Students in the Honors Program must:
- take at least FOUR honors seminars to complete the program. (Students can choose to take more than four seminars.)
- All seminars fulfill general education courses within specific categories.
- To complete the general education program, courses in all categories must be met.
Spring 2018 Honors Seminars
From Brigadoon to Brave: Scottish Representation in Cinema (HONR 224: Arts)
Rosalin Smith (Communications)
Far from offering realistic portrayals of Scottish identity, most films depicting Scotland dwell on clichés and stereotypes. This interdisciplinary course will explore how cinematic representations of race, class and gender shape an image of Scotland. By drawing on students' previous educational and life experiences, Scottish and American culture will be compared and contrasted. In a world increasingly shaped by moving pictures, this course is designed to develop a visual literacy and critical self-awareness about who we are, what we are about, where we are situated, and where we are coming from which can be applied not just to academia, but to life itself.
- Discover how the construction of images relate to cultural representation of race, class and gender.
- Determine the distinctive features of Scottish history, institutions, economy, society, culture of Scotland
- Acquire the analytical skills needed for the rhetorical process in film. Analyze formal, historical, and social properties of the moving image. Explore the moving image as a means of storytelling and a historical record. Identify key concepts underlying theories of culture.
- Challenge stereotypical representation and how it relates to social constructs. Participate in a rigorous discourse from multiple cultural perspectives. Create scholarly research from a historical and social perspective.
Good, Evil, Life, and Death (HONR 225: Humanities)
Dr. Neil Feit (Philosophy)
This course will focus on a cluster of interrelated questions about the value of life and death – including questions about well-being, or the good life – and several related problems in applied ethics. We will begin with an examination of philosophical perspectives on well-being, and of Epicurus’ famous argument for the conclusion that death is not bad for the one who dies. After considering various responses to Epicurus, we will examine a set of questions in applied ethics such as the following. Can we harm people by bringing them into existence? Is abortion morally acceptable (permissible)? Under what conditions may one person kill another in self-defense? When is wartime killing permissible? Do we have a moral obligation to aid those who are suffering, and if so, in which situations?
Students will be expected to…
- Gain knowledge of historical and contemporary philosophical perspectives on the good life (or, well-being) as well as the evil of death, including an understanding of arguments for and against each position;
- Gain knowledge of some basic approaches to ethical theory and problems in applied ethics, especially those concerning beginning- and end-of-life issues;
- Begin to form their own considered opinions on the issues described above, including views on how to respond to the arguments against their own perspectives;
- Identify, reconstruct, and evaluate arguments related to the topic of the course, and more generally;
- Compose well-reasoned, persuasive essays;
- Identify significant values, issues, or questions of enduring human interest and concern;
- demonstrate knowledge of the conventions and methods of at least one of the humanities in addition to those encompassed by other knowledge areas required by the General Education program.
The Psychology in Science Fiction (HONR 226, sec 1: Social Science)
Dr. Darrin Rogers (Psychology)
The Comic (HONR 226, sec 2: Social Science)
Dr. Virginia Horvath (English)
This course—which fulfills a general education Social Science requirement—explores the ideas of laughter, comedy, and humor as a physical response, a psychological and cultural construct, and a literary and dramatic form. Why do we laugh? How does laughter affect our bodies and our relationships with others? What is it that makes something funny to an individual and to groups of people? What do we mean by a “sense of humor” and how is one’s sense of humor linked to identity? How do different fields of study approach the issue of the comic?
To answer these questions, we will read together some theories of the comic and research from the fields of physiology, psychology, philosophy, sociology, theology, and literature. We will also read and view many, many examples from literature, film, stand-up, television, visual arts, and popular culture to illustrate and challenge these theories as we encounter them. You will also have opportunities to work with your kumi on a presentation about the humor of a particular group in American society, to write a paper that examines a selected work of literature/film/television/visual art in light of the theories discussed in class, and to perform in or help produce a short comic play.
The Ecology of Waste (HONR 227: Natural Science)
Drs. David Kinkela (History) and Sam Mason (Environmental Science)
Why do we throw things away? What does it mean to live in a disposable soceity? What are the human and environmental costs of our disposable society? How has our disposable society changed over time? How does it effect how humans think about waste today?
Through an interdisciplinary perspective, this course will explore the intersection between the past and present through the lens of waste. We will investigate the local and global ecological consequences and impacts of what people throw away. From organic food waste to petrochemicals to electronic waste, students will grapple with the complexity of history and the interconnectedness of ecology through course readings, film, classroom discussions, and outdoor adventures, but not during the winter months!
Kurt Vonnegut and Cold War America (HONR 228: American History)
Dr. Christina Jarvis (English)
There are really only five words that you need to know about this course: “Best. Vonnegut. Honors. Seminar. Ever.” However, here’s a course description anyway.
Are you fond of peculiar travel suggestions? Do you find yourself wondering what the real “Breakfast of Champions” is? Have you imagined what it would be like to live among the harmoniums on Mercury? Are you a fan of Kilgore Trout’s flash fiction? Have you ever wondered, “What are people for?” If you answered “yes” to or are intrigued by any of these questions, then this course is for you.
This seminar will explore Kurt Vonnegut’s roles as popular satirist, artist, and literary figure/public intellectual during the mid- to late-twentieth century. In addition to analyzing key works that span the first two-thirds of Vonnegut’s career, we will examine various facets of American culture during this period: life in an atomic age; threats of communism and mass death; the promises and perils of post-World War II technology; postwar prosperity and consumer culture; 1950s family and gender ideals; music, art, and other popular culture elements; emerging global economies and sensibilities; the space race; key historical events such as the Vietnam War, Cuban Missile Crisis and Watergate; 1960s activism, civil rights, and countercultures; the environmental movement; and other topics.
European Romanticism (HONR 229: Western Civilization)
Dr. David Kaplan (English)
““Life goes faster than Realism, but Romanticism is always in front of Life.”
-- Oscar Wilde, The Decay of Lying
This course compares the development of what we now call the Romantic Movement in the literature, painting, and music of four Western cultures - German, French, Russian, and English. We will investigate common and distinctive Romantic themes and images in order to evaluate how and why these different cultures pushed the aesthetic, political, and philosophical concerns of the period in different directions. We will also discuss how each art form influenced the others within the period and across cultures: What makes Brahms’s music Romantic, and how does he capture the Romantic elements in Schiller’s poem, “Nanïe”? What elements of Romantic music translate to Romantic painting? How does Bizet’s Carmen interpret Merimé’s short story? While the course will emphasize reading and textual interpretation skills, students with interests or experience in visual arts and music will also find the course rewarding.
Primary Texts: Poetry, prose, and drama by Percy Shelley, Lord Byron, Friedrich Schiller, E.T.A. Hoffmann, J.W. Goethe, Prosper Merimée, Victor Hugo, Gérard de Nerval, Fyodor Tyutchev, Alexander Pushkin, and Mikhail Lermontov. Music by Franz Liszt, Johannes Brahms, Hector Berlioz, Fréderic Chopin, Georges Bizet, Richard Wagner, Richard Straus, and Modest Musagorsky. Paintings by J.M.W. Turner, William Blake, Gustave Doré, Eugène Delacroix, Caspar David Friedrich, Phillipp Otto Runge, and Orest Kiprensky.
TBA (HONR 230: World Cultures)
Dr. Jacqueline Swansinger