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MCSP Course Guide: Winter 2018

Winter!

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Table of Contents

MCSPCourseRequirements-p.3MCSPCourseList&Descriptions-p.4

• MCSP-linkedSeminar(SEM)-Required• CivicEngagement:LearninginCommunityCourses(CIVIC)-Required• SpecialElectives-HighlyRecommended

AspartoftheMCSPacademiccurriculum,studentsarerequiredtoenrollinandcompleteatleastthreeMCSPcourserequirementsduringtheacademicyear.Infalltermstudentsarerequiredtoenrollin1)ALA102andeither2)anMCSP-linkedFirst-YearSeminaror3)aCIVICCourse(seetheapprovedlist).InwintertermMCSPstudentswillenrollinthecourseoptiontheydidnotcompletefallterm,either1)anMCSP-linkedFirst-YearSeminaror2)aCIVICCourse(seetheapprovedlist).Inaddition,studentsareencouragedtoenrollinanMCSPspecialelectivecourse.Onthefollowingpagesarethedescriptionsforallofthesecourses.FacultyBiographies-p.14

• RonaCarter• RebeccaChristensen• PhilChristman• BrandiHughes• DwightLang• JeromeMiller• DavidSchoem• LuisSfeir-Younis• JeffStanzler• WendyWoods

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MCSP Course Requirements

MCSPstudentsarerequiredtoenrollinandsuccessfullycompleteatleastthreeMCSP-linkedcourses(seebelow)duringtheacademicyear.Coursedescriptionsandfacultybiographiesarelistedinthefollowingpages.Pleasereadthemcarefully.Requirements

1. ALA102(offeredfalltermonly)2. OneMCSP-linkedSeminar(SEM)–Note:SEMcoursesmayalsocounttowardfulfillment

ofFirst-YearWriting,Distribution,RaceandEthnicity,orotherschoolorcollegecourserequirements.Seethecoursedescriptionsformoreinformation.

3. OneMCSP-approved“CivicEngagement:LearninginCommunity”Course(CIVIC)*NotetoMCSPEngineeringStudents:ForyourMCSPCIVICrequirement,youcantakeEngineering100.200,201,202,203,204,or250WinterTermRequired

1. ChoosetheoptionthatyoudidnotenrollinduringFallTerm–a. AnyMCSP-linkedSeminar(SEM),orb. MCSP-linked“CivicEngagement:LearninginCommunity”course(CIVIC)(seelist

ofcourses)

StronglyRecommended1. SpecialMCSPCourseOfferings

MCSP Course List: Winter 2017* CoursesFulfillingtheMCSPSeminarRequirement(SEM)-Required

1. AmCult103.005/History197.003BrandiHughes–M/W4-5:30WQG0232.Eng.125.005PhilChristman–T/TH4:00-5:30WQG0233.Soc458.001DavidSchoem–M/W2:30-41005WQMPR4.Ed463.001JeffStanzler–T/TH1-2:30G023WQ

5.Soc207.001LuisSfeir-Younis–M/W4-5:301005WQMPR6.Psych325.001RonaCarter–T/TH10-11:301005WQMPR7.Soc295.001DwightLang-T/TH11:30-12330MasonHall

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CoursesFulfillingtheMCSPCivicEngagement(CIVIC)Requirement–Required

1.Soc225(allsections)RebeccaChristensen-Th10-11:30Lectureplus1hourdiscussionsectionandcommunityservicehours2. Psych/Soc/UC122AliceMishkin-Wed2:30-5:303. Ed463.001JeffStanzler-T/TH1-2:30–G023WQ4.Psych325.001RonaCarter-T/TH10-11:301005WQ-MPRpluscommunityservicehours–1005WQMPR5.Psych211(sections001,002,003,004only)JeromeMiller–TuesORThurs4-6pluscommunityservicehours(checktimesfordifferentsections)6.Engin100(200,201,202,203,204,250)-varioustimes

SpecialElectiveMCSPCourseOfferings–HighlyRecommended

1. AcademicDecisionMaking-WendyWoods,ALA103.001,Tues.2-4pmWQG027MeetsJanuary23-March201credit*Opentoall;courseexpectationfornextyear’sMCSPstudentleaders.

*WhiletheMCSPCourseGuideisaccurateatthetimeofprinting,pleasebesuretochecktheUM and LSA Course Guide for the most up-to-date information regarding course times,instructors,roominformation,coursedescriptionsandrequirements,etc.

*SpacesreservedforMCSPstudents*Allcourseshavespacesopentoallstudents.However,spaceshavebeenreservedexclusivelyforMCSPstudentsinthefollowingcourses/sections.

1. AmCult103.005/History197.003BrandiHughes–M/W4-5:30WQG023-8spaces2.Eng.125.005PhilChristman–T/TH4:00-5:30WQG023–18spaces3.Soc458.001DavidSchoem–M/W2:30-41005WQMPR–6spaces

5.Soc207.001LuisSfeir-Younis–M/W4-5:301005WQMPR–7spaces6.Psych325.001RonaCarter-T/TH10-11:301005WQMPR–7spaces7.Soc295.001DwightLang-T/TH11:30-12330MasonHall–6spaces8.Soc225RebeccaChristensen-Th10-11:30-10spacesinlecture(seebelowforsections)

002—ED:AnnArborPublicSchools(2spaces)011—ED:PeaceNeighborhoodCenter(3spaces)012—ED:826Michigan(3spaces)015—PH:ShelterAssociationofWashtenawCounty(2spaces)

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Detailed Course Descriptions

Courses Fulfilling the MCSP-linked Seminar (SEM) Requirement

1. AmericanCulture103.005/History197.003-TruthandReconciliationBrandiHughes–M/W4-5:30WQG023

Thisfirst-yearseminarexploresrelationshipsbetweendiversepracticesofhistoryandevolvingideasaboutsocialreconciliation.Thecourseconsidersthefollowingquestions:

• Howdothestorieswetellaboutthepastmattertocontemporaryconcernsaboutviolenceandreparations,discriminationandintegration,sufferingandforgiveness?

• Whenrestorativejusticeisimaginedandadministered,whydoweseektheauthorityoftruthfromhistoricalexperience?

• Whatformsofhistoryhavebeenusedtoevaluatethetruthofharmandthelegitimacyofredress?

• Whogetstotellthesehistories?• Andhowdoestherelationshipofhistoryandreconciliationcreateacollectiveprocess

ofrememberingandforgetting?

We’llthinkaboutthesequestionswitharangeofsources.Researchinhistoryandanthropologywillbepairedwithliterature,film,andmuseumstudies.

Theseminaroffersanintroductiontointernationaldevelopmentsthatestablishedrecenttruthandreconciliationcommissions.ClassdiscussionwillalsoconsiderlocalforumsfortruthandreconciliationintheUnitedStates.

Requirements&Distribution:-Humanities

2. Eng.125.005-WritingandAcademicInquiryPhilChristman–T/TH4-5:30WQG023

Thiswritingcoursefocusesonthecreationofcomplex,analytic,well-supportedargumentsthatmatterinacademiccontexts.Studentsworkcloselywiththeirpeersandtheinstructortodeveloptheirwrittenprose.Readingscoveravarietyofdifferentgenresandacademicdisciplines.Whetheryouhavewrittenargumentativeessaysforcollegeadmission,zealouslymagic-markeredaprotestposterforamarchorrally,orattemptedtocharmafamilymemberintolettingyoubreakcurfeworborrowthe(orbuyyoua)car,youwererespondingtoarhetoricalsituation—andyoursuccessorfailureatpersuadingyouraudiencewasdirectlyrelatedtotheamountofrhetoricalawarenessyouhad.English125:CollegeWritingisdesignedtobean

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introductiontotherhetoricalpracticesmostcommonincollege-levelacademicwriting.Youwilldevelopyourrhetoricalawarenessbyengagingincriticalinquiry,whichwillrequireyoutoreadcritically,writeextensively,andrevisethoroughly.Byfocusingnotjustonwhatbuthowtheauthorsargue,wewilllearnaboutmorethanswearwordsinJillMcCorkle’s“CussTime”andlobstersinDavidFosterWallace’s“ConsidertheLobster.”Whileclosereadingisindispensabletobetterwriting,wewillalsofocusonwritingasaprocess.Foreachmajorwritingassignment,youwillutilizeacustomizedprocessthatwillincludegenerativeandorganizationalpre-writing,drafting(yes,youwill,infact,writemorethanonedraft!),peer-andself-revision,proofreading(yes,proofreadingis,infact,differentfromrevision!),andpreparingafinaldraft.Distribution:FirstYearWritingRequirement

3. Soc458.001-SociologyofEducationDavidSchoem–M/W2:30-41005WQMPR

Thiscoursewillexaminethepurposesandrolesofschoolinginsociety.Wewillexamineissuesofinequality,race,classandgender,culturaltransmissionandsocialchangeinK-12andhighereducation.Wewillexploreissuesofsocialization,stratification,thesocialorganizationofschoolsandclassrooms,learningandcommunity,andtheusesofboththeformalandhiddencurriculum.Wealsowillexploretheroleandexperienceofthevariousparticipantsinschooling.Finally,wewillexaminecontemporaryissuesinschoolsandpossibilitiesforchangeinschoolsandchangeinsociety.Studentsareexpectedtobeactiveparticipantsindiscussionsandpresentationofclassreadingsandtopics.4.Ed463.001-WebBasedMentorship:Arab-IsraeliConflictSimulationJeffStanzler-T/TH1-2:30–G023WQThisclassisbasedonacomputer-mediatedsimulationthatengagesmiddleschoolandhighschoolstudentsinexploringtheArab-IsraeliConflictthroughparticipatinginitthemselves.StudentsinhighschoolsinMichigan,elsewhereintheUS,andevenoutsidetheU.S.couldbeinteractingwithoneanother,andwithyou,overthecourseoftheterm.Universitystudent"mentors"(that'syou)facilitatethisdiplomaticsimulation(inwhichwecreateascenariothatbecomesthe"reality"ofourworld)andserveasgatekeepers,pushingthestudentstoactinwaysthatareinkeepingwiththebeliefs/constraintsthatthepersontheyareportrayingwouldholdandoperateunder.Thereisacomplexstructureinplaceforthemtocommunicatewithothers,toissuepressreleasesandotherwiseexpresstheirinterestsandtradeinfluence,andfinallytointroducepossiblenewactionsintothesimulatedworld.Allofthisisdonewiththesupportandwiththeassistanceofthementors.Fundamentally,theexerciseisanattempttogivestudentsatangiblewindowintothediplomaticprocess,withit'sslow,thornyinner-workings.Thiscourse,andtheArab-IsraeliConflict(AIC)simulationitself,arebasedontheideathatthemostmeaningfullearningoftenhappenswhenoneisactivelyengagedinapurposefulactivity.ByparticipatinginAICasamentor,wehopethatyouwillgetachancetothinkdeeplyabout(amongotherthings)howpeoplelearntotakediverseperspectives,whatittakestofosterthoughtfuldiscourse,andthenatureofdiplomacyitself.

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AICisalsoaprojectintheSchoolofEducation,andpartofitspurposeistodevelopnewwaysthattechnologycansupportmeaningfullearningexperienceswithhighschoolstudents.Withinthecontextoftheseminar,then,westartwithabasicgroundinginthehistoryoftheconflict,andthenmoveontofiguringouthowtoletthatgroundinginformyourongoingeffortstobothsupportandchallengethestudentparticipants.

4. Soc207.001-SocialSufferingLuisSfeir-Younis–M/W4-5:301005WQMPR

Thiscourseexaminesthesocialrootsofsuffering,i.e.,theextremeformsofsufferingresultingfrom:

• warsandtorture;• genocidesandholocausts;• enslavementandexploitation;• massiveexodusofpopulations;• rapeanddomesticviolence;• povertyandfamines;and• otherformsofatrocitieshavingtheiroriginsinsocietyandwhosedevastating

consequencesareexperiencedbyindividualswithintheculture,socialstructures,andpowerrelationsexistingintheirownsocietiesandtheglobalworldtheylivein.

Eventhoughsociologistshavebeenwellawareofthesufferingcausedbysocialforces,itisonlyinthelastdecadesthatsociology,asadiscipline,hasbeenfocusingonwhatsocialsufferingdoestopeopleandthemanywayspeoplearticulate,experience,represent,andlivethroughthatsuffering.

Throughoutthecourse,wewillbediscussingandreflectingonanumberofissuesandquestionsaroundsufferingsuchas:

• Whatconstitutesocialsuffering?• Howsocialsufferingbecomesanembodiedexperience?• Howdomediaaccountsmediatetheexperienceofsuffering?• Howdopeopleinonesocietyexperiencethedistantsufferingofothers?• Howvictimsvoice,bury,displace,andconfronttheirexperienceofvictimizationand

survival?• Howdopowerfulgroupssilencesuchvictims?• Whatcanwedotoameliorate,prevent,orresistsocialsuffering?

***Pleasenotethisspecialopportunity:wewillshareoursociologicaljourneythroughsocialsufferingwithstudentsfromUniversidadNacionalinColombiabyhavingafewoftheFridaysectionsdoneinSpanish(withtranslationandtranscriptionintoEnglish),viavideo-conferencingandbyhavingassignmentsdoneinsmallgroupprojectswithstudentsfrombothnations.

Distribution:SocialSciences

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6.Psych325.001–DetroitInitiative:EmpoweringFamiliesandCommunities RonaCarter-T/TH10-11:301005WQMPRThiscourseisanexperientialfieldcourseinvolvingonevisitperweektoanAfrican-American,Arab-AmericanorLatinocommunityinDetroit.Studentsareassignedtoworkwithcommunity-basedorganizationsonprojectstoimprovethewell-beingofchildrenandfamilies.Projectsinvolvesuchactivitiesastutoring,developingoutreachactivities,assistinginchildcaresettings,andworkingincommunityeducationprojects.Internshipsaresupervisedbytheinstructorandprogramstaff.7.Soc295.001-TheExperienceofSocialClassinCollegeandtheCommunityDwightLang-T/TH11:30-12330MasonHallThecourseexamineshowsocialclassinequalityiscreatedandencounteredinAmerica,particularlyasstudentsstudyinhighereducationandworkincommunities.Wewillconsiderthestructuralbasesofsocialclassstratificationincludingpersistentfamily,educational,occupationalandincomeinequalities.Closeattentionwillbepaidtohowindividualsexperiencesocialclassinacountrytheoreticallycommittedtoequalityofopportunityforall.Bothobviousandhiddencontradictionsforchildren/students/adultsfromvarioussocialclassbackgroundswillbeexplored.Centralquestionsinclude:1)WhydoAmericansallowsocialclassinequalitytoexistandpersistovertime,whilesimultaneouslyclaimingallhaveequalsocialopportunities?2)Whatareimportantmoral,socialjusticeandpolicyimplicationsofongoingsocialclassinequalities?Distribution:SocialSciences

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Courses Fulfilling the MCSP-linked Seminar (CIVIC) Requirement

1. Soc225(allsections)-2. RebeccaChristensen–Th10-11:30(110Weiser)Plus1HourDiscussionsection

andservicehoursSOC225isanexperientialcoursethatisdesignedtohelpstudentsparticipateinandreflectoncommunity-engagedlearningexperiencesthroughasociologicallens.Studentsareabletogainnewperspectivesonsocialinequalitiesthroughtheirexperiencesatavarietyofsites,includingelementaryschools,afterschoolprograms,hospitals,healthclinics,correctionalfacilities,socialservicesagencies,advocacycenters,andavarietyofothercommunityorganizationsinSoutheastMichigan.

Accesstotransportationforoff-campuscommunitysitesisavailablethroughtheCEALRideProgram.A$50labfeeischargedtoallSOC225studentsforprogramcosts.

FocusAreasandCommunitySitesforWinter2018:

Education

002—ED:AnnArborPublicSchools–Workwithelementaryschoolstudents005—ED:LatinoFamilyServices–HelpyouthbuildsocialandacademicskillsinSouthwestDetroit006—ED:Mentor2Youth–PositivelyimpactthefuturesofdisadvantagedyouthinYpsilanti009—ED:AvalonHousing–Assistwithafterschoolprogrammingforyouthwhohaveexperiencedhomelessness011—ED:PeaceNeighborhoodCenter–Engageinafterschoolprogramsdesignedtopromoteeducation,health,andwell-being012—ED:826Michigan–Inspirestudentstowriteconfidentlyandprovidehomeworkhelp

PublicHealth

007—PH:JewishFamilyServices–Providemedicalappointmentaccompanimentforolderadultsand/orassistfamiliesinthefoodpantry013—PH:UMHospital–Volunteerinvariousmedicaldepartments014—PH:UnifiedHIVHealth&Beyond–SupportHIVprevention,education,&advocacy015—PH:ShelterAssociationofWashtenawCounty–ProvidecompassionatesupportattheDelonisCenterforindividualsexperiencinghomelessness016—PH:ProjectHealthySchools–Presentnutrition&healthychoicesworkshopstoyouth017—PH:PlannedParenthood–Becomeinvolvedincommunityorganizingtopromote

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reproductivejustice

CriminalJustice

018—CJ:GusHarrisonPrison(Men)–Planandleadcreativewritingworkshops019—CJ:WashtenawCountyJail(Men&Women)–Planandleadcreativewritingworkshops020—CJ:WashtenawCountyJail(Men&Women)–Planandleadartworkshops

https://lsa.umich.edu/soc/undergraduates/project-community.html

CourseRequirements:

StudentsenrolledinSOC225areresponsibleforregularattendanceintheweeklylectureanddiscussionsections,aswellasconsistentparticipationatthedesignatedcommunityservicesite.Studentswillbeaskedtocompleteweeklyreadingsandreflectivejournalassignments,alongwithmidtermandfinalpapers.

ClassFormat:

ProjectCommunity'suniquedesignprovidesopportunitiesforinterconnectedandsimultaneouslearningintheclassroomandcommunity.Inadditiontoattendingaweeklylecture,studentswillparticipateinadiscussionsectioninoneofthreefocusareas:

• Education• PublicHealth• CriminalJustice

Timeinclassisinteractive,andisfocusedoncreatingdialogueanddiscussionaboutrelatedsociologicalissues.Studentsengageinapproximately2-4hours(timevariesbycommunitysite)ofserviceincommunitysettingseachweek.Byengaginginongoingreflectionandactivelearning,studentsassesspersonalvalues,cometobetterunderstandthemselves,andgrowinsocialresponsibility.Studentsareprimarilyinvolvedwithindividualsinthecommunitywhoexperiencesocialinequalities,andlearnwith,from,andaboutthem.

2.Psych/Soc/ALA122-IntergroupDialoguesAliceMishkin-Wed2:30-5:30Inamulticulturalsociety,discussionaboutgroupconflict,commonalities,anddifferencescanfacilitateunderstandingandinteractionbetweensocialgroups.Inthiscourse,studentswillparticipateinstructuredmeetingsofatleasttwodifferentsocialidentitygroups,discussreadings,andexploreeachgroup'sexperiencesinsocialandinstitutionalcontexts.

Studentswillexaminepsychological,historical,andsociologicalmaterialswhichaddresseachgroup'sexperiences,andlearnaboutissuesfacingthegroupsincontemporarysociety.Thegoalistocreateasettinginwhichstudentswillengageinopenandconstructivedialogue,learning,andexploration.Thesecondgoalistoactivelyidentifyalternativeresolutionsofintergroupconflicts.Differentterm-longsectionsofthiscoursefocusondifferentidentitygroups(forexample,pastdialoguesinclude:Multiracial,Gender,RaceandEthnicity,SocioeconomicStatus,

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WhiteRacialIdentity,StudentsofColorIntragroup,Religion,Arab/Jewish,International/US,SexualOrientation,andAbleism).

**ThissemesterIGRwillbeofferingaspecialBicentennialDialoguesection,ExploringEducationalEquity:Justiceforthe21stCentury,inadditiontothesectionsabove.

Inthiscourse,studentswillparticipateinstructureddialoguesaroundthetopicofEducationalJustice.Thiscourseintroducesindividualstotheresearch,theoretical,andpracticalissuessurroundingequitywithineducationalinstitutions,especiallydrawinguponthelivedexperiencesofthoseintheroom.Studentswilldiscusstheirownnarratives,explorereadingsontheK-16schoolingsystem,andengageinasemester-longprojecttoworktowardaddressinganeducationalinequity.Experientialexerciseswillbeutilizedtoexploreeducationalinequalityvis-a-visidentity,representation,power,andoppression.Majorthemesmayinclude:schoolchoice,affirmativeaction,standardizedtesting,schooltoprisonpipeline,andcollegeaccess/retention.**

Allcoursematerialsandreadingswillbeavailableoncanvas.

QuestionsregardingthiscourseshouldbedirectedtotheIntergroupRelationsProgram,734-936-1875,igrcourses@umich.edu,1214SouthUniversity.

Toapply,pleasegoto:https://webapps.lsa.umich.edu/igr/SelectTerm.aspx

Requirements&Distribution:RaceandEthnicity3.Ed463.001-WebBasedMentorship:Arab-IsraeliConflictSimulationJeffStanzler-T/TH1-2:30–WQG023Thisclassisbasedonacomputer-mediatedsimulationthatengagesmiddleschoolandhighschoolstudentsinexploringtheArab-IsraeliConflictthroughparticipatinginitthemselves.StudentsinhighschoolsinMichigan,elsewhereintheUS,andevenoutsidetheU.S.couldbeinteractingwithoneanother,andwithyou,overthecourseoftheterm.Universitystudent"mentors"(that'syou)facilitatethisdiplomaticsimulation(inwhichwecreateascenariothatbecomesthe"reality"ofourworld)andserveasgatekeepers,pushingthestudentstoactinwaysthatareinkeepingwiththebeliefs/constraintsthatthepersontheyareportrayingwouldholdandoperateunder.Thereisacomplexstructureinplaceforthemtocommunicatewithothers,toissuepressreleasesandotherwiseexpresstheirinterestsandtradeinfluence,andfinallytointroducepossiblenewactionsintothesimulatedworld.Allofthisisdonewiththesupportandwiththeassistanceofthementors.Fundamentally,theexerciseisanattempttogivestudentsatangiblewindowintothediplomaticprocess,withit'sslow,thornyinner-workings.Thiscourse,andtheArab-IsraeliConflict(AIC)simulationitself,arebasedontheideathatthemostmeaningfullearningoftenhappenswhenoneisactivelyengagedinapurposefulactivity.ByparticipatinginAICasamentor,wehopethatyouwillgetachancetothinkdeeplyabout(amongotherthings)howpeoplelearntotakediverseperspectives,whatittakestofosterthoughtfuldiscourse,andthenatureofdiplomacyitself.AICisalsoaprojectintheSchoolofEducation,andpartofitspurposeistodevelopnewwaysthattechnologycansupportmeaningfullearningexperienceswithhighschoolstudents.Within

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thecontextoftheseminar,then,westartwithabasicgroundinginthehistoryoftheconflict,andthenmoveontofiguringouthowtoletthatgroundinginformyourongoingeffortstobothsupportandchallengethestudentparticipants.4.Psych325.001-DetroitInitiative:EmpoweringFamiliesandCommunitiesRonaCarter-T/TH10-11:301005WQMPRThiscourseisanexperientialfieldcourseinvolvingonevisitperweektoanAfrican-American,Arab-AmericanorLatinocommunityinDetroit.Studentsareassignedtoworkwithcommunity-basedorganizationsonprojectstoimprovethewell-beingofchildrenandfamilies.Projectsinvolvesuchactivitiesastutoring,developingoutreachactivities,assistinginchildcaresettings,andworkingincommunityeducationprojects.Internshipsaresupervisedbytheinstructorandprogramstaff.5.Psych211(sections001,002,003,004only)-JeromeMiller–TorTh4-6andservicehoursThepurposeofProjectOutreachistoallowstudentstolearnaboutthemselvesandpsychologybybecominginvolvedincommunitysettings.Outreachstudentsengageinrealworkinthecommunity,designedtomeetcommunityneeds.BecauseallsectionsofProjectOutreach—PSYCH211arefor3credits(onacredit/nocreditbasis),theacademicrequirementsforthecourseareuniformacrossallsections(exceptExploringCareers,Section005)andincludefourhoursoffieldworkplacement,onehourofdiscussionsection,andonehouroflectureeachweek;intheCareerssection,studentslearnaboutthemselvesinrelationshiptofuturepotentialcareers,andexplorethesocial-psychologicalcontextsinwhichworkoccurs.Attendanceatyoursectionismandatory.Readings,amid-termproject,andafinalexamwillbeassigned.TheGraduateStudentInstructorforeachsectionmaystateadditionalsectionrequirementsinclass.(Coursewebsiteis:sitemaker.umich.edu/projectoutreach/home).

StudentsneedtochecktheUniversityOnlineScheduleofClassesforlecture/discussiontimesandmeetingplacespersection.AllsectionsofOutreachcountasanexperientiallabforthePsychologyconcentration;theydonotcountasalabfortheBiopsychologyandCognitiveSciencesconcentration.

Section001—WorkingwithPreschoolChildren.Studentswillworkwithchildrenages2-5incommunitypreschoolsanddaycarecenters.Theseplacementsofferhands-onexperienceswithadiversegroupofchildrenandthelectureseriesexploresavarietyoftopicsthatinfluencechilddevelopment.Theplacementsitesvaryintermsofthepopulationstheyserve,including“at-risk”children,childrenwithspecialsneeds,andchildrenofinternationalfamilieswithEnglishasasecondlanguage.

Section002—WomenandChildrenintheCommunity.Studentswillhavetheopportunitytoexplorewomen'sandchildren'sissuesinacommunitycontext.Fortheirfieldexperience,studentsmaychoosetoworkwithindividualwomen,women-headedfamilies,orindividualchildreninvariouscommunitysettings.Thelectureserieswillexploretopicsrelatedtogender

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expectations,particularissuesrelatedtowomenandchildreninoursociety,andchilddevelopment.

Section003—JuvenileandCriminalJustice.Designedtoprovidestudentswithexperienceinandknowledgeofthecriminaljusticesystem.Thefieldplacementsmatchstudentswithjuvenilesoradultsinanumberofplacementsettingsinthecriminaljusticesystem.Thelectureseriesisintendedtoexposestudentstoawidevarietyofissuesrelevanttojuveniledelinquencyandcriminality.Itisourhopethatyouwillnotonlylearnaboutthesystembutalsohavetheopportunitytoreachouttojuvenilesandadultoffendersandhaveapositiveimpactontheirlives.

Section004—Health,Illness,andSociety.Helppatientsandfamiliesinmedicalfacilities,communityhealthclinics,elderlyresidentialsettingsandcommunitycrisiscenters.Opportunitiesincludeofferingempathy,emotionalandpracticalsupport,inthecontextofsupervisedcare,andeducation.Workwithawiderangeofpopulationsincludingchildren,adults,andtheelderly.Learnaboutavarietyofcontemporarytopicsrelatedtothefieldofhealthcareandhealthpromotion.

MoreinformationaboutProjectOutreachcanbefoundat:www.sitemaker.umich.edu/projectoutreach

6.Engin100(200,201,202,203,204,250)-varioustimes

MCSP Special Electives

1. AcademicDecisionMakingWendyWoods,ALA103.001,Class#184091credit-CR/NC,Tuesdays2-4pm,WestQuadG027,(January23rd-March20th)Thiscoursewillprovidestudentswithanopportunitytocriticallyreviewtherolesofleadershipanddecision-makingastheyrelatetoacademic,studentleadershippositions,andprofessionalcareers.Itwillallowstudentstoconsidervariousframeworksofdecision-makingandleadershipthroughvarioustheoreticalperspectivesandlinkthemtocivicresponsibility,socialjusticeandmakingchange.Itishopedthatstudentswilldevelopasenseofapplicationofoneormoreoftheseperspectivesandconsiderhowtheymightshapetheirownacademic,professional,andcommunityleadershipcareers.Theissuesandchallengesoflivingandleadinginadiverseandmulticultural societywill be examined. The class discussionswill focus on relevant research,studentperceptions, anduniversity resources. This course isopenonly toparticipants in theMichiganCommunityScholarsProgramandencouragedforallMCSPstudentleaders.Opentoall;courseexpectationfornextyear’sMCSPstudentleaders.

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Faculty Biographies

RonaCarterRonaCarterstudiesassociationsbetweenpubertaldevelopmentandpatternsofadjustment(psychological,behavioral,andhealth),withparticularattentiontohowpubertalprocesses,social-culturalcontextualfactors(family,peers,teachers,romanticpartners),andwidersocialsystems(culture,ethnicity)interacttocontributetogirls’adjustmentproblemsfromlatechildhoodtoyoungadulthood.Withintheabovecontext,herworkfocusesonthreeinterrelatedlinesofresearch:(1)racialandculturalcontextualfactorsthatinfluencepubertalprocesses;(2)social-culturalcontextualfactorsandwidersocialsystemsthatpromoteorhinderadjustment;and(3)measurementdevelopmentandevaluationasitrelatestorace,ethnicity,andgender.Idrawuponbothsecondarydataanalysisandoriginaldatacollection.Herresearchhasimportanceforunderstandingtherelationalandsocialcontextsofgirls’developmentandhealthoutcomessuchashowgirlsnegotiateaspectsoftheirinterpersonalrelationships(family,peers,teachers,andromanticpartners)whenmakingtheirsexualdecisions.Guidingherresearcharethecentraltenetsofsocialdevelopmenttheorywhichemphasizethatindividualdevelopmentoccurswithinasocialandculturalcontext,whichitselfdevelops,andfurthermore,perpetuallyinteractswiththedevelopingindividual.RebeccaChristensenMCSPisaspecialcommunitytoRebecca,asshehasworkedcloselywithMCSPstudentsforseveralyearsandisoneofthefoundersoftheMCSP’sIntergroupRelationsCouncil.Herdissertationwasastudyofsocialjusticeidentitydevelopment,focusingonMCSPstudents.RebeccaChristensenistheDepartmentofSociology'sDirectorofEngagedLearning.Sheteachesthedepartment'sProjectCommunityandIntergroupRelationscoursesandactivelyidentifiesopportunitiesforSociologystudentstoworkandlearnintheSoutheastMichigancommunity.PriortojoiningMichiganSociology,ChristensenwastheDirectorofDiversity,Intercultural,andSponsoredProgramsfortheUniversityofDetroitMercySchoolofDentistry.ShealsoworkedasaCareerCounselorattheUniversityofCalifornia-Berkeley,forfouryears.WhiledoingherdoctoralworkattheUniversityofMichigan,shewasinvolvedintheMichiganCommunityScholarsProgram(MCSP),ProgramonIntergroupRelations(IGR),theCenterforGlobalandInterculturalStudies(CGIS),theCenterforEngagedAcademicLearning(CEAL),andtheCenterforResearchonLearningandTeaching(CRLT).PhilipChristmanPhilipChristmanisanEnglishDepartmentWritingPrograminstructoratUofM.HeholdsanMAinEnglishLiteraturefromMarquetteUniversityandanMFAinfictionwritingfromUniversityofSouthCarolina-Columbia.BeforecomingtoMichigan,hetaughtEnglishcompositionatNorthCarolinaCentralUniversity,andservedasWritingCoordinatoratMURAP,asummerprogramthatpreparesoutstandingminorityundergradsforgraduateschoolinthe

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humanities.HeiscurrentlyeditoroftheyearlyMichiganReviewofPrisonerCreativeWriting.HisownworkhasappearedorisforthcominginPaste,Annalemma,FeministFormations,Books&Culture,ThePeriphery,andotherplaces.BrandiHughesBrandiHughescomestoAnnArborhavingcompletedapost-doctoralfellowshipintheDepartmentofReligiousStudiesatStanford.SheiscompletingamanuscriptprojectthatstudiestheentanglementsofevangelicalnationalismanddiasporainAfricanAmericanmissionstocolonialAfrica.Herdissertation,MiddlePassages:AfricanAmericaandtheMissionaryMovementinWestAfrica,wassupportedbyfellowshipsandgrantsfromtheCarterG.WoodsonInstitute(UVA),theGilderLehrmanInstituteofAmericanHistory,andtheMacMillanCenterforInternationalandAreasStudiesatYale.

DwightLangDwightLangisasociologistwhohasstudiedsocialclassinequalitysincetheearly1980's.Hehastaughtatseveralcollegesovera35yearperiodandhasbeenLecturerinMichigan'ssociologydepartmentsince2007.Since2008hehasbeenFacultyAdvisertoanundergraduategroupforstudentswhoarefirstintheirfamiliestoattendcollegehereattheUofM:FirstGenerationCollegeStudents@Michigan.Dwightasksquestionsashestudies/teachesandasksstudentstoengageinimportantissuesoftheday.Oneimportantquestionhecontinuestoaskis:WhydoAmericansallowsocialclassinequalitytopersistovertime,whileclaimingallhaveequalopportunity?Healsoasksstudentstoseriouslyexplore:Whatistobedone?JeromeMillerJerryMiller,Ph.D.,LicensedPsychologist(LP),beganhiscareerasamiddleschoolteacherforgiftedchildren.Findingthathemostwantedtohelpthosechildrenstrugglinginhisclassroom,heenteredtheUniversityofMichigantoearnhisPh.D.inClinicalPsychology.Sincegraduation,hehasbeenonthefacultyoftheUniversityofMichigan,teachingcoursesonadult,childandmaritaldifficulties.Inaddition,hehasbeentheFacultyCoordinatorofaverylargeundergraduateservicelearningcourseattheUniversity,ProjectOutreach,since1988(forwhichhereceivedtheRosalieGinsbergOutstandingFacultyMemberaward),andwastheDirectorofUM’sUniversityCenterfortheChildandtheFamilyfor16years.Whilethere,hetrainedhundredsofgraduatestudentsincontemporarychildandfamilymentalhealthpractices.Hehasworkedwithaverywiderangeofclients:children,teens,adults,couples,families.DavidSchoemDavidhasservedastheDirectoroftheMichiganCommunityScholarsProgramsince1999andalsoteachesintheSociologyDepartment.DavidteachestheMCSP-linkedFirst-YearSeminar,“SocialJustice,Identity,DiversityandCommunity”andupperlevelsociologycoursesonintergrouprelations,education,andtheAmericanJewishCommunity.HehasservedinthepastasLSAAssistantDeanforUndergraduateEducationandUMAssistantVicePresidentfor

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AcademicandStudentAffairs.HismostrecentbookisTeachingtheWholeStudent:EngagedLearningWithHeart,Mind,andSpiritfromStylusPubl.andAACU.LuisSfeir-YounisLuisSfeir-Younisisalecturerinsociologyandhehastaughta200-levelsociologycourseforMCSPstudentsformanyyears.Heisaverypopularprofessor,much-lovedbyhisstudentsandcolleagues.JeffStanzlerJeffStanzlerisalecturerattheUniversityofMichiganSchoolofEducationandistheDirectoroftheInteractiveCommunicationsandSimulations(ICS)group,whichfacilitatesseveralweb-basedwritingprojectslinkingelementary,middleandhighschoolstudentswithpeersworldwide,andwithuniversitystudentmentors.Besides"MichiganMatters,"Jeffrunsthreeotherprojects,includingthe“Arab-IsraeliConflictSimulation,”“EarthOdyssey,”asocial/culturalissuesforumlinkedtovicarioustravel,and“PlaceoutofTime,”atrans-historicalsimulationproject.HeisalsoonthefacultyoftheMasterofArtswithSecondaryCertification(MAC)Programwhereheteachesacourseonteachingwithtechnology.WendyA.Woods WendyWoodsistheAssociateDirectoroftheMichiganCommunityScholarsProgramandteachesALA102andUC103.SheisaformermemberoftheAnnArborCityCouncilandrepresentedtheFifthWardonthewestsideofthecity.OnCityCouncilsheservedonthePlanningCommission,DowntownMarketingTaskForce,andtheEnvironmentalCommission.SheisamemberoftheUniversity'sWomenofColorTaskForce,theNegroBusinessandProfessionalWomen'sClubs,theEcologyCenter,theSierraClub,andTheLinks,Inc.Eachofthesegroupsisinvolvedinaddressingsocialills,engagingthecommunityinparticipation,andmakingAnnArboramorelivableandvibrantcommunity.ShewarmlyencourageseachstudenttogettoknowandtoenjoyAnnArbor.Herdoorisalwaysopen!