|
HON100 Self-Awareness & Development (3) |
| Focus on methods individuals use to develop skills in the physical,
cognitive, emotional, and social aspect of life. A holistic approach to
both physical and mental aspects will be addressed. Methods for
enhancement and maintenance of strengths will be discussed as well as approaches
to risk taking. |
| HON211 Decision Making & Public Discourse (3) |
| Examination of the role of ethical dialogue and debate in public policy
making of rotating topics such s the environment or health care. Emphasis
on logic and critical thinking as key roles in identifying problems, devising
solutions, and evaluating proposed policies. Consistent with the emphasis
on the public forum, students will develop public speaking and critical
listening skills. |
| HON212 Ethics & Moral Choice in a Technological Age (3) |
| Approaches to ethical recommendation and moral decision-making
processes. Engagement of the scientific approach by using case studies
from genetics, ecology, physics, chemistry, and computer science to allow
students to confront ways traditional views of ethics and moral decision making
apply to a contemporary world. |
| HON310 Theories & Strategies of Community Change (3) |
| Spectrum of approaches to social change and significant figures who make
these changes possible. Works of historical and sociological literature,
including biographies and autobiographies of key figures, will be identified as
a basis for observation of how thinkers of the past identified key issues and
articulated solutions to those problems. |
| HON311 Stewardship and
Civic Responsibility (3) |
|
Foundations of market and nonmarket economies as they relate to good
stewardship and civic responsibility. Fusing literature and economics,
the values and limitations of market capitalism and command socialism
will be addressed. |
| HON312 Educational Systems & Social Influence (3) |
| An introduction to philosophy, history, and sociology of American education.
The evolution of the school as an institution in a democratic society; its relationships to issues dealing
with race, class, gender and ethnicity; the geographical implications the school
has for the community and vice versa; the degree to which school should and/or
can serve as agents for social change. |
|
HON313 American Government, Democracy & Public Opinion (3) |
| Influence of the role of public opinion in a
democracy by examination of how individuals form their opinions and how those
opinions influence government and public policy making. Such areas as
government structure, political thought, and sociologic and geographic
influences will be covered. |
|
HON314 Science, Technology & Environmental Systems (3) |
| Impact of technology and the environment as forces of influence on
communities. The lab course will combine a historical overview with a
contemporary focus on ways the science community is developing and regulating
ideas for the future. Laboratory field experiences will involve data
collection and observation in a variety of environmental contexts. |
| HON315 Community & the Arts (3) |
| Investigation of the arts as agents of social change
and influence. Significant historical and contemporary works from art,
dance, music, and theatre will be identified for case analysis. |
|
HON340 Junior Capstone (1) |
| Research, creative projects, reports and readings in preparation for
post-undergraduate experiences such as graduate or professional schools,
fellowships and assistantships. Junior standing. May not be used towards
seminar requirements for Honors or Supplemental Honors Programs. Honors Program
members or permission of Director of Honors. |
|
HON341 Civic Engagement (1) |
| Group processing, reflection and assessment of service learning projects
related to Bonner Leaders Program and/or approved civic engagement project.
Sophomore standing. May be taken for four semesters. May not be used towards
seminar requirements for Honors or Supplemental Honors Programs. Permission
of Director of Honors. |
| HON352-80 Honors
Seminar (3) |
|
Fall 2007.
The goal of this course is to introduce you to the study of leadership
as an academic discipline. While the primary focus will be derived from
a communication perspective, readings will also be drawn from research
and theory in political science, history, psychology, theology, business
management and related fields. The material will be drawn from the
Honors curriculum used in South Africa since the initial trip in 2001
and subsequent years. The study of leadership is far from an exact
science; some of what will be read and said will be contradictory. It
is my hope that you will approach each perspective with an open mind and
attempt to synthesize what you see as best applicable to your journey as
a leader. The course will be designated as writing emphasis, thus there
will be a wide range of writing opportunities including, but not limited
to: typed answers to question sets that will guide your reading, in
class exercises, minute reflections and a research project. We will
also be welcoming a variety of guest speakers to cover aspects of
leadership from a diversity of fields and perspectives. Thus I am
looking for students to take this class who will be active participants
and who will engage and challenge our speakers. |
|
HON352-81 Political Communication (3) |
This fall 2007 seminar
will focus on the role communication plays in the political process.
This course will operate on a four-part model of political
communication. The first part of this model involves the key
communicators. In this course, we will broadly define these key
communicators, or political actors. This group includes politicians,
lobbyists, interest groups, etc. To shape public policy or to win
elections, such communicators formulate messages. These messages come
in a variety of formats and contexts (political debates, political ads,
speeches, interviews, etc.). Since America is a democratic nation in
which the people largely govern, the key audience for these political
actors is the American public. The public, however, does not generally
receive messages directly from political actors (e.g. politicians
generally do not speak directly to the people); instead, their messages
are filtered through the media. In summary, to understand the
political communication process in this country, this course will expand
your understanding of each part in this model as well as your
understanding of how the various parts work together. |
| HON399 Independent Study (1-3) |
| Research, creative projects, reports, and readings in relationship to
leadership development and civic engagement. Sophomore standing. Permission
of Director of Honors. |
| HON451 Honors Seminar
(3) |
| Second of two special topics offered fall semester. Subject matter
rotates and is determined by the honors director and the Honors Council through
competitive submission from University faculty. Seminars are designed to
be interdisciplinary and to have a writing emphasis. |
| HON452-80 Music,
Power & Politics
(3) |
| An
exploration of the diverse ways popular music relates to issues of power
and politics in modern American culture. Topics include various human
rights and social justice issues, political and protest music.
Listenings include folk music, rock, jazz, the blues, rap & hip hop. |
| HON452-81 Peer-Assisted
Learning (PAL) |
|
Peer-Assisted Learning (PAL) is a student-to-student support model for
academic and personal development that links into the Honors College's
emphases on leadership development and community service. You will
be required to conduct a minimum of 30 hours of tutoring practicum,
during which you will be assigned students to tutor in a mutually agreed
upon subject. You will be expected to discuss your tutoring
experiences and provide guidance to your peers to enhance tutoring
effectiveness. Students who successfully complete all course
requirements will be eligible for at least Level I certification by the
College Reading and Learning Association. |
| HON490 Capstone Project (3) |
|
Students will identify and investigate a problem in a community
business, nonprofit agency, or research laboratory, and then work to
solve the problem. It is expected that students play an active role in
the problem-solving effort and contribute a minimum of ten hours each
week to help solve the problem. Interaction with the CEO, senior
officer(s) and/or senior investigators of the business, agency, or
laboratory, will serve as leader models for student study. A final
paper will require students to reflect on the 27-hour core of Honors
course work and indicate how lessons from each of the classes helped
inform the project. Additionally, attention in the final paper will
address the project's sustainability. While projects are generally
completed in the senior year, students may register for this course upon
completion of the 27-hour core or by special permission of the Honors
College Director.
 |
