Plan II Honors Program | Class of 2019 Summer Orientation Packet
Table of Contents Welcome from the Director! !
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Plan II Orientation Schedule! !
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Tuition Deadline Information!!
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Dual Majors/Degrees!
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Plan II Curriculum ! !
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Plan II 4-Year Guide!!
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Credit-by-exam/AP Guide! !
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First-Year Course Descriptions:!
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World Literature (E 603)!
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Signature Course (T C 302)!!
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Logic/Modes of Reasoning!
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Plan II Biology!
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Plan II Math! !
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Welcome to Plan II Honors. Your Renaissance Education for the 21st Century Starts Here. Dear incoming Plan II student, ! We are looking forward to meeting you at Orientation this summer and working with you during your time in Plan II. Academic advising is especially important in Plan II, embracing not only your course and degree planning but also broader questions about your life at the university and beyond. At the Plan II meeting on day one of orientation you will meet the Plan II Academic Advisors, Mary Dillman and Melissa Ossian. They will work closely with you to plan your first semester, assisted by orientation advisers (OAs) who know Plan II and the University well from the inside. ! In this mailing we are sending important materials to answer some of your questions, and to get you thinking about others. Please read through all this information very carefully prior to Orientation and bring this packet with you when come. 2
Included in this packet you will find: • The Plan II Orientation schedule and tuition payment deadlines. • Information about pursuing dual majors or degrees alongside Plan II. Rest assured you will learn more about this at Orientation, and all your questions will be addressed then. You may even discover that the best route for achieving your academic and career goals is to be “Purely Plan II.” • Curriculum and course information, including the Plan II Bachelor of Arts four-year ! guide, credit-by-exam information, and descriptions of the Plan II first-year courses. ! Read through these course descriptions and consider the World Literature and Signature ! Course options carefully. • Worthington Essay Contest for 2015: Each year Plan II holds an essay contest for the ! Worthington Prize - grand prize $5000! First-year students are eligible for the grand prize, ! and there is a prize specially designated for a first-year student ($3500). Stay tuned for ! more information about this year's essay topic. We hope you will participate. ! Also provided in your mailing is a packet from the officers of the Plan II Students’ Association (P2SA), a group I hope you will become active in. P2SA hosts many important events throughout the year, and will kick off the fall semester with the Voltaire’s Coffees series. Start reading now! We will post the schedule for the Voltaire’s Coffees on the Plan II web site by the end of July. ! You also want to mark your calendars for two important fall events: Plan II Convocation on September 3 and the Freshman Getaway on September 11. Convocation is required for academic reasons and Getaway will launch you into the Plan II social world. The registration form for Getaway is included in the P2SA packet. ! Lastly, be sure to have bookmarked the “current students” section of the Plan II web site, as it should now become your go-to source for information about academics and upcoming events. With all best wishes for a fine summer and a splendid future in Plan II,
Michael B. Stoff Director
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Plan II Orientation Schedule For Students in Orientation Sessions beginning June 8, 15, 22, 29, July 6, 13: Day 1: Check-In at Jester Residence Hall, 7:30 - 9:30 am - MANDATORY After you have checked in at the main Orientation check-in with New Student Services, find the Plan II table in Jester - here you will receive your Plan II orientation materials for the meetings later in the day. Day 1: Plan II Departmental Meeting in CLA 2.606, 3:00 - 5:00 pm - MANDATORY Presentation and discussion of the following with the Plan II Academic Advisors and Orientation Advisors: • The Plan II curriculum and degree requirements • What Plan II students take during the first year • Credit by exam & important university resources • Plan II Course Lottery: Read through the course descriptions in this packet ahead of time and bring it with you to orientation. Select your top five professor preferences for World Literature (E/T C 603) and the Signature Courses (T C 302). Students who miss this meeting will be assigned a World Literature and Signature Course based on availability. Day 2 & 3: Academic Advising in the Plan II office, CLA 2.102 - MANDATORY Each student will have an individual academic advising session with a Plan II Advisor and Orientation Advisor on Day 2 or Day 3. Students will be given instructions for signing up for an appointment time at the end of the departmental meeting on Day 1. Students who miss academic advising will have a bar that prevents them from registering. Day 3: Registration - MANDATORY Each student will have an assigned registration time the morning of Day 3, and should plan to register for classes at the registration location designated in the UT orientation program (do not register in the Plan II office, where there will be no Orientation Advisors available to help).
Students coming to the August 19-21 orientation will have the schedule of meetings and locations emailed to them just prior to orientation. Important Dates to Remember: • Tuition and fee payment due by 5 pm, Wednesday, August 12 • Fall classes begin Wednesday, August 26 • Freshman Convocation, evening of Thursday, September 3 - Attendance required • No classes September 7 (Labor Day) • Freshman Getaway Friday, September 11; details & registration form enclosed
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Don’t Lose Your Courses: Pay Your Tuition Bill! For students in the June and July orientation sessions: Fee bills will be sent electronically on July 21st to the email address listed on your student record. If you do not receive an electronic notification by the first of August, call the Office of the Registrar, (512) 475-7675. There are three ways to pay: - On-line via "My Tuition Bill" on UT Direct - In person: Cashier's Office in Main Building, Room 8 - By mail: University of Texas at Austin, Student Accounts Receivable, P.O. Box 7398, Austin, TX 78713-7398 Fee bill payment is due by 5 p.m. on August 12th. This is not a postmark date. UT must receive the payment on August 12th, 5 pm CDT. You will be dropped from all of your classes and required to re-register in late August if the fee bill is not paid by August 12th, 5 pm CDT.
For students in the August orientation session: Fee bills will not be e-mailed. Payment is due by 5 p.m. on August 25th. This is not a postmark date. UT must receive the payment on August 25th, 5 pm CDT. There are three ways to pay: - On-line via "My Tuition Bill" on UT Direct - In person: Cashier's Office in Main Building, Room 8 - By mail: University of Texas at Austin, Student Accounts Receivable, P.O. Box 7398, Austin, TX 78713-7398 You will be dropped from all of your classes and required to re-register on the first day of classes if the fee bill is not paid by August 25th, 5 pm CDT.
IMPORTANT NOTE: If you have a zero ($0.00) tuition bill because of an exemption, waiver, or other reason, you still need to confirm your attendance via the “My Tuition Bill” website. You must confirm your attendance before 5 p.m. (central time) on the day of the deadline or your classes will be canceled. 5
Dual Majors/Degrees and Plan II All Plan II students major in Plan II first and foremost, but many have interests that range beyond our core curriculum. In some cases, these interests carry students into double majors or a second degree. You do not need an additional major for most career choices; being “Purely Plan II” allows you incredible flexibility to craft your education as you see fit. In addition, pre-med and pre-law students do very well with straight Plan II degrees. We do not advise you to encumber yourself with a large number of majors. In a recent graduating class, approximately 30% of students were in dual degree programs — that is, they earned a BA in Plan II while simultaneously earning a second degree such as a Bachelor of Science or Bachelor in Business Administration. Of the remaining, 45% double-majored in Plan II and another Bachelor of Arts major such as History or Spanish, while about 25% were straight Plan II majors, all of them having done well in graduate school admissions or in the search for entrylevel jobs. If you have already been admitted to a college other than Liberal Arts, you should read the message below. If you have not been admitted to another college but would like to go this route, you will have the opportunity once on campus in the Fall to attend information sessions about how to apply to the majors/colleges in which you are interested. If you have doubts about the road you are taking, see an advisor. Rest assured you can (and most likely will) change your mind about second majors during the course of your college career. We tell most students to stay on that road for at least a year before making a decision to drop one major or another.
How to Register for Dual Degrees As a Plan II first-year student, you will be able to be registered in two colleges or to declare two majors at the same time if you were accepted into another major in addition to Plan II. During Orientation, however, you will have only one major and one college listed. At Orientation check-in, you will receive a form to confirm your dual college status, which will then show on your student record by the twelfth class day in the Fall semester. Plan II Academic Advisors will also assist you should you have any trouble registering for Plan II classes. Students admitted to the College of Undergraduate Studies will complete paperwork at Orientation to change them into the College of Liberal Arts, which will be official by the twelfth class day in the Fall semester. Plan II Academic Advisors will assist these students with registration for Plan II classes during Orientation. Students who were not admitted into another college at the time of their admission will have the This system of simultaneous major coding is fairly new at UT, and there may be some confusion about it in other colleges. If you have any questions about information you receive from other colleges or departments concerning this, please check with Plan II for clarification.
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The Bachelor of Arts in Plan II Honors Curriculum Description What is Plan II Honors? Established in 1935 as an alternative to the “Plan I” Bachelor of Arts degree options, Plan II is a challenging interdisciplinary honors major with a required core curriculum that includes the study of literature, philosophy, society, the arts, math and the natural sciences. Plan II courses are offered through multiple departments (such as English, Philosophy, History, and the sciences). "T C" (Tutorial Course) and "S S" (Social Science) are the course designations for Plan II's unique course offerings. The following courses are the requirements of the Plan II major:
Composition & Reading in World Literature (E/T C 603 A&B) This year-long course is required of all Plan II first-year students and is of central importance in the curriculum. Students may not place out of this course. The course begins with classical literature, including epic, and moves in the second semester to modern literature and usually includes contemporary works. The course aims to provide a common background in literature, to develop critical reading skills, and to improve writing. It is conducted as a seminar, with emphasis on discussion, and is a writing-intensive course.
First-Year Signature Course (T C 302) All freshmen take a first-year signature course, either in the fall or spring. These are small seminar courses that emphasize discussion, critical thinking, and writing on interdisciplinary topics of contemporary importance. Plan II selects distinguished faculty from across the campus to teach these courses. Recent seminar topics include "Pathways to Civic Engagement," "Art, Sport & the Meaning of Life," and "Science & Religion in America."
Logic/Modes of Reasoning (PHL 313Q/T C 310) The Logic or Modes of Reasoning requirement is typically taken during the first or second year and introduces students to the use of formal systems for representing arguments. Logic normally covers proofs in predicate calculus and includes some work in inductive logic or defensible reasoning. Modes of Reasoning topics can vary and has included courses on the use of statistics in science or social science and research methods across academic disciplines.
Philosophy: Problems of Knowledge and Valuation (PHL 610QA&B) This year-long course is taken in the second year. Using ancient and modern texts, students consider problems in ethics, political theory, metaphysics, and epistemology. Students will be encouraged to think for themselves, both about ethical matters and about more abstract issues.
Plan II Social Science (S S 301) This course is offered under several disciplines and is usually taken the second or third year, in either spring or fall. The content involves contemporary social issues, and students may select from topics such as economics, anthropology, psychology, or social science theory.
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Non-U.S. History Two courses in the same geographical area are required. Many elect to take a Western Civilization sequence which is designed for Plan II students, but students are free to take history sequences from other non-U.S. geographic areas (e.g., Africa, Asia, Europe, Latin America and the Middle East). A list of approved courses for each area can be found in the "Advising" section of the Plan II website.
Plan II Math (M 310P) Plan II Mathematics generally covers basic concepts of mathematics beyond the level of applying algorithms to solve problems, as in high school. The aim of the course is to let students feel the excitement of what mathematicians actually do in areas of research such as topology. It is typically taken during the spring semester of the first or second year.
Plan II Biology (BIO 301E) Plan II Biology explores current issues in molecular genetics and biotechnology, basic principles of evolution as revealed by plant and animal studies, and ecological issues such as human population growth and environmental degradation. It can be taken during any semester.
Plan II Physics (PHY 321) Plan II Physics covers the most important concepts of post-Newtonian physics, quantum theory and relativity. The content of the course is chosen to give students a science-based understanding of the triumphs of modern physics, as well as to hone their problem-solving skills from basic Fermi problems to fairly advanced questions about space travel. The course is typically taken during the junior year.
Humanities/Fine Arts A course in one of the following is required: art history, music history, or theatre and dance history; or an upper-division course in one of the following areas: classical civilization, literature, humanities or philosophy. In addition, all students must take a course in the visual and performing arts as required by the University core curriculum. A list of approved courses can be found in the "Advising" section of the Plan II website.
Junior Seminars (T C 357) Plan II students take two seminars in the junior year. Similar in format and approach to the first-year signature course, the junior seminars require term papers, oral presentations, and will prepare students for the research and writing they will undertake in their senior thesis project. Recent seminar topics include "The Veil: History, Culture & Politics," "Law, Ethics & Brain Policy," "Technical Change & Financial Crisis," and "Shakespeare in Performance."
Senior Thesis (T C 660HA&B) This year-long project is the capstone of the Plan II curriculum. The senior thesis represents significant research or creativity, providing students with highly specialized expertise in a topic of their choosing. Students work closely with two faculty supervisors to produce a roughly 60-page thesis. Senior thesis topics are often interdisciplinary and can be creative or traditional academic treatises. Students are also required to give an oral presentation about their thesis research at the bi-annual Thesis Symposium.
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Plan II 4-Year Guide, 2014-16 Core Curriculum Requirements These courses are restricted to Plan II Honors students only and have been approved by the Plan II Honors Advisory Committee. With few exceptions, these courses are taken during the semester and year noted below and may not be fulfilled using other courses or test credits.
FALL
SPRING
First Year E/T C 603A World Literature T C 302 First-Year Signature Course (Fall or Spring)
E/T C 603B World Literature
Philosophy (PHL) 610QB
Third Year T C 357 Junior Seminar 2 Physics (PHY) 321 (Fall or Spring) 1
These courses may be fulfilled during any semester, using concurrent enrollment, summer school (at UT or at another institution), or AP, SAT II, IB or CLEP test credits.
Plan II Requirements Logic PHL 313Q or Modes of Reasoning T C 310 1 Biology 301E 1 Math 310P 1 Social Science 301 Humanities/Fine Arts3 Non-U.S. History3 Non-U.S. History3
University or College Requirements
Second Year Philosophy (PHL) 610QA
FLEXIBLE REQUIREMENTS
T C 357 Junior Seminar 2
Fourth Year
American History American or Texas History Government 310L Government 312L or 312P Additional Math/Science Visual & Performing Arts Foreign Language (a complete lower division sequence)
Flag Requirements Writing (TC 302) Upper Division Writing (typically TC 660HB) Global Cultures (E 603A) Cultural Diversity in the U.S. Quantitative Reasoning (M 310P)
Electives
Additional hours needed to meet minimum requirements; can vary by student and is often fulfilled with classes taken for a certificate or second major. 1. See additional handout, Plan II Math/Science requirements, for approved substitutions and course options (available on the Plan II website: http://www.utexas.edu/cola/progs/plan2/advising/adv-forms-guides.php). 2. The timing of junior seminars, T C 357, can be adjusted to accommodate study abroad; completion of both T C 357 courses is required before starting the senior thesis course, T C 660H. 3. Chosen from approved lists (available on the Plan II website); the two non-US history courses must come from the same geographic region (i.e., Africa, Asia, Europe, Latin America, Middle East). T C 660HA Senior Thesis
T C 660HB Senior Thesis
PLAN II STUDENTS SHOULD SEE AN Academic Advisor EVERY SEMESTER 9
Credit-by-Exam & the Plan II Degree With the appropriate score (as listed on The Center for Teaching and Learning: Student Testing Services website) credit from AP, IB or SAT II exams can be used to fulfill certain Plan II degree requirements. Complete information regarding credit-by-exam scores accepted by UT Austin is available at: http://ctl.utexas.edu/studenttesting/ AP English: Language & Literature These do not fulfill any Plan II degree requirements, even elective credit hours. With the appropriate score, you can still claim credit for RHE 306 and/or E 316K. The Plan II World Literature courses (E/TC 603A and B) will fulfill these degree requirements. AP Math: Calculus Beginning June 1, 2015, the AP Calculus exam can give credit for M 408C, M 408K and L, or M 408K only, depending on the specific exam and score. To finish the Plan II math requirement, you will need to take one or two more semesters of calculus, or take the Plan II math course. AP Biology If you earn a 5 on the AP Exam in Biology, you can claim credit for both BIO 311C and BIO 311D, which fulfills the Plan II Biology requirement. AP Art History and Music Theory If you earn a 4 or 5 on the AP Exam in Art History, you can claim credit for ARH 302 OR ARH 303, which completes the University Core Visual & Performing Arts requirement. A score of 4 or 5 on the AP Exam in Music Theory gives credit for MUS 306M, which will fulfill the University Core Visual & Performing Arts requirement. AP Chemistry, Physics, Environmental Science Any credits earned through these exams may be used towards the total 18 hours of required math and science and towards the University Core Science & Technology requirements. AP United States History ! With a score of 4 or 5, you can claim credit for HIS 315K and HIS 315L, which fulfills the University Core U.S. History requirement. AP U.S. Government ! Eligibility for GOV 310L credit is based on AP scores combined with the UT Austin Test on Texas Government. Only students with a score of at least 3 on the AP exam are eligible to take the Texas Government supplement, but a score of at least 3 does not guarantee credit in GOV 310L. The Texas Government supplement test is offered at UT on a monthly basis. AP European History ! With a score of 4 or 5, you can claim credit for HIS 309K and HIS 309L, which fulfills the Plan II non-US History requirement. AP World History credit will not fulfill the non-US History requirement and counts as elective hours only. AP Foreign Language ! Depending on your score, AP credit for Spanish, Latin, Japanese, German, French, or Chinese may be applied to part or the entire foreign language proficiency requirement of the Bachelor of Arts.
Remember, an advisor will answer any specific questions you have about your test scores at Orientation!
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First-Year Course Descriptions On the following pages, you will find course descriptions for Plan II courses appropriate for first-year students. All Plan II first-year students are required to take World Literature (E/TC 603 A & B) and the First-Year Signature Course (T C 302) During the Plan II meeting on Day 1 of orientation, a course lottery will be held for seats in World Literature and the Signature Courses. To prepare for the lottery, PLEASE READ these course descriptions carefully and identify your top five professor choices for World Literature and the Signature Courses. Note: the descriptions provided, particularly text selections, are subject to change as the professors develop or update their courses over the summer; we recommend that you wait until the first week of class before you purchase books. Other Plan II course descriptions provided here include Logic (PHL 313Q) and Modes of Reasoning (T C 310), Plan II Biology (BIO 301E), and Plan II Math (M 310P). These courses are not required nor part of the lottery, but they are often good options for many first-year students.
PLEASE READ THESE DESCRIPTIONS CAREFULLY AND BRING THIS PACKET WITH YOU TO ORIENTATION!
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Composition & Reading in World Literature E/T C 603A (Fall) & 603B (Spring) Read these course descriptions carefully and rank each course in order of preference – be prepared to identify your top five preferences for the course lottery on Day 1 of orientation. Please note: E/TC 603A is a year long course. Students will stay with the same professor for both semesters with the exception of Garrison’s class, where Kevorkian will teach in the spring.
2015-16 World Literature Professors Jennifer-Kate Barret - Department of English Lance Bertelsen - Department of English Jerome Bump - Department of English George Christian - Department of English James Garrison/Martin W. Kevorkian - Department of English Karen Grumberg - Department of Middle Eastern Studies, Center for Middle Eastern Studies Lisa Moore - Department of English, Center for Women’s and Gender Studies Wayne Rebhorn - Department of English John Rumrich - Department of English Hannah Wojciehowski - Department of English Marjorie Woods - Department of English
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Course Number: E 603A & B Title: Composition and Reading in World Literature Instructor: J.K. Barret Time and Location: MWF 11:00am – 12:00pm, CRD 007A Unique Number: 33785 Description: This course will emphasize the extraordinary power of literature to startle us and make us question ideas and assumptions on which we thought we could depend. In the first half of this class, we will immerse ourselves in some of the most influential, beloved, surprising and strange literature that has ever been written. Our fall reading begins in antiquity and ends in the Renaissance. We’ll read epics and romances—stories of ambitious, deliberate, goal-oriented journeys and the unexpected, sometimes dangerous, wanderings that disrupt them. In the spring, we will focus on fictions that use literary language to push the boundaries of reality and aim to redefine experience. Travel, displacement, reflection and formal experimentation are characteristic features of the always alluring, sometimes disorienting, texts that will bring our reading list up to the twenty-first century. As we wander the globe and traverse centuries this year, we will also develop an understanding of literary influence, imitation and innovation—how these varied literary texts speak not just to us, but to each other. Texts/Readings: Fall! ! ! ! ! ! Virgil, The Aeneid (first six books) ! ! Ovid, Metamorphoses ! ! ! Achilles Tatius, Leucippe and Clitophon ! Shakespeare, A Midsummer Night’s Dream ! Spenser, The Faerie Queene (selections) ! Milton, Paradise Lost !! ! ! Cavendish, The Blazing World ! !
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Spring Swift, Gulliver’s Travels (selections) Rosetti, “Goblin Market” Conrad, Heart of Darkness Achebe, Things Fall Apart! ! Laforet, Nada Nabokov, Pale Fire Bolaño, The Savage Detectives
Assignments: This course assumes that the students who take it are already good readers and writers. Over the course of the year, we will work together to strengthen both of these skills. The class will be largely discussion-based so that we can develop ideas, questions and approaches together. Your active, engaged participation is crucial and will account for a substantial portion of the course grade. Attendance is, of course, required. Each semester, you’ll also have several written assignments: a brief, informal daily reaction (100 words) about each reading assignment; 2-3 short papers (1-2 pages each) aimed at developing skills in research and close reading; 2-3 analytical essays (5-7 pages each). Peer essay review and opportunities for revision will be built into the essay assignment schedule throughout the year. A brief, in-class presentation will also be required. About the Professor: J.K. Barret works on Renaissance literature. She holds a doctorate in English from Princeton University, and a BA from the University of Pennsylvania where she majored in English and minored in Classical Studies. She has been awarded several national fellowships (including the Solmsen Fellowship, the Josephine de Kármán Fellowship and the Mrs. Giles Whiting Fellowship) that provided support for her research project on conceptions of time and the future in the literature of Renaissance England. She has also received fellowship support to study French and Italian abroad. Her academic areas of interest include the intersection between word and image, temporality, performance, narrative, translation, and the influence of antiquity on Renaissance writers. She is an avid traveler, and has lived in Spain and visited Europe, Latin America and (briefly) Morocco. 13
Course Number: E 603A & B Title: Composition and Reading in World Literature Instructor: Lance Bertelsen Time and Location: TTH 9:30am – 11:00am, CRD 007B Unique: 33760 Fall: Literary Relationships We will read a selection of poetry and prose with special attention to famous relationships within the texts (e.g. God and Satan, Adam and Eve, Lancelot and Guinevere, Darcy and Elizabeth) and the authors’ relationships to the texts. Texts: John Milton, Paradise Lost Chretien de Troyes, The Knight of the Cart Sir Thomas Malory, Le Morte d’Arthur (selections) Jane Austen, Pride and Prejudice Isak Dinesen, Sorrow-Acre and Babette’s Feast (story and film) Erich Maria Remarque, All Quiet on the Western Front Assignments: Five 2 page essays (“memos”) and two 5 page essays. The first 5 page essay will be peer edited. You will also be a member of a teaching group that will lead class discussion on a segment of Paradise Lost. Spring: Literary Voyages and Quests We will read a selection of voyages to imagined and real places and explore the relationship between such literature and the history from which it derives. Texts: Homer, The Odyssey Anon., Sir Gawain and the Green Knight Shakespeare, The Tempest Jonathan Swift, Gulliver’s Travels Anon., The Travels of Hildebrand Bowman Film: Master and Commander: The Far Side of the World Jane Austen, Persuasion Assignments: Three 2 page essays (“memos”), one 5 page essay, and one 8 page research paper. The 5 page essay will be peer-edited. You will also be a member of a teaching group that will lead class discussion on a segment of The Odyssey. About the Professor: Lance Bertelsen specializes in eighteenth-century British literature. He is the author of The Nonsense Club and Henry Fielding at Work and has served six times as director of the Oxford Summer Program and four times as faculty on the Normandy Scholar Program.
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Course Number: E 603A & B Title: Composition and Reading in World Literature Instructor: Jerome Bump Time and Location: TTH 11:00am – 12:30pm, PAR 104 Unique Number: 33795 Description and Readings: This version of E603 has an ethics/leadership flag (for 603B) and focuses on compassion. It was originally designed for pre-med students and does not fit business students very well. We begin with ancient Indian and Hebraic rather than Hellenic texts and move on to more modern global culture texts such as Siddhartha and to masterpieces by Native-, African-, Asian-, and Hispanic Americans, such as Black Elk Speaks, and The Bluest Eye, by Nobel Prize winner Toni Morrison. To explore gender differences we read some Dartmouth student essays and the graphic novel, Fun Home, by Alison Bechtel. Students will write informal blogs about the readings in preparation for class discussion. Basic emotional literacy and emotive ethics will be cultivated through experiential learning. Our ultimate goal will be to “widen the circle of compassion,” as Einstein put it, to include other species as well. To that end we will read the contemporary novel We Are All Beside Ourselves and explore analogies between factory farming, slavery, and Nazi concentration camps made by various writers and philosophers that challenge us to become more mindful of ethical decisions we make daily about food, clothing, entertainment, etc. Throughout the year, to prepare students for their college and later careers we will cultivate digital, information, and print literacy and practice college-level writing, speaking, listening, discussing, and analyzing ideas. Grades will be based in part on meeting the two expectations employers have of college graduates: time management, and the ability to read, analyze, and follow complex, detailed directions. Assignments: Your formal writing will be four essays about your identity, your passion, your ethics, and your leadership vision. For more information and updates see the detailed course description at: www.cwrl.utexas.edu/~bump/603B15 About the Professor: Jerome Bump has been awarded a Woodrow Wilson Fellowship, a N. D. E. A. Fellowship, a National Endowment for the Humanities Fellowship for research, and the Jeanne Holloway award, the Chad Oliver award and the Liberal Arts Council Award for undergraduate teaching. His latest publication is “Biophilia and Emotive Ethics: Derrida, Alice, and Animals,“ Ethics and the Environment (12/2014). For more information about him, his publications, his teaching philosophy, or his courses see http://www.cwrl.utexas.edu/~bump/
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Course Number: E 603A & B Title: Composition and Reading in World Literature Instructor: George Christian Time and Location: TTH 9:30am – 11:00am, PAR 210 Unique: 33765 Description: Below is the primary reading list for both semesters of this course. During the fall we will read selections from the foundation myths of the Judaic, Greek, Indian, Japanese, and Islamic traditions, as well as contemporary European and American works that retell some of those myths in terms of contemporary "western" society. During the spring we will explore representations of heaven, hell, and middle earth in works by Dante, Cervantes, Basho, Rushdie, Milton, Goethe, Woolf, and Mann. We will also supplement our primary reading with selections from pertinent cultural theory, philosophy, literary criticism, and history. Texts/Readings: Fall " " " " " " " Spring Genesis, from The Septuagint! ! ! Dante, L’Inferno selections from The Rigveda!! ! ! Cervantes Don Quixote, Part 1 selections from The Quran! ! ! ! Basho, Oku-No-Hosomichi Homer, The Odyssey!! ! ! ! Rushdie, The Satanic Verses Boccaccio, The Decameron! ! ! ! Milton, Paradise Lost Daniel Defoe, Robinson Crusoe! ! ! Goethe, Faust James Joyce, from Ulysses! ! ! ! Woolf, To the Lighthouse! ! Morrison, Beloved! ! ! ! ! Mann, The Magic Mountain ! ! ! ! ! ! ! Assignments: Although there may be occasional lectures to provide historical background, the primary method of instruction will be class discussion of the assigned reading. You must therefore come to class prepared to participate in discussions and will be asked periodically to lead them by posing two or three critical questions for consideration. No midterms or final exams will be given, but expect to write four or five essays (4-5 typed pages long) during the fall semester and periodic short response essays and a long research essay in the spring. No late papers will be accepted. Attendance is mandatory—no one absent more than five classes in a semester will receive a passing grade. Grading breakdown: Writing assignments (75%), Class participation (25%). About the Professor: George S. Christian graduated from Plan II in 1982. He went on to the University of Texas School of Law and has practiced law in New York and Austin since 1985. He twice returned to graduate school at UT, receiving his doctorate in English 2000 and in History in 2014. Since 2005 he has taught English at UT, where he specializes in nineteenthcentury British literature. He is an inveterate reader, an unreconstructed humanist, a father of four children, and a passionate follower of UT sports since childhood.
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Course Number: E 603A (Kevorkian teaches E 603B) Title: Composition and Reading in World Literature Instructor: James Garrison (Fall)/Martin Kevorkian (Spring) (Fall) Time and Location: MWF 11:00am – 12:00pm, CAL 200 Unique: 33775 Fall Description: This section of E603A will consider foundational texts of western literature. The semester will be devoted to the study of classical and medieval narrative, from Homer (both the Iliad and the Odyssey) to Dante (we will read all of The Divine Comedy). The emphasis throughout will be on how these works engage in dialogue with one another, how this cultural heritage speaks across the centuries to us as a class and to each of us individually. Fall Texts: Homer, Iliad, trans. Stanley Lombardo (Hackett) Homer, Odyssey, trans. Stanley Lombardo (Hackett) Virgil, Aeneid, trans. Stanley Lombardo (Hackett) Ovid, Metamorphoses, trans. Stanley Lombardo (Hackett) Dante, The Divine Comedy, trans. Alan Mandelbaum (Everyman) Fall Assignments: 3 Papers 50% (papers 1 and 2 15% each, third paper 20%) Reading journal 20% 2 In-class essays 10% each Oral presentation 10% About the Professor: James D. Garrison attended Princeton and The University of California Berkeley, receiving his PhD in English in 1972. He has taught at UT since 1973, serving as Chair of the English Department from 1994 to 2006. He is the author of two books on the poetry of John Dryden -- Dryden and the Tradition of Panegyric and Pietas from Vergil to Dryden – as well as articles on Dryden, Gray, and Gibbon. His book A Dangerous Liberty: Translating Gray’s Elegy appeared in 2009. In 2011 he received the Chad Oliver Award for Teaching Excellence in Plan II and in 2012 the Regents Outstanding Teaching Award. He holds the Archibald A. Hill Regents Centennial Professorship in English and American Literature and the title Distinguished Teaching Professor. 17
Garrison/Kevorkian (continued): Spring Description: Pursuing Aristotle’s dictum that humans “differ from the other animals as the most imitative of all,” we will consider mimesis as both a descriptive and generative principle for literature. Completing a logic set in motion by the first semester, which focused upon the skills of reading actively and composing, we will look to a tradition of literature that reads us as readers and writers: close and mimetic readers engaged in the pleasures and perils of narrative. We will make the turn, well-prepared for by fall’s focus on epic, to the characteristically modern form of the novel. Spring Texts: Please purchase the editions specified by ISBN and available via Amazon - we recommend waiting until the start of the spring semester to purchase any books as the list below is subject to change: Don Quixote (1605), Cervantes (Grossman translation) 0060934344 Moby-Dick (1851), Herman Melville 0143105957 The Magic Mountain (1912-1924), Thomas Mann 0679772871 Famous Writers I Have Known (2014), James Magnuson 0393350819 Duplex (2013), Kathryn Davis 1555976530 Supplemental readings will be posted to Blackboard or circulated in class. Spring Requirements & Grading: Brief reading responses (one for each week in which no formal writing falls due); four short essays (3-4 pages, i.e., 750-1000 words), two of them peer-edited. Papers will be graded on a “portfolio” basis to afford opportunity and incentive for revisions. Late work will be penalized at a rate of one letter grade per class period; extensions are available upon request. Plagiarism = Failure. Attendance is mandatory; repeated unexcused absences and tardiness will affect your grade. The regular focused responses to the reading should be useful as catalysts for discussion and for the development of paper topics. Also, periodically you may be asked to facilitate discussion, for example by providing a question of the day or word of the day. We will be making an effort to hear consistently from a wide range of participants within the class. Reading responses, attendance, and participation: 40% Essay 1, 2, 3, and 4: 15% each About the Professor: Martin Kevorkian earned a B.S. in Mechanical Engineering from Stanford University and a Ph.D. in English from UCLA. He is the author of “Color Monitors: The Black Face of Technology in America” (Cornell Univ. Press, 2006) and articles on Nathaniel Hawthorne, Ralph Waldo Emerson, Herman Melville, Samuel Beckett, and John Ashbery. Kevorkian is currently completing a book on the literary and spiritual aftermath of the American Renaissance, and he also maintains research interests in cultural representations of technology.
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Course Number: TC 603A & B Title: Composition and Reading in World Literature Instructor: Karen Grumberg Time and Location: TTH 9:30am-11:00am, CAL 422 Unique: 41985 Description: What is world literature? What does it mean for a literary text to transcend particularity? The diverse texts we will encounter in this yearlong course demand a confrontation with this question. The first semester will focus on the foundational texts of what is considered the “world canon,” while the second semester will take us to the farthest reaches of the globe and to the literary and artistic movements that have shaped the contemporary western conception of literature. Throughout the year, we will consider and critique assumptions that inform cultural processes. Our goal is to become engaged readers, attuned to the contexts of cultural production and consumption and attentive to the symbiotic relationship between culture and society. From Homer, Virgil, and the Icelandic Sagas, through Shakespeare, Dante, and Goethe, and finally to Kafka’s century, we shall consider the implications of literature’s crossing of linguistic, geographic, and temporal boundaries and critique the conceptualization of “modernity” that is intricately intertwined with this process. We will also explore the manner in which adaptations of these texts into new forms, such as film, contribute to their continuing relevance in our world. Assignments: The course grade will be based on energetic and engaged participation in discussion and several writing assignments. Texts: Specific reading assignments to be announced. About the Professor: Karen Grumberg earned her PhD in Comparative Literature from UCLA in 2004. She specializes in modern Hebrew literature but also studied twentieth-century American literature and French. Her first book, Place and Ideology in Contemporary Hebrew Literature, was published in 2011 by Syracuse University Press. Currently she is writing a book on Gothic tropes in Hebrew literature, and is happy to have a legitimate excuse to spend time thinking, reading, and writing about vampires and melancholic castles. 19
Course Number: E 603 A&B Title: Composition and Reading in World Literature Instructor: Lisa Moore Time and Location: MWF 11:00am-12:00pm, PAR 204 Unique Number: 33780 Description: In this course we will trace the emergence of a tradition of women's writing in English from the Middle Ages to the present. We will follow the path of the English language along the routes of trade and colonialism as become a global phenomenon representing literary traditions all over the world. Along the way, we will ask how the literary record documents women's changing status and ongoing challenges and achievements in different national and regional contexts. Students can expect to finish this course with a broad knowledge of British, American and Anglophone post-colonial literary history, familiarity with the major genres of literature in English, skills in feminist literary and cultural analysis, and an introduction to the role of gender in the cultures of the English-speaking world. In the fall semester (603A) we will focus on literature from the Middle Ages to the end of the nineteenth century; in the spring ((603B) we will study works from the twentieth and twenty-first centuries. Texts/Readings: Kempe, The Booke of Margery Kempe (13th century) Clarke, ed. Isabella Whitney, Mary Sidney and Aemilia Lanyer: Renaissance Women Poets (16th century) Behn, Oronooko, The Rover, and Other Works (Aphra Behn, 17th century) Hensley, ed., The Works of Anne Bradstreet (17th century) Caretta, ed., Phillis Wheatley: Complete Writings (18th century) Austen, Northanger Abbey (18th century) Eliot, Middlemarch Assignments: Two Blackboard posts (100 words each) per week (14 weeks): 20% of final grade Three 3-5 page Creative/Analytic Assignments: each 20% of final grade Performance as a peer editor: 10% of final grade Final group presentation: 10% of final grade About the Professor: Lisa L. Moore, Professor of English and Women’s and Gender Studies, is the author of Sister Arts: The Erotics of Lesbian Landscapes (Minnesota, 2011), which won the Lambda Literary Award and was a finalist for the Publishers' Triangle Award. She has written or edited four other books and over fifty articles and essays, and is an award-winning poet. Her teaching has been recognized by six teaching awards. She is also the recipient of the Milburn Award for GLBTQ Achievements, the Undergraduate Research Apprenticeship Mentor Award, and the Outstanding Contribution to Academic Service Learning Award. She first taught Plan II World Literature in 1994 and has loved it ever since.
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Course Number: E 603A & B Title: Composition and Reading in World Literature Instructor: Wayne Rebhorn Time and Location: TTH 9:30am – 11:00am, CAL 323 Unique: 33750 Description: This course aims to take students on a journey through Western literature from the Greeks up to the present. Along the way we will visit a wide variety of genres, or kinds, of literature, from epic, through tragedy and comedy, to novels, lyrics, and short stories. Our purpose will be to read a host of stunning works of art, and through them to gain some sense of the shape and depth of the Western literary tradition. In a sense we will be reading through what is usually referred to as the "canon," but we will be doing so in a way that emphasizes what might be called its anti-canonical character; that is, we will be examining great works of art not because they confirm our complacencies and our pieties, but because they encourage us to critique them. Our approach is that great literature is great not because it confirms some imagined set of eternal verities, but precisely because it makes us suspicious of such things. In short, great literature is great because it makes us think. The assumption of this course is that the students who take it are already good readers and writers, so that what we want to accomplish in our year together is to make you better at both. To become better readers means to become more active readers, talking to—and talking back to—the texts we will be reading. This "talking" will take two forms, one of which will involve presenting your reactions orally to me and your classmates. In addition, you will have two occasions each semester in which you will lead class discussion for at least a portion of a meeting. The "talking" will also take the form of writing essays about the readings, starting with slightly shorter papers in the first semester and writing longer and increasingly more substantial essays during the second one. In this way, you will achieve both of the goals of the course, the goals of learning how to be better readers of literary texts, and of becoming more literate and sophisticated speakers and writers as well. One additional feature of this course needs to be mentioned here: in addition to meeting with one or more of the actors who will be putting on Shakespeare’s Dream, I plan to have us meet with various faculty members who are at UT and who have translated, edited, or written a number of the works we will be reading during the year. These will include: myself, as the translator of Boccaccio and Machiavelli; Professor Paul Woodruff (a former director of Plan II) who is the co-translator of Sophocles’ tragedy; Professor John Rumrich, who is the co-editor of Milton’s poem; and Professor Elizabeth McCracken, the author of Thunderstruck and Other Stories (which won the $20,000 Story Prize in 2014). Ideally, these professors will meet with us during our normal class times, but if they cannot, then we will find a replacement class time that fits everyone’s schedule. Finally, all of these professors will be happy to sign their books for you, so be sure to purchase new, not used, and paper, not electronic copies of them (new copies will have been ordered at the University Co-op). Readings: Fall semester: Homer's Odyssey, Aeschylus' Oresteia, Sophocles' Oedipus, Vergil's Aeneid, Dante's Inferno, Shakespeare's A Midsummer Night’s Dream (to coincide with the visit by the Actors from the London Stage), and Boccaccio's Decameron. Spring semester: Machiavelli's The Prince, Montaigne's "Of Cannibals," Shakespeare's The Tempest, Milton's Paradise Lost, Molière's Tartuffe, Swift's Gulliver's Travels, a sampling of lyric poems by Blake, Keats, and other British nineteenth-century poets, Conrad's Heart of Darkness, Woolf's Mrs. Dalloway, a sampling of short stories by post-World War II American writers such as Roth, O'Connor, Baldwin, Oates, and Erdrich, and selections from McCracken’s 2014 short story collection Thunderstruck and Other Stories. Assignments: Fall semester: Two shorter papers (4 pages) during the first half of the course and two slightly longer ones (5 pages) in the second half. Two oral presentations based on your written work, one earlier and one later in the semester, both of which should lead the class into a general discussion of the text being studied. There will also be a two-page review of the performance of Dream that you will be assigned to see. Spring semester: All four of your essay this semester should aim at being at least six pages long. There will be two oral presentations based on your written work, one earlier and one later in the semester, both of which should lead the class into a general discussion of the text being studied. Finally, groups of students will be assigned to present different stories from McCracken’s collection in collective oral reports in the final week of the semester. About the Professor: Professor Rebhorn works on Renaissance literature, rhetoric, and culture in general. He holds a doctorate from Yale University in Comparative Literature and has written books on Castiglione, Machiavelli, and Renaissance rhetoric and literature as well as numerous articles on such writers as Boccaccio, Erasmus, More, Rabelais, Shakespeare, Jonson, and Milton. He has won fellowships from the American Council of Learned Societies and the Guggenheim Foundation as well as the Howard R. Marraro Prize of the Modern Language Association for his book on Machiavelli and the PEN Center USA’s prize for literary translation for his translation of Boccaccio’s Decameron. In addition to Boccaccio's Decameron, he has translated Machiavelli's The Prince. Among his hobbies are: classical music, movies, cooking, traveling, and watching good TV. His passion is: teaching, and especially teaching E603.
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Course Number: E 603A Title: Composition and Reading in World Literature Instructor: John Rumrich Time and Location: TTH 9:30am – 11:00am, PAR 310 Unique Number: 33770 Description: Private Investigations – the genre of detective fiction is generally deemed a relatively recent innovation, usually traced to certain stories by Edgar Allen Poe. But the broader themes of mystery, detection, and fitting a perpetrator to a crime are age old. This course is based on the premise that such stories are well suited to improving our skills as readers and investigators of literary meaning. We will begin with an anthology of short narrative classics of the genre. After this broad introduction, we will pay sustained notice to Dashiell Hammett, who according to Raymond Chandler, “took murder out of the drawing room and put it back in the gutter where it belonged.” Where the classic British fictional detective Sherlock Holmes had solved cases through superior intellectual skills and the application of encyclopedic scientific knowledge, Hammett’s laconic American detectives, though savvy enough in their way, solved crimes by mixing it up in the criminal underworld, becoming involved in the action. His stories, and particularly his version of the implicated, hardboiled hero, set a precedent to which contemporary American culture is deeply indebted. His lean, vivid prose style, furthermore, sets an example of clarity and economy for us to emulate in our own writing. Having studied Hammett’s stories as a refreshed model for representing the course of human events, we will finish the semester with dramatic classics of world literature that share a similar perspective on crime and punishment—Sophocles’ Oedipus Rex and Shakespeare’s Hamlet. Texts/Readings (subject to revision and expansion): Peter Washington, ed. Detective Stories Dashiell Hammett, The Big Knockover; The Maltese Falcon Sophocles, Oedipus Rex Shakespeare, Hamlet Assignments: Quizzes on the readings; three short essays (2-3 pages), two of them peer-edited; a final essay (5-7 pages); class presentations. About the Professor: John Rumrich regularly teaches the works of Shakespeare and Milton, and early modern British literature generally. An NEH fellow (1990-91) and editor of Texas Studies in Literature and Language (1992-2007), he was in 2014 named Honored Scholar by the Milton Society of America. He has taught as a visiting professor in China, France, Ireland, New Zealand, and South Africa. Supported by grants from the Liberal Arts Instructional Technology Services (2005-8), he helped design a book-based audiotext interface that has become a standard instructional resource at UT. 22
Course Number: E 603A & B Title: Composition and Reading in World Literature Instructor: Hannah Wojciehowski Time and Location: MWF 11:00am -12:00pm, CRD 007B Unique Number: 33790 Description: The History of Curiosity, Parts 1 and 2 Curiosity n. Etymology: < Old French curioseté (Anglo-Norman curiouseté), < Latin cūriōsitāt-em , < cūriōsus. 5. Desire to know or learn: a. In a blamable sense: The disposition to inquire too minutely into anything; undue or inquisitive desire to know or learn. Obs. b. In a neutral or good sense: The desire or inclination to know or learn about anything, esp. what is novel or strange; a feeling of interest leading one to inquire about anything. --The Oxford English Dictionary What are the forms of curiosity, and what are the conditions that foster curiosity in persons or in groups? More to the point of this course, how does curiosity function as a structural principle of certain literary works? How does it motivate the characters within those works? What effects does curiosity as represented in literature have on readers, as well as writers? These are just a few of the questions that students in this course will consider over the course of our two-semester investigation. The reading list for this course has been selected for its historical range, disciplinary variety and intellectual challenges. Texts/Readings (subject to revision): Fall: ! ! ! ! ! ! ! Spring: Homer, The Odyssey ! Léry, History of a Voyage to the Land of Brazil Sophocles, Oepidus Rex ! Cavendish, The Blazing World Augustine, Confessions ! Sor Juana de la Cruz, selected poems Hildegard of Bingen, Scivias ! Douglass, Narrative of the Life of Frederick Douglass Marlowe, Dr. Faustus ! Conan Doyle, Sherlock Holmes, selected stories Anon., Mary of Nijmegen ! Feynman, Surely You’re Joking, Mr. Feynman The Pearl Poet, Sir Gawain and the Green Knight ! Freud, The Interpretation of Dreams Montaigne, selected essays ! Byatt, Possession Macrobius, Commentary on the Dream of Scipio (excerpts) Assignments: Each semester students will be asked to write 2 interpretive essays, one group paper, and one research paper. They will also be asked to deliver one PowerPoint presentation. About the Professor: Hannah Chapelle Wojciehowski is Professor of English and a Comparative Literature Affiliate at the University of Texas at Austin. With a background in fine arts and literary studies, Wojciehowski completed her Ph.D. in the interdisciplinary Renaissance Studies program at Yale University in 1984. A cultural theorist specializing in the history of subjectivity and “group subjectivity,” Wojciehowski is the author of Group Identity in the Renaissance World (Cambridge UP, 2011). She has recently edited Shakespeare’s Cymbeline for the New Kittredge Shakespeare Series (Hackett, 2015), and she has authored numerous book chapters, articles and creative works. Dr. Wojciehowski describes herself as a curious person. She finds the world and the people in it exceptionally interesting. She is very curious about who will sign up for this course. 23
Course Number: E 603A & B Title: Composition and Reading in World Literature Instructor: Marjorie Woods Time and Location: TTH 9:30am - 11:00am, CRD 007A Unique: 33755 Description: Reading a book can change your life. For many, a book has provided a formative experience that shaped personality, led to a conversion experience, or provided guidance in a time of crisis. During the first semester we will explore early classics of the western tradition that have enlightened or guided many readers—works that inspired extreme reactions almost immediately and for centuries afterward. We end the semester with a novel by a modern science fiction novelist based on a female character in Virgil’s Aeneid. For the spring semester, the books will be chosen in consultation with the students. There will be some guidelines (usually these include one medieval text, one work by a woman, and no work that has been read by students before), and often something by whoever wins the Nobel Prize is selected. However, the focus and specific works will be decided on by each class. Texts/Readings: Fall Homer, The Iliad Sappho, Poems and Fragments Plato, The Symposium Virgil, The Aeneid Statius, Achilleid (if forthcoming translation by Stanley Lombardo is available) Le Guin, Lavinia Spring (selected list from works chosen by students in recent years) De Troyes, Arthurian Romances Pa Chin, The Family Kanafani, Men in the Sun Murakami, Kafka on the Shore Dangarembga, Nervous Conditions Lahiri, Interpreter of Maladies Müller, Land of Green Plums Assignments: Students will be required to write three analytical or creative papers of 3-5 pages each during the first semester. The first two papers will go through rigorous peer review before submission, and the last one can be revised if turned in early. During the second semester, different kinds of papers of approximately the same length will be assigned; two will incorporate some research and reading of scholarly articles; the third will be an open topic, which can be an autobiographical essay on an important reading experience. Peer review will be conducted during the second semester as well. There will be NO extensions on paper deadlines. Classes will be conducted by discussion and close reading of texts. Each student will be responsible for one or two short informal oral presentations per semester as well as regular class participation. Attendance is required, but, I hope, enjoyable. About the Professor: Marjorie Curry Woods is a medievalist specializing in school texts, especially literary works, and the history of teaching. Her wider interests include the history of reading and the transmission of knowledge, especially classical texts. Currently she is writing a book on the long western tradition of schoolboys writing and performing speeches in the voices of female characters from literature. For fun she likes to travel, watch sports, learn languages, and listen to live music, especially in Austin. Learn more about her from her UT website: http:// www.utexas.edu/cola/depts/english/faculty/woodsmc 24
First-Year Signature Course T C 302 (Fall or Spring) Read these course descriptions carefully and rank each course in order of preference – be prepared to identify your top five preferences for the course lottery on Day 1 of orientation. Please note: freshmen students take only one TC 302 course; either in the fall or in the spring.
2015-16 Signature Course Professors Fall Janet Davis - Department of American Studies, Women’s & Gender Studies, Department of History Neal Evans - Department of Astronomy David Kornhaber - Department of English Carol MacKay - Department of English, Center for Women’s and Gender Studies Tracie Matysik - Department of History Rosa Schnyer - School of Nursing Tara Smith - Department of Philosophy Spring Shannon Cavanagh - Department of Sociology, Center for Women’s and Gender Studies Chiu-Mi Lai/David Mohrig - Department of Asian Studies/Department of Geological Sciences Luisa Nardini - School of Music Lee Walker - Plan II Honors Program
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Course Number: TC 302 Title: American Animals: A Cultural History Instructor: Janet Davis Semester: Fall 2015 Time and Location: MW 3:00pm - 4:30pm, CRD 007B Unique: 41950 Description: This course explores the central—if hitherto unrecognized—role that animals have played in shaping American history. This course is interdisciplinary, which means that we will use multiple methodological lenses throughout the semester. Topics of discussion include Native American animal cosmologies; wandering animals and concepts of property; animals in entertainment; hunting; vegetarianism; changing cultural attitudes about nature; animals and evolutionary theory; the rise of the animal welfare and animal rights movements; laboring animals and the nation’s move to a motorized economy; animals and war; the growth of pet keeping as a cultural practice and billion-dollar business today; factory farms; the rise of veterinary science; zoos; and more. We will explore Waller Creek, the Turtle Pond, and the Harry Ransom Center, among other rich campus environments and world-class library facilities at UT-Austin to enhance our examination of animals and the cultural life and history of the United States. Texts/Readings: Hal Herzog, Some We Love, Some We Hate, Some We Eat: Why It’s So Hard to Think Straight About Animals Virginia DeJohn Anderson, “King Philip’s Herds: Indians, Colonists, and the Problem of Livestock in Early New ! England,” The William and Mary Quarterly, v. 51, n. 4 (October 1994): 601-624; pdf document Thomas Nickerson, Owen Chase, and Others, edited by Nathaniel and Thomas Philbrick, The Loss of the Ship ! Essex, Sunk by a Whale: First Person Accounts Jennifer Price, Flight Maps: Adventures with Nature in Modern America Robert Sullivan, Rats: Observations on the History and Habitat of the City’s Most Unwanted Inhabitants Andrew Lawler, Why did the Chicken Cross the World? The Epic Saga of the Bird that Powers Civilization Jonathan Safran Foer, Eating Animals Assignments: Mandatory class attendance, attendance of University Lecture Series, completion of all reading and writing assignments, and in-class presentations. Each student will write 5 sets of study questions that address the reading and classroom material—students will be expected to integrate material from the University Lecture Series into select study questions assignments; On 2 separate class dates during the semester, students will give a 10-minute historical presentation on any American animal of h/her choosing. (Students must choose a different animal for each presentation.) Students will write a 5-page analytic essay on a topic of one’s choosing related to the history of American animals. Students will receive completion credit for the first draft of this essay, and then will receive a letter grade for the revised version. Lastly, students will write a 7-10 page take-home essay examination that will analyze the readings and select lecture/field trip/University Lecture material into a synthetic interpretation of animals and American history. Grade Breakdown: Discussion: 20% Study Questions (5 total): 10% Class Presentations: 15% Animal Issue Paper (Draft Version—Credit Grade): 10% Animal Issue Paper (Revised Version—Letter Grade): 15% Final Take-Home Essay: 30% About the Professor: Janet Davis is finishing a social and cultural history of the American animal welfare movement from 1866-1930, paying special attention to ideologies of American exceptionalism, cultural pluralism, and Protestant reform in shaping the movement in the United States and abroad. She has taught courses on multiple subjects at UT, including American studies, history, and popular culture. 26
Course Number: TC 302 Title: Origin Science: The Universe and Life Instructor: Neal Evans Semester: Fall 2015 Time and Location: TTH 2:00pm - 3:30pm, CRD 007B Unique: 41975" Course Description: We will consider the successes and limitations of the scientific mode of reasoning by focusing on two subjects of “origin science.” The origin of the Universe and the origin of life have long been considered from religious and philosophical points of view. In the twentieth century, both became the subject of scientific inquiry. We will examine the history of cosmology to understand the evolution of our world-view and the development of the scientific approach. The current state of understanding of the origin of life will be considered in the same context. Students will learn some physics, astronomy, chemistry, and biology in the context of historical events. Books: The primary book for the origin of the Universe will be The Accelerating Universe, by Mario Livio. In addition, we will use an anthology on cosmology edited by N. Hetherington entitled Cosmology— Historical, Literary, Philosophical, Religious, and Scientific Perspectives. For the origin of life, we will use a book by Iris Fry called The Emergence of Life on Earth and also a book by R. Shapiro called Origins, A Skeptic’s Guide to the Creation of Life on Earth. This book is out of print, but the Coop has permission to produce copies. The book deals with both the science and the philosophical issues. Writing Flag: This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. Grading: There will be two exams, primarily on the scientific content (40%) and two papers (each about 5 pages), which focus on the historical and philosophical issues (50%). The first paper will be returned for a rewrite for the final grade. The remaining 10% will be based on homework, oral presentation of one of the papers, attendance at a University Lecture, and utilization of a campus “gem”. Class discussion will be counted as extra credit. Grades will be based on the total points accumulated and will allow for pluses and minuses. Plagiarism will not be tolerated. I use the policies on plagiarism developed by the Department of Rhetoric and Composition, which will be handed out separately. The University Honor Code can be found at https://www.utexas.edu/about/mission-and-values. Biography: Neal Evans received his Ph.D. in physics from The University of California at Berkeley in 1973. He has been on the faculty at UT since 1975. He was a Fulbright Fellow at University College in London in fall 1999, and a Visiting Scholar at University of Leiden, Netherlands in spring 2000. He is the author of a review article in the 1999 issue of Annual Reviews of Astronomy and Astrophysics on "Physical Conditions in Regions of Star Formation." He is a past member of the National Research Council’s Committee on Astronomy and Astrophysics, Past Chair of the National Radio Astronomy Observatory’s Program Advisory Committee, and Past Chair of the Scientific Advisory Committee for the Atacama Large Millimeter/Submillimeter Array (ALMA), a multi-national observatory now under construction in Chile. Neal is also the principal investigator for "Cores to Disks," a Legacy Science Program study of star formation with NASA's Spitzer Space Telescope.
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Course Number: TC 302 Title: Origin Science: The Universe and Life Instructor: David Kornhaber Semester: Fall 2015 Time and Location: MWF 12:00pm - 1:00pm, PAR 210 Unique: 41980 Description: Theatre is one of the oldest artistries in the Western tradition, yet through the centuries there has been little agreement as to its nature and purpose as an artistic form or social practice. In this course, we will take a broad look at the ways in which philosophers, playwrights, directors and many others have tried to formulate theories of what it means, for the individual and for society, to write, produce, or attend a play—as well as plays that writers have crafted to reflect the viewpoints of each theory. Attention will be paid to each work in its particular cultural context and readings will be supplemented with select historical material to help students position works in their own unique time and place. But the primary goal of the course will be to look at these theories and plays across historical and cultural boundaries: to investigate the ways in which they build from, respond to, or challenge one another and to identify how and why certain ideas and plays retain intellectual traction and emotional impact long after their particular cultural milieu has disappeared. More than that, the aim of the course will be to engage directly with the selfsame questions posed in the texts being studied: What is the theatre? How is it best structured? How does it function in society? Why should it exist at all? Students should expect to leave the class with an understanding of how others have approached these queries through the ages but also with a clearer articulation of their own beliefs and viewpoints, enhanced through the study of past thinkers and artists. Texts/Readings: Theatre/Theory/Theatre: The Major Critical Texts from Aristotle and Zeami to Soyinka and Havel, ed. Daniel Gerould (New York, NY: Applause, 2000) o Aristotle, Poetics (excerpts) o Nietzsche, The Birth of Tragedy (excerpts) o Sidney, “The Defense of Poesy” o Brecht, “The Modern Theatre is the Epic Theatre” o Corneille, “Of the Three Unities” o Artaud, The Theatre and Its Double (excerpts) o Schiller, “The Stage as a Moral Institution” The Norton Anthology of Drama: Shorter Edition, ed. J. Ellen Gainor, Stanton Garner, Jr., and Martin Puchner (New York, NY: W.W. Norton & Co., 2009) o Sophocles, Oedipus the King o Strindberg, Miss Julie o Shakespeare, Hamlet o Brecht, The Good Woman of Setzuan o Moliere, Tartuffe o Beckett, Waiting for Godot Assignments: Discussion - Participation in classroom discussion: 15% Presentations - Oral Presentations: 10% Writing: ! - University Lecture Response Paper (2 pages): 15% - Short Essay – with one revision (6-8 pages): 25% ! - Research Essay – with one revision (10-12 pages): 35% About the Professor: David Kornhaber is Assistant Professor of English and Comparative Literature at the University of Texas at Austin. He received his Ph.D., with Distinction, from Columbia University and his A.B., summa cum laude, from Harvard College. His research interests center on Modern and Contemporary Drama and particularly the intersections of theatre and philosophy. He has published journal articles and book chapters on Bertolt Brecht, Antonin Artaud, and contemporary theatre in New York, and he is currently at work on a manuscript entitled The Birth of Theatre from the Spirit of Philosophy: Friedrich Nietzsche and the Development of the Modern Drama. He also served as Assistant Editor of the academic journal Theatre Survey from 2007-2008. He is an avid theatre-goer and has worked previously as a theatre critic and arts journalist. He has served as an Affiliated Writer with American Theatre, as a theatre critic for The Village Voice, and as a contributor to the Theatre section of The New York Times.
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Course Number: TC 302 Title: Emerging Selves Instructor: Carol MacKay Semester: Fall 2015 Time and Location: MWF 1:00pm - 2:00pm, CRD 007B Unique: 41960" Description: Writers have always employed an ingenious array of narrative strategies to construct and project their sense of an autobiographical self, but historically that task has entailed an additional cultural challenge for women writers worldwide. Although members of the class may have read individual titles before, they will now have the opportunity to read them critically within the context of other women's writing—itself perhaps a first-time experience. Texts/Readings: Carolyn Heilbrun, Writing a Woman’s Life (1988) Charlotte Brontë, Jane Eyre (1847) Harriet E. Wilson, Our Nig; or, Sketches from the Life of a Free Black (1859) Charlotte Perkins Gilman, The Yellow Wallpaper (1899) May Sarton, Journal of a Solitude (1973) Maya Angelou, I Know Why the Caged Bird Sings (1969) Maxine Hong Kingston, The Woman Warrior: Memoirs of a Girlhood Among Ghosts (1975) Sandra Cisneros, House on Mango Street (1983) Virginia Woolf, A Room of One’s Own (1929) Assignments: Class discussion and 2 oral reports—25% 2 short papers (each 4-5 pp.) and a seminar paper (10-12 pp. + prospectus)--75% Attendance at University Lecture Series—required for course credit About the Professor: With graduate degrees from Stanford University and UCLA, Professor Carol MacKay specializes in Victorian fiction, Women’s Studies, and autobiography. She is the author of Soliloquy in Nineteenth-Century Fiction and the editor of Dramatic Dickens , which grew out of her 1986 international conference here at UT on Dickens and the theatre. The winner of the Chancellor’s Award for Outstanding New Teacher in 1981 and the Harry Ransom Teaching Award in 1992, Professor MacKay was elected to the Distinguished Teaching Academy in 2003. Her most recent book is entitled Creative Negativity: Four Victorian Exemplars of the Female Quest. She loves to swim at Barton Springs Pool, and she confesses to being an ailurophile. NOTE: This class carries the Writing and Cultural Diversity in the US core curriculum flags. 29
Course Number: TC 302 Title: A History of the Self Instructor: Tracie Matysik Semester: Fall 2015 Time and Location: TTH 12:30pm - 2:00pm, PAR 206 Unique: 41965 Description: What does it mean to say “I,” and where does that “I” come from? Does the self, or the I, exist in the body, or is it something purely mental and immaterial? Do I have one self that stays with me over time, or do I constantly generate a new self with all my actions and thoughts? What happens if I lose my self? Or if part of my self is unconscious or beyond my control? Importantly, why does it matter how we understand the self? That is, what implications does our conception of the self and its stability or instability have for our understanding of political, cultural, and historical developments? This course examines these questions and their evolution throughout the history of European philosophy and social theory from roughly1600 to the present, with special emphasis on the nineteenth and twentieth centuries. It asks how and especially why people have thought about the formation of the self – and its dissolution – over time, and about the changing historical circumstances that have motivated thinkers to return constantly anew to the matter. While we will work primarily with European philosophical and social-theoretical traditions, we will also read and discuss more literary and historical texts that help us to see what the stakes have been in historically-specific approaches to understanding the self. Texts/Readings: René Descartes, Meditations on First Philosophy Friedrich Nietzsche, selected excerpts and aphorisms Hedwig Dohm, Become Who You Are! Sigmund Freud, The Ego and the Id Jean-Paul Sartre, Being and Nothingness (short excerpt) Jacques Lacan, “The Mirror Stage” Michel Foucault, Technologies of the Self (excerpts) Judith Butler, “Introduction” to Bodies that Matter Donna Haraway, “A Manifesto for Cyborgs” Nick Mansfield, Subjectivity: Theories of the Self from Freud to Harraway Requirements: Three short (3-4 page) papers 45% (each at 15%) One oral report (10-15 minutes, with text)15% Ten weekly response papers (1 page)10% Final Take-Home Exam 20% Class Participation 10% About the Professor: As a European intellectual historian, my academic interests reside at the intersection of philosophy, social theory, public activism, and theories of gender and sexuality. I have recently completed a book entitled Against Morality: Subjectivity and Sexuality in fin-de-siècle Central Europe, and am now working on the history of materialism from the eighteenth to the twentieth century. I have also begun a project that is a direct product of a teaching need: a collection of writings by women on the philosopher Friedrich Nietzsche from roughly 1890 to 1930. After receiving my Ph.D. in European intellectual history at Cornell University in 2001, and before arriving at the University of Texas in August of 2003, I was the grateful recipient of two post-doctoral fellowships. The first was a fellowship from the Mellon Foundation and awarded by the German Studies Department at Cornell, and the second was from the Center for European Studies at Harvard University. Since coming to UT, I have enjoyed teaching courses such as “History and the Unconscious,” and “Marx and Nietzsche,” as well as staples such as “Western Civilizations in Modern Times.” When I am not teaching, I am usually researching in Germany, sometimes in Berlin and more recently in the culturally-rich towns of Weimar, Jena, and Gotha. Of course I do take time off from teaching and researching once in a while. And when I do get a break from work, I like to run, bike, and play with my dog (who doesn’t like to run or bike). My favorite, more sedentary activity in Austin is to visit the Alamo Drafthouse, where I will happily view almost anything they are showing.
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Course Number: TC 302 Title: The Mind-Body Relationship in Modern Medicine Instructor: Rosa Schnyer Semester: Fall 2015 Time and Location: TTH 12:30pm - 2:00pm, CRD 007A Unique: 41970 Description: This course will explore the mind body relationship in sickness and health from an interdisciplinary perspective. The aim is to provide a contemporary critical overview of the many influences that shape our beliefs about what the role of belief and expectation in healing and the implications of these beliefs in health care access, delivery and choices. Various perspectives from the fields of philosophy, neurobiology, anthropology, psychology, medicine and economics will be presented in this course. A key goal in health care is to foster the ability of health professionals to critically appraise the best scientific evidence in making decisions about the care of individual patients. Although evidence is not limited to what we know through randomized controlled trials and meta-analyses, at the end of the day, the buck stops with the question of efficacy: is a treatment effective above and beyond the patient’s belief that it will work? But what do we know so far about the mind-body relationship? Is the elusive placebo a clinicians’ friend or a foe? What are the implications of the emerging field of mind-body medicine in our interpretation of clinical research data? How does culture influence our beliefs on why we fall ill, and how do our beliefs influence the course and duration of our illness? How will we decide which benefits to include in The Affordable Care Act? Texts/Readings: Harrington, Ann. The Cure Within: A History of Mind Body Medicine Additional readings will be posted on Blackboard. Assignments: There are a variety of assignments for this course. These assignments were chosen to provide you with the opportunity to learn some new skills and practice old ones that will be helpful for you as you begin your college career. Please seek guidance early and often as you work on these assignments. There are three main categories of assignments for the semester (Quizzes / Exams, Oral Presentations, and Written Assignments). You are encouraged to personalize the assignments to areas that are of interest to you. It is much interesting to hear how the material applies to your life and your interests! Participation and keeping up with the weekly readings are essential components of the course. Specific assignments are subject to change and will be announced on the first day of class; overall grade distribution will remain the same. Readings – (response and participation on blackboard and in class discussion) – 20% Writing – (weekly journal entries, two personal reflections 250-500 words, paper 500-750 words, final assignment search/bibliography/thesis statement/abstract) - 40% Oral – (two mini oral presentations, Debate/Discussion Argument presentation) - 20% Information Literacy: (Research, On-line tutorials, Library Assignment) - 20% About the Professor: Rosa N. Schnyer is a Doctor of Chinese Medicine (DAOM) and a Clinical Assistant Professor in the College of Nursing where she teaches and introductory course on Botanicals and Nutriceuticals and a course on Complementary and Alternative Medicine. She conducts research on acupuncture. Dr. Schnyer serves is former co-president of the Society for Acupuncture Research and maintains a private practice in Austin, TX.
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Course Number: TC 302 Title: Art, Sport & Meaning of Life Instructor: Tara Smith Semester: Fall 2015 Time and Location: TTH 11:00am - 12:30pm, WAG 210 Unique: 41955 Description: This course will explore the meaning and value of two unusual human activities – the creation and contemplation of art and the playing and watching of sports – and aim to situate them in the larger framework of how human beings should lead their lives. What, in particular, is truly valuable in a human life? What is most valuable? And what might art or sport have to do with that? In different forms, both art and sport have been around for ages. Why is that? “It’s just a story,” after all; “it’s only a game.” Both realms are artificial and even the finest displays in each stand removed from people’s practical concerns. Neither offers a utilitarian service, such as baking bread or curing the sick. Yet numerous people the world over devote countless hours and often care passionately about a work of art or a particular team. (Think about your favorite music, or a painting that you loathe, or the OU game.) Should they care so much about such … trivialities? Is human interest in art or sport a matter of personal preference or taste, or does either speak to some sort of need in the human psyche? If so, what is the exact nature of this need? What is it a need for? Can we have non-physical needs? People enjoy many forms of rest and less structured forms of play than those provided by art and sport. Nature offers considerable beauty and people’s lives (as well as history) offer plenty of stories to contemplate. Given this, what is it about the creation or contemplation of art or about being a spectator or player of sport that is distinctively gratifying? And what is the point of these activities? Is art valuable in order to teach lessons, for instance, or to convey a moral? Is sport worthwhile as a means of building character or developing specific skills or traits, such as discipline, persistence, or teamwork, as many have claimed? Is either art or sport simply an end in itself? What makes anything an end in itself? And what bestows value on anything, for that matter? By seeking to understand the unusual kind of value that art and sport offer (along with significant similarities and differences in their value), we will be led to consider the nature of values, as such. Correspondingly, by exploring the meaning of art and the meaning of sport, we will explore the age-old question of the meaning of life – and the value of things within a person’s life. Texts/Readings: Susan Wolf, Meaning in Life & Why it Matters Yasmina Reza, Art (a play) Additional readings will be required in the form of a course packet, PDF’s posted to Blackboard, and online articles. Assignments (probable): Paper 1 and draft – 4 pages – 15% Paper 2 and draft – 4 pages – 20% Paper 3 and draft – 6-8 pages – 25% (this draft will be graded by the prof. & must be substantially revised) Final Exam (take home, all essays) – 25% Oral presentation, brief homework assignments, attendance, thoughtful participation – 15% About the Professor: Tara Smith works primarily in moral, legal, and political philosophy. She is most interested in the nature of values, virtues, happiness, and the requirements of objective law. She has just finished a book on proper judicial decision-making within an objective legal system. Previous books are Ayn Rand's Normative Ethics – The Virtuous Egoist (2006), Viable Values – A Study of Life as the Root and Reward of Morality (2000), and Moral Rights and Political Freedom (1995). Her articles span such topics as honesty, justice, forgiveness, friendship, pride, moral perfection, intrinsic value, the nature of objectivity, rights “conflicts,” and the Rule of Law. She holds the BB&T Chair for the Study of Objectivism and is a lifelong New York Giants fan.
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Course Number: TC 302 Title: Sex, Love, and Relationships in Young Adulthood Instructor: Shannon Cavanagh Semester: Spring 2016 Time/Location/Unique: TBA Description: The romantic and sexual lives of Americans have undergone dramatic change over the past 60 years. Hooking up, online dating, cohabitation, delayed marriage, and gay marriage are social realities that where relatively rare, private behaviors in the not so distant past. Although new families forms and mating behaviors are evident across the age spectrum, these changes are most often discussed among young adults. For some, these changes are seen as overwhelmingly positive, expanding romantic possibilities and allowing for greater personal happiness and social support of the unions we create. For others, these changes mark a significant deterioration in the social fabric of US society. In this seminar, we will examine changes in dating, union formation, and household relationships among young Americans, drawing on demographic, economic, sociological, historical, and psychological perspectives. Our discussions will consider explanations and debates about family variations as well as implications for public policy. Special attention will be paid to gender, race, sexual orientation, and social class, as the meaning and implication of these changes can operate differently across these social groups. These goals will be accomplished through selected readings, film, and respectful and engaged discussion. Select Readings: Goode, William J. 1964. The Theoretical Importance of Love. American Sociological Review! Elliot, Sinikka. Not my Kid: What Parents Believe about the Sex Lives of their Teenagers. Hamilton, Laura and Elizabeth Armstrong. 2009. Gendered Sexuality in Young Adulthood: Double Binds and Flawed Options. Gender and Society Sassler, Sharon and A. J. Miller. 2011. Waiting to be asked: Gender, power, and relationship progression among cohabiting couples. Journal of Family Issues, 32(4), 482-506. Rosenfeld , Michael and Kim. 2005. The Independence of Young Adults and the Rise of Interracial and Same Sex Unions. American Sociological Review. Gibson-Davis, Christine, Kathryn Edin, and Sara McLanahan. 2005. High Hopes but Even Higher Expectations: The Retreat From Marriage Among Low-Income Couples. Journal of Marriage and Family. Goffman, Alice. 2009. On the Run: Wanted Men in a Philadelphia Ghetto. American Sociological Review. Diamond, Lisa M. 2008. Sexual Fluidity: Understanding Women’s Love and Desire. Cambridge: Harvard University Press Assignments: Two 5-page papers (15% each) One 12-page research proposal (30%) Two 2-page film reviews (10% each) Discussion leading and active participation expected in class discussion (20%) Biography: Shannon Cavanagh earned her PhD in sociology from the University of North Carolina at Chapel Hill. Her research interests include patterns of union formation, the implications of family instability on child and adolescent development, and the significance of pubertal timing in the lives of young women.
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Course Number: TC 302 Title: Landscape Tales in Art, Literature and Geology Instructor: Chiu-Mi Lai & David Mohrig Semester: Spring 2016 Time/Location/Unique: TBA Description: This first-year seminar is designed to provide an interdisciplinary approach to “understanding” landscapes, and to explore the dynamics between academic and artistic dialogues by scientists, scholars, writers, and artists. The course will view notable landscapes of central and East Asia, Western Europe, the American West, and Texas through the lenses of art, literature and geology. Visual and literary representations of natural landscapes are interpreted through geological analysis of the processes that sculpt Earth surfaces with the aim of studying the human response to striking topographic features. Lectures and readings complement the primary works of art and literature to be explored both in the classroom and in museum spaces. Many aspects of the physics of landscapes will be developed from first principles through guided-inquiry field trips and laboratory exercises by Professor Mohrig and students in the course. The academic approach to understanding landscapes in the classroom and the field will be complemented by a class communal creative project on “Earth art.” [No previous background in art, literature or geology required.] Required Texts: Simon Schama, Landscape and Memory (1996) Additional Readings Include: (Images, articles, and book chapters on art, literature and geology will be posted on Canvas.) Malcolm Andrews, Landscape and Western Art Richard M Barnhart et al., Three Thousand Years of Chinese Painting Edward S. Casey, Earth-Mapping: Artists Reshaping Landscape Edward S. Casey, Representing Place: Landscape Painting and Maps William E. Dietrich et al., Geomorphic Transport Laws for Predicting Landscape Form and Dynamics: 10.1029/135GM09 James Hutton, Theory of the Earth; or an Investigation of the Laws Observable in the Composition, Dissolution, and Restoration of Land upon the Globe Simon Lewis & Mark Maslin, Defining the Anthropocene: doi:10.1038/nature14258 John McPhee, Atchafalaya Niclaus Steno, Prodromus Michael Sullivan, The Three Perfections: Chinese Painting, Poetry and Calligraphy, Revised edition: George Braziller, 1999 CLASS FIELD TRIPS: The Blanton Museum, The Harry Ransom Center, Contemporary Austin Laguna Gloria (Museum), Waller Creek, local geological sites, UT Morphodynamics Lab (location of laboratory exercises) COURSE EXPECTATIONS: This course will be graded on the Plus/Minus system. There is no written final exam for this course. Final Grade for this course will be based on the following: 10% Class discussion, participation, informal in-class writing (Class Attendance policy) 30% Laboratory Exercises and Reports 50% Written Assignments: Essays, writing and revision assignments 5% ! Oral Presentation (Powerpoint or Prezi) on Final Project 5% ! Communal Class Project on “Earth Art” About the Instructors: Dr. Chiu-Mi Lai -- Dr. Chiu-Mi Lai is Senior Lecturer in Chinese Literature in Asian Studies and teaches courses on Chinese literature and cultural studies (classical Chinese poetry, the “supernatural” in Chinese fiction) and linguistics (Chinese writing system, translation approaches). At Rice University, Dr. Lai became involved in educational outreach work with the Museum of Fine Arts Houston and the Houston Museum of Natural Science, and continues to be active in the greater UT community (educational outreach lectures on Chinese language and culture). She loves dogs, sci-fi fantasy, and sports. Dr. David Mohrig -- Professor David Mohrig studies the evolution of landscapes and landforms on Earth and other planets. He observes the dynamic behavior of topography at very short to very long time and space scales, with particular emphasis on processes controlling channel formation. Research methods used by his group include carefully designed laboratory and natural experiments on sediment-transporting flows, field studies of modern and ancient landscapes, theoretical modeling of evolving bed topography, and the remote sensing of subsurface sedimentary deposits using seismic data. He holds the J.E. Elliott Centennial Professorship in Geological Sciences and is a UT Baseball fan.
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Course Number: TC 302 Title: Unarchiving the Arts: Music and Visual Arts through the Collection of the Harry Ransom Center Instructor: Luisa Nardini Semester: Spring 2016 Time/Location/Unique: TBA Description: This course will introduce students to themes and topics related to the history of music and visual arts through the collections of the Harry Ransom Center at UT. The course will involve substantial use of the collections. During lectures and presentations musical manuscripts, prints, objects, and images will be discussed both as vehicles of information and as artifacts. Medieval chant manuscripts will be analyzed in their musical and liturgical content, but also in their aesthetic value, and in their physical components (materials used and techniques employed). Italian opera libretti will familiarize students with the historical circumstances of the creation of this new genre and will disclose significant aspects of the socio-economic forces that were involved in the circulation of operas in early modern Europe. Papers from the Carlton Lake Collection (including documents related to famous artists such as Maurice Ravel, Claude Debussy, Gabriel Fauré, Henri Matisse, and Jean Cocteau, among others) will provide a better understanding of fin-de-siècle French culture. In addition to the analysis of documents, students will be introduced to issues related to the organization of public archives and museums, so that they will gain an understanding of the role of special library collections and museums in the contemporary world. Scholars with special interests in the collections of the Center and museum curators will be invited to give guest presentations. Visits to the Blanton Museum and the LBJ library will also provide further exposure to the research resources available on campus. Students will be engaged in oral presentations and will work in teams to study and present about specific sources identified at the beginning of the course. This course will carry the Writing and Independent Inquiry Flags and will be offered as a First-Year Signature Course. Texts/Readings: Readings will include: - selected essays from volumes of the series Man and Music published by Prentice Hall (Antiquity and the Middle Ages: From Ancient Greece to the 15th Century, ed. James McKinnon, 1991; The Renaissance: from the 1470s to the end of the 16th century. ed. Iain Fenlon, 1989; The Early Baroque Era : From the Late 16th Century to the 1660s, ed. Curtis Price, 1993; The Classical Era: From the 1740s to the End of the 18th Century, ed. Neal Zaslaw, 1989; The Late Romantic Era: From the mid-19th Century to World War I, ed. Jim Samson, 1991); - selected entries from the Grove Music Online (http://www.oxfordmusiconline.com) and Oxford Art Online (http://www.oxfordartonline.com); - primary sources from the online collections of some of the major international libraries, such as the Bibliothèque National de France, the British Library, and the Library of Congress. Assignments: This course will involve lectures and discussions based on first-hand examination of resources at the Harry Ransom Center. Students will prepare one final paper and a series of short writing assignments to be submitted throughout the semester. Final grade breakdown (total 100 points): - 64 points: 15-page page final paper (to be prepared in 8 stages, 8 points maximum for each stage) - 26 points: short take-home writing assignments - 10 points: Attendance and participation Biography: Luisa Nardini, Associate Professor of Musicology, earned her PhD from the Università degli Studi “La Sapienza,” Rome. She was awarded an A. W. Mellon Fellowship at the Pontifical Institute of Mediaeval Studies, Toronto and an Associate Research Fellowship at the Italian Academy for Advanced Studies in America at Columbia University. She has published numerous essays on medieval music and theory and has two books forthcoming on the musical traditions of medieval southern Italy.
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Course Number: TC 302 Title: Pathways to Civic Engagement Instructor: Lee Walker Semester: Spring 2016 Time/Location/Unique: TBA Description: The objective of this class is to inspire students to become civic entrepreneurs. We will investigate current issues in health care, education, transit, civic entrepreneurship, and other domains by having expert speakers come to class as well as going on field trips around the Austin area. Students will be required to create a well-researched paper and give a year-end presentation that summarizes their findings. Texts/Readings: Students will take primary responsibility for identifying relevant material during their research. Additional readings will be provided on the civic topics that are covered. Assignments: Admission slips are required for all classes without exception. Reflection essays are required after all classes. Grades will be given based upon attendance, class participation, quality of admission slips/reflections, quality of research papers, and presentation day effectiveness. About the Professor: Raised in Three Rivers, Texas, Lee Walker graduated from Texas A&M University with a Bachelor’s of Science in Physics (class of 1963) graduating Phi Kappa Phi (top academic 10% of his class), receiving NASA and National Science Foundation (NSF) funding for his post graduate work in nuclear physics (theoretical cosmic ray research). He was named Honorable Mention All Southwest Conference Basketball Team his senior year. Lee received his MBA from Harvard Business School in 1967. He served as the President of Dell Computer Corporation through its formative years. After leaving Dell in 1990 for health reasons, Lee was asked to teach at the University of Texas at Austin. The success of his “Elements of Entrepreneurship” and “Not for Profit Excellence” courses in the Graduate School Business Management Department earned him best teaching award three times. Currently, Lee teaches freshman courses “Pathways to Civic Engagement” and “Civic Viewpoints” in the Plan II Honors Program. Lee serves on several boards, includes the board of Seton Family of Hospitals. The Austin Chamber of Commerce recognized Lee as their 1998 Austinite of the Year. In 2000 Lee was a founder of Envision Central Texas. In 2004, Lee received the Texas Nature Conservancy Lifetime Achievement award. In 2006 Lee and his wife Jennifer Vickers received the AFP’s Outstanding Philanthropists of the year. 36
Logic & Scientific Reasoning/Modes of Reasoning PHL 313Q/T C 310 Plan II students must take either Plan II Logic (PHL 313Q) or Modes of Reasoning (TC 310), unless they are also pursuing dual degrees in Architecture, Business Honors, Computer Science, Economics, Engineering, Psychology, Sociology, and some Natural Science majors. These degree plans require a similar course (or courses) that will substitute. Logic/Modes is a common course for first-year Plan II students, however it is NOT required in the first year. These courses are not part of the lottery on Day 1. Students may register for these courses based on need and availability.
2015-16 Logic/Modes Professors Logic (Fall Only) Joshua Dever - Department of Philosophy Modes of Reasoning (Available in Both Fall and Spring) Marc Lewis - Department of Psychology
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Course Number: PHL 313Q Title: Logic and Scientific Reasoning (A.K.A. Plan II Logic) Instructor: Josh Dever Time and Location (Fall): TTH 3:30pm – 5:00pm, WAG 214 Unique: 41480-41490 (see online course schedule for discussion times) Description: This course is an introduction to the use of formal logical techniques in the analysis of arguments and texts, with an eye to the applicability of such formal techniques in the humanities, social sciences, and natural sciences. We will study formal propositional logic as a tool for extracting information from definite information premises; modal logic as a tool for modeling reasoning situations involving multiple agents or information sources; probability and probabilistic decision theory as tools for reasoning under uncertainty; and game theory as a tool for making theoretical and practical decisions in multi-agent situations. Texts/Readings: An Introduction to Non-Classical Logic, Graham Priest An Introduction to Decision Theory, Martin Peterson Assignments: Your grade in the course will be based on the following: 1. Short Problem Sets: There will be eight short problem sets assigned over the course of the semester. Each will consist of two or three problems designed to test your understanding of the current material. 5% each (for a total of 40%) 2. Long Problem Sets: There will be two longer problem sets over the course of the semester. These longer problem sets consist of substantially more difficult problems that ask you to take the concepts and techniques developed in class and apply and extend them in novel ways to a variety of logical puzzles. You should expect the long problem sets to require a significant commitment of time and mental energy. 12% each (for a total of 24%) 3. Exams: There will be two in-class exams. These exams will cover the same sort of material as is covered in the short problem sets. The exams are open-book and open-note. 16% (for a total of 32%) 4. Class Participation: Primarily, attendance of and participation in the weekly discussion section. 4% There is no final exam for this course. Late work will not be accepted. All work should be done individually. About the Professor: Josh Dever received his Ph.D. in philosophy from the University of California at Berkeley in 1998. He works primarily in the philosophy of language and the philosophy of logic, and is the author of Complex Demonstratives, Compositionality as Methodology, Binding Into Character, and other works. His recent interests include the semantics, logic, and philosophical applications of conditionals, and foundational issues in the nature of semantic values. When he's not doing philosophy, he's usually reading English Renaissance drama or watching movies without plots.
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Course Number: TC 310 Title: Modes of Reasoning: Scientific, Medical and Real-World Problem Solving Instructor: Marc Lewis Time and Location: TTH 12:30pm - 2:00pm, SEA 4.242 (Spring times TBA) Unique: 41990 (Spring times TBA) Description: This is a course for people who love creative problem solving. The focus is on how to recognize, analyze, and solve a broad range of problems of all levels. We begin by looking at conventional problem solving strategies and why they sometimes go wrong. We then look at ways to develop novel solutions problems that cannot be solved easily by conventional approaches. We use Research & Development Teams and in-class exercises to demonstrate practical applications of these methods. In particular, you will use these methods to develop a team project whose outcome you and your team will present at the end of the semester. Students from all majors are welcome, but you should be aware that the team projects have a medicine/science orientation. For that reason you should be ready to spend much of the course reading and thinking about approaches to scientific problems. Prerequisite: Credit for or concurrent enrollment in a calculus course. Texts/Readings: Readings focus on works that give insight into the creative process and reading lists that you generate yourself as you pursue ideas for your classroom presentation. Assignments: In-class exercises Individual/Team Project Classroom Presentation Classroom Participation About the Professor: Marc Lewis is the winner of numerous teaching awards including the Regent’s Outstanding Teaching Award, The Eyes of Texas Teaching Award, The Silver Spurs Fellowship, The Presidents Teaching Excellence Award, and University Dad's Association Centennial Fellowship. His research, which addresses the molecular biology of aging and the etiology certain rare diseases, is based on training at Cold Spring Harbor Laboratories and Woods Hole Oceanographic Institute. His chief nonacademic interest is travel including India, Tibet, Krygystan, Nepal, Outer Mongolia and many other small and wonderful places along the way. His 2000 graduation address is ranked number 3 of the more than 700 speeches recorded at http://www.graduationwisdom.com/speeches/topten.htm.
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Plan II Biology BIO 301E (Fall) BIO 301E is a common course for first-year Plan II students, however it is NOT required in the first year. This course description is provided for those curious about the content of the course. This course is not part of the lottery on Day 1. Students may register for this course based on need and availability.
Fall 2015 Biology Professor Ruth Buskirk - School of Biological Sciences
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Course Number: BIO 301E Title: Problems in Modern Biology (A.K.A. Plan II Biology) Instructor: Ruth Buskirk Time and Location (Fall): MWF 1:00pm – 2:00pm, BUR 116 Unique: 46960-46975 (see online course schedule for discussion times) Description: This class, designed for Plan II students who are not concentrating in the life sciences, introduces major principles in genetics, molecular biology, evolution, ecology and physiology. Our emphasis will be on human biology and its applications, as we are living in times of unprecedented expansion of information in biology and significant consequences of how we use that information. Texts/Readings: optional helpful textbooks: Audesirk: BIOLOGY: Life on Earth, with Physiology, 9th or 10th edition, Pearson Education. Hillis: Principles of Life, 1st or 2nd edition, WH Freeman, Macmillan Education. Assignments: 100 points Exam 1 100 points Exam 2 100 points Exam 3 40 points Participation in activities during lecture and in discussion section 30 points Class Field Trip, Marine Science Institute (Port Aransas) 30 points Point Papers (two “making your point” papers on applied biology topics, 15 points each) 400 total points possible for Bio 301E About the Professor: Professor Buskirk is a distinguished senior lecturer in the School of Biological Sciences who teaches Introductory Biology & Genetics and works with student programs in the College of Natural Sciences such as Biology Scholars and Health Science Scholars. Her research concentrates on spiders and dragonflies, as well as on how students learn science. An award-winning teacher, including the 2011-2012 recipient of the Plan II Chad Oliver Teaching Award, Professor Buskirk has taught Plan II biology for the last several years and also leads a Maymester Plan II Junior Seminar (TC 357) course in Costa Rica. She received her A.B. at Earlham College, M.A. at Harvard University, and her Ph.D. in Zoology from the University of California at Davis. She especially enjoys her family, music, and being outdoors in different places. 41
Modern Mathematics M 310P M 310P is a common course for first-year Plan II students, however it is NOT required in the first year. Some Plan II students will complete their Plan II math requirement with a calculus sequence in lieu of Plan II Math. This course description is provided for those curious about the content of the course. This course is not part of the lottery on Day 1. Students may register for this course based on need and availability.
2015-16 Plan II Math Professors Fall Daniel Knopf - Department of Mathematics Spring Michael Starbird - Department of Mathematics
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Course Number: M310P Title: Modern Mathemtics: Plan II (A.K.A. Through the Lens of Mathematics) Instructor: Dan Knopf Time and Location (fall): TTH 9:30am-11:00am, SZB 370 Unique: 53170 Description: Our course will explore what insights can be gained by looking at the world through the “lens of mathematics.” We will use examples from nature, art, and architecture, as well as other sources, to explore four broad themes: 1. Symmetry: How mathematics can help us discover a rich structure behind the (natural or human-made) symmetries that we find in the world around us. We will encounter the mathematical concept of group theory. 2. Modeling and optimality: how mathematical models help us find best answers to questions. Mathematical topics that we will encounter include modeling, the calculus of variations, and graph theory. 3. Rigorous thought: how mathematics helps us make better decisions when examining evidence. We will encounter concepts from probability and statistics. 4. Pattern and abstraction: what mathematics can teach us about repeating patterns in nature and art. Mathematical concepts that we will encounter include self-similarity, dimensional analysis, fractals, and tiling theory. Readings: There will be a custom course packet from the University Co-op. Material from the readings will be integrated into class discussions, homework, and exams. Assessment: There will be four in-class exams, one for each of the themes above, each worth 20% of the final grade. There will be no final exam. The remaining 20% of the final grade will be determined by class participation and periodic homework assignments. About the Instructor: Dan Knopf is a Professor in the Department of Mathematics, and the Associate Dean for Graduate Education in the College of Natural Sciences. He joined the University of Texas at Austin in fall of 2004, and has received teaching awards from the Mathematics Department and the College of Natural Sciences. He is an active researcher in geometric analysis, specializing in the use of geometric heat flows to find and classify canonical or optimal geometries. He is author or coauthor of over thirty scholarly publications, including five books. His nonacademic interests include running, cooking, doting on three cats, and rooting for the Longhorns.
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Course Number: M 310P Title: Modern Mathematics: Plan II (A.K.A. Plan II Math) Instructor: Michael Starbird Semester: Spring 2016 Time, Location & Unique: TBA Description: Mathematics has three important sides: it is a supremely useful tool, it has an intrinsic beauty and elegance, and it illustrates effective methods of thinking. To appreciate any mathematics, people must do it themselves. Students in this class will do some mathematical thinking and will enjoy seeing some unexpected consequences of abstract thought. Topics will include: Number Theory: Interesting theorems in number theory have unexpected applications. Infinity: More accurately, infinities. We will see how mathematicians have made a previously ethereal notion accessible to reason. Geometry: Exploring the visual world reveals unexpected beauty that can be extended to the 4th dimension. Topology: Imagine that the world is far more elastic than reality permits. Insights about that imaginary world have consequences in our own. Chaos and Fractals: When simple processes are repeated, chaos and infinitely detailed beauty emerge. Randomness and Statistics: Describing data and the uncertain reveal insights about our world. Fairness: Can you divide a cake for three people so that each person will get his or her favorite piece? A mathematical argument shows that the answer is yes. Proofs: Some of the most striking thoughts are elegant proofs of mathematical theorems. Proofs show the sometimes deep connections between seemingly disparate ideas. Mathematical Reasoning: The course will strive to let the students experience the exhilaration of mathematical thought. We’ll see how methods of thinking about mathematical ideas can help us think more effectively and creatively in all areas of life. Readings: Edward B. Burger and Michael Starbird, The Heart of Mathematics: An Invitation to Effective Thinking, 4th edition. The 5 Elements of Effective Thinking, by Edward B. Burger and Michael Starbird, Princeton University Press, 2012. Requirements: Grades are based on students' learning to think more creatively by understanding mathematical ideas and how they are discovered. Daily exercises 15% Workshop sessions 5% Two mid-term tests 40% (20% each) Final examination 20% Concept Creation exercise 20% Attendance and participation are required About the Professor: Michael Starbird is a professor of mathematics whose excellence in teaching has been recognized with numerous awards, including the Mathematical Association of America’s national teaching award, the Minnie Stevens Piper Professorship, the Jean Holloway Teaching Award, the Friar Society Teaching Award, and the 1996-97 Chad Oliver Plan II Teaching Award. Professor Starbird holds a doctorate from the University of Wisconsin. He is the 1989 Recreational Sports Super Racquets champion—witnessing a misspent youth devoted to acquiring considerable skill in all racquet sports. He sings, plays the piano, and performs a moving rendition of The Jabberwocky in German.
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Plan II Honors Program, The University of Texas at Austin, www.utexas.edu/cola/progs/plan2
