Spring 2015 Courses

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*CANCELLED* AIS 140 C/RLST 140 C: Native Religious Traditions, Matthew Gilbert

61978/61979  |  11:00 - 12:20 pm  |  TR  |  134 Armory  |  3 Hours


This course 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.

***Campus has granted this course: Hist & Philosoph Perspect, AND US Minority Culture(s) course.***

Instructor: Matthew Sakiestewa Gilbert is an Associate Professor in American Indian Studies and History and is enrolled with the Hopi Tribe from the village of Upper Moencopi in northeastern Arizona. Centering his research and teaching on Native American history and the history of the American West, he examines the history of American Indian education, the Indian boarding school experience, and American Indians and sports. In addition to publishing articles on Hopi history and producing a documentary film -- Beyond the Mesas -- on the Hopi boarding school experience, he has authored a book entitled _Education beyond the Mesas: Hopi Students at Sherman Institute, 1902-1929_ (University of Nebraska Press, 2010). Furthermore, he is co-editor (with Clifford E. Trafzer and Lorene Sisquoc) of the anthology _The Indian School on Magnolia Avenue: Voices and Images from Sherman Institute_ (Oregon State University Press, 2012).

In his second monograph entitled _Hopi Runners: Crossing the Terrain Between Indian and American, 1908-1932_ (under contract with the University Press of Kansas), he examines the ways Hopi marathon runners navigated between tribal dynamics, school loyalties, and a country that closely associated sports with U.S. nationalism.


ANTH 180 H: The Archaeology of Death, Helaine Silverman

61749  |  3:00 – 3:50 PM |  MWF  |  212 Honors House  |  3 Hours


This course "excavates" the human understanding and celebration/commemoration of death worldwide, from ancient to modern times by means of case studies. Death is the greatest of the life crises and since time immemorial all human societies have devised ways to cope with and explain it. Cultural responses to death are highly varied and tightly patterned. For instance, ancient people of Peru’s desert south coast wrapped their dead in bundles of textiles. Ancient Egyptians believed in a good afterlife. The deceased Indic kings in nineteenth-century Bali went to the otherworld on a fiery pyre with their self-immolating wives. The Victorian Period in England was an era of funerary excess followed by restraint. Anthropologists and archaeologists take a keen professional interest in mortuary customs because of the information this culture-specific behavior can provide about the living society. Among the topics covered are: ancient mortuary customs, cannibalism, human sacrifice, “perfect death,” modern mass suicides, ethnographic death practices from around the contemporary world, looting the dead, voodoo, vampires, ghosts, dark tourism, death personified, the evolution of cemeteries, the funeral industry in America, the political lives of dead bodies, memorials.

We also watch and critique several movies (Between Two Worlds, The Loved One, Death Takes a Holiday/Meet Joe Black, My Girl, Soylent Green, The Final Cut), which range from comedic to tragic to frightening. As soon as the weather permits we conduct a project at Mt. Hope Cemetery on the south side of campus. Students write a "Last Will and Testament" and conceive of a memorial and present it in class. All readings are on Moodle (learn.illinois.edu). Assignments are spaced throughout the semester. There are no exams or term papers.

***Campus has granted Social Sciences AND Western Comparative Culture to this course.***

Instructor: Dr. Helaine Silverman (Department of Anthropology) is an archaeologist who conducted many years of fieldwork in Peru. Her current research addresses the fascination ancient civilizations hold for the general public, and the role archaeology plays in countries with monumental pasts in terms of national identity and tourism. 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. Among her publications is an edited volume called The Space and Place of Death. In it she discusses contemporary cemeteries in Lima, Peru as a reflection of Peruvian history and issues of social identity.


ARCH 199 KH: Architecture in the Built Environment, Kevin Hinders

55437  |  2:00 pm – 3:20 pm  |  TR  |  315 Temple Hoyne Buell Hall  |  3 Hours


This course seeks to introduce students to the role of the architect in the creation of the built environment. The course has three interactive areas: site visits to selected structures and spaces; readings and lectures; and creative spatial design which allows students the opportunity to explore the design process. 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 learning more about the design process and will allow for exploration into the creative, synthesis process.

Evaluation: Evaluation of work done during the semester must be considered in a very positive sense. It is essential to your understanding of the quality of work achieved by all students, and to know how each of you is progressing in your understanding of the built environment. Your instructor will attempt to provide you with the most accurate appraisal of your work. You must also become capable of judging the relative merits of work produced in the studio and to establish your own high standards for excellence. Critical self-evaluation is ultimately achieved through an intense process of trial and error, critique and discussion. Although you are not expected to be aspiring architects for this course, one of the goals of this course is to give students insight and understanding of the design process.

The evaluation process should include reactions by design instructors, fellow students, and interested parties. Both objective and subjective evaluation are valid and important. Be attentive to what others are telling you. Remember that one of the most critical abilities of a good designer is being able to absorb others' reactions to one's work. Try to understand others’ observations, and use the information to make appropriate modifications to your work. Through your response to criticism and evaluation you will develop the maturity necessary to make better qualitative judgments about thinking, communication, and design.

Attendance: You are expected to be responsible for all material and assignments discussed during formal studio meetings. If, for any excused reason, you are unable to attend, written confirmation should be given to your instructor. Three (3) unexcused absences will cause the lowering of one letter grade for the course. Repeat: on the third absence, the grade will be lowered. Six (6) unexcused absences will constitute a failure in the course. Make-up assignments for unexcused absences may be given by the instructor at the instructor’s discretion. Three (3) unexcused late arrivals to studio class time will be considered as one unexcused absence.

Due dates and times for studies and final presentations of design work will be strictly adhered to. Work up to 24 hours late shall be lowered one full letter grade. Work more than 24 hours late will receive an "EX”, but will require completion to receive a final course grade.

Seminar/Studio/Readings: As outlined above, the course will revolve around site visits, seminar discussions and a design project. Participation in all three aspects is important and will ensure the quality of the course for all involved. Additional course readings are available to those interested in independent study. Occasional readings will be required-these assigned readings must be noted and ready for discussion on assigned days.

*** This class was petitioned for Gen ED credits. For BUS, MEDIA, FAA, ENG and EDUC, this course is approved for Human: Lit and Arts AND Cultural: Western. For ACES and AHS, this course is approved for only Human: Lit and Arts. For LAS, this course has not been approved for any gen ed credit. ***

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 a practicing Architect and Principle at P.R.E.P.A.R.E., Inc. His research interests are in urban design and digital technology and the design process.


*CANCELLED* ART 199 BT2: Design through Craft Practice, Billie Jean Theide

12125  |  9:00 - 11:40 am  |  MW  |  Art East Annex 221  |  3 Hours


ART 199 BT "Design Through Craft Practice" introduces students to the elements, principles, and processes of design. Students will investigate basic design concepts in four three-week workshops in craft/material studies. Design strategies will be introduced via a survey of basic techniques in metalworking, glassmaking, bookmaking, ceramics, and fiber.

Course topics include point and line, pattern and repetition, symmetrical and asymmetrical organization, texture and relief, and color applications. Students will be introduced to basic jewelry making skills such as sawing, filing, sanding, piercing, texturing, riveting, and pagination; the cutting, fusing, and slumping of sheet glass; case-bound bookmaking; and basic ceramic handbuilding, decorating, and glazing processes.

The course will include fieldtrips to the studios of practicing craft artists and visits to Krannert Art Museum and local art galleries.

***There is a course materials fee for this course.***

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

Instructor: Professor Billie Jean Theide is Chair of the Metal Program at the University of Illinois at Urbana-Champaign. In 2010, Professor Theide received one of five campus awards for Excellence in Undergraduate Teaching presented by the Provost's Office. She is the recipient of a 1984-85 National Endowment for the Arts Visual Arts Fellowship and 2005-06, 2001-02, 1998-99, 1988-89 and 1992-93 Artists Fellowship Grants from the Illinois Arts Council. Her creative work in metal has been included in numerous national and international exhibitions and is in the permanent collections of the American Craft Museum in New York, Smithsonian American Art Museum in Washington, DC, Evansville Museum of Art in Indiana, Umeleckoprumyslove Museum (Museum of Decorative Arts) in Prague, Czech Republic, Sanford M. Besser Collection in Santa Fe, and Sonny and Gloria Kamm Collection in Los Angeles. She is a Distinguished Member and Past-President of the Society of North American Goldsmiths.


ART 199 RD2: Expressive Painting and Drawing, Robin Douglas

46634  |  2:00-4:30 pm  |  TR  |  ABD #9  |  3 Hours


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

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

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

Instructor: Robin Douglas, Administrative Coordinator in the School of Art and Design, has taught studio art courses, as well as lecture courses and has worked with the Campus Honors Program since 1988. Robin is recognized consistently as an outstanding teacher at the Urbana-Champaign campus. She has served on numerous University, College, and School committees and served as a University senator with appointments to the subcommittee for Student Conflict Resolution. She is affiliated with the Krannert Art Museum and the Spurlock Museum on this campus. Many of her art works, both painting and fiber, have been placed in private and public collections. The Beckman Institute and the I Hotel have purchased her paintings.

Jeff Horwat, a PhD candidate in Art Education, artist and art instructor will be co-teaching with Robin Doublas.


ASTR 330: Extraterrestrial Life, Leslie Looney

48580  |  11:00 AM -12:20 pm  |  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 15 years we have gone from knowledge of only 8 planets around only our Sun to nearly 1500 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.

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

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 (when they are cute and cuddly); 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.


CHP Seminar 395 A: Creativity and Discovery in Math and the Sci's, Julian Palmore

31307  |  9:30 - 10:50 am  |  TR  |  212 Honors House  |  3 Hours


Creativity and discovery play a role in all fields of exploration. Our purpose is to explore in an interdisciplinary seminar creativity and discovery in mathematics and science. We will do this by using anecdotal material, direct experience, and theory.

The goal of this course is to provide campus honor students with an exciting opportunity to study and discuss in a seminar setting acts of creativity and discovery in several scientific disciplines and mathematics. Many fine references are available with anecdotal material and refined studies. For example, Jacques Hadamard's book "Psychology of Invention in the Mathematical Field" is a classic that provides much anecdotal material on the role of the subconscious in the creative process in mathematics. Another example is Lawrence Kubie's "Neurotic Distortion of the Creative Process" in which the author demonstrates that many instances of creativity in the past were hindered by personal behavior that interfered with the creative process.

Another surprising source on discovery and the scientific method in medicine and medical research is the book by John M. Barry "The Great Influenza." This book is a fascinating account of the events in medicine and medical research leading up to the 1918 Spanish influenza pandemic that took 50 to 100 million lives worldwide during a two-year period. It is of great importance now with the possibility of avian influenza (bird flu) mutating to the extent it can be transmitted human to human.

The approach will use case studies and other writings. For example, R. Helson wrote a paper comparing mathematicians at the Institute for Advanced Study ("the creative") with advanced mathematics graduate students at the University of California Berkeley ("the average").

We will explore methods of enhancing the creative process and ways in which professional mathematicians and scientists do this.

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

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 Seminar 396/395 B: Ethnic Conflicts, Paul Diehl

46862/40547  |  6:00 – 9:20 pm  |  M  |  1068 Lincoln Hall  |  3 Hours


CHP 395/396 (Identity Conflict) examines the origins, escalation, and management of identity based conflicts in the world; these include conflicts based in the ethnic, racial, religious, linguistic, and related differences between groups of people. Beyond general surveys of identity conflict, specific cases include those in Northern Ireland, India, and Rwanda. The first two sections of the seminar explore the origins and development of nationalism and identity. Identity is broadly defined to include attachments to ethnic, racial, tribal, linguistic, religious, or other groupings. Special attention to the origins of those identities, specifically whether such identities are primordial (i.e., inherent), constructed, or instrumental (i.e., a product of political manipulation), or some combination thereof. The third segment of the seminar explores the sources of disputes between ethnic groups, and then turns to an examination of the conditions under which such conflict is manifested in violence. Characteristics of that violence and general patterns across different countries are considered. In the fourth and final segment of the seminar, solutions to identity conflict are explored. These include those that promote greater understanding between groups, constitutional engineering, and “separation” strategies. Students opting for CHP 396 will satisfy the Composition II (Advanced Composition) requirement for General Education.

***CHP 396: Campus has granted advanced composition gen ed credit to this course section.***

Instructor: Paul F. Diehl is Henning Larsen Professor Emeritus and Director of the Office of Undergraduate Research at the University of Illinois at Urbana-Champaign. He has received the LAS Dean’s Award for Excellence in Undergraduate Teaching and the University of Illinois Campus Award for Excellence in Undergraduate Teaching, as well as being a four time winner of the Clarence Berdahl Award for Excellence in Undergraduate Instruction. He is the recipient of the inaugural award for teaching and mentoring given by the International Studies Association-Midwest. Diehl has taught PS 199 Approaches to Peace for the Campus Honors Program (CHP) during the last three academic years.


ECON 103: Macroeconomic Principles, Paul Magelli

62176  |  9:30 - 10:50 am  |  TR  |  BIF 3003  |  3 Hours


The field of economics in general terms has two distinct areas of study: Microeconomics and Macroeconomics. This course will focus on Microeconomics which exams the “smaller”—individual consumers and producers and how they make demand and supply decisions under market conditions varying from competition to monopoly. As an Honors course, additional attention will be given to “the science of the start-up”—the process that individuals who start their own business.

***Campus has granted Social Sciences general education credit to this course.***

Instructor: Paul Magelli as Scholar-in-Residence at the Ewing M. Kauffman Foundation, Kansas City, Missouri advises the Foundation on the development and implementation of initiatives to advance entrepreneurship training and knowledge, including efforts at American colleges and universities. He is the founder and executive director of Illinois Business Consulting (IBC) at the University of Illinois at Urbana-Champaign. Previously, Magelli held a number of positions at the University of Illinois, including assistant dean of the MBA program, assistant and associate dean of the College of Arts and Sciences, and associate dean and director of budgets. He has also been dean of the Fairmount College of Liberal Arts and Sciences at Wichita State University, vice president for academic affairs at Drake University, president of Metropolitan State College of Denver, and president of Parkland College in Champaign, Ill. At Illinois, he authored the competitive proposal that won a grant of $5 million to create the Academy for Entrepreneurial Leadership. He developed and teaches a course in the Foundations of Entrepreneurship and continues to teach macroeconomics (from time to time).

Magelli earned bachelor's, master's and Ph.D. degrees in economics from the University of Illinois and holds an honorary Doctor of Law, honoris causa, from the University of Bristol, U.K., where he helped establish the Bristol Enterprise Centre. He has been a Ford Foundation Fellow and has served as president of the National Council of Colleges of Arts and Sciences.


ENVS 101/NPRE 101, AL1 (Lecture), AY1 (Lab/Disc): Introduction to Energy Sources, David Ruzic

AL1 (Lec) - 34678/41173  |  3:00 pm – 3:50 pm  |  MWF  |  213 Gregory Hall  |  3 Hours

AY1 (Lab/Disc) - 34671/34625  |  10:00 am - 10:50 am  |  T  |  257 Everitt 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.

***Campus has granted Physical Science gen ed credit to this course.***

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 A: History of Travel, Harry Liebersohn

34137  |  11:00 - 12:20 pm  |  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 age 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.

*** This class was petitioned for Gen Ed credits. For BUS, MEDIA, FAA, LAS, and EDUC, this course is approved for Human: Phil Perp AND Cultural: Western AND Cultural: Non-Western. For ENG, this course is approved for only Human: Phil Perp. For AHS, this course is approved for Human: Phil Perp AND Cultural: Western. For ACES, this course is not approved for any gen ed credit. ***

Instructor: Harry Liebersohn received his Ph.D. from Princeton University and has been at the University of Illinois since 1990, where he teaches in the History Department. He was a fellow of the Institute for Advanced Study (Princeton) in 1996-97 and at the Wissenschaftskolleg zu Berlin (Institute for Advanced Study, Berlin) in 2006-2007. His most recent books are The Travelers’ World, Europe to the Pacific (Harvard University Press, 2006) and The Return of the Gift: European History of a Global Idea (Cambridge University Press, 2011). When not teaching, he enjoys traveling. In summer 2013 he lectured at five Chinese universities and was especially impressed by the beautiful city of Hangzhou. He is looking forward to a two-week stay in late May 2015 as guest professor in Budapest.


HORT 100 H: Introduction to Horticulture, Robert Skirvin

34164  |  10:00 - 10:50 am  |  MWF  |  1125 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 Friday at 10:00 a.m. The pace of the lectures will depend upon the interests and discussions of the students. Occasionally lectures will be replaced with enriched class sessions that will include lectures supplemented with laboratory experiences, short field trips, and special demonstrations.

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

Instructor: Professor Emeritus Skirvin has taught Horticulture for 40 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 three 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 list of Teachers Rated as Excellent by their Students each semester he has taught for the past 38 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. He retired from the UI in 2010 but has continued to teach his courses since then.


JOUR 199 CHP: You Can’t Say That! (or can you?), Steven Helle

51335  |  2:00-3:20 pm  |  TR  |  212 Honors House  |  3 Hours


This class is all about speech – speech inside the classroom regarding speech occurring outside the classroom. The idea is to have a free-wheeling dialogue in class about a subject of concern to every citizen in a democracy: what are the purpose, tradition, meaning of, as well as limits on free speech? Too few people know and understand the value of free speech, much less are able or willing to defend it when under attack, as it often is and no doubt will be during the course of the semester. Free speech is exercised all around us, but too often it is taken for granted. Not that long ago, much of what we say today was punishable, and the First Amendment needs advocates who will keep us from returning to the Dark Ages of the mid-20th Century. By the end of this course, you will have a richer appreciation of the struggle for free speech and the ongoing debate, including recent controversies regarding violent videogames, hate speech, whether false speech is protected, “leveling the field” by reducing political speech of the wealthy, and the effects of pornography on women and men. You will have the intellectual tools to construct arguments regarding the scope and purpose of free speech, because that is what you will be doing in class. The class has appealed to students from all disciplines, from engineering to music to psychology, in large part because every discipline relies on speech and free speech issues abound, whether those in the discipline realize it or not. So if you have ever sent a text message or read a blog, this class is about you.

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

Instructor: Steven Helle has received the campus-wide award for outstanding undergraduate teaching at the University of Illinois on three separate occasions. In 1998, he was named national Freedom Forum Journalism Teacher of the Year. The last time he taught this Honors course, students rated him 4.9 on a 5.0 scale on course evaluations, and he has been named by his students to the campus List of Outstanding Instructors all but three semesters since 1980. He also is former chair of the University of Illinois Teaching Advancement Board and of the university Committee for the Improvement of Undergraduate Education. Helle is former head of the Department of Journalism and he has published numerous articles on communications law in, among others, Duke Law Journal, Journalism Quarterly, Chicago Tribune, Villanova Law Review, University of Illinois Law Review, and Illinois Bar Journal. Helle’s most recent publication on the First Amendment involved the controversy surrounding Professor Steven Salaita. A former head of the Law Division of the Association for Education in Journalism and Mass Communication, Helle is also past chair of the Media Law Committee and the Human Rights Section Council of the Illinois State Bar Association.


KIN 365 / CHCL 365 / RST 365 / SHS 365: Civic Engagement in Wellness, Kim Graber

61899/62801/62832/62812  |  3:30-4:50 pm  |  TR  |  1002 Huff  |  3 Hours


This course provides scholarly knowledge and practical experience related to environmental, intellectual, physical, psychological, spiritual, and social wellness. Students acquire leadership and real-world skills while working in teams to develop and implement projects that facilitate health and well-being in the population of older adults living in the community. Projects emphasize integrative learning and are showcased in both written and oral formats.

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

Instructor: Kim C. Graber is Professor in the Department of Kinesiology and Community Health and the Director of the Campus Honors Program at the University of Illinois. She received her undergraduate degree from the University of Iowa, her master's from Columbia University Teachers College, and her doctorate from the University of Massachusetts. Her research interests include children's wellness, legislative policy mandates, and the scholarship of teaching and learning. She has published numerous articles in peer-refereed journals and books and has presented her work at dozens of national and international conferences, including an invited keynote address at the Healthy Schools Summit in Washington, DC. Recently, she co-authored a book titled Physical Education Activity for Elementary Classroom Teachers. She has served as president and secretary of the Research Consortium, president of the National Association for Sport and Physical Education, and chair of the Curriculum and Instruction Academy. She serves or has served on the Faculty Senate as Vice-Chair, Senate Executive Committee, University Senates Conference, chair of Committee on Committees, Provost's Council on Gender Equity, Chancellor Search Committee, Provost Search Committee, chair of the Teaching Advancement Board, Graduate College Executive Committee, Illinois Leadership Coordinating Committee, AHS Executive Committee, and chair of the AHS Educational Policy Committee. She is a University of Illinois Distinguished Teacher/Scholar and received the 2009 Campus Award for Excellence in Undergraduate Teaching.


LER 199 CB: Collective Bargaining in Sports and Entertainment, Michael LeRoy

62311  |  | 11:00 am – 12:20 pm  |  MW  |  212 Honors House  |  3 Hours


Labor unions have been in steep decline since the 1950s, except for two major sectors of the U.S. economy: sports and entertainment. There, uniquely talented athletes and performers, as well as a supporting cast of screen-writers, umpires, symphonic musicians, circus lion-tamers, stage workers, movie directors, news broadcasters and reporters, and many others have formed and joined unions to bargain over their wages and conditions of employment. Often, their employers have monopoly power in a product market (e.g., there is not competitor to the NFL or to Broadway theaters), and monopsony power in labor markets (meaning that employers are the sole or primary employer for talent, thereby suppressing competition to bid up wages). The result is that unusually potent unions often clash with unusually potent employer associations as they negotiate—and inevitably, as they settle—new labor agreements. The course covers appropriate labor history, antitrust and labor law, as well as a quasi-judicial process called arbitration. The course culminates with students putting on mock arbitration cases.

Professor LeRoy has published extensively on antitrust in professional sports, unionization of college football players, immigration and employment policy, strikes and lockouts, and arbitration; testified before the U.S. Senate Committee on Labor and Human Resources; consulted with the President’s Council of Economic Advisers in connection with a national emergency labor dispute; and served as an advisor to the President's Commission on the United States Postal Service.

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

Instructor: Professor Michael LeRoy has published extensively on antitrust in professional sports, unionization of college football players, immigration and employment policy, strikes and lockouts, and arbitration. He has testified before the U.S. Senate Committee on Labor and Human Resources; consulted with the President’s Council of Economic Advisers in connection with the Taft-Hartley labor dispute involving Pacific Maritime Association and International Longshore Union; and served as an advisor to the President's Commission on the United States Postal Service. Prof. LeRoy has been interviewed by C-SPAN on the NFL lockout, and his published research on collective bargaining for college football players has appeared in widely read blogs, such as Salon. Recently, he published Collective Bargaining in Sports and Entertainment (Aspen, 2014). His research has been cited by three federal appeals courts, and the supreme courts of Minnesota and Mississippi. He has published in Northwestern University Law Review, UCLA Law Review, Southern California Law Review, Emory Law Journal, Stanford Law & Policy Review— and recently, in “How a ‘Labor Dispute’ Would Help the NCAA,” 81 U Chi L Rev Dialogue 44 (2014) (https://lawreview.uchicago.edu/page/how-%E2%80%9Clabor-dispute%E2%80%9D-would-help-ncaa).


MATH 199 CHP: Probability and the Real World, A. J. Hildebrand

46559  |  4:00-4:50 pm  |  MWF  |  AH141  |  3 Hours


Among all mathematical fields, probability and statistics are perhaps the most relevant in the real world and the most frequently encountered in daily life, but also the most common source of misconceptions and fallacies by the general public.

In this course we will explore this subject using real-world examples taken from sports, society and everyday life, and selected to match the interests and background of the audience. Possible topics include predictions in sports (how reliable are the weekly predictions by sports columnists on outcomes of college football games?); streaks in sports (how (un) likely is a 56 game hitting streak in a baseball season?); lotteries (should you buy a Powerball ticket when the jackpot is at record levels?); fraud detection in income tax returns and polling data using probability; and some classic puzzles and paradoxes in probability that are both fun and education, such as Buffon’s needle experiment to compute Pi, and Lewis Carroll’s problem on the odds that a random triangle is obtuse.

There will be short lectures to introduce some background and develop the underlying mathematical theory, and there will be assignments based on these lectures, but much of the course activity will be of the hands-on variety, with students working individually or in small groups on the projects. This course has no formal prerequisites and can accommodate a broad range of backgrounds; in particular, no prior knowledge of probability or statistics is assumed. The course has very little overlap with traditional courses in probability or statistics and can serve to complement such courses. Grading will be based on attendance, homework assignments, projects, and student presentations.

*** This class was petitioned for Gen Ed credits. This course has been approved for all Colleges EXCEPT AHS for Quant Reason I. For AHS, this course is not approved for any gen ed credit. ***

Instructor: A.J. Hildebrand is Professor Emeritus of Mathematics at the University of Illinois. He is the author of over fifty research publications, co-editor of six volumes of conference proceedings, and past Managing Editor for the Illinois Journal of Mathematics. He won an Alfred P. Sloan Fellowship in 1988 and was named University Scholar in 1990. In 2011, he received the Campus Award for Excellence in Undergraduate Teaching.

In his nearly three decades at Illinois, Dr. Hildebrand has taught at all levels on subjects ranging from calculus to probability, actuarial statistics, number theory, and mathematical writing. In recent years, he has been frequently teaching honors courses in calculus and fundamental mathematics to incoming freshmen. Outside the classroom, he is busy running the UI Math Contest program and guiding undergraduate research at the recently created Illinois Geometry Lab (IGL). Eleven undergraduates are currently working under his direction on research projects in geometry, probability, and number theory.


RHET 233 CHP: Principles of Composition, Carol Spindel

55841  |  12:30-1:50 pm  |  TR  |  Honors House  |  3 Hours


Whether you love to write or dread it, join this writing workshop and you will be part of a collaborative community taking off on a quest. What do we seek? We seek to better understand ourselves and the world and to strengthen our abilities to write clearly, creatively, and succinctly.

Exercises started in class and revised for the following week teach skills such as how to bring characters to life, develop a personal voice, write dialogue, and improve your powers of description. The techniques taught in the class are applicable to fiction, literary nonfiction, and narrative journalism. You can use them to blog, improve your academic papers, or write a killer graduate school admission essay.

We read memoirs and personal essays by contemporary writers and we approach these readings as mechanics of prose -- looking under the hood and trying to figure out how the gears and pistons make the thing go. At the end of the semester we write, edit and print an anthology on the marvelous Espresso Book Machine in the Illini Union Bookstore and each writer receives a copy.

Grading is on the basis of each student's improvement over the course of the semester and credit is given for risks taken.

***Campus has granted advanced composition general education credit for this course.***

Instructor: Carol Spindel is the author of two books of creative nonfiction and many essays, radio commentaries, and book reviews. She has written about life and art in Ivory Coast, West Africa, the controversy over American Indian-theme mascots, cemeteries in Paris, the ghosts of Memphis, Tennessee, and many other topics. In 2011 one of her public radio commentaries won the PRNDI Award for Best Writing. She teaches nonfiction at the University of Illinois at Urbana-Champaign and the Iowa Summer Writing Festival. For more about her work, see carolspindel.com.


SCAN 240 CHP: Arctic Circle Narrative, Anna Westerstahl Stenport

***TIME CHANGED AS OF OCTOBER 24, 2014***

62405  |  12:00 - 3:00 pm  |  M  |  329 DH  |  3 Hours


'The Arctic', we are told, is “disappearing”. As the globe heats up, polar ice and glaciers are melting, wreaking havoc on local communities and impacting the world as a whole. While current effects of climate change are transforming the Northern circumpolar region, and opening it up to resource extraction, shipping, and geopolitical land claims, the rhetoric of a fragile, threatened, and vulnerable Arctic has a long history. Imagined by Southerners for centuries as remote and desolate, as a white or blank space upon which to project dreams and fears, the circumpolar region has provided a bountiful home for indigenous populations for millennia. In this seminar, we investigate how cultural and environmental factors have shaped the regions past, influence the present, and project a future.

This is an interdisciplinary course that investigates representations of the Arctic in literature, art, cinema, media, and scientific, environmental, and geographical writing. We will study the early polar explorers as they raced to the pole, and how contemporary artists reinterpret that legacy; we will investigate how the Cold War militarized the Arctic region and how Hollywood and other cinema traditions portrayed the stalemate; we will study the region’s indigenous populations—especially the Sámi of Northern Scandinavia—and their struggle for self-government; we will trace instances of geopolitical jostling over resource extraction and the technologies that are making the Arctic visible and known to us today, especially in the form of satellite imagery, and we will discuss how matters of policy and governance of the region are represented in media.

***Campus has granted this course: Literature and the Arts course AND Western Comparative Cult course.***

Instructor: Professor Anna Stenport is an expert on Arctic film and cinema, and teaches in the Scandinavian Studies program at the University of Illinois. She has pursued ethnographic and cultural heritage field site work in the Svalbard archipelago of Norway, and in the Kiruna region of Northern Sweden; she is also a regular participant in the LAS-SAO Stockholm Arctic Summer Program, which brings Illinois students to the Arctic for an interdisciplinary course every summer. Her books include Films on Ice: Cinemas of the Arctic, co-edited with Scott MacKenzie (2014), and Critical Arctic Studies: Cultures, Environments, Peoples, and Practices, co-edited with Scott MacKenzie and Lill-Ann Körber (2015, expected).