Spring 2008
Principles of Food and Resource Economics
Writing or Math Req: None
Gen Ed: S
| Section | Instructor | Times | Locations | ||||||
| 0628 | Evan Drummond |
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AEB 3103 is a comprehensive, introductory economics course with emphasis on the economics of agriculture, the food industry and natural resources in a global context. The course includes both microeconomics and macroeconomics. The microeconomic portion of the course emphasizes production economics and the theory of the consumer. The macroeconomic portion of the course deals with the role of government in a domestic and global environment with particular emphasis on agricultural policy and trade. The honors section of this course entails a weekly enrichment session that meets on Fridays at the regularly scheduled time slot. This seminar deals with current events, supplements to course topics, and a case study of a major agribusiness firm. There are no extra tests or exams associated with the seminar. Some extra reading is required. The grade from the seminar is based on attendance and participation. It constitutes 20% of the final course grade. Students in the honors section are expected to complete all requirements of the regular section.
Evan Drummond (a.k.a. The Food Dude) is Professor of Food and Resource Economics and Senior Associate Director of the University Honors Program. His areas of interest include food policy and international economic development. He teaches introductory agricultural economics and is co-author of a book for that course. In his second year at UF he was selected Teacher of the Year by the students of the College of Agriculture and in his first year of eligibility was chosen as the national Teacher of the Year (with more than ten years experience) by the American Agricultural Economics Association.
Biology and Natural History of Fireflies
Writing or Math Req: W - 2000
Gen Ed: B
| Section | Instructor | Times | Locations | ||||||
| 2262 | James E. Lloyd |
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NOTE: This class is located in the Entomology Building on Natural Area Drive near the Performing Arts Center. Please plan accordingly.
This course views the biology/natural history of an interesting family of beetles to present major aspects of organismic biology, including techniques and philosophy, and gives experience in field and lab with useful procedures in biology and natural history, and methods in biology instruction. Studies includes field identification, observation, and quantification of firefly signals; flash signal recording and analysis; basic electronics with circuit development and manufacture; collection and recognition of human and livestock parasites “whose” hosts firefly larvae prey upon; and museum practice including collecting and curating, and the use and development of identification keys.
The primary text is a firefly manual by the Prof, which is a collection of essays and field and lab-project texts and directions, and is distributed over the semester as required. Students purchase a "fireflyer's kit" as described on the first day of class. The kit includes an introductory field guide to insects, stop watch, thermometer, micro-pen, head lamp, and pen light. There will be afternoon and nocturnal field trips, an optional overnight weekend camping expedition, and other weekend trips, if appropriate. Attendance is required on about five evening field trips during the semester.
Final grade will take into account: attendance and punctuality; performance/industry/focus in the lab and on nocturnal and afternoon field trips to firefly habitats; several always announced and carefully described quizzes, both open and closed book as described beforehand; and two short term papers on subjects to be announced. Each student will have a portfolio in the Prof's lab, where quizzes, tests, term papers, and miscellaneous items are accumulated. At the end of the semester the Prof. will evaluate the portfolios for industry in and quality of scholarship, and will subjectively assign a grade. But, note, to quote from the student evaluation by one fireflyer, “Dr. Lloyd kicks ass.”
James E. Lloyd is a graduate of SUNY at Fredonia, University of Michigan, and Cornell University. He served four years in the US Navy as an electronic technician in a patrol squadron. He joined the UF faculty in 1966 and currently is Professor Emeritus of Entomology and Nematology. During his tenure at UF he has taught several undergraduate and graduate courses and served on the graduate committees of some 50 graduate students. He has studied fireflies in the field for 43 years in North America, Jamaica, southern Mexico, Thailand, Colombia, and New Guinea, and has published about 100 scientific papers and book chapters, and about 50 book reviews and editorials; has given 90 invited lectures at universities in the US and elsewhere; organized and edited several published symposia on behavioral ecology; identified about 15,000 preserved firefly research specimens for museums and other institutions and individuals; and his photographs of fireflies and other insects appear widely in text books and magazines. Prof. Lloyd has for several years been preparing a natural history/taxonomic monograph on fireflies, a study manual for firefly natural history/biology courses, and a field guide to North American fireflies.
Half the Horsemen
Writing or Math Req: W - 2000
Gen Ed: S, N, D
| Section | Instructor | Times | Locations | ||||||
| 4569 | Evan Drummond |
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Two of the chronic problems facing our global village are hunger and disease. This course will deal with these two topics in depth. Different points of view as to the causes and remedies will be explored. The main text for the course is Guns, Germs, and Steel by Jared Diamond. Several smaller texts will also be used. Grades will be based on two exams, one paper, and one classroom presentation.
Evan Drummond (a.k.a. The Food Dude) is Professor of Food and Resource Economics and Senior Associate Director of the University Honors Program. His areas of interest include food policy and international economic development. He teaches introductory agricultural economics and is co-author of a book for that course. In his second year at UF he was selected Teacher of the Year by the students of the College of Agriculture and in his first year of eligibility was chosen as the national Teacher of the Year (with more than ten years experience) by the American Agricultural Economics Association.
Origins of Agriculture
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 9604 | Augusto Oyuela-Caycedo |
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This class is an introduction to the study of the origins of food production. The topic is an important field of study in anthropology and archaeology. Biologists can reconstruct the genetic relationships of plants and their diversity as well as the process leading toward genetic modifications, but in the end it is only the archaeologist who can provide the hard evidence on how, where, and when these processes took place. More importantly, archaeologists as anthropologists can ask why humans domesticated specific plants. In this course we will explore some of the explanations of the causes of the domestication of plants and the relationship to the formation of complex societies and the state. We will do this by addressing issues like the origins of food production, the invention of technology, the rise of the urban way of life, and other topics that are relevant for comprehending our place in the planet.
In this course we will examine specific histories of plants that provide us with pictures of the particularities of the domestication and dispersion of these plants around the planet and what this means today.
By looking at these particular cases of domestication, we will recognize some significant patterns that will help us to understand the process toward food production.
Introduction to Forensic Science
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 2543 | Jason Byrd |
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This course addresses the various disciplines within the forensic sciences. Specifically, this course will focus on the application of the medical and natural sciences to forensics. The development of the medical examiner, coroner, and crime laboratory systems within the United States will be discussed as well as the scientific and non-scientific methods used to establish human identity, and the pathological conditions commonly found in forensic casework. This is a three-credit course designed to familiarize the student with the application of science to law and the courtroom.
Dr. Byrd is a Board-Certified Forensic Entomologist and is a past Chairman of the American Board of Forensic Entomology. He has conducted over 100 workshops specializing in the education of law enforcement officials, medical examiners, coroners, attorneys, and other death investigators on the use and applicability of arthropods in legal investigations. He has published numerous scientific articles on the subject of forensic entomology, and has also published two books dealing with the use of insects in legal investigations.
Exploration Universe
Writing or Math Req: None
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 0015 | Stephen Gottesman |
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Cosmology is the study of everything, the science of matter
on its largest and smallest scales (the formation of fundamental particles). In AST2039, we will be concerned with questions about how the universe began, how it is evolving and how it will end. These are questions that have fascinated our ancient ancestors since they first looked at the starry firmament and recorded celestial phenomena. Great schools of philosophy and religion have incorporated cosmology in their speculations and explanations.
The modern era may be dated from Copernicus and set on a quantifiable course by Isaac Newton. However, scientific cosmology in its most contemporary form is only slightly more than a century old. Our questions have left the realm of mythology and spiritual allegory. Modern methods and techniques have brought cosmology into the mainstream of astronomy and astrophysics and may enable us to answer those basic 'how, when, where' concerns. Our explications encompass great distances and time scales incorporating the very small into the very large. Our frontiers have advanced so rapidly since the second world war, that this has been called the Golden Age of Cosmology. Some astrophysicists hope we can develop a theory of everything.
We will follow a path that is an eclectic mix of physics, history and philosophy. We will see how our understanding has grown and how developing technologies have enabled new and often unexpected knowledge. Our main text will be 'Cosmology: The Science of the Universe,' 2nd edition. The author is the late Professor Edward Harrison, of the University of Massachusetts. I will make supplementary material available as needed.
Stephen Gottesman is a Professor of Astronomy. He trained as a radio astronomer at the University of Manchester in England. He has special interests in the properties of galaxies and their dynamics, structure and the extent of their dark matter. He has published extensively on these topics. Professor Gottesman has also taught Life in the Universe as a course in the Honors Program. In addition, he is a past chairman of the Department of Astronomy. If students have any questions concerning the course or the instructor, they are encouraged to e-mail Dr. Gottesman (gott@astro.ufl.edu).
Beginning Chinese 2
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 3873 | Cynthia H. Shen |
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Prerequisite: CHI 1130 (grade of C or better, or S), or the equivalent
This is the continuation of Beginning Chinese 1. It teaches Chinese speaking, listening, reading and writing abilities with an emphasis on everyday spoken language. By the end of this semester students will have been introduced to most of the important grammatical structures of spoken Chinese. Aspects of Chinese culture will also be introduced in relation to the language taught in the class. The class will be conducted with a communicative approach with many interactions between students and the instructor. The instructor will create different situations guiding students to use the target language in conversation and role plays. The training is vigorous and provocative. There will be daily assignment, weekly quizzes and tests. Students will also be expected to present two Chinese skits in groups after the mid-term and final examinations, in which they will demonstrate their acquired Chinese competence in combination of interesting performance. Active and substantial participation is expected.
Cynthia Hsien Shen is a native Chinese speaker. She grew up in Taipei, Taiwan. She was awarded a B.A. degree from National Taiwan University. She pursued her graduate studies in the U.S. She received her M.A. and Ph.D. degrees from the University of Cincinnati and Cornell University. She taught and served in various positions at the Gainesville Chinese School before she joined the Department of African & Asian Languages and Literatures as a lecturer.
Honors General Chemistry
Writing or Math Req: None
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 7201 | Gardiner Myers |
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Corequisite: CHM 2046L. CHM 2051 is an Honors alternate to CHM 2046.
This course is available to any student who has an "A" midterm or final grade in CHM 2045 at UF. Many of the students in the course will be Honors Program students, but this is not a requirement. The course is open to any student who has demonstrated a high level of potential in chemistry, as indicated by performance in CHM 2045. The instructor for CHM 2051 will be Dr. Gardiner Myers, who has extensive experience teaching in the CHM 2045-2046 sequence. Questions concerning the course may be directed to him at gmyers@chem.ufl.edu. CHM 2051 will cover the same basic topics that are studied in CHM 2046, indeed using many of the same course handouts Dr. Myers uses in the regular course. The principal difference will be the smaller class size and a level of discussion appropriate to the audience. We will also complete several computer spreadsheet exercises which are designed to teach some of the data analysis skills that one needs to use in a life of science. In the latter few weeks of CHM 2051 we will replace some of the usual descriptive inorganic chemistry with several special topics: atmospheric chemistry, polymers, and proteins. Students who are qualified and wish to enroll for CHM 2051 may simply register for this as for any other course, using section number 7201. If the system gives you any difficulty contact the Honors Office (Honors Program students) or Dr. Myers (other students). Students in CHM 2051 should also register for any regular section of CHM 2046L.
Ancient Greek Medicine and Literature
Writing or Math Req: None
Gen Ed: S, H, N
| Section | Instructor | Times | Locations | ||||||
| 9197 | Bruce Kraut |
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Ancient Greece, the birthplace of western civilization, gave us a foundation not only for democracy, law, mathematics and literature, but also for medicine. The medical treatises of Hippocrates offer a unique perspective on the emergence of rational medicine and are just now being fully appreciated as the great milestones of human thought which they represent. The literature of ancient Greece teems with material on death, disease, healing, and the human condition. The Hippocratic corpus helps to shed new light on these texts. This course will review some of the great literary works of ancient Greece, beginning with Homer, Hesiod, and Herodotus, then focusing on the fifth century B.C.E. (the Golden Age) with the dramas of Aeschylus, Sophocles and Euripides. Students will also be provided with numerous excerpts from other contemporary writers, including dramatists, philosophers and historians. Our discussions will navigate back and forth between the works of these literary masters and the medical treatises in elucidating ancient perspectives on health, philosophy and life.
Students will gain an understanding and appreciation of Greek literature as well as of various aspects of ancient medical thought and medical practice. There's no need to have any preparation in classical languages or in science and medicine, but each student is expected first and foremost to keep up with reading assignments and also to participate fully in class discussions. There will be periodic short presentations by each student based on material from the readings and a term paper of the student's choice at the end of the course.
Bruce Kraut received his Ph.D. in Classical Philology from Princeton University and his M.D. from Emory University. He is a former Assistant Professor of Classics at the University of Georgia and is currently an Adjunct Professor of Classics at the University of Florida and a Pediatrician in private practice. His special interests include Greek drama, Greek papyri, and ancient medicine.
Fiction Writing
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 2269 | Staff |
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Prerequisite: CRW 1101 or completion of 60 credits
This course will continue instruction in basic techniques of voice, plot and character, while also introducing advanced ones. Students read a lot of good stories and write a few themselves. Samuel Johnson said, "No man but a blockhead ever wrote, except for money." Juniors or seniors who have not taken CRW1101 or 1301 must have strong composition skills.
Honors Poetry Workshop
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 1644 | Staff |
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Prerequisite: CRW 1301 or completion of 60 credits
This is an introductory level class in the writing of poetry. We will be reading hundreds of poems and analyzing, in detail, a dozen or so, for the purposes of instruction. Students will be charged with leading the discussion on one of these poems and turning in an extensive written analysis of the piece. Students will be asked to turn in responses to writing assignments on a weekly basis. Class participation is crucial and graded, as the workshop format requires generous criticism from all participants.
Developmental Psychology
Writing or Math Req: W - 2000
Gen Ed: S
| Section | Instructor | Times | Locations | ||||||
| 8716 | Michael Farrar |
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Prerequisite: PSY 2012
DEP3053 is a comprehensive course covering psychological development across the life-span with a particular emphasis on infancy through adolescence. The class covers all aspects of psychological development, including cognitive, social, emotional, and biological development. Topics included are attachment, changes in conceptual development, how languages are learned, intelligence, the role of brain development in cognitive development, the role of genes and environment in development, and others. Considerable focus will be given to comparison of different theories of development and the examination of the research studies relevant to these theoretical issues. Typical development will be examined, although atypical cases of development, such as autism, will also be covered to further explore the nature of development. Students will also have an opportunity to volunteer at a developmental setting, such as a preschool or pediatric ward.
Michael Farrar is an associate professor of psychology and former area director of the developmental psychology graduate training program. He received his Ph.D. from Emory University. The focus of his research is on the relation between cognitive and language development in young children. His current interests are children’s social cognitive development and he is involved in a cross-cultural study comparing children learning Korean versus English. In 1995 he won a University of Florida TIP teaching award.
Urban Economics
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 7112 | David Denslow |
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Prerequisites: ECO and ES majors with ECO 2013 and ECO 2023, or B or better in ECO 2013 and ECO 2023
The course will consider the economics of various urban issues including housing, transportation, taxes, infrastructure, and schools. A standard text Arthur O'Sullivan, Urban Economics, will be used, and a paper will be required. Below is a link to a typical course in urban economics, the one at Brown, which will give you an idea of the topics covered. But we’ll rely more on the text and less on articles.
http://www.econ.brown.edu/faculty/henderson/courses/ec241.pdf
Dr. David Denslow, Jr., Economic Analysis Program Director in the Bureau of Economic and Business Research and Distinguished Service Professor in the Department of Economics, is best known at the University of Florida as the effective and popular professor of the televised course Basic Macroeconomics.
Speaking and Writing for Engineers
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 8075 | Dianne Cothran |
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Note: This course will substitute for ENC 2210, Technical Writing.
This course has been expressly designed for engineering students to equip them for speaking and writing assignments associated with undergraduate coursework and careers in the field of engineering. Students will learn valuable techniques and tools that will help them become effective communicators of technical material, capable of organizing and expressing ideas to satisfy the demands of both general and specialist audiences. Writing and speaking assignments will mirror actual tasks in school and in the field. In the process, students will learn how to become critical evaluators of their own communication skills by commenting on and evaluating the spoken and written work of peers in class. The primary writing assignments include a résumé and a cover letter, a procedural manual, and a final team design proposal. Oral assignments include an interview supporting the cover letter and résumé, a presentation of the team proposal, and role-playing as peer reviewers of other team projects.
Dianne Cothran is a Senior Lecturer in the Dial Center for Written and Oral Communication where she has taught for 10 years. She holds a Ph. D. in English from Florida State University. Dr. Cothran has also worked as an editor at CH2MHill, a national engineering firm, where she wrote and edited proposals, textbooks, and reports.
Speaking and Writing for Premed Students
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 0633 | Kellie Roberts |
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Medical professionals have a special obligation to communicate without ambiguity, either in the written or spoken word; they depend on their communication skills to interact productively with other medical experts, their colleagues, clients and their families, and the public at large. This team-taught course will provide students with the opportunity to participate in a range of activities: researching, processing, and sharing medical information with others. Students will learn to do research using medical databases and other research tools, as well as discovering how best to organize and present their findings to other medical professionals or patients. The physician must often act as intermediary between the specialized world of scientific research and the more pragmatic world of the general public; consequently, we will also investigate how best to present technical medical information to the layperson. This course is predicated on the idea that the ability to write and speak clearly are learned skills, not innate talents, which means that better communication can be learned by practice. Students will experiment with a range of communication strategies in class: lectures will be followed by focused written and oral activities that allow students to put theory and strategies into practice. We will read and dissect examples of both good and bad writing in order to learn from them, in addition to examining several types of medical writings: written patient instructions, technical/research papers, case reports, and patient records. Students will also participate in a variety of speaking assignments in class, ranging from impromptu to prepared presentations. We will discuss techniques for improving public speaking, interviewing and listening skills, and patient-doctor communication.
Kellie Roberts is an advisor for the Honors Program and Associate Director for the Center for Written and Oral Communication in the College of Liberal Arts and Sciences. She also coaches the nationally competitive UF Speech & Debate Team.
Writing for Prelaw Students
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 2530 | Creed Greer |
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In courts of law people's lives depend on the character of words, and the livelihood of lawyers depends on their ability to put language to its most productive ends. It is with these ideas that we take up the subject of writing and law. Lawyers are notorious for producing impenetrable documents. On the other hand, some of the most eloquent writing about our society has been set down by attorneys and judges. Our job will be to learn what we can from those well-stated arguments and opinions and to avoid what makes legal writing so notoriously difficult to read. This course is designed to be, in large part, a practical workshop on the most common forms of legal writing. It is also a consideration of the character of legal communication in general. To these ends, we will write three documents: a legal brief, a legal memorandum, and an analytical essay. In writing the first two, we will become familiar with legal research and law library resources. In the analytical essay we will examine how common perceptions of legal institutions are played out in popular venues, such as film or theater, as well as in the media. In all of the writing we will develop the rhetorical skills of argument and persuasion while mastering the basic elements of style. Several field trips, including at least one to the county court and one to the law school's moot court, will show how speaking is integral to this discipline. Hence, our course also has an oral communications component wherein students will learn the basic skills of legal debate.
Creed Greer is Associate Program Director and Senior Lecturer in the Humanities for the Dial Center for Written and Oral Communication. He received his Ph.D. from the University of Florida in 1989. Dr. Greer's specialties include professional and technical communication, composition, and recent literary theory. Since joining the Dial Center in 1995, he has conducted research in and developed disciplinary writing courses for undergraduate and graduate-level work in law, engineering, sociology, anthropology, psychology, and business administration.
Advanced Exposition
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 9202 | Marie Nelson |
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Prerequisites: junior or senior standing and two 1000- or 2000-level English courses
J.R.R. Tolkien, whose character Gollum turns up in one of the chapters of “Writing about Language,” the packet that serves as our primary text for this special section of ENC 3310, was, among other things, a gardener. Tolkien said that the work experience he learned the most from was a stint as an editor for the Oxford English Dictionary, but I think I have learned the most about writing from a gardening metaphor he used – a metaphor that compared his stock of writing possibilities to a pile of compost. My computer files – they range from notes on Old English charms to M. Grieves’ Modern Herbal (first published in 1931 and now available on the internet), and from names Charles Dickens gave to characters in his fiction to a story of name-changing Jhumpa Lahiri tells in her novel The Namesake – has become a veritable compost heap. But I am a gardener too, and the metaphor I find useful to describe the method we will be using in this class is that of sprouting seeds. (Please note that this is a positive metaphor, not Professor Sprout’s warning to Harry Potter and his group of fledgeling magicians.)
At the end of each of the twelve chapters of “Writing about Language” you will find a list of writing possibilities related to the chapter topic. (These include animal communication, word formation, sentence structure, the language used in schools, etc. and I can e-mail you a Table of Contents if you address a request to marienel@msn.com). You can respond to one of these possibilities or, if you like, to a language-related possibility that you propose. From these “starts” you will be choosing topics for further development into four short papers, basing your choice on the likelihood that your writing possibility response will not just sprout but grow into a paper that you will learn something from writing. One longer paper (10 pages or more) will also be required. This paper may be a further development of one of your short papers, or from a “start” on a topic you add to our list.
Marie Nelson has been teaching courses in writing, literature, and linguistics at the University of Florida since Fall 1974. She served as Director of the Linguistics Program from 1995 to 2000, and learned a lot from the experience. Her most recent publication is “The Nine Herbs Charm” (Germanic Notes and Reviews Spring 2007), and an essay titled “The Homecoming of Beorhtnoth, Beorhthelm’s Son”: J.R.R. Tolkien’s Sequel to the Battle of Maldon” is scheduled for publication in the Spring 2008 issue of Mythlore.
American Sci Fi
Writing or Math Req: None
Gen Ed: C, N
| Section | Instructor | Times | Locations | ||||||
| 5619 | Andrew Gordon |
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Objectives:
1. To survey twentieth-century American science-fiction (SF) literature and film.
2. To develop critical skills in thinking about the role of SF within contemporary American culture. We will consider SF as the literature of science, technology, and change, and as perhaps the most characteristic American literature since 1945, a genre affecting all areas of our popular culture.
3. To develop analytical skills through writing about science-fiction stories and films.
Texts (at Goering's, 1717 NW 1st Avenue, next to Bageland; phone 377-3703):
Science Fiction: The SFRA Anthology ed. Warrick, Waugh, and Greenberg
Starship Troopers by Robert A. Heinlein (Ace)
Dune by Frank Herbert (Berkley)
The Left Hand of Darkness by Ursula Le Guin (Ace)
The Forever War by Joe Haldeman (Avon)
Neuromancer by William Gibson (Ace)
Snowcrash by Neal Stephenson (Bantam Spectra)
Kindred by Octavia Butler (Beacon)
Screening Space by Vivian Sobchack (Rutgers)
Science Fiction After 1900 by Brooks Landon (Twayne)
The Cambridge Companion to Science Fiction eds. Edward James, Farah Mendlesohn (Cambridge )
A packet of stories and articles (at Custom Copies and Textbooks, 309 NW 13 St., 375-2707): “Twilight” by Campbell, “Heat Death” by Pamela Zoline, “The Thing in All Its Guises,” “Alien and the Monstrous Feminine,” “Back to the Future,” and sample reaction papers.
We will view a few science-fiction films in class: The Day the Earth Stood Still, The Thing, 2001, Alien, and Blade Runner.
Requirements:
1. Ten one-page (200-300 words typewritten) responses on the stories, novels, critical articles, or films.
Short responses= 20% total.
2. Two papers. Paper 1 should be about four-five typed pages (1000-1250 words) and concern a novel, story, or film covered in Weeks I-V.
Paper 2, due by 4 pm Friday, April 21, should be six-seven typed pages (1500-1750 words) and compare any two works (novels, stories, or films) from the course, except the one you wrote on in Paper 1. It should show evidence of research from at least four sources.
Alternately, with my permission, Paper 2 may be a science-fiction story of at least seven pages.
Paper 1= 25%. Paper 2= 35%.
3. One oral report to the class. Reports are required but ungraded.
Oral report= 10%
4. Class attendance and participation.
Attendance and participation= 10% .
5. There are no quizzes, exams, or final exam.
Andrew M. Gordon specializes in American fiction since WW II, Jewish-American fiction, and SF literature and film. He is author of An American Dreamer: A Psychoanalytic Study of the Fiction of Norman Mailer; Empire of Dreams: The Science Fiction and Fantasy Films of Steven Spielberg; co-editor with Peter Rudnytsky of the anthology Psychoanalyses/Feminisms; and co-author with Hernan Vera of Screen Saviors: Hollywood Fictions of Whiteness. He has also published many articles and reviews on contemporary American science fiction and film, including the SF of Samuel Delany and Ursula Le Guin, and the SF films of George Lucas, Robert Zemeckis, and the Wachowski brothers. He is a member of the Science Fiction Research Association and the International Association for the Fantastic in the Arts, served as an editorial consultant on SF film for the journal Science-Fiction Studies, and directs the Institute for the Psychological Study of the Arts.
Artists Who Work in Several Media
Writing or Math Req: W - 6000
Gen Ed: H, C
| Section | Instructor | Times | Locations | ||||||
| 4907 | Sidney Homan |
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Harold Pinter has written novels, poetry, and film scripts; Samuel Beckett, poems, novels, short stories, television films and radio plays, and aesthetic criticism; Tom Stoppard works both on stage and in the cinema. These artists involved in several media are the focus of the course.
We will study these artists by staging scenes from their plays, with each student in the course having an acting partner, the partners then responsible for performing five scenes during the semester. The emphasis here is on intent rather than finesse, and thus no previous acting experience is required. Students rehearse, perform, and then work with Mr. Homan as their director so that all of us can experience the theatre not as something "literary" but as a distinct art form, in a production which is both visual and verbal, where the playwright's text is sustained by sub-text (the dialogue and history of the character devised by the actor beneath the actual text on the page), movement, blocking, gesture, props, set, lighting, etc.
Students wil also attend two productions at the Acrosstown Repertory Theatre: An Evenign with Tom Stoppard and An Evening with Harold Pinter.
Plays to be thus studied are: Samuel Beckett's Waiting for Godot and other shorter works by Beckett for the tage, television, and radio; Harold Pinter's The Lover, Old Times, No Man's Land and Betrayal; and Tom Stoppard's Rosencrantz and Guildenstern Are Dead.
Sidney Homan is Professor of English the University of Florida and Visiting Professor of Jilin University in the People’s Republic of China. An actor and director in professional and university theatres, he is the author of ten books on Shakespeare and the modern playwrights. His prize-winning Beckett’s Theatres: Interpretations for Performance emerged from a tour of Florida prisons with Waiting for Godot. Several times a Teacher of the Year, he will publish his first novel this spring, A Fish in the Moonlight: Growing Up in the Bone Marrow Unit.
Classic Movies
Writing or Math Req: W - 6000
Gen Ed: H, C
| Section | Instructor | Times | Locations | ||||||
| 4889 | Norman Holland |
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This seminar will consist of one session to show a movie and one session for discussion of the movie. At the first meeting, I wil propose a list of classic films, and we will choose, show, and discuss major films that most of the students have not seen. I hope to choose films that will fill gaps in the students' film experience. Our discussion will emphasize narrative and thematic interpretations of the films rather than details of film technique or history, although we will go into those as needed. Students will be required to write a one-page paper about each film prior to discussion.
I am an Eminent Scholar in English, specializing in psychological interpretations of literary texts and readers' responses to them. I have written one book on movies, and I served as The Film Critic for WGBH-TV in Boston for two years.
Water, Env & Society
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 1946 | Mark Brown |
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*Please note the room change. This section will be held in BEN 0328*
"If the wars of this century were fought over oil, the wars of the next century will be fought over water." – Ismail Serageldin, 1995
This course will use a local lens to explore global issues of water shortage, pollution, and conflict. We will investigate interactions among biological, physical, social, economic, and political drivers of change in watersheds. This interdisciplinary class will include field experiences, case studies, and expert lectures. Students are expected to complete weekly readings and prepare for discussion. Grading is based on active participation, presentations, and short writing assignments.
Mark T. Brown is Associate Professor in Environmental Engineering Sciences and Director of UF’s Center for Environmental Policy. This course will be taught by Dr. Brown and a team of PhD Students in the UF-IGERT Program in Adaptive Management [http://amw3igert.ufl.edu], building on their experiences over the past two years of travels in Africa and Central America and their diverse biophysical and social research interests and expertise.
Hitler and the Manipulation of Germany
Writing or Math Req: W - 4000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 2373 | Geoffrey Giles |
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This course represents a more focused seminar version of my class on the history of twentieth-century Germany in general, which will examine closely the phenomenon of the National Socialism. We will examine through selected works from the enormous secondary literature, but also through primary source documents in English translation, how Hitler succeeded in gaining power in 1933 and holding on to it through to the end of the Second World War. This will entail a view from the bottom up through the experience of ordinary Germans, as well as looking at some of the Nazi leaders at the top. Various historiographical debates and controversies, occurring regularly in the intervening decades, will also be investigated. The aim of the course is to gain insight into how historians in Germany and elsewhere have grappled with this shocking period in German history, and to provide an introduction into how to do historical research. The UF library has a superb collection of source materials on 20^th -century German history, and students will be able to use them in writing their research paper with the help of close mentoring from the instructor.
Geoffrey Giles received his Ph.D. in history from the University of Cambridge. Following four years as a Postdoctoral Fellow in a Yale University think tank, he has been a professor in the History Department at the University of Florida since 1978.
His book, Students and National Socialism in Germany, published by Princeton University Press, examined the attempts of the Nazi college students’ association to indoctrinate undergraduates. He has continued to publish articles and book chapters on the history of education in Nazi Germany. Out of his work on students grew another specialty: the social history of alcohol in Germany
For the academic year 2000-2001, Professor Giles was appointed the Senior Scholar-in-Residence at the United States Holocaust Memorial Museum’s Center for Advanced Holocaust Studies in Washington DC, where he was asked to conduct research on a neglected victim group, namely homosexuals during the Third Reich. He continued work on the book as an Alexander von Humboldt Fellow at the University of Munich in 2003-2004, and has already published several articles on this topic.
Since 1994, Geoffrey Giles has led several traveling study seminars for college faculty to meet with museum staff at the death camps and other Holocaust sites in Eastern Europe on behalf of the Holocaust Educational Foundation. In Summer Term A 2008 he plans for the first time to inaugurate a similar trip as a special course for University of Florida students.
French Grammar & Composition
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 1795 | Staff |
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FRE 3300 is the follow-up to FRE2201. The aim of "Grammaire et composition" is to enhance students' French grammatical knowledge, reading, writing and compositional skills.
Intensive Beginning German 2
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 2343 | Christina Overstreet |
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Prerequisite: GER 1130 (grade of C or better, or S), or the equivalent
This is a technology-driven language course. Your materials, texts, exercises, homework, quizzes, and tests are provided in form of web pages. This not only saves you money, but it also creates an unlimited flexibility for your instructor to provide you with the most current materials by using the Internet as a source of information. However, you are by no means learning the language in isolation. You will meet with your instructor and your classmates five times per week in a computer lab. During class time, we will work together to discover both the German language and the culture of its native speakers. We will engage in meaningful activities on-line and off-line to facilitate the acquisition of both linguistic and pragmatic aspects. In other words, it is not enough to know what is grammatically correct to effectively communicate with a native speaker. You will also learn how to appropriately use language in specific situations. The teaching and learning resources are provided by VISTA.
Christina Overstreet, Ph.D. is a senior lecturer in the Department of Germanic and Slavic studies. She is a native speaker of German and trained in Foreign Language Pedagogy and Second Language Acquisition. Dr. Overstreet has directed the Summer Program at the University of Mannheim and has extensive experience in teaching German language and culture on the beginning and intermediate levels. She has been instrumental in developing and implementing web-based courses that present language in the context of culture. Her research interests include the effective integration of new technology into the foreign language classroom. In her free time, Dr. Overstreet enjoys running, walking at the beach, and traveling.
Planetary Geology
Writing or Math Req: None
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 4482 | Kyle Min |
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|
GLY 2042 is an introductory course that focuses on various geologic aspects of planets and their moons in the solar system. Formation, evolution and nature of the solar system, and its large solid bodies, can be inferred directly from meteorites and indirectly from a wide range of data obtained from spacecrafts. To understand other planetary bodies, it is essential to understand “geologic processes” occurring in Earth and Earth’s moon, therefore a brief overview on these processes will be given during the beginning stage of the course. The course will also cover smaller planetary bodies such as asteroids and comets which are important components of the solar system.
Kyoungwon Kyle Min recently joined the geology department at UF as an Assistant Professor. He trained as a geochemist at the University of California at Berkeley (Ph.D), University of Wisconsin at Madison (Scientist) and Yale University (Scientist). His research interest is unraveling thermal histories of terrestrial and extraterrestrial materials using various radiogenic isotope systems. He works on constraining timing and rates of shallow-depth crustal processes which are critical in geomorphology and neotectonics. Kyle is also interested in understanding evolutions of meteorites to better explain diverse planetary processes, such as changes in internal structures and heat budgets, igneous activities and shock-induced impact metamorphism of asteroids or planets.
Western Humanities 1
Writing or Math Req: W - 6000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 9203 | James Hodges |
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This section of Honors Humanities is a survey of Western culture from ancient Greece through the Renaissance, with readings from literature, philosophy, and religion. In addition to selections from the Bible, the course includes The Iliad, plays from Sophocles and Euripides, Plato's Republic, The Aeneid, Dante's Inferno, Machiavelli's The Prince, and Shakespeare's King Lear. Readings about and viewings from classical, medieval, and renaissance architecture, sculpture, and painting are also part of the curriculum. There will be a series of reaction papers required on the assigned readings and a cultural event report.
James Hodges is a Professor Emeritus of English. In addition to his thirty-three years on the faculty at UF, Dr. Hodges has also taught at the Sewanee Military Academy (Tennessee), the University of North Carolina at Chapel Hill, and East Tennessee State University. He holds degrees from Vanderbilt University (B.A. and M.A.) and a Ph.D. from the University of North Carolina, Chapel Hill.
Western Humanities 2
Writing or Math Req: W - 6000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 9204 | James Hodges |
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This section of Honors Humanities is a survey of Western culture from the Eighteenth Century to the present, with readings from literature, psychology, and philosophy. The course includes Voltaire’s Candide, Goethe’s Faust, Flaubert’s Madame Bovary, Dostoyevski’s Notes from Underground, Ibsen’s A Doll’s House and other plays, T.S. Eliot’s The Waste Land and other poems, Hemingway’s The Sun Also Rises, and Sartre’s No Exit and other plays; also included are Freud’s Civilization and Its Discontents and Jung’s Man and His Symbols. Readings about and viewings from architecture, sculpture, and painting are also part of the curriculum. There will be a series of reaction papers required on the assigned readings and a cultural event report.
James Hodges is a Professor Emeritus of English. In addition to his thirty-three years on the faculty at UF, Dr. Hodges has also taught at the Sewanee Military Academy (Tennessee), the University of North Carolina at Chapel Hill, and East Tennessee State University. He holds degrees from Vanderbilt University (B.A. and M.A.) and a Ph.D. from the University of North Carolina, Chapel Hill.
Magic and Witchcraft
Writing or Math Req: W - 6000
Gen Ed: H, D
| Section | Instructor | Times | Locations | ||||||
| 6668 | Judy Ann Turner |
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"Magic and witchcraft, the fear of daemons and ghosts, the wish to manipulate invisible powers--all were very much a part of life in the ancient world." --Georg Luck, Arcana Mundi, p. xiii. The occult, folklore, mystery cults, oracles, and superstition--the 'darker side' of religious experience--impacted the lives of average Greeks and Romans much more than did the Olympian or 'civic' gods. Yet this significant feature of ancient religious practices receives little attention in scholarship. This course is an effort to lessen the void in topics of ancient religion available to students. Through the use of film, lecture, reading of ancient (in translation) and modern sources, the course will examine origins and practices of ancient magic, witchcraft, mystery cults, demonology, astrology, alchemy, religious 'possession'and other occult subjects. We will explore continuity or resurgence of some ancient occult practices, and if schedules permit, there will be some guest speaker talks on course topics.
Judy Ann Turner (Ph.D. in Ancient History, University of California) was the Andrew Mellon Research/Teaching Fellow at the University of Southern California '84- '85 and taught at Cal Poly State University '85-'89. In Florida, she taught at SFCC (Humanities, '90-'93) and at U.F. (Honors Program and Classics Dept.) since '93. She has been an officer in the Archaeological Institute of America, Gainesville Society for more than a decade. Her publications include articles on sacerdotal women in the Linear B tablets and and articles on Greek Priesthoods. She is writing a book on Greek priestesses and ancient cults.
Advocacy/Activism in the Academy
Writing or Math Req: W - 4000
Gen Ed: S, N
| Section | Instructor | Times | Locations | ||||||
| 2974 | Ed Tennant |
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Where do academics, educators, students, and other members of the scholarly elite fit into the complex landscape of social change? Do members of these groups have an ethical obligation to uncover perceived wrongs in the modern world? What is the nature of objectivity; and does it grant distance to parties interested in understanding how social wrongs are created and perpetuated? What is the difference between advocacy and activism? This course – where students and educators meet as socially-aware equals – is designed to look at these questions and critically examine the scholar’s role as activist.
The course is divided roughly into three sections. The first third of the course centers on various theoretical foundations suggesting that scholars can engage in the process of transformative social commentary and action. The second portion of the course will highlight the role of academics as educators in raising the public’s awareness of social wrongs. The final section is split between texts that demonstrate actions taken by scholars to address perceived wrongs; as well as time for each student to engage in their own forms of advocacy/activism. The final project centers on each student engaging with local (Alachua county) advocacy/activist groups. A global perspective drawing on international applied anthropology will be developed throughout the course as readings from around the world are examined. General topics explored include environmental mismanagement by colonial powers, queer rights, immigration, general human rights, (inter)national war, and others.
Be warned, there are many readings for this course and it is intensive. However, if you genuinely care about OUR world and addressing a variety of injustices, this course is a one-of-a-kind chance to find an academic foundation for transforming the world around US.
About Ed Tennant: I consider myself an historical anthropologist who draws on ethnography, archaeology, and applied anthropology. I am especially interested in how ethnic identity is maintained, changed, and actively generated in the modern era. My research focuses on ethnic idenity among the Chinese overseas through comparatice research in South China and New Zealand. As part of this, I am particularly interested in how minorities and immigrants are racialized and mistreated by States through illegal imprisonment of asylum seekers or unfair access to citizen rights.
I have personally conducted research in the US, Europe, South America, the Caribbean, and New Zealand. In addition, and often to pay the bills, I have taken part in archaeological projects in Alaska, New York, SE US, and Norway. I have strong faith in holistic approaches, and applaud students and researchers who step outside of their disciplines to engage the real-world.
Age of the Blockbuster
Writing or Math Req: None
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 7082 | Dana Peterson |
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This course examines American popular culture in the Age of the Blockbuster. Beginning in the mid-1970s--Steven Spielberg released Jaws on June 30, 1975; Stephen King published his first novel, Carrie, in 1974; George Lucas launched Star Wars in May 1977--the Age of the Blockbuster heralded America's current obsession with bigger, louder, and richer. This section of IDH 3931 will ask students to think critically about American popular culture in the last quarter of the twentieth century. Students, therefore, should be interested in learning more about who "we" are, and in turn, be willing to consume as much "culture"--i.e., movies, books, TV, music, sports, advertising--as they can. Students will also be expected to share these experiences in classroom discussions and presentations. Course requirements include a series of reading responses/journals and a group project.
Dana H. Peterson is on parole for a variety of offenses committed on his (unfortunately under-publicized) nationwide 1985 crime spree that ended just outside Dollyland in Tennessee. He currently teaches at the University of Florida under his mother's maiden name, Staff. Highly regarded for the level of expertise he brings to a variety of subjects, Dr. Staff also directs the AIM Program, the university's initiative to help disadvantaged students succeed at UF. Though Dr. Peterson died at the end of 2004, he still continues to teach this course as part of his penance for how he lived his life. He also continues to answer e-mail, so feel free to contact him at peterson@clas.ufl.edu.
American Frontier
Writing or Math Req: None
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 6200 | Esther Romeyn |
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|
Ever since the United States became a separate nation, writers, intellectuals and artists have attempted to define the distinctiveness of American culture. Throughout the 19th century and into the 20th century, many considered the frontier a key factor in the shaping of a unique American national character. The frontier evokes a number of images: Native Americans, Cowboys; the West; desert landscapes; wilderness; savagery. In this course we will examine various texts, dating from various periods, in which the frontier has an important place. These texts range from 19th century historical romances (such as J.F. Cooper's The Last of the Mohicans), to Native American novels (such as Leslie Marmon Silko's Ceremony), to landscape painting and photography and films (the Western; Pocahontas; Dances with Wolves). We will discuss how these texts imagine the American nation, or national character, in relation to the frontier, the West, Native Americans, race, the natural landscape, and new immigrants.
Esther Romeyn received her Ph.D. in American Studies from the University of Minnesota. She taught in the Interdisciplinary Humanities Program at Arizona State University from 1998 until 2005. Her main interests lie in Ethnic Studies, Cultural Studies, Performance Studies, Jewish Studies, Urban Studies, and cross-cultural psychology. Her publications are concerned specifically with immigrant acculturation as a process of cultural “translation” (or “mistranslation”); the performance of ethnic identity (in daily life, festivals, parades, and theater); and the shifting boundaries of “race” in American culture.
Biomedical Ethics
Writing or Math Req: None
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 8905 | Gayle Brown |
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|
This course is designed to introduce students to some of the central issues of biomedical ethics. Ethics addresses questions such as:
How should I act?
How do I decide whether one way I could act is morally better than some other way?
Are different ethical systems equally acceptable, or are some people's values just wrong?
Biomedical ethics addresses these questions in the context of patient care and the distribution of medical attention, and seeks to determine which actions or options in medical practice are obligatory, which permissible, and which impermissible. By the end of the course students will be familiar with the major ethical theories relevant to medical practice, and be able to apply these theories to current issues in biomedical ethics. Specific topics include: abortion, physician-assisted suicide, genetic engineering, reproductive technology, patient confidentiality, HIV/AIDS, and race and gender issues in the allocation of scarce resources.
G.M. Brown has taught a wide variety of courses in philosophy in both the Honors Program and the Philosophy Department at UF, including ethics, epistemology, metaphysics, the philosophy of religion and the philosophy of science. She also teaches the popular Tao of Star Trek course. In addition to philosophy, her academic interests include poetry, literature, archeology, theology, theoretical physics and evolutionary biology.
Chick Lit: Junk or Genre?
Writing or Math Req: W - 6000
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 1591 | Mary Ellen Drummond |
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|
A bonanza for the publications industry during the past decade, Chick Lit has forged its place in popular culture. Bridget Jones’ Diary, Sex and the City, and The Devil Wears Prada are Chick Lit classics that survived and prospered in their transition from the printed page to silver screens large and small.
Alternately acclaimed and reviled by literary and feminist commentators, Chick Lit novels with their twenty- and thirty-year-old conflicted and imperfect Everygirl heroines have become a sub genre of women’s literature, producing a host of sub genres of their own: Black Chick, Latina Chick and Hen (or Mommy), even Lad Lit. British and American authors were the mothers of Chick Lit, but their novels in translation around the world have caused an explosion of Indian and Polish and other national Chick Lit imitators.
Chicktion is hugely popular, fun to read, and here to stay. But are chicklits worth your time? That’s the major question to be addressed by this course.
Topics to be covered include:
Definitions of Chick Lit
Origins of the genre
Sub genres of Chick Lit
Chick Lit and feminism
Chick Lit and literary fiction
Chick Lit around the world
Basic texts for the course include two anthologies:
This is Chick Lit, edited by Lauren Baratz Logsted.
Benbella Books, 2006.
This Is Not Chick Lit, edited by Elizabeth Merrick.
Random House, 2006.
Students will be evaluated on the basis of reading journal entries, a class presentation, a term paper, and participation in classroom discussion.
Mary Drummond (Ph.D., UF) has been a teacher of Spanish and English for many years and a reader for even more. She loves to share her addition to the printed page with students of all ages.
Engineering and Astronomy of the Ancients
Writing or Math Req: W - 4000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 9462 | Jonathan Walz |
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Have you ever wondered how & why Egyptians constructed pyramids? Why the ancient Mayans and Chinese observed celestial events? Or, whether meaning or function empowers an Aboriginal boomerang? In this course we explore ancient technologies & ideologies through archaeology & other sources. Whether you’re interested in the Seven Ancient Wonders or the origins of tools 2.6 million years ago, this course seeks, quite explicitly, to challenge the technology/ideology dichotomy of our modern world. My intent is to force a reconsideration of the cultural roots of human technology, construction, travel, time-keeping & religion.
Jonathan R. Walz is a Ph.D. Candidate in Anthropology at UF. His current interests range from the archaeologies of Africa to the interface between ideologies and technologies and from ornithology to classical music. University studies at UNC-Chapel Hill, UF, and the University of Dar es Salaam (Tanzania) inspired his passion for teaching and learning.
Ethics: Theory and Practice
Writing or Math Req: W - 6000
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 4951 | Gayle Brown |
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The aim of this course is to help you reason more clearly and effectively about moral issues. The subject matter of the course can be divided roughly into two parts. First, we want to explore general issues about morality: what is morality? Is there a systematic way of understanding our moral judgments? What principles should we use to decide difficult moral issues? The second part of the course consists of an examination of difficult moral problems. Specific topics include as abortion, euthanasia, capital punishment, and affirmative action.
Our focus shall be three-fold. First, we want to see how different moral theories may lead to different conclusions about what the right response is to these problems. Second, we shall aim to be as precise as we can about the arguments supporting these conclusions. Third, we want to critically evaluate these arguments--that is, we want to determine whether they are good arguments or bad arguments. It is important to realize that philosophy is not fundamentally about imparting information; it is about learning to reason more carefully and thoroughly. Thus, the main objective of the course is to improve students' skills in understanding and evaluating arguments.
G.M. Brown has taught a wide variety of courses in philosophy in both the Honors Program and the Philosophy Department at UF, including ethics, epistemology, metaphysics, the philosophy of religion and the philosophy of science. She also teaches the popular Tao of Star Trek course. In addition to philosophy, her academic interests include poetry, literature, archeology, theology, theoretical physics and evolutionary biology.
Exploring the Virtual Library: Researching, Evaluating, and Building Online Content
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 1418 | Marilyn Ochoa |
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|
The Internet changed the landscape of academic research and communication by allowing scientists and researchers to broadcast and share ideas worldwide almost immediately. The body of knowledge accessible via the Internet and World Wide Web is continuously developing and expanding. In this context, libraries and archives move from traditional brick and mortar to virtual library environments.
Through a combination of lectures, discussion, and hands-on instruction, students will be introduced to the research tools of the virtual library and their connection to traditional bibliographic resources. Topics include electronic indexing and abstracting services; full-text database resources; federated searching and OpenURL; subject guides, information portals, digital collections, search engines and other Web-based resources. Students will obtain knowledge of effective search strategies, resource evaluation and current trends in Web 2.0 development. They will engage in electronic content development within wikis, weblogs and tagging. Students' grades will be based on assignments and projects, some of which may be completed in class.
Marilyn Ochoa (mnochoa@ufl.edu) is the Assistant Head of the Education Library at the University of Florida. She chairs the library-wide Resource Navigation Committee which evaluates and implements electronic library resources and services, such as the new library catalog. Her committee activity within the American Library Association and her research interests focus on user access to services and information technologies in libraries.
Introduction to Forensic Anthropology
Writing or Math Req: None
Gen Ed: S
| Section | Instructor | Times | Locations | ||||||
| 4505 | Jason Byrd |
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|
Forensic anthropology, an applied subfield of biological anthropology, is a science that utilizes methods developed in skeletal biology, archaeology, and other forensic sciences to solve cases of medico-legal significance. This course is a three-credit class designed to present how forensic anthropologists help resolve modern and historic crimes both in the laboratory and the field. Students will be introduced to the techniques that forensic anthropologists use to recover and identify individuals who died as a suicide, homicide, accidents and mass disasters.
Dr. Byrd is a Board-Certified Forensic Entomologist and is a past Chairman of the American Board of Forensic Entomology. He has conducted over 100 workshops specializing in the education of law enforcement officials, medical examiners, coroners, attorneys, and other death investigators on the use and applicability of arthropods in legal investigations. He has published numerous scientific articles on the subject of forensic entomology, and has also published two books dealing with the use of insects in legal investigations.
Lepidoptera Biology
Writing or Math Req: W - 2000
Gen Ed: B
| Section | Instructor | Times | Locations | ||||||
| 4508 | Mirian Hay-Roe |
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NOTE: This course meets in the far southwest corner of campus near 34th street. Please plan accordingly.
This course will be taught in the conference room of the McGuire Center of Lepidoptera and Biodiversity at the Natural History Museum. The course covers the biology of an interesting group of insects from the order Lepidoptera, which includes butterflies and moths. Various aspects of their biology will be presented including their general taxonomy, their interactions with their host plants and their natural enemies, predators, parasitoids, chemical defenses, communication mechanisms, migration and conservation. Some collecting and curating practices will also be discussed. Grades will be based upon completion of assigned readings, class attendance, small quizzes and a final term paper.
Dr. Mirian Medina Hay-Roe is a postdoctoral fellow at the McGuire Center for Lepidoptera and Biodiversity. Her research interests include the ecology and biodiversity of butterflies from Central and South America, with special emphasis on insect-plant interactions, as well as behavioral and chemical components involved in this interaction. She has worked with Museum collections for many years and has travelled to Peru, Costa Rica, Mexico, and Panama to conduct research.
Music and Health
Writing or Math Req: W - 6000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 0924 | Miriam Zach |
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We will explore the relationship of music and medicine via readings, recordings, lectures, discussions, and musical experiences, investigating the history, theory, and practice of the creative power of sound and music in international health care settings. In addition to reviewing the work of musicians-physicians and music therapy research in the medical literature, we will study prevention of injury and maintenance of health of musicians, and medical challenges of performing artists and composers. Students are expected to listen to musical compositions of various styles and genres, be able to identify them by composer, historical context, and stylistic characteristics, and their potential use as treatment in clinical application. There will be two listening tests and a research paper/creative project presentation, and several brief essays on research experiences. The starting point for work in the course will be Kristine Forney and Joseph Machlis' The Enjoyment of Music, chronological version, 10th edition with 8 accompanying CD's; and Randall McClellan's The Healing Forces of Music.
Miriam Zach, Ph.D. (minerva@ufl.edu or http://www.womencomposerslibrary.org) is Assistant Professor in the Honors Program at the University of Florida. She holds degrees from Northwestern University and the University of Chicago. In addition to teaching courses on Music History, and Music and Health, she maintains her own studio in Gainesville giving lessons in piano, harpsichord, and pipe organ, and is a member of the Alachua Consort which specializes in Baroque chamber music. In 2003 she became co-principal with her husband Dr. Mikesch Muecke in the design/build architectural practice misumiwaDesign ( misumiwadesign.com), and in 2007 co-edited and published the book "Resonance" (http://www.cularchpress.com). In 2006 she published For the Birds: A Women Composers’ Music History Speller with Culicidae Press (http://www.culicidaepress.com). In 1998 she recorded the CD Hidden Treasures on the Princeton University Chapel organ, and plans to record future CDs of music by women composers on her new house organ, designed and built by A. David Moore in 2005.
NGOs and Grassroots Development: Case Studies from Nicaragua
Writing or Math Req: None
Gen Ed: S, N
| Section | Instructor | Times | Locations | ||||||
| 2539 | Tim Fogarty |
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|
One third of the world (including us) live in relative wealth, while two thirds of the world live in relative and even abject poverty. This course looks at one of the current social practices which attempts to address the glaring inequity in the control of the world’s resources. This course leads students through the latest social science research on non-governmental organizations as agents of culturally appropriate development while providing specificity by focusing on several NGOs actually doing transnational development work sited in Nicaragua. We will discuss in depth the theory of development and how that is operationalized by these small but vital organizations which serve as the conduit for 50% of the world’s international aid. The methodology of the course is group discussion of readings and audio/visual materials in class, written reflection sheets, and a final “case study” presentation to the class and other students who are going to Nicaragua during Summer A. This course complements and provides a theoretical framework for the honors Summer study abroad fieldwork experience (IDH 3931-0297) in Nicaragua, working with these organizations. Students of the social sciences, and those with non-profit or international humanitarian assistance minors may be particularly interested in this course.
About Tim Fogarty: I have a BA in philosophy, an MA in Religion, and Ph.D. in Anthropology (2005 University of Florida). My research is in development anthropology, a sub-field of socio-cultural anthropology. My research program is to understand how solidarity forms between North Americans and Central Americans across national, social class, ideology and life style differences.
I have participated in over 20 different short term small group tours to Nicaragua and other countries in Central America, accompanied by North Americans who travel there to do something helpful in the midst of the second worst poverty in the Western Hemisphere. These trips have been hosted by small non-governmental organizations and often go to remote and isolated rural communities as well as the typical tourist attractions. I am planning to take UF honors students to Nicaragua for a summer experience of cross-cultural communication. Multicultural communication would be a good preparatory course for such a journey.
Staging Three Fantastic Playwrights
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Sidney Homan |
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|
This is a course for students who have had some experience in the theatre as an actor. Indeed, those interested should contact Professor Homan for an audition (a requirement of the course) as soon as possible (shakes@ufl.edu; office hours fall semester: Thursdays, periods 4-5 in 4109 Turlington) before registering. We will stage three performances at the Acrosstown Repertory Theatre during the semester, each devoted to a collage of scenes from one of three playwright: An Evening with Tom Stoppard, An Evening with Harold Pinter, and An Evening with Sam Shepard. We will explore everything from the comic brilliance of Tom Stoppard in Rosencrantz and Guildentern Are Dead to the tantalizing pauses for actors in Harold Pinter’s Old Times and The Birthday Party, among others, to the gritty clash of West versus East in Sam Shepard’s True West and Buried Child. This course continues a tradition of such courses given by Professor Homan where he and Honors students explore playwrights, from Shakespeare to the moderns, through actual performance. Indeed, the work of Honors students in these courses has made its way into several of his recent books, notably Directing Shakespeare: A Scholar Onstage and Staging Modern Playwrights: From Director’s Concept to Performance. Students in the course “write” through performance; no papers are required.
Sidney Homan is Professor of English the University of Florida and Visiting Professor of Jilin University in the People’s Republic of China. An actor and director in professional and university theatres, he is the author of ten books on Shakespeare and the modern playwrights. His prize-winning Beckett’s Theatres: Interpretations for Performance emerged from a tour of Florida prisons with Waiting for Godot. Several times a Teacher of the Year, he will publish his first novel this spring, A Fish in the Moonlight: Growing Up in the Bone Marrow Unit.
Sustainability and the Integrated Bottom Line
Writing or Math Req: None
Gen Ed: S
| Section | Instructor | Times | Locations | ||||||
| 0887 | Dedee DeLongpré |
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|
This course will expose students to the global trends towards sustainability seen among governments, businesses, and other institutions; how personal lifestyle choices can contribute to or detract from sustainability goals; and how successful businesses and governments are implementing sustainability in ways that enhance their bottom lines. The goal of this course is to learn about the interconnectivity of human and natural systems and how to manage them to create positive change.
On an average day anyone may take an innocent drive to a coffee bar to grab a latte-to-go. The day may pass without any realization of the effects of this trip: the resources used to fuel the vehicle, the emissions created in the process, the economic imbalance manifested through cultural dynamics, the environmental and social impacts of food production systems, and the consequences of our dependence on disposable consumer goods. Students will be exposed to emerging global approaches and challenged to identify personal local applications.
Course topics will include:
• The dubious rewards of consumption
• The ethics of sustainability
• Leadership toward change
• Demographics of the sustainability revolution
• Climate change and ecological sustainability
• Social equity in a flattened global economy
• Zero-waste and carbon neutrality
• Sustainable agriculture
• Socially responsible investing
• Indicators of progress
• Ecological economics
• Natural Capitalism
• Frameworks and tools for implementing sustainability
• The value of ecosystem services
• Renewable energy strategies
• Water wars
• Community sustainability
• Sustainability and the built environment
Principles and practices of sustainability will be presented through guest speakers, in-class exercises, and case studies. Grading will be based on weekly reflection papers, group projects with presentations, quizzes, and in-class participation.
Dedee DeLongpré is the director of the University of Florida’s Office of Sustainability. She has a bachelor’s degree in business administration from the University of Southern California and a master’s of business administration with an emphasis in sustainable management from the Presidio School of Management in San Francisco. She has experience in nonprofit management, primarily in the areas of education and the environment. DeLongpré served as executive director of the community non-profit, Sustainable Alachua County. Previously, she developed curricula for graduate-level courses in sustainability while working as an associate for Natural Capitalism Solutions. She was a program administrator for Fauna & Flora International and a development director for Presidio Hill School and Dunn School. DeLongpré serves on the boards of the Association for the Advancement of Sustainability in Higher Education as well as the Council for Sustainable Florida.
The Tao of Star Trek
Writing or Math Req: W - 6000
Gen Ed: H, D
| Section | Instructor | Times | Locations | ||||||
| 7605 | Gayle Brown |
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Our general aim in this course is to explore various philosophical issues through the medium of science fiction. We will be spending the semester in the place where philosophy and science fiction intersect. Science fiction affords us an excellent venue for philosophical exploration. Some of the best philosophy is driven by thought-experiments-imaginary scenarios that are designed to illuminate some difficult philosophical questions. For example, we might imagine that you and I were to switch brains, or that a transporter mishap results in the fusion of two people into a single person, and then we might ask ourselves what our thoughts about such bizarre circumstances contribute to our understanding of who and what we are.
Philosophy is the exploration of the concepts we employ to understand ourselves and the world around us. We want to examine how we think. Sometimes, upon examination, our pre-theoretical notions turn out to be inadequate. How then shall we respond? What are we to say? Science fiction writers have always looked to philosophy as a fertile source of ideas. Many episodes of the various incarnations of Star Trek are inspired by issues in philosophy, while films such as A Clockwork Orange, The Matrix, 12 Monkeys and others borrow from philosophy in more ways than can easily be counted. Philosophy and science fiction are kindred spirits, for they are both animated by a sense of wonder and by the seemingly limitless possibilities that lie before us.
G.M. Brown has taught a wide variety of courses in philosophy in both the Honors Program and the Philosophy Department at UF, including ethics, epistemology, metaphysics, the philosophy of religion and the philosophy of science. She also teaches the popular Tao of Star Trek course. In addition to philosophy, her academic interests include poetry, literature, archeology, theology, theoretical physics and evolutionary biology.
Things to Do with Poems
Writing or Math Req: W - 4000
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 0983 | John Murchek |
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This course is about what we can make of poetry. That is, it explores the different ways that we, as readers and writers, can work with poems—and, to a lesser extent, how poems work with and on us. The things that we will do with poems will range from the patiently traditional (which is not without its own subversive force) to the impertinently experimental (which is not at all without tradition). At the former end of the spectrum, we will perform “close readings” of poems, attending to them in detail, responding to all the resources of language that poems utilize. At the latter end of the spectrum, we will “poem-surf” through substantial portions of The Norton Anthology of Poetry each week. “Poem-surfing” encourages readers to follow their desires: to skim, graze, alight, and finally delve into poems when phrases, images, ideas, or sound-effects catch their attention. In between these poles, we will consider poems as objects of analysis and evaluation, as triggers for meditation, as transformers of prior texts, and as sustaining enigmas.
Students will keep reading journals in which they assemble quotations from poems they read while poem-surfing under such headings as “What I Admire,” “What Puzzles Me,” “What Bores Me,” and “What Fascinates Me.” They will compose brief meditations about what the poem-surfing process reveals to them about reading and themselves.
The major written work for the semester will consist of two experimental projects. The first, modeled on Roland Barthes’ Camera Lucida, asks individual students to come to conclusions about the “essence” of poetry by analyzing what most “holds” or fascinates them in poems. The second, inspired by brief extracts from Walter Benjamin’s Arcades Project, is a group project in which students will produce a poetic history of the present, assembling fragments of poetry from throughout the anthology, and arranging them in an order that produces an implicit argument about the pre-history of features of our present moment—features that provoke our concern, anxiety, or hope.
John Murchek holds a B.A. from Trinity College in the University of Toronto, and M.A. and Ph.D. degrees in English from Brown University. He is Coordinator of Student Affairs in the English Department at UF, where his duties include advising undergraduate English majors. As well as being interested in poetry as a genre, he is interested in English Renaissance literature and culture, critical theory, and cultural studies. Among the courses he has previously taught for the Honors Program are "Shakespeare and Metamorphosis," "What Can Words Do? Acts of Language in Philosophy, Literature and Public Life," and "Figures of the In-Between: Ghosts and Angels, Vampires and Virtual Realities." If you have questions about "Things to Do with Poems," you can reach him at jmurchek@english.ufl.edu.
Visual Literacy
Writing or Math Req: None
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 2312 | Daniel Stepp |
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Visual imagery acts as a means of communication independent of spoken or written language. Through images, sequential relationships, signs and symbols humans express themselves creatively and profoundly with a language rooted in a primary response to the sense of sight.
Painters, sculptors, filmmakers, photographers, comic artists, and graphic designers have created works of art that speak visually and we will explore all of them throughout the course. Students will observe and write criticism on visual mediums as well as produce work of their own. Throughout the course we will go to museums, watch films, read comics and look at pictures to learn the vocabulary of visual literacy and attempt to understand the languages of human expression and it capacity to capture the human experience.
This class is not predicated on innate artistic ability but rather a desire to investigate and describe the world visually.
Students are encouraged to be inventive, curious, courageous, and prolific.
Daniel Stepp has taught painting and drawing at the University of Florida since 1998. He received his MFA from the New York Academy of Art and has exhibited in Florida, New York, and Canada. His current paintings have been described as American genre with a focus on tools and technology, sex roles in labor, corporate branding, initiation, ritual, the transference of myth and archetype onto genre activities, and the conflict created by contrived culture imprinted onto evolved, long-standing traditions.
Professional Development Strategies
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Sheila Dickison |
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Planning to apply for a Rhodes, Marshall, Mitchell, Gates-Cambridge Scholarship? Local application deadlines for the next cycle are late summer 2008 (eligibility: you will be in your seventh semester next fall and likely to graduate in spring 2009).
If you are thinking about competing for these highly competitive scholarships, it is essential that you get a head start and take this one credit class in the spring. By the end of the semester you will have a draft application and some suggestions about summer reading and how to prepare for these highly competitive competitions. Winning one of these is a career-maker!
For information on the scholarships go to www.honors.ufl.edu and click on Scholarships. You can also come into 29 Tigert and look at past applications.
To enroll in the class please e-mail Dr. Dickison at doctord@ufl.edu
Sheila K. Dickison was Director of the University Honors Program from 1996-2007. She is currently Associate Dean in the College of Liberal Arts and Sciences and continues to work with the prestigious scholarships program.
Individual Work
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Your individual supervisor |
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If you have found a faculty member who is willing to do an independent study with you, you may sign up for this course. For approval you will need to provide a cogent plan of study and a faculty signature indicating approval of your course of study. Your project cannot duplicate a regularly offered course in the UF curriculum. You may use this course for elective credit. You will receive credit for IDH 4905, "Honors Individual Work" on your transcript if you undertake an independent project but do not participate in any documented research. You can get the application form in the Honors Office, 140 Tigert Hall, or on the Honors webpage (http://www.honors.ufl.edu/forms.html).
Note: For a list of UF faculty who have opportunities for undergraduates, please consult the Undergraduate Research Database (http://www.honors.ufl.edu/researchdatabase.html). Faculty are under no obligation to work with you or employ you under their grant. With perseverance you may find someone who is willing to have you get involved.
Introduction to Professional Development
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Melissa Johnson |
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Prerequisite: This course is restricted to students who entered UF during Summer B or Fall 2007.
In this course, students will work closely with an honors advisor and a current honors student leader to develop an action plan for university involvement. Students will learn how to find and apply for scholarships and awards, internships, study abroad programs, research opportunities, and leadership and service projects. Students will get to know the inner-workings of the university and discover available resources and opportunities, all while working with other highly motivated honors students. Finally, they will begin developing a portfolio to display the skills and experiences gained through these activities.
Students who have taken this course have successfully participated in many of the opportunities discussed in class. This course counts toward the Honors Program Certificate of Completion and replaces the previous course, SLS 1102: Honors Freshman Experience. For more information, contact Melissa Johnson at mjohnson@aa.ufl.edu
Melissa Johnson is an academic advisor with the Honors Program. Melissa has a BA in Classical Studies and History and an MEd in Higher Education Administration from The University of North Carolina at Greensboro. Since she’s been in Gainesville, she has volunteered for a local political campaign, served on the Gainesville/Alachua County Cultural Affairs Board, participated in the Gainesville Citizens' Academy and chaired a major fundraiser for a local organization. Melissa enjoys mentoring and advising current and emerging student leaders and is looking forward to helping students get involved in the community. She’s currently a member of the Sunshine Steelers, one of UF’s steel drum bands. She also likes discussing fashion, sports, and good practical jokes. Feel free to contact her at mjohnson@aa.ufl.edu.
Researching Internships
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Your research supervisor |
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This course is designed to introduce freshmen and first-semester sophomores to the process of finding and securing an internship. The course will focus on campus involvement, leadership skills, communication skills, intermediate resume writing, and search strategies.
The most valuable factor in obtaining an internship is a strong understanding of the process and its many facets. Through this course, students will gain a greater understanding of the level of competitiveness involved in certain programs, the application process, and most importantly- what interviewers are looking for.
This course is available to honors students via invitation only. If you are interested in taking this course, please e-mail Dr. Dickison (doctord@ufl.edu).
Undergraduate Research
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Your research supervisor |
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|
If you have found a faculty member who is willing to do a research project with you, you may sign up for this course. For approval you will need to provide a cogent plan of study and a faculty signature indicating approval of your course of study. Your project cannot duplicate a regularly offered course in the UF curriculum. You may use this course for elective credit. You will receive credit for IDH 4917, "Honors Undergraduate Research" if your project involves research. You can get the application form in the Honors Office, 140 Tigert Hall, or on the Honors webpage (www.honors.ufl.edu/forms.html).
Note: For a list of UF faculty who have opportunities for undergraduates, please consult the Undergraduate Research Database (http://www.honors.ufl.edu/researchdatabase.html). Faculty are under no obligation to work with you or employ you under their grant. With perseverance you may find someone who is willing to have you get involved.
Internship
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Regan Garner |
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| DEP-X | Robert Kwong |
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| DEP-X | Regan Garner |
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The Honors Program offers credit for internships through IDH 4940. Students from any department may submit an application for consideration, but please note that Journalism majors must present a letter from an academic advisor or department chair with their application. You need not be an honors student, but you must have a minimum GPA of 3.0 to be approved for Honors internship credit. Grading is S/U and based on the completion of a paper at the end of the internship and a letter of support from your supervisor. A course taken for S/U does not normally apply to major requirements, but you may use these hours for elective credit.
The application form is available online (http://www.honors.ufl.edu/forms/idh4940.pdf). For more information, please visit the Honors Program Internships website (http://www.honors.ufl.edu/internships.html). If you have any questions about a prospective internship, please e-mail our intership director, Ms. Regan Garner (rlgarner@ufl.edu).
Regan has a BA in Classical Studies and a M.Ed. in Social Foundations from UF. Her research interests are desegregation and the socioeconomic and racial components of the American public school experience.
Robert Kwong graduated from Loyola University Chicago with a B.S. in Chemistry and a minor in Biology and continued to get his M.S. in Biomedical Science at Barry University in Miami, FL. He has taught pre-health courses in the Biology departments at National-Louis University, North Park University and Loyola University of Chicago since 1995. While at Loyola University he was a Learning Assistance Counselor helping students learn the "right" study strategies for science coursework. Robert is now the Chief Pre-Health Professions Advisor in the College of Liberal Arts and Sciences at the University of Florida.
Caribbean 19-20 Century
Writing or Math Req: None
Gen Ed: H, N