Instructor: Jonathan Sands â€“ Wise
Meets: W 3:00
Note: This is a 1 credit course. Even if you have already taken Hon 170, you may take it again if the new topic interests you!
Moral Psychology: In figuring out what it means to be good, what we need is a psychologically rich description of how people, and especially good people and bad people, think. In this seminar, we will look at several intriguing psychological studies that seem to show that no one is consistently good or bad, because we all just react to our situations; if this is true, of course, then we do not need to make people better, we need to put them in situations where they will react well. We will also look at some in depth attempts to describe what it is like to think like a good, or bad person. Be careful choosing to take this class: you may not like what you learn about yourself.
Instructor: Jamie Ratliff
Meets: MWF 11:00
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
Meets: MWF 10:00
Read an additional text related to biology or science in general, meet with me once a week for at least 45 minutes to discuss it, and make a short (10 minute) presentation to the class at the end of the semester, summarizing the readings. Possible texts are:
Instructor: Patrick Sheridan
Meets: MWF 9:00
This increment will be designed to enhance the studentâ€™s understanding of molecular interactions and reactivities. We will focus on concept development mainly through short lectures and problem sessions. Our informal meetings will be conducted weekly, at a mutually agreeable time.
Instructor: Jana Brill
Meets: MWF 11:00
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
In calculus courses, increment work typically has two components:
Instructor: Mami Hayashida
Meets MW 11:00 – 11:50am
Note: This is a 2 credit course. If you have taken or plan to take HONS170, this class will make is a good way to accrue the required 15hrs in honors courses.
Student will complete two projects in consultation with the professor. The first, â€śFictional Composerâ€ť is as follows: Create a fictional composer who lived between 1600 â€“ 1950. Produce a brief biography (300 â€“ 500 words) of the composer followed by an imaginary interview. The interview should read as if you could get on a time machine and had a chance to interview him/her. Questions and answers should be crafted carefully to reflect your knowledge of the particular era; this means you should have clear ideas about the musicals style(s) of the time as well as the social, political, economic conditions. Minimum: 12 questions and answers. The second project will be chosen from the following options:
Instructor: Jonathon Dickinson
Meets: MTWRF 8:00
The honors increments for General Physics I and II will 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.
Instructor: Karyn McKenzie
Meets: MWF 10:00 and 11:00
Social psychologists attempt to understand and explain how the thought, feeling, and behavior of individuals are influenced by the actual, imagined, or implied presence of others (Allport, 1985). Relevant topics covered during the semester include the self, conformity, obedience, gender, attitudes, prejudice, liking & love, aggression, helping, and group behavior. Interested honors students will complete all requirements for the course and in addition, will create an experimental or correlational study investigating an area of interest within social psychology. Such students will be responsible for collecting the data and analyzing it using a statistics program; students will closely work with the professor because it is assumed that students are not already familiar with conducting psychology studies. At the end of the semester, a paper will be submitted, which will include a literature review that summarizes the variables studied and their relationships with each other, a methodology section describing the experimental procedure used to collect the data, a statistical analyses section that addresses the correlational results, and a discussion section that involves interpretation of the findings. The ethical guidelines established for the field of psychology will be followed. The final product should be between 3-5 pages. For example, one semester a student surveyed 30 students in her social psychology class, who completed an informed consent form, followed by 3 reliable, valid scales: The Altruism Scale, The Interpersonal Betrayal Scale, and a Self-Esteem Scale. She hypothesized about their relationships before surveying her classmates, looked at current research related to the variables, analyzed her data using SPSS, and interpreted the results.
Instructor: Adela Borallo-Solis
Meets: MWF 10:00 and 11:00
All SPA 102 students do a short presentations during the semester about one of the countries we study (Caribbean and South American Spanish-speaking countries). The topic must be specific and something that is not covered in depth during class time. An honors student, therefore, can receive an honors increment by doing the following with his/her topic:
Instructor: Laura Hunt
Meets: MWF 9:00 and 1:00
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, Ed Smith, Cawthorne Fellow
Meets: MWF: 12:00
Instructor, Ed Smith, Cawthorne Fellow
Meets: MWF 10:00
Honors students who wish to complete an honors increment in this class will use one of the regular assignmentsâ€”classic scene or contemporary sceneâ€”as the basis for an exploration of the background and history of the play, an overview of the critical responses to the character, an overview of notable past performances of the character, as well as a statement by the student on how s/he will approach the scene. The written paper would need to run from 8-12 pages, conform to current MLA guidelines, and have a strong command of the historical and critical background on the character, scene, and play.
The paper is much more in-depth than the typical character analysis, which focuses on the play and scene, but does not take into account past performances, critical discussion of the play and more particularly, critical analysis of the character.
The scene will need to be approved by the teacher. Honors students will need to take on classic roles in classic plays. Kate from Taming of the Shrew, Willy Loman from Death of a Salesman, Argan from The Imaginary Invalid, Maggie in Cat On A Hot Tin Roof, or George and Martha in Whoâ€™s Afraid Of Virginia Woolf? are just some of the possibilities. The point is that honors students will be tackling great roles that have been the subject of intense scrutiny by performers, critics, and theorists. Moreover, the honors studentâ€™s scene will be longer in length than the regular assignment, running from 7-12 minutes in length. This added length (regular scenes usually run no more than 5 minutes) places greater demands on the studentâ€™s craft. Thereâ€™s not only more to memorize and more to block, thereâ€™s also a greater emotional and psychological burden placed on the actor or actress, particularly given the complexity of the roles theyâ€™ll chose from.
In short, the honors student will tackle a longer scene, requiring additional preparation, and will engage in a more advanced research project than the regular requirements.
Instructor: Barbara Burch, Cawthorne Fellow
Meets: MWF 11:00
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 Joyceâ€™s A Portrait of the Artist as a Young Man and viewing several contemporary films. 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: Clifford Wargelin
Meets: MWF 9:00 â€“ 9:50
The Honors section will differ from a standard HIS 111 section (which I am also teaching in the fall) in several ways. The smaller class size and higher level of the Honors section will facilitate a better mix of lecture and discussion than is usual with introductory History of Civilization sections. Material in the course will be dealt with periodically in terms of two-week-long â€śdiscussion unitsâ€ť centered on detailed discussion of the material covered in the textbook and in the three non-textbook readings and construction of analytical essays based on those readings. Instead of two non-textbook readingsâ€”The Theban Plays of Sophocles and Thomas Moreâ€™s Utopiaâ€”the Honors section will have three, Thucydidesâ€™ On Justice, Power, and Human Nature: Selections from The History of the Peloponnesian War, Norman Cantorâ€™s Medieval Lives, and Utopia. Essay assignments based on these readings will involve slightly greater complexity andâ€”in two of the three readingsâ€”more advanced reading material to interpret, with three analytical essays instead of the usual two. Examinations will be configured more along the lines of upper level history classes, with a mix of short answer and essay questions requiring integration of basic historical evidence with interpretation in answering questions. A map quiz will solidify geographic skills crucial for understanding course material. Finally, team presentations in the last week of the semester will require students to pull course material from the entire semester into a comparative analysis of key historical figures encountered in the course.
There is no Honors Seminar for fall 2010 Look for a Seminar in Spring 2011.