ABE 199 CHP: Water in a Global Environment, Prasanta Kalita, Ph.D.
55376 | MW | 1:00 – 2:50 p.m. | 1st 8 week Online | 3 Hours
“Water in a Global Environment” proposes to enhance students’ understanding and appreciation of the impact water has globally, including various cultures around the world. Students will be encouraged to step outside their traditional thinking and become knowledgeable about how water availability and quality affect the day to day lives of people. Without water, or suitable water, cultural infrastructure is destined to fail. Water is arguably the most precious resource in the world, and the fact that it is non-renewable provides additional value that students will become well-versed in. Water quality and its impact on global environment will be explicitly covered. Students develop in-depth analyses of case studies, which will examine the historical and current water-related issues and the solutions utilized to tackle the issues in various parts of the world (i.e., Africa, Asia, Europe, Latin America, Middle East, South America, USA). This course’s goal is to not only educate students on one of the most important and critical areas of concern in the world today, but to motivate them to use enhanced knowledge to make an impact both locally and globally.
*This course will be petitioned for general education credit for Physical Sciences and Non-Western.*
Instructor: Prasanta Kalita is a professor of the soil and water resources engineering program in Agricultural and Biological Engineering. His research focuses on water management and water quality, hydrology, erosion and sediment control, and global food security. Professor Kalita is an Elected Fellow of the American Society of Agricultural and Biological Engineers (ASABE) and the Indian Society for Agricultural Engineers (ISAE).
ANTH 209 CHP: Food, Culture and Society, Helaine Silverman, Ph.D.
37065 | MW | 11:00 a.m. – 12:20 p.m. | 212 Honors | 3 Hours
Anthropological perspectives on the cultural role of food in American society and internationally. Among the topics covered are food in popular culture; food, ethnicity and race; food and immigration; food and religious traditions; food and family; gendered food roles; food and national identity; competitive global marketing of food; food, class and identity; tourism and food; ethics of food; food and human rights. The course is enhanced by in-class pisco (Peruvian brandy) tasting, chocolate tasting, and Chinese fortune cookie message analysis, as well as several mini projects.
In this course, students will learn to think comparatively about food across time, cultures, nations, gender, ethnic, racial, religious, class and other identity groups. We will learn to understand food as a performance with opportunities and constraints and think critically about unconscious (culturally inculcated) food biases and preferences. Students will learn to recognize how globalization and immigration have created an embrace of different foodways and have produced creative processes of hybridization in food. We will learn to understand the competitive nature of global marketing of food and what this means in terms of economic development in the source places and to understand culinary tourism as a form of cultural representation and consumption. Students will also learn how the media influences our ideas of food and to recognize racial and gender stereotyping in common foods brands and commercials. We will explore the sociality and craft of drinking as well as the ritual aspects of food consumption.
*This class satisfies the general education criteria for Social & Behavioral Sciences: Social Science and Cultural Studies: Western*
Instructor: Dr. Helaine Silverman (Department of Anthropology) has conducted many years of fieldwork in Peru with additional research in England and Thailand. Her new project is studying the tourism potential of various downstate Illinois communities based on their historic and heritage resources. She has been in the List of Excellent Teachers many times.
ARCH 199 DAH: Daylighting, Architecture & Health, Mohamed Boubekri, Ph.D.
70257 | TR | 11:00 a.m. – 12:20 p.m. | 301 ARCH BLDG | 3 Hours
This is a lab/discussion type of course where students will learn about the basic principles of the use of natural light (daylighting) and how daylight impacts visual comfort and building occupants’ health and well-being. We will use the building occupants as the primary focus in this course in terms of success or failure of an architectural design solution. To do so, the course will be based on a series of lectures, round table discussions led by students focusing on daylighting strategies, and how daylight informs health and well-being of building users. Topics to be discussed are light and circadian rhythm, sleep disorders, vitamin D, and daylighting and human performance. Another portion of the course is lab-based in which students will design a small building (e.g. small office, small town library, etc.) with a sub-focus on daylighting computer and scale model simulation.
*This course is not being petitioned for general education credit this term*
Instructor: Mohamed Boubekri earned his Ph.D. in Architecture from Texas A&M University in 1990. His work focuses on sustainable architecture and the intersection of the built environment and human health. Through numerous publications (two recently published books), he explores the impact of the lack of daylight inside buildings on people’s health, behavior and overall well-being. More generally, his work also examines the relationship between architectural design, sustainable technologies and building energy/environmental performance.
ARCH 199 KH: Architecture & the Built Environment, Kevin Hinders, M.Arch
54216 | 10:00-11:20 a.m. | MW | Temple 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. Typically, 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.
*This course has been approved by all colleges for general education credits for Literature & the Arts and Cultural Studies: Western Cultures.*
Instructor: Kevin 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 coordinates the Chicago Studio for the School of Architecture. His research interests are in urban design, digital technology and the design process.
ARTJ 209: Chado: The Way of Tea, Jennifer Gunji-Ballsrud, MFA
74959 | W | 1:00 – 3:40 p.m. | Japan House | 3 Hours
The main focus of this course is the exploration of how the Way of Tea can be applied to each different discipline as well as to one’s everyday life. Through the study of the Way of Tea and the Zen worldview, it is hoped that students will acquire a better understanding of Japanese culture and also come to see their own culture in a new light. In this course, the study of Zen aesthetics and philosophy, as well as special rituals and equipment for serving a bowl of tea will be introduced. Serving a bowl of tea is an ordinary act, yet in the tea ceremony this very ordinary act has been elevated into an extraordinary art form. When one wishes to serve a bowl of tea in the sincerest and the most pleasant manner, one has to pay detailed attention to each movement, and the recipient is to enjoy a bowl of tea not only with the palate but also with all other senses. Thus, both host and guest can enrich life through a bowl of tea. Through this course experience, it is hoped that students realize that any simple and ordinary act can be extraordinary and can contribute to their success in all human endeavors. One of the most important objectives of this course is to learn what it means to be a fine human being.
*An additional materials fee of $50.00 is required for this course*
**This course satisfies the general education requirement for Cultural Studies: Non-Western**
Instructor: Jennifer Gunji-Ballsrud is an associate professor and the Director of Japan House for 9 years. She participated in the graphic design program for 13 years. She has been studying the Urasenke Way of Tea since 1990 under various teachers. She has earned the Wakindate level as an intermediate student in the Urasenke Foundation and has been teaching university courses for Japan House for the past 20 years. She was awarded the College of Fine & Applied Arts Award for Excellence in Teaching in 2004 and was awarded the Broadrick-Allen Award for Excellence in Honors Teaching in 2017, an award presented annually by the Campus Honors Program.
ASTR 330 CHP: Extraterrestrial Life, Leslie Looney, Ph.D.
73938 | 8:30 – 9:50 p.m. | TR | 124 Observatory | 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 4000 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 is not being petitioned for general education credit this term*
Instructor: Leslie Looney is a professor of Astronomy. With an undergraduate in Electrical Engineering and Physics, he has worked as a system engineer at NASA’s Kennedy Space Center for the Space Shuttle’s digital processing system (i.e., computers, interfaces, and software) – launching shuttles. Afterwards in 1998, he obtained a Ph.D. in astrophysics. Leslie’s main research topic is the early stages of star formation. In particular, he studies the circumstellar disk surrounding young protostars; these disks are thought to be the natal environment of planets. He’s discovered many new worlds and new stars. As protostars form in dense clouds of gas and dust, Leslie uses some of the world’s most sensitive telescopes operating from infrared to millimeter wavelengths.
CHP 395A: Health and Wellness in the Latinx Community, Ann Abbott, Ph.D.
31622 | TR | 2:00 – 3:20 p.m. | 212 Honors | 3 Hours
In this class we will explore how language, culture, public policy, ideologies and public discourse intersect with the health and wellness of US Latinx communities. Each week we will first examine pertinent theories of health policy, behaviors and communication. Then we will use those theories to analyze a variety of specific examples from or about US Latinx communities through hands-on, collaborative activities that utilize podcasts, videos, recent news stories, newsletters and more. Throughout the course we will frequently ground our discussions and analysis in two important and intertwined contexts: the local Latinx community in Champaign-Urbana and the pandemic. Overall, this course takes a topic –health and wellness—that is usually approached on this campus through the physical and social sciences and tilts it so that we can see it through the disciplinary lens of the humanities. This can expand students’ vision of what it means to be an effective health professional. Knowledge of Spanish is welcome but not required.
*This course will be petitioned for general education credit for Humanities and the Arts and Cultural Studies: U.S. Minority*
Instructor: Ann Abbott is an associate professor and the director of undergraduate studies in the Department of Spanish and Portuguese. Her work focuses on student learning outcomes in, as well as critical analysis of the following: foreign language community service learning, social entrepreneurship, social media and languages for specific purposes. I also create curricular materials that reflect current research. She was the recipient of the inaugural2021 Xiaohui Zhang Diversity and Community Engagement Award!
CHP 395B: History of Pandemics, Peter Fritzsche, Ph.D.
31625 | MW | 1:00 – 2:20 p.m. | 212 Honors | 3 Hours
This course will explore pandemics in modern history and in the modern imagination. Pandemics are both constitutive of human and zoological life and are actually “endemic,” at least since the agricultural revolution which facilitated transmission. They are also major outbreaks that interrupt and disrupt and often enough are forgotten–the 1918 “Spanish Flu” is a case in point. At the same time, pandemics have been taken to be parables of the human condition and its possibilities (Defoe, Camus). They have also been foundation stones in the reform of social and especially urban life (Kudlick, Chevalier, and Evans on cholera in the nineteenth century in Paris and Hamburg). And finally pandemics, ever since Mary Shelley’s Last Man, have served as metaphors for the end or very end of human life on the planet. The course will explore all these dimensions. We will also do a module on the science of pandemics.
The course will proceed chronologically and pair empirical, historical analysis with imaginative fiction to move from the Black Plague to covid in the present and finally to the future. The most illuminating literature on the social and economic effects of disease concentrate on cholera in the United States and Europe in the mid nineteenth century. Not only was the urban fabric deeply impacted but it was transformed because of cholera. The course will delve into this fascinating history before moving on to the “Spanish Flu” in 1918, HIV/Aids in the 1980s and 1990s, and Covid in our time.
*This course is being petitioned for the general education requirement for Humanities & the Arts: Historical and Philosophical Perspectives and Cultural Studies: Western/Comparative Cultures*
Instructor: Peter Fritzsche has taught History at the University of Illinois for nearly thirty years. He has received Guggenheim, Humboldt, and NEH fellowships, has written seven books in German and European history including Life and Death in the Third Reich, Germans into Nazis, Reading Berlin 1900, Nietzsche and the Death of God, and Stranded in the Present, and, most recently, An Iron Wind: Europe Under Hitler. Fritzsche has served as chair of the Department of History and has been recognized for his excellence in teaching, including regular inclusion on the “List of Excellent Teachers.” He has taught honors courses on the Holocaust and on World War I as well as the wars in Iraq. His pedagogy emphasizes the close analysis of key texts through discussion and debate and the creation of defensible interpretations of human behavior through writing and rewriting and an empathetic understanding of narrative, documentary, and argumentative strategies. His ultimate aim is to give students confidence in speaking about the world and ultimately in judging it.
CHP 395C: Persons and Things, Robert Rushing, Ph.D.
55838 | TR | 11:00 a.m. – 12:20 p.m. | 212 Honors | 3 Hours
Since the time of the ancient Greeks, one of the most fundamental distinctions in Western thinking has been the distinction between persons and things. Although we have extended personhood to previously “thingy” categories (slaves, women, children, foreigners, refugees, etc.), we have always been, and continue to be, troubled by what lies between these two categories. Is a fetus a person, or a thing? A blastocyst? A gorilla? A dog? A beetle? A bacterium? A person is obviously a person — but is a person always a person? What about a person on life support? A person born without a brain? Most crucially for this class, what about machines?
In this class, we will look at the artificial person. How do artificial life and intelligence challenge our concept of the person / thing division? The notion of creating an artificial person is hardly new—as we’ll see, since the ancient Greeks, we have imagined the possibility of artificial persons. Beginning in the 19th century and the rise of modern medicine and chemistry, we began to understand that perhaps we were also something mechanical, reproducible. We’ll look at the history of representations of artificial persons from Greek mythology to contemporary television, as well as some of the philosophy behind artificial intelligence and artificial life. We will find a consistent set of fantasies about the artificial person, who almost invariably falls into one of four categories: the obedient worker, the perfect woman, the real boy and the unjust enemy.
*This course is being petitioned for general education credit for Humanities & the Arts and Cultural Studies: Western*
Instructor: Professor Rushing was an undergraduate at the University of California, Santa Cruz (B.A., 1991), where he majored in both Literature and Philosophy. He has an M.A. in Comparative Literature from the University of Michigan (1994), and finished his Ph.D. in Italian Studies at the University of California, Berkeley in 1998 with a thesis on Italo Calvino and Carlo Emilio Gadda. Prof. Rushing has previously taught for Campus Honors.
CLCV 222/CWL 264/THEA 210: Introduction to Greek & Roman Theater, Ariana Traill, Ph.D.
63191/63198/72254 | MWF | 12:00-12:50 PM | 207 Gregory Hall | 3 Hours
If you know the story of Medea, who punished her cheating husband Jason by murdering their children, you know what ancient theater is all about: oversize emotions, terrible actions, bitter consequences. It’s about people being pushed to their limits and disasters unfolding with a kind of horrible inevitability, while ordinary people, known as “the chorus,” look on in shock. If you find intense human conflict fascinating, ancient drama is where it all started. That these ancient plays still have the power to speak to us is evident from their ongoing re-stagings and adaptations. We will be looking at excerpts from Antigone in Ferguson, The Dionysus Project, Chi Raq and other modern reinventions of these drama. Many kinds of drama developed from tragedy – political satire, then romantic dramas, then situation comedies, with stock types like braggart soldiers and lovelorn teenagers, later historical plays, Roman tragedy, and the wide range of farce, improv theater and burlesque that flourished alongside loftier forms of drama. This class surveys it all. We will engage with the primary readings in detail and from multiple perspectives We will examine play texts as reflections of the politics, social climate and religious beliefs of the societies that produced them, but also as living documents that can be repurposed to new social political contexts, with new meanings. You will learn about the life and work of the playwrights we know about, as well as conventions governing the different kinds of theater of their day and a range of critical approaches to ancient drama, from antiquity through the present. Ancient drama, high or low, was always intended to be appreciated in performance, not just from reading. This class incorporates numerous productions as well as evidence from ancient material culture for performance conditions, audience and impact.
*This class satisfies the general education criteria for Advanced Comp, Humanities: Literature and the Arts, and Cultural Studies: Western general education credit*
Instructor: Ariana Traill (B.A. University of Toronto 1991, Ph.D. Harvard 1997) is Associate Professor and Lynn M Martin Professorial Scholar in the Department of the Classics. She is also affiliated with Theater Studies. Her research interests include Greek and Roman comedy, women in antiquity, and the reception of ancient comedy. She is the author of Women and the Comic Plot in Menander (Cambridge, 2008) and co-editor of A Companion to Terence (Wiley-Blackwell, 2013, with Antony Augoustakis). Current book projects include a commentary and edited volume on Plautus’ Cistellaria, and a translation of Menander’s Periceiromene. She has had the richly rewarding experience of teaching classes for CHP since 2005.
ECON 102 CHP: Microeconomic Principles, Martin Perry, Ph.D.
63021 | TR | 11:00 a.m. – 12:20 p.m. | 111 DKH | 3 Hours
This course focuses on the fundamental concepts and analysis of microeconomics, including supply and demand, the price mechanism, costs and revenues, theories of the firm, market structures, factor and resource markets, market failure and the impact of government in promoting economic efficiency. The course examines economic decision-making by individuals and firms and encourages students to apply microeconomic tools to current economic policy problems and issues such as pollution, rent controls, farm subsidies and welfare policies.
Upon completion of the course, a student will:
- Have a strong foundation in the theory and concepts of microeconomics
- Make connections between real world and academic economics
- Understand the relationship between conceptual and pragmatic applications of economics to the economic behavior of the “representative” individual, product, firm, market, price, etc.
- Learn how to apply the tools of microtheory to policy problems and issues such as global warming, pollution, health care, and government subsidies.
***This course satisfies the general education requirement for Social Sciences***
Instructor: Martin Perry is the Department Head and Professor of Economics. Dr. Perry specializes in the antitrust analysis of mergers and vertical restraints. Before joining the University of Illinois in 2011, Dr. Perry served as Professor of Economics at Rutgers University in New Jersey since 1989. In addition, Dr. Perry held positions in research groups at Bell Telephone Laboratories and Bell Communications Research; has visited the Wharton School of Management at the University of Pennsylvania; and is a Research Affiliate at the Institute of Economic Analysis in Spain. During 2004, Dr. Perry served as the Chief Economist of the Federal Communications Commission. In that position, he worked on the investigation of the merger between Cingular Wireless and AWE Wireless. Dr. Perry has consulted for federal and state agencies on mergers in various industrial product markets and the casino gaming market in Atlantic City. Dr. Perry has also consulted on private antitrust cases involving aftermarket pricing, exclusive dealing, price discrimination and casino gaming.
ENGL 199: Conspiracy Theory and Narrative in the Age of Mass Culture, James Hansen, Ph.D.
40419| MWF 9:00-9:50 AM | 212 Honors | 3 Hours
Beginning with notorious anti-Semitic pamphlets like “The Protocols of the Elders of Zion,” the twentieth century offered a warm reception to even the wildest conspiracy theories, and if the last few years have been any example, the twenty first seems poised to overtake its predecessor. Why do so many of us prefer elaborate, unsubstantiated paranoid theories to cold, hard, substantiated facts? What’s the attraction? Well, nearly all of us have seen, read, and maybe even speculated about the theories surrounding John F. Kennedy and the wave of political assassinations in the 1960s. More recently, we’ve run across theories concerning terrorist conspiracies, government conspiracies, corporate conspiracies, and information-systems conspiracies. Our culture has grown so accustomed to the terms and expressions that accompany paranoid thinking that no one even seems very surprised by these lunatic ravings anymore. As a result, we’ve entered what critics and journalists have dubbed the “post-truth era,” an age where opinions and theories trump facts and truths.
It’s not like we weren’t warned. In her 1971 New Yorker essay, “Lying in Politics,”Hannah Arendt explained that “the chances of factual truth surviving the onslaught of power are very slim, indeed; it is always in danger of being maneuvered out of the world not only for a time but, potentially, forever. Facts and events are infinitely more fragile things than axioms, discoveries, theories – even the most wildly speculative ones – produced by the human mind.” Perhaps, as Arendt argues, people really do prefer conspiracy theories to facts and evidence. But why? Why would citizens in a democracy prefer elaborate lies to the truth?
This course will attempt to address this question by digging into literary, filmic, and philosophical texts that explore the obsessive, hyper-alert experience that we call conspiracy theorizing. By taking our time and placing these texts in their respective historical contexts, we’ll also discuss how to become an informed, astute, and clever critical thinker without giving in to paranoia.
*This course will be petitioned for Humanities & the Arts and Cultural Studies: Western/Comparative Studies gen ed credit*
**This course is now full. Contact Anne Price to be added to the waitlist.**
Instructor: James Hansen won the Humanities Council Teaching Excellence Award from the University of Illinois, and he has regularly been on the University-wide list of “Teachers Ranked as Excellent” by their students. Over the years, his teaching has spanned a good deal of the literature of the nineteenth and twentieth centuries and has investigated a range of literary theoretical approaches. In addition to classes such as “Beckett’s Late Theatre” and “The Gothic Tradition from Radcliffe to Gaiman,” which relate directly to his research, James also taught undergraduate courses on conspiracy theory films and fiction, on the history of the graphic novel, and on filmmakers such as Alfred Hitchcock and Christopher Nolan.
EPOL 199 CH: Educational Policy and Racial Equity, Rachel Roegman, Ph.D.
77330 | TR | 9:00 – 10:20 a.m. | 212 Honors | 3 Hours
This course is intended to provide students with an opportunity to study both historical and contemporary perspectives on education policy and its impact on racial equity. We begin by unpacking the complex policy landscape of P-20 education in the United States, and then use desegregation as a case study that unpacks the challenges and possibilities of policy as a mechanism to leverage racial equity.
Students will learn to:
- Understand the policy-making process in P-20 education systems.
- Understand the complexity of policy-making across P-20 schooling in the United States.
- Understanding how sociopolitical contexts influence policy.
- Examine desegregation from historical and current perspectives, with attention to race, language, and disability status.
- Reflect on their own education in relation to issues of racial disparities and segregation.
- Evaluate the possibilities and challenges of education policy in creating racially equitable schooling.
**This course will be petitioned for Social & Behavioral Science: Social Science general education credit this semester**
Instructor: Biography Rachel Roegman is assistant professor in the Department of Education Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. Her research interests examine the interconnections of equity, contexts, and leadership, and her work focuses on the development and support of equity-focused leaders. She received her EDD. in Curriculum & Teaching at Teachers College, Columbia University in 2014. She received her M.A. in Teaching at University of San Francisco in 2001, and her B.A. in Comparative Literature and Judaic Studies at Brown University in 1998.
FAA 110D: Exploring Arts and Creativity, Bradley Mehrtens, M.S., J. W. Morrissette, MFA, MA.
66964 | R | 1:30 – 2:50 p.m. | 156 ENGL | 3 Hours
Note: There are multiple sections of FAA 110 – Make sure you are registering for the section restricted to Chancellor’s Scholars!
High and street art, tradition and experimentation, the familiar and unfamiliar, international and American creativity provide this course’s foundation. Students will attend performances and exhibitions, interact with artists, and examine core issues associated with the creative process in our increasingly complex global society. Faculty from the arts, sciences, humanities, and other domains will lead students through visual arts, music, dance, and theatre experiences at Krannert Center and Krannert Art Museum to spark investigation and dialogue.
The class meets twice per week: once a week for discussions, and a second time to attend performances and/or exhibitions at Krannert Center for the Performing Arts and/or Krannert Art Museum. Event dates will vary. Admission to all events will be provided without charge to students enrolled in the course.
*This course satisfies the general education requirement for Literature and the Arts*
Instructor: Bradley Mehrtens is an Instructor and Advisor in the Department of Molecular and Cellular Biology. He earned his bachelor’s in biology from Truman State University, and his master’s in microbiology from Illinois. His research interests include educational pedagogy, course design, and assessment. His advising interests include transitions for freshmen and transfer students, preparing for professional or graduate programs, understanding the undergraduate research experience, and acknowledging and addressing academic or personal issues. As for hobbies, he enjoys acting, theatre, movies, music, and sports.
Instructor: J.W. Morrissette is the Associate Head of the Department of Theatre at the University of Illinois at Urbana Champaign. He has served in the Department of Theatre for 24 years. He has served as chair of the BFA Theatre Studies Program, the Assistant Head for Academic Programs as well as the assistant program coordinator for INNER VOICES Social Issues Theatre. He completed his BFA in Acting at Otterbein College in Westerville, OH and both his MFA in Acting and MA in Theatre History at the University of Illinois. J.W. has taught and directed for the past 22 years with the summer Theatre Department at Interlochen Center for the Arts. For the University of Illinois his classes include Acting, Directing, Introduction to Theatre Arts, and Broadway Musicals. He has spent several summers acting with the Utah Shakespeare Festival and the Interlochen Shakespeare Festival and directs professionally when time allows. He has received the Provost’s Excellence in Undergraduate Teaching Award at the University of Illinois.
FSHN 199 CHP: Nutrition and Health, Hannah Holscher, Ph.D., R.D.
54313 | TR | 12:30-1:50 PM | 328 Bevier | 3 Hours
The Nutrition and Health course is designed to provide an overview of how foods influence health and disease. Students will develop broad knowledge in nutrition and the application of this knowledge to promote health across the lifespan. The overarching objectives of the course are to provide students with opportunities to 1) discuss foundational knowledge in nutrition and 2) develop and refine skills that are necessary to critically evaluate nutrition and health claims. Class sessions will include a combination of lecture and problem-based learning group activities that allow students to apply information to real life examples. Course projects will provide students with opportunities to evaluate their diet, develop a critical and reflective orientation toward cultural differences and how they influence health, and immerse themselves in the challenges of living with the chronic disease by reading a memoir of someone experiencing it. Lastly, they will be able to explore and evaluate research studies that serve as the basis of our nutritional recommendation for the treatment or prevention of a selected disease and create a unique project to summarize and share their findings with the class.
*This course will be petitioned for Life Sciences & Technology general education credit this semester.
Instructor: Dr. Holscher is an Assistant Professor of Nutrition in the Department of Food Science and Human Nutrition. Her research laboratory studies the connections between diet, the gut microbiota, and health. Her work informs dietary recommendations to improve health and well-being. Prof. Holscher received the New Innovator in Food and Agriculture Research Award from the Foundation for Food and Agriculture Research in 2017. She also received the Outstanding Faculty Award from the Division of Nutritional Sciences at UIUC in 2017 and the Outstanding Educator Award from the Department of Food Science and Human Nutrition at UIUC in 2018.
GER 199 LJ1: Harry Potter and Western Culture, Laurie Johnson, Ph.D.
64578 | TR | 12:30 – 1:50 p.m. | 212 Honors | 3 Hours
How does one of the most significant literary and pop-cultural phenomena of all time—the Harry Potter series—reflect and transform central aspects of Western culture? We investigate ways in which myth, fantasy, and the novel relate and differ as forms. We examine issues of character, genre, structure, and the philosophical and ethical issues raised within and by the Harry Potter series. We read all volumes in the series and also consider the relation between the books and the corresponding films, and explore how different media represent and transform content. By the end of the semester, you will have learned and used the tools of close reading, explored different methods of literary and cultural analysis, acquired familiarity with significant movements in Western thought, and become acquainted with contemporary discussions about connections between traditional and popular culture as well as between literature and film. Readings and discussions are in English, with no prerequisites.
*This course will be petitioned for Western Cultures general education credit this semester*
Instructor: Laurie Johnson works on eighteenth- through twenty-first-century intellectual history, literature, psychology, philosophy, and visual studies, with emphasis on Romanticism and its afterlife. She is the author of three books and numerous articles and essays. Her work has been supported by grants from the Fulbright and Humboldt foundations as well as by the German Academic Exchange Service. Johnson has won several teaching awards, and was named Helen Corley Petit Scholar at the University of Illinois for exceptional research and teaching while on the tenure track. She has taught and researched at public and private universities, a liberal arts college, and a community college, and has studied or researched at several institutions overseas, including the Universities of Cologne, Tübingen, and Regensburg, and the German Film Archive in Berlin. Johnson has coached faculty around the country for the National Center for Faculty Development and Diversity’s Faculty Success Program, and she was a Campus Workshop Facilitator for the NCFDD. She also was Visiting Professor for a year at the University of Ghent.
KIN 340 SP1: Sociology & Psychology of Physical Activity, Steven Petruzzello, Ph.D.
64961 | TR | 1:00 – 2:20 p.m. | 130 Freer Hall | 3 Hours
Social and Psychological Aspects of Physical Activity is designed to acquaint you with how psychological and social processes and constraints influence human action in physical activity environments. The course will utilize both lecture and laboratory/discussion formats, with ample opportunity for interaction and discussion between professor and students and among yourselves. There may be occasional guest lectures. You, as the student, should feel free (and are strongly encouraged) to ask questions, take alternate viewpoints, present supportive arguments for statements, and generally make yourself a presence in the class. This cannot be emphasized enough. Keeping your insights and ideas to yourself will deprive us all of potentially illuminating, interesting, and useful information.
I believe in the following statement by Socrates: “I cannot teach anybody anything; I can only make them think.” From you I expect: (a) commitment to excellence, that is, I don t want you to overlook other important aspects of your life, but I do expect you to do work, spend the time, and do the reading and writing (and thus, thinking) necessary to be successful in this course; (b) self-motivation; and (c) initiative and critical thought. If you leave my classroom and have acquired a stronger ability to think, I will have done my job.
***This course satisfies the general education requirement for Advanced Composition.***
Instructor: Steven Petruzzello is a Professor in the Department of Kinesiology and Community Health. He received his Ph.D. in Exercise Science, Psychology of Exercise and Sport from Arizona State University in 1991. He began his career at UIUC in 1991 and has served as the Associate Head for Graduate Studies, Department of Kinesiology & Community Health since 2011. He has also been a Research Scientist for the Illinois Fire Service Institute since 2005. Professor Petruzzello’s research focuses on determining the mechanisms underlying the effectiveness of exercise in improving affect/emotion. The second line of research examines the physiological and psychological aspects of firefighting. Professor Petruzzello has been awarded the College of Applied Health Sciences Undergraduate Teaching Faculty Award, the Campus Award for Excellence in Undergraduate Teaching, and has consistently been named to the “List of Teachers Ranked as Excellent by their Students.”
LER 199 IR: Immigration & Race: Inequality in Work, Michael LeRoy, Ph.D
70463 | T | 3:30 – 5:50 p.m. | 51 ILIR | 3 Hours
Throughout U.S. history, whites have erected legal barriers to racial equality in the workplace. This course examines public policies, drawn from the U.S. Constitution, laws, court rulings, executive orders and related policy directives that have led to inequality in work. Our weekly readings will examine these topics:
- Constitutional debates, admission of free and slave states, and related court rulings that maintained and enhanced slavery as well as inferior legal status for free blacks.
- Public policy debates over “compassionate” repatriation of blacks to Liberia, and the presumption that whites and blacks are inherently incapable of working side-by- side.
- Court rulings declaring that slaves and peons are property or of such inferior legal status as to deny those individuals basic human rights of liberty and equality; and protests, revolts, and other organized resistance by slaves and people of color.
- Radical Republicans, Reconstruction, and the Fourteenth Amendment Equal Protection and Due Process Clauses.
- The rise of the Ku Klux Klan, white terrorism, quasi-slavery, and sharecropping; and passage of the Ku Klux Klan Act.
- Chinese immigration and “Yellow Fever”; and the Chinese Exclusion Act of 1882.
- Legal dismantling of the Ku Klux Klan Act and emergence of Jim Crow.
- Japanese and pan-Asian immigration restrictions; the National Origins Formula.
- Labor unions and the reborn KKK: The segregated workplace.
- The Two Faces of FDR: Japanese Internment and Executive Order 8802 (ordering integration of U.S. industrial plants).
- Legislating racial equality in the workplace, 1964-2016: Title VII of the 1964 Civil Rights Act and the Immigration and Nationality Act of 1965.
- White Supremacy and Nativism in the Age of Trump.
*This course will be petitioned for Non-Western/U.S. Minority Cultures general education credit*
Instructor: Michael LeRoy has published extensively on antitrust in professional sports, immigration, race, and employment policy (in particular, the “gig economy”), strikes and lockouts, voluntary and mandatory arbitration, employee involvement teams, and labor law implications stemming from national emergencies. Professor LeRoy has testified before the full U.S. Senate Committee on labor and human resources; consulted at the request of the President’s Council of Economic Advisers in connection with the Taft-Hartley labor dispute involving Pacific Maritime Association and International Longshore and Warehouse Union; and served as an advisor to the President’s Commission on the United States Postal Service.
MACS 199A: Documentary and Social Change, Angela Aguayo, Ph.D.
59799 | TR | 4:00-5:20 PM | 1000 SCD | 3 Hours
Cinema has always stimulated hope for a better world, this course is an overview in understanding media and community building. Coming into its own during the progressive era, a period of widespread activism and political reform from 1890 to 1920, motion picture technology attracted educators, activists, historians, and moral leaders. With the progress of this technology grew the belief that movies could help solve the problems that troubled society. Instead of escape, these motion pictures engaged audiences with the political power of representation, riveting viewers with diverse reflections of daily life that could compel hearts, change minds, and give spectators political agency. This legacy of community media continues with an incredible impact on the production of diverse viewpoints, stories, and representations in public life.
Historically, these films were not exclusively released in theaters but screened in civic centers, churches, community centers, neighborhoods and now circulate online. As a response, communities organized their own media production centers and practices to combat the problematic representations on the commercial screens and in news representations. This course will study the history of documentary and social change in the United States but also what this might look like in our local community. As a class, we will plan community screenings and production workshops that reflect the legacy of engaged cinema, collaborating with community groups. This course will provide students with hand-on experience and training towards professional careers in content creation and community focused media.
*This course will be petition for Humanities & the Arts general education credit*
Instructor: Angela J. Aguayo is Associate Professor in the Department of Media and Cinema Studies and Dean’s Fellow in the College of Media at the University of Illinois, Urbana-Champaign. She is a scholar-media artist specializing in participatory and engaged cinema. Her most recent book, Documentary Resistance: Social Change and Participatory Media (Oxford University Press, 2019) investigates the political impact and democratic possibilities of engaged production practice. Aguayo is an award-winning writer, director and producer of documentary shorts utilized in community engagement campaigns, screening at festivals and museums around the world.
PHIL 214H: Biomedical Ethics, Jonathan Livengood, Ph.D.
75438| MWF | 1:00-1:50 p.m. | 1136 FLB | 3 Hours
Biomedical Ethics (PHIL 214) teaches students to think critically about ethical problems that arise in the fields of medicine and bioengineering. The course is organized roughly around the three areas of medical procedures, medical research, and medical resources. We will consider ethical challenges surrounding specific medical procedures, such as abortion, euthanasia, and cosmetic surgeries; we will consider ethical challenges for medical research, such as privacy, informed consent, and the moral status of research animals; and we will consider ethical challenges connected to public health and scarce medical resources, such as organ transplantation, triage, vaccination, and the provision of healthcare. Special emphasis will be placed on the relationship between ethical theory and public policies governing medical practice.
*This course satisfies the general education requirement for Humanities; Historical & Philosophical Perspectives*
Instructor: Jonathan Livengood is an assistant professor in the Department of Philosophy at the University of Illinois, Urbana-Champaign. His research is motivated by his interest in scientific method — an interest he’s had since reading C.S. Peirce’s Illustrations of the Logic of Science as an undergraduate. For those who want to read the Illustrations as they originally appeared, Google Books has you covered: The Fixation of Belief, How to Make Our Ideas Clear, The Doctrine of Chances, The Probability of Induction, The Order of Nature, and Deduction, Induction, and Hypothesis. Currently, Professor Livengood is working on several problems under the umbrella of causal reasoning. Some of his research concerns the psychology and semantics of causal reasoning, the normative questions about causal inference from data, and the role and legitimacy of causal reasoning in science.
SOCW 245A: Doing Good for Society through the Non-Profit Sector, Ben Lough, Ph.D.
73423 | TR | 9:00 – 10:15 a.m. | 143 Armory | 3 Hours
Do you want to change the world? Are you passionate about addressing homelessness, sexual violence, or environmental problems? Do you volunteer or make donations to charities? Want to create new solutions to social problems? Much of this happens in the nonprofit sector, yet most people know little about it. The nonprofit sector, also called the non-governmental or voluntary sector, employs around 10% of the US workforce and covers nearly 9% of all wages and salaries in the US economy. Nonprofit organizations meet needs not covered by business or government, provide many important resources that help people in need, and greatly enrich our lives through the arts. This course provides a general overview of the benefits and challenges of this critical sector.
*This course satisfies the general education credit for Social Sciences*
Instructor: Professor Lough earned his BS in Sociology, his MSW from Brigham Young University, and his PhD from the Brown School at Washington University. Dr. Lough has extensive international research and practice experience, having worked as a Senior Researcher and Resident Consultant to the United Nations in Germany, a Foreign Expert in the People’s Republic of China, an independent consultant to the Department of Human and Social Services of American Samoa, and program evaluator for the Foundation for International and Community Assistance in Armenia and the Republic of Georgia. In addition to considerable research and teaching experience, Dr. Lough also worked as a clinical social worker.