|
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 Professional Leadership (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 2008.
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 Leadership and Inspirational Communication (3) |
Emerson claimed that “Nothing great is accomplished without enthusiasm.” William Butler Yeats described an apocalyptic exigency where, “The best lack all conviction, while the worst are full of passionate intensity.” Others argue that pervasive relativism and detached scientism deplete our ability to inspire. In this class we will attempt to find the good and critique the bad in America’s inspirational history. We will examine inspirational leaders in science, art, religion, business, philanthropy and politics. Special attention will be given to the distinctive American phenomenon of the motivational speaker. Emerson’s biography will provide the starting point. We will learn how to make our most worthy ideas motivational from leaders who have inspired the dispirited, promoted change and given us hope.
|
| 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 Math for Social Justice
(3) |
| We will learn how to quantitatively analyze each issue to illustrate injustices. By doing so, the hope is that each student will learn mathematical techniques required of an informed citizen. Moreover, as attainment of quantitative literacy is itself a social justice issue, we will explore ways to convey these skills to historically marginalized groups through service learning projects. |
| HON452-81 “Mad” Science: gods and Monsters in Fiction and Film
(3) |
| In this seminar, we will concentrate on two iconic figures of page and screen: Dr. Frankenstein and Dr. Jekyll and their famous doppelgangers or doubles, the Creature and Mr. Hyde. Mary Shelley’s Victor Frankenstein, the famed overreacher, has spawned a host of fascinating descendants, both literary and cinematic. Students will take a leadership role in this seminar and are expected to both actively engage in and to lead discussions. We will analyze the texts from a variety of critical perspectives including cultural, feminist, and psychoanalytic. We will discuss issues relating to such topics as medical ethics, family values, educational theory, the relationship between religion and science, and disability rights. |
| 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.
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