1965
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1979
| An academy for wandering minstrels |
| Equipping lifelong learners to pursue personal and professional interests in art, activism, law, education, business, medicine, international affairs, social services, science, management, media, and more. |
| * Michigan State University's first, most experimental, and most innovative residential college * |
| JUSTIN MORRILL COLLEGE COURSES |
Justin Morrill College's unique character was reflected in the uniquely creative and interesting nature of its internal course offerings.
This Webpage offers a representative overview of the courses created and taught within Justin Morrill College.
JMC's internal courses were focused on a specific topic or theme within the humanities, social sciences, or natural sciences. In accordance with JMC's pedagogical philosophy of 'heuristic learning', course content was geared to an advanced student (i.e., introductory elements were presumed or left to the student to pick up along the way). This, combined with small class size, made JMC courses more like graduate seminars than undergraduate lecture classes.
The JMC Course Descriptions issued each quarter were the sole documentation of JMC course offerings and content. Unfortunately, very few of these Course Description documents survived. Between personal and MSU University archives, only 5 or 6 are known to exist. As a result, much of the evidence for JMC's courses is limited to the memories of those who took them.
This page is a compilation of JMC courses drawn from alumni memories (e.g., culled from the JMC email forum at Yahoo Groups) and from the official JMC Course Descriptions issued during Fall 1972 as well as the whole 1973 / 1974 academic year. This is the only 'whole year' for which such documentation is known to exist.
If anyone has additional information on JMC, its operations, its performance, or its outcomes, please Contact the Editor.
| HERE ON THIS PAGE: |
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JMC course listings: Fall 1972
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JMC course listings: Fall 1973 through Spring 1974
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Background descriptions of course categories
- JMC alumni reminiscences of selected courses
| RELATED MATERIAL ELSEWHERE: |
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OVERVIEW
- From the Winter 1974 JMC Course Descriptions |
"The Justin Morrill College Curriculum is designed to give students a general / liberal education using as a means to that end various courses taught within the traditional divisions of knowledge: social science, humanities, and natural science, in addition to special programs in foreign language, composition, and field study. Each JMC course serves the general college mission in its own way. For example, to meet the general / liberal purposes of humanities, we offer specific courses in disciplines such as literature and history, and within these disciplines, specific topics such as "Hemingway and Faulkner" and "The History of India". These specific topics serve to introduce JMC students to the general knowledge of skills nad insights of both the humanities and of general / liberal education."
| ANTHROPOLOGY: JMC 255A (Overview) |
"Study in the discipline of Anthropology with selected periods, cultures, topics and schools. Students may re-enroll once with a different instructor or topic."
- JMC Course Descriptions, Fall 1973
"An introduction to the work and interests of anthropologists, for the purpose of providing general education in the social sciences."
- JMC Course Descriptions, Spring 1974
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ANTHROPOLOGY:
Primitive Religions and the Anthropology of Mass Culture Robert McKinley, Fall 1973 |
"The course will deal with the anthropological approach to symbol systems of primitive societies, primitive religions and ritual. From a consideration of these materials, there will be an attempt to extend the analysis of primitive religion to contemporary culture."
- JMC Course Descriptions, Fall 1973
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ANTHROPOLOGY:
The Anthropology of Music Ed Henry, Spring 1974 |
"How can we study what a society's music means to its members and to the operation of the society? What determines the content and form of a society's music, and what aspects of the music are significant to its members? How does music links and reflect other aspects of a society's culture? These are several of the problems which will orient this course. Class time will be taken up with lectures, listening to both Western and non-Western music, and discussions. Objectives will be to familiarize ourselves with major Anthropological studies of music and to learn how to appreciate music of other cultures. Evaluation will be based on individual projects and a final examination."
- JMC Course Descriptions, Spring 1974
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ANTHROPOLOGY:
Race, Class and Power in Southern Africa Bill Derman, Spring 1974 |
"Unlike the northern 2/3's of Africa, the southern 1/3 remains under the control of Europeans or those of European origin. The class will focus on the Portuguese areas of Mozambique and Angola where classical wars of liberation are being fought, and on the Republic of South Africa itself, well known for its system of racial separation (apartheid). The first part of the course will focus on the indigenous background prior to colonial rules, the second on the basis and conduct of colonial rule, and the third, last, but most emphasized, the nature of African responses to the continued colonial rule.
Readings from Mondlane, Davidson, Minter and others."
- JMC Course Descriptions, Spring 1974
| DOMESTIC FIELD STUDY: JMC 400B (Overview) |
"A program in cross-cultural education involving a three term process of preparation seminar, a twelve week field experience, and follow-up seminar. The preparation seminar consists of simulated cross-cultural experiences, the development of techniques for learning about new social environments through a day-in-the-field, introduction to values clarification processes, the development of a learning contract, and the development of critical incident writing skills focused on the objectives of the program. While on the project the student keeps a journal and writes up twelve critical incidents. The return seminar consists of student interviews using values clarification processes and a final paper in which the student reports the results of his field study in terms of the knowledge he gained of another culture, his own and the self-knowledge he gained as well as the changes, if any, which the experience brought about in the student's attitudes, values, interests, goals, beliefs, or convictions. Students planning to do field study within the United States should enroll and register for 400B .... Plans for projects to satisfy the 12 credit domestic field study ... requirements must be approved by the field study office before the project is undertaken and before enrolling. ..."
- JMC Course Descriptions, Winter 1974
| ECONOMICS: JMC 253A: (Overview) |
"Study in the discipline of economics with selected schools, economies, areas, and topics. Students may re-enroll once with a different instructor or topic."
- JMC Course Descriptions, Fall 1973
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ECONOMICS:
Introduction to Community Economics James Shaffer and Marc Johnson, Fall 1973 |
"Identification and analysis of problems faced by public decision makers in managing public revenues and services and making rules controlling private resource use. Impact of political and economic structures on revenue use. Case studies are utilized to simulate the role of a professional public affairs staff analyst."
- JMC Course Descriptions, Fall 1973
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ECONOMICS:
Consumer Cooperatives Jim Jones, Winter 1974 |
"Three-fourths of the farmers in the United States are involved with cooperatives, and about 20 million citizens hold membership in credit unions. Closer to home, about 350 students now live in housing cooperatives at MSU, and hundreds more purchase food cooperatively through Green Earth Food Coop. The major problem they all face is a lack of knowledge and understanding of basic cooperative principles and organization. This course will examine cooperative theory, organization and history and will include several sessions on coop developmental skills. Numerous speakers will be invited to the class, and there will be several optional field trips. The later part of the class will have a group project orientation, with each group planning a cooperative to satisfy some need of the urban community. Both the product and the process of this planning will be considered in the course evaluation. ..."
- JMC Course Descriptions, Winter 1974
| FIELD EDUCATION PROGRAM IN PUBLIC AFFAIRS AND THE ARTS (Overview) |
Editor's Note: Within the Fall 1972 Course Descriptions are a cluster of Field education projects being undertaken under the aegis of individual JMC topical / disciplinary courses. Below is the general description of the course concept.
"The following course offerings were designed primarily by students with the cooperation of faculty and people from Lansing area communities. Three important elements characterize the Field Education courses:
- Students have exercised the opportunity to name issues or topics of their own choice and design a course or project around them.
- These courses or projects related to the 'real' world of the Lansing area and depend heavily on involvement with people and organizations outside the University.
- The courses afford a change to learn from people outside the university and at the same time a chance to serve those people in concrete ways.
Please talk to the student coordinator or faculty consultant before electing one of the following courses to ensure that your expections will be met by the course. If you are interested in helping design courses other than the four listed below please contact the Field Education Office..."
The Field Education sections listed in the Fall 1972 offerings were:
"
- JMC Course Descriptions, Fall 1972
| FINE ARTS: JMC 234A (Overview) |
"Study in the disciplines of the fine arts with selected artists, schools, periods, and genres. Students may re-enroll once with a different instructor or topic."
- JMC Course Descriptions, Fall 1973 / Spring 1974
| FINE ARTS: INDEPENDENT STUDY: JMC 234B (Overview) |
Independent study in the field of Fine Arts. Sometimes used as an adjunct to a 234A Fine Arts course. For example (cf. Wards's 'What's So Special About Being an Artist?', Spring 1974):
"An independent study will be required in conjunction with 234A, Section 1 to allow each student to pursue an area of interest relevant to the focus of the course. They study is to be designed by the student and approved by the instructor."
- JMC Course Descriptions, Spring 1974
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FINE ARTS:
Architecture Appreciation(Precise Title Unknown) Alec Butler, Fall 1969 |
There was one JMC elective that I signed up for simply because the course description sounded so different from anything I had ever taken before. It was Dr. Alec Butler's course on architecture appreciation offered, I believe, Fall term, 1969. Dr. Butler taught Fine Arts in the University. I signed up for it in part because I remembered having blown the architecture questions on the Alumni Distinguished Scholarship exam I took as a high school senior. (Chuck Humphreys and Richard Foster also signed up for the class.)
In addition to general design principles such as the use of light and shadow, we studied the works of Mies van der Rohe, LeCorbusier, and Frank Lloyd Wright. We learned that the Seagrams building in New York was Mies' masterpiece but that it was an economic failure -- the rent lost due to the building's setback from the street, which provided the plaza across which to appreciate the structure, made it unprofitable. The same was soon to be the case with the Sydney Opera House -- too much architecture and not enough revenue-producing seats. Wright's houses designed to harmonize with the landscape were difficult to maintain, although a hotel he built in Japan withstood an earthquake when most other buildings around it collapsed. LeCorbusier designed based on (the French spelling escapes me) The Modular, a concept in which elements of large buildings were scaled to human proportions. The Department of Housing and Urban Development, which stands across the street from the building where I work in SW DC, is a poor knock-off of his style. But LeCorbusier's gem is a chapel at Ronchamps.
My class project was a black-and-white photo study of St. Francis de Sales Catholic Church, which stands a mile from my family's home in Muskegon...
Dr. Butler illustrated his lectures with slides he had taken all over the world. He also had a keen sense of humor. He told us that the slides we saw on the exam -- that's right, see the slide and write about it quick -- would be selected from slides he showed during class. Most of his slides were of beautiful, distinctive buildings from every age. One, however, was of a drugstore in Helsinki that appeared as though it had been designed by committee and for which funds had run out during its construction. Naturally, that slide was in the final, and those of us who had seen the slide in class chuckled and wrote furiously while those who hadn't seen the slide before simply looked stunned.
Dr. Butler threw a big party at his home after the final, and he was a gracious host. For pure enjoyment -- then and in later life -- that was my finest course in JMC. Every time I'm in a new neighborhood or environment I'm seeing buildings in ways I couldn't see them before I took that course.
I meant for years to thank Dr. Butler for that gift, but I learned from Dr. Fred Graham in a phone call while I was at the Reunion that Dr. Butler had passed away several years ago. Thank people while you can...
- Charley Roberts, December 2002
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FINE ARTS:
Music Theory for Non-Music Majors Barbara Ward, Fall 1972 |
"This course will assist students in developing basic music skills, assuming little or no prior study of music theory. We will work with rhythms, melodies and harmonies, allowing each student to move at his own rate after some preliminary shared experiences. A basic music vocabulary will be identified. Students will be encouraged to read simple scores of music and will be introduced to the piano keyboard as a tool for understanding theoretical structures. ...
Music majors or students with an area of concentration in music will not be enrolled in the course."
- JMC Course Descriptions, Fall 1972
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FINE ARTS:
Anthology of American Music Barbara Ward, Fall 1972 |
"Music has come to the U.S.A. with almost every immigrant, slave, pilgrim, and visitor. Through our relatively short history, we have adapted and varied it to fit our needs, experiences, situations, tastes and talents. American composers have drawn from this melting pot to create music which has been recognized as being indigenous to the country, which reflects our past and propels us into the future.
It is the purpose of this course (1) to identify and examine the wide variety of musical styles in America today (especially jazz, blues, folks and classical forms), (2) to trace the evolution of each of these styles, (3) to identify and introduce American composers and to listen to their works and (4) to aid in understanding our musical heritage and in appreciating our musical potential.
The class will be conducted seminar fashion and is designed to encourage each student to contribute whatever musical knowledge or interest he has. No previous training in music is assumed."
- JMC Course Descriptions, Fall 1972
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FINE ARTS:
Creativity or Conformity? Barbara Ward, Fall 1972 |
"Many of the pressures exerted on contemporary man lead toward an acceptance of conformity as the norm. When no viable outlet for individuality is apparent, man frequently succumbs to 'the system' and in doing so, gives up claim to some of his humanness.
This class will attempt to identify and understand some of the existing social, political, sexual and economic pressures exerted on man and then will consider personal creativity as an alternative to conformity. Potentials in the arts will be explored as freeing and humanizing factors in a search for individuality and expression. ..."
- JMC Course Descriptions, Fall 1972
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FINE ARTS:
The World's Great Filmmakers Jim Yousling, Fall 1972 |
"A survey of the major film industries throughout the world, combining lectures, film viewing and discussion, with emphasis on outstanding directors. The histories of the individual industries will be traced, but emphasis will be place on films from the Sixties. Filmmakers to be studied in depth include Frederico Fellini (Italy), Akira Kurosawa (Japan), Ingmar Bergman (Sweden), Luis Bunuel (Spain), Jean-Luc Godard (France), Zagreb Films (Yugoslavia) and Orson Welles (USA).
Students will be expected to have Wednesday night and either Tuesday or Thursday night free for viewing feature films. Some short films will also be shown during class hours.
The technical side of filmmaking will be covered as well as the aesthetic side, and students may make their own films to fulfill the term-project requirement if they wish. ... "
- JMC Course Descriptions, Fall 1972
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FINE ARTS:
Music in the 20th Century Barbara Ward, Fall 1973 |
"Composers in the 20th Century have used new techniques of organizing and producing sound to express a wider range of musical ideas and aesthetic philosophies than those of any previous period. This course will examine the great upheaval in musical styles which began around 1900, some of the newer concepts of sound and time and the new demands placed on listeners. Stravinsky, Bartok, Schoenberg, Partch, Cage and electronic equipment are a few of the resources for this study."
- JMC Course Descriptions, Fall 1973
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FINE ARTS:
Newer Forms in the Arts Barbara Ward, Fall 1973 |
"This course will provide an opportunity to look at some of the emerging art forms in the general areas of music, dance, theatre and the visual arts. We will use whatever resources are available for our initial study and then will attempt to simulate or imitate various techniques studied to see how they feel or work or sound. Absolutely no previous experience with any of these forms is necessary. The essential prerequisite for enrollment is a willingness to create appropriate new modes of self expression and to respond constructively to those of other students."
- JMC Course Descriptions, Fall 1973
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FINE ARTS:
The Sounds of Music Barbara Ward, Fall 1973 |
"This class is offered to encourage the development of discriminating listening to music and to highlight the unique characteristics of major musical periods and styles. All major forms of music dating from about 515 to the present will be studied. Learning how to recognize musical themes and their developments, how to approach a new piece of music and what to expect at a concert will be a part of the term's study. ..."
- JMC Course Descriptions, Fall 1973
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FINE ARTS:
Masks of Tragedy & Comedy: The Experience of Ancient Greek Drama Sears Eldredge, Fall 1973 |
"Aeschylus, Sophocles, Euripides, and Aristophanes were supreme craftsmen as playwrights as well as being profound thinkers on the human condition. Each has his own style and statement. The extent of their greatness is best perceived as one becomes aware of their dramas as performance pieces which necessitated the masked actor, the chorus, and the staging methods of the 5th century Athens.
One of the most frustrating things about a dramatic literature class is that you talk about the plays as separate from their fulfillment in performance; you discuss the ideas of the plays apart from the experience that the plays give you, which is their main function. This course will try to correct that problem by having the class divided into groups which will present episodes from the ancient Greek plays. In this way the student will more fully confront the script and its implications and provide the group with a departure point for a more intelligent discussion.
One theory we will test out is that the plays take on their full significance and statue only if the actors are masked; that the playwright did not see the masks as obstacles to the enjoyment of his plays but as their necessary completion; that the plays were written with the complete understanding of what the masks could and could not do onstage.
Each member of the class will be making the mask for the character(s) he will portray in the episodes. Students taking the course should expect, then, to spend time in mask making and rehearsal as a large part of their homework assignment."
- JMC Course Descriptions, Fall 1973
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FINE ARTS:
Theature Practicum I: Beginning Acting Sears Eldredge, Fall 1973 (?-Fall 1974, too-?) |
"This course will be devoated to the principles and techniques of the realistic acting style. Through the use of exercises and improvisations, students will be made aware of their abilities to express themselves physically and emotionally. Further work will involve more structured material and each student will be cast in a number of scenes from the modern realistic theatre.
This course is based on the assumption that those students entering the program have had little or no training in acting, but are interested in exploring this means of expression and self-discovery."
- JMC Course Descriptions, Fall 1973
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FINE ARTS:
Impressionism Barbara Ward, Winter 1974 |
"This class is designed to encourage better perception of the music and visual arts which we now label as Impressionistic. Definition of this movement or style will be pursued in terms of its place in history, its aesthetic philosophies and techniques. ..."
- JMC Course Descriptions, Winter 1974
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FINE ARTS:
Four Asian Film Makers Sears Eldredge, Winter 1974 |
"During the past 20 years, Asian films and film makers have become some of the most repsected cinema artists in the world. In this course we will examine four of the Asian film directors responsible: Satyajit Ray (India), Akira Kurosawa, Kenji Mizoguchi, and Yasujiro Ozu (all of Japan). ...
Students in this lecture-discussion course will be able to see two films by each of these four Asian directors (except Mizoguchi), thus giving them a chance to observe their individual styles and their major concerns as artists. In addition to the films shown in class, it is hoped that the students will take advantage of the Asian Film Series on campus sponsored by the Asian Studies Center. ..."
- JMC Course Descriptions, Winter 1974
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FINE ARTS:
Theatre Practicum II: Play Production on a Shoestring Sears Eldredge, Winter 1974 |
"This course is designed for those students who want to know more about how to put on a play with very limited resources. It will deal mainly with the techniques of the director and his work with the actor but will also include some basic material on lighting, staging, costuming, etc. Students will work with each other in the course as actors and directors until the final. Then they will be expected to cast their final scene with students from outside the class. All students will have use of the same lighting and stage equipment for their final presentation."
- JMC Course Descriptions, Winter 1974
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FINE ARTS:
Introduction to Dance Barbara Rutledge, Winter 1974 / Spring 1974 |
"This course is designed to introduce students to the practical, critical, historical, and esthetic aspects of dance. There will be studio participation in problems of physical development, choreography and styles. Each student will contribute a research project in dance history or theory and will attend films and dance performances. Ballet, modern, primitive, and show dance forms will be considered."
- JMC Course Descriptions, Winter 1974 / Spring 1974
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FINE ARTS:
Theatre in Miniature - Accent Marionettes John Sutton and Philip Molby, Winter 1974 |
"...This is a performing arts course which will be production oriented. Some history and theory will be added, but emphasis will be on production. The student will choose either a dramatic, operatic or Broadway vignette as his final project. These scenes will be done individually or in groups and will be presented to a live audience. The student will be responsible for designing and building a marionette. Attendance will be mandatory. The quality of work will depend on you and how much extra practice you put in. Evaluation will be based on your active participation in class, quality of your production and ability to work as a group. ..."
- JMC Course Descriptions, Winter 1974
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FINE ARTS:
What's So Special About Being an Artist? Barbara Ward, Spring 1974 |
"...Through the biographies of selected artists (including Picasso, Stravinsky, Casals, Lahr and others) the class will attempt to identify and explicate those qualities of human-ness shared by these men, raising questions about the role of the artists, the critics and the audience in contemporary society. Local artists will be invited to meet with the class to talk personally about their forms of artistic expression and the importance of that outlet to their lives. The class will require reading, writing, thinking, question formulation and participation in discussions. ..."
- JMC Course Descriptions, Spring 1974
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FINE ARTS:
Ludwig van Beethoven: His Life and Music Barbara Ward, Spring 1974 |
"...This class will concern itself with a study of his life, his works and his genius. Primary focus will be on an understanding and analysis of his symphonies.
Some previous experience with music would be helpful to students enrolling in this course, although it is not a prerequisite."
- JMC Course Descriptions, Spring 1974
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FINE ARTS:
Styles of Documentary Film Sears Eldredge, Spring 1974 |
"What is a documentary film? How does it differ in its aims and methods from theatrical entertainment film? How much does the film maker impose his own ideas through his choice of what to photograph and how he then edits his material; thereby manipulating what his audience feels and thinks about his subject? Many film makers believe that the best way to learn about film is through a study of documentary film making techniques. This course will try to provide such an examination through the exhibition and discussion of various styles of famous documentary films. These will include Robert Flaherty's Moana of the South Seas paired with F. W. Murnau's pseudo-documentary, Tabu. The ethnological film, Dead Birds, will also be shown. Among the examples of documentary propaganda films will be Leni Riefenstahl's great film for the German government, Olympia. Britain's Scott of the Antarctic will represent the attempt at historical reconstruction. And one of the cinema verite films will be Shirley Clarke's penetrating study of a homosexual, Portrait of Jason.
Students taking the course can make brief documentary films of their own instead of writing a research paper as fulfillment of the class requirements."
- JMC Course Descriptions, Spring 1974
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FINE ARTS:
Theatre Practicum III: Workshop / Performance Sears Eldredge, Spring 1974 |
"Once again a descent into the unknown! The Theatre Practicum course this term will be a workshop devoted to a performance of material from an ancient Quiche Mayan epic, The Popol Vuh. This great epic is composed of four creation stories with various delightful tales of gods, humans, and animals. We will not try to stage the whole epic, but only certain sections of it. Because the original material is not in playscript form, the whole group will be involved in shaping and evolving the material into a performance. This will demand working closely together in an ensemble approach. Aspects of the performance will include music, speech, dance, and puppetry, as well as acting. The movement-dance and musical segments will require not only learning some available Latin American materials, but also devising our own, through experimentation. We will also be making our costumes, masks, and musical instruments for the performance.
The performance will not be an attempt at historical reconstruction of a Mayan drama, but a modern adaptation and improvisation on the ancient materials that will stress its mythic and archetypal content.
Students taking the course will be expected to be involved in all aspects of the production. A few students will be allowed to take the course just to work on the mask making, costuming, and property crews if they so desire. ... Those students taking the full program need not have any background in theatre but only a willingness to experiment and to work in an ensemble. ..."
- JMC Course Descriptions, Spring 1974
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FINE ARTS:
Art Practice: An Adventure in Time and Color Tamara Harrod, Spring 1974 |
"...The course proposes to challenge you, to nudge you out of habitual cliches of seeing. Its aim is to provide you with the incentive to go further on your own initiative.
We will be more concerned with exploring the process of drawing or painting with spontaneity, feeling and confidence than with producing a specific project. The class period will be devoted to experiments in expressive drawing. Working with charcoal, ink, crayon and watercolor, you'll learn to capture may aspects of reality: weight, volume, structure, movement, etc. ...Our subjects will be the human body, still-life and interiors.
I'll expect you to develop this work outside of the classroom. At the end of the term, your work must show growth and change. ..."
- JMC Course Descriptions, Spring 1974
| FOREIGN FIELD STUDY: JMC 400C (Overview) |
"A program in cross-cultural education involving a three term process of preparation seminar, a twelve week field experience, and follow-up seminar. The preparation seminar consists of simulated cross-cultural experiences, the development of techniques for learning about new social environments through a day-in-the-field, introduction to values clarification processes, the development of a learning contract, and the development of critical incident writing skills focused on the objectives of the program. While on the project the student keeps a journal and writes up twelve critical incidents. The return seminar consists of student interviews using values clarification processes and a final paper in which the student reports the results of his field study in terms of the knowledge he gained of another culture, his own and the self-knowledge he gained as well as the changes, if any, which the experience brought about in the student's attitudes, values, interests, goals, beliefs, or convictions. Students planning ... on going outside the country should enroll and register for 400C .... Plans for projects to satisfy the 12 credit ... foreign field study ... requirements must be approved by the field study office before the project is undertaken and before enrolling. ..."
- JMC Course Descriptions, Winter 1974
| GEOGRAPHY: JMC 254A (Overview) |
"Study in the discipline of Geography with selected areas of the world, cultures, topics, and issues."
- JMC Course Descriptions, Spring 1974
| GEOGRAPHY: JMC 254B (Overview) |
"Independent study in geography."
- JMC Course Descriptions, Spring 1974
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GEOGRAPHY:
World Regional Geography Gary Manson, Fall 1972 |
"This course shows how geographic theory and methodology relates to social problems having spatial or environmental dimensions. We take up urbanization, population, economic development and ecological imbalances in order to show how geographers have, or in other cases how they might contributed to resolving these issues. Multi-media, field research and case studies are the most salient teaching / learning aspects of the course. Representative lecture titles are: An Ecological View of the Florida Everglades; Economics, Ethics, Esthetics and the Environment; Los Angeles, California; The Diffusion of Innovation in East Africa.
Students must take .... JMC 254B concurrently."
- JMC Course Descriptions, Fall 1972
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GEOGRAPHY:
World Regional Geography Ian Matley, Winter 1974 |
"Analysis of the world's major natural habitats and man's relation to them. Course also offered as GEO 204. Students enrolled for JMC 254A must also enroll for JMC 254B for 1 credit."
- JMC Course Descriptions, Winter 1974
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GEOGRAPHY:
World Regional Geography Gary Manson, Spring 1974 |
"This course uses geographic concepts and methods to develop an integrated overview of the major cultural regions of the world. Included are ideas and techniques used in examining cities, man-environment relationships, spatial organization of society, and population-resource problems.
Opportunities for exploring special interests are provided; presently this include computer simulation of land use models, use of topographic maps, and geography in the schools.
Textbook: Harm de Blij, Geography: Regions and Concepts ..."
- JMC Course Descriptions, Spring 1974
| HISTORY: JMC 230A (Overview) |
"Study of the discipline of History with selected periods, areas and topics. Students may re-enroll once with the different instructor or topic."
- JMC Course Descriptions, Fall 1973 / Spring 1974
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HISTORY:
Romanticism and Revolt Roy Matthews, 1969 (?) |
- Cited by Bill Trevarthen, JMC Yahoo Forum, September 2002
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HISTORY:
European History (? - Precise Title Unknown) Roy Matthews, Fall 1969 |
- Cited by Bob Walter, JMC Yahoo Forum, September 2002
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HISTORY:
History of Islam (? - Precise Title Unknown) Fauzi Najjar, 1970 or 1971? |
"Professor Najjar was a regular visiting instructor on the Middle East and Islamic topics. He was quite 'old school' - always nattily dressed and always prepared to give a formal lecture, day in and day out. I also remember that he seemed to be personally acquainted with most all the Islamic scholars whose work was cited or reviewed in the class.
It would be fair to say this class was conventional (i.e., not peculiarly 'JMC') in form and content. However, the small class size (maybe 15 - 20 students) afforded us the opportunity for limited class discussion with this very knowledgeable scholar. I remember my individual project / paper was focused on Sufism. All in all, a very solid class in the traditional mold..."
- Randy Whitaker, October 2003
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HISTORY:
Doing History Milt Powell, Fall 1972 / Fall 1973 |
"Most history courses are about history. This one is for students who want to do history. The basic idea is similar to that of a laboratory course in science. Instead of learning from lectures and books about what happened in a particular period, students in this course will be expected to choose a particular event, find the documents that describe it, and then reconstruct the event. You may be doubtful, but I assure you it can be done. The discipline of history does not require you to learn a new language, and documents are more accessible than you suspect. If there is an event you'd like to know more about, this is the place to do it. Or you can choose from specific projects I will suggest. ..."
- JMC Course Descriptions, Fall 1972 / Fall 1973
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HISTORY:
Experiencing the Experience of Minorities in America Milt Powell and Jackie Wilson, Fall 1972 |
"Has the American dream in reality been the American nightmare for millions of her citizens? What prompts the cries for liberation and freedom, the accusations of oppression, repression and suppression? What in fact has been the experience of women, Indians, blacks and immigrants in America? Does history indicate that there are similarities, differences in the experience of these groups? How can we account for the persistence of the claims of oppression? This course is designed to examine these questions in depth. Regular attendance is requested since games designed to intensify the learning experience will be incorporated as an essential part of the course. We will read a minimum of two books and several articles."
- JMC Course Descriptions, Fall 1972
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HISTORY:
Contemporary China Barbara Haimes (Milt Powell, Supervisor), Fall 1972 |
"We hear about scattered events in China, analyzing them in a vacuum, rarely getting a sense of the trends evolving in modern China. This course's goal will be to examine China's development since the Great Proletarian Cultural Revolution in order to understand how this country is dealing with the challenge of the present, and how it is working towards the future.
We will be reading only one text, plus some selections from Mao's works, and articles from both Western and Chinese periodicals. The articles, plus guest speakers are designed to provided a truly current picture of China, and to foster an understanding of how Mao's thought is being implemented daily to approach economic, social, and cultural problems.
The bulk of classtime will be spent in discussion, which requires the student's attendance and active participation. In addition, a project or presentation will be required of all students. Any student who has no background in China studies will be required to read John K. Fairbanks' The United States and China, and Edgar Snow's Red Star over China by the third week of the term."
- JMC Course Descriptions, Fall 1972
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HISTORY:
Histoire de la Civilisation Francaise Chuck Faulkner, Fall 1973 |
"This course will trace the development of French civilisation from the Revolution (1789) to the end of the 19th century. During this period France survived four revolutionary crises and experimented with a variety of political regimes: monarchies, empires, republics. It was, nevertheless, a period extremely rich in all areas of human endeavour; French painters and sculptors, novelists and poets, scientists and philosophers dominated the European scene. In this course, we will attempt to integrae the various events, forces and movements in order to provide a coherent picture of a dynamic period in French history.
Readings, films, lectures and class discussion will be in French."
- JMC Course Descriptions, Fall 1973
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HISTORY:
Studies in European History Milt Powell, Winter 1974 (and many other terms) |
"This course is essentially group supervised independent study. We will spend about two weeks at the beginning of the term in general discussion of European history as an object of study. Then each student will select a topic for study during the remainder of the term and will meet at least once a week in small groups with other students for progress reports and information sharing."
- JMC Course Descriptions, Winter 1974
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HISTORY:
History through Biography and Autobiography Milt Powell, Winter 1974 |
"For obvious reasons biography and autobiography provide the most direct contact with the past. In this course we will consider them as literature as well as history. During the first part of the term we will read and discuss two examples (Erickson and Kazin) touching upon such matters as the uses and abuses of biography, the contributions of psycho-history, and the relationships of individuals to their own times. Each student will be expected to complete an independent project which may consist of further reading of biographies and autobiographies, or actually writing a short biography."
- JMC Course Descriptions, Winter 1974
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HISTORY:
Major Issues in the American Past Milt Powell, Spring 1974 |
"This course is based on two assumptions: that we can learn about ourselves through study of our society's past; and that study of the past should begin with today's questions. We will spend the first part of the course identifying those problems, questions, issues and controversies that we believe are most important in our society today. Then we will organize the remainder of the term around the historical study of those topics. ..."
- JMC Course Descriptions, Spring 1974
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HISTORY:
The History of ______________ (Fill in the blank) Milt Powell, Spring 1974 |
"A discipline can be auxiliary to any other. You can study the sociology of medicine, the economics of engineering, the psychology of religion, they religion of psychology and, of course, the history of anything. The major premise of this course is that the application of historical study will enhance and enrich your understanding of whatever you choose to examine. We will begin the course with a general discussion of history as a mode of knowing. ... Then each student will be expected to pursue, individually, the historical study of some area of knowledge of his or her choosing. It can be from your field of concentration, or vocation, a hobby, game, or avocation. Anything worth knowing can be studied historically. And doing so will teach you much about history itself. There will be a short paper due early in the term and a report on your individual project due at the end of the term."
- JMC Course Descriptions, Spring 1974
| INDEPENDENT STUDY: JMC 400A (Overview) |
"Independent Study involves the development of a plan to study with a JMC faculty member, or another faculty member approved by the College. Unless a student signs up for a twelve credit project during one term, 400A credits are not used to satisfy the field study requirements of the College. Miscellaneous 400A credits may however be used toward the college electives requirement. Students interested in doing independent study should first discuss their interest with a full-time member of the college faculty whose written approval must be obtained before enrolling. By his approval, the faculty member is making a commitment to supervise your independent study project."
- JMC Course Descriptions, Winter 1974
| INQUIRY AND EXPRESSION: 100: Expository Writing I |
"Designed primarily to provide the skills necessary for writing term papers, reports, and essay examinations. Subject matter is some significant social or personal issue or problem. Ideas are discussed in small groups with a background of information provided by films, lectures, and readings.
Each term I & E concentrates on a specific theme; Fall Term it will be "The Problem of Values". Students will attend eight or nine films, both features and shorts, that reflect current viewpoints on values -- films such as Ingmar Bergman's The Seventh Seal, Fellini's Juliet of the Spirits, Luis Bunuel's Viridiana, Saul Bass's Why Man Creates. They will also read contemporary works by writers such as Joseph Heller, John Updike, Lawrence Ferlinghetti, Ralph Ellison, Philip Roth, Bernard Malamud, and Tom Wolfe.
- JMC Course Descriptions, Fall 1972 / Fall 1973
"One thing I didn't realize I learned until later was how much I had learned about communicating, I took a number of JMC literature and writing classes and always felt a bit like I was in over my head. When I started working, I realized I really was a pretty good writer...! Now I frequently end up in the role of chief organizer and PowerPoint author on my project teams."
- Cleo Parker, June 2003
" I also think Inquiry and Expression ... was one of the most beneficial courses I ever took. It prepared me to write my way into, around and through anything in life and work, and do it with a little bit of soul." - Phil Nash
| INQUIRY AND EXPRESSION: 101: Expository Writing II |
"A continuation of JMC 100 (expository writing), but focuses on a different thematic problem, deals with more sophisticated elements of style and, at the discretion of the Instructor, allows more freedom of form. Uses feature films, readings, and small group discussions."
- JMC Course Descriptions, Winter 1974
| INQUIRY AND EXPRESSION: 102: Individual Writing Projects |
"Writing assignments adapted to the individual student: personal essays, verse, fiction, or special types of exposition. Uses feature films, readings, and small discussion groups."
- JMC Course Descriptions, Winter 1974
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INQUIRY AND EXPRESSION: 103:
Experiments in Expression (Overview) |
"Doing. Making. Seeing. Through lab experiences in video-tape students will explore their visual competency by scripting, producing, and evaluating visual products. The course does not require prior training in the arts -- poetry, dance, film, photography -- but it does presume an amateur's interest in various forms of expression. In this training of the eye and ear, students will attend the I & E films and read Marshall McLuhan's Understanding Media."
- JMC Course Descriptions, Winter 1974
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INQUIRY AND EXPRESSION: 103:
Experiments in Expression: Introductory Poetry Workshop Carolyn Forché, Spring 1974 |
"An introduction to the elements of form and poetic technique. Workshop format is an informal discussion approach designed to develop each poet's own voice and critical sense. The emphasis is upon original student work and experimentation with the ideas of various contemporary movements. We will study the approaches of other poets, including Roethke, Ginsberg, Snyder, Creeley, Patchen, Sexton, Ferlinghetti and Merwin. Several young, publishing poets will visit the workshop to share their ideas and offer criticism. ..."
- JMC Course Descriptions, Spring 1974
| INQUIRY AND EXPRESSION: Themes: 1965 - 1969 |
I can verify some themes, too: Problem of Values, Man and Warfare, The Quest, Coming of Age, Reality and Illusion...
I have a handout from my Winter 73 I&E class which lists the theme as "Illusion and Reality" -- I'm sure Fellini and Bergman fit in here, and some instructors may have used Castaneda. ...
[As problems were noted with the inaugural I & E lectures...] [T]he I&E staff as I knew it began to coalesce and to lobby for more interesting stuff -- for one thing, we noted the response to the film or two we had was much greater than that to most of the lectures. Presto: the I&E film series and the first theme: The Problem of Values.
- Keven Bridge, 2002
There was a documentary shown in fall 1968 (theme was "Values", I think) called "16 in Webster Groves." If my memory is correct,... [that quarter]... was the last one for I&E that included a mix of movies and lectures. Starting with the winter quarter 1969 (Man and Warfare) ... [Films: Paths of Glory, The War Game, Hiroshima, Mon Amour]... and from then on, it was pretty much just movies.
- Bill Trevarthen
Themes then I think included "The Quest" and "Reality vs. Illusion" or similar phrasing, thus explaining "Blow Up".
- Gary Steele
| INQUIRY AND EXPRESSION: MOVIES |
For a listing of the films presented in Inquiry and Expression, go to this website's I & E Movies Page.
| INTERDISCIPLINARY SPECIAL TOPICS: JMC 389A (Overview) |
"Special interdisciplinary studies relating material from several disciplines and/or areas. Courses offered under this number will be for either 3 or 4 credits. Students may re-enroll for a maximum of 8 credits if a different topic is taken. Credits are applicable to college electives requirements."
- JMC Course Descriptions, Fall 1972 / Fall 1973 / Winter 1974
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INTERDISCIPLINARY SPECIAL TOPICS 389A:
The Many Faces of Spain Rosa Maria Marti, Fall 1972 |
"This course will emphasize the variety of cultural patterns found among its regions and people. For example: the different languages spoken, traditions, legends, folklore, cuisine, separatist tendencies, regional characteristics of the people, the imporant minorities and their struggle to keep their identity.
If there is enough student interest, this course will be offered in two sections, one in English and one in Spanish. Should two groups develop, additional meeting time will be arranged with the students."
- JMC Course Descriptions, Fall 1972
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INTERDISCIPLINARY STUDIES: (? - Exact series / title unknown)
Science Fiction (Precise Title Unknown) Leonard Isaacs & Glenn Wright, Winter 1972 (?) |
Not many people realize the premier science fiction writers' gathering - the Clarion Writers Workshop - came to MSU as the result of the efforts of JMC's Leonard Isaacs and Glenn Wright. Evidence of their critical roles in this migration includes Clarion memorial scholarships in each of their names.
During the 1971-'72 academic year (I think it was in winter '72), 'Lenny and Glenny' held their inaugural course on Science Fiction. It was listed as Interdisciplinary Studies, and could be taken as a composite of 4 credits of Humanities + 4 credits of Natural Science.
The class was wildly popular (even for JMC), and we ended up with a maximum number of enrollees. The reading list spanned the history of SF from the turn of the century up until the (then-) present day. As with most JMC classes, discussion was the primary element. Lenny would review and expand upon the scientific themes in the readings, and Glenn would similarly dig into the literary aspects.
The class wasn't simply a 'read and discuss' workshop on selected SF classics. Wright and Isaacs also made a point to introduce and discuss then-breaking news relating to science and science fiction themes. For example, we reviewed the cautionary 'Club of Rome' study (Limits to Growth) and debated the prospects for an environmental calamity. Another example was discussion of the artifacts and elements NASA chose to include on the Voyager probe destined to become the first human-made object to exit our solar system.
As was typical in JMC, each of us students was allowed to use our imaginations on our major class projects or papers. For my own part, I participated in a team which recorded a multi-hour tape on the subject of SF themes in contemporary rock music (e.g., 1984-style authoritarianism, space travel, etc.). We'd introduce the theme, discuss it as a sort of informal panel, and intersperse songs reflecting it.
Lenny and Glenn went on to repeat the SF class, if for no other reason than to accommodate the many students who'd been unable to enroll the first time around. In addition, Wright and Isaac's growing involvement in the SF field led to hosting the Clarion workshop at MSU - first as a one-shot affair, and eventually as its new home.
- Randy Whitaker
NOTE: My hypothesized Winter 1972 timeframe citation is supported by a February 1972 article from the Michigan State News (located in the MSU Archives) which features Wright and Isaacs' creation of the SF class. On the other hand, the Fall 1972 version of this popular course (cf. listing below) cites the original SF class as having been offered in '1971'.
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INTERDISCIPLINARY SPECIAL TOPICS 389A:
An Introduction to Science Fiction Leonard Isaacs and Glenn Wright, Fall 1972 |
"Having last year offered a course in Science Fiction as a response to the popularity of the form in self-selected reading by members of the University community, we found that SF indeed formed an intriguing avenue of communication between the two general disciplines of the sciences and the humanities.
Following the ideas and perceptions gained, this fall, Leonard Isaacs, a natural scientist, and Glenn Wright, a literature professor, will offer a six credit interdisciplinary modular class that is meant to provide a critical introduction to the SF field. The course is intended for students without an extensive background of reading in the area (those with an extensive background should consider JMC 389 A&B, section 3 offered as a module during the second half of the term -- also 6 credits).
In the present course we will be dealing in such questions as: What is science fiction? What is its role in modern American culture? Does SF have intrinsic value? What is its relation to science and to literature? Readings will begin with the early phase of the 20th century SF, range through the 'modern SF classics', and conclude with an examination of the divergent (and sometimes radical) new directions taken by science fiction in hte last few years."
- JMC Course Descriptions, Fall 1972
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INTERDISCIPLINARY SPECIAL TOPICS 389A:
Futures: Through the Science-Fiction Glass Dark and Clear Leonard Isaacs and Glenn Wright, Fall 1972 |
"During the second half of the term we will explore some of the intriguing themes of contemporary speculative fiction -- how it represents current philosophical and ideological beliefs in politics, economics, religion, ecology. Concurrently, we will deal with such specifics as the robot as a representation of alienated man as machine; with recent SF treatments of love and sex and with technical innovations in writing that tend to be representations of the ideas of the authors and their points of view.
Some basic knowledge of SF and it history will be assumed on the part of the instructors. In essence, we hope to make use of the insights learned from the SF course taught in 1971 and the Writers' Workshop in Science Fiction and Fantasy to be held on campus summer 1972. Our aim will be to analyze current trends in SF and see what they are saying to us about our world present and future."
- JMC Course Descriptions, Fall 1972
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INTERDISCIPLINARY SPECIAL TOPICS 389A:
Freedom and Polity in Education Paul Hurrell, Fall 1973 |
"Students are invited to reflect upon their own educational experience and ideas, exploring comparisons with a view to projecting desirable educational changes, or possibly plans for education as a life process. A look at changing roles of formal and non-formal education leads to questions about education as an organized undertaking. If freedom is basic to education, so also it seems is organization under some system of governance. However, in coping with a network of systems, one finds that organizing for education can easily subvert its own purpose, by snuffing out freedoms essential to education. Yet to reject an organized state in the interests of freedom can also undercut both education and freedom. At least there is the loss of capabilities and resources made possible by organized cooperation. The informative tensions between freedom and polity provide a good springboard for exploring creative possibilities. Students select issues for personal emphasis."
- JMC Course Descriptions, Fall 1973
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INTERDISCIPLINARY SPECIAL TOPICS 389A:
Creative Problem Solving Gordon Rohman and Mary Jim Josephs, Fall 1973 |
"To live is to have problems, and to solve problems is to grow intellectually. Perhaps at no other time in the history of the planet, have we been faced with such a bewildering variety of problems needing solving. But formal education has at best taken only a very cautious and tentative approach to problem-solving as a legitimate subject for schooling. Yet creative education, problem-solving education, has taken giant strides in the past in its ability to provide meaningful and productive ways to deal with a whole range of common human problems. In this course, we will present the approach to creative problem solving developed at the Creative Education Foundation at Buffalo and taught to many thousands of students around the country over the last ten years. The course will deal with a philosophy of creative behavior, various ways of facilitating the creative process, problem identifying, evaluating ideas, 'brainstorming', and many other techniques for facilitating creative problem solving. Students will be expected to purchase two books, the Creative Behavior Guidebook by Sidney J. Parnes and the Creative Behavior Workbook by the same author."
- JMC Course Descriptions, Fall 1973
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INTERDISCIPLINARY SPECIAL TOPICS 389A:
Value Options of the Autonomous Learner Paul Hurrell, Winter 1974 |
"Study options in the course lend themselves to different degrees of autonomy in learning. For persons highly aware of their own interests in educational problems and possibilities, the course is open to highly independent lines of study. Those working through the class sessions will develop ways of characterizing the learner, and the autonomous learner in relation to a core of background material.
The circumstance that some views make individual independence and social involvement incompatible with each other will be explored. In the context of lifelong education, what mix of independence and involvement is conducive to educative experience? At what point in life might one hope to become an autonomous learner? By what means? As value questions are identified, a number of considerations suggest that the autonomous learner can be identified with key value commitments, and that the range of his value judgments is not indefinitely open.
Textbook: Carlton H. Bowyer, Philosophical Perspectives for Education"
- JMC Course Descriptions, Winter 1974
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INTERDISCIPLINARY SPECIAL TOPICS: 389A
The Waking of Myth Glenn Wright and Joel Aronoff, Winter 1974 |
"This course, the first of a two term sequence, will attempt to examine the origins and structures of mythic beliefs. We will be concerned in particular with the question of what makes a myth credible and how it organizes individual and social life. We will attempt to look at the many forms such mythic beliefs take, extending from the classic Greek and Roman statements to the expressions in contemporary film, drama, fiction and legend. Material from many disciplines will be used to help examine the demands and manifestations of myths.
As the course is planned as a unified presentation over two terms, students enrolling Winter term should expect to continue through Spring term. Enrollment is limited to sophomores and above. ..."
- JMC Course Descriptions, Winter 1974
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INTERDISCIPLINARY SPECIAL TOPICS: JMC 389A
Freshman Program Harold Johnson (Coordinator), Spring 1974 |
"The Spring Term segment of the Freshman Program will focus on the student's involvement in the academic process both within the college and the university, identifying the various points of entry, commitment and responsibility relative to academic planning. Students will acquire an understanding of the academic governance system, curriculum structure, and career planning. Students will examine variations in learning styles, the concept and use of learning contracts, outline a tentative area of concentration, inventory various college and university learning resources, and become alert to alternative modes for involvement in their own learning process. Classes will involve extensive use of simulation of learning styles and formats, as well as some focus on the process of decision-making. The course is open to all freshmen, including those who did not take the Fall or Winter term segments of the Freshman Program."
- JMC Course Descriptions, Spring 1974
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INTERDISCIPLINARY SPECIAL TOPICS: JMC 389A
Perspectives on Life and Learning; Personal Values and Social Change Paul Hurrell and Neil Cullen, Spring 1974 |
"On the basis of their own educational experience, students introduce initial points of view on values, for purposes of inquiry. These provisional points of view are re-examined in the context of perspectives from the textbooks:
- A. N. Whitehead, The Aims of Education
- Berris and Slater, The Temporary Society
- Downie and Telfer, Respect for Persons
- A. H. Maslow, The Farther Reaches of Human Nature
Taking account of issues which come to the fore, each student develops a critical, organized paper setting forth either a defense of his original point of view or a rationale for a new one. Regular class participation is essential to the plan of the course." "
- JMC Course Descriptions, Spring 1974
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INTERDISCIPLINARY SPECIAL TOPICS: JMC 389A
Decision Making Mary Jim Josephs and Fred Graham, Spring 1974 |
"...The purpose of this decision-making course is to help you learn decision-making skills and to provide practice in applying these skills to a variety of situations that may be very similar to actual circumstances under which you will have to make decisions throughout life.
...The instructors will expect real engagement from the students with the materials of the course. This will be a skills course and not a course in theories of decision-making. ..." "
- JMC Course Descriptions, Spring 1974
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INTERDISCIPLINARY SPECIAL TOPICS: JMC 389A
Art and Apperception Betty Dickinson and Milt Powell, Spring 1974 |
"Painting consists of both perception and representation. The artist must see before he can paint. And his seeing is strongly influenced by his culture and his place within that culture. To become conscious of such influences in past and present cultures and conscious of the act of seeing is what this course is about. Learning activities will include films, slides, discussions, assigned readings, a sketch journal, class presentations and individual projects.
Text: Joshua Taylor, Learning to See"
- JMC Course Descriptions, Spring 1974
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INTERDISCIPLINARY SPECIAL TOPICS: JMC 389A
Advanced Poetry Workshop Carolyn Forché, Spring 1974 |
"A workshop approach to the process of revision. Through informal discussion of the work of participating poets, there will be an attempt to refine our critical sensibilities and come to grips with the problem of honing a distinct poetic voice and aesthetic direction. It will be assumed that participants will have some familiarity with literary traditions and contemporary movements. We'll do some work with translation, exploring different techniques - at present I am most interested in native American poetry. Visiting poets from different areas will join us occasionally to share their approaches to the problems of working with language and finding publishers."
- JMC Course Descriptions, Spring 1974
| INTERDISCIPLINARY SPECIAL TOPICS: JMC 389B (Overview) |
"Independent special interdisciplinary studies relating material from several disciplines and/or areas. Courses offered under this number will be for either 3 or 4 credits. Students may re-enroll for a maximum of 8 credits if a different topic is taken. Credits are applicable to college electives requirements."
- JMC Course Descriptions, Winter 1974
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INTERDISCIPLINARY SPECIAL TOPICS 389B: (? - Series Unknown)
The Spanish Civil War (? - Precise Title Unknown) Juan Antonio Calvo, 1967 or 1968 |
"... one course I wanted to take but couldn't fit in my schedule ..."
- SOURCE: Julie Leininger (Pycior), October 2003
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INTERDISCIPLINARY SPECIAL TOPICS 389B:
Spanish Speaking Americans: The Puerto Ricans Diana Scholberg, Fall 1972 |
"This course is offered, in English, as an optional part of the Spanish module which runs through fall term. However, it is also available to others who are interested in learning about the background and culture of this important group of Americans. Class meeting time (approximately 1-2 hours per week) will be worked out once the module is organized. The basic texts for this course are: Babin -- The Puerto Ricans' Spirit and Fitzpatrick -- Puerto Rican Americans."
- JMC Course Descriptions, Fall 1972
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INTERDISCIPLINARY SPECIAL TOPICS 389B:
Spanish Speaking Americans: The Chicanos Tom Tamandl, Fall 1972 |
"This course is offered, in English, as an optional part of the Spanish module which runs through fall term, but is available to anyone with an interest in Chicano history and culture. Some background materials will be necessary for a complete understanding of how and why Chicanos have arrived at their present place in the United States, but the emphasis will be on the most recent developments in the Chicano movement. Class meeting time will be worked out between students and professor at the beginning of fall term.
Note: Students taking the course here listed on Chicanos may also be interested in Chicano Community Projects which are available through the Field Education Program. This is an option available to students enrolled ...[in this course]...
As described under 'Field Education Courses' (cf. Field Education entry elsewhere on this webpage):
In conjunction with the Special Topics ID JMC 389B course on Chicanos ... there are a limited number of opportunities for students enrolled under ... [that course] ... to enroll for additional credits by working on certain projects in the Chicano community in Lansing. Transportation is necessary, through arrangements might be worked out for rides. ... Enrollment by Permission Only"
- JMC Course Descriptions, Fall 1972
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INTERDISCIPLINARY SPECIAL TOPICS 389B:
The Teaching Apprentice Seminar Gordon Rohman and Mary Jim Josephs, Fall 1973 Mary Jim Josephs, Winter 1974 / Spring 1974 |
"Similar in some ways to the recently-inaugurated teaching / learning seminar taught last Winter term, this seminar will be run to provide student teaching apprentices with a chance to learn about teaching strategies which they will be suing in various JMC courses. ... All apprentices working in the ... term in various JMC courses will assemble once a week in this seminar to discuss teaching / learning theory and to share their epxeriences in JMC courses."
- JMC Course