College of Arts, Sciences, and Letters
Arts, Sciences, and Letters the Liberal Arts College at the University of Michigan-Dearborn
With a curriculum steeped in the liberal arts and sciences, the College of Arts, Sciences, and Letters (CASL) provides students with the necessary foundation to excel in their academic pursuits and to make a difference in the world beyond the classroom.
CASL’s varied undergraduate and graduate academic programs reflect our commitment to leadership, learning and student success. Various opportunities for interdisciplinary work, academic service learning, internships, and co-ops mean that our students leave this campus prepared not just for employment but for life.
CASL is home to five graduate programs and 37 undergraduate majors. Undergraduate programs range from Women’s and Gender Studies to Biochemistry, English to Environmental Science, Mathematics to International Studies, and Political Science to Criminal Justice. With our rich array of majors and minors in addition to certificate programs and an Honors Program, CASL offers a transformative experience which prepares citizens with a wide and critical perspective, a deep appreciation for humanity's achievements, and the creative bent necessary for tomorrow's work.
Mission of the College
The College of Arts, Sciences, and Letters is a transformative student-centered exploratory learning environment, regionally and globally focused, and deeply grounded in the values of inclusiveness and engagement, and informed by leading edge research. We develop and empower students to become future leaders who will guide the resurgence and renewal of southeastern Michigan and the world beyond.
The College of Arts, Sciences, and Letters aspires to be the premier public liberal arts college in Michigan attracting individuals from all backgrounds and career interests and transforming their lives through education in mathematics, the humanities, and the social, behavioral and natural sciences.
Students may obtain a Bachelor of Arts (AB) or Bachelor of Science (BS), from CASL.
All of the following requirements must be successfully completed to earn a CASL AB or BS degree: Dearborn Discovery Core (DDC), Foreign Language (except Integrative Studies major), Foundations, all Major Requirements, Upper-Level Coursework, and Total Credit Hours.
Bachelor of Arts (AB)
To be recommended for the AB degree a student must have satisfied the Dearborn Discovery Core (DDC), Foundations, and Foreign Language requirements, senior residency, credit hours, grade point average, and upper-level work. For all programs except Integrative Studies, the student must also complete the requirements for the major. The AB degree in Integrative Studies does not involve a major, but three fields of study called Concentrations. Integrative Studies students do not need to complete the Foreign Language requirement.
Bachelors of Science (BS)
To be recommended for the BS degree a student must have satisfied all the requirements listed above for the AB degree and must have majored in one of the following programs: biochemistry, biological sciences, chemistry (ACS certified), chemistry/instructional, geological sciences, environmental science, microbiology, or physics. Alternatively, a student who earns 60 or more credit hours (at least 20 credit hours of which are in upper level courses 300 or above) in specified STEM or applied sciences coursework may, upon petition to the CASL Advising and Academic Success office, be granted the BS degree in the following majors: Actuarial Mathematics, Applied Statistics, Behavioral and Biological Sciences, Business Studies (as a 2nd major only), Individual Program of Study, Integrative Studies, and Mathematics.
Total Credit Hours
A minimum of 120 credit hours with an overall grade point average of C (2.00) or better is required for graduation.
A minimum of 48 hours of upper-level (courses numbered 300-499 and 3000-4999) coursework must be completed by each student. The College of Arts, Sciences, and Letters does not award upper-level credit to courses taken at a two-year institution except in the following circumstances:
- Courses are articulated as upper-level as part of the MiTransfer Pathways Project.
- Courses are articulated as upper-level as part of a current articulation agreement with the two-year institution. In this case, the upper-level credit is dependent upon the student meeting the criteria of the articulation agreement. If those criteria are not met, the credit will revert to lower-level.
Credit Hour Limitation
There are maximum credit hours in any one discipline which may be applied toward the 120 credit hours needed for graduation. See major requirements for specific rules.
A liberal arts degree program affords a student both breadth and depth of learning. The course requirements for a degree may be divided into types: courses that give a broad, general education, those that provide depth in a specialization, and those that offer the tools needed for success in college and life.
Dearborn Discovery Core (DDC), Foundations, and Foreign Language
Dearborn Discovery Core (DDC)
Students admitted to the College follow the Dearborn Discovery Core (DDC) curriculum to meet their general education requirements (see General Education Program section). Students meeting Michigan Transfer Agreement (MTA) should consult a CASL Advisor for review of their remaining DDC requirements.
During the first year on campus, all incoming students in the College of Arts, Sciences, and Letters will choose one Foundations (FNDS) course to take from the more than 30 seminars offered. Your Foundations seminar will ensure a firm start on your educational journey. The seminar will give you a chance to learn about how you learn, how knowledge is produced in different fields, what faculty expect of you at the university level, and what resources and opportunities the university can offer you to support and enrich your time on campus. Each seminar fulfills at least one Dearborn Discovery Core (DDC) requirement, so this course will be helping you make progress toward your degree.
One course from the following:
|FNDS 1201||Shakespeare on Page, Stage and Screen||3|
|FNDS 1202||Democratizing Democracy: Expanding, Suppressing, Idealizing, & Ignoring the Right to Vote in Amer||3|
|FNDS 1203||Because Internet: The Language of Digital Media||3|
|FNDS 1204||Fearing the Unknown: Horror Fantasy in Hispanic Fiction||3|
|FNDS 1205||Understanding Global Cultures||3|
|FNDS 1301||Trauma, Text, & the City||3|
|FNDS 1302||Art, Power, and Persuasion||3|
|FNDS 1304||American Horror Stories||3|
|FNDS 1305||Urban Monsters? Suburban Angels?||3|
|FNDS 1306||Crossing Boundaries: ‘Passing’ and Social Identity in American History||3|
|FNDS 1307||You Call Them Nobel Prize Laureates? A Worldwide Perspective||3|
|FNDS 1501||Physics for 21st Century Citizens - the Science Behind the Headlines||3|
|FNDS 1601||OK Boomer: Gen Z and Civic Engagement||3|
|FNDS 1602||Hope and Joy in Queer and Trans Lives||3|
|FNDS 1603||When Nature Strikes: Dealing with Natural Disasters||3|
|FNDS 1604||Biology is Not Destiny: Exploring the Role of Culture on Human Biology||3|
|FNDS 1605||DIY in Detroit||3|
|FNDS 1606||The A to Z of Aging and Why it Matters NOW||3|
|FNDS 1701||To Infinity and Beyond||3|
|FNDS 1702||Infinity Plus One||3|
|FNDS 3201||Weeds, Wastelands and the Salvation of the World||3|
|FNDS 3301||Restless Women||3|
|FNDS 3302||Multimedia Art||3|
|FNDS 3401||Reporting on the Middle East: Revising First Drafts of History||3|
|FNDS 3402||Modern Crime: Jack the Ripper||3|
|FNDS 3901||Cultures in Contact: The Arab Near East and the West||3|
|FNDS 3902||Who Owns the Past?||3|
|FNDS 3903||Rules of the Game: How Institutions Work||3|
Students in the Honors Program may use HONS 300 for the required Foundations course.
All AB and BS students (excluding Integrative Studies major) are required to take a two-course sequence in one language. Integrative Studies students are exempt from the Foreign Language requirement.
Foreign Language Requirement
Complete a two-semester beginning language sequence.
|Ancient Greek I and II||MCL 105 and MCL 106|
|Arabic I and II||ARBC 101 and ARBC 102|
|Armenian I and II||MCL 111 and MCL 112|
|Chinese I and II||CHIN 101 and CHIN 102|
|French I and II||FREN 101 and FREN 102|
|German I and II||GER 101 and GER 102|
|Latin I and II||LAT 101 and LAT 102|
|Spanish I and II||SPAN 101 and SPAN 102|
The foreign language distribution requirement can be met by:
- Successfully completing a two-semester beginning language sequence at UM-Dearborn, or
- Transferring the equivalent of 8 semester hours of a beginning language sequence from another college or university, or
- Successfully completing a 3- or 4-semester hour foreign language course (this course cannot be taught in English) at the 102 level or higher, or
- Having completed at least 3 years (in the same language) of foreign language in high school with a grade of C or better in the final course, or
- Having completed the equivalent of a high school diploma at a school that used a language other than English for instruction. (Appropriate documentation attesting to the language of instruction and graduation from the high school program is necessary, and official English translations of foreign transcripts must be provided), or
- Passing an oral and written proficiency exam.
A student with prior knowledge of Arabic, French, German or Spanish should take a placement examination before registering for a course in that language. Placement/proficiency exams in Arabic, French, German, and Spanish are scheduled through the Office of Admissions and Orientation; call 313-593-5100. A student wishing to take a proficiency exam in a language not mentioned above or not taught at UM-Dearborn should consult a CASL advisor; call 313-593-5293 for more information. Proficiency exams for a language other than those taught at UM-Dearborn must be administered at another four-year institution. A student wishing to waive the foreign language requirement must officially submit a request via petition. Please note that when the requirement is waived, or proficiency is demonstrated by exam, credit will not be awarded for courses not taken.
What is a Major?
A college degree experience includes depth as well as breadth. Each student in an AB (Bachelor of Arts) or BS (Bachelor of Science) degree program must choose a field in which to specialize, which is called a major. A major is a program of specialized study that normally consists of a minimum of 30 credit hours of work at the upper-level level (courses numbered 300 through 499 and 3000-4999) taken mainly during the student's final two years. A major allows a student to develop independence and discrimination of thought and judgment and to learn to appreciate, assimilate, and apply a coherent body of knowledge.
The College offers the following majors that normally lead to the degree AB (Bachelor of Arts) or BS (Bachelor of Science) listed.
|Actuarial Mathematics||AB, BS|
|African and African American Studies||AB|
|Applied Statistics||AB, BS|
|Behavioral and Biological Sciences||AB, BS|
|Business Studies (2nd Major ONLY)||AB, BS|
|Chemistry (ACS Certified)||BS|
|Criminology and Criminal Justice||AB|
|Individual Program of Study||AB, BS|
|Integrative Studies1||AB, BS|
|Journalism and Screen Studies||AB|
|Professional Writing and Rhetoric||AB|
|Urban and Regional Studies||AB|
|Women's and Gender Studies||AB|
Integrative Studies offers the student an opportunity to design an AB or BS degree program from three 12 or 15+ credit hour fields of study called Concentrations.
Certain introductory courses, designated as pre-major or prerequisites, are designed to give students the knowledge and skills needed in the advanced courses. Undecided students will find these courses helpful in making a decision about majoring in the field.
A program of study in a major should be planned in consultation with a CASL academic advisor and faculty program mentor.
The following rules apply to most majors:
- Generally in most single discipline majors, at least 30 upper-level credit hours are required. At least 24 credit hours must be taken in the field of the major and some majors require at least 6 credit hours of cognate courses. A cognate course is in a related field.
- The courses used to fulfill the 30 or more upper-level credit hours must be numbered 300-499 or 3000-4999.
- Courses taken as pre-major/prerequisites may not be counted in the major.
- At a minimum, students must complete between 12 and 15 (or more) of the 30 credit hours at UM-Dearborn. Students transferring upper-level credits from other institutions should check with their academic advisor for specifics of this residency requirement.
- Courses used in the major, cognate, or minor/concentration cannot be taken P/F (Pass/Fail)
CASL requires a 2.0 GPA in a student's major for graduation. Unless otherwise stated in the major portion of the catalog, all courses that can fulfill requirements within a major, regardless of grade, will be used to calculate the major GPA. Courses used in a minor that are not shared with a major will not be used in the calculation. For the Integrative Studies major, each concentration must have a GPA of 2.0. All courses that can fulfill requirements within a concentration, regardless of grade, will be used to calculate the concentration GPA.
If a major has a cognate requirement, a 2.0 GPA is required for graduation. The courses included in the cognate GPA are only the courses used to fulfill the requirement.
Double Major (Optional)
Students who want a double major must meet all requirements in two fields and must officially declare, and be approved for, both majors, in the CASL Office of Advising and Academic Success, Room 1039 CB. Courses that satisfy major and/or cognate requirements for more than one field can be applied simultaneously to both fields.The Business Studies major may only be a second major.
Recognition of A Minor (Optional)
A student in an AB or BS degree program (other than Integrative Studies) may apply for recognition of a minor. A student may declare a minor (completed or not) by filing the appropriate form at the CASL Advising and Academic Success office. A final audit will be conducted at the time of graduation. Any posted minor that has not been successfully completed will be deleted from the student’s transcript.
A minor generally consists of a minimum of 12-18 credit hours of upper-level (300-499 and 3000-4999) coursework in a particular field of study. A minimum grade point average (GPA) of 2.00 is required in the courses applied to a minor. For minors offered by CASL, the grades (including E’s) in all upper-level courses in the discipline of the minor will be reflected in the minor GPA. Courses elected pass/fail (P/F) cannot be used in a minor. Courses taken as part of a minor may count toward both major core requirements and the minor (minors requiring 12 credits may allow up to one course; minors requiring 15 credits or more may allow up to two courses). Courses taken as cognates, electives within the major, or towards a concentration may be counted towards the requirements for a minor at the discretion of the college or department of the major. No more than three credit hours of transfer credit, field placements, internships, seminars, S/E-graded courses, and independent study/research may be applied to any 12 credit hour minor, and no more than six credits for a 15+ credit hour minor.
Not all CASL majors are available as a minor. Furthermore, there are some areas of study that are only available as a minor. CASL students may also choose from several minors from outside of the College: Accounting, Computer and Information Science (CIS), CIS-Game Design Option, Digital Marketing, Entrepreneurship, Finance, Financial Planning, Health Policy Studies, Human Resources Management, Information Systems Security, Information Systems Management, Management, Marketing, Public Health, Social Work, and Supply Chain Management. The GPA for the CIS minor is based on CIS 150, CIS 200, CIS 275, and all upper-level CIS coursework. The GPA for the Business minors is based on all courses taken for the minor in the College of Business. Students who are not in the College of Business cannot elect or transfer more than 30 credit hours in upper level courses offered by the College of Business. A maximum of six credit hours of transfer credit, field placement, internships, seminars, S/E-graded courses, and independent study/research may be applied to any non-CASL minor.
The College offers a Master of Public Administration and Policy, a Master of Science in Applied and Computational Mathematics, a Master of Science in Criminology and Criminal Justice, a Master of Science in Environmental Science, and a Master of Science in Psychology with tracks in Health Psychology and Clinical Health Psychology. See the UM-Dearborn Graduate Catalog for admission requirements, complete program descriptions and a listing of graduate courses.
The College offers eleven certificates: African and African American Studies, Arab American Studies, Arabic Translation, Food Studies, French Translation, Geospatial Analysis and Mapping, Global Engagement, LGBTQ Studies, Mathematics for Finance, Media Production, Middle East Studies, Professional Language and Cross-Cultural Competency, Public Relations, and Writing.
Consult the program description in this Catalog for additional information and requirements.
- Actuarial Mathematics
- African and African American Studies
- Applied Statistics
- Art History
- Behavioral and Biological Sciences
- Behavioral Sciences
- Biological Sciences
- Business Studies (as a 2nd major only)
- Chemistry (ACS Certified)
- Chemistry (Instructional track)
- Criminology and Criminal Justice
- Environmental Science
- Environmental Studies
- French Studies
- Geological Sciences
- Hispanic Studies
- Individual Program of Study
- Integrated Science
- Integrative Studies
- International Studies
- Journalism and Screen Studies
- Political Science
- Professional Writing and Rhetoric
- Social Studies
- Urban and Regional Studies
- Women's and Gender Studies
- African and African American Studies
- Applied Art
- Applied Statistics
- Arab American Studies
- Art History
- Biological Sciences
- Chemistry (ACS Certified)
- Community Change
- Comparative Literature
- Computer and Computational Mathematics
- Criminology and Criminal Justice
- Environmental Science
- Environmental Studies
- Film Studies
- French/French Studies
- Global Cultures
- Hispanic Studies
- Journalism and Screen Studies
- Law and Society
- Leadership & Communication in Organizations
- Medieval and Renaissance Studies
- Organizational Change in a Global Environment
- Political Science
- Religious Studies
- Science and Technology Studies
- Social Science Research Methodology
- Society and Technological Change
- Urban and Regional Studies
- Women's and Gender Studies
- African and African American Studies
- Arab American Studies
- Arabic Translation
- Food Studies
- French Translation
- Geospatial Analysis and Mapping
- Global Engagement
- LGBTQ Studies
- Mathematics for Finance
- Media Production
- Middle East Studies
- Professional Language and Cross Cultural Competency
- Public Relations
Hershock, Martin J., PhD, Dean
Scarlatta, Gabriella M., PhD, Associate Dean
Lachance, Michael, PhD, Associate Dean
Bachir, Nada, BA, Assistant to the Dean
Gassel, Susanne, MA, Director, CASL Advising and Academic Success
Gedert, Susan, BA, Communications Editor & Alumni Affiliate Coordinator
Gordon, Rita, PhD, Administrative Director
Judge-Gonzalez, Ellen, MA, Director, Student Outreach and Academic Resources (SOAR Program)
Kelly-Williams, Christine, BA, Business Process Analyst
Martin, Patricia, MPA, Cooperative Program Manager
Lennon, Nicole, BA, Administrative Assistant
Yuncker, Morgan, BA, Outreach Marketing and Event Coordinator
Chairs and Directors
Banner, Francine, Director, WILL Program
Benore, Marilee, Director, Behavioral and Biological Sciences
DeGregorio, Scott, Director, Honors Program
Forsyth-Brown, Ivy, Director, African American and African Studies and Center for Ethnic and Religious Studies
Georgieva-Hristova, Yulia, Director, Applied and Computational Mathematics
González del Pozo, Jorge, Chair, Language, Culture, and Communication and Director of International Studies
Howell, Sally, Director, Center for Arab American Studies
Lawson, Daniel, Director, Masters of Science - Environmental Science
Leonard, Michelle, Director, Psychology Graduate Program
Martin, Lisa, Director, Women's and Gender Studies
Mogan, Sven, Chair, Natural Sciences
Remski, Joan, Chair, Mathematics and Statistics
Rusch, Lara, Director, Urban and Regional Studies Program
Sanjian, Ara, Director, Center for Armenian Studies
Shelton, Donald, Director, Criminology and Criminal Justice
Smith, Jonathan, Chair, Behavioral Sciences
Smith--Pollard, Deborah, Chair, Literature, Philosophy, and the Arts
Susko, David, Director, Environmental Interpretative Center
Taylor, John, Director, Writing Center
Thomson, Dale, Chair, Social Sciences
Akiyama, Michael, PhD, Professor Emeritus Psychology
Anderson, Donald F., PhD, Professor Emeritus Political Science
Axsom, Richard, PhD, Professor Emeritus Art History
Bjorn, Lars, PhD, Professor Emeritus Sociology
Bogin, Barry A., PhD, Professor Emeritus Anthropology
Bond, Donald J., PhD, Professor Emeritus Physics
Brown, James W., PhD, Professor Emeritus Mathematics
Clark, Elaine G., PhD, Professor Emerita History
Constant, John G., PhD, Associate Professor Emeritus Music
Crowell, Elizabeth, PhD, Associate Professor Emerita Economics
Dahlke, Richard M., PhD, Professor Emeritus Mathematics and Mathematics Education
DeCamp, Mark, PhD, Associate Professor Emeritus Chemistry
Emery, Allan, PhD, Professor Emeritus Chemistry
Fakler, Robert, PhD, Professor Emeritus Mathematics
Fink, John F., PhD, Professor Emeritus Mathematics
Flax, Neil M., PhD, Associate Professor Emeritus Comparative Literature and German
Gardner, Gerald, PhD, Professor Emeritus Psychology
Garland, Frank, PhD, Associate Professor Emeritus Chemistry
Gillespie, John A., PhD, Professor Emeritus Mathematics and Statistics
Grewe, Eugene, PhD, Professor Emeritus Rhetoric and English Composition
Gruber, James, PhD, Professor Emeritus Sociology
Heady, Judith, PhD, Associate Professor Emerita Biology
Higgs, Elton, PhD, Professor Emeritus English Language and Literature
Höft, Margret, PhD, Professor Emerita Mathematics
House, Gloria, PhD, Professor Emerita African and African American Studies and Humanities
Jacobs, Claude, PhD, Associate Professor Emeritus Behavioral Sciences
James, David A., PhD, Professor Emeritus Mathematics
Kamachi, Noriko, PhD, Professor Emerita History
Klein, Bernard W., PhD, Professor Emeritus Political Science
Kotre, John, PhD, Professor Emeritus Psychology
Lee, Dorothy A., PhD, Professor Emerita Comparative Literature and English
Lempert, Lora Bex, PhD, Professor Emerita Sociology
Lyjak, Robert, PhD, Professor Emeritus Mathematics and Computer Science
Massey, Frank J., PhD, Associate Professor Emeritus Mathematics and Computer Science
Milles, Stephen, PhD, Associate Professor Emeritus Mathematics and Mathematics Education
Moerman, Daniel, PhD, Professor Emeritus Anthropology
Moran, Gerald, PhD, Professor Emeritus History
Morash, Ronald P., PhD, Professor Emeritus Mathematics
Mostafapour, Kazem, PhD, Associate Professor Emeritus Biochemistry and Chemistry
Nadasen, Arunajallam, PhD, Professor Emeritus Physics
Norman, Richard, PhD, Associate Professor Emeritus Biology
Otto, Charlotte, PhD, Professor Emerita Chemistry
Papazian, Dennis, PhD, Professor Emeritus History
Papp, F.J., PhD, Professor Emeritus Mathematics
Pearson, Sheryl S., PhD, Professor Emerita English Literature
Pebworth, Ted-Larry, PhD, Professor Emeritus English Language and Literature
Perlove, Shelley K., PhD, Professor Emerita Art History
Peter, Philip H., PhD, Associate Professor Emeritus Music
Proctor, Donald, PhD, Professor Emeritus History
Radine, Lawrence, PhD, Professor Emeritus Sociology
Rahman, Ahmad, PhD, Associate Professor Emeritus (posthumously) History
Roehl, Richard, PhD, Professor Emeritus Economics
Rubenstein, Rheta N., PhD, Professor Emeritus Mathematics Education and Mathematics
Sayles, Edward, PhD, Professor Emeritus Philosophy
Schaum, Melita, PhD, Professor Emeritus English Literature
Schneider, Michael J., PhD, Professor Emeritus Biology
Sheldon, Jane, PhD, Professor Emeritus Psychology
Simpson, Robert, PhD, Professor Emeritus Biology and Environmental Science
Snabb, Thomas E., PhD, Associate Professor Emeritus Mathematics and Statistics
Spinelli, Emily L., PhD, Professor Emerita Spanish
Spoiden, Ste`phane, PhD, Professor Emeritus French
Stern, Jeffrey, PhD, Professor Emeritus Psychology
Summers, Claude, PhD, Professor Emeritus English Language and Literature
Tai, Julia C., PhD, Professor Emerita Chemistry
Tentler, Leslie W., PhD, Professor Emerita History
Thomson, William, PhD, Associate Professor Emeritus Psychology
Twomey, Michael, PhD, Professor Emeritus Economics
Vansant, Jacqueline, PhD, Professor Emeritus German
Verhey, Roger, PhD, Professor Emeritus Mathematics
Woodward, Wayne, PhD, Associate Professor Emeritus Communication
College Wide Programs
Barak, Maya, PhD, American University, Assistant Professor Criminology and Criminal Justice
Brainer, Amy, PhD, University of Illinois at Chicago, Assistant Professor Women's and Gender Studies and Sociology
DeGregorio, Scott, PhD, University of Toronto, Professor Honors and English
Lacey, Krim, PhD, Wayne State University, Assistant Professor African and African American Studies and Sociology
Laws, Terri, PhD, Rice University, Assistant Professor African and African American Studies
Martin, Lisa, PhD, University of Michigan, Associate Professor Women's and Gender Studies
Roddy, Juliette, PhD, Wayne State University, Professor Criminology and Criminal Justice
Shelton, Donald, JD, PhD, University of Nevada, Associate Professor Criminology and Criminal Justice and Sociology
Department of Behavioral Science
Aronson, Pamela, PhD, University of Minnesota, Professor Sociology
Banner, Francine, JD, PhD, Arizona State University, Associate Professor Sociology
Beauchesne, Patrick, PhD, University of California at Berkeley, Assistant Professor Anthropology
Brainer, Amy, PhD, University of Illinois at Chicago, Assistant Professor Women's and Gender Studies and Sociology
Chatkoff, David, PhD, University of Southern Mississippi, Associate Professor Psychology
Chenoweth, John, PhD, University of California Berkley, Assistant Professor Anthropology
Clark-Foos, Arlo, PhD, University of Georgia, Assistant Professor Psychology
Dolins, Francine, PhD, University of Stirling (Scotland), Assistant Professor Psychology
Draus, Paul, PhD, Loyola University, Professor Sociology
Early, Kevin, PhD, University of Florida, Associate Professor Sociology
Forsythe-Brown, Ivy, PhD, University of Maryland, Assistant Professor Sociology
Hymes, Robert W, PhD, Michigan State University, Associate Professor Psychology
Lacey, Krim, PhD, Wayne State University, Assistant Professor African and African American Studies
Leonard, Michelle, PhD, Wayne State University, Assistant Professor Psychology
Liu, ZhongXu, PhD, University of Toronto, Assistant Professor Psychology
Loeb, Roger C., PhD, Cornell University, Professor Psychology
McAuslan, Pamela, PhD, Wayne State University, Associate Professor Psychology
McKenna, Brian, PhD, Michigan State University, Associate Professor Anthropology
Patel, Nehal, JD, PhD, Northwestern University, Associate Professor Criminal Justice and Sociology
Pecina, Susana, PhD, University of Michigan, Associate Professor Psychology
Price, Carmel, PhD, University of Tennessee at Knoxville, Assistant Professor Psychology
Reppond, Harmony, PhD, University of California at Santa Cruz, Assistant Professor Psychology
Sethuraman, Nitya, PhD, University of California at San Diego, Assistant Professor Psychology
Shelton, Donald, JD, PhD, University of Nevada, Associate Professor Sociology
Siefert, Caleb, PhD, Adelphi University, Assistant Professor Psychology
Straub, Richard O., PhD, Columbia University, Professor Psychology
Swift, Dan J., PhD, University of New Hampshire, Associate Professor Psychology
Waung, Marie, PhD, Ohio State University, Professor Psychology
Wellman, Rose, PhD, University of Virginia, Assistant Professor Anthropology
Whitehead, Brenda, PhD, University of Notre Dame, Associate Professor Psychology
Wrobel, Nancy, PhD, Wayne State University, Professor Psychology
Department of Language, Culture and Communication
Calzada-Orihuela, Sofia, PhD, University of Maryland, Lecturer IV Spanish
Davis, Daniel, D.Phil., Oxford University, Professor Linguistics
DeGenaro, William, PhD, University of Arizona, Professor Composition and Rhetoric
Dika, Rifaat, PhD, Wayne State University, Lecturer IV Arabic
Elmeligi, Wessam, PhD, Alexandria University (Egypt), Assistant Professor Arabic
Gilmore, H James, MA, University of Iowa, Clinical Associate Professor Communication
González del Pozo, Jorge, PhD, University of Kentucky, Professor Spanish
Iannarino, Nicholas, PhD, University of Kentucky, Assistant Professor Communication
Kiska, Timothy, MA, Wayne State University, Associate Professor Communication
Lee, Jamie, PhD, University of Illinois, Associate Professor Linguistics
Luckett, Anthony, MA, Wayne State University, Lecturer III Film Studies
Luthra, Rashmi, PhD, University of Wisconsin-Madison, Professor Communication
MacDonald, Michael Tyler, PhD, University of Wisconsin - Milwaukee, Assistant Professor Composition and Rhetoric
Mannion, Jerilyn, MA, Bowling Green State University, Lecturer IV French
Martinez-Valencia, Francia Eliana, PhD, University of Alabama, Associate Professor Spanish
McMillan, Liana, MA, University of Michigan, Lecturer III German
Murphy, Troy, PhD, University of Pittsburgh, Associate Professor Communication
Murray, Margaret, PhD, University of Colorado - Boulder, Assistant Professor Communication
Petrak, Samantha, MA, Bowling Green State University, Lecturer IV Spanish
Potvin, Phillip, MFA, Bennington College, Lecturer IV Composition and Rhetoric
Proctor, Jennifer, MFA, University of Iowa, Associate Professor Journalism and Screen Studies
Rodríguez-McGill, Carlos, PhD, Ohio State University, Associate Professor Spanish
Rohan, Elizabeth, PhD, University of Illinois Urbana-Champaign, Professor Composition and Rhetoric
Scarlatta, Gabriella M., PhD, Wayne State University, Professor French
Todoroff, Pamela, MA, University of Michigan, Lecturer III Composition and Rhetoric
Willard-Traub, Margaret, PhD, University of Michigan, Associate Professor Composition and Rhetoric
Department of Literature, Philosophy and the Arts
Abou-Zeineddine, Ghassan, PhD, University of Wisconsin - Milwaukee, Assistant Professor English Literature
Aijaz, Imran, PhD, University of Auckland (New Zealand), Associate Professor Philosophy
Bond, Erik, PhD, New York University, Associate Professor English Literature
Erickson, Susan N., PhD, University of Minnesota, Professor Art History
Finlayson, J. Caitlin., PhD, University of Toronto, Associate Professor English Literature
Hughes, Paul, PhD, University of Illinois-Chicago, Professor Philosophy
Jarenski, Michelle, PhD, Loyola University Chicago, Associate Professor English Literature
Kirkland, Joseph, JD, University of Michigan Law School, Lecturer III Philosophy
Linker, Maureen, PhD, City University of New York, Professor Philosophy
Little, Daniel, PhD, Harvard University, Professor Philosophy
Nesbitt, Sarah, MFA, Pennsylvania State University, Lecturer III Art History
Ng, Diana, PhD, University of Michigan, Associate Professor Art History
Rottner, Nadja, PhD, Columbia University, Associate Professor Art History
Smith, Jonathan, PhD, Columbia University, William E Stirton Professor Professor, English Literature, and Behavioral Sciences
Smith Pollard, Deborah, PhD, Michigan State University, Professor English Literature and Humanities
Stojkovski, Velimir, PhD, Marquette University, Assistant Professor Philosophy
Yeakel, Daniel, PhD, Wayne State University, Lecturer III Philosophy
Department of Mathematics and Statistics
Agarwal, Mahesh, PhD, University of Michigan, Associate Professor Mathematics
Cengiz-Phillips, Nesrin, PhD, Western Michigan University, Associate Professor Mathematics Education
Clifford, John H., PhD, Michigan State University, Professor Mathematics
Dabkowski, Michael, PhD, University of Wisconsin, Assistant Professor Mathematics
Fiore, Thomas, PhD, University of Michigan, Associate Professor Mathematics
Georgieva-Hristova, Yulia, PhD, Texas A & M University, Associate Professor Mathematics
Jabbusch, Kelly, PhD, University of Washington, Associate Professor Mathematics
Kim, Hyejin, PhD, University of Maryland College Park, Associate Professor Mathematics
Krebs, Angela, PhD, Michigan State University, Associate Professor Mathematics Education and Mathematics
Lachance, Michael A., PhD, University of South Florida, Professor Mathematics
Li, Gengxin, PhD, Michigan State University, Associate Professor Statistics
Macany, Montaha, PhD, University of Manchester (England), Lecturer Mathematics
Mikula, Margaret, MS, Western Michigan University, Lecturer III Mathematics and Statistics
Phillips, Benjamin, PhD, Western Michigan University, Lecturer Mathematics
Pokhrel, Keshav, PhD, University of South Florida, Assistant Professor Statistics
Radosevich, Mark R., PhD, Brandeis University, Lecturer Mathematics
Rathouz, Margaret, PhD, University of California-San Diego, Associate Professor Mathematics Education
Remski, Joan, PhD, Michigan State University, Professor Mathematics
Sharaf, Taysseer, PhD, University of South Florida, Assistant Professor Statistics
Viswanathan, Aditya, PhD, Arizona State University, Assistant Professor Mathematics
Wiggins, Alan, PhD, Texas A&M University, Associate Professor Mathematics
Zeytuncu, Yunus, PhD, Ohio State University, Associate Professor Mathematics
Zhao, Jennifer, PhD, Indiana University, Professor Mathematics
Department of Natural Science
Abramyan, John, PhD, University of Queensland (Australia), Assistant Professor Biology
Al-Qaisi, Sami, PhD, University of Akron, Lecturer Chemistry
Alteri, Christopher, PhD, University of Arizona College of Medicine, Assistant Professor Biology and Microbiology
Bandyopadhyay, Krisanu, PhD, National Chemical Lab University of Pune (India), Professor Chemistry
Bazzi, Ali, PhD, Wayne State University, Professor Chemistry
Bazzi, Judith, MA, Wayne State University, Lecturer Chemistry
Benore, Marilee B., PhD, University of Delaware, Professor Biology and Biochemistry
Bianchette, Thomas, PhD, Louisiana State University, Lecturer III Geology
Bowlin, Melissa, PhD, Princeton University, Associate Professor Biology
Clarkson, William I., PhD, University of Southhampton (UK), Associate Professor Physics and Astronomy
Constantinides, Christos, PhD, University of Cambridge, Assistant Professor Chemistry
Danielson-Francois, Anne, PhD, University of Arizona, Associate Professor Biology
Deng, Yiwei, PhD, Swiss Federal Institute of Technology, Professor Chemistry
Donahue, Craig J., PhD, University of Massachusetts, Associate Professor Chemistry
Gelderloos, Orin G., PhD, Northwestern University, Professor Biology and Environmental Studies
Hartshorn, Patricia, MS, Wayne State University, Lecturer IV Natural Sciences
Heinicke, Matthew, PhD, Pennsylvania State University, Associate Professor Biology
Hetrick, James, PhD, University of Illinois at Urbana-Champaign, Lecturer IV Physics
Kamp, Ulrich, PhD, Technische University Berlin, Professor Earth and Environment
Kondapalli, Kalyan, PhD, Wayne State University, Assistant Professor Biology
LaCommare, Katherine S., PhD, University of Massachusetts, Lecturer III Biology
Lawson, Daniel, PhD, Michigan State University, Associate Professor Chemistry
Li, Xiaohua (Shannon), PhD, City University of New York, Associate Professor Chemistry
Licata, Nicolas, PhD, University of Michigan, Associate Professor Physics
Marincean, Simona, PhD, Michigan State University, Associate Professor Chemistry
Miller, Donald R., MS, University of Michigan, Lecture IV Natural Sciences
Morgan, Sven, PhD, Virginia Polytechnical Institute and State University, Professor Geology
Murray, Kent, PhD, University of California-Davis, Professor Geology
Naik, Vaman M, PhD, University of Michigan, Professor Physics
Napieralski, Jacob, PhD, Purdue University, Professor Geology
Nesmith, Judy M., MS, Michigan State University, Lecturer IV Biology
Oelkers, Peter M., PhD, Wake Forest University, Associate Professor Biology and Biochemistry
Prentis, Jeffrey J., PhD, University of Michigan, Professor Physics
Pricer, Rachel, PhD, University of Michigan, Lecturer III Biochemistry
Riebesell, John, PhD, University of Chicago, Associate Professor Biology
Scribner, Steven, PhD, Wayne State University, Lecturer III Chemistry
Smith, Sheila, PhD, University of North Carolina, Associate Professor Chemistry
Stewart, Ogie, PhD, Oakland University, Lecturer Chemistry
Susko, David, PhD, University of Windsor, Associate Professor Biology
Thomas, John, PhD, University of Arizona, Professor Biology
Tiquia-Arashiro, Sonia, PhD, University of Hong Kong, Professor Biology and Microbiology
Wang, Jin, PhD, University of Queensland (Australia), Associate Professor Physics
Zhang, Zhi "Elena", MD, PhD, Wesleyan University, Assistant Professor Biology
Department of Social Sciences
Akers, Joshua, PhD, University of Toronto, Assistant Professor Geography and Urban and Regional Studies
Amin, Camron M., PhD, University of Chicago, Professor History
Anderson, R. Warren, PhD, George Mason University, Associate Professor Economics
Bawardi, Hani, PhD, Wayne State University, Associate Professor History
Bergeron, Suzanne, PhD, University of Notre Dame, Professor Women’s Studies and Social Sciences
Borquez, Julio, PhD, University of Michigan, Associate Professor Political Science
Czap, Hans, PhD, University of Nebraska - Lincoln, Assistant Professor Economics
Czap, Natalia, PhD, Moscow State University and University of Nebraska-Lincoln, Associate Professor Economics
Dye, Keith, PhD, University of Toledo, Assistant Professor African and African American Studies and History
Edwards, Sheryl, MA, Wayne State University, Lecturer IV Political Science
Hershock, Martin, PhD, University of Michigan, Professor History
Hickey, Georgina, PhD, University of Michigan, Professor History
Howell, Sarah (Sally), PhD, University of Michigan, Associate Professor History
Koumpias, Antonios, PhD, Georgia State University, Assistant Professor Economics
Kursman, Nancy, PhD, Rice University, Lecturer IV Political Science
Lunn, Joe, PhD, University of Wisconsin-Madison, Professor History
Luxon, Emily, PhD, University of California College Park, Assistant Professor Political Science
Miteza, Ilir, PhD, University of Wisconsin-Milwaukee, Professor Economics
Muller, Anna, PhD, Indiana University, Associate Professor History
Pennock, Pamela, PhD, Ohio State University, Professor History
Pietrykowski, Bruce, PhD, New School for Social Research, Professor Economics
Poling, Kristin, PhD, Harvard University, Assistant Professor History
Pyrozhenko, Vadym, PhD, Syracuse University, Associate Professor Public Administration
Rosano, Michael, PhD, University of Toronto, Associate Professor Political Science
Rusch, Lara C., PhD, University of Michigan, Associate Professor Political Science
Sanjian, Ara, PhD, University of London, Associate Professor History
Smith, Patricia, PhD, Virginia Polytechnical Institute and State University, Professor Economics
Sollenberger, Mitchel A., PhD, Catholic University, Professor Political Science
Stockton, Ronald R., PhD, Michigan State University, Professor Political Science
Sun, Rusi, PhD, Rutgers The State University of New Jersey, Assistant Professor Political Science
Thomson, Dale, PhD, University of Maryland—Baltimore County, Associate Professor Political Science
Vecchiola, Carla, PhD, University of Michigan, Lecturer IV History
Walters, Claudia, PhD, Michigan State University, Lecturer IV Geography
Wayman, Francis W., PhD, University of Pennsylvania, Professor Political Science
Wraight, Jamie, PhD, University of Toledo, Lecturer IV History
The Writing Program offers a range of courses and other academic support not only to CASL students but also to undergraduate and graduate students across the university.
Among other projects and initiatives, the Writing Program oversees the UM-D Writing Center, the campus Writing Awards competition, and the Composition Placement Examination. One important aspect of the Program’s work is helping to bring together faculty from across the disciplines to share scholarship and innovative teaching approaches for improving students’ abilities with written communication and academic research.
The Writing Program values writing as a process of producing knowledge and communicating ideas to academic, civic, workplace, and transnational audiences. Because writing well involves a complex set of practices, the Writing Program emphasizes college writing as a process that a student develops throughout her or his college career.
First-year writing courses at UMD provide a basis not only for upper-level writing classes but also for the writing students will do in other courses. Our courses therefore support students as they learn to write effectively, think critically, and develop rhetorical awareness about print, visual, and digital texts.
In our teaching, Writing Program faculty stress inquiry-based research, close reading, critical reflection, revision, collaboration, and active learning. Our courses include the first-year composition sequence and intermediate courses focused on creative and expository writing and writing in professional settings.
Placement Into Introductory Writing Courses
Students will be placed into the appropriate Written and Oral Communications course based on the following criteria: SAT or ACT sub scores, AP or IB exam results, or transferable coursework.
For more information, see the Writing Program website.
During the first year on campus, all incoming students in the College of Arts,Sciences, and Letters will choose one Foundations course to take from the more than 30 seminars offered. Your Foundations seminar will ensure a firm start on your educational journey.
In addition to studying a cool topic, your seminar will give you a chance to learn about how you learn, how knowledge is produced in different fields, what faculty expect of you at the university level, and what resources and opportunities the university can offer you to support and enrich your time on campus. Each seminar fulfills at least one general education requirement, so this course will be helping you make progress toward your degree.
Whichever course you choose, your Foundations seminar will teach you practical and academic skills that can be applied throughout your time on campus. The courses will deepen your understanding of the norms, expectations, and culture of the University.
You will also learn about the many resources and opportunities on campus as well as how to navigate the institution. Your Foundations seminar will help you develop a sense of belonging on campus as you build meaningful relationships with a faculty member and your peers. Foundations professors are committed to your success on campus.
In choosing your seminar, focus on what interests you (beyond your potential major). A liberal arts education is all about understanding the world broadly, through many lenses, and your Foundations seminar is a chance for you to do that. Whichever course you take, you will develop foundational intellectual and practical skills in communication, analytical thinking, and problem solving that you will be able to take with you into all your courses and your major field of study.
Cooperative Education Program
Cooperative Education in CASL is an academic program founded on UM-Dearborn's commitment to "excellence in teaching and learning." It promotes liberal arts learning and career/personal development through student participation in paid, professional employment. Expected learning outcomes include clarification of values, development of problem-solving and career-related skills, and enhancement of academic knowledge.
Students work one or more terms in part-time or full-time positions paying $9-20.00/hour. They also earn upper-level academic credit for their co-op experiences. To be eligible for the co-op program, students must be admitted to an undergraduate major in the college and must have completed 30 credit hours with a minimum 2.25 GPA. Transfer students must complete 12 credit hours at UM-Dearborn before they are eligible.
Students may earn a maximum of 10 S/E credit hours through co-op work assignments of one to three credit hours. Students should be aware that applying for co-op does not guarantee job placement. Liberal arts students are advised to use curriculum electives to acquire the technical skills needed to improve their marketability and to avail themselves of career counseling available through the Office of Career Services.
Students compete for open co-op positions offered by area employers. After being hired by a co-op employer, students register for co-op and are required to submit academic learning objectives and a critical evaluation essay for approval by the co-op faculty, who determines the awarding of credit. The Co-op Office reviews requests for student arranged co-ops. Contact the Co-op Office in Room 285 FCN, 313-593-5188, for more information.
Internships and Field Experiences
In addition to the paid work experience offered in the cooperative education program, non-paying off-campus educational opportunities for academic credit are offered by various departments in the College. For specifics, see the course description for each discipline's offering.
Criminology and Criminal Justice Internship
Criminology and Criminal Justice internships are designed to provide field experience for Criminal Justice majors. Actual field experience will provide students with valuable tools to help them achieve their goals and produce humane leaders with the technical skills and social and ethical sensitivity needed to succeed in their chosen field. The internship has a seminar component. The seminar helps students make informed decisions relative to their future career in Law Enforcement or Criminal Justice related fields. Both the internship and seminar provide opportunities for students to personalize their learning experience. Students are supervised by a faculty advisor.
For more information about the Criminology and Criminal Justice internship, contact the Internship Coordinator (313) 583-6404; email: email@example.com
The economics internship offers students field experiences with businesses, non-profit organizations and government agencies. The placement allows students to get hands-on experience applying the tools of economic analysis to specific job and project assignments. Student interns spend either eight or 16 hours per week in unpaid work at their placement site, for which they earn either three or six academic credits. Only three credit hours may be used to satisfy the concentration requirements in economics. All interns are assigned to an economics faculty advisor. This program is open to all declared economics majors, who, by the start of the internship, have completed at least two upper-level economics courses in addition to two of the following core courses: ECON 301,ECON 302 and ECON 305. Permission of the Internship Coordinator is required. To inquire, call the Economics Internship Faculty Coordinator in the Department of Social Sciences at 313-593-5164.
Environmental Studies Internship
The environmental studies internship, which is required of all environmental studies concentrations, involves students in a wide variety of positions with government organizations (Department of Environmental Quality, departments of health, city and county agencies), consulting firms, and non-governmental organizations as field assistants and researchers. Students work a prescribed number of hours per week as arranged by the advisor and employer, typically earning three credit hours. Written permission of instructor is required to participate. To inquire, contact the Department of Natural Sciences at 313-593-5339.
History and Humanities Internship
The history and humanities internship offers practical experience to students in art history, communication, English, foreign languages, history, humanities, music, and philosophy. Students develop job-entry experiences in humanities and history-related careers. The internship includes a required seminar. Although, in general, the internship is offered for elective credit, it may be used to satisfy the following concentration requirements: Three credit hours may be applied towards a Communication major/minor or toward an Art History/Museum Studies degree and six credit hours may be applied towards a Journalism concentration. For students with a foreign language focus, three credit hours may be used within the International Studies Support Studies component or toward the cognate requirement of the French or Hispanic Studies concentrations. Prerequisites are junior or senior standing. Students earn three to six credit hours per semester. The maximum total credit hours are 12. To inquire, contact the History/Humanities Internship Office, 3028 CB, 313-583-6376.
Psychology internship placements offer work experiences in a wide variety of human services organizations. These include programs related to child abuse, criminal rehabilitation, crisis intervention, geriatrics, human resources, mental illness, organizational development, special education, substance abuse, and women's issues. Students spend six or 12 hours per week at their field placement and attend a weekly seminar involving training in listening and helping skills. Students may register for three or six credits. Prerequisites are PSYC 101 and permission of instructor. To inquire, contact the Department of Behavioral Sciences at 313-593-5520.
Public Affairs Internship
The public affairs internship program allows students to participate in the political process through placements in a variety of governmental offices. Students in the local internship program work for state and local elected officials, law firms, and interest groups. Students in the Washington, D.C. program have worked in the White House, the Pentagon, and for Members of Congress. Students in the Ottawa, Canada program work in a Member of Parliament’s office for a period of five weeks. Admission is reserved primarily for qualified juniors and seniors of all majors. Six upper-level credits are granted for successful completion of either program. Scholarships are available. To inquire, contact the Department of Social Sciences at 313-593-5164.
Sociology/Social Work Internship
The sociology/social work internship offers students the opportunity to work in social welfare agencies and/or human services organizations such as domestic violence shelters, criminal justice agencies, head start programs, substance abuse rehabilitation, gerontology, hospice, human resources, health care, urban planning, and so on. The emphasis in the field experience is on the social problems that bring clients to agencies and on the social contexts within which agencies deliver services. Students spend six to eight hours per week on site and two hours in a classroom seminar. Prerequisite is SOC 200 and permission of instructor. Students may enroll for three to six credit hours. To inquire, contact the Department of Behavioral Sciences at 313-593-5520.
Women's and Gender Studies Internship
The WGST internship offers students an opportunity to work in a variety of fields that address gender inequities and/or serve the needs of women and girls. These include, but are not limited to, adolescent services, domestic violence shelters, legal clinics, human resources, health care settings, advocacy organizations, and residential counseling settings. Students spent six to eight hours per week on-site and two hours in a classroom seminar. Prerequisites are WGST 303 or permission of instructor. To inquire, contact the WGST office, 2040 CB, 313-593-1391.
Women in Learning and Leadership (WILL)
The Women in Learning and Leadership (WILL) Program is an integral part of the Women’s and Gender Studies Program’s commitment to fostering student engagement on campus and in the greater metro-Detroit area.
WILL is a program for undergraduate students that integrates Women’s and Gender Studies curriculum with leadership opportunities outside of the classroom.
WILL is part of a national set of programs devoted to fostering, developing, and supporting collegiate women’s leadership. It is a co-curricular program founded on three core principles:
- Required women’s and gender studies-related coursework
- A student-run leadership development organization
- Women’s and gender-related programming outside of the classroom
The following are the main goals of the program:
- To encourage critical thinking and intellectual curiosity by providing active learning opportunities that empower students as leaders during and beyond their college years
- To foster a deeper understanding of women’s diverse roles and contributions to society
- To increase awareness of of obstacles created by gender, racial, and social class stratification and develop individual and collective strategies to address these obstacles
- To enrich the campus, Metro Detroit, and global community through service and programming.
Requirements for WILL
Students accepted into WILL complete 4 courses in Women's and Gender Studies and an internship or co-op experience in a field of their choice. There are two required courses for the program: Introduction to Women’s and Gender Studies, and a Women, Leadership and Social Change class. For their two electives, students may choose from the wide variety of courses offered by the Women’s and Gender Studies program. In addition to fulfilling these curricular requirements, WILL students spend a minimum of 15 hours per semester engaged in co-curricular activities related to gender equity and community building. Among their other activities, the WILL student group engages in volunteer opportunities with social service agencies in metropolitan Detroit. In addition, they have the opportunity to meet with locally and nationally known gender equity leaders for casual “fireside chats” and are offered annual training seminars by local women leaders. They organize speaker and film series on topics such as leadership for global gender justice, eating disorders and body image, and violence awareness on campus. They also run an innovative and successful mentoring program for middle school girls in Southwest Detroit. WILL students’ internship placements have allowed them to work with women in the criminal justice system, in programs for at-risk youth, in an oral history project interviewing Arab-American women, and in a variety of positions in legal, medical, business and education fields with women leaders as mentors.
The program recruits in April every academic year for acceptance into the program the following Fall term. Students accepted into the program have a minimum of a 3.0 grade point average, demonstrated leadership ability, and an interest in fostering gender equity.
For more information, please visit the WILL webpage.
CASL Online and Blended Courses
Regular credit-bearing courses are offered via online and blended formats to UM-Dearborn students (and guest students) who can benefit from the flexibility and convenience of online course delivery. Students who want to pursue a university education but have special constraints such as job demands, childcare or eldercare responsibilities, pregnancy or medical limitations may also find that online learning helps them stay on track. Online learning classes are taught by UM-Dearborn’s distinguished faculty and are equivalent in academic depth and rigor to face-to-face versions taught in the traditional classroom. New courses are added to the online repertoire each year. A few courses are in blended format; that is, the classes meet on campus for one or two class periods and online for the remainder.
Regularly enrolled students may elect online learning courses as part of the registration process. Guest students must submit the Michigan Uniform Guest Application, available in our Admissions/Registrar’s offices or in the Registrar’s office of the student’s home institution, and complete the admissions process before registering for classes.
Online courses usually require regular participation in online discussion groups established for the class. Required materials may be made available in various formats, including conventional textbooks and online resources, including video and/or audio recordings. Some online courses may require attendance on campus at an orientation session and/or for exams, though special proctoring arrangements can be made, especially for non-local students.
Canvas is the home for all online courses, as well as some assignments, discussions, and resources for hybrid and on-campus classes.This Canvas portal page will provide you with up-to-date Canvas policies, help & support, and other more specific information for faculty and students.
The Digital Education office is located in 1100 Social Sciences Building, email firstname.lastname@example.org
Japan Center for Michigan Universities
Since 1989, the fifteen Michigan public universities have operated a unique program in Japanese language and culture in our sister state in Japan, the Shiga prefecture. The Japan Center for Michigan Universities is in Hikone, a beautiful, medium-sized, non-westernized city in central Japan. The $15 million facility, built by the Shiga government, includes classrooms, offices, and apartments with cooking facilities for student occupancy; home stays, of varying duration, may also be arranged. The full academic program runs from September through the end of April; students may also select a one-semester program, or the Summer Intensive Program in the Japanese language. UM-Dearborn students receive 26 hours of credit for UM-Dearborn courses in Japanese language (see course descriptions under Japanese in this Catalog for the following: JPN 128-JPN 129, JPN 178-JPN 225, or JPN 228-JPN 229), Japanese Culture and Society (JPN 395, JPN 396), and two other courses taught by visiting professors. These have included Japanese art and painting, Japanese technology and business, energy and environment in Japan, modern Japanese history, and mass media.
For current information on program fees and housing, visit the Japan Center for Michigan Universities website. Applicants need not know Japanese, but they should have studied another foreign language and have had some foreign travel experience. They must have sophomore standing by the end of Winter term and a 2.5 or higher GPA. Students should contact the: Office of International Affairs (Room 108 in The Union at Dearborn) for additional information.
Students interested in other study abroad programs should consult faculty in Modern and Classical Languages, their major advisor, or the Office of International Affairs (Room 108 in The Union at Dearborn) for additional information.
Special Centers, Facilities and Services
CASL Advising and Academic Success
The CASL Advising and Academic Success office helps students make informed decisions about their course of study and the liberal arts. CASL advisors are available to provide curricular and career option information, program requirements, University policies and procedures, and campus resources. The office also coordinates academic advising between students and faculty mentors, provides necessary College forms and materials, and reviews students' academic progress and performance at specified intervals.
The CASL Advising and Academic Success office contact information: 1039 CB, 313-593-5293, and online at email@example.com.
University of Michigan-Dearborn Writing Center
The University Writing Center, staffed by experienced student peer consultants under the supervision of full-time faculty in composition, provides support for all UM-Dearborn students wishing to improve their writing. Students needing regular one-on-one help in developing basic writing skills, as well as more advanced students wishing to improve their writing, will find the Writing Center useful.
The Writing Center is open five days a week during Fall and Winter terms and on a more limited basis during the summer term. It is strongly recommended that students make an appointment should they wish to work with a peer consultant. The center is equipped with personal computers and software for student use including word processing software, grammar programs and Internet access and research. For further information, contact the Writing Program Office, 3018 CB, or telephone 313-593-5238.
The center is located in 3035 CB with smaller satellite locations around campus. The center tries to accommodate walk-ins but prefers students make appointments online at umdearborn.edu/casl/writ_center.
Center for Arab American Studies
The Center for Arab American Studies focuses on scholarship, research, and engagement with the Arab-American community in Dearborn and Metropolitan Detroit. Faculty in Arab American Studies are actively engaged in research and scholarship on current issues facing Arab Americans as well as Arab American history and culture. As teachers, they seek to help all students understand the role of Arabs in American society, the role of America in Arab society, and the vibrant interplay between them. For additional information contact the Center in Room 2040 CB or call 313-593-4925.
Center for Armenian Research
The Armenian Research Center (ARC) was established for the documentation and the publication of materials in the field of Armenian studies and affairs. The ARC accomplishes this work in a variety of ways. It provides access to a computerized database of books, periodical articles, audiovisual material, and other items concerning Armenians. This database is gradually also becoming accessible through the on line catalog of the Mardigian Library. The ARC also regularly publishes scholarly books on Armenian topics. It supports both academic and public outreach by participating in forums, sponsoring conferences, exhibitions, public lectures and answering questions from scholars, students and the public media. Finally, the ARC sponsors and supports the teaching of Armenian language instruction courses on the University of Michigan, Dearborn campus. For additional information call 313-593-5181.
Center for Mathematics Education
The Center for Mathematics Education is dedicated to improving the quality of teacher preparation for prospective teachers and to making continuous professional development available for current teachers. The goal is to strengthen the teaching of mathematics and improve student learning. The professional development programs offered by the Center seek to deepen teachers’ understanding of the mathematics they teach and emphasize best teaching practices through the study and use of current research and standards-based curriculum resources. These professional development activities are offered at school district sites and at regional intermediate school districts, and carry at least 3 SB-CEU credits. It is also possible for classroom teachers to enroll for graduate credit. These credits can be applied towards the degree requirements for the Specialty in Middle Grades Mathematics program that is part of the College of Education, Health, and Human Services’ Master of Arts in Education degree. For additional information see the Center for Mathematics Education website.
Center for Ethnic and Religious Studies
In 2001, faculty in the College of Arts, Sciences, and Letters at the University of Michigan-Dearborn established a Center for the Study of Religion and Society.
This innovative and unique Center was designed to serve a number of purposes:
- Provide a focus for interdisciplinary and multidisciplinary scholarly research on Religion and its relationship to American society.
- House and support the existing interdisciplinary minor in Religious Studies.
- Coordinate with other activities on campus related to religion, the Harvard Pluralism Project being one example.
- Serve as a point of contact for members of the metropolitan community interested in issues related to religion and to engage that community in a dialog about those issues.
Faculty affiliated with the Center and the Religious Studies minor come from a range of disciplines including History, Anthropology, English, Political Science, Psychology, and Philosophy. Many are actively involved in research and outreach with religious communities in Dearborn and Metropolitan Detroit.
For more information, please see the Center website or call 313-583-6335.
Mathematics Learning Center (MLC)
The Department of Mathematics and Statistics supports a peer tutoring program for UM-Dearborn students needing assistance with their work in college algebra, pre-calculus, calculus, differential equations, linear algebra, statistics, and mathematics education courses. Peer tutors, who are carefully vetted, trained, and supervised by the Director of the Center, are available during posted hours throughout the week. Computer tutorials and videos are also available to assist students in their preparation for the Mathematics Placement Exam and in certain mathematics courses. Please call 313-583-6351 or visit the MCL website for a current list of programs available for student support. The MLC is located in Room 2076 CB. The department provides auxiliary tutorial support for developmental algebra courses (MATH 080 and MATH 090). Instructors for these courses will have information for students regarding the tutoring hours and location at the beginning of each semester.
Science Learning Center
The Department of Natural Sciences operates a Science Learning Center (SLC) for students enrolled in a variety of science courses. The SLC program ensures that all science students have adequate preparation for high achievement in science by providing self-paced, individualized instruction in essential mathematical, conceptual, and laboratory skills. Instructional modules are presented in one of several formats, including printed material and digital or multimedia tutorials that may be accompanied by specific laboratory instruments. All instructional modules are available online at the SLC website. Mastery of the subject matter is assessed by a short post test that is administered in the SLC. Students are encouraged to make advance reservations for post tests for instrument-based modules. Signup sheets are available in the SLC which is located in Room 1143 SB/CW. It is open Monday through Friday during all academic terms. Current hours of operation are listed on the SLC website.
SLC staff also manage a Supplemental Instruction (SI) Program for students in the natural sciences. Supplemental instruction is an academic assistance program that utilizes peer-assisted study sessions. The SI sessions are regularly-scheduled informal review sessions in which students compare their class notes, discuss assigned readings, practice problem solving, develop organizational tools, and predict test items. The participants learn how to integrate course content and study skills while working together. The sessions are facilitated by “SI leaders”, students who have previously taken the courses and done well in them. The SI leaders also attend all the lectures, take notes, and are model students. The main purpose of this program is to improve students’ grades and increase student retention and graduation rates.