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Honors Seminars (descriptions below table)
| CRN | Subj | Crse | Sec | Title | Days | Time | Cap | Instructor | Location |
| 66772 | HONR | 192 | 1 | Wild Thinking: Creativity in Art, Science & Business | MWF | 09:00 am-09:50 am | 18 | F. Glycenfer | AVB 111 |
| 66777 | HONR | 192 | 2 | Nature In The West: Art, Politics, and Perceptions | MWF | 11:00 am-11:50 am | 18 | M. Elkins | AVB 110B |
| 66779 | HONR | 192 | 3 | Wild Thinking: Creativity in Art, Science & Business | MWF | 10:00 am-10:50 am | 18 | F. Glycenfer | AVB 111 |
| 66781 | HONR | 192 | 4 | Who Am I?-The Nature and Function of Self | TR | 03:30 pm-04:45 pm | 18 | C. Elkins | AVB 113 |
| 66783 | HONR | 192 | 5 | Sexuality: Around the World and Through the Ages | MWF | 12:00 pm-12:50 pm | 18 | J. Krafchick | AVB 113 |
| 66785 | HONR | 192 | 6 | 1960s in America: Moving Forward or Falling Apart? | TR | 11:00 am-12:15 pm | 18 | P. Vaughan Knaus | AVB 113 |
| 66787 | HONR | 192 | 7 | Lannea’s Puzzle | TR | 09:30 am-10:45 am | 18 | A. Merline | AVB 111 |
| 66789 | HONR | 192 | 8 | Darwin, Marx, Mill, Freud, and Nietzsche: How Five 19 th Century Thinkers Shaped 20 th Century Thought and Events. Are Their Ideas Relevant Today? | TR | 09:30 am-10:45 am | 18 | L. Cooper | AVB 113 |
| 66791 | HONR | 192 | 9 | Sexuality: Around the World and Through the Ages | MWF | 01:00 pm-01:50 pm | 18 | J. Krafchick | AVB 113 |
| 66793 | HONR | 192 | 10 | Peacemaking: Skills for Negotiating Life | TR | 12:30 pm-01:45 pm | 18 | W. Timpson | EDUC 105 B |
| 66795 | HONR | 192 | 11 | No Child Left Behind: The reality behind the myth | TR | 12:30 pm-01:45 pm | 18 | A. Merline | AVB 113 |
| 66797 | HONR | 192 | 12 | The Stories of Genesis: Philosophical, Religious, Literary, and Historical Perspectives | TR | 02:00 pm-03:15 pm | 18 | L. Cooper | AVB 113 |
| 66799 | HONR | 192 | 13 | Infectious Disease: An Exploration of Human Disease and the Pioneers behind Biomedical Research | MWF | 01:00 pm-01:50 pm | 18 | M. Brown | AVB 110B |
| 66801 | HONR | 192 | 14 | Ethics, Public Policy and Management in the 21 st Century | MW | 03:00 pm-04:15 pm | 18 | J. Boulter | AVB 113 |
| 66803 | HONR | 192 | 15 | Darwin, Marx, Mill, Freud, and Nietzsche: How Five 19 th Century Thinkers Shaped 20 th Century Thought and Events. Are Their Ideas Relevant Today? | MWF | 09:00 am-09:50 am | 18 | L. Cooper | AVB 110B |
| 66805 | HONR | 192 | 16 | American Media in Wartime |
MW | 4:30pm-5:45pm | 18 | J. Landers |
AVB 113 |
| 67777 | HONR | 192 | 17 | Ethics, Public Policy and Management in the 21 st Century |
MWF | 11:00am-11:50am | 10 | J. Boulter |
AVB 113 |
| 66773 | HONR | 192 | R01 | Honors First Year Seminar - Recitation | M | 11:00 am-11:50 am | 18 | TBA | AVB 111 |
| 66778 | HONR | 192 | R02 | Honors First Year Seminar - Recitation | M | 12:00 pm-12:50 pm | 18 | TBA | AVB 111 |
| 66780 | HONR | 192 | R03 | Honors First Year Seminar - Recitation | M | 02:00 pm-02:50 pm | 18 | TBA | AVB 111 |
| 66782 | HONR | 192 | R04 | Honors First Year Seminar - Recitation | M | 03:00 pm-03:50 pm | 18 | TBA | AVB 111 |
| 66784 | HONR | 192 | R05 | Honors First Year Seminar - Recitation | T | 12:30 pm-01:20 pm | 18 | TBA | AVB 111 |
| 66786 | HONR | 192 | R06 | Honors First Year Seminar - Recitation | T | 02:00 pm-02:50 pm | 18 | TBA | AVB 111 |
| 66788 | HONR | 192 | R07 | Honors First Year Seminar - Recitation | T | 03:30 pm-04:20 pm | 18 | TBA | AVB 111 |
| 66790 | HONR | 192 | R08 | Honors First Year Seminar - Recitation | W | 12:00 pm-12:50 pm | 18 | TBA | AVB 111 |
| 66792 | HONR | 192 | R09 | Honors First Year Seminar - Recitation | W | 01:00 pm-01:50 pm | 18 | TBA | AVB 111 |
| 66794 | HONR | 192 | R10 | Honors First Year Seminar - Recitation | W | 03:00 pm-03:50 pm | 18 | TBA | AVB 111 |
| 66796 | HONR | 192 | R11 | Honors First Year Seminar - Recitation | W | 04:00 pm-04:50 pm | 18 | TBA | AVB 111 |
| 66798 | HONR | 192 | R12 | Honors First Year Seminar - Recitation | R | 12:30 pm-01:20 pm | 18 | TBA | AVB 111 |
| 66800 | HONR | 192 | R13 | Honors First Year Seminar - Recitation | R | 02:00 pm-02:50 pm | 18 | TBA | AVB 111 |
| 66802 | HONR | 192 | R14 | Honors First Year Seminar - Recitation | R | 03:30 pm-04:20 pm | 18 | TBA | AVB 111 |
| 66804 | HONR | 192 | R15 | Honors First Year Seminar - Recitation | F | 11:00 am-11:50 am | 18 | TBA | AVB 111 |
| 66806 | HONR | 192 | R16 | Honors First Year Seminar - Recitation | F | 12:00 pm-12:50 pm | 18 | TBA | AVB 110B |
| 67779 | HONR | 192 | R17 | Honors First Year Seminar - Recitation | R | 3:30 pm-4:20 pm | 18 | Judith A. Bryant | AVB 110B |
| 67587 | HONR | 193 | 1 | Ethics, Public Policy and Management in the 21 st Century | MWF | 11:00am-11:50am | 10 | J. Boulter | AVB 113 |
| 68433 | IU | 193 | Q32 | The Court of King Arthur | MW | 4 - 4:50 pm | TBA | Dr. William Marvin | TBA |
| 67032 | IU | 193 | NO3 | Feeling Yucky Through the Ages: The History (and Natural History) of Disease | TR | 1 - 1:50 | TBA | Dr. Janice Moore | TBA |
| 68449 | IU | 193 | PO6 | Human Behavior, The CUrrent Economic Crisis and the Roles of Markets and Government | MW | 2 - 2:50 | TBA | Dr. Robert Keller | TBA |
| 68465 | IU | 193 | PO7 | High Tech Toys | W | 3 - 3:50 | TBA | Dr. Carmen Menoni | TBA |
| 61457 | HONR | 384 | 1 | Supervised College Teaching | TBA | TBA | 30 | J. Bryant | TBA |
| 66807 | HONR | 392 | 1 | Pulp Fiction | M | 03:00 pm-05:30 pm | 18 | D. Milofsky | AVB 110B |
| 66808 | HONR | 392 | 2 | Beat Generation | W | 03:00 pm-05:30 pm | 18 | A. Merline | AVB 110B |
| 66809 | HONR | 392 | 3 | The Passion Within: Adventures in Creativity | TR | 09:30 am-10:45 am | 18 | F. Glycenfer | EDWS E 8 |
| 66810 | HONR | 392 | 4 | Why Do They Hate Us? | TR | 9:30am-10:45 am | 18 | K. Jaggers | AVB 110B |
| 66811 | HONR | 392 | 5 | “The Times They Are A-Changin’”: Resistance, Rebellion, and Revolution | TR | 11:00 am-12:15 pm | 18 | C. Elkins | AVB 111 |
| 67126 | HONR | 392 | 6 | Living in “Dark Times.” Comprehending the Tragic Events of the Modern World Through Recent Political Philosophies | MWF | 10:00 am-10:50 am | 18 | L. Cooper | AVB 113 |
| 67131 | HONR | 392 | 7 | A World of Difference: Diversity in Families and Relationships | MWF | 02:00 pm-02:50 pm | 18 | J. Krafchick | AVB 110B |
| 61464 | HONR | 399 | R01 | Pre-thesis - Honors | M | 03:00 pm-03:50 pm | 30 | TBA | AYLES C 108 |
| 61465 | HONR | 399 | R02 | Pre-thesis - Honors | M | 04:00 pm-04:50 pm | 30 | TBA | AYLES C 108 |
| 61466 | HONR | 399 | R03 | Pre-thesis - Honors | TBA | 10 | TBA | TBA | |
| 65242 | HONR | 399 | R04 | Pre-thesis - Honors | T | 04:00 pm-04:50 pm | 30 | TBA | ART F 103 |
| 61467 | HONR | 492 | 1 | Coming of Age at the Movies | T | 06:30 pm-07:45 pm | 18 | C. Burgchardt | AVB 110B |
| R | 6:30 pm - 9:45 pm | ||||||||
| 61469 | HONR | 492 | 2 | Globalize This? | TR | 11:00am-12:15 pm | 18 | K. Jaggers | AVB 110B |
| 61470 | HONR | 492 | 3 | Freedom in Focus | T | 02:00 pm-04:50 pm | 18 | K. Jaggers | AVB 110B |
| 61472 | HONR | 492 | 4 | Construction of Self in the Arts and Sciences | TR | 9:30am-10:45 am | 18 | G. Callahan | PATH109 |
| 65449 | HONR | 492 | 5 | America and the Civil War | MWF | 10:00 am-10:50 am | 18 | M. Elkins | AVB 110B |
| 61475 | HONR | 495 | 1 | Independent Study | TBA | TBA | 5 | Special Permission Required | TBA |
| 61478 | HONR | 499 | 1 | Senior Honors Thesis | TBA | TBA | 125 | TBA | TBA |
| 67032 | IU | 193 | N03 | Feeling Yucky Through the Ages: The History (and Natural History) of Disease | TR | 1:00-1:50pm 8/24 -10/18 |
19 | J. Moore | Gifford 312 |
| 67431 | IU | 193 | P01 | The Battle Between Religion (Christianity) and Science in Public Schools in the U.S. | MW | 2:00-2:50pm 8/24 - 10/18 |
19 | R. Keller | Gifford 312 |
| 68433 | IU | 193 | Q32 | The Court of King Arthur | MW | 4:00-4:50pm 8/24 - 10/18 |
19 | W. Marvin | Eddy 103 |
| 68433 | IU | 193 | TBA | High Tech Toys | W | 3:00-3:50pm |
C. Menoni | TBA |
Sections 1: Wild Thinking-Creativity in Art, Science & Business – F. Glycenfer (MWF 09:00-09:50am)
Is creativity the exclusive domain of artists? Or does the creative process occur in other fields such as science and business? What changes when we consider recognizing and incorporating the creative process into our everyday lives? This course will seek to demonstrate the value of creativity in our lives, our work and within the broader context of culture. An individual perspective of accessing creative potential as well as enhancing creativity in others will be explored. The course will first introduce basic creative process theory in terms of ideas, experiences and presenting ideas creatively, then creativity will be explored across the disciplines and finally the creative process will be related to the community and culture.
Section 2: Nature In The West: Art, Politics, and Perceptions – M. Elkins (MWF 11-11:50am)
In this course, we will consider some of the ways in which the American West, in particular its natural resources, beauty and danger, has played a major role in American history, politics, and the popular imagination. We will read several major texts together, discuss and argue about them. We will see excerpts from films and bring in current materials from newspapers and magazines. In addition, each student will be expected to step beyond the class discussion and pursue some area of this large subject that is of particular interest to him or her.
Section 3: Wild Thinking-Creativity in Art, Science & Business – F. Glycenfer (MWF 10-10:50am)
See description under Section 1.
Section 4: Who Am I?-The Nature and Function of Self – C. Elkins (TR, 03:30-04:45pm)
This seminar focuses on the nature and creation of the Self in its interaction with the Other (family, friends, society at large and culture, i.e. anything that is not “me”).We explore two major questions: Who am I? How did I get to be who I am? The course will be divided into sections. The first section—Nature versus Nurture will frame some of the basic issues. The second section looks at four key elements—Gender, Race, Ethnicity and Class—in influencing the Self. The third section will concentrate on the way in which this social institution functions in the formation of the Self, especially the family.
Sections 5: Sexuality: Around the World and Through the Ages - J. Krafchick (MWF 12:00 pm-12:50pm)
From Aphrodite to Angelina Jolie & Brad Pitt, and the Kama Sutra to the Sexual Revolution - we will use a historical and cross-cultural lens to examine changing attitudes about sexuality. This seminar will be discussion oriented and guide students towards an understanding of the diversity and breadth of sexuality. Students will explore how sexuality is influenced by society, the media, religion, and other institutions. We will consider cultural influences on sexual expression, sex as depicted in art and popular culture, sexual violence, sexual stereotypes, and double standards. Students will also engage in a community-based service/research project relevant to sexuality.
Section 6: 1960s in America: Moving Forward or Falling Apart? – P. Vaughan Knaus (MWF 10:00-10:50am)What comes to mind when you hear this phrase: ‘The 1960s’? (Besides drugs, sex and rock and roll.) How about Vietnam? The modern Civil Rights Movement? Kennedy assassinations? Panthers? Weather Underground? Malcolm? Kent State? Woodstock? Hunter S. Thompson? The Beatles? Monterey Pops festival? Altamont? Hell’s Angles? “I shall not seek nor will I accept another term as President of the United States”?
While making no claim to be offering a total interpretation of the 1960s in America, this class will suggest some larger interpretive guidelines for understanding the decade. The 1960s are best understood not as an aberration, but as an integral part of American history. It was a time of intense conflict and millennial expectations, similar in many respects to the one Americans endured a century earlier - with results as mixed, ambiguous and frustrated as those produced by the Civil War. Liberalism was not as powerful in the 1960s as is often assumed, nor, equally was conservatism as much on the defensive. The insurgent political and social movements of the decade--including student unrest and Black Power, the New Left, environmentalism and feminism--drew from, even as they sought to transform, values and beliefs deeply rooted in American political culture. Ideally, students will take from this course some sense of how the 1960s, much like the 1860s, served for a generation of Americans as the "dramatization of our humanity.” In the process, students will be exposed to a number of historical mediums including film, music, primary and secondary materials and a tremendous amount of class discussion.
Section 7: Lannea’s Puzzle - A. Merline (TR 09:30-10:45am)
Have you ever felt that you or others you know just didn’t belong, didn’t quite fit in, didn’t feel a part of the whole? In this course we’ll examine the structure of the sub-cultures that are a part of our culture, and the different cultures that form our society. Examining the state of American society, we’ll explore definitions, expressions, and forms of community, from the nuclear family to the global family. We’ll look at institutions, religions, education, workplace, and even politics that are part of our common culture. What about sub-cultures that encompass race, sexual orientation, disability, gender, or socio-economic class? Are they a part of or separate from the culture of the greater society? Let’s work together to piece together this puzzle and see where we fit.
(In light of allergy concerns, this is a perfume/cologne-free classroom.)
Sections 8: Darwin, Marx, Mill, Freud, and Nietzsche: How Five 19th Century Thinkers Shaped 20th Century Thought and Events. Are Their Ideas Relevant Today? – L. Cooper ( TR 9:30-10:45am)
This interdisciplinary seminar will examine the thought and wide-ranging legacy, which continues today, of five 19 th century thinkers who had an enormous impact on ideas and events in the 20 th century. In the academy, their influence extended widely across the sciences, social sciences, and humanities: Darwin in biology and anthropology; Marx in sociology and economics; Mill in political science and constitutional law; Freud in psychology and literature; and Nietzsche in philosophy and cultural studies.
Section 9: Sexuality: Around the World and Through the Ages - J. Krafchick (MWF 1:00-1:50pm)
Description under Section 5.
Section 10: Peacemaking: Skills for Negotiating Life – W. Timpson (TR 12:30-1:45pm)
Skills for Negotiating Life will prepare first year students to understand both historical and applied aspects of peacemaking, i.e., 1) how discovery learning can provide new insights into the complex and interrelated issues of violence, social justice, economic inequities and environmental degradation; 2) when a commitment to peace has permitted creative and nonviolent responses to conflicts, 3) how people can work cooperatively on negotiated solutions to complex problems, 4) why deep listening can engender empathy and understanding, 5) how anger and emotion can be best understood and managed, and 6) what it takes to stay centered in times of crisis. Case study analyses will permit thoughtful discussions about real events and alternative resolutions. Role playing will allow students to explore different perspectives while developing their negotiation skills.
Sections 11: No Child Left Behind: The Reality Behind the Myth – A. Merline (TR 12:30-1:45)
“No Child Left Behind” is President Bush’s agenda to offer equal educational opportunities in the public schools in the United States. We will explore the reality behind this statement through an introduction to the historical and social foundations of public education in the United States. The national graduation rate for the class of 1998 was 71%. For white students the rate was 78%, but it was 56% for African American students and 54% for Latino students. Yes, Virginia, there are still students being left behind. This course will explore the differential social and educational systems in the United States, which lead to differential educational opportunities for students who belong to different racial, ethnic, religious, geographical, linguistic, and socio-economic social groups.
(In light of allergy concerns, this is a perfume/cologne-free classroom.)
Section 12: The Stories of Genesis: Philosophical, Religious, Literary, and Historical Perspectives – L. Cooper (TR 2:00-3:15pm)
The book of Genesis has occupied and continues to occupy a central place in Western consciousness. It is the foundational document not only of Judaism and Christianity but for much of Western culture, literature, arts, and philosophy. The stories of God’s creation, Adam and Eve, the Garden of Eden, Cain and Abel, Noah and the flood, and the events surrounding the three patriarchs—Abraham, Isaac, and Jacob—and their wives are unforgettable and a pre-requisite for understanding our traditions, values, and cultural frame of reference.
Section 13: Infectious Disease: An Exploration of Human Disease and the Pioneers behind Biomedical Research - M. Brown (MWF 1:00-1:50pm)
In part I, students will explore the history of human disease and breakthroughs in biomedical research. We will delve into the mysteries of ancient plagues and discuss their influence on past civilizations, using art and literature of various cultures to follow pestilence on its path to the modern world.
Part II will allow students to research pioneers behind modern biomedical research as it applies to human disease. Emphasis will be given to the role of the U.S. government in supporting biomedical research.
In part III, students will work in teams in which they will play the roles of scientific researchers and clinicians. Each group will be asked to respond to a modern disease epidemic. Teams will research their assigned disease and present a course of action plan.
This course will require regular reading, written assignments, participation in group discussions, and oral presentations.
Section 14:Ethics, Public Policy and Management in the 21st Century – J. Boulter (MW 3:00-4:15pm)
This course is intended to explore the complex relationships that develop around our social and societal institutions. We are surrounded with examples of personal and ethical failures on the part of individuals and institutions. We are also faced with the pressures of an increasingly globalized world and its coordinating institutions including WTC, GATT, and the IMF. Our institutions and workplaces are far more diverse, with an ever-increasing mix of gender, race, religion and ethnicity. Exponential access to information about these issues through prolific print and electronic media makes our access and knowledge reach far greater depths than ever before. In many cases our governmental institutions have codified responses to problems in these areas with laws, and other expressions of Public Policy. Despite the existence of laws and sanctions, individuals and organizations seem all too routinely to ignore them. We are outraged, we demand more action, more laws are created and indeed the breakdowns continue to occur, seemingly unabated. Further response to the growing sense of outrage has lead to creation of various "rights" groups including those dealing with race, gender, religion, age, smoking, drinking, the environment, and animals to name a few. Most of these issues are complex and have no easy answers. Solutions are often a balancing act between public good and private interest, are precarious at best, and easily upset. We will explore many of these contemporary issues in the course of the semester, and try to evolve a rationale for dealing with them.
Section 15: Darwin, Marx, Mill, Freud, and Nietzsche: How Five 19th Century Thinkers Shaped 20th Century Thought and Events. Are Their Ideas Relevant Today? – L. Cooper (MWF 9:00-9:50am)
Complete description under Section 8.
Section 16: American Media in Wartime - J. Landers (TBA)
To examine the performance and role of media, especially news media, during the Civil War, World War I, World War II, Cold War era, Korean War, Vietnam War, Persian Gulf War, and Iraq War. At times, media and government were partners, at times they were adversaries, and at times they were both simultaneously. To provide context to media performance and role by discussing the economic, political, and social conditions that existed during each event. Media respond to conditions around them, and the extreme conditions of wartime have resulted in the suspension of First Amendment rights for citizens and media. To debate First Amendment issues relevant to censorship, national unity, national security, and public attitudes during wartime and crises.
Section 1: Ethics, Public Policy and Management in the 21st Century – J. Boulter (TBA)
This section of HONR193 is for students who cannot fit HONR193 in their four-year plans in another semester. The Hours Arranged will be determined after students have registered. We will attempt to find a time that will work for the enrollees and Dr. Boulter. Note that this is the same topic and much of the same content of the HONR192 course Dr. Boulter taught last fall. You may NOT enroll in this course if you took Dr. Boulter’s course your first semester.This course is intended to explore the complex relationships that develop around our social and societal institutions. We are surrounded with examples of personal and ethical failures on the part of individuals and institutions. We are also faced with the pressures of an increasingly globalized world and its coordinating institutions including WTC, GATT, and the IMF. Our institutions and workplaces are far more diverse, with an ever-increasing mix of gender, race, religion and ethnicity. Exponential access to information about these issues through prolific print and electronic media makes our access and knowledge reach far greater depths than ever before. In many cases our governmental institutions have codified responses to problems in these areas with laws, and other expressions of Public Policy. Despite the existence of laws and sanctions, individuals and organizations seem all too routinely to ignore them. We are outraged, we demand more action, more laws are created and indeed the breakdowns continue to occur, seemingly unabated. Further response to the growing sense of outrage has lead to creation of various "rights" groups including those dealing with race, gender, religion, age, smoking, drinking, the environment, and animals to name a few. Most of these issues are complex and have no easy answers. Solutions are often a balancing act between public good and private interest, are precarious at best, and easily upset. We will explore many of these contemporary issues in the course of the semester, and try to evolve a rationale for dealing with them.
Section Q32: THE COURT OF KING ARTHUR – Dr. William Marvin(TBA)
This seminar examines the evolution of medieval Arthurian narrative from epic to romance to pre-novelistic realism. Of chief thematic interest shall be the representation of chivalric course culture, radical challenges to epic ideology that followed from the heightened role of women in the main lines of actions, and poetic trends in the deepening of character's psychological complexity. Course participants shall keep a journal devoted to the close reading of narrative detail, articulating its relevance to the greater fabric of the text at hand.Section NO3: FEELING YUCKY THROUGH THE AGES: THE HISTORY (AND NATURAL HISTORY) OF DISEASE – Dr. Janice Moore (TBA)
Whether you are wondering about the latest outbreak of SARS, Ebola, or something as yet unidentified, or whether you are simply wondering when your cold is going to go away, this course can speak to you. We may think of pathogens as mysterious microscopic villains, appearing from nowhere and landing in medical laboratories, but in fact, pathogens are as closely intertwined with ecology and evolution as any other inhabitant of the natural world, and much of human history is a record of our dialogue with these fellow travelers. The liberal arts student will come away with an appreciation of the history, the quackery and the brilliance, of our struggle with these intimate enemies. And all of us may be a little more diligent about washing our hands.Section PO6: HUMAN BEHAVIOR & CURRENT ECONOMIC CRISIS – Dr. Robert Keller (TBA)
The U.S. and world economies are in one of the most serious crises since the Great Depression. The U.S. is in a bad recession and enduring a frightening financial crisis.
Who is to blame? There are two polar views. One is that market participants are to blame because they pursued their own self interest to such an extent that their behavior is aptly characterized as selfish, greedy, and harmful. The other view is that government is at fault for deregulating controls in the financial sector, and for fueling speculative bubbles in housing and stock markets that inevitably must crash.
What to do? The general solution is not markets OR government, rather it is to establish the correct balance between them so that self-interested and emotional behavior leads to creativity and efficiency rather than destruction.
Focus: economics, psychology, politics, history, policies for economic recovery, Adam Smith, and John Maynard Keynes.
Section PO7: High Tech Toys– Dr. Carmen Menoni (TBA)
We live in a world where technology is ubiquitous. We take for granted the vast means of communication that allow us to instantly connect with people around the world and move huge amounts of information. The essence of these technologies can be traced down to a few scientific discoveries that have turned around the world since about 60 years ago.The objective of this course is to introduce students to the major scientific breakthroughs that made possible the engineering of the internet, specializing in communications technologies. The course will cover key concepts of waves, light generation and detection, optical and wireless communication. There is a laboratory component associated with this class in which students, working in teams, will implement a communication link. At the end of the project, each team will write a project report and give a short presentation.
Section 1: Pulp Fiction - D. Milofsky (M 3:00-5:30pm)
In this course, students will examine the phenomenon of the so-called “tough guy” or noir novel that developed during the Depression and flourished in America in the following decades. One aspect of the course that’s unusual is that we will also be watching film versions of the novels we discuss and then talk about the relative differences in treatment between novel and film.
Section 2: Beat Generation - A. Merline (W 3:00-5:30pm)
In this course, we study the struggles of every sub-culture in the United States from 1787 when the Articles of Confederation were formed to 1964 when blacks were finally allowed the right to vote without being discriminated against. This year, I will add discourse about civic activism which is described as anything above and beyond voting as a part of social and political change. The service learning component will consist of 10 hours of work to register voters here on campus and/or in the Fort Collins Community, as well as a program for a local non-profit agency.
Section 3: The Passion Within: Adventures in Creativity - F. Glycenfer (TR 9:30-10:45am)What would life be like if we truly discovered our passions and were able to share them in a meaningful way that captures people’s imagination? This class seeks to develop individual passions through analyzing scientific research on creativity, exploring creative responses in improvisational activities and understanding the passions of others both well-known and those in our everyday lives. Creative passions are not just for the talented few, but can be found in many areas of our lives. The class will focus on how we can remake our passions to serve others and impact the world around us.
Sections 4: Why Do They Hate Us? Understanding the Myths, Realities and Limits of the American Empire – K. Jaggers (TR 9:30-10:45am)
In "Why Do They Hate Us?" we will explore the tension between how Americans perceive themselves and how, and why, the rest of the world perceives us in a different, and typically less flattering, light. At its core, this course will focus on the uneasy relationship between America's liberal political culture and institutions and the power-centric ideals that have traditionally governed our country's foreign policy. Particular emphasis will be placed on the motivations and tactics that have fueled America's expansionist ambitions over the past 200 years and the forces, both domestic and foreign, which have sought to limit both the size and scope of the "American Empire." In addition to examining the strategic and moral implications associated with being the world's first global "empire," we will also explore the social and psychological forces contributing to the rise of anti-American terrorism throughout the Islamic world in recent years.Section 5: “The Times They Are A-Changin’”: Resistance, Rebellion, and Revolution – C. Elkins (TR 11am-12:15pm)
People are seldom satisfied! And change is inevitable. Implicit in the ideas of political and social order is the possibility of doubt and rejection of these orders. From the slave and gladiator, Spartacus rebelling against the Romans through the Reformation, the English, American, French, and Russian revolutions, and Third -World revolutions of the 20th century people have dissented from the established political and social order. We will examine the nature and function of dissent and revolution by looking at some examples of those who have struggled against the established order, the context, the actors, the acts, the methods and motives of the revolutionists, the shape of the revolutions themselves, and the consequences and influences on later generations. Using resources from the social sciences and humanities, including psychology, sociology, history, philosophy, literature, film, and music we will examine some representations of resistance, rebellion, and revolution and attempt to describe a theory of social and political dissent.
Section 6: Living in “Dark Times.” Comprehending the Tragic Events of the Modern World Through Recent Political Philosophies - L. Cooper (MWF 10:00-10:50)
This interdisciplinary seminar will focus mainly on the political philosophy of Hannah Arendt (1906-1975), who is widely recognized as one of the two or three most original and influential political theorists of the 20th Century. In the last decade alone, there has been an exceptionally large outpouring of books and articles dealing with her thought.We will explore her thinking about the human condition, totalitarianism, terror and genocide, political evil, grass-roots democracy, citizenship, imperialism, racism, human rights, lying in politics, conspiracy theories, environmental protection, work, education, love, friendship, moral conscience and judgment, and the place of forgiveness in human affairs.
We will also read selections from some classical and modern authors in order to provide the necessary conceptual and historical background for an understanding (and critique) of Arendt. In addition, there will be readings from other modern political theorists.
We will also read short excerpts from some classical and modern authors in order to provide the necessary conceptual and historical background for an understanding (and critique) of Arendt.
Section 7: A World of Difference: Diversity in Families and Relationships – J. Krafchick (MWF 2:00-2:50pm)
From Leave it to Beaver to the Obama's - families are the foundation of society. They may vary in structure, roles, and experiences, but the core function of a family is to support and care for one another as a designated group. In this seminar we will use a multicultural perspective to explore the nature of contemporary families and intimate relationships. Within historical context, we will examine the evolution of familial and relational dynamics both in the U.S. and other countries. Students will be challenged to consider how contemporary trends (such as co-habitation, dual-earner couples, divorce, blended families, gay and lesbian families, grandparents raising grandchildren, and single parenthood) affect society and to take a reflective look at how their own families and relationships have influenced their lives. We will also explore empirically based evidence for developing lasting and healthy intimate relationships and engage in a community based service/research project with local families.
Section 1: Coming of Age at the Movies - C. Burgchardt (T 6:30-7:45pm, R 6:30-9:45pm)
Note that this is the same topic and much of the same content of the HONR392 course Dr. Burchardt taught last fall. You may NOT enroll in this course if you took Dr. Burchardt’s 392 last fall semester.
For many children, teenagers, and young adults, viewing films in theatres or homes is a primary method of entertainment and socialization. In a sense, many of us “come of age” at the movies, and our memories are fused with touching, funny, or enlightening cinematic scenes, as well as real-life rites of passage. Not surprisingly, a number of consequential films depict this poignant transition. As a group, these films form a category, or genre, commonly known as “Coming of Age.” This course will analyze fifteen “Coming of Age” films from the 1930s to the present. We will explore how cinematic definitions of childhood, adolescence, and adulthood have changed over time and across cultures. In conducting this survey, we will learn the basic principles of film criticism, consider how films are adapted from novels, and appreciate the work of some of the greatest directors in the world, including Wellman, Kazan, Renoir, Fellini, Truffaut, Bogdanovich, Malle, and Singleton, among others.
Please note: We will view one complete movie per week on Thursday evenings, so class may last up to two hours longer than the published ending time of 7:45 p.m.
Section 2: Globalize This! Fear and Loathing in the Age of Progress - K. Jaggers (TR 11:00am-12:15pm)
In "Globalize This!" we will explore both the perils and promise of globalization. For better or worse, the process of globalization is fundamentally transforming the economic, cultural and political foundations of the globe. While globalization holds out the promise of progress providing significant opportunities for the emancipation of the much of the world's population from the tyranny of poverty, ignorance and political repression it simultaneously evokes a sense of fear and loathing throughout the globe. Globalization has become a popular buzzword which serves to crystallize disagreements concerning the speed and direction of change in the world at large. Globalization is a contentious process; its meaning almost entirely dependent on who is talking about. Neo-liberal economic reformers, environmental and human rights activists, security experts and cultural nationalists, to name a few, all compete for the right to stake claim to the idea of globalization and shape public perceptions about its potential impact on the world in which we live. While both the meaning and merits of globalization have become highly politicized in recent years, with intellectual debate about this topic transforming itself into contentious political action with increasing regularity, in this class we will seek to evaluate the origins, nature and impact of this process in the modern world using insights and analytical tools from history and the social sciences.
Section 3: Freedom in Focus - K.Jaggers (T 2:00-4:50pm)
This course is organized around the idea, and practice, of freedom. While freedom is said to be "on the march" in the world today, what, precisely, does this mean? What does it mean to have free will; to live in a free society; to express oneself freely? Moreover, is the march of freedom inevitable? Is it desirable? Should it be unbridled in both its promotion and construction? While there is a temptation in our society to uncritically accept the idea of freedom as an unalloyed "good," by viewing the concept of freedom through the analytical lenses of philosophy and the social sciences we are better able to understand the "bounded" role of freedom in human society. The objective of this course is to think critically about the idea of freedom and, in the process, to evaluate the political, social, theological and ethical arguments both for, and against, its promotion. In this course we will examine the idea of freedom by reading the works of classic social theorists and commentators (e.g., Plato, Mill, Kant, Freud, Sartre, etc) and by interpreting these works through the lens of modern cinema (e.g., The Seventh Seal, The Matrix, Crimes and Misdemeanors, Apocalypse Now, A Clockwork Orange, etc). Note: students that register for this course will be required to attend weekly screenings of films that fall outside of scheduled class meetings.
Section 4: Construction of Self in the Arts and Sciences - G. Callahan (TR 9:30-10:45am)
Construction of Self will explore three views of this most essential of human traits the biological, the philosophical, and the literary. Literature and philosophy have for centuries probed at the surface and the cavities of self. Biology, our teachers have told us, couldn't care a whole lot less about the nature of the human self. But as we will see in this course, biological and medical sciences, though less overtly, are also steadily changing the way we view our selves. The consideration of these seemingly disparate subjects and their intersections will allow us to explore the process of self-construction and the ways in which our images of self are synthesized from the seemingly discontinuous fragments of our experience.
Section 5: America and the Civil War – M. Elkins (MWF 10:00-10:50am)
“Any understanding of this nation has to be based on an understanding of the Civil War….it defines us.” These are the words of the eminent Civil War historian, Shelby Foote, and they form the premise for this course. Who we are as a nation, how we see ourselves, what we value and how we conduct our national and international life all have their roots in this great 19 th Century catastrophic upheaval. This is not a history course although we will be reading James McPherson’s Battle Cry of Freedom. Rather, it is a course on the ways in which the Civil War has seeped into our consciousness and been revised and reinterpreted over generations. In particular, we will look at its influences in art, both popular and elite. We will look at fiction dealing with the Civil War, such as The Killer Angels and The March, films ranging from Gone with the Wind through Glory and Gettysburg . We will read some poetry from the time, such as the work of Walt Whitman, from the 20 th Century, such as Robert Lowell’s “For the Union Dead” and from the 21st Century, the poems of Kevin Young ( To the Confederate Dead). We will consider such issues as the image and reputation of Abraham Lincoln over the years, the relationship between slavery and contemporary racism. The consequences of the Civil War, both good and ill, are all around us. And the interest in the War and its iconic cast (Lincoln, Lee, Frederick Douglass, to name only three) is manifested in the amazing amount of research, of a very high quality, that appears on bookshelves on an almost daily basis. In the words of William Faulkner, “The past is not dead. In fact, it isn’t even past.”
IU 193 (Honors Track 2 Seminars)
Section N03: Feeling Yucky Through the Ages: The History (and Natural History) of Disease- J. Moore (TR 1:00-1:50pm 8/24 - 10/18)
Whether you are wondering about the latest outbreak of SARS, Ebola, or something as yet unidentified, or whether you are simply wondering when your cold is going to go away, this course can speak to you. We may think of pathogens as mysterious microscopic villains, appearing from nowhere and landing in medical laboratories, but in fact, pathogens are as closely intertwined with ecology and evolution as any other inhabitant of the natural world, and much of human history is a record of our dialogue with these fellow travelers. The liberal arts student will come away with an appreciation of the history, the quackery and the brilliance, of our struggle with these intimate enemies. And all of us may be a little more diligent about washing our hands.
Section P01: The Battle Between Religion (Christianity) and Science in Public Schools in the U.S.- R. Keller (MW 2:00-2:50pm 8/24 - 10/18)
The long-standing conflict between religion and science, especially in public schools in the U. S., reflects the quest for meaning, legal issues surrounding the separation of church and state, differences between religion as a belief system and science as system of intellectual inquiry, and ideology and politics. There is a long history of individual states passing laws and/or school systems implementing policies to prevent teaching evolution and to enable teaching "creation science" and more recently "intelligent design." Presently, these laws and school system edicts have been overturned by court decisions. (additional information on the web; click the CRN for the class).
Section Q32: The Court of King Arthur- W. Marvin (MW 3:00-3:50pm 8/24 - 10/18)
This course examines the evolution of medieval Arthurian narrative from epic to romance to pre-novelistic realism. Of chief thematic interest shall be the representation of chivalric course culture, radical challenges to epic ideology that followed from the heightened role of women in the main lines of actions, and poetic trends in the deepening of character's psychological complexity. Course participants shall keep a journal devoted to the close reading of narrative detail, articulating its relevance to the greater fabric of the text at hand.
Section TBA: High Tech Toys- C. Menoni (W 3:00-3:50pm 8/24 - 12/13)
We live in a world where technology is ubiquitous. We take for granted the vast means of communication that allow us to instantly connect with people around the world and move huge amounts of information. The essence of these technologies can be traced down to a few scientific discoveries that have turned around the world since about 60 years ago.
The objective of this course is to introduce students to the major scientific breakthroughs that made possible the engineering of the internet, specializing in communications technologies. The course will cover key concepts of waves, light generation and detection, optical and wireless communication.
There is a laboratory component associated with this class in which students, working in teams, will implement a communication link. At the end of the project, each team will write a project report and give a short presentation.