HONR 1320: Revolution! Reacting to the Atlantic Revolutions (BHU)
Section 001, CRN 43229, 3 credits
Dr. Julia Gossard (TR 10:30-11:45 in LLC A 110)
Do you love the American Revolution? Are you interested in the overthrow of the French monarchy? Do you like to immerse yourself in learning? This class will allow students to live through the social, ideological, and political background of the American, French, and Haitian revolutions in three role-play simulations. Each time, you will play a particular revolutionary character as you deliver oral arguments, write articles, conduct research, negotiate with your classmates, and investigate revolutionaries' motivations. Between 1763 and 1815, a hopeful, exciting, and captivating revolutionary spirit swept through the Atlantic world as ideas about rights, representation, and the human condition became popular global topics. These ideas inspired people like Thomas Jefferson, Alexander Hamilton, Abbé de Sièyes, LaFayette, Olympe de Gouges, and Toussiant L’Ouverture to revolt against their oppressors. American colonists, led by the charismatic George Washington, threw off British rule. The French monarchy crumbled. Black slaves emancipated themselves in the world’s wealthiest colony in Haiti. By 1815, the “Old Regime” of Europe, which had long dominated the Western world, was a thing of the past, replaced by experiments with representative government. This class will allow you to experience revolution firsthand and to bring this history to life. Join us for what is sure to be a revolutionary experience!
HONR 1330: Musical Rhythm in Our Minds and in Our Bodies (BCA)
Section 001, CRN 42555, 3 credits
Dr. Timothy Chenette (TR 10:30-11:45 in RWST 214)
This class will give you opportunities to explore music you love on a deeper level, to learn about music you have never thought about before, and maybe even fundamentally change how you understand learning and knowledge. We’ll explore what musical rhythm is, how our minds represent it, and how it affects our bodies, using examples from all kinds of music from 14th-century courtly love songs to electronic dance music and rap. Most of the course will be spent pursuing big questions that could be answered many different ways. For example, is it counterproductive to write down music from an oral tradition? Is it ok to use Western terminology to understand African music? What is “flow” in rap, and what makes it good or bad? Students will form research teams to investigate these questions, and there will be no single right answer. The last few weeks of the class will be dedicated to your own big questions, which you will answer in both presentations and performances. Throughout the class, our focus will be not on what other people have said, but on what you do and say based on what you learn: after all, you’re here not just to learn facts but to do, to listen, to move, and to contribute your own voice to the important human questions at the heart of this course.
HONR 1340: Food Matters (BSS)
Section 001, CRN 41752, 3 credits
Professor Denise Stewardson (TR 9:00 -10:15 in LILLY 006)
This course will give you a broad overview of the economic, social, political, and environmental issues that shape how our food systems work. We will take a closer look at the complex challenges of feeding the world’s population by using popular “foodie” media and science-based research. We will learn about the environmental impact of food production, the challenges of feeding the world, the ethics of food production, and the representation of these issues in popular movies, documentaries, commercials. You will have the chance to engage in individual and collaborative research on many big questions: Where and how do individuals fit into the global food web? Is there enough food to feed the global population? What impacts is climate change having on food production? Does organic food production provide greater health benefits compared to conventionally grown or genetically modified foods? Is obesity a consequence of lack of education and/or poverty? In addition, you will have the opportunity to participate in service learning experiences related to food matters.
HONR 3020 and HONR 3030: Before Bears Ears: Public Lands, Utah, and You (DHA or DSS)
Section 001, CRN 44111/44113, 3 credits
Dr. Kerin Holt and Dr. Judson Finley (TR 9:00-10:15 in LLC A 110)
We all live in the west—a region uniquely shaped by public lands. In Utah, over 70% of the state is public land, and over the past five years, there has been increasing debate over how best to define, manage, and use our public lands. You may find these debates complicated and combative, involving varied perspectives, experiences, and motives that can be tough to negotiate. This course offers students an opportunity to understand better and to engage more fully in the public land debates through a case study of Dinosaur National Monument. Dinosaur National Monument has a rich history, acting not only as a repository of a vast dinosaur fossil record, but also as home to diverse Native American cultures, subject of various explorations and adventurous river rafting expeditions, source of lucrative oil, gas, and mineral developments, and site for visual art, literature, and storytelling. Less well known is the role Dinosaur National Monument played in shaping the modern environmental movement during the 1950s. This interdisciplinary Think Tank course brings together varied approaches—anthropology, archeology, history, literature, environmental studies, political science, and cultural studies—to explore the ways that the monument has been used, developed, and protected throughout its history. As part of the course, we will take a four-day field trip to Dinosaur National Monument, where we will engage in fieldwork and service activities to apply directly to this national monument the ideas and skills we learn in class. Through a hands-on, multi-disciplinary approach, students will leave the course with a solid grasp of the important issues facing public lands in the west and confidence in their ability to contribute to these debates as we move into the future.
BIOL 1615 (H): Biology I Laboratory
Section 001, CRN 42944, 1 credit
Professor Lauren Lucas (M 10:30-1:15 in LSB 108)
The BIOL 1615 and 1625 honors lab sections create an intellectual environment by pairing a peer group of academically engaged and curious students with the lab coordinator. Students will conduct most or all of the same projects as standard laboratory sections, but students will occasionally use advanced equipment and perform authentic pilot studies that may be suitable for publication.
ENGL 2010 (H): Intermediate Writing (CL2)
Section 029, CRN 41511, 3 credits
Susan Anderson (MWF 12:30-1:20 in FL 301)
Section 049, CRN 41512, 3 credits
Dustin Crawford (TR 9:00-10:15 in FL 307)
This course teaches students to develop their own writing styles and voices, to integrate those voices with what others (often authorities) have to say about subjects, and to become stronger readers, writers, and thinkers. The class focuses on library and Internet research, appropriate documentation of such research, and persuasive writing. Students will evaluate sources, collaborate with classmates, and participate in peer-review of each other’s writing. Writing assignments emerge from a syllabus of topical and provocative readings, and students participate actively in class discussions, think carefully about the reading and writing assignments, and write several papers related to their own research interests.
*Prerequisite: Completion of ENGL 1010 or AP English Composition score of 3 or ACT score of 29.
MATH 1220 (H): Calculus II (QL)
Section 004, CRN 40071, 4 credits
Dr. Brent Thomas (MTWRF 2:30-3:20 in GEOL 302)
This course gives students the opportunity to work together to build an understanding of calculus. Students will work in teams to present the textbook material over two class periods. On the first day, teams will introduce new concepts, deciding which examples and exercises might best prepare the rest of the class to complete the required homework. On the second day, the teams answer questions from their classmates and work through any problems with the homework. After each team has taken a two-day presentation turn, we will create new team assignments, giving everyone a chance to work with everyone else. This format allows students to think independently and critically about mathematical concepts, using their own interests to create real-world applications for calculus. Honors calculus students don’t just do textbook assignments; they bring them to life.
ENGR 3080 (H): Technical Communication for Engineers (CI)
Section 004, CRN 42336, 3 credits
Prof. Melissa Scheaffer (TR 9:00-10:15 in ENGR 401)
Through an in-depth analysis of the Space Shuttle Challenger disaster, students will develop individual and collaborative writing, presentation, and research skills to be effective writers of technical information. Students will research the technical, communication, and ethical issues that led to the failure, examine actual Challenger-related technical documents and findings, and write technical documents. Guest speakers include a former astronaut who flew in missions before and after Challenger, as well as an engineer on the Challenger disaster recovery team.
PE 1063 (H): Honors Strength & Conditioning
Section TBA, CRN 45668, 1 credit
Instructor: Tony Popoca (TR 3:00-4:15 p.m. in LOC TBA)
Designed to improve overall flexibility, strength, and endurance capacity of the body.
The following CRNs are Honors sections of USU 1010: Connections. You may sign up for any available section.