1994-95 General Catalog

Undergraduate Studies, Lib Ed

58 UNDERGRADUATE STUDIES/LIBERAL EDUCATION Dean, Reba L. Keele, Ph.D. Associate Dean, Slava Lubomudrov, Ph.D. Associate Dean, Peter L Goss, Ph.D. Office of Undergraduate Studies: Reba L. Keele, Dean; 581-3188 Bachelor of University Studies, Kathryn Lindquist, Adviser; 581-8795 Center for Teaching & Learning Excellence, William Whisner, Director; 581 -7597 International Studies Program: Slava Lubomudrov, Director; 581-5289. Liberal Education Program: Slava Lubomudrov, Associate Dean; 581-3811 Mentoring Program: Peter L. Goss, Ph.D., Associate Dean; 581-3811 Phi Kappa Phi Honors Society, Reba L. Keele, Treasurer; 581-3188 Undergraduate Research Opportunities Program: Peter L Goss, Director; 581-8070. Office, 410 Olpin Union, 581-3811 College is an important step in preparing students to make a living and to make a life. University requirements prepare students to be effective citizens of the 21st century, part of a "global village" that is different from anything faced by any previous generation. Learning to learn is the ultimate goal of students' time at the University. To that end, there are four kinds of required/recommended learning processes in which students need to participate: I. Liberal Education. Liberal Education classes have many goals critical to students' present and future success. First, to master the basic intellectual competencies required of educated people: the ability to read, experience, evaluate, and communicate about a variety of disciplines. Second, to experience a breadth of exposure to Fine Arts, Humanities, Sciences, and Social Sciences. These experiences can be used to test or make career choices, but mostly students can savor them as an introduction to activities that are both human and humane. II. Education in the Major. Students need to finish their undergraduate education with either an appropriate background for graduate school or with the ability to enter employment. Their challenge will be to bring the same zest to their liberal education classes as to their major, and to go beyond the subject matter of the major. Students who have made reasoned choices about a major will be challenged to change if, through work experience or Liberal Education experiences, they discover that their choice of major is no longer appropriate. For those students who haven't decided on a major, liberal education classes, co-curricular activities, and work experiences will help in the process of choosing a major. Whether or not students have a major upon entering the University, they should be sure to take enough math, science, and writing courses to create alternatives for themselves in a highly technological and communication-dependent world. III. University Requirements. University requirements must be fulfilled by all students, regardless of their major. Students must learn to write well. They must learn either the language of another country or culture, or the language of mathematics. Students need to understand the basic premises of the culture of the United States. These requirements can be filled as a prerequisite to the major or liberal education. IV. Co-Curricular Activities These are activities at the university which are as valuable as major classes and Liberal Education classes. The Undergraduate Research Opportunities Program (UROP) is one of a variety of programs in which students work with faculty members on research, and learn to write and present professional papers. Every student who plans to go to graduate school should participate in directed research; any student testing a career choice or major will learn much by participating with faculty in real research projects. The faculty Mentoring Program allows students to connect individually with faculty members. Faculty members play the role of problem-solvers, friends, and counselors. The Service Learning Program offered by the Bennion Center provides students with a way to connect community service to their course work to enrich their learning as well as receive credit for that learning. For more information, students should contact Linda Bonar at 581-4811. There are social groups, service groups, academic honoraries, and living groups to match any student at the University. Students availing themselves of these experiences will make their academic learning more than theoretical. Learning is exciting and empowering; it requires discipline, developing consciousness about choices and their consequences, and putting aside the wish to achieve without effort. LIBERAL EDUCATION Liberal Education requirements include core and distribution courses. Students with questions may consult the Center for Academic Advising, 450 Student Services Building, 581-8146. Qualified students may satisfy Liberal Education requirements, wholly or partially, through the Honors Program. Students may contact the Honors Program office for information about eligibility and courses. See also Honors Program in the Special Academic Programs section of this catalog. Students who have declared a double major must choose one of the majors in which to fulfill Liberal Education requirements. In addition to completing Liberal Education requirements, students must complete University graduation requirements in the areas of writing, mathematics or languages, and American Institutions. See Graduation Requirements in the Undergraduate Study section of this catalog. See also Writing Program in the Courses section. Transfer Student Requirements. Students who transfer to the University from a Utah community or junior college may be cleared of Liberal Education requirements if they have an Associate of Arts or Associate of Science degree from their former school. Students who have an Associate of Applied Science degree may not use this degree to clear Liberal Education Requirements. Students coming from out-of-state institutions have their transcripts reviewed by the Admissions Office to determine the award of Liberal Education credit. Transfer students who have questions about their Liberal Education credit should take their summary of transfer credits either to the Admissions Office, 250 Student Services Building, or the Center for Academic Advising, 450 Student Services Building, for a review of their course work. Core Courses. Core courses stress the integration of knowledge from different academic disciplines and the application of knowledge beyond the University. Core courses also acquaint students with the range of ideas, information, and intellectual resources available at the University and help many students reach decisions about their majors and minors. Courses are offered in four areas: humanities, fine arts, science, and social science. They provide students substantial opportunities for new learning. Students are required to take three core courses, one each in three of the four areas. Core courses may be taken in the area of the major. (Students with majors in the College of Engineering and College of Mines and Earth Sciences are automatically credited with a science core course.) Not all courses are taught every quarter. Check the quarterly Class Schedule for specific offerings. Liberal Education core courses must be taken for a letter grade and may not be taken on a credit/no-credit basis to fulfill core course requirements. After a student has completed core requirements, however, additional core courses may be taken as distribution courses or as electives, and the credit/no-credit option may be exercised. To use the credit/no-credit option for core courses taken as either electives or distribution courses, contact the Center for Academic Advising or the Liberal Education Program office. Students who do not attend the first two days of class forfeit their place in the class. However, it is the student's responsibility to officially drop the course. Students who do not do so receive a grade of EU (unofficial withdrawal), which is treated as an E grade in calculating the student's cumulative GPA. Even if the student has an official University excuse, it is their responsibility to notify the instructor that they will miss the first two to three days of class to retain their place in class. Distribution Courses. In addition to the core requirement, students must take six distribution courses: two in each of three of the four Liberal Education areas excluding their major area. Distribution courses introduce students to the ideas, knowledge, and values of different academic disciplines. These courses are approved by the Liberal Education Council only if they are judged to be of value to a nonmajor as well as a major. Students may use core courses to fulfill distribution requirements. Students may not count courses in the area of their major toward the distribution requirement (see next paragraph). For example, a psychology major cannot count distribution courses in the social-science area, nor can an English major count distribution courses taken in the humanities area.UNDERGRADUATE STUDIES/LIBERAL EDUCATION 59 The science area includes the colleges of Science. Engineering, Health, Mines and Earth Sciences, Pharmacy, and Nursing; School of Medicine, the fine-arts area includes the College of Fine Arts and Graduate School of Architecture; the social-science area includes the colleges of Business, and Social and Behavioral Science, as well as some areas of the College of Health; and the humanities area includes the College of Humanities and the Graduate School of Education. Courses that count as distribution courses are listed in the Liberal Education Bulletin, available from the Center for Academic Advising. 450 Student Services Building, or the Office of Undergraduate Studies, 410 Olpin Union. They are also designated in the quarterly Class Schedule as FD. Fine Arts Distribution; HD, Humanities Distribution, BD. Social Science Distribution; SD, Science Distribution. Distribution courses are not offered through Liberal Education. Contact the specific department for information on these courses. Special Offerings in Liberal Education Freshman Seminars. This program gives beginning students unusual depth and continuity in subject matter and unique opportunities to participate in a close-knit learning community. The program is a one-year sequence that fulfills the entire three-course core requirement. Students remain with the same instructor and classmates throughout the three-quarter sequence. LB ED 201, Intellectual Traditions trom the Ancient World (5) Taught autumn quarter. Fulfills humanities core course requirement. LB ED 202. Intellectual and Artistic Developments from the Medieval Era and Renaissance (5) Taught winter quarter. Fulfills fine-arts core course requirement. LB ED 203, The Rise of Empiricism in the Enlightenment and Modern Age (5) Taught spring quarter. Fulfills social-science core course requirement. Completion of this series provides an extraordinarily valuable intellectual framework for understanding the origins and relationships of ideas in other academic disciplines. The series also helps students recognize their heritage as heirs of a cultural tradition extending well over 2,000 years and comprehend the impact of that heritage on the modern world. The program ensures that students read, reflect, and write on some of the most enduring ideas of the Western tradition Senior Seminars. Senior Seminars, 400-level core courses, are designed to give seniors an enriched learning opportunity consistent with their advanced undergraduate standing. Unlike regular core courses, designed primarily for beginning students, senior seminars are planned as capstone courses to give seniors an opportunity to pull together the many strands of their undergraduate learning The seminars are broadly interdisciplinary and are reading- and writing-intensive. They seek to complement students' in-depth work in their majors with a broad-based consideration of significant intellectual, social, ethical, and aesthetic issues.60 UNDERGRADUATE STUDIES/LIBERAL EDUCATION Enrollment in seminars is restricted to students who have attained senior standing (135 hours minimum) or have obtained the instructor's permission to enroll. To allow for close contact between the professor and students, seminars are limited to 30 students. This course may be used as a "wild card" to fulfill a core in any one area. Only one senior seminar may be used to fulfill a Liberal Education core. University Professor Courses. The University mena. With such Professorship is an honorary rank conferred on professors who have demonstrated extraordinary skill in undergraduate teaching, and maintained a strong commitment to undergraduate education. University Professors are appointed by the Liberal Education Council to carry out a special project that enriches the educational opportunities available to undergraduates. Following are the courses offered by the 1994-95 University Professors. University Professor Series Joseph Andrade is a professor of Bioengineering, Materials Science, and Pharmaceutics. A faculty member since 1969, he is an accomplished scientist and engineer with six books, over 100 peer-reviewed papers and six patents to his credit. Andrade has taught undergraduate courses for the past 25 years. His teaching has included several topical courses on energy development in the Southwest, courses in materials sciences and engineering, bioengineering, and topical courses on various science projects. He recently received a grant from the University Teaching Committee to develop a "labless lab" for students studying polymers. He is chair of the program committee for the Utah Science/Arts Center-a project to develop a hands-on, interactive science experience for all. Andrade was named to the College of Fellows of the American Institute of Medical and Biological engineers in 1992 for formulating the hypotheses and developing experimental methods now widely used in the study of biomaterials and biocompatibility. He is also a 1992 recipient of the Governor's Medal for Science and Technology. LB ED 144,145 Science Without Walls (5-5) Qtr.: AW 1994-95. Two quarter concept- and inquiry-based course primarily for non-science majors. Science Without Walls focuses on major science concepts, applicable to all science "disciplines." It is intentionally multi- and inter-disciplinary. Science Without Walls considers science as an integrated set of concepts and phenomena. Students will gain a firm foundation and "literacy" in science. This solid foundation will enable students to feel comfortable in pursuing further studies in science. Concepts and topics are derived from national reports and curricular reform movements which have evolved in the last several years. Selection and development of materials and modules for sensing and discovery of key integrated concepts will be developed through students' understanding their own conceptions, fears, and needs. The second term will extend the students' senses, i.e., using instrumentation and tools for observation and measurement. International Studies Program The world is becoming more interdependent, requiring an understanding of people and events beyond distinct geographical boundaries. Developments in international trade, combined with other secular and religious ties, highlight the global interdependence of nations and people. Along with this increased interdependence comes a greater need for educational curricula designed to foster international understanding and competence. The International Studies Program addresses these needs by coordinating Universitywide international-studies activities. The program also stimulates awareness by initiating activities in areas not treated in the University curriculum. Some majors provide an emphasis in international studies. For a list of courses with international studies components, see page 189. Undergraduate Research Opportunities Program (UROP). Students can enrich their academic experience by working closely with faculty on research or creative projects- pursuing evidence to test hypotheses, solving specific problems, or creating artistic works. The Undergraduate Research Opportunities Program office has a computer database of faculty available to supervise undergraduate research, their research interests, and the minimum academic background required for their projects. Students may work as volunteers or may receive academic credit or monetary remuneration for their research efforts. A student who works with faculty in a department outside the student's college also may petition to use research credits toward Liberal Education distribution requirements. In addition to funds administered by faculty and departments, a limited number of competitive fellowships are available on a quarterly basis from UROP. Interested students should contact the UROP office, 410 Olpin Union, 581-8070. LB ED Courses Instructors' names appear in parentheses. Not all classes are taught every quarter or every year Consult the current quarter Class Schedule lor the instructor teaching specific sections of a class. Fine Arts Area-Core Courses (FC) 151 Perspectives on American and European Art and Culture (17th-20th Centuries) (5) (Francey, Olpin) A study of American and European culture as reflected in the arts during selected periods in history or in connection with various themes. The visual arts (including architecture) investigated in relation to social movements and society from the period of colonial expansion to the contemporary. 113,114 The Greeks & The Romans (5,5) Fulfills core requirements in fine arts and humanities if both quarters are completed. (Spann, Svendsen). See course description under Humanities Cores. 164 Music In Culture (5) Not available to students who have taken Music 101. (Curry, Goodson, Thompson, Tichotsky, Wallace) Music is an art that exists only in time, it cannot be "frozen" and made visible for study at leisure as one would study a painting or piece of sculpture. Through class discussion, guided listening, and required attendance at concerts, students examine historically important forms and techniques of the music of Western civilization. Particular attention is paid to historical and formal relationships of music to other fine arts, such as painting and architecture. The course also emphasizes critical listening, to discern important elements of musical compositions and develop an appreciation of music as art, not just as entertainment. 171,172 Pottery: A Creative Art (5,5) For non-art majors. Interdependent sequence; student must complete both quarters to receive credit. Fulfills one core and one distribution requirement in fine arts area. (Bearnson) Explores the art of pottery and the natural discipline of learning to throw on the potter s wheel. Through a series of basic steps, students begin to acquire the skills, craftsmanship, visual insights, and the satisfaction of completing clay forms that enrich and nurture their understanding of the creative arts, 173 Performing Arts (5) (Arnold) Through lectures that analyze approximately 12 major productions, attendance at performances, and meetings with artists, students study the relationships between dance, music, opera, and theatre. Composers, choreographers, and playwrights and the political, historical, and religious components of the period are examined, 174 History and Analysis of Musical Theatre (5) (Prigmore) An overview of the history, basic forms, and styles of musical theatre Direct participation in some of the forms of theatrical presentation. 175 Dance: A Creative Process (5) (Riordan) An exploration of the creative process within each person as illustrated by the origins and development of dance. Students are involved through reading, discussion, observation, and participation in various dance forms-free movement, modern dance, ballet, and ethnic dance. 176 Political Theatre (5) Taught as Writing Emphasis; for explanation, see Writing Program in the Courses section of this catalog. (Scharine) Fifty years of American political theatre. The Great Depression. World War II, the Cold War, Civil Rights. Vietnam, and the "me generation," as depicted by some of America's best playwrights Students get a unique inside look at the impact of American politics on everyday life. 177 The American Experience through Black Theatre (5) Taught as Writing Emphasis; for explanation, see Writing Program in the Courses section of this catalog. (Scharine) A study of contemporary drama written by African-Americans revealing another side of America's dreams and ambitions. Authors such as James Baldwin, Lorraine Hansberry, Leroi Jones, and others explore various American institutions (church, marriage, home, school, and job) from an African-American perspective. Students experience both product and process through reading, discussing, and viewing-in live performance, film, and videotape-America's finest African-American theatre 17B Form In Art: Connections Among Music, Dance, and the Visual Arts (5) (Clifford) An examination of artistic sensibility in music, dance, and the visual arts and how the concept of form (or structure) provides a common thread for understanding these genres. Through readings, examples, lectures, and practical experiences, students investigate elements in each art, developing an informed appreciation for their own artistic values. 179 Creativity, Problem-Solving, and Productive Thinking (5) (Winters) Using fine arts as a metaphor for problem-solving, invention, and creation, students research specific problems and give written and oral presentations of findings. This course explores the nature of the creative process and how to apply it. Perception andSEE PAGE 7 FOR ABBREVIATIONS LIST UNDERGRADUATE STUDIES/LIBERAL EDUCATION 61 visual thinking is emphasized. The traditional scientific process is compared with emerging Processes for problem-solving. 182 Dante and Music (5) (Miller) This course introduces students to the work of Dante Aligheri by providing a broad perspective through the eyes of various poets and composers from Berlioz to Beriot. and from Virgil to Sanguineti, Eliot, and Pound, A variety of music is studied, ranging from ancient to modern. Associated with sach musical work are writings of Dante and allied Poets, read in connection with critical studies and contemporary backgrounds for poetry and music, 183 Folk Style in American Art and Architecture (5) (Carter) This course explores the form and structure of prr'erican folk arts from colonial times to the present ln order to understand and appreciate the artistic e*perience in everyday American life. Folk art is the oppression of culture, of peoples' ideas about how things should be used, and how they should sound look. The course surveys three folk art traditions- Anglo-, Black-, and Hispanic-American-concen­trating on architecture, household or decorative arts, and music. 201, 202,203 Freshman Seminar (5,5,5) Fulfills fine arts, humanities, and social science cores if all three quarters are completed. (Engar, Frost, Matheson) See course description under Freshman Seminars Preceding. 205 The Theory and Practice ot (Photographic) Seeing (5) (Richards) Class is focused on the development of visual literacy and uses the camera as a vehicle to expand the student's ability to understand and assess visual order. Major issues and themes relating to the nature of the visual image, its analysis and evaluation, and s Place in our society will be explored in discussion passions. Not available to students who have taken ARCHIT 200. 222 Case Studies in Problem Solving (5) Fulfills a core requirement in either fine arts, humanities, science, or social science. (Kadesch) See course description under science cores 280 Professionalism and Power in the Written and Physical World (5) Fulfills fine arts or humanities core. (Team taught: Ackerman, Lindberg-Bereth) See course description under Humanities Cores. 341,342,343 Diversity & Learning (5,5,5) One Quarter, interdependent sequence. Fulfills fine arts, humanities, and social science cores. Students must complete all three to receive credit. Permission of the 'nstructor is required. (Malloy) See course description under social science cores. plne Arts-Distribution Courses (FD) Distribution courses in fine arts are drawn from Approved courses in architecture, art. art history, ballet, film studies, modern dance, music, and theatre. Only those courses listed in the Liberal Education Bulletin and coded FD in the quarterly Class Schedule count as distribution courses, Contact the specific department for descriptions of aPproved courses. Core courses in art may also be used to fulfill distribution course requirements. Humanities Area-Core Courses (HC) 101,102,103 Intellectual Traditions of the West (5,5,5) Do not need to be taken in sequence. Students may take all three courses to satisfy core and distribution requirements in humanities. Some sections of 101 and 102 taught as Writing Emphasis: 'or explanation, see Writing Program in the Courses section of this catalog. (Alishan. Bauman, Birkhead. "Ilss. Cohen. Council. Dahl, Davies, Dobozy. Doxey, ^urham, Engar, Fisher, Haanstad. Harvey. Hess, Klausner, Lindquist, Morrow, Ojala, Oravec, Partee, Sobchack, Stewart. Svendsen, Von Schmidt) Major developments in Western thought as expressed in literature, philosophy, and history. First quarter: From early Greek and Hebrew writing into early Christian era. Second quarter: From early Christian times through Reformation and Renaissance. Third quarter: From 17th-century rationalism to contemporary thought and literature. 106 The Individual and the Law (5) (Francis) This course is for the ordinary citizen-student who wants a basic understanding ot how the legal system works. Questions discussed in the course include: How do legislative and judicial processes differ? What is the appropriate allocation of responsibility between the legislature and the judiciary? What are the advantages and disadvantages of an adversarial system of justice? Should we have lawyers? What role(s) do lawyers play in our society? What roles should they play? What is "due process." and why should we protect it? The course includes discussion with members of the law faculty, practicing lawyers, and perhaps members of the judiciary and state legislature. Visits to some of the local courts are also planned. 110 Problems in Human Values (5) Repeatable for credit when topics vary. Students may repeat course to improve earlier grade only with same professor and topic. Some sections taught as Writing Intensive: tor explanation, see Writing Program in the Courses section of this catalog (Bliss. Bjork, Bullis, Cannon, Chatterjee. Degn, Doxey, Evans, Frost, Hagen, Hawes, Mickelsen, Newell, Pace, Partee, Porter, Reed, Rogers, Smelser, Stark, Steensma, Sternteld, Stewart. Von Schmidt, Wilden) This course stimulates students to think critically about their own values, the values of others, and the nature and justification of value systems Considers topics such as society, the state and the individual; law and justice: education and values; war and peace; freedom and equality, protest, violence, and social change. 113,114 The Greeks and The Romans (5) Fulfills core requirements in both humanities and fine arts. Must complete both quarters in order to receive credit. (Spann. Svendsen) Historical and literary dimensions of ancient Greek and Roman society. Focuses broadly on the arts, sports and games, religious experiences, both public and private, and the urban family and daily life of these ancient people, 115 Perspectives on American Culture (5) (Coombs, Culver. Dace, Frost, Jabusch, O'Neil. Parsons. Sillars, Strine) What constitutes equality in America? How is American culture distinctive? What is progress? These questions and others help students address the significant elements that have shaped the culture and character of the U.S. 121,122 Asia: Arts and Ideas (5,5) Students may take either course or both courses. Taking both fulfills one core and one distribution requirement in humanities. (Taylor, Yang) Introduction to Asian civilization, viewing interactions between cultures within Asia and between Asia and the Western world. First quarter . Rise of Asian civilizations and intrinsic values of Asian traditions seen in religion, philosophy, literature, and art. Second quarter: Asia in the modern world, specifically political issues, changing belief systems of contemporary Asian societies, and the literary response to modernity. 129 The Evolution of Western Technology (5) Course fulfills core requirement in either Humanities or Science. (Bodily, Cane) Course explores the evolution of technology from the earliest times until the beginning of the 20th Century. Interactions of, and between, society and technology, the effects of technical change, and the progressive development of technical devices and machines from early civilizations until modern times will be discussed and illustrated by lectures and films. Selected topics such as the development of mechanical power, measurement of time, and the discovery and use of electricity will be treated in detail. 191 Education and Identity: From General Knowledge to Personal Action (5) (Newell) Based on major works m psychology, philosophy, history, and education, this course considers notable experiments and emerging knowledge about the kinds ot teaching and learning that produce the greatest long-term intellectual and ethical growth in college students. Each student develops a personal philosophy of education, based on a rich literature of theory and research, and forges a plan to guide his or her own education within and beyond the University. 201,202,203 Freshman Seminar (Engar, Frost, Matheson) See course description under Freshman Seminars, preceding. 222 Case Studies in Problem Solving (5) Fulfills a core requirement in either fine arts, humanities, science, or social science, (Kadesch) See course description under science cores. 260 Sport and American Society (5) Fulfills core requirement in either the humanities or social science. Consult quarterly Class Schedule for more information. (Gerlach, Henschen) The purpose of this course is to consider both the popular fascination and academic investigation of sports in American society. Some philosophers and sociologists argue that sport has become, if not America's "secular religion," then certainly the one cultural activity that most effectively and pervasively overcomes distinctions of race, class, gender, and ethnicity, as well as politics and religion, to bind Americans in a community of shared values and aspirations. Students should gain a deeper understanding of sport in American society and a greater appreciation of the essential unity of learning 270 American Race Dilemma: Martin Luther King Jr. and the Civil Rights Movement (5) Fulfills either humanities or social science core requirement. (Coleman, Rock) Examines the issue of race in America within a multidisciplinary framework. Unifying themes are racial discrimination and the constitutional concept of equality. Historical, legal, political, cultural, artistic, social, psychological, and ethical issues surrounding racial discrimination. Focuses on the period from 1954, the year the Supreme Court outlawed public-school segregation, through the present, including the impact of the original civil rights movement on other movements for liberation-in America and internationally. 280 Professionalism and Power In the Written and Physical World (5) Fulfills fine arts or humanities core requirements. Prereq.: WRTG 112 (formerly WRTG 101) or 210. (Team taught: Ackerman, Lindberg-Bereth) This team-taught course examines built and cultural environments such as home, school, office, and neighborhood as they have been created and interpreted by our preoccupation with professions and disciplines since World War II. By exploring written and physical examples, students will study and critique the power structures created by professions as they affect our reading of gender, class, and ethnicity. Particular attention is paid to historical and formal relationships of professions to other political and cultural scenes in order to expand our understanding ol what it means to be a highly skilled professional in an interdisciplinary and global setting. 320,321 Pre 20th-Century Russia and 20th-Century Russia (5,5) Interdependent sequence, students must complete both quarters in order to receive credit. Fulfills a humanities and social science core. (Fitzgerald)62 UNDERGRADUATE STUDIES/LIBERAL EDUCATION 'Rethinking the Russian Experience. 862-1993 Texts and the Structure of Consciousness.' The events of World War II, the subsequent cold war period and now the post-cold war era, have ensured that the fate of the United Stales and Russia is inextricably intertwined. This 50-year period has been fraught with misconceptions, misunderstandings, and missed opportunities between these two countries and peoples. The ultimate goal of this two-quarter course is to lay a groundwork by which we can relate with greater sensitivity and understanding to the Russians and their nation. It is our firm conviction that the only path to such understanding lies in breaking down the barriers of our own misperceptions of Russian society and government. In order to do this we need to overcome the tendency to perceive and define the Russians in the context of our world-view and attempt to understand how Russians view and define themselves, their society, and government in the context ot their world outlook. We will examine selected texts regarded as 'canonical" in the Russian perception, beginning with Chronicle accounts of the founding of the Russian State in 862, and Russia's "baptism" in 988, including philosophical and literary creations of the Russian "human being" (chelovek) of the 18th through 20th centuries. In this context we will investigate the nature of language and the problems involved in how the Russian "human beings." are influenced by and related to these texts to construct views on his/her self-identity, society, and government. Then, we hope to extrapolate vital general aspects of a Russian collective consciousness, the comprehension of which will afford us the opportunity to overcome our own perceptions arid misperceptions, place ourselves into the Russian mind-set, and understand, at least to a certain degree, the Russian perception of self, society, and the world. 341,342,343 Diversity & Learning (5,5.5) One quarter, interdependent sequence Fulfills fine arts, humanities, and social science cores. Students must complete all three to receive credit. Prereq: Instructor's consent, (Malloy) See course description under Social Science Cores. Humanities-Distribution Courses (HD) Distribution courses in humanities are drawn from approved courses in classical civilization, communication, comparative literature, educational studies. English, ethnic studies, history, languages and literature, linguistics, and philosophy Only courses listed in the Liberal Education Bulletin and coded HD in the quarterly Class Schedule count as distribution courses. Contact the specific department for descriptions of approved courses. Humanities core courses may also be used to fulfill distribution course requirements. Science Area-Core Courses (SC) 129 The Evolution of Western Technology (5) Courses fulfills core requirements in either Humanities or Science. (Bodily, Cane) Courses explores the evolution of man s use and development of technology from the earliest times until the beginning of the 20th Century. Interactions of. and between, society and technology, the effects of technical change, and the progressive development of technical devices and machines from early civilizations until modern times will be discussed and illustrated by lectures and films. Selected topics such as the development of mechanical power, measurement of time, and the discovery and use of electricity will be treated in detail. 130 Environmental Physics (5) (DeFord) Our dependence on the natural environment and our use and abuse of it are examined through basic physical principles. Topics include: energy resources, distribution, and uses: air. water, and soil pollution; problems in resource consumption and waste; and future prospects of humankind. 131 The Computer Age: Symbols, Logic, and Machines (5) (Johnson) A nontechnical survey of the concepts and intellectual traditions behind the Information Age, connecting computing with fundamental ideas in mathematics, philosophy, linguistics, and the history of science and technology. The course provides basic introduction to computer hardware and software. Simple techniques in word processing, spreadsheets, programming, and artificial intelligence are presented in ways that relate to other disciplines. Assignments include readings, essays, (using word processors), and introductory programming with HyperCard in the MacLab. 133 Physics of Hi-Fi (5) (Symko) Principles of physics are illustrated through application to hi-fidelity sound-reproduction systems. Concepts are presented with demonstrations rather than mathematical analysis. Waves and interference, resonant frequencies, sound quality and intensity, wow and flutter, electricity and magnetism, and harmonic analysis Laboratory demonstrations include loudspeakers, sound amplifiers, and tuners. 134 Architecture of the Earth (5) (Bartley, Cerling. Chan, Chapman, Nash, Parry. Picard) The way the earth is constructed and how it works, deduced from geological observation and measurement. The discoveries of geologists applied to contemporary topics such as earthquakes, volcanoes, floods, and discovery of energy and mineral resources. 135 Evolution and the Fossil Record (5) (Ekdale. Feibel, Magwood, Picard) Evolutionary processes are revealed by observation of the fossil record Because evidence of ancient life is preserved in rock, special attention is paid to the interplay of geology, biology, and chemistry in unravelling the long, complex history of life on Earth. 136 Earth Resources, Politics, and the Environment (5) (Peterson) We live in an age of rapidly increasing world population and technological advance. Feeding and providing for this population increasingly affects Earth's resources and the environment This course deals with the Earth's endowment of natural resources (metallic and industrial materials, energy fuels, water) and the economic, political, environmental, and engineering considerations that affect their use. A principal objective is to develop an understanding of geological processes vital for informed decisions regarding society's use of Earth's resources. Two field trips will be required. The course does not require previous experience in geology or chemistry beyond that commonly found in high school level science courses. 137 Chemistry in Our Natural World (5) Requires simple math. Consult quarterly Class Schedule for details. (Driscoll) Basic principles of chemistry for the nonscientist. Discussions of consumer products, medicine, energy production, chemistry of pollution and synthetic fibers and plastics. Specific examples demonstrate general principles so that the knowledge gained may be applied to issues not covered. 138 Energy Resources (5) (Anderson, Dahlstrom, Olson, Wiser) Civilization's dependence on Earth's energy resources and problems involved in their production and use. The origins and cost of different resources (e.g., coal, petroleum, nuclear, solar, geothermal, hydroelectric, tidal) in relation to the economy and environment. 140 Calculus: Origins and Applications (5) Prereq.: College algebra or trigonometry. Not open to students who have had calculus. (Wolfe) The historical development of calculus and its pervasive role and applications in the modern world. Students learn basic concepts and operations in calculus including differentiation and integration, maximization techniques, and calculation of area, rates of change, motion, population dynamics, growth, and decay, 142 Perspective on Mathematics (5) Prereq.: High school algebra. Not open to students who have had calculus. (Davis) Course tor those who know little about mathematics but would like to understand its content, nature, application, and significance. Topics from logic, algebra, geometry, and elementary calculus discussed. Opens for students the universe of mathematics, which has had and continues to have a profound influence on philosophy and practical affairs. 146 Cancer Biology (5) (Gurney) Cancer studied generally and specifically at level of cell biology. Cell structure, nutrition, growth, differentiation, inheritance, immunity, viruses, chemotherapy, and surgery. Implications for health-care policy. 147 Biology ot Evolution (5) (Hirth) An investigation of organic evolution, how it works, and its impact on society. Philosophical aspects include the role of genetic, environmental, and cultural diversity, and differences between biological and cultural evolution. 150 Introduction to University Mathematics (5) Prereq : Intermediate high school algebra or MATH 101, passed with Cor better. Not open to students who have had calculus. Fullfilts science core requirement. Basic mathematical concepts from college algebra, analytical geometry, and especially formal processes in differential and integral calculus. How these fundamentals are used to solve problems in sciences, social sciences, and computer technology. 220 Chemistry: From Roses to Wine (5) Not open to students who have had previous college level chemistry courses or more than one semester of high school chemistry. (Ragsdale) Emphasis will be on understanding chemical concepts. Students will perform experiments during the lecture hour, as well as some at home. Applications and relevancy of chemistry will be integrated into the course as concepts are developed. 222 Case Studies In Problem Solving (5) Course can be used to fulfill requirement in either Fine Arts, Humanities, Science, or Social Science. Students are expected to declare the core area during the second week in class, Class may be taken one time only to satisfy a core. (Kadesch) A series of case studies in problem solving presented from Political Science, Sociology, History, Psychology. Anthropology, Linguistics, Geography, Philosophy, Communications. Business. Geology, Law. Medicine, Engineering, Mathematics, and the Sciences, Utilizes a common set of problem-solving heuristics (tips, cues, suggestions, strategies) made explicit during the search for solutions. Also presented are a number of problem-solving tools, each of which is used extensively-such as probability theory, decision-making, game theory, model-making, graph theory, and logic in the use of ordinary language. 223 Global Change-Past, Present, and Future (5) (Chapman) Through examination of past changes and the rate of change at present, students will understand the current widespread concern for changes in the Earth's environment and the grave consequences for the human race in the future. A weekly laboratory addressing date analysis, synthesis, and computer modeling will help students understand the basis for making predictions of global change. 225 Extinction and Evolution: Nature's Delicate Balance (5) Taught as Writing Emphasis; for explanation see Writing Program in the Courses section. (Ekdale) Life has had a dynamic history during its three-blllion years of existence on Earth. New species continually appear, as existing species disappearUNDERGRADUATE STUDIES/LIBERAL EDUCATION 63 forever. This course scrutinizes the fossil record to determine the nature, timing, magnitude, and probable causes of mass extinctions in ancient times. Topics include extinction as an evolutionary process, potential causes of mass extinction, fossil record of ancient extinctions, extinctions in historical times, future of endangered species, natural environmental changes that significantly affect life, and human-caused environmental disasters that threaten the future of life on Earth. 230 Science of the Digital Domain (5) (Symko) Society has become an eager consumer of technological innovations ranging from videos to computers. These developments have occurred so rapidly that most people have set aside the principles involved and are faced with a magical box that keeps them busy. Students study physical principles that make common digital devices work-the PC computer, laser scan at supermarkets, compact disc, or latest film watched on a video machine-and explore in laboratories concepts discussed during lectures. 240 Air Pollution (5) Prereq.: Word processing skills, upper-division status, and WRTG 112 or 210. Math background useful. Taught as Writing Emphasis; for explanation, see Writing Program in the Courses section of this catalog. (Bodily) Course is built upon principles used in physics, chemistry, meteorology, and engineering. Mathematics will be used in routine calculations and in understanding error limits in measurements and probability. Once a technical base is established, the course will concentrate on the interaction of this technology with the biological sciences, sociology, political science, law, medicine, history, geography, economics, and international relations 318 Global Environmental Issues (5) (Montague) Examination of the world in terms of natural resource consumption, environmental quality, and global change. Techniques in analyzing and evaluating information. Survey of environmental ethics, human population growth, human impact on the chemistry of the atmosphere, water, energy resources, agricultural productivity, and biodiversity Science Area-Distribution Courses (SD) Distribution courses in science are drawn from approved courses in anthropology, biology, chemistry, foods and nutrition, geography, geology and geophysics, industrial engineering, mathematics, meteorology, and physics. Only those courses listed in the Liberal Education Bulletin and coded SD in the quarterly Class Schedule count as distribution courses. Contact the specific department for descriptions of approved courses. Core courses in science may also be used to fulfill distribution course requirements. Social Science Area-Core Courses (BC) Students are encouraged to take two distribution courses in the social science core area before taking a social science course. 201,202,203 Freshman Seminar (5,5,5) (Engar, Frost, Matheson) Fulfills fine arts, humanities, and social science cores if all three quarters are completed. See course description under preceding Freshman Seminars. 222 Case Studies In Problem Solving (5) (Kadesch) Fulfills a core requirement in either fine arts, humanities, science, or social science. See course description under preceding Science Cores. 260 Sport and American Society (5) Fulfills core requirement in either the Humanities or Social Science. Consult quarterly Class Schedule for more information. (Gerlach, Henschen) The purpose of this course is to consider both the popular fascination and academic investigation of sports in American society. Some philosophers and sociologists arque that sport has become, if not64 UNDERGRADUATE STUDIES/LIBERAL EDUCATION America's "secular religion." then certainly the one cultural activity that most effectively and pervasively overcomes distinctions of race, class, gender, and ethnicity, as well as politics and religion, to bind Americans in a community ot shared values and aspirations. Students should gain a deeper understanding of sport in American society and a greater appreciation of the essential unity of learning. 270 American Race Dilemma: Martin Luther King Jr. and the Civil Rights Movement (5) Also fulfills humanities-area core course requirement. (Coleman, Rock) See course description under preceding Humanities Cores. 301 Social Science Issues: Contrasting Views (5) Repeatable for credit when topics vary. Students may repeat to improve earlier grade only with same professor and topic. Some sections taught as Writing Emphasis; see Writing Program in the Courses section of this catalog. (Cashdan, Hampson, McCullough, Notarianni, Rock) Topics may vary from section to section. Timely issues in the social sciences affecting our society, such as human aggression, crime and punishment, human intelligence, distribution of income, uncontrolled growth and mass media, and geographic perspectives on glasnost, cocaine, Palestine, and apartheid. 302 The Rise and Fall of Civilization (5) (Hammond) Examines the development of ancient civilizations, involving the search for patterns in civilization growth. Compares civilizations, with emphasis on the ancient Near East and Meso-America. Explores the unique contributions that humanistic, social scientific, and natural scientific approaches make to civilization. 305 Ecological Perspective on the Human Condition (5) (Rogers, team taught by Hawkes, O'Connell) Provocative examination of elements of Darwinian theory and their application to major developments in human evolution from our primate ancestors through the rise of civilization. 306 Issues in Human Development (5) Some sections taught as Writing Emphasis; for explanation, see Writing Program in the Courses section of this catalog. (Dodd) Students explore interdisciplinary issues in human development Topics may include (1) effects of television on children's social and intellectual development; (2) development of self-regulation of behavior through environmental events or through self-determined means; and/or (3) child and family through history (studies in family structural change). 307 Utopias (5) (Campbell, Hunt) For over four and one-half centuries Western thought has used the consideration of fictionally better societies as a means of promoting reflection on existing social relations and structures. The goal of this course is to involve students in that process ot reflection. The readings will be roughly evenly divided between a historical section which will reflect something of the changing social concerns over the past centuries, and a current section (post World War II) which will compare and contrast several different modern utopian visions. 308 Indebtedness, Monetary Stability, and Values (5) Taught as Writing Emphasis; for explanation, see Writing Program in the Courses section of this catalog. (Erturk, Rock) Current necessities can be obtained and wishes for the future fulfilled now by going into debt. Debt may be financed by contracting to pay future money plus interest, But the future value of money depends on inflation and deflation of the general price level. Price changes are influenced by many phenomena, including public attempts to ameliorate social injustices. Rising global debt has caused a crisis in wealth distribution, with poor nations of the world being indebted to rich nations, and rich nations to rich people. Who should determine the solution to this conundrum? Whose values should guide us? 309 Human Populations: Control and Constraint (5) (Bean) Provides an understanding of the mechanisms through which human populations have grown historically. Identifies the personal and societal factors that determine population growth or stabilization. 311 Use and Abuse of Social Science (5) Some sections taught as Writing Emphasis; for explanation, see Writing Program in the Courses section of this catalog. (Werner) Helps students become critical consumers of social science research such as political polls, learning experiments, and economic projections. Provides criteria for evaluating statistical findings about studies on smoking and health, effect of television on children, population control, labor and salaries, etc Deals with questions about whether or not social research should be used to make political and social decisions and whether or not social researchers are actual scientists. 312 Explanations of the Family (5) (Wright) For many, the concept of the family has been portrayed as a Norman Rockwell painting complete with father (breadwinner), mother (homemaker), children (2.5), and a home (affordable). This course transcends the typical family portrait by exploring broader realms in the concept of family. It examines the family from biological, theological, historical, cultural, psychological, sociological, and political perspectives. Above all, the family is, in reality, a myriad of forms and structures that has endured by adapting to both internal and external forces The course reflects both "traditional" and "alternative" viewpoints of the family; students are expected to be open to a variety of viewpoints and to maintain a critical inquiry into what constitutes the family. 314 Sex Roles In Contemporary and Historic Perspective (5) (Evans, Herrin, Pace) Myths about masculinity and femininity compared with concrete experiences of men and women in realms of work, politics, rituals, and parenting. Fact and fiction of being male and female in modern American society are contrasted with sex roles in other historical and cultural settings. 315 Masterworks in Social Science (5) (Campbell) Focuses on individual thinkers and theorists whose works have influenced modern social science, and the social and intellectual context in which each thinker worked. Reading is primarily from original text, represented by some of the following: Adam Smith, Sigmund Freud, Karl Marx. Emil Durkheim. Max Weber, Auguste Comte. David Hume, Thomas Robert Malthus, John Stuart Mill, Charles Darwin, and B. F. Skinner. 316 Human Nature (5) Some sections taught as Writing Emphasis; for explanation, see Writing Program in the Courses section of this catalog (Nielson, Schultz, Turner) Behavior of human beings explored from multiple perspectives-biological, anthropological, and psychological. These diverse perspectives are used as complementary ways to understand the complexity of human nature. 317 Social Scientists and Social Policy (5) (Nelson) How political scientists, economists, sociologists, psychologists, and others work to identify and clarify social problems, suggest and implement methods for solving them, and evaluate the impact of public policies in areas such as energy needs, resource allocation, economic development, health, poverty, and consumer issues. 319 International Studies (5) Repeatable for credit when topics vary For list of topical courses, see the Liberal Education Bulletin. Students may repeat course to improve earlier grade only if same professor and topic available. Some sections taught as Writing Emphasis; for explanation, see Writing Program in the Courses section of this catalog. (Hrebenar, King, Mayer, Miller, Thomson, Tufts) As the nations of our world become more interdependent, it is imperative tor us to increase our understanding of people and events beyond our own borders. Courses taught under the International Studies heading increase the student's awareness and understanding of such issues as international trade and relations, global hunger and pollution, development in Latin America, contemporary Japanese culture and politics, contemporary sub-Saharan Africa, and structure and change in Scandinavia. 320,321 Pre 20th-Century Russia and 20th-Century Russia (5,5) Interdependent sequence, students must complete both quarters in order to receive credit. Fulfills humanities and social science core See course description under preceding humanities core. 328 The Minority Experience (5) (Sanbonmatsu) Multidisciplinary perspective on psychological. social, economic, and political factors that influence the experience of being a member ot an ethnic minority group in the U.S. and other societies, Addresses the experience of the minority status in general, rather than focusing on any specific minority group. Topics include ethnic identity, inequities in economic opportunities, political and social dominance, stereotyping, stigmatization, and family relations. 329 Social Science Traditions of the Western World (5) (Diamond) Students examine the attempts of classical, early-modern, and modern theorists to understand human nature and the human predicament. Through studying the religious, political, and economic background ot Western civilization's classic texts, it becomes evident that problems and methods that historically have animated social theorists require the dissolution of disciplinary boundaries. 341,342,343 Diversity & Learning (5,5,5) One quarter, interdependent sequence, students must complete all three in order to receive credit. Permission of the instructor required. Fulfills fine arts, humanities, and social science cores. (Malloy) Interdependent sequence is designed to teach students the social science principles, along with the epistemological assumptions that allow each of them to learn and to create a compelling world view 341 Creating a Global Vision 342 Transformational Journey to Mexico 343 Creating Community: Personal and Global The first part of the course will be devoted to academic study, the second part will combine continued study with a field trip to perform community service in Mexico. In the third part of the course students will examine what they have learned and adapt this knowledge to a Utah community. Social Science-Distribution Courses (BD) Distribution courses in social science are drawn from approved courses in anthropology, economics, ethnic studies, family and consumer studies, geography, health education, political science, psychology, sociology, and special education. Only those courses listed in the Liberal Education Bulletin and coded BD in the quarterly Class Schedule count as distribution courses Contact the specific department for descriptions of approved courses. Core courses in social science may also be used to fulfill distribution course requirements.