courses

UARTS courses

UARTS 250/550: Creative Process

Taught in the Winter semester, Creative Process immerses students in the creative process. Team-taught by faculty from each of the North Campus units, Creative Process provides students the opportunity to pursue intensive, hands-on, creative work in four modalities — sound, motion, visual images and objects, and language — any or all of which come into play in final course projects. The objective of Creative Process is to de-mystify creativity for students in all U-M units and years: to teach students that creativity is not a character trait or an event, but a process — one that will challenge their sense of competence and mastery, but that they can understand and eventually master, transforming both themselves and their work.

  • UARTS 250/550
  • 4 credits
  • Meeting time/location
  • Satisfies the LSA Creative Expression requirement; and Intellectual Breadth or Professional or Creative Development Course requirements (for Engineering Students)
  • Counts toward Entrepreneurship minor

UARTS Faculty Engineering/Arts
Student Team (FEAST) Projects

FEAST teams invite undergraduate and graduate students to engage with North Campus faculty around their research and creative production. Participants will:

  • Gain research and creative skills, improve collaborative and team interactions, and engage with meaningful hands-on learning opportunities
  • Be a contributing member of a dynamic and ongoing interdisciplinary student team
  • Register for and receive curriculum credit every participating semester
  • Be able to continue with the project or team over multiple semesters (with faculty permission)
  • Develop relationships with faculty and students from outside their school and disciplinary major

Students on FEAST projects may register for UARTS 260, 360, 460, or 560 as appropriate for their enrollment needs and receive 2 credits (additional credit options with faculty approval) for their work.

Applications due October 18; teams begin Winter 2021.

UARTS 150: Introduction to Creative Process

Introduction to Creative Process is a project-based and writing course for first-year students who are residents of Living ArtsEngine. The purpose of this course is to introduce students to creative process across disciplines, preparing them to master their own creative process for use not just in other courses and academic projects, but throughout their lives. Students gain historical, biographical, and theoretical understanding of creative process through readings; reflect on those readings in writing; and experiment with creative processes first-hand under the tutelage of experts. Incorporated, when appropriate, is other media (music, film, photography, television, etc.) to further enrich our discussions and inspire our own efforts. Students also spend a bit of time in the freshman English trenches, reviewing grammatical fundamentals and rules for research and citation. One class session is also spent thinking about strategies for preparing, organizing, and composing coherent, effective in-class essays. Class time is regularly spent “workshopping” each other’s work — providing constructive criticism toward thoughtful revision and improvements.

  • Jeremy Edwards, School of Music, Theatre & Dance 
  • Jono Sturt, A. Alfred Taubman College of Architecture + Urban Planning
  • Katie Rubin, Penny W. Stamps School of Art & Design
  • Austin Yarger, College of Engineering
  • Allie Tova-Hirsch, College of Literature Science and Arts
  • UARTS 150
  • 4 credits
  • Mondays/Wednesdays, 3-5pm, Duderstadt Center room TBD
  • Satisfies First-year Writing Requirement (FYWR); and Intellectual Breadth or Professional or Creative Development Course requirements (for Engineering Students)
  • Counts toward Entrepreneurship minor 

For Faculty

Are you faculty at the University of Michigan interested in teaching a UARTS Course? ArtsEngine has resources to help adapt a current curriculum to fit the UARTS criteria or to help you find and collaborate with other faculty on campus to to develop a new UARTS course. Consultation, matchmaking, and financial resources may be available on a case by case basis. If you are interested in starting a conversation, please contact ArtsEngine.

other interdisciplinary courses

Obstacles to Providing
Social Services in Michigan

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In the U.S., the federal government funds key social services for the poor. However, individual states — which are rarely the focus of policy debates about social services — are often responsible for overseeing the provision of those services. In this class, multi-disciplinary student teams will focus on challenges to the delivery of social services in Michigan, including programs like Medicaid, SNAP, WIC, and cash assistance. Students will apply problem solving skills, learn from stakeholders and experts, and draw on insights from health sciences, public policy, law, and other fields to develop solutions that improve the delivery of social services to vulnerable populations.

Instructors:  Nick Bagley (Law), Jonathan Warsh (Public Policy)
Credits: 3.0
Meeting Time: Wednesdays 3:15-6:30 PM
Location: Law School

Connected and Automated Vehicles
Algorithmic Discrimination

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Human drivers make conscious and unconscious choices that have invidious discriminatory implications, from which neighborhoods to drive through or avoid, to how to interact with other drivers based on perceived demographic features. Robotic driving may eliminate some social biases but create many others through machine learning. In this class, multi-disciplinary student teams will apply problem solving tools, learn from experts, and explore potential rules, metrics, tests, and safe harbors that could address algorithmic discrimination. Applying tools and insights they learn throughout the term, students will craft innovative solutions informed by law, policy, engineering, information, and other disciplines.

Instructors: Dan Crane (Law)
Credits: 3.0
Meeting TimeTuesdays 3:15-6:30 PM
Location: Law School

LGBTQ+ Communities
and Human Trafficking

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Narratives around combatting human trafficking are narrowly construed, with white cisgender girls typically portrayed as the victims of heteronormative sex trafficking. Such narratives, and interventions meant to aid trafficking victims, overlook LGBTQ+ communities and fail to address their needs. In this class, students will work with stakeholders and incorporate insights from law, social work, public policy, health sciences, and other fields to identify interventions designed to help LGBTQ+ trafficking victims.

Instructors
: Bridgette Carr (Law), Katie Doyle (Social Work)
Credits: 3.0
Meeting Time: Wednesdays 3:15-6:30pm
Location: Law School

Fixing Foster Care

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Each year, roughly 250,000 children enter the foster care system. Studies show lengthy stays in foster care harm children, yet they continue to languish in the system for too long. Kids who leave the system often experience instability in the homes of their birth parents and others, or on their own if they age out of the system. In this class, multidisciplinary student teams will hear from leading state and national foster care experts, and they will incorporate insights from law, social work, policy, and other fields. Students will also examine systems that contribute to the problem, including courts and child welfare agencies. At the conclusion of the course, students will present identified solutions to key stakeholders who can implement reforms.

Instructors
: Vivek Sankaran (Law),
Joe Ryan (Social Work)

Credits: 3.0
Meeting Time: Wednesdays 3:15-6:30 PM
Location: Law School

Access to Justice
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Students will address the real-world problem of access to the civil justice system. Low and middle income Americans do not receive adequate professional legal help for their civil legal problems — eviction, foreclosure, public benefits, and other issues. Students will focus on southeast Michigan, which is characterized by a strong legal services community and many people who need legal help. Students will work on solutions that improve access to civil justice in this context, drawing on law, information technology, engineering, design, public policy, business, sociology, social work, and other relevant fields. The course culminates with students creating a plan that incorporates a novel solution to the problem.

  • Instructors: Bridget McCormack (Law), Kentaro Toyama (Information)
  • Credits: 3
  • Meeting Time: Tuesdays 3:15-4:15pm (Lab); 4:30-6:30pm (Seminar)
  • Location: 1060 South Hall, Law School

New Music Business Models

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Can we improve musicians’ opportunities to earn money from music? The amount of revenue generated by the music and recording industries is massive, and by most accounts, increasing. Musicians and composers receive only a tiny fraction of that money, and many of them complain that that share has been getting smaller. Students will explore possibilities for enabling working musicians and composers to earn more money from their music. Class time will be spent reviewing background information, engaging in discussions, and hearing from outside experts. Students are also expected to spend additional time outside class performing research related to the problem. At the end of the term, students will present a proposal to an expert review panel.

InstructorsJessica Litman (Law), Jeremy Peters (Music, Theater, and Dance)
Credits: 3.0
Meeting TimeTuesdays 3:15-4:15pm (Lab); 4:30-6:30pm (Seminar)
Location: 1070 South Hall, Law School

Preventing Child Abuse
and Neglect

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In Michigan, many children are subject to formal child abuse and neglect investigations, and those children are at high risk of subsequent maltreatment, poor school performance, foster care placement, and other adverse life outcomes. Multidisciplinary teams of students will develop tools to identify at-risk children, mitigate risks of maltreatment and removal from the home, and engage with at-risk families. Students will incorporate evidence and ideas from education, law, health sciences, public policy, social work, information, and other fields to develop innovative solutions.

Instructors: Vivek Sankaran (Law), Christina Weiland (Education)
Credits: 3.0
Meeting Time: Wednesdays 3:15-6:30pm
Location: Law School

Reducing Firearm Violence
within Urban Communities

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Firearm violence is a leading cause of death and disability for young people in urban settings. Students will study underlying causes of firearm violence and explore novel public health, public policy, criminal justice, and other problem solving strategies to reduce negative firearm-related outcomes, including firearm homicides, non-fatal shootings, and access to illegal firearms. Class time will be spent reviewing background information, engaging in discussions, and hearing from outside experts. Students will also spend time outside class performing research related to the problem in order to produce a meaningful, innovative solution at the end of the term.

Instructors: Barbara McQuade (Law), Patrick Carter (Medicine)
Credits: 3.0
Meeting TimeWednesdays 3:15-4:15pm (Lab); 4:30-6:30pm (Seminar)
Location: 1025 South Hall, Law School

Reducing Toxic Airborne
Emissions in Michigan

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Some states, including California and Minnesota, reduce toxic airborne emissions and promote better health outcomes for residents by measuring the cumulative impact of hazardous air pollutants. In this class, students will determine why Michigan has failed to adopt such a cumulative impact approach. Students will incorporate ideas from environmental studies, law, health sciences, design, social work, and other fields to advance a solution that accounts for multiple, geographically-concentrated pollution sources and promotes environmental justice for all Michigan residents.

Instructors: Allyn Kantor (Law), Paul Mohai (SEAS)
Credits: 3.0
Meeting Time: Wednesdays 3:15-6:30pm
Location: Law School

Repairing the Unemployment
Insurance Safety Net

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The U.S.’ unemployment insurance (UI) system faces challenges, including outdated eligibility requirements, fallout from the financial crisis, and insufficient funding. Students will study state UI system vulnerabilities and explore novel federal public policy and financing strategies to develop a plan to improve and modernize the UI safety net, drawing on insights from law, public policy, business, social work, economics, and other relevant fields.

Instructors: Steve Gray (Law)
Credits: 3.0
Meeting Time: Wednesdays 3:15-6:30pm
Location: Law School

Robots and the Workplace

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The Rust Belt relied heavily on manufacturing for wage growth, expansion of the middle class, philanthropy, and a high level of support services throughout the 20th century. Globalization and other factors devastated vast areas in the Rust Belt, and autonomous technology, artificial intelligence, and new sales and delivery mechanisms could bring economic upheaval to a wide variety of professions on a much wider geographic scale. How can we avoid the slow devastation that came about due to shifts from a manufacturing to a tech and service economy with the coming innovations in automation?

Students will explore history and current issues around employment shifts to develop proposals that maintain decent livelihoods in the face of automation. Experts in industry, policy, technology, law, finance, and other fields will help create a collaborative learning environment where proposals are tested from a variety of angles. By the end of the term, students will create a solution that incorporates best practices, international precedents, a spirit of entrepreneurship, and unconventional thinking.

InstructorsNina Mendelson (Law), Marc Norman (Architecture and Urban Planning)
Credits: 3.0
Meeting TimeWednesdays 3:15-4:15pm (Lab); 4:30-6:30pm (Seminar)
Location: 1070 South Hall, Law School


Instructors: Steve Gray (Law)
Credits: 3.0
Meeting Time: Wednesdays 3:15-6:30pm
Location: Law School

Creativity at Work

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*pre-requisite: BBA senior standing*

This course is designed to introduce the student to the practices necessary to stimulate and manage creativity in a business. Students will be given frameworks and methods for designing, developing, and implementing creativity in real work situations. The aim of the course is to provide students with the perspective and skill base necessary to manage creative projects, people and ventures. Each class will consist of two basic components: 1) a theatrical framework, and 2) a methodology or tool. Each segment of the course is designed to engage the student in a conceptual and experiential application of creativity practices that will be applied to a real challenge.

Instructor: Jeff Degraff (Ross)
Credits: 3.0
Meeting Times: Mondays, 9:00am-12:00pm
Location: B3560 Business School

Psychology of Creativity

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This discussion course attempts to define what we mean when we say, “creative.” What can scientific research tell us about creativity in terms of individual aptitude and personality, cognitive and brain processes, and social and cultural influences? We will explore the range of theories developed by psychologists and other researchers about the cognitive processes underlying the creative process, including problem definition, idea generation, fixation, incubation, iteration, evaluation, and reflection.

Instructor: Colleen Seifert (Psychology)
Credits: 3.0
Meeting Time: Tuesdays, 3:00-6:00pm
Location: 1060 East Hall, 530 Church Street

Innovator’s Toolkit

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“What tools do I have in my toolbox and how can I use them to make an impact?” This is the central question of The Innovator’s Toolkit. By the end of this course, you will have worked in a team to implement an innovative approach to a complex social problem related to a preselected topic

Instructor: Kenneth Ludwig (CFE)
Credits: 3.0
Meeting Time: Mondays an Wednesdays, 4:00-5:30pm
Location: 1427 Mason Hall, 419 State Street

Entrepreneurial Creativity

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This course explores the relation between creativity, innovation, and problem-solving processes. We will consider the elements of creative thinking, explore insights from a variety of perspectives, and engage in projects designed to foster students’ own creativity and innovation. Is creative thinking somehow different from “normal” thinking? How do innovators frame problems and generate solutions? What is the relation between idea generation and collaborative team work? How do entrepreneurs in business, social goods, and technology develop and employ vital skills in persuasion, cooperation, communication as they bring ideas to life in the form of enterprises? This course will explore all these questions in order to ground students in both the theory and practice of creativity as it takes shape in entrepreneurial endeavors.

Instructor: Eric Fretz (Psychology)
Credits: 3.0
Meeting Time: Mondays and Wednesdays, 1:00-2:00pm, Friday discussions
Location: 140 Lorch Hall, 611 Tappan Street 

Interdisciplinary Collaboration II

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Interdisciplinary Collaboration II is a continuation of Interdisciplinary Collaboration I with an emphasis on large-scale multimedia interactive installations.

Instructor: Stephen Rush (SMTD)
Credits: 1.0 – 3.0
Meeting Time: Mondays and Wednesdays, 10:30am-12:30pm
Location: Dance Building, Studio B

Interdisciplinary Arts

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Special Topics courses in interdisciplinary arts allow student the flexibility to pursue discipline-specific or interdisciplinary study in-depth, led by a specialist instructor. The courses will differ thematically, dependent upon the teaching and research expertise of the instructor.

Instructor: Amy Chavasse (SMTD)
Credits: 1.0 – 3.0
Meeting Time: TBA
Location: TBA

Art, Science & Tech

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Art, Science, and Technology: The Human Body as an Experiment — This multimedia, interdisciplinary seminar is devoted to exploring the global history and present-day expressions of the relationship between art, science, and technology, and how they are integrated. To this end we will cultivate both a new visual literacy and a new literacy in science and technology.

Instructor: Jennifer Robertson (LS&A)
Credits: 3.0
Meeting Time: Tuesdays and Thursdays, 10:00-11:30am
Location: 180 Tappan Hall, 855 South University Avenue

Finding Genuine Design Opportunities

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In this experiential course, students learn the skills of socially engaged design during the winter semester, engage in hands-on practice with their teams, and then spend 6-8 weeks during the spring/summer immersed in a field site working with a community partner to identify potential design opportunities.

Instructors: Steven Skerlos
Credits: 6
Meeting Time: TBA
Location: TBA

Learn more and apply now!

+Impact Studio Course

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In this experiential course, students learn the skills of socially engaged design during the winter semester, engage in hands-on practice with their teams, and then spend 6-8 weeks during the spring/summer immersed in a field site working with a community partner to identify potential design opportunities.

Instructor: Jeffrey Sanchez-Burks
Credits: 4.5
Meeting Time: Mondays, 9am-12pm
Location: TBA

Have you taken an exciting interdisciplinary, collaborative, or innovative class we should know about? Let us know!