The Honors Reading Group is offered once or twice each academic year. It may be repeated up to three times for credit, as long as a different topic is covered each time.
Instructor: Diane Arnson Svarlien
Plato is well-known as the father of Western philosophy, but not everyone realizes that he is a lively and fascinating author worth reading for his literary and dramatic talents and the portrait he gives us of classical Athens as much as for his contributions to the history of thought. Our reading of Plato will be open to a variety of approaches (philosophical, literary, historical, psychological, and beyond), corresponding to the interests of the participants. This will be a journey of discovery with no fixed destination.
This one-hour class will have a seminar/book group format, with students taking turns presenting the weekâ€™s reading to the group and leading discussion. In keeping with HON 170 tradition and Oxford tutorial methods, students who are presenting will write up and distribute in advance a paper that outlines the studentâ€™s approach to the material and proposes questions for discussion. Students are expected to come to class prepared to engage with the assigned readings and with their fellow studentsâ€™ presentations of the issues.
Beyond weekly readings and one or more presentations (depending on the number of students enrolled), each student will write up a more polished essay, about 5 pages in length and due at the end of the semester, discussing a dialogue or theme of the studentâ€™s choice; it could be on the same dialogue that the student has presented, but does not have to be.
Dialogues to be read will include Protagoras, Symposium, and most likely some selection from the following: Charmides, Cratylus, Euthydemus, Euthyphro, Gorgias, Hippias Major, Ion, Laches, Lysis, Phaedrus, Philebus. Shorter dialogues will have one week devoted to them, and longer ones two weeks. The course will avoid overlap with the dialogues covered in PHI 201 (Apology, Phaedo, parts of Republic), though the Apology may be brought in on the first day of class by way of introduction to Socrates.
Instructor: Juilee Decker
All grading opportunities as designated on the syllabus remain, with the exception of the two essays. Each essay shall be replaced by an in-depth essay (5-7 pages each). Two additional components are required of the Honors Student: consultation and discussion. In preparation for these essays, the student will consult with the instructor at least once per essay. Twice throughout the semester, students enrolled with the Honors Increment, will participate in a discussion with peers in this course about their findings. This presentation will be open to all art faculty and faculty in the studentâ€™s major as well. The subject and scope of these essays is selected by the student and approved by me. The essays are intended to give the student experience with deeper research that might eventually be used for an honors thesis project, perhaps. Please ask me if you would like some suggestions or types of topics considered by previous students. If no major has been selected by the student, appropriate essay situations will be arranged in consultation with the instructor.
Instructor: Mary Anne Carletta
Students would have two options for this increment:
I expect that the text would change from semester to semester. If I have more than one student in an Honors increment in a semester, then the students would have to agree on a text.
Instructor: Jana Brill
French 201 students spend 4 weeks reading the original French version of the tale Beauty and the Beast. Two labs are devoted to the showing of the classic postwar film by Jean Cocteau. As an intermediate language course, the emphasis is on basic understanding of the vocabulary and grammar. The beginnings of analysis emerge towards the end as they write an essay on the topic: â€śThe Beast â€“ A Monster or a Man?â€ť
For the Honors Increment the student would focus on Cocteauâ€™s film in depth â€“ researching such elements as Cocteauâ€™s relationship with surrealism, French new wave cinema, gender identity issues, and the relationship of the film to the original Beaumont text. This research would be presented orally (5 minutes in French) to the class, and in a two-page typed paper (also in French) due at the end of the semester. In addition, the student will discuss research findings (in English) with the professor, prior to and after completion of the paper.
Note: Other research topics arising from class discussions may be considered, with permission from the instructor
Instructor: Diane Arnson Svarlien
The increment for Latin 101 will take you deeper into an already-challenging course. At the beginning of the semester, Honors students read sections of works by Steven Pinker and Anthony Burgess that explain Proto Indo-European, the ancestor of Latin, English, and other languages in the Indo-European family. Students are asked to write a brief summary demonstrating their understanding of the important concepts in this reading.
Throughout the semester, Honors Increment students will do English-to-Latin composition assignments beyond those done by the whole class. Each assignment will be corrected by the student until it is perfect. This is one of the most challenging tasks in language study, since it requires a more complete understanding of the grammar than does Latin-to-English translation. Students who complete this increment will thus gain a fuller comprehension of Latin; the additional assignments will give them a greater command of the regular course material.
Instructor: Diane Arnson Svarlien
The Honors Increment for 201 continues with extra English-to-Latin composition assignments. In addition, students will memorize and recite selections from Roman poetry.
Instructor: David DeSario
Instructor: William Harris
In both of the courses above, increment work typically has two components:
Instructor: Jonathon Dickinson
The honors increments for General Physics I and II would take one of three forms. For all forms of the increment the student would be expected to meet with the instructor an average of Â˝ hour a week during the course of the semester. The majority of these meetings would take place during regular office hours.
A typical final product paper that is conceptual rather than mathematical would be ~8-10 pages. A typical final product presentation would be 10-15 minutes in length and would be given in class, class time permitting. The exact nature of the increment and the evaluation would be established at the beginning of the semester.
Instructor: Michael Cairo
For the Increment, the student may choose one of the following three options:
According to some, because globalization encourages interdependence and a common set of interests and values, its overall effects are positive. Others believe that globalization undermines distinctive cultures, rewards wasteful consumption in rich countries, and incites violence in poor and undemocratic countries. How do we make sense of these different dynamics? Which in your view is likely to dominate?
Students in SPA 201 have a better grasp of the Spanish language and can express themselves in various tenses. They also have studied various Spanish-speaking countries (Caribbean and South American countries in SPA 102, Central American countries and Spain in SPA 201). Therefore, an honors student can receive an honors increment by doing the following:
Instructor: Barbara Burch, 2006 Cawthorne Fellow
English 112 is an introduction to academic writing. During the semester, weâ€™ll learn about and practice: strategies for library research, the methods of scholarly writing and the ethics of scholarship. I know what you are thinking: â€śI know how to write research papers. Can I bypass this class?â€ť This course, however, will not be a dry and tedious study of library databases and footnote form. Instead, we will develop your ability to think critically, argue forcefully and succeed in the Honors Program. Your first paper will evolve from our exploration of a series of texts and films that examine the essential questions about the relationship between personal identity and choice such as: Is a person the same person after she compromises her belief? Is redemption the salvation of an old self or the birth of a one? Is heroism the ability to make moral choices? How does a person decide what is right then when caught between respect for the authority of church or government and his intuitive sense of what is right? We will approach these questions by reading â€śA Man for All Seasonsâ€ť by Robert Bolt and â€śA Good Man is Hard to Findâ€ť by Flannery Oâ€™Connor. We will view and discuss two recent movies: â€śThe Lives of Othersâ€ť and â€śChildren of Men.â€ť Our work in the second half of the semester will help you to discover and develop your identity as a scholar. With guidance from the honors faculty, you will plan and carry out a research project that addresses a pressing contemporary issue in the academic field of your choice.
Instructor: Ellen Emerick
A historian hears voices! Those voices come to us across time in the letters, journals, or records of individuals, the plays, poetry, or stories of a culture, and the law codes, court records, and official histories of a civilization. Each voice is claiming truth, and history as a discipline employs critical thinking and interpretation in an attempt to recover the reality revealed by the chorus of those voices. We, therefore, will spend considerable time with that chorus, what historians call primary or original sources, practicing the craft of history, examining and commenting on historical problems or questions. We will exchange interpretations of those primary sources until we feel we have reconstructed the most probable explanation or description possible of the subject at hand. This is definitely not a class that asks you to memorize a textbook.
There is no Honors Seminar for Fall 2009. Look for a Seminar in Spring 2010.