Math 181: A Mathematical World

What information is encrypted in my driver’s license? Why does the

mailman deliver mail to the house across the street one hour before my

house? How can I fit all my music onto the fewest number of CDs? How

does the grocery store put all Kellogg’s cereals on sale? Does the

goalie move to one side or another before the kicker kicks the ball?

Does location matter when polling? Who would be president is we used a different voting system?

Is there a strategy to winning a game of chicken? Find out the answer

to these and many other interesting questions in Math 181: A

Mathematical World.

Note that the second 8-week section will not have any seats added until

mid to late September.

Check the Class Schedule at http://courses.illinois.edu if you encounter problems registering.  If problems persist, e-mail mathadvising@illinois.edu.

COURSE DESCRIPTION

LIS490ST, Community Informatics Studio (CI Studio), uses studio-based learning methods to bring together students, instructors, professionals from related fields, and community members in a collaborative environment to address a real world problem. For the fall semester, we will be collaborating with Kenwood elementary school in Champaign. (Students who have an alternate project in mind are encouraged to touch base with me — I am very willing to explore how it might also work for this fall.) This past year teachers took part in professional development offered through the University of Illinois Math, Science, and Technology Education community of practice. They are very interested in exploring ways to better incorporate technology into their curriculum, but within a broader vision of technology, literacy, and community that is integrated into the school’s core philosophy. This is an exciting time of visioning for teachers and administrators, since at the end of the 2013-2014 school calendar they will be temporarily relocating to a different school while Kenwood is remodeled.

This fall, the CI Studio students will work with Kenwood administrators, teachers, the school librarian, and students to consider how technology could better be incorporated into the space and curriculum of the school to support the philosophy of technology, literacy, and community. The goal is to both inform immediate programming within the school, and also near-term development of the new school space and longer term programming. We will be learning from the many existing conversations already happening at the school. At the same time, CI Studio students will be bringing their own expertise to bear in the conversation. Weekly readings and class discussion will be used to further inform the discussions.

While the project is certainly highly germane to those specializing in school/K-12 librarianship OR education, the projects will highlight principles that can be applied across a range of children and teen programming wherever they may occur. Throughout, we will also explore core concepts of effective community engagement, the impact of technology in society, and how each can propagate or be used to counter system injustice that transcends specific projects.

Looking for a 3-hour course to take this Fall that will also allow you to gain experience working in a middle school setting? Consider taking ENG 315 Learning in Community: Campus Middle School for Girls to help develop an online curriculum among other hands-on projects throughout the Fall ’13 semester!

 Organization Mission
Campus Middle School for Girls is an independent not for profit school that offers quality education for 25-30 middle school aged girls in grades 6-8. It provides individual attention and rigorous course offerings. Special emphasis is put on promoting girls interest in the fields of math and science. Dedicated and highly qualified teachers, small class sizes, the all-girls environment, and the strong belief that girls are highly talented in math and sciences are some of the key elements CMS is relying on to strengthen the individual students early attitude towards these subjects to prevent the loss of interest as it is so often the case.

CMS is collaborating with the University in many ways and it is an outreach partner with several UI outreach activities, many in the fields of sciences. CMS is located on the UI campus. Tuition is the only reliable income and we try to keep it the lowest in the Champaign-Urbana area.   This decision allows UI students who are parents and other low income families to consider CMS for their daughters. This results in a very tight and modest budget for CMS. Collaboration with LINC allows the opportunity for improvement in several key areas that would otherwise be postponed or not carried out at all.”

Course Information:

ENG 315: Section CMS (CRN 58468)

CMS meets every Tuesday & Thursday 12:30-1:50p in 260 Mechanical Engineering Building. For more information on the course please visit the LINC website or contact me: mccoy1@illinois.edu (I will be one of the Project Managers leading the section for Fall ’13).

Regards,

Casey

—

Casey A. McCoy

Secondary Education Minor Coordinator

University of Illinois at Urbana-Champaign

College of Liberal Arts and Sciences | Graduate Assistant

2002 Lincoln Hall | 702 S. Wright St, Urbana, IL 61801

(217) 300-8422| mccoy1@illinois.edu

SPED 438 Collaborating with Families

Department of Special Education

Summer 2013

July 8 – August 1

MTWR 9:00am-11:50am

 Course Description

This course examines the impact of disabilities on families of individuals with special needs and explores strategies for establishing a partnership with families and accomplishing family-centered interventions. A family systems perspective will be introduced and applied to understanding families of all children, including infants and toddlers, adolescents, and adults with special needs. In particular, this course requires that students reflect on their own experiences and family members, that they challenge their assumptions about families of individuals with special needs, and that they actively practice strategies that take the perspective of families of individuals with special needs and understand forming positive relationships with families. Understanding diversity in values, beliefs, and traditions will be emphasized in the course.

Geology 118 Natural Disasters (3 HR)

MTWR 10:00 AM-12:20 PM, 161 Noyes Lab – Summer Session 2B
Prof. Stephen Altaner, altaner@illinois.edu
Prof. Altaner has received the LAS Teaching Award twice and the Campus Teaching Award.

Course introduces the nature, causes, risks, effects, and prediction of natural
disasters including earthquakes, volcanoes, landslides, sinkholes, tornadoes,
lightning, hurricanes, global climate change, floods, and meteorite impacts. It
also covers geologic and atmospheric principles, many exciting case histories of
natural disasters, and human responses to natural disasters including societal
impact, mitigation strategies, and public policy.
This course is intended for non-science majors and fulfills the Natural Sciences Gen Ed
requirement.

EALC 250

Introduction to Japanese Culture

01:00 PM – 01:50 PM  MWF

Professor: Brian Ruppert

Credit: 3 hours

Topical introduction to Japanese cultural and aesthetic life with

attention to cultural and aesthetic patterns as they are reflected in

literature, language, and the arts.

This course satisfies the General Education Criteria for a Non-Western

Cultures, and UIUC Social Sciences course.

RHETORIC 233

Instructor: Jon Stone

CRN: 37326

Summer II Session

M – Th, 11-12:15

SOUND WRITING: Advanced Composition, Sonic Culture, and the Music of Rhetoric

SOUND WRITING is a course designed to meet the University’s requirements for advanced composition. We will arrive at and practice our study of composition and writing through an exploration of the notion of soundness in both the sonic sense and in the sense that “sound” can be used to describe something reasonable, carefully organized, and reliable. This will include discussions about the relationship between voice and identity, the function of music in communication and everyday life, and the use of sound as a material for composition. We’ll think about how ways of listening are part and parcel to ways of writing and rhetoric and focus on the ways that good or sound argument is based in an understanding of the various audiences and communities we participate in.

Music comes into play as a way of thinking carefully about-and drawing corollaries to-the rhetorical principles of invention, arrangement, style, memory, delivery, audience, genre, and performance. Each of these principles can also be found in musical practices. Music will give us a familiar jumping-off point from which to think about the rhetorical situation and about the ways in which persuasion is both an overt and unconscious part of everyday communication.

Here are a few questions that are central to the class:

*       How do compositions resonate with their audience?

*       How do we listen critically?

*       How might musical terminology inform the flow and layering of

written argumentation?

*       How does auditory filtering intersect with rhetorical awareness?

*       And how does voice-in all of its valences-influence writing?

The course is open to anyone. Students with little or no experience studying music or sound should feel comfortable registering for the course and will be in good company.

Course Description:  Foundations of Education  

Foundations of  Education (EPS 201) seeks to engage students in a critical, interdisciplinary analysis of the relationship between school and society. The EPS 201 course examines the foundations of American education from the early nineteenth century to the present. EPS 201 seeks to equip students to make informed judgments about policies and practices in schools. It considers some of the challenges of: formulating and justifying aims and policies in American education; organizing the social context of the public school system; designing and systematizing the curriculum; and organizing teaching-learning processes. These tasks are examined by perspectives provided through: History; Sociology; Social Philosophy; and Philosophy of Education. The central questions explored throughout this foundations course are:  What should be the purposes of public education?      Who should be educated and how?  What essential knowledge and values should each student learn in school?  Who should control the curriculum?  What are the goals of social foundations? The goals of social foundations are to provide: “interpretive, normative, and critical perspectives within education that rely on the resources and methodologies of humanities, particularly history and philosophy, and the social and behavioral sciences. Its primary objectives are to sharpen students’ abilities to examine and explain educational proposals, arrangements, and practices, and to develop a disciplined sense of policy-oriented educational responsibility. “If foundations instruction is to have a genuine impact on teachers’ meaning construction in professional practice, the students must be engaged in forming and articulating meaning for themselves in their social foundations coursework” (Steven Tozer, 1993).

Term: Summer 2013

Delivery Method: Online

Dates: Jun 10, 2013–Aug 1, 2013

Meeting Time:Tues7:00 PM–9:00 PM

SCAN 463 – Ibsen in Translation

T Th  12:30-1:50 PM

3 or 4 credit hours

Dr. Theo Malekin

This course is dedicated to the major works of Henrik Ibsen, one of the most important playwrights in the history of modern drama.  Adapting an international and comparative perspective, the course situates Ibsen’s plays within the modern European and American drama tradition.   Same as CWL 463, THEA 483, ENGL 455

SCAN 252 – Viking Sagas in Translation

M W F  11:00-11:50 AM

3 credit hours

Dr. Theo Malekin

This course will explore Old Norse/Icelandic literature in translation, including the various “kings’ sagas,” family sagas, mythical-heroic sagas, and romances.

(This course satisfies the General Education Criteria for a Literature and the Arts, and Western Comparative Culture course.)  Same as CWL 252 / MDVL 252.