

The products we use also convey messages about use and we use them as signifers of status, lifestyle, character and aspiration. Thus denoting our location in the multiplicity of social groups, subcultures and tribes.

This course develops an awareness of product language and the multiplicity of relationships between people and the objects that surround them. It is intended that this novel course will be thought provoking, challenging and enjoyable. It will examine product relationships using a variety of action-orientated research methods. Products will be handled, users will be consulted, relationships will be dissected, semantics will be articulated and conversations with products will be transcribed. As a by-product, students will become more informed and articulate product consumers .

INSTRUCTOR: Deana McDonagh is an Associate Professor of Industrial Design within the School of Art and Design and a faculty member of the Beckman Institute of Advanced Science and Technology. Her research concentrates on the material landscape, developing meaningful products for mainstream users and destigmatising products for the aging population.


ART 199 JS: Artists and Computers, Joseph Squier

30366 | 9-11:40 a.m. | TU | 336 Art and Design | 3 Hours


This course will provide students with an overview of how emerging digital technologies are affecting contemporary artistic practice. Particular emphasis will be given to the visual arts and the rapidly expanding global Internet. What is the relationship between art, society, and technology? How do artists serve communities? How are emerging digital art genres different from what has come before? How are they similar? These are some of the questions that this course will address.

We will view and discuss a range of electronic and web-based artworks on a regular basis. Reading, writing, and informal classroom discussions will be augmented by lab demonstrations that acquaint students with a variety of tools used by contemporary electronic artists. Web authoring will be a particular focus, with a significant portion of class time devoted to learning about production and design. Students will publish all of their coursework in the form of a personal web site.

Prior computer experience is helpful, but is not required.

INSTRUCTOR: Joseph Squier is a Professor in School of Art & Design, teaching in the Narrative Media Program. He received a B.S. in psychology from the University of Illinois, and an M.F.A. in Photography from the San Francisco Art Institute. Professor Squier's World Wide Web art site, called "The Place," has received critical praise both in the United States and abroad. It has been featured in the New York Times, the Los Angeles Times, Wired magazine, and Print magazine. PC Magazine designated "The Place" as one of the top 100 sites on the World Wide Web, and in 2001 it was acquired by the Walker Art Center, which houses one of the most prestigious collections of web-based art in the world. Professor Squier has shown his work at numerous international venues, including Paris, Berlin, Zurich, London, and New York. He is a University Scholar and a Distinguished Teacher/Scholar, two of the highest distinctions awarded UIUC Faculty.


ART 199 RD2: Expressive Painting and Drawing, Robin Douglas

46634 | 1-3:40 p.m. | MW | 232 Art and Design | 3 Hours

This course explores the various concepts and media in painting and drawing. Charcoal, pencil, and ink drawings will be created on a variety of paper and grounds. Students will execute concept sketches as well as finished pieces.

Painting exercises will include experimentation with acrylic, water color and various media. All levels and backgrounds are welcome in this course. Students will be asked to respond to a variety of subject matter, real and imagined. Energy and individual expression will be expected. Group and private critiques will be the method of evaluation. Museum and gallery visits along with artists' studio visits will serve as venues of inspiration. A final exhibition of student work will be held near the end of the semester with an invited opening.

INSTRUCTOR: Robin Douglas, Associate Director and Coordinator of Graduate and Undergraduate Programs for the School of Art and Design, has taught at the University of Illinois since 1979. She has taught studio art courses, as well as lecture courses and has taught in the Campus Honors Program each Spring since 1988. Robin is recognized consistently as an outstanding teacher at the Urbana-Champaign campus.

She has served on numerous University, College, and School committees and served as a University senator with appointments to the subcommittee for Student Conflict Resolution. Many of her art works, both painting and fiber, have been placed in private and public collections. The Beckman Institute houses one of her paintings. Robin is also affiliated with the National Association of Art Administrators.


CWL 395 NB: Madness and Literature, Nancy Blake

45989 | 12:30-1:50 p.m. | TUTH | 212 Honors House | 3 hours


When the Surrealist Antonin Artaud confessed "I would like to write a Book which would drive men mad, which would be like an open door leading them where they would never have consented to go, in short, a door that opens onto reality," he suggested a possibility for a revised vision of "reality." Artaud, like the other Surrealists, saw artistic expression as violent, but liberating. He would have agreed with Franz Kafka who insisted that "a book should be an axe to break up the frozen sea in us."

According to Socrates, "Our greatest blessings come to us by way of madness." But if the ancient Greeks viewed madness as a source of insight, inspiration or prophecy, since it was of divine origin, they also felt that they had good reason to fear the gods and they seem to have also feared and shunned the mad.

Shakespeare, on the other hand, often seems to find madness a good source of comic relief. The fool is also licensed to tell the truth which no one else dares to even think. Perhaps Shakespeare's fool opens Artaud's door onto reality.

For contemporary philosopher Michel Foucault, madness is not an absolute; its definition changes with the needs of society and social ideologies. The way a cultural moment understands madness and reason reveals a good deal about the way power expresses itself in that world.

Some Non-Western expressions of madness serve to illustrate Foucault's thesis. Madness in Ai-Ling Chang's "The Gold Cangue," for example is the manifestation of the contradictions passed from one generation to another; as such it becomes "reason's debate with itself."

Finally, contemporary Rock lyrics seem to suggest that madness, far from isolating an individual as sacred or damned recipient of forbidden knowledge, could actually serve to furnish as sense of community for young people estranged by their world. In this way, young artists today carry on the tradition of Alfred Jarry and the theater of the Absurd. Jarry has much in common with Artaud yet his form is radically different and his critique of the establishment makes use of madness an exhilarating renewal of vision.

The course will be conducted as a seminar. Each session will feature some lecture material and discussion time. Each discussion period will be led by a member of the group who will provide background on the reading and a series of questions or themes to be discussion by the seminar. (About five pages of written handout to the group).

The members of the seminar will also prepare an individual project of about 15 pages to be presented and defended in a meeting with the instructor during the exam week. There will be no exams, but there will be quizzes.

Oral participation to count 50 percent

Seminar presentation 20 percent

Final project 30 percent

INSTRUCTOR: Professor Nancy Blake received doctorates in French and in English literature from the University of Paris. She is also a trained psychoanalyst now on the faculty of the Comparative Literature Program. Her books deal with Henry James, Ezra Pound, Wallace Stevens, and Emily Dickinson as well as contemporary French poets. She is currently working on Perversion. She has been on the list of teachers rated excellent by their students for CWL 395 and other courses.


ECON 101 1: Introduction to Economics, Jose Vazquez-Cognet

34026 | 2-3:50 p.m. | TUTH | 111 DKH | 4 Hours

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

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

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

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

 


ENGL 199 CHP: Literature and Opera, John Frayne

39024 | 10:30 a.m.-12:20 p.m. | TUTH | 212 Honors House | 3 Hour

This course will offer an introduction to the delights of opera as a dramatic and musical form. Our approach will be through the literary sources of the opera, from novel or play or story, then into the written libretto, and finally into the wedding of words and music in the final fusion of music and drama. Given this approach, we will study operas based on major works of literature such as Rossini's The Barber of Seville and Mozart's The Marriage of Figaro (both based on Beaumarchais's plays), and an adaptation of a Shakespeare play (Verdi's late masterpiece Falstaff ). We will study at least five operas, and more if time allows. The class will attend a performance of the opera "Madame Butterfly" by Puccini which is being offered by the University of Illinois Opera Program during the Spring semester, 2007.

Aside from reading and discussing the original works of literature, we will use recordings of the opera as well as video/film versions of performances of these works. When multiple video versions of these works are available, we can compare the different ways these works are realized on the stage. On the assumption that many students will be new to opera, we will begin with an overview of basic concepts about arias, ensembles, types of voices, kinds of recitative, the basic genres: opera seria, comic opera, grand opera, and the major periods of this now 400 years old art form. The classes will be mainly discussion. There will be reports by seminar members as well as short written papers leading up to a longer end-of-semester project. There will be quizzes and longer exams, and a take-home final.

Books: Plotkin, Fred: Opera 101 , A Complete Guide to Learning and Loving Opera , Hyperion Beaumarchais,

P-A.: The Barber of Seville , The Marriage of Figaro , Penguin paper

Shakespeare: The Merry Wives of Windsor , Dover paper

Merrime: Carmen , Penguin Edition

Murger: The Bohemian Life , selections, in handouts

INSTRUCTOR: John Frayne has been teaching at the University of Illinois since 1965. He has mainly taught courses in Modern British Literature as well as Film Courses. In the past he has taught courses on Opera and Literature, and in the past decade he frequently offered courses on adaptations of great British novels into films. He has co-edited an edition of W.B. Yeats?s prose, articles on modern Irish literature in the series The Collected Edition of the Works of W.B. Yeats (Scribners), which appeared in the spring of 2004, and articles on the librettos of W.H.Auden and Chester Kallman. In 1978 he began reviewing local opera performances for WILL radio, and since 1990 he has been a music reviewer for The Champaign-Urbana News Gazette . Since 1985, he has been a weekend classical music announcer for WILL-FM, where he hosts on Saturday "Classics by Request" and "Afternoon at the Opera," and on Sunday a concert series featuring local orchestras and ensembles called "Prairie Performances." He has frequently taught evening non-credit courses as well as Elder Hostel courses on film studies as well as novel/film adaptations. This course, Opera and Literature appeared on the Incomplete List of Excellent Teachers for Spring, 2002.


ENGL 218 CHP: Introduction to Shakespeare, Michael Shapiro

40489 | 2-3:20 p.m. | TUTH | 212 Honors House | 3 Hours

The CHP section of English 218 will focus both on a selection of Shakespeare's plays and also on a sampling of works derived from those plays. The Shakespeare's texts will be chosen so as to provide an overview of his work in terms of various genres he worked in and of his development as a dramatist. The premise of the course is that just as Shakespeare adapted most of his plays from known preexisting sources, so later dramatists, poets, novelists, filmmakers, composers and choreographers used his texts as the bases for their own adaptations. This process began as early as the Restoration, 1660, and continues in our own day, and as Shakespeare has been translated into foreign languages his works have been adapted in the light of indigenous theatrical traditions such as Chinese opera. Cinematic adaptations offer a rich body of material as well. The derivative texts studied will be chosen so as to suggest the cultural, generic, and chronological range of this body of work. One important principle of the course is that each derivative work is also an independent work of art in its own right; another principle is that each one of the derivative works offers an explicit or implicit critique of the Shakespearean original. Students will be required to give one oral report and to write one short (5-7 pp.) paper and one long (12-15 pp.) paper. It is not yet decided whether or not there will be midterm and final examinations.

INSTRUCTOR: Michael Shapiro earned his MA and Ph.D. at Columbia University, and has taught at the U of I ever since, with time out for visiting positions at Cornell, Reading (England) and Tamkang (Taipei) Universities. He also studied at the Shakespeare Institute in Stratford, England. Until his recent retirement from the English Department at UIUC, he taught courses in Shakespeare, a lecture course in Shakespeare on film and video, an intersession course in London and Stratford called Theatre in England, and a course in modern Jewish literature. Despite his retirement from English, he remains active as Director of the Program in Jewish Culture and Society, an interdisciplinary program in LAS. He has published several books and numerous articles, notes, and reviews in both English Renaissance drama and Jewish studies. He is founder of the Revels Players, an amateur theater troupe devoted to production of early classic theater, and has served as director, producer, actor, stage manager and faculty advisor. Some of his most recent articles and conference papers are on cross-cultural Shakespearean adaptations, and his current research is focused generally on plays and other works of fiction derived from Shakespeare's work, most especially from The Merchant of Venice.


ENVS 101 AY1/NPRE 101 AY1: Introduction to Energy Sources, David Ruzic

34671/34625 | 12 noon | MWF | 10-10:50 a.m. | TU 192 Lincoln (lec) | 105 NRL (dis) | 3 Hours

Energy is an exciting and far-reaching topic to study because it affects everything you do from social activities to scholastics. This course is fun and stimulating. There is a demonstration or field trip every day, including a tour of the University's power plant and nuclear reactor. The course examines energy technologies and their environmental significance from a simple elementary approach which presupposes no prior scientific or technological background. All present and potential future energy sources are studied, including fossil fuels and solar, hydro, wind, and nuclear power. Energy-related incidents will be studied with emphasis on their environmental, economic, and social consequences.

INSTRUCTOR: David Ruzic joined the faculty in 1984 after doing post-doctoral work at the Princeton Plasma Physics Laboratory. At Illinois he has won numerous teaching awards. In 1991 he won the Everitt Award for the best teacher in the College of Engineering and the Pierce Award for fostering student-faculty relations, and in 1992 he was awarded the campus-wide Oakley-Kunde Award for Excellence in Undergraduate Instruction. In 1996 he won the university-wide Luckman Award for Excellence in Undergraduate Instruction, and was accorded the CHP Broadrick-Allen Award for Excellence in Honors Teaching in 1997. His research involves plasma-material interactions relating to fusion energy and the production of microelectronic integrated circuits.


FR 199 EJT: The French Intellectual Tradition: Montaigne to Sartre, Emile Talbot CANCELLED

18448 | 10:30-11:50 a.m. | MW | 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 as to the existence of God. Part II deals with two major Enlightenment thinkers who take as given the legitimacy of human thought and apply this certitude critically (Voltaire) and constructively (Rousseau). Part III discusses two major twentieth-century thinkers who draw on these traditions in very different ways (Weil, drawing on both the rational constructive tradition of Rousseau and the fideism of Pascal, has confidence in the human mind's ability to build a just post-war Europe; Sartre's elaboration of a theory of anti-Semitism brings us to the realization that much of our knowledge of the other is a construction of the thinking self). While providing a solid understanding of the French intellectual tradition and discussing a number of its major themes, we will have explored through it a basic question: How certain can we be of what we know and does it matter?

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

GEOL 104 CHP/GEOL 104 JDB: Geology of the National Parks, Jay Bass

46221/46223 | 11-11:50 a.m. | TUTH/3-4:50 p.m. | TU | 258 NHB/259 NHB | 3 Hours

Why do the National Parks look as spectacular and unusual as they do? Why are most of them out west, depriving us Midwesterners of easy access? How old are they? What sorts of things should you look for when you hike around in the parks? Which parks might you be interested in visiting anyway?

There is no better way to learn some geology than via our National Park system, which includes some of the most breathtaking natural landscapes you can ever see. This course will take us on a tour through a selection of the most famous of the national parks and monuments. On the way, we will learn about how each park came into existence, and what unusual geologic conditions led to the development of these natural museums. We will also take a look at what man-made and natural threats the parks are facing, including ecological problems. In the required lab (two hours each week), you will get some hands-on experience with some of the rocks and maps of the parks. There will be a field trip (sorry, not the Grand Canyon or Yellowstone) to see some actual geology in its natural setting.

INSTRUCTOR: Jay Bass has taught geology, geophysics, and mineralogy at the University of Illinois since 1984. He received his Bachelors Degree from Brooklyn College in New York, a Masters Degree in Geochemistry from Lehigh University, and a Ph.D. in geophysics from the State University of New York at Stony Brook. His current research involves laboratory experiments to understand the Earth's deep interior: what it is made of, how hot it is, what the conditions are like, and how this relates to volcanic and earthquake activity. His experiments involve laser spectroscopy at ultra-high pressures using diamond anvil high pressure devices, and use of synchrotron radiation at the Advanced Photon Source in Argonne, IL. His interests range from near surface processes to the core of the Earth, and he has measured the temperature of Earth's center using explosive shock wave techniques.


HORT 100 AE3: Introduction to Horticulture, Robert Skirvin

34164 | 10-10:50 a.m. | MWF | 320 Mumford Hall | 3 Hours

This course covers the basic principles of plant growth and development as they apply to the production, marketing, and utilization of fruits, vegetables, and ornamental plants. This course is usually taught as a lecture (HORT 100) or discussion (HORT 100D) mode without a laboratory. For this Honors course, students will have their own lecture sessions which will meet on Monday, Wednesday, and Fridays at 10:00 a.m. Students can sign up for an additional hour of laboratory, NRES 396. The laboratory will meet one hour per week and we will explore lecture topics in more detail and examine plant material related to the topic of the week.

The pace of the lectures will depend upon the interests and discussions of the students. Occasionally lectures will be replaced with enriched class session that will include lecture supplemented with laboratory experiences, short field trips, and special demonstrations. In addition, to gain a deeper understanding of the role of tissue culture in plant biotechnology, all students will initiate a tissue culture propagation/regeneration experiment under

Dr. Skirvin's direction in his laboratory in the Madigan Biotechnology Building . Students will evaluate their experiments at intervals over the semester and present their results as a poster session for the members of the class and invited guests at the end of the term.

INSTRUCTOR: Professor Skirvin has taught Horticulture for 30 years. He began his career at Purdue University and then came to the University of Illinois in 1976. Dr. Skirvin has written many scientific papers, book chapters, and has collaborated on numerous research programs. He is co-author of two plant patents. He completed two study sabbaticals, one in New Zealand where he was a Visiting Professor of Plant Breeding and another in Australia where he was a Visiting Professor of Plant Biotechnology. Dr. Skirvin has been on the University of Illinois Incomplete List of Excellent Teachers each semester he has taught for the past 29 years. Dr. Skirvin was awarded the College of Agriculture's Young Faculty Award for Excellence in Teaching in 1988. He was awarded the senior teaching award for the College of ACES in 1998. He became a founding member of the College of Agriculture's Academy of Teaching Excellence in 1992. In 1996 he received the National Association of Colleges and Teachers of Agriculture Teaching Award of Merit. In 1997, he received the United States Department of Agriculture's North Central Regional Award for Excellence in Teaching. The University of Illinois awarded him the Campus Award for Excellence in Undergraduate Education in 1998 and again in 2004. Also in 1998, the American Society for Horticultural Science awarded him the ASHS Outstanding Undergraduate Educator Award. In 2000 Dr. Skirvin received the College of ACES prestigious Funk Award. In 2002 he received the Campus Award for Excellence in Guiding Undergraduate Research and the American Society for Horticultural Science awarded one of his thornless blackberries, 'Chester Thornless', outstanding fruit cultivar for 2002. In 2003 the North American Colleges and Teachers of Agriculture (NACTA) named him their 2003 Central Regional Outstanding Teacher. In 2006, he received the Broderick Allen Award for excellence in Honors Teaching from the University of Illinois.  Dr. Skirvin's research deals primarily with plant improvement using non-sexual methods including the use of tissue culture. Dr. Skirvin has given lectures and traveled in France, China, Romania, Italy, Egypt, Argentina, Scandinavia and South Africa.

LING 240 A1: Language and Human History, Hans Hock

45987 | 1-2:20 p.m. | TUTH | G32 Foreign Languages Building | 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. Special thematic focus is on the "Aryan" issue in Nazi ideology, in recent ideological movements of South Asia, and in the interpretation of the "Tarim Mummies" of Xinjiang. In the course of evaluating these issues, we will also discuss the question of scientific methodology and of the responsibility of historians, linguists, and archaeologists to address misuses of their results or deliberate misinterpretations that are intended to support nationalist and racist ideologies.

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

LING 260 A1: Language and the Law, Douglas Kibbee

46339 | 2-3:20 p.m. | MW | 212 Honors House | 3 Hours

Recent news headlines: "Pols say adios to bilingual reform"; "Agency workers chafe at English-only order"; "Panel reverses ruling on hate speech"; "Long Island counties violate bilingual ballot laws."

This course explores the various ways in which issues of language intersect with issues of the law. We will study, through the analysis of specific pieces of legislation and specific court cases, how basic questions of the humanities and social sciences - individual freedom and group membership, the role of the state, language and culture - are reflected in public debate and public policy. Topics we will cover include: Language as a Human Right, Political Correctness and Hate Speech, Bilingual Education, Ebonics, Language in the Legal System (Right to an Interpreter, Quality of Translation, Language and Jury Selection), English-Only Rules in the Workplace, Accent Discrimination, Language and Consumer Protection, "Official English", etc.

INSTRUCTOR: Douglas Kibbee is Professor of French and Linguistics. His primary research interests are in the history of linguistic theories and how these relate to language policies and linguistic and cultural human rights. His publications include For to Speke Frenche Trewely: The French Language in England, 1000-1600 (1991) and Language Legislation and Linguistic Rights (1998). Professor Kibbee received his doctorate from Indiana University in 1979.


MATH 199 CHP: The Art and Practice of Mathematics, Daniel Grayson

46559 | 10-10:50 a.m. | MWF | 441 Altgeld Hall | 3 Hours

Prerequisite: Not taking or having taken Math 347, 348, 417, or 453. Since it is more fun for students to discover fundamental mathematical principles for themselves, this course is not recommended for students who have taken or are taking these three courses. Indeed, Math 199 may serve as good preparation for more advanced courses by introducing the student to a certain way of thinking independently about mathematics.

The course covers a broad range of topics from classical mathematics with an eye toward learning how to explore mathematical reality with an open and alert mind. We will learn how to conduct mathematical experiments (perhaps aided by computers), discover mathematical facts, and construct mathematical proofs. There will be no lectures or reading material; instead, students will work together in small groups on assigned problems. Successful groups will explain their solutions to the class, and each student will prepare independently a written exposition of the problem and one of the solutions presented to the class.

Some of the problems we tackle are little more than brainteasers or puzzles. Other problems are deeper, with a wider relevance to the world of modern mathematics. Here are a few examples of topics we will consider:

Consider the following game. There are two players and some piles of beans on the table between them. A turn consists of removing some beans (at least one) from one of the piles. The loser is the one who can't make a move because all the beans are gone. Play the game with your partner. Develop a strategy. Do you find that there are some sets of piles which don't affect the outcome of the game? Which ones? Develop a general strategy for the game and prove that it works.

It has been known since the time of Euclid that there is a regular polyhedron called the icosahedron with twenty triangular sides. Most students have only a vague idea about what a regular polyhedron is. By thinking about the icosahedron, we will invent for ourselves a suitable definition of regular polyhedron, decide whether such polyhedra exist, and discover ways to construct them.

Given a regular polygon with 400 sides, show that it can be tiled with parallelograms. Prove that, if you are presented with any such tiling, at least 100 of the parallelograms are rectangles.

Consider an island in the middle of the ocean, and assume that every point on the island is on a hillside, is an isolated mountain peak, is an isolated valley bottom, or is a simple saddle point. There are no lakes on the island. Draw maps of several such islands, and try to find some correlation between the numbers of geographical features of each type that can occur.

There is a popular encryption scheme called RSA which is implemented by older versions of a program called PGP. Using the web, find out how this scheme works and explain it in class. Why is it called a "public key" system? If you like, obtain the program, register your public keys, and send each other encrypted messages. What is a digital signature?

Other topics that might be included, according to student interest, include: various other games, probability, notions of number and area, numerical topological invariants, infinite numbers, prime numbers, the mathematical basis of public key cryptography, irrational numbers, factorization of integers, the mathematical basis of algorithms for correcting errors in the transmission of digital data over noisy channels, factorization of polynomials. The successful student will learn to think about mathematics often, independently, and pleasurably.

INSTRUCTOR: Daniel Grayson received his Ph.D. in mathematics from the Massachusetts Institute of Technology in 1976, then taught at Columbia University for five years. Following a year at Princeton's Institute for Advanced Study, he joined the U. of I. faculty in 1982. At Illinois, he has been a University Scholar and has also had an appointment at the Center for Advanced Study. Professor Grayson's special area of interest is algebraic K-theory (basically the study of very large matrices of polynomials via topological methods), and he is also interested in algebraic geometry and number theory. He is one of the original authors of Mathematica , and he has developed a software system called Macaulay 2 aimed at research in algebraic geometry.

RLST 229 BJ/SOC 229 BJ: Religion and Society, Robert Jones

46753/46752 | 3:30-4:50 p.m. | TUTH | 212 Honors House | 3 Hours

During the Enlightenment of the 18th century, a number of European writers began to extend the principles and methods of 17th century rationalism to the study of society. For the next three centuries, emerging academic disciplines including history, psychology, sociology, and anthropology provided an increasingly literate and educated audience with an endless stream of essays, monographs, and lectures on subjects including human nature, the source of political duty and obligation, the justification for human rights, the foundations of social and economic class and status, the origin of our ideas of justice, law, right and wrong, good and evil, etc. – and the origin, nature and function of religious beliefs and practices.

This course will be a survey of the historical development of the last – i.e., the so-called "scientific study of religion." Beginning with David Hume's Natural History of Religion (1757), we will read and discuss selected texts from writers including Rousseau, Kant, Hegel, Strauss, Feuerbach, Marx, M?ller, Robertson Smith, Tylor, Frazer, Durkheim, James, Freud, Weber, Otto, Eliade, Malinowski, Evans-Pritchard, and Geertz.

Questions for discussion will include:

• What historical, social, and psychological causes give rise to religious beliefs and practices?

• What is the relationship between religious myths and beliefs, on the one hand, and ritual practices, on the

other?

• How have different religions provided answers to the problem of evil – i.e., how human suffering and injustice can be logically reconciled with the belief in an omnipotent, omniscient, and benevolent deity?

• What is the relationship between religion and science?

• What should be the relationship between our private religious convictions and the public sphere of politics and

policy?

• In a religiously pluralistic culture, how can we reconcile our commitments to a particular religious claims

without disparaging the claims of other, divergent religious traditions?

• What is the future of religion in a society increasingly dominated by advanced science and technology?

 

INSTRUCTOR: Robert Alun Jones Professor Emeritus of Religious Studies, History, and Sociology. He has won a number of awards for innovative teaching, including four University of Illinois Undergraduate Instructional Awards (in 1973, 1982, 1986 and 1987), two AMOCO Foundation Awards for Undergraduate Instruction (in 1973 and 1987), the Prokasy Award for Distinguished Teaching (1985), and the University's Award for

Excellence in Undergraduate Teaching (1990). His major research and teaching interests include the French philosopher and social theorist Emile Durkheim (1858-1917), the methodology of the history of ideas, and the scholarly use of electronic documents and networked information systems. He is the author of Emile Durkheim:

An Introduction to Four Major Works (Sage, 1986), The Development of Durkheim's Social Realism (Cambridge, 1999), and The Secret of the Totem: Religion and Society from McLennan to Freud (Columbia, 2005), as well as numerous essays on Durkheim, Weber, Frazer, Robertson Smith and others. He is also the co-editor and translator of Durkheim's Philosophy Lectures (Cambridge, 2004).



SOC 496 JNP: Empire and War, Jan Nederveen Pieterse

34474 | 2-3:20 p.m. | TUTH | 302 Lincoln Hall | 3 Hours

496 Empire and War examines the background and ramifications of the new wars (war on terrorism, Afghanistan, Iraq) in relation to American geopolitics, governance, political economy, culture and media and contemporary globalization. Learning objectives include understanding long-term political and economic dynamics and ideologies that shape the new wars.

INSTRUCTOR: Jan Nederveen Pieterse, professor of sociology at University of Illinois Urbana-Champaign, specializes in transnational sociology, globalization, development studies and intercultural studies. Recent books are Pants for an Octopus: Ethnicities, Global Multiculturalism (Rowman & Littlefield, 2007), Globalization or Empire? (Routledge, 2004), Globalization and culture: Global Mélange (Rowman & Littlefield, 2003) and Development Theory: Deconstructions/ Reconstructions (Sage, 2001).


CHP Interdisciplinary Seminars


CHP 395 B/CHP 396 B: U.S. Cultures and Economies in Contemporary Film, Andrew Isserman

(CHP 396 B Comp II Option)

31308/31309 | 3:30-4:50 p.m. | MW/6-10 p.m. | TU | 212 Honors House/148 Armory | 3 Hours

This interdisciplinary seminar will take you cross country and across social barriers. You'll make memorable friends and unforgettable stops in big cities and small towns, farms and inner-city neighborhoods, Indian Country, Appalachia, and the Delta. You'll smuggle drugs from Colombia, start a janitor's strike in Los Angeles, try to hold on to the family farm in Nebraska, be taught how to use the colored drinking fountain in Mississippi, cope with your fundamentalist Muslim cousin in New Jersey, get hooked on cocaine in Cleveland, file a sexual harassment suit in Minnesota, slug Ludacris and record your own hip-hop hit in Memphis, see your pregnant mother get deported, marry a person you do not know, watch your best friend get killed, go to prison several times, fall in love against your parent's wishes, and try to do the right thing.

Like many great journeys of discovery, this one is purposeful.

* You will discover the regional cultures of the United States and the opportunities their

Economies offer, and you will examine the choices people have and make.

* You will pursue justice, beginning by trying to define what would be just in the complex

situations you witness.

* You will observe how government affects people's lives, through action and inaction, and

Consider whether more just paths might exist.

* You will experience the teaching power of films and short stories, build a stronger lifelong

appreciation for works of the human imagination, and find the artist in you.

* You will present and hone your ideas in animated discussions with your travel companions.

* You will write powerful essays and gain a more personal, deeper understanding of justice,

forgiveness, anger, sacred, diversity, sincerity, manliness, community, choice, and human

rights.

* You will become an engaged intellectual, articulating and clarifying important issues of our

society and grappling with complex questions that have no easy answers.

When our road trip is over, you will see our nation, our peoples, our history, and yourself differently, more completely, and uniquely–in ways no one can predict.

Our guides are mostly young, award-winning filmmakers. They are skilled at creating a sense of place and drawing us into poignant struggles of life–survival, identity, love, fairness, prejudice, tradition, family, and community. Often the main characters are your age. Although Roger Ebert strongly recommended almost all the films, many had limited distribution. The following illustrate the range of movies we'll watch:

New York and LA Crash (2005), Mary Full of Grace (2004), In America (2003), Raising Victor Vargas (2002), American History X (1998)

Indian Country The New World (2006), Skins (2002), Smoke Signals (1998), Thunderheart (1992), Powwow Highway (1989)

El Norte Real Women Have Curves (2002), Bread & Roses (2001), Traffic (2001), Lone Star (1996), Mi Familia (1995)

Black America Hustle & Flow (2005), Baby Boy (2001), Down in the Delta (1998), Once Upon A Time . . . When We Were Colored (1996), Malcolm X (1992), Boyz n the Hood (1991), Do the Right Thing (1989)

Asian Diaspora Saving Face (2004), Maryam (2002), Better Luck Tomorrow (2003), Snow Falling on Cedars (2000), Joy Luck Club (1993), Mississippi Masala (1992)

Rural America Brokeback Mountain (2005), Junebug (2005), Tully (2002), Boys Don't Cry (1999), Country (1984), Days of Heaven (1978), Grapes of Wrath (1940)

Mining and Industrial Towns North County (2005), Friday Night Lights (2004), Bubble (2006), Margaret's Museum (1997), Silkwood (1983), Norma Rae (1979)

After watching films on Tuesday night, you will participate in discussions on Wednesday, write a 700-word essay by Friday, and discuss your classmates' anonymous essays on Monday. No research or readings are necessary to write the essays. Occasionally short stories will supplement the films. Every few weeks you will revise your essays in response to the instructor's comments, class discussions, and your growing sense of good writing. Robert Frost, Leo Tolstoy, and leading contemporary writers will help you. By the end of the semester you will have a dozen fine essays and a contribution to National Public Radio's This I Believe .

INSTRUCTOR: Andrew Isserman is Professor of Regional Economics and Public Policy, with appointments in the Departments of Agricultural and Consumer Economics, Geography, and Urban and Regional Planning and in the Institute for Government and Public Affairs. He has been on the Incomplete List of Excellent Teachers for undergraduate, masters, and doctoral courses, and he has directed a National Science Foundation Site for Research Experience for Undergraduates. He does policy research for numerous federal government agencies. Current projects focus on why some rural regions prosper and others do not (for the U.S. Department of Agriculture), what the economic effects would be of biological restoration of the Illinois River and other large river systems (National Science Foundation), regional economic development strategies (Brookings Institution), and forecasting urban futures (Lincoln Institute of Land Policy). Before you were born, he received a B.A. from Amherst College and an M.A. and Ph.D. from the University of Pennsylvania.


CHP 395 C: Controversial Environmental Issues, Michael Plewa

40547 | 3-4:20 p.m. | TUTH | 358 NSRC | 3 hours

The objective of this course is to enhance the critical thinking, research and communication skills of students to delve beyond the headlines on important environmental issues for the twenty-first century. The students will be given extensive reading and writing assignments, and will participate in classroom discussions, laboratory demonstrations, student projects/presentations, and a student-generated book on a CD consisting of their term papers.

This course differs from standard environmental studies courses in that the students will be active learners and not passive participants. The course will cover two important environmental issues: The Environmental Impact of Human Population Growth, and Energy Conservation and Efficiency in the American Home. Each topic will include demonstrations and a term paper due within the session.

INSTRUCTOR: Dr. Michael J. Plewa has an international reputation for research and teaching in environmental and molecular mutagenesis. His research program has received more than $6.2 million in competitive and regional research grants. He has had continuous federal funding for his research programs during the 32 years that he has been with the University of Illinois at Urbana-Champaign where he was promoted from Assistant Professor to Full Professor at UIUC in eight years. He was named a University Scholar by the University of Illinois in 1986 for his discoveries on the ability of plant systems to metabolize environmental contaminants into mutagens and carcinogens. In 1991, Dr. Plewa was awarded a Distinguished Professor Lectureship from the University of Manitoba Board of Regents. In 1991, Dr. Plewa was named a Visiting Scientist at the Academy of Sciences of Czech Republic and he has worked in Prague during summer break for seven years. In 1992-93 he was a Visiting Scientist at the National Institutes of Health for 10 months during his sabbatical year. During this time Dr. Plewa was named a J. William Fulbright Senior Scholar, by the Board of Foreign Scholarships and the U.S. Information Agency. Dr. Plewa took his Fulbright Scholarship to Prague. Recently Dr. Plewa was named as a Kyoto University Scholar in the Faculty of Engineering. This award was provided by the Japan Ministry of Education and he spent from August to December 1997 conducting research and delivering lectures throughout Japan. For the 1998 summer term, Dr. Plewa was awarded a William and Flora Hewlett Summer International Research Grant to develop a new environmental program with the Academy of Sciences of the Czech Republic. In 1999, Dr. Plewa was awarded the CHP Broadrick-Allen Award for Excellence in Honors Teaching and in 2000 Dr. Plewa received the UIUC Campus Wide Award for Mentoring Undergraduate Research. In 2003 Dr. Plewa was awarded the Alumnus Achievement Award from Illinois State University and he was Honorary Professor in the Department of Biomedical Sciences, University of Bradford, UK. Dr. Plewa currently teaches CPSC 336 "Tomorrow's Environment," CPSC 432 "Fundamentals of Genetic Toxicology and Mutagenesis," CPSC 449 "Basic Toxicology" and is a participant in the ACES 100 Discovery Course for freshmen students. He has been named 17 times on the "University of Illinois Incomplete List of Teachers Rated as Excellent by Their Students."

CHP 395 D: Environmental Sustainability: Scientific and Ethical Perspectives, Susan Kieffer and Robert McKim

31307 | 1:30-2:50 p.m. | TUTH | Levis Music Room, 2nd Floor | 3 Hours

The focus of this interdisciplinary course will be on understanding some central aspects of our contemporary global environmental situation and on evaluating various perspectives on how people should respond to these realities.  So the course combines descriptive and normative elements.  The former will include up to date information about major global issues.  The latter will include philosophical and religious perspectives on central questions in environmental ethics.  Students will be introduced to the nature of the planet on which they are living: the resources of water, air, soil, energy, minerals and ecosystems. They will study how these resources are connected to humans in different environments, such as deserts, grasslands, mountains, and urban areas.  By studying how island societies, such as Easter Island, St. Mathews Island, and the modern Galapagos have functioned, succeeded or failed, they will be encouraged to explore the concept of the interconnectedness of planet earth.  They will be introduced to the concept of peer-reviewed scientific literature, exposed to the means with which scientific information is conveyed to the public, and given the tools to critically evaluate information on which they must make personal, ethical, and political choices.  The course will also serve to introduce students to some of the central issues in environmental ethics.  Hence the topics for discussion will include various approaches to ethics, anthropocentrism vs. ecocentrism, attempts to argue that non-human nature has moral value, the "land ethic", relations between rich and poor, our attitudes to individual members of other species and in general to non-human nature, the place of human beings in nature, the relative importance of human development and environmental protection, what is involved in living in an environmentally responsible way today, whether we might need to change our conception of what it is to live successfully, and the concepts of stewardship and sustainability.  We will read and discuss some of the best and most influential recent scholarship on all of the topics to be dealt with in the course. 

INSTRUCTORS: Professor Susan Kieffer is Center for Advanced Study Professor of Geology and Physics and holds a Walgreen University Chair. Her current interests are in global stability and sustainability.  Her background is in planetary science, geological fluid dynamics (volcanology, meteorite impacts, large river floods) and mineral thermodynamics.  She received her B.S. from Allegheny College in physics and mathematics, and her M.S. and Ph.D. from Caltech in planetary sciences.  She has taught at UCLA, and Arizona State University, and worked in the U.S. Geological Survey.

Robert McKim is Professor of Religious Studies and of Philosophy and Director of the Program for the Study of Religion.  He has published extensively in philosophy of religion, the history of philosophy, and applied ethics, with particular attention of late to environmental ethics.  Much of his work is on the philosophical and theological implications of religious diversity.  His recent book was Religious Ambiguity and Religious Diversity .  He is currently writing another book, tentatively entitled Religious Diversity and Comparative Religion .

 


CHP 396 A: Technology, Communication and Contemporary Society, Michael Loui

(Comp II only)

46862 | 9-10:20 a.m. | TUTH | 212 Honors House | 3 Hours

In this course, we will study the implications of science and technology for contemporary society. Students will critically analyze articles about scientific discoveries and technological advances in newspapers and magazines (print or online). Students will write about science and technology for general audiences, with particular attention to visual presentation of quantitative data and to risk communication. Students will write and revise five short papers and a term paper. In the term paper, students will create a magazine article or newspaper feature article for a general audience about a current controversy in science, technology, and society.
 
We will start with a famous case in which engineers failed to communicate quantitative information effectively: the Challenger engineers failed to persuade managers to postpone the launch. This case will motivate the rest of the course. During the semester, some class sessions will cover communication topics such as presenting data, handling statistics, and reporting risks. Most class sessions will consider the relationships between science, technology, and society: how do science and technology affect society, and how do social contexts influence the development of technology? We will examine contemporary controversies in biotechnology, health care, the environment, information technology, security, and nanotechnology.

The controversies will be brought to life in an extended role-play simulation. In this simulation, students will take the roles of residents in a fictional community in which a manufacturer plans to build a chemical plant that uses nanotechnology, a nursing home plans to implant RFID tags in its patients with Alzheimer's disease, and the medical school at the local university plans to start genetic therapy experiments. The roles will overlap among the scenarios. For example, one student could be both a medical researcher and a member of the city council that considers the manufacturer's proposal.  

INSTRUCTOR: Michael C. Loui earned the B.S. degree at Yale University in 1975, and the Ph.D. degree at the Massachusetts Institute of Technology in 1980. Since 1981, he has taught at the University of Illinois at Urbana-Champaign, where he is a professor of electrical and computer engineering. His interests include computational complexity theory, professional ethics, and the scholarship of teaching and learning. From 1990 to 1991, Professor Loui directed the theory of computing program at the National Science Foundation in Washington, D.C. From 1996 to 2000, he was an associate dean of the Graduate College at Illinois, with administrative responsibility for all graduate academic programs on campus. He currently serves on the editorial boards of Information and Computation , Teaching Ethics , College Teaching , and Accountability in Research . He is a member of the Advisory Board for the Online Ethics Center for Engineering and Science, the Executive Board of the National Institute for Engineering Ethics, and the Board of Governors of the IEEE Society on Social Implications of Technology. In 1985, Professor Loui won the Dow Outstanding Young Faculty Award of the American Society for Engineering Education. At Illinois, in 1984, he received the Everitt Award for Teaching Excellence in the College of Engineering; in 1995, he received the campus's Luckman Undergraduate Distinguished Teaching Award; and in 2001, he was named a University Distinguished Teacher/Scholar. In 2003, he was selected as a Carnegie Scholar by the Carnegie Foundation for the Advancement of Teaching.