Spring 2009 Courses

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ANSC/IB 331 BL1: Biology of Reproduction, Darrel Kesler

40429/40431  |  12:00 — 1:20 pm  |  MW  |  212 Honors House | 4 Hours

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 at the University of Illinois since 1977. In addition to teaching and conducting research at the University of Illinois, he was a biochemist for Abbott Laboratories, Inc. and developed a human pregnancy test while at Abbott. Also, he has consulted for several pharmaceutical companies, published more than 500 scientific articles, been awarded three patents, given testimony to the U.S. Senate, and had his research as the focus of a "60 Minutes" television program. Dr. Kesler has been listed on the University of Illinois "Incomplete List of Teachers Ranked Excellent by Their Students" over a hundred times and has been awarded several teaching awards including the Broadrick-Allen Award for Excellence in Honors Teaching and highest teaching award at the University of Illinois (Campus Award for Excellence in Undergraduate Teaching). He is a member of the College of ACES Academy of Teaching Excellence and has professorial rank in Veterinary Clinical Medicine as well as in Animal Sciences. Dr. Kesler's research emphasis is on infertility, reproductive technologies (including IVF and ET), synchronization of ovulation, contragestation, embryonic signaling and maintenance of pregnancy, androgen-induced sexual dimorphism, and controlled release and drug delivery systems. He has given lectures and traveled to Spain, Switzerland, Italy, Mexico, Brazil, Honduras, Philippines, Egypt, Korea, and South Africa. Dr. Kesler was also awarded the Thorn BioScience Award for Outstanding Accomplishment in the Veterinary Field by the Controlled Release Society and the Paul A. Funk Award for Outstanding Achievement and Major Contributions to the Betterment of Agriculture, Natural Resources, and Human Systems.

ANTH 103 H: Anthro in a Changing World, Alma Gottlieb

50091  |  3:30-4:50 p.m.  |  MW  |  212 Honors House | 3 Hours

  • When did coffee become yuppified, and what does that say about class in America?
  • Why do we wear watches, and what happens when we don't?
  • What can an anthropological approach teach us about drug culture in inner cities?
  • Why do so many girls (still) want to look like Barbie?
  • How do people in the Ukraine understand contamination after Chernobyl?
This course introduces an anthropological perspective on life. As we will discover, there's nothing anthropologists can't study as long as humans have something to do with it, from environmental degradation to Mickey Mouse. Taking a series of compelling readings about places from New York to Bali, this course will teach students "how to think like an anthropologist." Along the way, we'll see unexpected connections between the local and the remote. If most of the clothes we wear and the foods we eat are, in one way or another, produced halfway around the world, can we afford not to understand the daily practices of people whose lives inextricably link to ours? In this special honors section of ANTH 103, a small seminar format will allow an individualized and project-based approach to understanding the human condition in all its joys and complications.
This course fulfills the following General Education Requirements:
  1. Cultural Studies: Non-Western/U.S. Minority Culture(s)/CNW - Non-Western Cultures
  2. Cultural Studies: Western/Comparative Culture(s)
  3. Social & Behavioral Sciences/SBS - Social Science

Instructor: Professor Gottlieb is a cultural anthropologist who has conducted long-term fieldwork in Côte d'Ivoire among the Beng people and has recently begun a new project working with Cape Verdeans of Jewish heritage. In her research and writings, Professor Gottlieb has explored a range of human issues especially oriented around religion and gender. Her first book, Blood Magic: The Anthropology of Menstruation, was listed as one of the Best Anthropology Books of the Year by Choice for 1988 and later won the Most Enduring Edited Collection award from the Council for the Anthropology of Reproduction; a memoir of fieldwork she co-authored with her husband, Philip Graham, Parallel Worlds: An Anthropologist and a Writer Encounter Africa, won the Victor Turner Prize in Anthropology. Recently she has published two books on infancy and parenting: A World of Babies: Imagined Childcare Guides for Seven Societies, and The Afterlife Is Where We Come from: The Culture of Infancy in West Africa. On our campus, courses taught by Professor Gottlieb have often been listed in the campus listing of Teachers Ranked as Excellent by Their Students--including CHP courses, ANTH 262H and ANTH 267H.

ANTH 224 H: Tourist Cities and Sites, Helaine Silverman

46124  |  1:00-1:50 p.m.  |  MWF  |  113 Davenport Hall | 3 Hours

This course focuses on tourist cities and tourist sites. Tourism, in its modern Western iteration, is closely associated with colonialism, imperialism, and capitalism. Beginning in the seventeenth century the sons of the European elite, notably the British, made a lengthy "Grand Tour" of the continent as part of their cultural and educational training. In the nineteenth century wealthy young women, appropriately chaperoned, set off as tourists as well. As empires grew, so did opportunities for tourism, with Egypt becoming particularly popular among the upper classes in the second half of the nineteenth century into the early twentieth. With technological advances (trains and steam ships, automobiles, planes and jets) the mass movement of people was facilitated, opening up travel to the middle classes both nationally and internationally. Today the tourism industry is global in scope, transnational in economic organization, and still strongly colonialist in cultural practice. This course is a critical examination of travel, tourism and tourist places in their social, political, economic, and physical ("built environment") aspects over time and across the world. We draw on perspectives from anthropology, architecture, landscape architecture, art, advertising, geography, history, cultural studies, and literature. Students should bring to class: recollections of their own travel experiences in the U.S. and abroad (if applicable); a sense of adventure and curiosity; willingness to read; a desire for incisive discussion in class; openness about sharing ideas with classmates and the professor. The professor will contribute her own experiences and excitement.
Assignments (evenly spaced throughout the semester): travel memoir, film critique, travel scrapbook, marketing campaign, a project. There are no exams.
Readings: a selection of articles on e-reserve and several books (adventure, non-fiction, fiction) including: Lost City of the Incas by Hiram Bingham (originally 1948); Paradise News by David Lodge (Penguin, 1993); A Small Place by Jamaica Kincaid (Farrar, Straus, Giroux, 2000); The Devil in the White City by Erik Larson (Vintage, 2003).
Syllabus: The professor is happy to provide a tentative syllabus for this course to any interested student during this registration period so that you can decide if the course is right for you. To request a syllabus e-mail the professor at: helaine@illinois.edu
Films: We'll watch clips from various movies relevant to travel and tourism, ranging from funny to deadly serious. These include: Death on the Nile; WestWorld; Viva Las Vegas; A Room With A View; If It's Tuesday This Must Be Belgium; The Year of Living Dangerously; The Devil and Miss Jones.

Instructor: Dr. Helaine Silverman (Department of Anthropology) is an archaeologist who conducted many years of fieldwork in Peru. Her current research addresses the fascination ancient civilizations hold for the general public and the role archaeology plays in countries with monumental pasts in terms of their national identity and tourism. In May 2005 she led the CHP study tour to Peru. She has appeared on the "Incomplete List of Excellent Teachers" many times, including for CHP courses, and has won the Anthropology Department's awards for Outstanding Undergraduate and Graduate Teacher. She has written four books and numerous articles, and edited six volumes. On campus she is Co-Director of the Collaborative for Cultural Heritage and Museum Practices.

ART 299 TK: Understanding Visual Culture, Tom Kovacs

50681  |  9:00-10:20 a.m.  |  TR  |  212 Honors House | 3 Hours

ART 299, Understanding Visual Culture is a course based on methodology that allows one to recognize and understand the meaning of a wide range of visual images generated in western and in some non-western cultures. Methods used in reading visuals include semiotics (the study of signs), and the application of personal, aesthetic, historical, cultural, technical, ethical, and critical perspectives.
Emphasis is placed on critical thinking and writing in the application of these perspectives in the viewing of art, design, film, and other visual material in order to recognize visual statements in a broader context, and thus gain a better understanding of what they mean.
Class topics include the physics and psychology of visual perception and the basics of visual composition, the understanding of time and space in still and moving images, the process of visual persuasion in advertising and politics, visual humor, the art of information design, the art of protest, as well as body language as a cultural code used in film, theater, dance, and in everyday human interaction.

Instructor: Tom Kovacs is Professor Emeritus at the University of Illinois and the University of Minnesota Duluth having headed graphic design programs at both universities. He is a practicing professional artist and designer of books, posters and magazines for numerous clients including the National Council of Teachers of English, General Motors, and The United States Information Agency. He exhibited his work in galleries in the United States, Poland, Hungary, and Japan. While at Illinois, Professor Kovacs was recipient of a UIUC Undergraduate Instructional Award for course development, appointed to the UIUC Center for Advanced Study for research in computer imaging, and received the UIUC Campus Award for Excellence in Teaching.

ART 299 ED: Art, Community, and Global Civil Society, Elizabeth Delacruz

50682  |  1:30-2:20 p.m.  |  MW  |  212 Honors House | 3 Hours

Art, Community, and Global Civil Society, ART 299, is a student-centered, active-learning, inquiry-based seminar that quickly transforms into a technology-enriched, research-intensive creative lab. Course content will be pursued through in-class small-group inquiry activities, research projects, studio exploration, uses of varied electronic media venues, and student formal and informal presentations, discussions, and critiques. Students will examine the nature of and manner in which art, cultural, and creative artistic expressions convey and influence community life in the U.S., will consider how diverse communities are impacted by globalizing tendencies; and will analyze the goals and activities of local and global civil society within real and virtual communities. Art, Community, and Global Civil Society culminates in a real-world off-campus student collaboratively designed service-learning project that includes creative work in a local setting, and that emanates from students' earlier inquiries, presentations, and concerns. Students at all levels of art and technology skills are welcome, no prior experience with either are necessary. Prerequisites: An inquisitive mind, a sense of adventure, and a burning desire to make a difference in the world.
Materials fee $50.00

Instructor: Elizabeth Delacruz is an award winning, internationally recognized educator and researcher. She has been teaching courses addressing art & education, culture & community, service learning, technology, and research methods at the University of Illinois since 1988. Elizabeth's current work is informed by her long-standing interest in ways that art makes a difference in the lives of young people, and how communities are challenged and enriched through arts-based initiatives aimed toward development of intercultural friendship, social justice and world peace.

ARTS 260 LR: Basic Photography, Linda Robbennolt

39800  |  4:00-6:40 p.m.  |  TR  |  315 Art & Design | 3 Hours

This course is a basic introduction to photographic images and their levels of meaning. Students will need a digital camera of some sort (from a cell phone to a SLR!) to begin collecting image data banks. Course emphasis will be focused on the reading and construction of images as a visual language. Students are expected to pay the lab fee required of all students taking photography. Needed materials will include a digital camera, an external storage device for images, per print costs when printing in the digital print lab and approximately $15.00 out of pocket for silver paper and the construction of pinhole cameras.
Class Requirements:
Creative energy and ideas apparent in your projects and your participation in labs and critiques.
Five projects to be completed on time and presented in critique, in person.
Attendance is mandatory for all critiques. Grades reduced for class absence and late assignments.
'A' work requirements:

  • creative problem solving
  • craft (technique)
  • work ethic (more than the first and obvious solution to the problem)
  • participation in critique
Final grade will be an average of the project grades. The final (fourth) assignment will carry two grades, one for the work print crit, and one for the revised, finished project. Semester long class participation and attendance will also affect final grades.
Materials fee $110.00

Instructor: Linda Robbennolt is an Associate Profess of Photography in the School of Art and Design at the University of Illinois. She has taught, lectured, and exhibited her work nationally and internationally. Her work is housed in major collections, including the Metropolitan Museum of Art in New York City, Brooklyn Art Museum in New York City, Centro Colombo Americano in Colombia, South America, and the Polaroid Collection of Offenbach, Germany among others. Her work is published in textbooks on Photography, and her name is consistently found in the "Incomplete List of Excellent Teachers" at the University of Illinois. She is a Vice Chancellor's Teaching Scholar, and has been a finalist for a Luckman Teaching Scholar.

CI 199 CHP: Exploring Contemporary Social Issues Through Children's Literature, Bonnie Armbruster

51078  |  12:00-1:20 p.m.  |  TR  |  212 Honors House | 3 Hours

This Honors course examines contemporary issues affecting the lives of children and youth in the U.S. as portrayed in current children's literature [primarily Young Adult (YA) literature]. Issues such as prejudice/discrimination, violence, teenage pregnancy, sexual identity, self-image, child abuse, and emotional problems are explored through extensive reading, a variety of writing genres (research, creative, reflective), and intellectually stimulating discussion. Through the literature and additional self-directed inquiry, students will confront issues they have probably never encountered in school or in their personal lives. Students will grapple with questions such as the statement such books make about our culture, the implications of these issues for their future lives as citizens and parents, censorship and First Amendment rights as they pertain to some of these books, and the role such literature might play in American schools.

Instructor: Professor Bonnie Armbruster is a Professor and Associate Head for Undergraduate and Certification Programs in the Department of Curriculum and Instruction of the College of Education. She teaches methods courses in elementary reading and language arts and graduate courses in reading and writing across the curriculum and children's literature; she has also taught several Discovery courses. Professor Armbruster's area of specialization is reading in the content areas, or reading to learn. Her recent publications have focused on reading standards and on scientifically based research in reading.

CWL 395 NB: Madness and Literature, Nancy Blake

45989  |  1:30-2:50 p.m.  |  TR  |  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, Ralph Husby

34026  |  2:00-3:50 p.m.  |  TR  |  325 DKH | 4 Hours

Economics 101 is a combined micro-/macroeconomics course: an introduction to the principles of microeconomics (about 6 weeks) and macroeconomics (about 9 weeks). Microeconomics deals with the individual unit in economics such as the consumer, the firm, etc., and will include the theory of consumer behavior, profit maximization of the firm, supply and demand, and price determination in competitive and non-competitive markets.
Macroeconomics is a study of the economy as a whole, particularly its "health." This section of the course will include discussion of the determinants of the nation's output (GDP), unemployment, inflation, economic growth, Classical and Keynesian economics, the banking system, the Federal Reserve System (central bank), how the government influences the economy, monetary and fiscal policy, federal deficits, trade deficits, and international trade.
The course will include both lectures and active learning.

Instructor: Professor R. D. Husby has received a Bachelors degree in mathematics from Southern Methodist University and Masters and Ph. D. degrees in economics from Cornell University. His research and teaching interests have been primarily in the fields of macroeconomics and the economics of poverty. He spent a year and a half working for the federal government as a Brookings Economic Policy Fellow in Washington, D. C. Although spending the bulk of his career at UIUC, he has also been a visiting professor at Arizona State University and St. Olaf College. Dr. Husby's macroeconomic theory of the nonlinear consumption function has been cited in the Wall Street Journal and other publications.

ENGL 199: Gender and Power on Stage, David Kay

39024  |  3:30-4:45 p.m.  |  MW  |  59A English Bldg | 3 Hours

Drama necessarily involves conflict, and the conflict between men and women over power is one of its recurring subjects. This course will examine theatrical representations of the tension between male privilege and women's drive for independence from the Greeks to the twentieth century, tracing changing treatments of gender and power from the patriarchal and misogynist assumptions of classical Athens to the interrogation of those attitudes in early modern England and then to the depiction of egalitarian feminism on stage in more recent times. The reading list will include such works as Sophocles' Antigone, Euripides' Medea, Aristophanes' Lysistrata, Shakespeare's The Taming of the Shrew, Jonson's The Silent Woman, Dekker's The Roaring Girl, Behn's The Rover, Congreve's The Way of the World, Ibsen's A Doll's House, Shaw's Mrs. Warren's Profession, Wendy Wasserstein's The Heidi Chronicles, and Caryl Churchill's Top Girls. Discussion will focus on such questions as what essential qualities or capabilities these plays attribute to men and women, how they evoke ideal norms of feminine and masculine behavior, how male characters' attempts at dominance or sexual conquest are challenged by female assertiveness and wit, whether the plays offer a critical view of their society or are essentially escapist, and if so, whether their fantasies of pleasure or power are aimed primarily at a male or female audience. Course work will include short weekly writings or reports, several short critical essays, a longer research paper, and a take-home final.

Instructor: W. David Kay is professor emeritus in the Department of English at the University of Illinois at Urbana-Champaign. Educated at the University of Pennsylvania and Princeton University, he is the author of Ben Jonson: A Literary Life and of essays on Erasmus, Jonson, and Shakespeare. He has edited John Marston's The Malcontent for the New Mermaid drama series and Jonson, Chapman, and Marston's Eastward Ho for the forthcoming Cambridge University Press edition of The Complete Works of Ben Jonson. Professor Kay has taught at the graduate and undergraduate level, with courses in British and world drama, Renaissance literature and culture, and the works of Shakespeare and his contemporaries. In recent semesters he has been named to the "Incomplete List of Excellent Teachers" for his English 455 major author course on Marlowe and Jonson and for English 419, Early Shakespeare.

ENGL 280 CHP/GWS 280 CHP: U.S. Women Writers 1915-2006, Dale Bauer

32105/32107  |  11:00-12:15 p.m.  |  TR  |  150 English Bldg | 3 Hours

This survey of American women's writing will focus on the following topics: identity, sexuality, and work. Our primary focus will be twentieth- and twenty-first century women's writing, starting in the 1910s and moving, decade by decade, into the present. This class will take a historical and cultural approach to US women's writing, as well as illuminating various literary methodologies. The reading list will include canonical and noncanonical readings from various genres--poetry, memoir, novel, graphic texts--in order to demonstrate both formal and thematic concerns in representative women's texts. For their final research project, studnts will focus on one decade and collaborate on producing a portfolio of writing about the range of women's writing for that decade.
Tentative author list includes: Charlotte Perkins Gilman, Zora Neale Hurston, Fannie Hurst, Lillian Smith, Shirley Jackson, Sylvia Plath, Anne Sexton, Gwendolyn Brooks, Adrienne Rich, Marya Hornbacher, and Alison Bechdel.

Instructor: Dale M. Bauer has taught at several liberal arts colleges and Research I institutions, including UW-Madison, Miami University of Ohio, and now at UIUC for three semesters. At UW-Madison, she won three teaching awards, one voted by her undergraduates (Top 100 Professors at UW-Madison), one by the graduate students in English, and the third by her colleagues for the Chancellor's Award for Excellence in Teaching. At the University of Kentucky, she won the Sturgill Award for Excellence in Graduate Education. She has published books on feminist theory, Edith Wharton's novels, and editions of Charlotte Perkins Gilman's "The Yellow Wallpaper" and on 19th-century American Women's Writing, but she claims that her best work is in the classroom where she hopes to interweave her interests in U.S. women's writing with contemporary culture and Women's Studies. At UIUC, she has taught a graduate seminar on pedagogy and a course called "Sex Expression and American Fiction."

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

34678/41173 AL1 - Lec  |  12:00-12:50 p.m.  |  MWF  |  103 Mumford | 3 Hours 34671/34625 AY1 - Lab/Disc.  |  10:00-10:50 a.m  |  T  |  203 NEL

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/LING 199 CHP: Language Minorities in Europe, Doug Kibbee

32731/50888  |  3:00-5:00 p.m.  |  W  |  1022 FLB | 3 Hours

Languages can unite people, and divide peoples. Mistreatment of linguistic minorities is often a source of conflict: Hitler used allegations of mistreatment of German minorities in Eastern Europe as a pretext for his invasion of Poland, setting off World War II. Since World War II the nations of Europe have tried a variety of means, both national and international, to alleviate the tensions of difference. In this course we look at how the new Europe is united in a single political entity — the European Union — and divided by the 27 official languages of that entity, as well as by the numerous languages with no official status. With frequent comparisons to the ways in which similar problems are addressed in the United States, we will explore the complex interactions between individual speakers, their linguistic communities and the state. Should linguistic minorities be protected? If so, how and why?

Instructor: Doug Kibbee is Professor of French and Director of the School of Literatures, Cultures and Linguistics. About the time current CHPers were being born, he spent two summers witnessing language conflict in Quebec, and then, around the time you were in kindergarten, he taught in France while a major language law was being debated. Upon his return, he wondered if there were such language conflicts here in the US. Indeed! Thus was born a new research area, and a new series of courses for the Campus Honors Program. The course on "Language and the Law in the United States" has been offered three times in the CHP and has launched more than a few legal careers. This is the first time "Language Minorities in Europe" has been offered in the CHP, moving from our national stage to the European Union, a most complex set for the intense dramas of linguistic conflict.

GEOL 104 BL1/BB1: Geology of the National Parks, Jay Bass

46221 - Lab  |  1:00-1:50 p.m.  |  TR  |  258 NHB | 3 Hours 46223 - Lec  |  1:00-2:50 p.m.  |  W  |  259 NHB

Required 2-hour laboratory each week
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 could ever see. This course will take us on a tour through a selection of the most famous 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, you will get some hands-on experience with some of the rocks and maps of the parks, and we will make some visits to them on the computer (thanks, Google Earth!!).

Instructor: Professor 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 deep in the Earth 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 at Earth's center using explosive shock-wave techniques.

HORT 100 AE3: Introduction to Horticulture, opt. lab, Robert Skirvin

34164  |  10:00-10:50 a.m.  |  MWF  |  1103 PSL | 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 32 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. In 2008 the North American Colleges and Teachers of Agriculture awarded him their highest award, The Teaching Award of Excellence. 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.

Math 199 CHP: Numbers, Scott Ahlgren

46559  |  11:00 - 11:50 a.m.  |  MWF  |  243 Altgeld Hall | 3 Hours

The natural numbers 1, 2, 3, 4, 5, ....... have fascinated humankind since the beginning of recorded history. Number Theory is the study of the profound and subtle relationships between these numbers. Number Theory, known as the "Queen of Mathematics," is one of the most beautiful areas in all of mathematics. The subject is famous for vast numbers of elegant problems which are very simple to state (for example, how many prime numbers are there?) Some of these have simple solutions which have been known for thousands of years, while others have frustrated the attempts of the most brilliant thinkers for generations. Very recently, there have been very important practical applications of Number Theory (for example, in cryptography).
This course will provide a hands-on introduction to this subject. There will be short lectures to introduce important concepts, and students will spend much of class time actively engaged in mathematics (this includes experimenting, formulating hypotheses, and proving these hypotheses). Emphasis will be placed on discussing some beautiful mathematics, and on thinking in a way which is simultaneously creative, clear, elegant, and logical.
This course is suitable for anyone with an interest in mathematics. There is no formal mathematical prerequisite. There are two prerequisites. The first is an intellectual interest in math and a willingness to engage new ideas. The second is NOT currently taking Math 347, and not having completed any math course at the 300 level. Grades will be based largely on your willingness to engage the material, and not on your pure mathematical ability or background. (If you have questions about the course, please contact Prof. Ahlgren.) A web page for an earlier version of the course is available at http://www.math.uiuc.edu/~ahlgren/math199/math199.html

Instructor: Professor Ahlgren is an Associate Professor in the Department of Mathematics. He came to the University of Illinois in 2001. Professor Ahlgren's research lies in the area of Number Theory, and he has written over thirty research papers. He enjoys teaching students at all levels, from high school to graduate school. In 2006 he received the Dean's Award for Excellence in Undergraduate Teaching from the College of Liberal Arts and Sciences. He taught this class in the fall of 2006, and it was a blast. Don't miss it the second time around.

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 finishing up a manuscript reinterpreting Aristole's logic in a way that relates it to Aristotle's metaphysics by appealing to the use of diagrams in reasoning and to contemporary theories of generalized quantifiers.

RLST 199 JT: Indigenous Religions, James Treat

50364  |  12:30-1:50 p.m.  |  TR  |  G24 FLB | 3 Hours

This is an interdisciplinary survey of indigenous religious traditions, centered on North America. Assigned readings are drawn from representative texts in indigenous religious studies. Class discussions are supplemented by audiovisual materials, guest speakers, campus events, and web-based assignments. Course grades are based on class participation and two examinations. Students have the opportunity to gain a basic understanding of indigenous religions and to develop their critical skills for use in educational, professional, and personal settings.

Instructor: James Treat teaches courses on indigenous religious and ecological traditions at the University of Illinois. His research and writing have focused on native religious diversity in the contemporary period, especially the relationship between tribal and Christian traditions in Indian communities, addressing the broader theoretical and practical questions raised by the intersections of religion, culture, and politics in a diverse and conflicted world.

RLST 199 RJ: Good and Evil in Western Thought, Bob Jones

51013  |  1:00-2:20 p.m.  |  MW  |  G24 FLB | 3 Hours

In Western thought, much of the discussion of "good" and "evil" concerns the apparent contradiction between the existence of evil and belief in the goodness, omniscience, and omnipotence of God. Three centuries before Christ, Epicurus put it succinctly: "Either God wants to abolish evil, and cannot; or he can, but does not want to. If he wants to, but cannot, he is impotent. If he can, but does not want to, he is wicked. If God can abolish evil, and God really wants to do it, why is there evil in the world?"
Our approach will be historical and sociological — i.e., we will read selections from the works of writers (e.g., Plato, Aristotle, Plotinus, Augustine, Calvin, Bayle, Leibniz, Hume, Kant, Hegel, Markx, Nietzsche, Freud, Dewey, Arendt, etc.) who have thought seriously about good and evil, virtue and vice, suffering and death, etc., while also examining the social and intellectual contexts that made their arguments more plausible and comprehensible, both to their contemporaries and to ourselves.

Instructor: Robert Alun Jones is a 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, two AMOCO Foundation Awards for Undergraduate Instruction, the Prokasy Award for Distinguished Teaching, and the University's Award for Excellence in Undergraduate Teaching. His major research and teaching interests include the French philosopher and social theorist Emile Durkheim, the methodology of intellectual history, 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 Durkheims'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 al the co-editor and translator of Durkheim's Philosophy Lectures (Cambridge, 2004).

CHP 395 A: Blogging & the First Amendment, Steven Helle

31307  |  9:30-10:50 a.m.  |  MW  |  212 Honors House | 3 Hours

Freedom of speech and press are abstract concepts, but it is vital that every citizen in a representative democracy not only understand these concepts, but be able to explain and defend them. Public officials at all levels of government propose regulations of expression almost daily. As Thomas Jefferson said, "If a nation expects to be ignorant and free, it expects what never was and never will be." Students in this course will read numerous First Amendment cases in which freedom of speech and press were tested, and then they will be asked to put their new knowledge to work by exercising their freedom in a series of blog postings dealing with current First Amendment issues selected by each student. The blogs can cover issues as diverse as whether body piercings constitute freedom of expression, bans on pornography on military bases, campus codes on speech, anonymity on the Internet, or a host of other possibilities. By the end of the semester, students will have a much richer understanding and appreciation of their freedom. Students considering careers in law, politics, journalism or entertainment might find particular application for the concepts covered, but the course is aimed at anybody who seeks to engage in freedom of expression.

Instructor: UIUC Distinguished Teacher/Scholar Professor Steven Helle has twice been named one of the outstanding undergraduate teachers at the University of Illinois, as well as the national Freedom Forum Journalism Teacher of the Year. He has published numerous articles on communications law in, among others, Duke Law Journal, Journalism Quarterly, Chicago Tribune, University of Illinois Law Review, Editor & Publisher, Iowa Law Review, Illinois Bar Journal, and Villanova Law Review. Helle is past chair of the Human Rights Section Council and of the Media Law Committee of the Illinois State Bar Association, and is a former head of the Law Division of the Association for Education in Journalism and Mass Communication.

CHP 395 B: Spaceflight, Julian Palmore

31308  |  3:00 — 4:20 p.m.  |  TR  |  212 Honors House | 3 Hours

The course will explore the current state of human spaceflight, starting from the early days of Tsiolkovsky and Goddard to the later years of the American Rocket Society and the German VfR prior to World War II to the Mercury, Gemini and Apollo programs during the 1960s and 1970s and the Space Shuttle - International Space Station developments since 1980. We will study the mathematics, physics, astronomy, chemistry and physiology of human spaceflight.

Instructor: Julian Palmore is professor of mathematics at Illinois and teaches courses in differential equations and probability. He studied physics at Cornell University and after graduating and commissioning he was assigned to the director's office of Wernher von Braun at NASA's Marshall Space Flight Center in Huntsville, Alabama. His first published paper was "Lunar Impact Probe" in the American Rocket Society Journal in 1961. At NASA he worked with Ernst Stuhlinger on systems analysis of ion rockets and participated in the Apollo program and later as a test engineer on the first stage the Saturn V launch vehicle. He left NASA in 1964 to attend graduate school at Princeton University in aeronautical engineering. He studied astronomy at Yale University, specializing in celestial mechanics, and returned to Princeton as a visiting fellow. He studied mathematics at the University of California Berkeley. In his career he has solved problems of rocket flight, celestial mechanics and spaceflight.

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 396 A (Comp II): Technology, Communication, and Contemporary Society, Michael Loui

46862  |  10:30-11:50 a.m.  |  TR  |  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 S.M. and Ph.D. degrees at the Massachusetts Institute of Technology in 1977 and 1980. Since 1981, he has taught at the University of Illinois at Urbana-Champaign, where he is a professor of electrical and computer engineering and a research professor in the Coordinated Science Laboratory. 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, and he was the campus's research integrity officer for two years. Currently he is an executive editor of College Teaching, and he also serves on the editorial boards of Accountability in Research and Teaching Ethics. He is a member of the Advisory Group for the Online Ethics Center at the National Academy of Engineering, and the Executive Board of the National Institute for Engineering Ethics. In 1985, Professor Loui won the Dow Outstanding Young Faculty Award of the American Society for Engineering Education. At Illinois, in 1995, he received the campus's Luckman Undergraduate Distinguished Teaching Award, and in 2001, he was designated a University Distinguished Teacher/Scholar. In 2003, he was named a Carnegie Scholar by the Carnegie Foundation for the Advancement of Teaching. In 2006, he was elected Fellow of the IEEE.