Home:Honors Courses

Fall 2008

HONR 1300 Breadth American Institutions, Section 001, US Institutions (3 cr, CRN 41906)

Dr. Victoria Grieve, MWF 10:30-11:20

What is cultural policy? Who gets to make it? What is the role of the government in the arts? These questions have become increasingly politicized since the "culture wars" of the late 1980s and early 1990s.

We will investigate the complicated political, economic, and historical relationships between government and culture (broadly speaking) in the United States. We will consider the history of federal involvement in the arts as well as current federal, state, and local arts agencies through case studies of the Utah Arts Council, the Cache Valley Center for the Arts, and the Nora Eccles Harrison Museum of Art. We will discuss the economic impact of the "creative class" and of the arts in modern society, and we will engage in the debates and controversies surrounding the First Amendment rights, the content and funding of public art, the responsibilities of the arts and artists during wartime, and cultural preservation.

This class emphasizes active learning; much of the course learning will take place during in-class discussions of assigned readings. Additional assignments include a group project and presentation, an individual paper, and two exams.

Quote from a former student:
"This professor is a very talented teacher who is excited and enthusiastic about what she is teaching. She knows the material extremely well, is careful to answer any questions, and always makes a point of being available to students."

HONR 1320 Breadth Humanities, Section 001, Conflict and Coexistence: Jews, Christians and Moors in Medieval Spain (3 cr, CRN 41907)

Dr. Javier Dominguez-Garcia, MWF 12:30-1:20

In an age of increasing international "tensions", the emblematic case of medieval and early modern Spain remains relevant in today's politics and cultural interactions. To some, it represents a legacy of Crusade and Counter-Reformation; to others, it is a melting-pot of cultures, beliefs and intellectual traditions. Both Al-Qaeda and the Spanish troops stationed in Iraq before March 11, 2001, invoked "Al-Andalus" in their respective ideological discourses. And Sefarad, especially since the quincentennial marking of the expulsion of the Jews from Spain in 1992, has brought a flurry of studies on medieval Jewish traditions, letters and thoughts.

This interdisciplinary course studies the culture and social politics of Medieval Spain in the light of Christian, Moorish, and Jewish interactions. Iberia, during the Middle Ages, was a land of shifting frontiers and intense intercultural contacts that ranged throughout centuries from peaceful coexistence and tolerance to long standing open conflicts. This course, rather than being a narrow literature survey, will focus and expand specifically on two interconnected themes: Spain as a feudal shifting frontier and as a society where coexistence and tolerance was negotiated in a multi-religious context. Avoiding a narrow focus upon "literary" texts, we will analyze legal and historical documents, as well as epic, romance, and satire. If time allows, later in the semester, we will also attempt ideological readings of medieval architecture. We will examine all these in a land known as Hispania to Christians, al-Andalus to Muslims, and Sefarad to Jews.

Quotes from former students:
"I can honestly say that I have never had a teacher like Javier. His ability to shock and stimulate students into thought made the class very interesting. Overall, it was a great course..."

"A fun and educational class taught by an intelligent and interesting teacher."

"I loved this class!  It was a great class because it gave me something to think about that I didn't already know.  Dr. Dominguez tied everyting we learned into modern day and our life here at USU." 

HONR 1330 Breadth Creative Arts, Section 001, Civ: Creative Arts (3 cr, CRN 41908)

Mary Heers, MWF 11:30-11:20

This class is an immersion into the creative arts available on the USU campus and in the local area. The class revolves around attending evening performances and writing response papers. Class time allows further exploration through guest speakers and selected films. This class is intended to encourage a thoughtful discussion of the arts and to improve your powers of observation and judgment.

 

HONR 1330 Breadth Creative Arts, Section 003, Civ: Creative Arts (3 cr, CRN 42776)

Dr. Tom Peterson, MWF 12:30-1:20

What is art? What elements are common to the arts that cause us to classify them as art? How are these elements similar and different in the various art forms, and in other disciplines? What are the characteristics of good art? Are there objective criteria, and who decides? What are the differences between arts and crafts? Why do the arts exist, and what functions do they serve? Should the arts receive government support?

These are difficult questions with extremely debatable answers, if indeed there are answers at all. This course has been developed from the conviction that an educated person must be exposed to the arts at many levels. You will be faced with these questions as you develop your own set of standards or values for evaluating the role of the arts in our society and in your own life.

Quote from a former student:
"The entire course was wonderful. I especially enjoyed the enthusiasm my professor had in his lectures. The lectures were clear and very informative. I will walk away from this course feeling enlightened, smarter, and eager to learn more about the arts."

HONR 1340 Breadth Social Science, Section 001, Media Smarts - Journalism Goes to Hollywood (3 cr, CRN 41909)

Dr. Edward Pease, TR 3:00-4:15

A humor columnist once complained that, “In general, my children refuse to eat anything that hasn’t danced on television.” Most Americans under the age of 50 were raised on such a diet—a world created for us that we consume without thinking twice.
One of the most potent worldwide purveyors of this diet is Hollywood, and this course focuses on how TV and movies translate, adapt and skew historical events into new kinds of truths—some of which vary wildly from their original realities.
Most Americans know what they think they “know” about historical events and people from how they are depicted and framed by TV or movies. For example, we “understand” the events of Pearl Harbor only with Ben Affleck in the middle of them. Many Americans “know” what they know about the death of President John F. Kennedy from Oliver Stone’s movie. The story of D-Day is told by Tom Hanks going ashore at Normandy to find a soldier named Ryan.
This is how many college students “know” the world. “Media Smarts” will ask you to apply media literacy skills in the specific context of important (and flawed) Hollywood accounts of historical/social/cultural truth. We will help you learn to evaluate and interpret mass media accounts of history and social movements more critically, and will expand your understanding of how events and times are shaped by TV and movies.
Within a context of media literary, this course will examine the unique and essential social interaction between the individual and the mass media, focusing especially on
a) how Hollywood frames the press, culture and participatory democracy;
b) how stories of cultural norms (race, gender, society, politics) are told in film and on television; and
c) how individuals learn to frame and understand important segments of the world through Hollywood’s lenses.
The underlying question: How do we know what we think we know about the world, and how sure are we of our assumptions?

Quotes from former students:

“Your class was one of the absolute best I have ever had.”

“I just want you to know how much your class has helped me analyze media and put up warning flags when I see something that I learned about.”
 
“You rock!” 

HONR 1340 Breadth Social Science, Section 002, Race and Communication in the U.S. and Africa (3 cr, CRN 49681)

Dr. Nick Eastmond, TR 3:00-4:15

This class will focus on Africa, particularly  South Africa and Mauritius. These African case studies will be a springboard to talk about issues of race that impact our lives as Americans.  The class will rely on Ishmael Beah (2007) A long way gone: Memoirs of a Boy Soldier and will also include Sherry Marx (2006) Revealing the invisible: Confronting Passive Racism in Teacher Ed.

The course will include "grade enhancements," which will allow students to choose the projects they want to become involved with, and will have a service learning component.

HONR 1350 Breadth Life Science, Section 001, Blood on the Pavement: Medicine as Applied Science (3 cr, CRN 41910)

Dr. John Barrett, TR 9:00-10:15

Health care professionals apply the science and art of medicine to real life situations on a daily basis. From life-threatening emergencies to itchy rashes, a brief interaction contains a fascinating glimpse into the scientific method and its practicality, or lack thereof.

We will explore the process of science by examining the history of germ theory and the development of modern medicine. Through problem solving, based on actual medical cases, we will see how anatomy, physiology, and pathology are used to find solutions.

The course will cover the difficulty of introducing new developments into medical practice. This includes the technical concerns of research and expense, the introduction of the "gray science" of epidemiology, and the ethical concerns regarding human research and clinical trials.

We will examine the global medical industry-pharmaceutical corporations, private and governmental models, and worldwide health organizations-and their impact on society and culture.

Finally, through in-class activities, we'll look at how health care professionals think and make decisions based on knowledge and experience.

HONR 1360 Breadth Physical Science, Section 001, (3 cr, CRN 41911)

Dr. Tony Lowry, MWF 1:30-2:20

Global warming. Hurricane. Earthquake. Tsunami. Volcanic eruption. Energy crisis. Environmental damage. Water wars. These topics show up in the headlines on any given day, and not surprisingly: In the 21st century, as global population grows and the global economy becomes ever more interdependent, natural disasters, resource limitations and processes of global change will pose some of our greatest challenges.

Many of these issues are tough nuts to crack, not only from a policy standpoint (where conflicting pressures from special interests often hold more sway than scientific findings) but also from the perspective of science itself. The processes underlying these problems are complicated interactions between realms that, traditionally, have been studied piecemeal in separate disciplines of physics, biology, geology, hydrology, meteorology and social science. There is growing recognition however that to inform policy-makers requires both community consensus and a more wholistic treatment of problems.

This class will introduce the multidisciplinary study of "Earth System Science", which seeks to put these puzzle pieces together and arrive at a better understanding of our planet. In this class, we will explore what the physical sciences do (and don't) tell us about these and other pressing problems, and how science does (or does not) inform policy.

Quote from a former student:
"His enthusiasm was apparent and his understanding of course content superb. I knew what was expected, and I LOVE that, and he was good at explaining when he knew we were confused. I expected to hate this class and it was my favorite this semester."

HONR 2000, Scholars Forum (1 cr, CRN 41912)

HONR 2200, Honors Enrichment (.5 cr, CRN 41913)

Mary Heers

Something to shout about! You can continue to take in cultural events and earn credits throughout your student years. Honors Enrichment is an opportunity for Honors students to enhance their academic experience by attending five cultural and arts events and reflecting on them in small group setting. Class will meet directly after the performances. Instructor will initially contact class by e-mail.

Grading will be based on attendance, participation, and written work.

Quote from a former student:
"What a great opportunity to see professional and superior art and entertainment! Mary Heers shared her enthusiasm and insight for enhanced enjoyment and comprehension . . . It is definitely worth the cost of foregoing a night at home studying. The performances were a bright spot throughout the semester."

HONR 3900 Preparing for Scholarships and Graduate School (1 cr, CRN 42035)

Jennifer Bowman, M 4:30-6:30

Winning grants or being admitted to graduate school does not happen by chance. In this course students will research graduate schools and funding opportunities consistent with their personal, academic, and career goals; identify the criteria for evaluation or acceptance; assess their own strengths and weaknesses; and develop a strategy for preparing a compelling application. Students will write personal statements and resumes, participate in peer workshops, practice key interviewing techniques, and produce professional-quality application materials. Students will also discuss common characteristics of highly successful individuals, learn and practice techniques for shining in social settings, and discover ways the vital skills presented in this course can benefit them in pursuing other career opportunities.

Quote from a former student:
I really liked the way Jennifer aimed the course at helping me achieve my goals. Her knowledge and enthusiasm for our individual success greatly helped my motivation. I appreciated the "forum" typesetting in class, which promoted valuable discussion. Peer reviews were especially helpful.

HONR 3020 (DHA) Current Events and the Humanities (3 cr, CRN 43983)

Dr. Christie Fox, MWF 12:00-1:115

Interested in politics? Like to discuss current events? This class will focus on current events but will also look at their representation in humanistic texts. Topics will include the Iraq War and US foreign policy; the environment; human rights; international migration; and world elections. Ultimately, however, much of the class will be based on what is happening in the world while we are in it. Texts will include periodicals such as The New York Times, online news sources such as the BBC or Al Jazeera, and plays, poems, essays and historical sources to contextualize and help us understand what is happening in the world today and the artistic response to it.

This class will be a way to indulge your passion for current events–or to develop one! I expect that we will come to the class with a variety of political and philosophical outlooks, which will make for engaging class discussions. This class will be very discussion-oriented and will require the active participation of everyone involved.

Quotes from former students:
“The inclusion of current events along with personal experience of these events/issues made the class more interesting.”
“Dr. Fox is amazing. She is one of those teachers who make class fun and interesting, as well as cares about the students … She set a great standard to have us leave knowing three different works of art so as to have an intelligent conversation about them. I would recommend her to other students.”

Depth Humanities and Creative Arts, The Arts in Cultural Context: Beethoven and Cultural Heritage (3 cr, CRN 44190)

Dr. Eric Smigel, MWF 12:30-1:20

In this course, students will explore the music, life, and legacy of Beethoven from various critical perspectives and through several media. First, students will closely examine selected musical works as they relate to different stages of the composer’s life. Then, students will attend the Fry Street Quartet’s performances of the entire cycle of Beethoven string quartets, and write a critical report for each of the six concerts. Guest specialists from the Departments of History, Art, Philosophy, and English will provide lectures and lead discussions on key figures and events in different fields from the French Revolution to the 20th century as they relate to the life and legacy of Beethoven. Finally, students will collaborate in small groups to research and present a unique aspect of Beethoven’s impact on a field of their choice. Throughout the semester, students will be required to submit weekly journal assignments that document their expanding understanding of Beethoven’s music, its influence, and its relevance to contemporary culture. 

BIOL 1610H Laboratory, (0 cr, CRN 43265)

Section 906, T 2:30-5:30

The laboratory component of Biology I (Biology 1610) investigates biochemistry, cell biology, genetics, and diversity of fungi and plants. The Honors section of Biology 1610 lab differs from the standard laboratory in limiting enrollment to a select group of Honors students, choosing a top teaching assistant to work with this group, and providing additional opportunities for laboratory explorations and in-depth discussion of material covered in lab and lecture.

ENGL 2010H, Intermediate Writing for Honors (3 cr, CRN 42711)

Section 41, Robin Parent, TR 9:00-10:15

This class will focus on research and persuasive writing, using library and internet research, and appropriate documentation. Students will evaluate sources, collaborate with classmates, and participate in peer review of each other's writing. Writing assignments will be augmented by topical and provocative readings. Students will be expected to participate in class discussions and to think carefully about the reading and writing assignments.
This is not a passive class! Students will write several papers related to their research interests. Through this class, students should develop their own writing style and voice, and learn to integrate that voice with what others (often authorities) have to say about the subject. It is hoped that students will leave the class stronger readers, writers, and thinkers, with a good idea of the areas on which they can build in the future.
Prerequisite: 30 completed* credits AND Engl 1010 or AP score of 3 or ACT score of 29. (*That is, 30 credits with the grades posted on your transcript; the courses in which you are currently enrolled do not count toward the 30 credits.)

ENGL 2010H, Intermediate Writing for Honors (3 cr, CRN 42712)

Section 42, Susan Andersen, TR 1:30-2:45

This class will focus on persuasive writing, using library and internet research and appropriate documentation. Students will evaluate sources, collaborate with classmates, and participate in peer review of each other's writing. Students are expected to participate in class discussions and to think carefully about the reading and writing assignments.
Students will identify a discourse community—which ideally coincides with their future profession—for the audience of their research paper. Students will study the kind of writing in that particular community, such as what counts as evidence, how the community cites sources, what kind of research they value, and how authors present themselves.  To the extent possible, they will write their research paper consistent with these preferences of the discourse community, and in their presentation to the class, they will report both on their research and their study of the community.

The class also has a service learning component, where students will complete approximately four hours of service, write a reflective paper about the experience, and present information to the class using various forms of media. 

This is not a passive class. Students will write several papers, including a personal essay, a research proposal, a literature review, a persuasive-researched essay, and a reflective essay on the service learning experience. Students will choose their best essay to submit to the Voices contest, with the opportunity to win prize money, recognition, and a possible publication.  Through this class, students should develop their own writing style and voice, and learn to integrate that voice with what others (often authorities) have to say about the subject. It is hoped that students will leave the class stronger readers, writers, and thinkers, with a good idea of the areas on which they can build in the future.

ENGL 2010H, Intermediate Writing for Honors (3 cr, CRN 43515)

Section 43, Dr. John Engler, TR 12:00-1:15

This class will focus on research and persuasive writing, using library and internet research, and appropriate documentation. Students will evaluate sources, collaborate with classmates, and participate in peer review of each other's writing. Writing assignments will be augmented by topical and provocative readings. Students will be expected to participate in class discussions and to think carefully about the reading and writing assignments.
This is not a passive class! Students will write several papers related to their research interests. Through this class, students should develop their own writing style and voice, and learn to integrate that voice with what others (often authorities) have to say about the subject. It is hoped that students will leave the class stronger readers, writers, and thinkers, with a good idea of the areas on which they can build in the future.
Prerequisite: 30 completed* credits AND Engl 1010 or AP score of 3 or ACT score of 29. (*That is, 30 credits with the grades posted on your transcript; the courses in which you are currently enrolled do not count toward the 30 credits.)

ACCT 2010H, Survey of Accounting I for Honors (3 cr, CRN 40013)

Dr. Garth Novack, TR 3:00-4:15

This course will provide a survey of the operation and use of the accounting information system. Our emphasis will be on the basic accounting principles used to prepare, analyze, and interpret financial statements. Participants will use a computerized practice set to achieve a full understanding of the accounting cycle that produces the financial statements of business entities. We will then use the Wharton Research Data Services database and apply what we've learned in order to create comparisons of the financial statements of different companies.

Prerequisites: STAT 1040 or MATH 1030 or 1050 (MATH 1050 or equivalent is required for College of Business majors); and GPA of 2.5 or higher.

Quote from a former student:
"ACCT 2010 Honors from Dr. Garth Novack was one of the best classes I have ever taken. From the very beginning Dr. Novack made the classroom a place where the students could come and benefit greatly from his teaching. I never felt dumb asking questions, and believe me, I ask A LOT of questions. Dr. Novack always answered them and kept answering them until I understood the answer. His teaching was amazing; I learned more in that class than I have learned in any other class throughout my college experience. Dr. Novack's instruction also prepared me very well for the next class I was required to take in accounting and actually put me ahead of a lot of the other students in the class."

ECON 1500H, Econ Institutions for Honors (3 cr, CRN 41265)

Tyler Bowles, TR 3:00-4:15

Designed to build an understanding of economic institutions, history, and principles. Relationship between private and public sectors of US economy. Analysis of major economic institutions, such as property rights, markets, business organizations, labor unions, money and banking, trade, and taxation.

 

MATH 1220H, Calculus II for Honors (4 cr, CRN 41693)

Dr. James Powell, MTWRF 12:30-1:20

Integration, infinite series, introduction to vectors, and applications. Topics from second semester calculus will be covered, including advanced integration theory, Taylor's theorem, and the calculus of parametric curves.

Prerequisite: MATH 1210 or AP score of at least 4 on calculus AB exam or at least 3 on BC exam.

POLS 1100H, US Government and Politics (3 cr, CRN 43984)

Dr. Michael Lyons, MWF 2:30-3:20

This course examines the institutions and processes of U.S. government.  It covers a broad range of topics including:  the U.S. Constitution, judicial review, civil rights and liberties, democratic theory, voting, elections, political parties, campaigns, Congress, the Presidency, interest groups, and public policy.  In this section of the course, we will depart from the normal organization to facilitate class discussion of the 2008 presidential election during the first two-thirds of the semester, and to focus on the challenges faced by the new President and the new Congress after the election.

The course stresses the real workings of contemporary government more than history, and has an analytic rather than a structural or normative emphasis.  This means that we will devote relatively little class time to the formal organization of government.  Nor will we debate issues, advocate worthy causes, celebrate the genius of the Constitution, or try to promote good citizenship.  Instead, our objective will be to explain government logically.  To do this, we will assume--just as the constitutional framers assumed--that self interest motivates most political activity.  Thus, we will examine the self interest of voters and politicians within the framework of incentives established by the U.S. Constitution and by U.S. election laws.  We will also assess the U.S. system from a comparative perspective, as the character of the U.S. system is often revealed most clearly in contrasts with alternative forms of representative democracy.

The Honors section of POLS 1100 will differ from regular sections of the course in several respects.  With no more than 30 students in the course, even though most class periods will be devoted largely to lectures, it will be possible to allocate much more class time to discussion than in a section of 250 students.  In addition, reading assignments will be somewhat more diverse and challenging than in a regular section of the course.  We will not use a standard text, and some of the reading assignments will be ongoing analyses of the presidential election that I will select on a weekly basis as the campaign unfolds.    

MUSIC 1010H, Introduction to Music (3 cr, CRN 49018)

Chilali Hugo, MWF 1:30-2:20

A nontechnical course to develop understanding and enjoyment of music. Through study of musical elements, as well as historical, cultural, and social influences, an awareness of the relationship between techniques and aesthetic values in world music can be developed.

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