ARCH 199 CHP: Experiencing Architecture, James Warfield
36839 | 3:00-5:20 p.m. | TR | 315 THBH | 3 Hours
This course is based upon a number of analytical exercises and seminar sessions that follow visits to selected quality works of architecture. It is grounded in the belief that, like theater or music or art, works of architecture are never fully understood until experienced first hand. Space, movement, light, form, materials, craft, and structure, the major conceptual components of architecture, can best be discussed only after being experienced. Similarly, issues relating to cultural values and needs of the people who designed or built the work can more fully be understood as well. This course, specifically planned for non-majors, will meet twice per week. The first class period each week will be conducted as a visit to a work of architecture on campus or in the Champaign-Urbana community selected 1) for its holistic quality as an architectural work, and 2) for its clarity in demonstrating an architectural principle, e.g., architect Jack Baker's Erlanger House as an excellent example of interior/exterior spatial concepts, or the Assembly Hall as an example of structural clarity. The second class each week will be held as a seminar. In addition to focusing upon quality local works, the class will take two field trips: one to Springfield, Illinois to see the work of Frank Lloyd Wright, and the second to Columbus, Indiana to view the works of other modern masters such as the Saarinens, Birkerts, Pelli, Roche, Pei, Barnes, Weese, Gwathmey, and many others. Each student will keep critical field notes at all sites visited and will prepare four analytical presentations. Note: Due to the nature of this course, in that the times depend on field trips, this class will vary in length between 1.5 hours to 2.5 hours. For this reason, please ignore the time listed in Timetable of 3:30. The class will begin at 3:00 and end any time between 4:30 and 6:00 pm, depending on the field trip during a particular session.
Instructor: James P. Warfield, ACSA Distinguished Professor in Architecture, is an architect and educator who has taught at the UIUC School of Architecture since 1972. His built works include numerous schools, churches, multi-family residences, commercial offices and recreational facilities. He has taught design studios at every level of the undergraduate and graduate program. His research, which focuses upon vernacular architecture and design projects of international scope, has been conducted at sites around the world including Mexico, Peru, Bolivia, China, Malaysia, Nepal, Spain, Turkey, New Guinea, Tunisia, Mali, Tanzania, and Egypt.
ART 199 TK: Understanding Visual Culture, Tom Kovacs
31410 | 9:00-10:20 a.m. | TR | 212 Honors House | 3 Hours
ART 199 TK, Understanding Visual Culture is a course based on methodology that allows one to recognize and understand the meaning of a wide range of visual images generated in western and in some non-western cultures. Methods used in reading visuals include semiotics (the study of signs), and the application of personal, aesthetic, historical, cultural, technical, ethical, and critical perspectives. Emphasis is placed on critical thinking and writing in the application of these perspectives in the viewing of art, design, film, and other visual material in order to recognize visual statements in a broader context, and thus gain a better understanding of what they mean. Class topics include the physics and psychology of visual perception and the basics of visual composition, the understanding of time and space in still and moving images, the process of visual persuasion in advertising and politics, visual humor, the art of information design, the art of protest, as well as body language as a cultural code used in film, theater, dance, and in everyday human interaction. General Education credit: Historical & Philosophical Perspectives and Cultural Studies: Western
Instructor: Tom Kovacs is Professor Emeritus at the University of Illinois and the University of Minnesota Duluth having headed graphic design programs at both universities. He is a practicing professional artist and designer of books, posters and magazines for numerous clients including the National Council of Teachers of English, General Motors, and The United States Information Agency. He exhibited his work in galleries in the United States, Poland, Hungary, and Japan. While at Illinois, Professor Kovacs was recipient of a UIUC Undergraduate Instructional Award for course development, appointed to the UIUC Center for Advanced Study for research in computer imaging, and received the UIUC Campus Award for Excellence in Teaching.
ASTR 122H Stars and Galaxies, James Kaler
39750 | 9:00-9:50 a.m. | MWF | 134 Astronomy Bldg | 3 Hours
This course is an introductory survey of the Universe beyond the Solar System. It will include the natures of the stars, their births and deaths, neutron stars and black holes, the Galaxy, the natures of other galaxies, and cosmology — the examination of the structure and evolution of the Universe at large. Emphasis will be placed on the origins of the Universe and of the stars around us, including our own Sun, to show the ultimate origins of our Earth. The course will also stress the nature of astronomical research as well as its historical and current significance. The course material is similar to that covered in regular Astronomy 122 sections except honors students will cover it in greater depth and probe individually into specific aspects under the guidance of the instructor. Nighttime observation sessions are required. General Education credit: Physical Sciences and Quantitative Reasoning 2
Instructor: James B. Kaler earned his Ph.D. at UCLA. His research area involves the late stages of stellar evolution, specifically the subject of planetary nebulae, celestial objects preceding stellar death. He has held Fulbright and Guggenheim Fellowships, has been awarded medals for his work from the University of Liege in Belgium and the University of Mexico, and has been an associate in the University's Center for Advanced Study. He writes for several popular astronomy magazines, appears frequently on Illinois television and radio, and maintains a variety of educational web sites. Among his books are "Stars" and "Cosmic Clouds," published by Scientific American Library, "The Little Book of Stars" by Copernicus, and "Extreme Stars" by Cambridge. His latest book is "The Cambridge Encyclopedia of Stars," published in 2006.
BADM 199 CHP: Business as a Force in American Society, B. Joseph White
53818 | 6:00-8:50 p.m. | M | 2063 BIF | 3 Hours
Business is comprised of companies, industries, and the privately owned commercial sector of the American economy. Business is a major institution and powerful force in American society. It accounts for approximately 75% of the U.S. economy and is the source of employment, compensation and benefits, and meaningful work for the majority of employed citizens. Business also provides the goods and services that underpin the American standard of living.
Opinions run strong among Americans about business as an institution. Some love it, others hate it, and many are ambivalent. Opinions wax and wane depending on the times and recent events. Business is an institution we cannot live without but with which it is sometimes difficult to live.
The purpose of this course is to challenge and enable students in CHP to think about business in a holistic and analytical way and to develop opinions about business issues in a thoughtful, fact-based manner. The course will also help inform students' thinking about their career choices. This will be accomplished by looking at business through many lenses, including:
Descriptive: What is a company, an industry, the private sector? Why do they exist, how do they form, and how do they operate? Critical: What have been the major issues about business that have attracted public attention throughout American history? Why? How have they been addressed? How have they evolved? What are the alternatives, if any, to business as we know it as a societal institution? Artistic: What do literature, drama and film have to say about business and people in and affected by business? This is a rich vein of material that will help students integrate the liberal aspects of their education with an important American institution. Practical: How do the tens of millions who work and earn their living in the private sector use it to their advantage and/or cope with the particular character of the American business system? How, to what extent and with what consequences do they adopt and adapt to its requirements and values? What is the role of government in enabling the business system to function while helping protect society from errors, excesses and fraud? General Education credit: Social Sciences
Instructor: B. Joseph White is President Emeritus of the University of Illinois and James F. Towey Professor of Business and Leadership in the College of Business. He has served as a university president, dean of a leading business school, director or trustee of private sector companies and non-profit organizations, and an executive on both Main Street and Wall Street. He earned his bachelors degree at Georgetown University, an M.B.A. at the Harvard Business School, and his Ph.D. at the University of Michigan. He is the author of many articles on business and a book, The Nature of Leadership.
CHLH 250 A2: Health Care Systems, Susan Farner
56208 | 11:00 a.m.-12:20 p.m. | TR | 4 Greg Hall | 3 Hours
This course is intended to introduce students in various fields of study to issues and problems in the organization and delivery of health services. We will consider a variety of issues that influence health care including ecological, medical-cultural, organizational, economic, and political — in the context of the United States in the 1990s and into 2010. The focus of this class is on the United States health care system as it currently exists. Emphasis is placed on assessing the effectiveness, efficiency, and equity of the system and examining the organizational, professional, economic, and political trends that have altered this system in recent decades. Topics covered in the course include the organization of medical care in the United States, utilization of medical services, financing of health services, quality of medical care, health personnel, consumer participation, Medicaid, Medicare, and other government health programs, competition and regulation, health care reform, alternative and emerging systems of care, international comparisons, and future trends and directions.
Instructor: Susan Farner, PhD, MT(ASCP) Dr. Susan Farner is an instructor in the Kinesiology and Community Health Department at the University of Illinois at the Urbana-Champaign campus. She has 28 years of experience as a medical technologist with an emphasis in microbiology. She is on the Board and the Policy and Legislative Committee for the Illinois Rural Health Association. She has worked with the University of Illinois College of Medicine at Rockford in the Rural Medicine area examining access to health care and health literacy in underserved rural populations in Illinois. Susan Farner has also received a grant from the Center for Professional Responsibility in Business and Society to prepare future health care providers to work in the health care system. Dr. Farner received the Campus Award for Excellence in Undergraduate Teaching in 2006.
ENGL 199 CH1: Jane Austen & the Brontë Sisters: from novel to screen, John Frayne
40419 | 10:00-11:50 | MW | 212 Honors House | 3 Hours
There has been a striking upsurge in film adaptations of the novels of Jane Austen in the 1990s, and Emily Bronte's Wuthering Heights and Charlotte Bronte's Jane Eyre have inspired a long series of adaptations for over half a century. The process of adapting the printed word to the screen is not an easy one. The study of that process reveals some of the basic differences in these two media. Over the decades there has been a variety of visual styles used to capture the essence of the novels of Austen and the Bronte sisters. Such differences make fruitful subjects for the essays assigned in this course. We will study adaptations of Austen's Pride and Prejudice, and Sense and Sensibility, as well as Emily Bronte's Wuthering Heights, and Charlotte Bronte's Jane Eyre. Other novels by these writers will be studied as time allows. There will be individual reports in class, essays, and exams. General Education credit: Literature & Arts and Cultural Studies: Western
Instructor: John Frayne has taught literature, film and opera courses in the English Department for over four decades. A life-long music lover and record collector, he has been an opera host at WILL-FM since 1985, and a music critic of the C-U News Gazette for over 20 years. He has successfully taught "Literature and Opera" as a Campus Honors Course several times.
ECON 101, Introduction to Economics, Paul Magelli
30006 | 11:00-12:50 p.m. | TR | 4001 BIF | 4 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. General Education credit: Social Sciences
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.
ENGL 274 CHP: Literature and Society: Globalization and Empire, Zohreh Sullivan
40422 | 1:00-2:20 p.m. | TR | 212 Honors house | 3 Hours
Although we take instant communication, the internet, tourism, multinational media, and transnational trade for granted, such forms of globalization come chained to long histories. In this course, we will read books and see films that allow us to see and rethink the history of such interconnectedness, confrontation, or interaction. "Globalization" refers to the process of forging or integrating individuals and local communities into larger systems of free trade, global capital, and cultural contact. It therefore, refers not only to economics but also to human experience, to a range of historical and political events from "discoveries" of new lands to the "conquest" of new lands, from colonialism to neocolonialism, from Disney's world theme-parks to international world politics. Our use of the term suggests attention to its impact on culture and literature. The long process of globalization has led to waves of diasporas (the movement of people from their original home) which is among the most important global events of our time. We will study some of the new cultural configurations emerging out of the crucible of globalization and migration. These forces have profoundly shaped the modern world, as population, languages, power, and wealth have been redistributed in long and painful processes of conquest, exile, war, and revolution. We will consider literature and film from and about Africa, the Caribbean, South Asia, and the Middle East. We will ask who has the power to represent, shape and tell the story of others and how others‚ stories, in turn, shape our own images of the world.
Texts: Conrad, Heart of Darkness Chinua Achebe, Things Fall Apart, Rudyard Kipling, "The Man who Would be King, " Bharati Mukherjee, Jasmine, Jamaica Kincaid, A Small Place (extracts), Caryl Phillips, Crossing the River, Etel Adnan, Sitt Marie Rose, Ghassan Kanafani and other short stories, essays and poetry in a course packet.
Films: Pontecorvo, The Battle of Algiers, Mira Nair, Mississippi Masala, Richard Attenborough, Gandhi, Stephanie Black, Life & Debt, John Huston, The Man who Would be King. General Education credit: Literature & Arts
Instructor: : Zohreh T. Sullivan (Professor of English) was born in Iran, studied in Pakistan, came to the U.S in the 1960s where she completed her graduate degrees, taught in St. Louis, Mo, and at Damavand College, Tehran, Iran, before she realized the pleasures and privileges of the prairie and the University of Illinois—where she has been teaching a variety of courses in British, colonial and postcolonial literatures since 1972. She has won several campus teaching awards. Her publications include articles on literature, pedagogy, and the middle-east, books on Rudyard Kipling, and Exiled Memories Stories of Iranian Diaspora.
FR 195 CHP: The French Intellectual Tradition, Emile Talbot
58097 | 3:00-4:20 p.m. | TR | 212 Honors House | 3 Hours
This course will provide for close readings and in-depth discussions of texts in English translation by seven major French intellectuals from the sixteenth to the mid-twentieth century who represent one or several aspects of French intellectual discourse: introspection, skepticism, spirituality, rationalism, and reformism. The course aims to explore these texts within their historical contexts, investigating why these issues were raised then and how their contemporaries might have responded to them, as well as their relationship to issues still debated in the twenty-first century. Grounding this discussion will be a thorough exploration of how these writers arrived at the positions they hold. The first part of the course consists of a discussion of how French thinkers of the late Renaissance and the early modern period dealt with the question of the reliability of our knowledge: Montaigne, with moderate skepticism, Pascal by accepting a mode of knowledge that is neither empirical nor strictly rational, Descartes by embracing the capacity of human reason to achieve certitude, even as to the existence of God. Part II deals with two major Enlightenment thinkers who take as given the legitimacy of human thought and apply this certitude critically (Voltaire) and constructively (Rousseau). Part III discusses two major twentieth-century thinkers who draw on these traditions in very different ways (Weil, drawing on both the rational constructive tradition of Rousseau and the fideism of Pascal, has confidence in the human mind's ability to build a just post-war Europe; Sartre's elaboration of a theory of anti-Semitism brings us to the realization that much of our knowledge of the other is a construction of the thinking self). While providing a solid understanding of the French intellectual tradition and discussing a number of its major themes, we will have explored through it a basic question: How certain can we be of what we know and does it matter? General Education credit: Historical & Philosophical Perspectives
Instructor: Professor Emile Talbot, who received his doctorate from Brown University, has extensive experience in teaching French as well as French- Canadian culture. He has published widely in these areas in the United States, Canada, France, Germany, and Switzerland. His most recent book is Reading Nelligan (McGill-Queen's University Press, 2002). Professor Talbot has served on numerous editorial boards, has been a Fellow and an Associate of the Center for Advanced Study, a Fellow of the National Endowment for the Humanities, and a Fellow of the Camargo Foundation (France). He has an abiding interest in intellectual history, and is a former editor of the interdisciplinary journal, Québec Studies.
GEOL 118 CHP: Natural Disasters, Chu-Yung Chen
51455 | 9:00-10:20 a.m. | TR | 258 NHB | 3 Hours
This course introduces the nature, causes, risks, effects, and prediction of natural disasters, including earthquakes, tsunami, volcanoes, landslides, subsidence, floods, coastal erosion, global climate change, severe weather, mass extinctions, and meteorite impacts. It covers geologic principles and case histories of natural disasters as well as human responses (societal impact, mitigation strategies, and public policy). General Education credit: Physical Sciences
Instructor: Professor Chen received her Ph.D. from the Massachusetts Institute of Technology in 1983, and she joined the Department of Geology at the University of Illinois since then. She teaches courses in physical geology, geology of National Parks, natural disasters, geochemistry, and petrology, and has been on the campus List of Teachers Ranked as Excellent many times. Dr. Chen's research focuses on applications of petrology, trace element and isotope geochemistry to the study of chemical composition and physical processes in the earth's lithosphere, and the origin and evolution of continental and oceanic crusts. She has done extensive field work and geochemical studies of volcanoes in Hawaii and southwestern China. She has also applied trace element geochemistry on environmental problems such as the origin of mineral inclusions in coal and the sources of aerosols.
HIST 295 A: Scientific Creativity & Invention in Historical Perspective, Lillian Hoddeson
43871 | 2:00-4:50 p.m. | W | 212 Honors House | 3 Hours
Exemplified by figures such as Dr. Frankenstein, the creative scientist or inventor is a well-known stereotype. Typically male, he is born with superhuman abilities and therefore needs no training. His insights come magically from a place beyond normal experience. His personal relationships are troubled, and he works alone. It is not surprising that the profiles of real scientists and inventors differ dramatically from the popular myth. This new course examines both the stereotypical and real profiles of highly creative scientists and inventors. Students will read chapters and articles in common during the first half of the course and then turn to their own research projects focused either on a selected individual or on some issue relating to creativity (e.g., the role of analogy, patronage, or place). They will present their findings in one or more oral presentations and in a written paper due after the last class. There are no prerequisites for this course. There will be several visitors (to be arranged), e.g., Stanford Ovshinsky, inventor of the nickel metal hydride battery, rewritable CDs, and thin-film amorphous silicon solar energy panels. General Education credit: Historical & Philosophical Perspectives and Physical Sciences
Instructor: Professor of History Emeritus Lillian Hoddeson, formerly the Thomas Siebel Professor of History of Science at the University of Illinois, has been teaching in the Campus Honors Program since 2003. She began her career as a physicist but recognized several years after taking her Ph.D. that her passion was for studying the history of recent science. In switching fields she studied with the historian of science Thomas S. Kuhn. Her books and articles treat the building of the atomic bomb, the development of particle physics, the invention and impact of the transistor, the history of solid-state and particle physics, the history of the University of Illinois, the life and science of John Bardeen, and the rise of "megascience" at Fermilab. She is presently completing two books, one about the demise of the Superconducting Supercollider and another on the life and work of the prolific self-educated inventor Stanford Ovshinsky.
LAW 199 CS: The American Health Care System: Crisis & Reform, Robert Rich
44142 | 8:30-9:50 a.m. | MW | IGPA Conference Room | 3 Hours
Reform of the American Health Care System was one of the most important issues of the 2008 and 2010 election campaigns and it promises to continue to be important in 2012. President Obama was successful in passing new landmark legislation which is under "constitutional review" at the same time, The American health care system continues to be in crisis and is one of the most important issues facing this country becuase of the critical economic, legal, political and social justice issues it raises. This course focuses on the problems and issues which face the American health care system. We will explore bio-ethical and public policy problems. After a brief introduction which covers the historical development of the structure and financing of the current health care system, the class will focus on the following issues: should health care be considered a "legal right" in this country, can the rising cost of health care be brought under control, how do we, as a society, respond to the problem of 45.8 million Americans who are currently uninsured and the 20 million who are under-insured, should the United States adopt a system of universal health care coverage in the same way that England, Germany, and Canada have, what has been the impact of managed care on the American health care system, should health insurance be mandatory in the same way that auto insurance is in most states, how does Medicare and Medicaid need to be reformed, and what will be the fate of the "Obamacare" legislation? In addition, we discuss critical ethical dilemmas including: the development of human gene therapy, legalization of human cloning, and the legalization of physician-assisted suicide. Students will be asked to prepare two "policy analysis" papers focused on policy issues discussed in the class. As a final project students will prepare a "briefing book," give testimony at a mock congressional hearing, and take on the role of members of a congressional committee hearing testimony. Guest lectures will be made by policy makers who have expertise in the area we are discussing. No knowledge of political science, economics, or sociology is required.
Instructor: Robert F. Rich is Director of the Institute of Government and Public Affairs and is a Professor of Law, Political Science, Community Health, Medical Humanities and Social Sciences and Professor in the Institute for Communications Research. He has a B.A. in Government from Oberlin College and an M.A. and Ph.D. in Political Science from the University of Chicago. He has published four books on health care policy: Encyclopedia of Health Services Research (2009), Consumer Choice: Social Welfare and Health Policy (2005), Competitive Approaches to Health Care Reform (1993--with Richard Arnould and William White) and Health Policy, Federalism, and the Role of the American States (1996-with William White), and is currently finishing a new book entitled: Transformed Federalism and the American Health Care System. He has taught at the U. of I. since 1986; he was previously on the faculty of Carnegie-Mellon University and Princeton University. In 1993-95 he was a Visiting Professor at Johns Hopkins University and a Special Guest at the Brookings Institution. In 2002-03, he was a Visiting Professor at the Humboldt University in Berlin, Germany.
LING 240 B: Language in Human History, Hans Hock
40360 | 12:30-1:50 p.m. | TR | G96 FLB | 3 Hours
Whose past is it? – The uses and misuses of linguistic prehistory and archaeology in national and group self-definition and in the exclusion of others. Special thematic focus is on the "Aryan" issue in Nazi ideology, in recent ideological movements of South Asia, and in the interpretation of the "Tarim Mummies" of Xinjiang. In the course of evaluating these issues, we will also discuss the question of scientific methodology and of the responsibility of historians, linguists, and archaeologists to address misuses of their results or deliberate misinterpretations that are intended to support nationalist and racist ideologies. General Education credit: Historical & Philosophical Perspectives
Instructor: Hans Henrich Hock (Ph.D. Yale University) is Professor of Linguistics and Sanskrit and of the Classics and has been teaching at UIUC since 1967. His main research areas are historical and general linguistics with special focus on Sanskrit and Germanic. He did research on spoken Sanskrit in modern India (1980-81), was Fulbright Lecturer at Jawaharlal Nehru University, Delhi (Fall 1987), and an invited faculty member at the 1993 Linguistic Institute at Ohio State University. He has published, edited, and coedited six books, a large number of journal issues, and over ninety papers, reviews, etc. One of his major interests in recent years has been linguistic and textual evidence, as well as associated archaeological arguments, as regards the "Aryan" and Indus Civilization controversy in South Asia and the interpretation of the "Tarim Mummies" of Xinjiang. (He has published four papers on these issues and is working on several others.)
MATH 198 E1H: Complex Geometry, John D'Angelo
58115 | 1:00-1:50 pm | MWF | 243 Altgeld Hall | 3 Hours
This elementary course will reveal mathematics as both an art and a science. We will work within the realm of the complex numbers to provide beautiful new perspectives on geometry. We will develop complex numbers from the start, discuss the geometry of the unit circle to simplify trigonometry and to understand Pythagorean triples, and we will see the Fibonacci numbers at work. We will discuss how and why complex numbers arise in geometry and physics by introducing complex line integrals and their applications. Considerable emphasis will be placed on both oral and written exposition. I will often ask students to present solutions to the exercises posed. We will strive for elegance in our thought processes, calculations, and exposition. I hope to recruit a few students into the Mathematics Honors program. I have published a book based on two earlier versions of this course. This book will be available on-line as well. On occasion students will need to augment what is done in class by outside reading from easily accessible sources. The highlight of the semester will be the student presentations; each student will work on a project of his/her own choosing based on the ideas in the course, write a short paper, and give a 25 minute lecture to the class. General Education credit: Quantitative Reasoning 1
Instructor: John P. D'Angelo is Professor of Mathematics at UIUC. He received his PhD in Mathematics from Princeton University and was a Moore Instructor at MIT before coming to UIUC. He was named a University Scholar at UIUC in 1986, won the Stefan Bergman Prize in 1999 for his research in complex analysis, and won the LAS Dean's Award for Excellence in Undergraduate Teaching at UIUC in 2005. He is currently a Kenneth D. Schmidt Professorial Scholar at UIUC. He has been named to the Incomplete List of Professors ranked excellent by their students at least twenty different times, most recently in 2010. He has authored four mathematics books and sixty research papers. His primary research interests are in several complex variables and CR geometry. He enjoys the mathematics appearing in the financial and sports sections of newspapers and he plays the oriental game go (wei-qi, baduk). He views mathematics as both an art and a science and loves to convey both aspects to students. In recent years D'Angelo has been actively involved in teaching in the Mathematics Department Honors Program.
MATH 198/CS 199 G1H: Hypergraphics, George Francis
51385/56131 | 3:00-3:50 p.m. | MWF | 102 Altgeld Hall | 3 Hours
This lab/tutorial course is an introduction to mathematical visualization with computer graphics. For example, students learn how to build, place, move and deform objects in 3 and 4 dimensional Euclidean and non-Euclidean spaces. Lessons on chaos, fractals, strange attractors, and other exotica illustrate the idea of a dynamical system which students will meet (or already have met) in their math, science, or engineering courses. The course welcomes all motivated students whether they are total novices in graphics programming, experts in OpenGL, or something in between. There are no prerequisites beyond a lively interest in exploring mathematical ideas with real-time interactive computer animation. Required work is carefully tailored to the interest and experience of the individual student, and pitched just above what the student thinks she is capable of. Each student will complete a project whose proposed content and difficulty is negotiable. Initially, programming novices will work with VPython (google it) to get a feel for a graphics oriented computer language. They will then be exposed to other graphics languages (Java and C++) for comparison. Students will have the opportunity to learn LaTeX with graphics, if they wish. Intermediate programmers may advance through the syllabus at their own, accelerated pace. Expert programmers are encouraged to develop a substantial research plan early on. All students complete several minor and one major project. Grades are based, non-competitively, on the timely completion of the contracted semester project. Please see http://new.math.uiuc.edu/math198/
Instructor: George Francis received his Ph.D. from the University of Michigan in 1967 and joined the UIUC faculty in 1968. His research papers are in low-dimensional topology, geometry, analysis, statistics, and control theory. In addition to courses in these fields, he has taught logic, mathematical biology, and catastrophe theory. Professor Francis' work on descriptive topology, The Topological Picturebook (1987), has been translated into Japanese and Russian, a paperback edition appeared in 2006. He is professor in the Campus Honors Faculty, and in the Beckman Institute, where he works in the CUBE/CAVE/CANVAS virtual environments of the Integrated Systems.
MATH 199 CHP: Mathematics in Music and Art, Graham Evans
47745 | 9:00-9:50 a.m. | MWF | 212 Honors House | 3 Hours
This is a course on the connections of mathematics with music and art. We will explore harmony [and dissonance], temperaments, and counterpoint in music. Topics in art will include frieze designs, "wallpaper patterns" -- as used by M. C. Escher, and perspective. All of these topics are directly connected with mathematics and investigating them enriches our understanding of both sides of the connection. These topics will lead to a deeper understanding of symmetry in general. We will look around to find some nearby mathematical gems such as why the square root of two is irrational [which has a lot to do with music] and the bridal veil proof of the Pythagorean theorem [which has little to do with either art or music]. There will be ample opportunity to exhibit musical and artistic skills as well as mathematical ones. General Education credit: Quantitative Reasoning 1
Instructor: E. Graham Evans, Jr. has been on the faculty of UIUC since the Fall of 1972. He has written dozens of articles and co-authored three books in the study of commutative rings and the solutions to polynomial equations. He won an Alfred P. Sloan Fellowship, which enabled him to study at the IHES in Paris in the academic year 1975-76. In the 1980's he developed and taught in-service mathematics teachers summer institutes in the mathematics department. These pioneered the use of personal computers in the mathematics classroom. He served on the Research Board of the university during the academic years '96-'97 and '97-'98. In the Fall of 1999 he assumed the position of Director of Undergraduate Programs in the Mathematics department. He held this position until he retired in 2004. In 2002 he was awarded the Campus Honors Program Broadrick-Allen Award for Excellence in Honors Teaching. He is an amateur cellist and cook.
PHIL 199 CHP: Science and the Mind, Rob Cummins
58119 | 12:00-12:50 p.m. | MWF | 325 Gregory Hall | 3 Hours
How is it possible to have a science of the mind? Historically, this posed a problem, because the mind was identified with consciousness, which seems accessible from a first person, introspective, perspective rather than third person objective observation of the kind science requires. We will look briefly at the two most important early attempts to answer this question--structuralism and behaviorism-- with an eye to understanding how these movements set the stage for the three contemporary paradigms: computationalism (the brain is a computer and the mind can be described by the program it runs), connectionism and neural-networks (the mind is a process of spreading activation on a connected network of neuron-like units), and cognitive neuroscience (the mind is just what the brain does, however it actually does it). Throughout, we will be looking to out the assumptions the underlie and enable each of these paradigms, and attempt to assess their implications: What should an explanation of the mental look like? Why is it important to have such explanations, and what does the model under consideration promise to deliver? How do these assumptions mesh with assumptions about the mind in the law, morality, economics, education and theories about how to reason or think "properly"? General Education credit: Advanced Composition and Historical & Philosophical Perspectives
Instructor: Robert Cummins is Professor and Chair of the Department of Philosophy. His research focuses on the nature of the mind: what kind of thing or process the mind is, how we can learn about it, how it evolved, and, especially, how it represents the world in the service of adaptive behavior and thought. He is the author of The Nature of Psychological Explanation, Meaning and Mental Representation, and Representations, Targets and Attitudes, all from MIT Press. A collection of his articles on mental representation entitled The World in the Head is forthcoming from Oxford University Press. In addition to courses in the philosophy of mind, Prof. Cummins enjoys teaching introduction to philosophy as well as the history of early modern philosophy (Descartes to Kant), and the evolution of mind (taught jointly with Prof. Denise Cummins in Psychology), and is currently doing a course in the philosophy of biology. Professor Cummins has received support from the National Science Foundation and the National Endowment for the Humanities for research at the interface between philosophy, cognitive science, neuroscience, and evolutionary biology. He received his PhD from the University of Michigan, and has taught at Johns Hopkins, UIC, the University of Colorado, the University of Arizona, MIT, and the University of California at Davis before joining the faculty at UIUC.
THEA 199 CT: Currents in Contemporary Theatre, Tom Mitchell
35252 | 12:00-12:50 p.m. | MWF | 3601 Krannert | 3 Hours
The theatre has undergone major changes in the last thirty years reflecting society's change. Conventional forms of storytelling have given way to fractured and reassembled forms. Kitchen-sink realism has been replaced by fantastic visions and apocalyptic angels. Middle-class white culture now shares the stage with African-American, Latino, and Asian life. This course will examine playwriting, directing, and design trends in the beginning of the twenty-first century. Students will explore how social movements have influenced the theatre, and how the theatre has impacted society. Activities will include play-readings, practical projects in staging, designing, or writing, and research into contemporary topics. Several small-group projects will involve students in creating mini-performances. Students will do a final research report on an individual director, playwright, or designer in the contemporary theatre. General Education credit: Literature & Arts
Instructor: Tom Mitchell is Associate Professor and Acting Head of the Theatre Department where he teaches Acting and Directing. He has staged numerous productions in the Krannert Center for the Performing Arts and has been a frequent presenter to Campus Honors Program student groups. Recent productions include An Imaginary Invalid, Great Expectations, and Antigone. Professor Mitchell has directed Tennessee Williams' early plays, Candles to the Sun, Stairs to the Roof and Spring Storm. He is past chair of the Directing Symposium of the Mid America Theatre Conference and is Co-Chair of Region III of the Kennedy Center American College Theatre Festival. Tom was the chairman of the Summer Theatre Program at the Interlochen Center for the Arts in northern Michigan where he initiated an emphasis on Contemporary Forms in Theatre. He staged two "lost" plays by Spanish playwright, Jose Lopez Rubio for the Festival Theatre in northwest Wisconsin, and the premiere production of "Meet Me Incognito" for the Metro Theatre Company of St. Louis. He has a particular interest in contemporary directors and directing methods.
CHP 395 A: Biocomplexity, Bruce Fouke
31622 | 3:30-4:50 p.m. | TR | 3140 IGB | 3 Hours
A progressive new integration of the natural and life sciences, called Biocomplexity, is revolutionizing our understanding of how Life has evolved and survived on an ever-changing Earth. Microbes (Bacteria and Archaea) are the most long-standing, abundant, and diverse forms of life on our planet, and therefore are involved in virtually all Life-Earth interactions. As a result, the focus of this class will be on microbial ecology and evolution in the simultaneous contexts of: (1) modern and ancient earth system environmental processes; and (2) the ecology and evolution of plants, animals and microorganisms. Two primary biocomplexity themes will be explored during the semester, followed by an intensive field experience in Yellowstone where biocomplex interactions will be directly observed, quantified, and discussed. The first biocomplexity theme will be on the origin, ecology, and evolution of microbial life. The centerpiece for this theme will be feedback interactions amongst thermophilic (heat-loving) microbes, extreme water conditions, and rapid mineral precipitation in terrestrial and marine hot springs around the world. We will then look at the ancient fossil record of microbes on earth, which is directly linked to the search for extraterrestrial life other planets. The second biocomplexity theme will focus on the ecology of infectious disease and the relationship of microbial ecology and evolution to climatic change and human environmental impact. This second focus will be on case studies of the emergence of disease in marine coral reef ecosystems. Causal feedback relationships will be identified with respect to human activity, terrestrial disease, and global climate change on the ancient, present, and future earth. The course will be culminated with a four-day biocomplexity field experience in Yellowstone National Park, in which the geology and microbial ecology of several thermal spring features throughout the park will be visited and investigated.
Instructor: Bruce W. Fouke, Ph.D., is an Associate Professor in the Department of Geology (http://www.geology.uiuc.edu/~fouke/) the Department of Microbiology (http://mcb.illinois.edu/faculty/profile/1186) and the Institute for Genomic Biology (http://www.igb.uiuc.edu) at the University of Illinois Urbana-Champaign. Professor Fouke studies complex interactions between planet Earth and the many forms of life that inhabit it. His ongoing work includes: (1) understanding and preventing coral disease in reefs of the Caribbean Sea and Indo-Pacific Ocean; (2) microbe-mineral interactions in hot springs at Yellowstone National Park and in Tuscany, Italy; (3) the last flow of water in Roman aqueducts and water works of the Baths of Caracalla and Pompeii; (4) late Cretaceous meteor cratering in the Yucatan of Mexico associated with the demise of the dinosaurs; and (5) composition and bioenergy consequences of the deep subsurface microbial biosphere in the Illinois Basin. Professor Fouke received his Ph.D. from the State University of New York Stony Brook, and completed postdoctoral research appointments at the Free University of Amsterdam, the University of California Berkeley, and NASA Ames Research Center prior to arriving at Illinois. Professor Fouke's work has recently been highlighted in National Geographic Magazine as well as on National Public Radio, and he currently serves on science panels at the National Science Foundation, the Department of Energy and NASA.
CHP 395 B: Spaceflight, Julian Palmore
31625 | 10:30-11:50 a.m. | TR | 212 Honors House | 3 Hours
The course will explore the current state of human spaceflight, starting from the early days of Tsiolkovsky and Goddard to the later years of the American Rocket Society and the German VfR prior to World War II to the Mercury, Gemini and Apollo programs during the 1960s and 1970s and the Space Shuttle - International Space Station developments since 1980. We will study the mathematics, physics, astronomy, chemistry and physiology of human spaceflight.
Instructor: Julian Palmore is professor of mathematics at Illinois and teaches courses in differential equations and probability. He studied physics at Cornell University and after graduating and commissioning he was assigned to the director's office of Wernher von Braun at NASA's Marshall Space Flight Center in Huntsville, Alabama. His first published paper was "Lunar Impact Probe" in the American Rocket Society Journal in 1961. At NASA he worked with Ernst Stuhlinger on systems analysis of ion rockets and participated in the Apollo program and later as a test engineer on the first stage the Saturn V launch vehicle. He left NASA in 1964 to attend graduate school at Princeton University in aeronautical engineering. He studied astronomy at Yale University, specializing in celestial mechanics, and returned to Princeton as a visiting fellow. He studied mathematics at the University of California Berkeley. In his career he has solved problems of rocket flight, celestial mechanics and spaceflight.
CHP 396 A: Sexual Animal Reproduction, Darrel Kesler
30026 | 12:00-1:50 p.m. | MW | 212 Honors House | 3 Hours
This lecture/discussion course will explore the fundamentals of the biology of reproduction. A comparative approach will be utilized in the course and although emphasis will be placed on domestic and wild mammals, including the human animal, amphibians, reptiles, birds, and other species will be covered as well. Topics will include the evolution, ecology, the selfishness of reproduction; sexual differentiation, dimorphism, and diversity; menstrual and estrous cycles; male and female endocrinology; mating systems and sexual behavior; pathways to parturition; periodicity of fertility and dysfunctions; and contraceptive and reproductive enhancement technologies including, but not limited to, nuclear transfer (cloning) and same sex procreation. This course will provide consequential understanding to one's own sexual biology and it will improve one's ability to think at a higher-level (including creative and critical thinking) and to communicate in group discussion and on paper. General Education credit: Advanced Composition and Life Sciences
Instructor: Professor Kesler has taught courses on reproductive biology and biotechnology at the University of Illinois since 1977. In addition to teaching and conducting research at the University of Illinois, he was a biochemist for Abbott Laboratories, Inc. and developed a human pregnancy test while at Abbott. Also, he has consulted for several pharmaceutical companies, published more than 500 scientific articles, been awarded three patents, given testimony to the U.S. Senate, and had his research as the focus of a "60 Minutes" television program. Dr. Kesler has been listed on the University of Illinois "Incomplete List of Teachers Ranked Excellent by Their Students" over a hundred times and has been awarded several teaching awards including the Broadrick-Allen Award for Excellence in Honors Teaching and highest teaching award at the University of Illinois (Campus Award for Excellence in Undergraduate Teaching). Dr. Kesler's research emphasis is on infertility, reproductive technologies (including IVF and ET), synchronization of ovulation, contragestation, embryonic signaling and maintenance of pregnancy, androgen-induced sexual dimorphism, and controlled release and drug delivery systems. He has given lectures and traveled to Spain, Switzerland, Italy, Mexico, Brazil, Honduras, Philippines, Egypt, Korea, and South Africa. Dr. Kesler was also awarded the Thorn BioScience Award for Outstanding Accomplishment in the Veterinary Field by the Controlled Release Society and the Paul A. Funk Award for Outstanding Achievement and Major Contributions to the Betterment of Agriculture, Natural Resources, and Human Systems.