AIS 140/RLST 140: Native Religious Traditions, James Treat
48374/48540 | 12:30-1:50 p.m. | TR | G24 FLB | 3 Hours
This is an interdisciplinary survey of native religious traditions, exploring the breadth and depth of spiritual expression among native people in North America. Assigned readings and class discussions cover a variety of important themes including sacred landscapes, mythic narratives, oral histories, communal identities, tribal values, elder teachings, visionary experiences, ceremonial practices, prayer traditions, and trickster wisdom. Students also consider historic encounters with missionary colonialism and contemporary strategies for religious self-determination. Class discussions are supplemented by audiovisual materials and guest speakers.
INSTRUCTOR: James Treat teaches interdisciplinary courses on native people, religious traditions, and creative expression at the University of Illinois. My research and writing focus on native religious diversity in the contemporary period, especially the relationship between tribal and Christian traditions in reservation and urban communities, addressing the broader theoretical and practical questions raised by the intersections of religion, culture, and politics in a diverse and conflicted world.
ANTH 262 1/GWS 262 1: Women's Lives, Alma Gottlieb
30060/30061 | 9:30—10:50 a.m. | TR | 212 Honors House | 3 Hours
*Why isn't Miss America ever fat?
*Is menstruation everywhere viewed as a curse or handicap?
*Why are some African girls eager to undergo "circumcision"?
*Is childbirth seen universally as an illness to be medicated?
*Is motherhood by definition a heterosexual experience?
This course explores these and related questions, investigating how women around the world experience their bodies through the life cycle. We'll inquire how not only social roles but also images, uses and meanings of the bodies that all women inhabit are shaped in deep, though often invisible, ways by culture. We do this by comparing women's experiences of their bodies in the contemporary U.S. with those of women elsewhere around the world. Through readings, films, guest speakers (including a practicing doula or midwife), and hands-on research and fieldwork exercises, the course introduces you to the gendered experience of the body as understood by cultural anthropology.
- READINGS: will include a selection of articles on e-reserve as well as the following books (tentative list):
- Karen Houppert, The Curse: Confronting the Last Unmentionable Taboo: Menstruation
- Susan Bordo, Unbearable Weight: Feminism, Western Culture, and the Body
- Colleen Ballerino Cohen, Richard Wilk, and Beverly Stoeltje, eds., Beauty Queens on the Global Stage
- Robbie Davis-Floyd and Carolyn Sargent, eds., Childbirth and Authoritative Knowledge
- Bettina Shell-Duncan and Ylva Hernlund, eds., Female "Circumcision": Culture, Controversy, and Change
- Ellen Lewin, Lesbian Mothers
ARCH 199 CHP: Exploring Architecture, Kevin Hinders
44263 | 3:00-4:50p.m. | TR | 200 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 JS: Artists and Computers, Joseph Squier
30366 | 9:00-11:40 a.m. | T | 336 Art & Design | 3 Hours
This seminar-format 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 network-based technologies. 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 web-based artworks on a regular basis. Reading, writing, and informal classroom discussions will be a weekly component of the course, augmented by lab demonstrations that acquaint students with tools used by contemporary electronic artists and designers. Students will learn the basics of Flash and will complete two creative projects.
INSTRUCTOR: Joseph Squier is a Professor in School of Art & Design, teaching in the New Media Program. He received a B.S. in psychology from the University of Illinois, and an M.F.A. 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 CM: Exploring Public Art in Urban Settings, Christiane T. Martens
30367 | 1:00-2:20 p.m. | TR | 219 Art & Design | 3 Hours
This course explores contemporary public art through excursions to different cities in the Midwest, its museums, parks and sculpture gardens. These experiences form the inspirational basis for the development of one site-specific art proposal that parallels the requirements of public art competitions.
Visit to Laumeier Sculpture Park (St Louis), the Millennium Park (Chicago), Santiago Calatrava's Milwaukee Art Museum, the Bradley Sculpture Park and the Minneapolis Sculpture Garden provide an insight to the invigorating presentation of monumental artworks. Brief student presentations on selected artists, architects or sites will enrich the experience.
- A fresh look at sculpture in public settings
- Becoming acquainted with contemporary artists and architects
- Discussing issues of public art with people in the field
- Developing a professional site-specific proposal that parallels the requirement of public art competitions
- Course Requirements:
- The construction of a site-specific scale model
- A dimensional representation of the selected space of the proposed work
- A documentation folder of the project including:
- Concept description,
- Estimated budget,
- Timeline for fabrication and installation
- Comprehensive views of work in its final setting
- Final presentation of project (20 - 30 minutes)
- Short oral assignments on selected work/artist/architect
- Brief written reports (3) in conjunction with taken fieldtrips (2 pages each)
- Participation in all class activities is expected, excessive absences require written notification
INSTRUCTOR: Christiane T. Martens is a Professor of Art at the University of Illinois at Champaign-Urbana, teaching two and three-dimensional design and sculpture. She received her BA in Germany and her MFA from the University of Notre Dame, Notre Dame, Indiana. Professor Martens is a metal sculptor. Her work represents a synthesis of art, design and engineering. She has created over 200 works, all displaying the rich qualities of steel and stainless. Her monumental outdoor works, free standing indoor pieces, and wall reliefs can be found in private and public collections across the United States, Canada, Germany, Switzerland, Iceland, and Japan. She has won numerous national sculpture competitions for Art in Public Places and received The Prize for Excellence at the Fujisankei Biennale, sponsored by the Hakone Open-Air Museum in Japan. Lately she was awarded the main art commission for Richland Community College in Decatur through the State of Illinois Public Art Program. During the past year, two large scale indoor wall pieces were installed on this campus, one in the new Research Park at Enterprise Works, and the other at The Institute of Aviation at Willard Airport in Champaign. Her local outdoor works are displayed at the Beckman Institute and in Meadowbrook Park in Urbana.
ASTR 330 CH: Extraterrestrial Life, Leslie Looney
48580 | 10:00-11:20 a.m. | TR | 134 Astronomy | 3 Hours
More than half of all Americans believe in aliens, but what do we really know about ET life? In the last 10 years we have gone from knowledge of only 8 planets around only our Sun to more than 200 planets around many suns. In the near future, NASA will have missions that may find signs of life on Titan, under the oceans of Europa, evidence of life on mars, or even imaging of Earth-like planets around nearby stars.
In this course, we will examine the current status of one of the ultimate questions ("Are we alone?"), and perhaps raise some new ones. We are searching for signals from ET today, but if we do detect a signal what do we do? Why do "extraordinary claims require extraordinary evidence?" What are the problems with interstellar travel? The class will dive into many fields ranging from cosmology to anthropology with a little science fiction thrown in for fun and speculation.
INSTRUCTOR: Leslie is a professor of Astronomy. With an undergraduate in Electrical Engineering and Physics, he has worked as a system engineer at NASA's Kennedy Space Center for the Space Shuttle's digital processing system (i.e., computers, interfaces, and software)-- launching shuttles. Afterwards in 1998, he obtained a Ph.D. in astrophysics. Leslie's main research topic is the early stages of star formation. In particular, he studies the circumstellar disk surrounding young protostars; these disks are thought to be the natal environment of planets. As protostars are deeply embedded in the material from which they form, Leslie uses some of the world's most sensitive telescopes ranging from infrared to millimeter wavelengths, including UIUC's partnership in the millimeter telescope array CARMA.
CWL 395 NB: Eroticism East and West, Nancy Blake
45989 | 12:30-1:50 p.m. | TR | 212 Honors House | 3 Hours
In the course of the semester we will be exploring some of the most enduring myths of eroticism including the Tristan and Isolde legend in the medieval versions and in Wagner's opera. We will also attempt to come to terms with Eastern versions of erotic passion in the Tale of Gengi from feudal Japan and the Hindu Kalika Purana. We will then turn to more contemporary renditions of the themes.
Some of the questions we will be asking are: is there a necessary link between the erotic and the forbidden? Do cross cultural studies reveal any universal elements in erotic experience? What does the portrayal of passion tell us about a society's value system? Art and literature speak to us of the unspeakable in the erotic experience which is often inseparable from the religious notions of taboo and sacrifice. Thus eroticism brings into play the very basis of the sacred and is traditionally linked to the mysteries considered fundamental to each culture. Do thinkers closer to us shed light on the phenomenon? According to Freud love is a "short psychosis." While twentieth century French philosopher Georges Bataille defines eroticism as "assenting to life up to the point of death."
This course will be conducted as a seminar. Each work will be presented by a member of the group. The oral presentation is to be considered as the point of departure for general discussion. Oral mark including class participation to count 25 percent. There will be one in-class exam (there may be quizzes) to count 25 percent. There will be one original paper (10-15 pages) to count 50 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 Casanova. She has been on the list of teachers rated excellent by their students for Comp Lit 201 and for her graduate seminars.
ECON 101 1: Introduction to Economics, Jose Vazquez
34026 | 2:00-3:50 p.m. | TR | TBA | 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?
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.
**Canceled** ENGL 199 CHP: Classic 20th Century African American Fiction, Alice Deck
39024 | 12:30-1:50 p.m. | TR | 135 English Building | 3 Hours
Unfortunately, this class has been canceled due to a lack of enrollment. Please Direct any questions to Carolyn Allen at email@example.com.
Sorry for any confusion.
What is meant by term "classic" as it applies to African American literature? In this course we will first address the uses and abuses of the word "classic" in American popular culture. We will then examine fiction by African Americans written between the 1930's and the 1980's that has been recognized as part of the canon of "classic" American literature. The writers and works include: Their Eyes Were Watching God by Zora Neale Hurston, Native Son by Richard Wright, Invisible Man by Ralph Ellison, "Sonny's Blues" by James Baldwin, The Color Purple by Alice Walker, and Beloved by Toni Morrison.
INSTRUCTOR: Alice Deck holds a Ph. D. in Comparative Literature. She teaches in the English Department here at UIUC. Her classes are on African American literature, women's literature, and autobiography. She has published articles and book reviews on these topics in journals such as African American Review, American Literary History, Novel: A Forum on Fiction, and Women's Studies International. Her most recent article titled "Postcolonial Embodiment in Toni Morrison's Tar Baby" is in a collection of essays, The Fiction of Toni Morrison: Reading and Writing on Race, Culture, and Identity, edited by Jami Carlacio and published by National Council of Teachers of English (2007).
ENGL 218 CHP: Introduction to Shakespeare, Lori Newcomb
40489 | 11:00-12:20 p.m. | TR | 212 Honors House | 3 Hours
Topic: Popular Literature and Shakespeare's Audiences
Way before Shakespeare's plays were literature, they were products of a brand-new entertainment technology, the commercial theater, whose success depended on attracting audiences of diverse classes and educational levels. Hamlet's famous view that 'the groundlings" are capable only of "dumbshows and noise' has created the myth that many in Shakespeare's audience were illiterate. In fact, most residents of Shakespearean London were constantly involved with reading, as buyers, readers, or auditors of the pamphlets, romances, and ballads that flooded its bookstalls. Print, another newfangled technology, had already transformed urban life, and arguably helped ordinary men and women to appreciate the complexity of live drama. So when they weren't hearing Shakespeare, what were ordinary playgoers buying and reading? How might such popular literature have shaped audiences' experiences of the plays?
This question once was difficult to explore, because the most popular and cheapest early books survive only in rare and far-flung copies. Today, thanks to the University's subscriptions to on-line databases, students can read every book printed in Shakespeare's lifetime–including those most popular books–and view their original page designs and illustrations. In this seminar, we'll consider a range of popular texts as verbal, visual, and social artifacts that could shape readers' experiences through their content, material form, and means of distribution. We'll also read and informally stage plays by Shakespeare, especially those that show social mixing in the new marketplace of print–and in the theater itself. Students will then select their favorite examples of popular literature for closer analysis, both in individual research papers and in a collaboratively-built online 'bookstore' of Shakespearean popular reading.
INSTRUCTOR: Lori Humphrey Newcomb is Associate Professor in the English Department and a specialist in popular print culture from 1550 to 1700. Her publications include Reading Popular Romance in Early Modern England; articles on Shakespearean drama, early fiction, women writers, and the history of readers; and theater reviews. She holds an interdisciplinary B.A. from Yale and a Ph.D in English from Duke. She frequently teaches English honors seminars, directs English honors essays, and leads the LAS summer study abroad course on the London theater. She won the 2001 LAS and campus awards for Innovation in Undergraduate Education.
ENVS 101/NPRE 101 AY1: Introduction to Energy Sources, David Ruzic
34678/41173 (AL1) | 12:00-12:50 p.m. | MWF | 103 Mumford Hall (lecture) | 3 Hours
34671/34625(AY1) | 10:00-10:50 a.m. | T | 203 Nuclear Engineering Lab (lab)
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.
HIST 295 B: The History of Travel, Harry Liebersohn
44278 | 3:30-4:50 p.m. | TR | 212 Honors House | 3 Hours
This course is all about multicultural, global encounters how Europeans and non-Europeans have met, talked, traded, fought, exchanged cultures and in other ways defined one another since Columbus. We'll look at famous explorers, but also at the beachcombers, missionaries, non-Europeans, and other men and women who have circulated around the world during the past five centuries; we'll use novels, non-fiction, movies, and original historical documents to bring their experiences to life. The course will have three parts. We'll start out by looking at early exploration in the age of Columbus. Then we'll spend time with Captain Cook and his eighteenth-century contemporaries in the South Pacific, places like Tahiti and Hawaii. Finally, in the aage of the melting ice cap, we'll go to the extreme north and read about the place of the arctic in modern exploration and imagination.
INSTRUCTOR: Harry Liebersohn spent last year at the Institute for Advanced Study (Wissenschaftskolleg) in Berlin. He was a member of the Institute for Advanced Study in Princeton, New Jersey in 1996-97. His latest book is The Travelers World: Europe to the Pacific (Harvard University Press, 2006). He is a member of the History Department at the University of Illinois.
HIST 295 A: History of Chicago, Jim R. Barrett
34137 | 2:00-3:20 p.m. | TR | 212 Honors House | 3 Hours
The University of Chicago's pioneering sociologists had the idea first in the early years of this century: The city might become a laboratory in which to observe and study the process of urbanization and related problems. Nowhere else did urbanization and the other broad processes of change which have transformed life in the United States -- industrialization, social class formation, mass migration -- occur more swiftly than in Chicago and nowhere did they unfold with more dramatic results. This course employs the history of Chicago as a particularly appropriate case study of key problems in the field of social history.
The course has been designed to integrate a number of media with lectures and discussion to probe several theories of urban development and change in relation to Chicago's own growth from the mid-nineteenth century to recent years. In each of the units on race, ethnicity, class, and politics, we look at both a particularly important event or institution and at the general context: the formation of an urban African-American community through mass migration and the 1919 race riot; the rise and decline of working-class radicalism and the Haymarket tragedy of 1886; the creation of ethnic neighborhoods and inter-ethnic relations; the rise and decline of the urban political machine as a distinctive form of American politics.
Assessment in the course is based on three elements:
- general engagement in the class, with a grade based on attendance and participation in discussions;
- a research paper based on original sources;
- and an oral presentation to the class based on this research.
The course will include a field trip in the spring to some of Chicago's ethnic neighborhoods, Hull House, Haymarket, and the model industrial town of Pullman.
INSTRUCTOR: James R. Barrett is a Professor of History specializing in American labor, urban, and social history. He was born and raised in Chicago and educated in city parochial schools and at the University of Illinois, Chicago. He did his graduate work at the University of Warwick in Coventry, England and at the University of Pittsburgh. In addition to numerous articles, his published work includes Work and Community in the Jungle: Chicago's Packinghouse Workers, 1894-1922, Steve Nelson, American Radical, William Z. Foster and the Tragedy of American Radicalism, and a new edition of Upton Sinclair's classic novel, The Jungle. Barrett is currently working on a book of essays concerning the personal lives of immigrant workers and their families. He has won an Amoco Award, the Queen Prize of the Department of History, and the Prokasy Prize of the College of Liberal Arts and Sciences for his undergraduate teaching and the Graduate College Mentor Award for his work with graduate students.
HORT 100 AE3: Introduction to Horticulture, Opt. Lab, Robert Skirvin
34164 | 10:00-10:50 a.m. | MWF | 1103 Plant Sciences Lab | 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.
IB 109 3A: Insects and People, May Berenbaum
34478 | 8:00-8:50 a.m. | MWF | 228 Natural History Building | 4 Hours
Discussion | 12:00-12:50 p.m. | F | 407 Morrill Hall
Laboratory | 2:00-3:20 p.m. | W | 318 Natural History Bldg.
This course provides an overview of the biology of members of the class Insecta (which comprises over 75% of all species on the planet) as it relates to human culture. Lectures will cover specific insects (e.g., locust plagues and insect exorcisms, lice and typhus, fleas and the Black Death, mosquitoes and malaria, "killer bees"); general topics (e.g., sex and reproduction, behavior and senses, insect partnerships, genetics, insecticides and resistance); and insects in relation to popular culture (e.g., medicine, law, art, literature, entertainment).
Honors students are required to take the weekly two-hour laboratory, which covers, among other topics: honey biochemistry, beeswax, silk, dyes, inks, predator/prey interactions, bioluminescence, edible insects, forensic entomology, aquatic insects, and Drosophilia genetics. In addition, honors students participate in a weekly one-hour discussion section, taught by the professor. These discussion sections involve a range of activities including field trips to laboratories across the university and visits with scientists engaged in entomological research in the broadest sense.
Although the in-class time commitments of this course are considerable, it should be emphasized that the out-of-class time commitments, other than studying for exams, are minimal; lab reports are completed during the lab period and review sheets provided during each lecture are provided solely for the student's benefit and are not collected or graded. There is no required reading for the course, although a supplementary text is recommended and available for use at the student's discretion. A term paper is required; however, the subject of the paper is up to the student (as long as it relates to insects) and there is no minimum (or maximum) length requirement.
INSTRUCTOR: May R. Berenbaum received a B.S. in biology from Yale University in 1975 and a Ph.D. in ecology and evolutionary biology from Cornell University in 1980. Since that time, she has been a member of the Department of Entomology at UIUC; she is currently serving as head of the department. Her research addresses the chemical interactions between insects and their host plants and the implications of these interactions on the organization of natural and managed communities. Her teaching responsibilities include graduate-level courses in insect ecology and chemical ecology as well as undergraduate courses in introductory animal biology and in entomology. Dedicated to popularizing arthropods, she has written four books about insects for nonscientists and organizes the annual "Insect Fear Film Festival" at UIUC.
LAW 199 A: Current Issues In Law, Tom Ulen
31785 | 3:30-4:50 p.m. | MW | 212 Honors House | 3 Hours
This course will explore several important legal issues of the day. After an introductory section on the U.S. legal system, we will turn our attention to discussing some or all of the following issues: the First Amendment and hate-speech codes, criminal justice policy and the death penalty, the relationship between the law and a nation's economic development, cognitive and social psychology and the limits of law, and affirmative action. We will have a number of guest speakers and some field trips to acquaint you with the law and with lawyers. Students will be expected to make brief presentations during class on the legal background issues and to write a research paper.
INSTRUCTOR: (Tom Ulen) I received my bachelor's degree from Dartmouth College in 1968. I served as a Peace Corps Volunteer in Seoul, Korea, from 1968 to 1970 and then studied PPE (philosophy, politics, and economics) at St. Catherine's College, University of Oxford, from 1970 to 1972. Next, eager to continue to avoid confronting the real world, I went to Stanford, from which I received my Ph.D. in economics in 1979. I joined the faculty of the Department of Economics at the University of Illinois in 1977. The field of law and economics was so new in 1980 that it did not exist as a course in graduate school. I discovered law and economics at a conference in Miami in 1980 and was so taken by the topic that I developed a proposal for a new undergraduate course in the subject in 1981. During 1981-1982 I was a visiting professor at the Law School and Department of Economics at the University of California, Davis. When I returned to the University of Illinois, I taught law and economics as a visitor in the College of Law and continued to teach in the Department of Economics. I became affiliated with the Institute of Government and Public Affairs in 1987 and officially joined the faculty of the College of Law in 1989. I was a visiting professor at Fudan University in Shanghai in Spring, 1989, and have also taught at the Katholieke Universiteit in Leuven, Belgium, the University of Ljubljana, Slovenia, the University of Bielefeld, Germany, the University of Hamburg, the Universidad Torcuato Di Tella, and the University of Ghent (where I was the Foreign Chair of Law in 2002-2003).
My scholarly interests have been in the economic analysis of legal rules and institutions. I have published three books on law and economics and over 70 articles, essays, and book reviews. My textbook with Robert D. Cooter, Law and Economics, is now in its fourth edition and has been translated into Chinese, Japanese, Italian, Spanish, French, and Russian. I have recently been working on the relationship between cognitive psychology and theories of human behavior as they apply to the law and have a book on that subject forthcoming from the University of Chicago Press with Russell Korobkin.
I was involved in the founding of the American Law and Economics Association and hosted the association's inaugural meeting, held at the University of Illinois College of Law in May, 1991.
During the 2000-2001 academic year I served as Chair of the UIUC Chancellor Search Committee, and in March, 2003, I was appointed a Swanlund University Professor at UIUC.
MATH 198 G1H/CS 199 G1H: Hypergraphics, George Francis
37820/31201 | 3:00-3:50 p.m. | MWF | 141 Altgeld | 3 Hours
This lab/tutorial course is an introduction to mathematical visualization with computer graphics. For example, students learn how to build, place, move and deform objects in 3 and 4 dimensional Euclidean and non-Euclidean spaces. Lessons on chaos, fractals, strange attractors, and other exotica illustrate the idea of a dynamical system which students will meet (or already have met) in their math, science, or engineering courses.
The course welcomes all motivated students whether they are total novices in graphics programming, experts in OpenGL, or something in between. There are no prerequisites beyond a lively interest in exploring mathematical ideas with real-time interactive computer animation.
Required work is carefully tailored to the interest and experience of the individual student, and pitched just above what the student thinks she is capable of. Each student will complete a project whose proposed content and difficulty is negotiable.
Initially, programming novices will work with VPython (google it) to get a feel for a graphics oriented computer language. They will then be exposed to other graphics languages (Java and C++) for comparison. Students will have the opportunity to learn LaTeX with graphics, if they wish.
Intermediate programmers may advance through the syllabus at their own, accelerated pace. Expert programmers are encouraged to develop a substantial research plan early on. All students complete several minor and one major project. Grades are based, non-competitively, on the timely completion of the contracted semester project. Please see http://new.math.uiuc.edu/math198/
INSTRUCTOR: George Francis received his Ph.D. from the University of Michigan in 1967 and joined the UIUC faculty in 1968. His research papers are in low-dimensional topology, geometry, analysis, statistics, and control theory. In addition to courses in these fields, he has taught logic, mathematical biology, and catastrophe theory. Professor Francis' work on descriptive topology, The Topological Picturebook (1987), has been translated into Japanese and Russian, a paperback edition appeared in 2006. He is professor in the Campus Honors Faculty, and in the Beckman Institute, where he works in the CUBE/CAVE/CANVAS virtual environments of the Integrated Systems Laboratory. He is also a senior research scientist at the National Center for Supercomputing Applications, where he collaborated with computer artists and graphics programmers on virtual reality exhibits at SIGGRAPH, SuperComputing, and Alliance conferences, the Hayden Planetarium, and at the International Congress of Mathematicians in Berlin.
During the past decade he directed Research Experiences for Undergraduates (REU) at the NCSA and in the Mathematics Department. These provide an opportunity of CHP students to work with students from other universities, and with researchers in the Math Department, the Beckman Institute, the NCSA, and Wolfram Research, and present their work in the Beckman virtual environments.
PHIL 202 H: Symbolic Logic, Bob Wengert
35462 | 11:00-11:50 a.m. | MWF | 212 Honors House | 3 Hours
An introduction to proofs and models as used in perhaps the most fundamental formal system, first-order logic. Students will learn what counts as a proof (syntax) and what must be included in order to adequately present a proof. Students will concentrate even more on what makes the formal statements true (semantics) and how one could use this to show that various purported proofs do not hold. We shall spend a good deal of time translating between our formal language and our natural language.
We shall use the book by Jon Barwise and John Etchemendy, Language Proof & Logic (CSLI publications, 1999), which comes with a CD-ROM containing four computer applications - Tarski's World (Model Theory comes alive), Fitch (Get help constructing formal proofs), Boole (Makes creating truth-tables less tedious) and Submit (Sends your answers to GradeGrinder to be checked). Most exercises will be submitted over the net. These programs are wonderfully interactive and often just plain fun. The programs will also be available at CCSO sites.
Book Warning: You must, I am sorry to say, buy a new copy of the book, not a used one, since the book comes with an ID number which will be your unique number to identify you to GradeGrinder. The book is distributed by Chicago University Press.
The graded problems will constitute the bulk of your grade; there will be a mid-term and a final. Class participation will also contribute to your grade.
This course satisfies the quantitative reasoning I campus general education requirement
INSTRUCTOR: Robert Wengert is in the Department of Philosophy at the University of Illinois. He studied at the Pontifical Institute of Mediaeval Studies in Toronto and received his Ph.D. in philosophy from the University of Toronto. He teaches and publishes in the areas of the history of ancient and medieval philosophy, logic, and applied ethics. He has written logic software that is used in introductory courses. He has won LAS and School of Humanities teaching awards. For over twenty years he has taught sessions on "Professional Ethics" for various campus groups and for a wide variety of professional groups off campus. He has recently edited an edition of Library Trends dealing with "Information Ethics," especially as it applies to those in the library and information sciences. He is presently working on a project that relates Aristotle's logic to his metaphysics by using contemporary theories of generalized quantifiers.
SHS 120 H: Children, Communication, and Language Ability, Laura S. DeThorne
48539 | 9:00-10:20 p.m. | MW | 212 Honors House | 3 Hours
Communication, a cornerstone of societal development, begins in the earliest years of human life. This course will focus on human communication development from infancy to early school-age, from the emergence of first words to the use of complex sentences. We will explore what's involved in learning to talk and how children accomplish this complex task in such a short time–exploring studies in behavioral genetics, neuroimaging, and parent-child interaction. We will also examine what happens when a child's language development doesn't progress as expected, that is, when children have difficulty mastering the vast complexities of language use. Specific questions to be addressed include:
- What does early communication development 'look' like?
- How do children learn such the complexities of language in such a short time?
- Is language unique to humans?
- What do you mean we all speak with an accent?
- What are the neurobiological correlates of communication?
- What are the implications of learning more than one language?
- What is a speech-language disability anyway?
- What's the role of technology in facilitating children's communication?
INSTRUCTOR: Dr. DeThorne's teaching and research interests focus on the causes of individual differences in children's speech-language abilities and the resulting implications for the treatment and prevention of communication disability. Specifically, Dr. DeThorne's research has utilized behavioral genetic designs, such as twin methodology, to examine the interplay of genetic and environmental influences. Recent recognition of her research has come from the American Speech-Language-Hearing Foundation's New Investigator Award (2004) and the American Speech-Language-Hearing Associations Advancing Academic-Research Careers Award (2005). Before entering academia, Dr. DeThorne worked as a speech-language pathologist at the Kennedy Krieger Institute in Baltimore, MD and at Northwestern University in Evanston, IL. Dr. DeThorne taught at Penn State University for three years before joining the faculty here at UIUC. She was recently included on UIUC's 'Incomplete List of Teachers Ranked as Excellent.'
CHP 395 C: Controversial Environmental Issues, Michael Plewa
40547 | 3:00-4:20 p.m. | TR | 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: Bioethics, Darrel Kesler
31307 | 12:00-1:20 p.m. | MW | 212 Honors House | 3 Hours
A discussion-based course/seminar designed to introduce students to the ethical issues and implications associated with the conduct of biomedical and biological research and the development and use of biomedical therapies and biological research outside the laboratory. The course will improve student's ability to defend an ethical position with intellectual wisdom and reasoning. The course is designed for students in life sciences planning to conduct biomedical research and for students with a general interest in biomedical and biological sciences.
Instructor: Professor Kesler has taught courses on reproductive biology and biotechnology at the University of Illinois since 1977. In addition to teaching and conducting research at the University of Illinois, he was a biochemist for Abbott Laboratories, Inc. and developed a human pregnancy test while at Abbott. Also, he has consulted for several pharmaceutical companies, published more than 500 scientific articles, been awarded three patents, given testimony to the U.S. Senate, and had his research as the focus of a "60 Minutes" television program. Dr. Kesler has been listed on the University of Illinois "Incomplete List of Teachers Ranked Excellent by Their Students" over a hundred times and has been awarded several teaching awards including the Broadrick-Allen Award for Excellence in Honors Teaching and highest teaching award at the University of Illinois (Campus Award for Excellence in Undergraduate Teaching). He is a member of the College of ACES Academy of Teaching Excellence and has professorial rank in Veterinary Clinical Medicine as well as in Animal Sciences. Dr. Kesler's research emphasis is on infertility, reproductive technologies (including IVF and ET), synchronization of ovulation, contragestation, embryonic signaling and maintenance of pregnancy, androgen-induced sexual dimorphism, and controlled release and drug delivery systems. He has given lectures and traveled to Spain, Switzerland, Italy, Mexico, Brazil, Honduras, Philippines, Egypt, Korea, and South Africa. Dr. Kesler was also awarded the Thorn BioScience Award for Outstanding Accomplishment in the Veterinary Field by the Controlled Release Society and the Paul A. Funk Award for Outstanding Achievement and Major Contributions to the Betterment of Agriculture, Natural Resources, and Human Systems.