Honors College Courses for Spring 2010
A rich array of course topics are being offered
to Honors College students in spring semester
2010. Do check back often, as changes may
occur prior to registration.
We have notified all affected students that spring 2010 is the final time UH 300, UH 330, UH 350, and UH 440 will be offered. If you still need any of these courses, you should begin planning your spring schedule now.
If you are unable to schedule all the classes you need, please call 509-335-4505 and set up an appointment with one of our advisors. They will work with you to ensure you can substitute one of the new Honors courses (UH 370, UH 380, or UH 390), or another WSU course, for the courses being eliminated.
The Honors Curriculum
ECONS 198 (1) (3 credits)
MWF 1:10-2:00, Todd 307
Principles of
Economics
Instructor: Pat Kuzyk
This is an introductory course that covers principles of both micro and macroeconomics. The goal is for students to learn, rigorously, the concepts that are crucial for them to understand how our political-economic system works. In the very first week of class, we will discuss the three major economic ideologies—liberal, conservative, and radical. Throughout the course we will revisit these philosophies to see how they relate to the economic models we are studying.
The instructor will introduce Marx’ economic theory (in very basic terms), and contrast it with Adam Smith’s. The class will discuss the legitimacy (or lack thereof) of property rights, taxes, and government intervention in the economy. Grade will be based upon frequent (almost weekly) quizzes, and at least one major writing assignment, numerous homework assignments, and a cumulative final exam.
Students should be prepared to master a good deal of quantitative subject matter and be willing to work hard on their writing.
Required text:
Survey of Economics by O’Sullivan and Sheffrin
ECONS 198 (2) (3 credits)
MWF 12:10-1:00, Todd 307
Principles of
Economics
Instructor: Pat Kuzyk
This is an introductory course that covers principles of both micro and macroeconomics. The goal is for students to learn, rigorously, the concepts that are crucial for them to understand how our political-economic system works. In the very first week of class, we will discuss the three major economic ideologies—liberal, conservative, and radical. Throughout the course we will revisit these philosophies to see how they relate to the economic models we are studying.
The instructor will introduce Marx’ economic theory (in very basic terms), and contrast it with Adam Smith’s. The class will discuss the legitimacy (or lack thereof) of property rights, taxes, and government intervention in the economy. Grade will be based upon frequent (almost weekly) quizzes, and at least one major writing assignment, numerous homework assignments, and a cumulative final exam.
Students should be prepared to master a good deal of quantitative subject matter and be willing to work hard on their writing.
Required text:
Survey of Economics by O’Sullivan and Sheffrin
ENGL 298 (1) (3 credits)
MWF 1:10-2:00, Thompson 119
The Visual
Arts
Instructor: Kim Burwick
In this course, which is primarily focused on advanced writing and researching skills, we will investigate (i.e. observe, question, and respond thoughtfully to) the visual experiences of film and photography. Students will learn to fundamentally examine the role of “image” and its relationship to marginalization in contemporary society. Through this lens, students will learn to address the “uniqueness of vision.” Specifically, students will encounter and argue complex issues surrounding many Diaspora, as well as matters of exploitation, cult violence, shifting markets, and documentary rights. This class will further highlight the significance of the overwhelmingly visual and rhetorical world that surrounds us. Students are expected to write extensively both in and out of class.
In English 298, students are expected to practice the process of drafting and revising. Through peer research projects and two larger research projects, students will begin to see how reading, writing and workshopping are interrelated tasks. Throughout this semester we will focus on the overlap of analytical and creative thought. We will also learn how to hone our primary and secondary research skills.
Required texts:
Contemporary American Independent Film by Chris
Holmlund
Over Exposed: Essays on Contemporary Photography
by Carol Squires, ed.
Research Strategies: Finding Your Way through the
Information Fog by William Badke
ENGL 298 (2) (3 credits)
TTh 12:00-1:15, Thompson 105
Examining the American
West
Instructor: Bryan Fry
This is a research-based course that focuses on a variety of themes including environmental, political, historical, and literary studies of the American West. We will begin the course looking at the current trend of research that redefines pre-Columbian America. This research has granted scholars a new, valuable lens; re-examining the discourse of "discovery" allows for more clarity of the encounters of diverse groups in the American frontier. Articles and books are coming out every which way with fascinating stories to explore: the ship of orphans and nuns who brought small pox inoculations, body by body, across the Atlantic; the migration of the horse; the pre-Lewis and Clark West; the nature of native nutrition, and the chance to explore it right in our own backyard, at an uncultivated 30-acre prairie slope (Virgin Palouse Prairie) just south of Pullman.
In addition, we will study the major literary and critical essays of the American west and visit the library archives to view the original frontier photographs of Edward Curtis and Frank Matsura, as well as the artifacts of L.V. McWhorter.
By the end of this course, each student will comprehend academic, exploratory research -- using primary and secondary sources -- as well as analyzing texts and synthesizing information. They will also demonstrate effective academic prose -- with attention to structure, critical thinking, rules of citation and correctness -- by providing a portfolio of thoroughly revised work.
Required texts:
Literature of the American West by Greg
Lyons
A Writer’s Resource: A Handbook for Writing
and Research by Elaine Maimon
ENGL 298 (3) (3 credits)
TTh 1:25-2:40, Thompson 119
Honors English
Literature
Instructor: Linda Kittell
By the end of Honors English 298, students will understand research and writing as interrelated tasks requiring both creative and analytical thought. More specifically, students will understand the uses of writing as a critical thinking tool, be more critical evaluators of information (considering not just basic content but also matters of presentation and purpose), and be able to research and present arguments as a means of active engagement, social inquiry, and collaborative as well as individual problem solving.
In this course, we will research the American fascination with sports. Why do we love the sports we do? What does our attachment to sport reveal about us as people? How does our passion with sport relate to our chosen major?
Through various shorter research tasks and reading assignments, we will begin a dialogue between ourselves and other writers to investigate our sports obsessions. Later in the course, each student will choose a specific sport (wide open here--baseball, basketball, equestrian sports like rodeo or three-day eventing, wrestling, swimming--your choice) on which to focus his or her attention. Students will come up with a large working bibliography on their sport as well as a series of questions which will work as prompts for their research and writing.
We will learn techniques for doing both primary and secondary research, as well as approaches to various tasks involved in writing and presenting the Honors thesis project and other types of writing students do while at the university. Students will write a larger, final research essay.
Required texts:
A Sense of Where You Are: A Profile of Bill Bradley
at Princeton by John McPhee
The Last Go Round by Ken Kesey and Ken
Babbs
The Joy of Sports: End Zones, Baskets, Bases and
Balls and the Consecration of the American Spirit
by Michael Novak
The Curious Researcher 6th edition by Bruce
Ballenger
Recommended text:
Full-Court Quest: The Girls from Fort Shaw Indian School Basketball Champions of the World by Linda Peavey and Ursula Smith
ENGL 298 (4) (3 credits)
TTh 10:35-11:50, Thompson 119
Out of Africa
Instructor: Jacqueline Lyons
This section of English 298 will focus on Africa, and the class will read contemporary literature and criticism by Chinua Achebe, Ngugi wa’Thiong’o, Tsitsi Dangarembga, Dave Eggers, and others. Texts will be studied as historical and cultural records of nations as well as individuals. The core tests will allow for lively inquiry into the definition and importance of cultural identity, and will include discussion and writing on language, nationality, race, gender, colonialism and post-colonialism, plus details of culture and history particular to several African countries.
English 298 teaches students to understand research and writing as interrelated tasks requiring both creative and analytical thought. In response to core texts and the issues raised within them, students will practice writing effective academic prose with attention to critical thinking, analyzing texts and synthesizing information, structuring an academic essay, and using standard grammar and rules of citation. The course will advance toward a longer researched essay designed to help students prepare for the Honors thesis. Students will also prepare a portfolio of revised work as a final project.
Required texts:
Things Fall Apart by Chinua Achebe
Decolonising the Mind by Ngugi
wa’Thiong’o
Nervous Conditions by Tsitsi Dangarembga
What if the What by Dave Eggers
MATH 230 (1) (3 credits)
TTh 1:25-2:40, Thompson 15
Honors Introductory Linear
Algebra
Instructor: Bill Webb
PREREQUISITE: MATH 171 AND INSTRUCTOR'S OR DEPARTMENTAL PERMISSION
Required text:
Linear Algebra & Its Applications 3rd edition by David Lay
MATH 283 (1) (2 credits)
TTh 2:50-3:40, Todd 226
Honors Calculus III Multivariable
Calculus
Instructor: David Watkins
This is a special section of Math 172 with enrollment limited to 20-25 of our best students. The small class size facilitates interaction between students and the instructor, an experienced professor of mathematics. The topics covered are the same as in the regular sections of Math 172, but there is more emphasis on the conceptual development of the subject, methods of reasoning, and problem-solving. Enrollment in Honors Calculus is by application only. To be considered, you should have an advanced math placement test score greater than 22 (if you have taken that test) or an SAT math score of 650 or higher. Students enrolling in Math 182 must meet the prerequisites for Math 172. If you are an entering freshman and have received AP credit for Math 171, you automatically qualify for Honors Math 182.
Required text:
Essential Calculus, Early Transcendentals by James Stewart
PHYS 205 (1) (5 credits)
MWF 11:10-12:00, Th 5:00-7:00, Webster 11
Lab 1: Tu 6:10-9:00, Webster 422
Honors Physics
Instructor: Fred Gittes
PREREQUISITE: CALCULUS 171 OR EQUIVALENT
An Honors section of Physics 201, Physics 205 is offered in the Spring semester. Physics 206, the Honors section of Physics 202, is offered in the Fall. These are classes designed for serious students who wish to build their knowledge and skills in the use of elementary mathematics (algebra and calculus) applied to the physical world. The advantages of Physics 205-206 are that they are small classes, have a built-in recitation section for strengthening problem-solving skills, concept building the use of computers to analyze physics problems. We offer more hands-on experience (e.g., the classroom demonstrations), more computer technology (actually applying Mathematica™), more self-motivated learning, and we use the same textbook as 201-202. Students do not need to be part of the Honors Program to participate. Students sign up for a 201 laboratory for the lab part of the course. This course is taught with as few lectures as possible. Class time focuses on problem-solving, understanding physical concepts, relating theory to experiments and demonstrations, and developing connections to today’s technology. Problem assignments will be more difficult than 201-202 but more time will be given to assist in finding solutions. Calculus 171 or equivalent is a prerequisite. Students will have considerable opportunity to ask questions and learn this very important material in depth. Any serious student is welcome, should enjoy the class, and gain a great deal from it.
Required text:
Physics for Scientists and Engineers by Paul A. Tipler
SCI 299 (1) (4credits)
MWF 10:10, Todd 301
SCI 299 (1) Lab (1 credit), Monday 12:00-2:50, Heald
229
SCI 299 (2) Lab (1 credit), Monday 4:00-6:50, Heald
229
Integrated Science: the Sciences for Honors
Students II – Dynamics of
Systems
Instructor: Lisa Carloye
Sci 299 is designed for students who are not majoring in one of the natural sciences. It takes an interdisciplinary, integrated approach to scientific literacy emphasizing the scientific method, reasoning skills, and critical thinking skills. This course is a companion of Sci 298 which focused on Origins. The theme of this semester is “Dynamics of Systems” and we will focus our sights on the dynamics of living systems at the DNA level as well as the dynamics of change in species, and the dynamics of earth-processes that create large-scale geological features around the globe with special emphasis on the dynamics shaping our local geology. A required, all-day field trip will show you our local landscape firsthand. As we explore dynamics of systems, we will focus on the process of science and how scientists explore questions of the natural world. Because scientific discoveries intersect with society as a whole, we will explore the social issues that arise from scientific discoveries, especially the creationism/evolution controversy raging in the social and political arena today. Through a semester-long research experience, you will engage in the processes of science firsthand through experiment design, data collection, and analysis.
Required texts:
No Stone Unturned by E K Peters
A Short History of Nearly Everything by Bill
Bryson
UH 270 (1) (3 credits)
MWF 10:10-11:00, Murrow East 229
Introduction to
Psychology
Instructor: Brendan Walker
The objectives of this course are to familiarize the students with both an historical and contemporary perspective on the field of psychology. This will be achieved by evaluating the genetic, biological, and environmental contributors to the behavior of both humans and animals in a manner designed to promote critical/creative thinking, quantitative/symbolic reasoning, information literacy, communication, and a sense of self in society. By striving to embrace these course goals, the students should depart with an enhanced level of disciplinary knowledge that should translate into effective long-term strategies for the evaluation of information over their life span. The course will begin by identifying important historical ideologies and theories that have been instrumental in shaping the way we now view the field of psychology and introducing the concept of psychology as a science. This will be followed by an exploration of the various sub-domains of psychology that will provide a solid understanding of the many systems designed to assist us in navigating through the trials and tribulations of our daily existence. The course will also have a generalized sub-theme in which different aspects of the substance abuse research field will be applied to different sub-fields of psychology that are presented during the course as a means to enrich the learning experience and allow for a more in-depth exposure to experiment-based methodologies.
Required text:
Introduction to Psychology by Weiten
U H 270 (2) (3 credits)
TTh 10:35-11:50, Murrow East 229
Women of Power in Chinese
History
Instructor: Lydia Gerber
In this class we will explore the contributions of exceptional women to Chinese civilization: What, for example, were the abilities and circumstances that allowed Wu Zhao to rule as an emperor during the Tang dynasty? What made the poetry of Li Qingzhao famous? How did Ban Zhao become the final editor of the History of the Han Dynasty?
We will discover what traditional and modern doctrines in China have to say about women in general and their role in society. We will use a variety of texts (in English translation) to explore the role famous women have played against this background of traditional expectations. What does this tell us about Chinese cultural values, and their transformation?
Required texts:
The Cambridge Illustrated History of China by
Patricia Ebrey
Wu Zhao: China’s Only Woman Emperor by
Harry Rothschild
Course package
U H 280 (1) (3 credits)
MWF 10:10-11:00, Honors 142
Exploring the Art of
Portraiture
Instructor: Pamela Lee
An oft repeated adage says that before twenty you have the face that you were born with, after that you have the face you deserve. The adage may stem from Shakespeare’s words: “God has given you one face, and you make yourself another.”
Character is revealed by the face. Can shape our character, and thus the face we wear through life? We anticipate, consider, and expend considerable effort when planning our education, careers, families, and our material possessions. Can we look ahead and anticipate who we might be at fifty, sixty, or eighty? Or, are we simply batted about and patted into shape by family, economics, culture, and by the vicissitudes of fate? Let’s ask these underlying questions as we encounter and explore the art of portraiture.
We will dip across time, continents, and cultures to investigate faces--painted, sculpted, and photographed. We will explore portraiture of powerful historical figures, Ivan Albright’s picture of Dorian Gray, Frida Kahlo’s self portraiture, Diane Arbus’ stark images, Annie Leibovitz’s celebrity photography, Ron Mueck’s contemporary sculpture, and much more.
Required text:
There is no text to purchase. Readings will be assigned from handouts, internet sources, and from books or film on library reserve, including: Shock of the New by Robert Hughes, Life Studies by Susan Vreeland, Just Looking and Still Looking by John Updike, Portraiture by Shearer West, and The Picture of Dorian Gray, 1945, written and directed by Albert Lewin.
U H 290 (1) (3 credits)
MWF 9:10-10:00, Honors 142
Science as a Way of
Knowing
Instructor: Ray Lee
In U H 290, students will learn to view the world from a scientific perspective and make connections between biology and their everyday lives. Modern approaches to understanding the natural world have become increasingly interdisciplinary. Consequently, the course will emphasize how science today integrates information from molecules and cells to natural history to global cycles. The ocean world and animal biology is fertile ground for discovery and student investigation, and will serve as a springboard for scientific exploration in this course.
In addition, students will learn how to use resources for gathering scientific information including researching the primary literature.
Required texts:
Marine Biology by Peter Castro and Michel E.
Huber
The Founding Fish by John McPhee
The Devil’s Teeth by Susan Casey
King Solomon’s Ring by Konrad Lorenz
UH 290 (2) (3 credits)
TTh 9:10-10:25, Honors 141
Science as a Way of
Knowing
Instructor: John Alderete
The course aims to introduce students majoring in the sciences to the scientific literature. Students will learn what is a peer-review article in a scientific journal, how to read, and the value of reading the primary literature. Students will learn about resources available for finding literature in specific science areas. The course will deal with the dimensions of fraud and misconduct in science. Students will learn about the value of integrity in scientific research to the advancement of knowledge and to the maintenance of taxpayer confidence in science. Of interest will be how the scientific literature is translated for citizens to make connections between discoveries and the impact on people’s lives. Students will discuss how government policies are based on science and the significance of a citizenry knowledgeable in science.
Through readings we will examine how modern scientists use their life’s work in their respective disciplines to teach about evolution. In the process we will learn much about the genetics of who we are in the universe and how our behavior is governed by evolution.
Students develop a multidisciplinary perspective of complex, science-based relevant issues in society by collaborating on case studies. Students will work in small groups to research the literature on specific themes and will discuss various aspects of a scientific discovery. Students will also read about current global problems requiring science-based solutions. All students will give professional PowerPoint presentations to the class on chosen science articles.
This course involves interdisciplinary learning, critical thinking, application of knowledge, communication, and cooperative learning skills. Students should be self-motivated and desire to engage in class discussions. Reading numerous science articles is a requirement.
At the end of the course, students will be able to access the scientific literature, examine critically articles in journals and lay publications, and enhance their communication skills.
Required texts:
The Ten Most Beautiful Experiments by George
Johnson
A Primate’s Memoir (A Neuroscientist’s
Unconventional Life Among the Baboons) by Robert M.
Sapolsky
Shadows of Forgotten Ancestors by Carl Sagan and
Ann Druyan
Pamphlets:
Reading
Primary Literature: A Practical Guide to Evaluating
Research Activities in Biology by Christopher M.
Gillen
Good Science and Responsible Scientists: Meeting the
Challenge of Fraud and Misconduct in Science by
Albert H. Teich & Mark S. Frankel
Honor in Science by Sigma Xi, publ.
UH 300 (1) (2 credits)
Monday 3:10-5:00, Honors 141
Global Issues – Short
Stories
Instructor: Kim Andersen
ONLY STUDENTS WHO ENTERED WSU PRIOR TO THE FALL OF 2008 MAY TAKE THIS COURSE
Our contemporary world is a highly charged environment. Media bombards us constantly with conflicts and different ways of being human. Our media-mediated ability to educate ourselves on a kaleidoscopic landscape of social, cultural and intellectual preferences seems to permeate uncertainty about what to do or think also as we examine history.
But our desire is simple: how do we understand people in other cultures? Many important questions emerge: should we leave other cultures alone to do their thing? Or do we engage them if they cause us offense? Are those people fundamentally different from us or to what degree do we empathize with their acts, values, and aspirations? What are the parameters through which we attempt to understand them? It is not a simple task to break down barriers between cultures. In this seminar, however, we will give it a try as we read a selection of short stories from our anthology of international short fiction to identify a variety of agents, situations, concerns, and actions within a number of cultures written by representatives of those cultures.
In conjunction, we will read culture-theoretical discussions by Montaigne, Eagleton, and Rorty, among others, to establish and critique a culture-theoretical framework. The purpose of the seminar is to gain an understanding of culture-related responses to such topics as growing up, exile, identity, war, countryside vs. city, fantasies, madness, rebellion, love, and generational issues – as depicted in contemporary international short fiction.
Students will participate in the selection of short stories to be read. Some films will be watched out of class. Final grade to be determined by active participation, a presentation, and written assignments.
Required text:
Global Cultures: A Transnational Short Fiction Reader by Elisabeth Young-Bruehl
UH 300 (2) (2 credits)
Wednesday 1:10-3:00, Honors 141
The Search for Meaning: Religion and
Spirituality
Instructor: Gail Stearns
ONLY STUDENTS WHO ENTERED WSU PRIOR TO THE FALL OF 2008 MAY TAKE THIS COURSE
How do today's college students understand spirituality, and how do they subvert or use religious symbols to create new meaning relevant for today? We'll look at how Gen Xer's did this as we watch retro music videos, and look at current movies and other expressions of culture to see how today's generation is creating whole new meanings for themselves. In order to identify religious and spiritual symbolism in contemporary cultural expressions, we will learn where many of those symbols now being reinterpreted came from. We will learn the basic symbols and beliefs of major world religious, including Hinduism, Buddhism, Christianity, Judaism, and Islam.
Required texts:
Reader – collection of articles – available at Bookie in January
The Illustrated World’s Religions: A Guide to our Wisdom Traditions by Huston Smith
UH 330 (1) (3 credits)
MWF 3:10-4:00, Honors 142
Development of Western Civilization:
Enlightenment Europe in a Global
Context
Instructor: Jesse Spohnholz
ONLY STUDENTS WHO ENTERED WSU PRIOR TO THE FALL OF 2008 MAY TAKE THIS COURSE
The first half of this course will introduce students to the major transformation in intellectual, political, cultural, and social life in Europe during the seventeenth and eighteenth centuries. This includes the development of modern science and democracy, arguments for women’s rights and religious toleration, as well as the emergence of the secular public sphere. But this was also a period of colonialism, institutionalized slavery, and global exploration. In the second half of the course, we will explore the global context of the Enlightenment, with three in-depth studies of Atlantic slave trade and the exploration of the Pacific. We will end by comparing the American and French Revolutions. Students will write two historical essays, one on the European Enlightenment and one on the Enlightenment in a Global Context.
Required texts:
The Enlightenment by Dorinda Outram
The Enlightenment: A Sourcebook and Reader by
Paul Hyland, ed.
Nathan the Wise by Gotthold Ephraim
Lessing
Robinson Crusoe by Daniel Defoe
Equiano’s Travels:The Interesting Narrative of
the Life of Olaudah Equiano or Gustavus Vassa the
African by Paul Edwards, ed.
The Journal of Captain Cook by Philip Edwards,
ed.
Journal of a Voyage with Bering by Georg Steller
UH 330 (2) (3 credits)
TTh 2:50-4:05, Thompson 201
Representations of Violence, War, and
Oppression in Peninsular Spanish
Film
Instructor: Vilma
Navarro-Daniels
ONLY STUDENTS WHO ENTERED WSU PRIOR TO THE FALL OF 2008 MAY TAKE THIS COURSE
Nowadays, it is normal to find films and video games which have an abundance of violent scenes. The increase in this sort of production is a symptom of something that is pervading our entire society. The high demand for films that include violence should make us think about the possible reasons behind such a demand. The fact that torture, cruelty, and violence “sell very well” should evoke a serious debate among intellectuals, artists, spiritual leaders, educators, politicians, and the entire society.
This course will examine representations of violence, war, and oppression in Peninsular Spanish film. We will study different representations of violence: war, hunting, domestic violence based on gender and age, and, importantly, violence in film. We will see how representations of violence can have a meaningful purpose, how these representations can promote social debate about real (non-filmic or fictional) violence, and how these films show that violence can never be taken as entertainment. It is interesting to note that although the films included in this course represent violence, they are not necessarily violent films.
Students will discuss in small groups and also will take part in general discussions. Students will read at least one critical article about the seven films included in this course. Students will also give oral presentations about films not discussed in class. There will be bi-weekly, very short reports and two four-page essays.
Questions? Please email me at: navarrod@wsu.edu
Required texts:
A set of photocopied articles posted on our course Moodle web page.
Film Availability:
1) There will
be two group showings for each film discussed in
class.
2) Films will be also
available at: a) the Language Lab in Thompson 210) and,
b) the Holland and Terrell Libraries.
UH 350 (1) (3 credits)
MWF 2:10-3:00, Honors 142
Latin America: The Creation of Hybrid
Cultures
Instructor: Ana Maria Rodriguez-Vivaldi
ONLY STUDENTS WHO ENTERED WSU PRIOR TO THE FALL OF 2008 MAY TAKE THIS COURSE
This course will explore the cultural and historical development of Latin America from pre-Colombian times and on, exploring how a civilization comprised of hybrid elements evolves from the meeting and adaptation of different cultures, from those of indigenous groups, to those of European, African, and Asian immigrants, as well as contemporary influences deriving from the effects of globalization, particularly from the U.S. and Europe.
From a chronological framework, we will focus on a broad variety of social and cultural components including ethnicity, language, literature, music, film, and the visual arts, including film, as examples of how hybridization takes place. We will examine as well the key issues affecting cultural development that have had and continue to have an effect on Latin American individuals. To provide a context for this study, the course will provide a historical and social framework, laying out the foundation or overview of the major happenings and forces at play.
Course Goals: It is designed for students from a range of disciplinary backgrounds, and encourages students to pursue their own disciplinary interests as applied to this region in their research project and/or presentations in class. Its interdisciplinary nature gives students an experience of the possibilities and challenges of work outside their area of expertise, and gives them confidence and training in research methods and critical reading, enabling them, should they wish to do so, to go on to study successfully at advanced level. The goal is to acquire a better understanding of what is, after all, a disparate and varied group of nations, a true mosaic that may be the sum of its parts, but is still composed of very definite parts.
Learning Outcomes: Upon successful completion of this course, students will be able to analyze the causes and effects of the impact of the Spanish conquest and settlement of the Americas, and the legacy of pre-Colombian civilizations; analyze the causes and effects of transcultural phenomena in the interaction between Europeans, indigenous populations, and African slaves that will establish enduring cultural patterns during the Colonial era; analyze the causes and effects of the independence movements on the peoples and institutions of Latin America that still persist today; describe and evaluate the foundations of the social, political, and economic structure of modern Latin American nations; evaluate current Latin American events, trends, personalities, and ideologies in the context of the past; evaluate and use their knowledge to assess Latin American concerns from a position of knowledge and understanding; recognize, assess, and provide specific examples of cultural production in Latin America from an interdisciplinary perspective, which will enable them to continue working independently in the research of this region, if they so wish; and, further develop communication skills, as well as the possibility to increase and apply disciplinary knowledge through numerous and diverse writing and oral activities.
Evaluation: Course assignments will include readings, a News Journal, oral presentations, two essay exams in class, and a research paper.
Required text:
Born in Blood and Fire. A Concise History of Latin America by John Charles Chasteen
UH 350 (2) (3 credits)
TTh 12:00-1:15, Honors 142
The International
System
Instructor: Bill Smith
ONLY STUDENTS WHO ENTERED WSU PRIOR TO THE FALL OF 2008 MAY TAKE THIS COURSE
Each section of UH 350 is supposed to deal primarily with non-western cultures. In this section, we will focus on the international system in which non-western nations strive to deal with the west on an even footing. Because the United Nations (and its myriad sub-agencies) serves as the main venue for such interaction, we will use the UN as the primary (but not only) lens through which to view global diplomacy throughout the spring semester.
If a multilateral organization can be considered enigmatic, then that description fits the United Nations. In large part, this is because “The UN” is a misconception, implying as it does a monolithic organization that can be considered as a single whole. In reality, the myriad and changing perspective of the UN Member States--which align or diverge with one another issue by issue--render the UN a very complex entity.
Interestingly enough, the framework in which this diplomatic interaction takes place is applicable to fields far flung from “politics.” Oftentimes Americans of any age mistakenly equate the international system with “politics,” and “politics” does not interest them. Political disagreements on a global scale certainly factor in deliberations at the UN, but topics as diverse as apparel merchandising, tourism, and access to pharmaceuticals are debated and discussed as commonly as nuclear proliferation or world peace. You will find something relevant to your field of study this semester.
Required text:
None
UH 350 (3) (3 credits)
TTh 2:50-4:05, Avery 102
20th Century Latin American Women’s
History
Instructor: Yvonne Berliner
ONLY STUDENTS WHO ENTERED WSU PRIOR TO THE FALL OF 2008 MAY TAKE THIS COURSE
The course is meant to provide students with an in-depth analysis of how 20th century political developments in Latin America affected the lives of individual women and groups of women and made them act. The perspective of women’s history analysis will be discussed by way of a thorough grounding in the theoretical framework of this discipline. After setting up a backdrop of 20th century Latin American history, we will analyze case studies in Cuba, the Dominican Republic, Guatemala, and Chile. In addition to leading class discussions, students will be expected to engage in research, essay writing, and source analysis skills, thus fulfilling department objectives to express sophisticated and abstract concepts clearly, orally, and in writing; to be familiar with the nature of historical argument and methodologies; to frame research topics and do research at an appropriate undergraduate level; and, finally, to develop critical thinking skills that will allow and encourage students to become lifelong learners in all disciplines.
Required texts:
Women + Cuban Revolution by Stone
In the Time of Butterflies by Alvarez
Disappeared: Journalist Silenced by Erlick
Right-Wing Women in Chile by Power
I, Rigoberta Menchu by Burgos-Debray
Modern Latin America by Skidmore & Smith
UH 370 (1) (3 credits)
TTh 2:50-4:05, Wilson 101
Tawantinsuyo: Land of the
Inca
Instructor: Melissa Goodman-Elgar
PREREQUISITE UH 270
From their modest origins in the Cuzco region, the Inca expanded and united a vast region extending from Peru north into Ecuador and Columbia and south into Bolivia, Chile, and Argentina. They called their empire Tawantinsuyo, land of the four quarters, and linked it with a complex system of communications, roads and administration. In this course we shall explore both the conquerors and the conquered as we trace the development of Inca culture and the expansion of the Inca state.
Our understanding of the Inca is greatly influenced by early Spanish observations of the Inca as well as by contemporary anthropological studies of highland societies. We will explore the benefits and difficulties of combining these texts with archaeological data in seeking to understand Andean culture.
We will first explore the cultural and physical geography of the Andean region with particular attention to pre-Colombian community organization and subsistence. The Incas will be traced from their origins in the Cuzco Basin through their later expansion through archaeology and myth. We will assess strategies of military conquest, state organization, and impacts on conquered peoples. We will consider Inca material culture including their ceramics, figurines, weaving, architecture and settlement planning. Finally, we will address the internal and external influences that contributed to the decline and eventual disintegration of the Inca Empire. These discussions draw on key theoretical debates in social science with relevance not only to the study of ancient states but also to society today.
Required texts:
Art of the Andes by Stone-Miller
Incas by Daltroy
UH 370 (2) (3 credits)
TTh 9:10-10:25, location to be determined
Case Study: Global Issues in Social
Sciences
Instructor: C. Richard King
PREREQUISITE U H 270
This course is designed to familiarize students with the institutions, practices, and policies that constitute “globalization,” stressing the centrality of racial, economic, and social inequality to it. Class readings and discussions seek to foster debate and reflection about the historic structures of global inequality and the ways in which people live them in distinct cultural contexts. As such we ask big questions about the changing nature of the world and look to small, local worlds to consider the affects of these changes. A consideration of disposability—waste, lives deemed unimportant and unworthy, people used and refused—and justice stands at the thematic core of our discussion. Topics examined include contemporary forms of slavery, sweatshops, hunger, health, genocide, and xenophobia.
Required texts:
Disposable People: New Slavery in the Global
Economy by Kevin Bales
Globalization: The Human Consequences by Zygmunt
Bauman
Pathologies of Power: Health, Human Rights, and the
New War on the Poor by Paul Farmer
Disposable Women and Other Myths of Global
Capitalism by Melissa W. Wright
UH 380 (1) (3 credits)
MWF 1:10-2:00, Honors 142
Music: Science, Art,
Healing
Instructor: Sheila Converse
PREREQUISITE U H 280
In this class we will examine music from a number of different perspectives. We will begin with the science by reading This is Your Brain on Music by Daniel J. Levin in which he explains the elements of music in scientific terms, investigates the role of music in human evolution, and the neuroscience of perception of music in the human brain. Next we will examine how music is integral to different cultures and can be a vehicle through which we can learn about people of this global community. The Healing Drum by Yaya Diallo and Michael Hall will introduce us to the Minianka tribe of West Africa. We will choose other cultures to investigate based on the interests of the class. Another area of discussion will be what Barbara Ehrenreich calls “the desire for collective joy” in her book Dancing in the Streets which uncovers the origins of communal celebration in human biology and culture. “In recent centuries the tradition has been repressed, cruelly and often bloodily, but….the celebratory impulse is too deeply ingrained in human nature ever to be completely extinguished.” The final section of the class will look at the therapeutic aspects of music in institutional settings such as hospitals as well as its use by individuals for relaxation and stress relief.
Grading will be based on class participation, presentations and a paper.
Required texts:
The Healing Drum by Yaya Diallo
Dancing in the Streets by Barbara
Ehrenreich
This is your Brain on Music by Daniel J. Levin
UH 380 (2) (3 credits)
TTh 9:10-10:25, Honors 142
Literature and Culture of Ancient
Greece
Instructor: Robin Bond
PREREQUISITE: UH 280
This course is an introduction to the literature and culture of Ancient Greece that focuses on issues and ideas emerging from the Greeks’ interactions with other peoples through travel, colonization, and warfare. Ancient Greeks over time formed their Greek identity around their common language, legends, customs, and worship, often in response to their encounters with, and in contrast to, non-Greeks--“barbarians.” We will study Greek literature through the fifth century, looking in particular at how Greek views of non-Greeks, often influenced by historical events, were reflected in their literature, art, and philosophy.
Required texts:
Homer’s Odyssey translated By
Fagles
The Poems of Hesiod
Herodotus’ History translated by Grene
Euripides, Medea and Other Plays trans. by
Morwood
Greek Tragedies, volume 3 translated by Grene
and Lattimore
UH 390 (1) (3 credits)
TTh 1:25-2:40, Honors 142
Earth Resources
Instructor: Peter Larson
PREREQUISITE: UH 290 or Sci 299
Metal resources have a unique historic role in the exploration and development of society and civilization. The California gold rush is an example that is well known. Metals continue to be very important players in the modern global economy. For example, the average automobile contains about 50 pounds of copper. Some comes from recycling, but some is from new mineral production. How can resources be best used to balance global economic and environmental concerns, and maintain or expand global standards of living? One part of this equation is the primary supply of mineral resources from deposits.
Mineral deposits are usually found in earth environments that are products of complex geologic processes. One needs to understand volcanoes and magmas, plate tectonics, folds and faults, and other aspects of geology to make sense out of the formation and distribution of ores. This class will provide an overview of many of these geologic processes. The earth rocks. In this class, the student will discover why. Interdisciplinary aspects of mineral deposits that include the political distribution of deposits, price and production controls on mineral and global economics, environmental aspects of mining, and others will be investigated. Both science and non-science majors will collaborate to explore these interactions.
Required texts:
UH 390 (2) (3 credits)
MWF 11:10-12:00, Honors 142
Case Study: Global Issues in the
Sciences
Instructor: Virginia Lohr
PREREQUISITE: UH 290 or Sci 299
Research on biophilia, the propensity of humans to be drawn to and fascinated by nature, has exploded in recent years. Scientists in many fields, such as biology, environmental psychology, geography, and horticulture are exploring this new field. You will learn what this field is and experience its effects first-hand. Did you know that students with views of plants out of their dorm windows are more productive than those with views of parking lots? We will begin by focusing on research on the effects of plants and nature on people and on theories about why these responses occur, such as brain response to fractal patterns. You will have occasional opportunities to contribute to topic selection. For example, we may branch off to issues on the loss of plant biodiversity or explore research on what sets humans apart from animals, depending on your interests. In this interdisciplinary course, you will have abundant opportunities to apply your skills, whether you are a science or non-science major, as you work in small groups and on case studies to examine questions raised in our discussions and to explore applications to global problems. You will apply the U H 290 skills of searching and interpreting the scientific literature to come to reasoned conclusions that would be trusted by scientists. You will communicate these conclusions in a variety of oral, written, and graphic means that can be understood by nonscientists.
Required texts:
To be determined
U H 398 (1) (1 credit)
TTH 12:10-1:00, Honors 141
Honors Thesis Proposal
Seminar
Instructor: Kim Andersen
PREREQUISITE 45 SEMESTER HOURS
STUDENTS MAJORING IN THE SOCIAL SCIENCES, ARTS, OR HUMANITIES ARE ENCOURAGED TO ENROLL IN THIS SECTION
This is a seminar-style course with the purpose of assisting and supporting each participant in completing his/her Honors thesis proposal. By the end of the course you will submit your Honors thesis proposal for approval and be ready to initiate your thesis research. In the course we will discuss how to generate an Honors thesis topic, how to formulate a thesis question, how to identify a thesis advisor, and how to prepare the thesis proposal. In addition, we will discuss ways to structure your thesis, how to perform a literature search, how to organize bibliographies and notes using zotero, and how to evaluate the information you obtain in relation to your topic. During the course we will constructively support and critique each other’s projects as they develop in the proposals. Each student will submit a completed proposal including title, introduction, research question, methodology, and preliminary annotated bibliography as a final product. S/F grading.
Required text:
The Craft of Research by Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams
UH 398 (2) (1 credit)
Monday 6:10-8:00 p.m., Honors 142
Honors Thesis Proposal
Seminar
Instructor: Lisa Carloye
PREREQUISITE 45 SEMESTER HOURS
STUDENTS IN SCIENCE, MATH, AND OTHER TECHNICAL MAJORS ARE ENCOURAGED TO ENROLL IN THIS SECTION
This is a seminar-style class with emphasis on class participation (including posts to our MyClass electronic course space), independent research, oral presentation, and individual development of a thesis proposal. Students will learn how to identify a thesis advisor, generate an Honors thesis topic, prepare an Honors thesis proposal, and initiate Honors thesis research. To learn how to formulate a thesis question/topic/hypothesis, and how to access and utilize the scholarly literature, students will work together for the first two weeks on a mock thesis question. After this, students will identify an advisor, meet with the advisor, and: (1) perform a literature search on their chosen area of study, (2) evaluate and use information pertinent to their thesis topic (primary, secondary, and other scholarly sources), (3) examine assumptions, methodology, data, and conclusions in the scholarly literature, (4) draw their own valid inferences and conclusions, (5) engage in class discussions and feedback regarding their thesis proposal, and (6) submit a proposal (3-5 pages, excluding bibliography) and give a 10-minute PowerPoint presentation on their thesis topic.
The end product of this course is a thesis proposal ready to submit for evaluation by the Honors College (per stated guidelines on the Honors College website). Upon successful completion of this course, the Honors student will be ready to undertake Honors thesis research (UH 450).
Required text:
The Clockwork Muse by E. Zerubavel
Optional texts (useful for UH 450):
The Craft of Research by W.C. Booth, G.G.
Colomb, and J.M, Williams
How to Write a BA Thesis by C. Lipson
UH 430 (variable credits)
Foreign Study
Practicum
By Arrangement
Special assignments and research related to education abroad. You can earn one-four (1-4) credits towards an independent study requirement through UH 430. The work for this project is completed upon your return from studying abroad.
UH 440 (1) (3 credits)
TTh 10:35-11:50, Honors 142
Kitsch or
Avant-Garde?
Instructor: Kim
Andersen
ONLY STUDENTS WHO ENTERED WSU PRIOR TO THE FALL OF 2008 MAY TAKE THIS COURSE
In general we have few problems understanding and acknowledging that the “Mona Lisa,” the “Pieta.” or even “The Eiffel Tower” could--or even should--be considered art. But how about all the weird, offensive, modern, and post-modern stuff, much of which we could so “easily do ourselves”? How do we explain it? How is it art? What’s the point? How could Pollock’s drip-painting, #5, sell for $140,000,000? An element in this determination undoubtedly rests with the good old notion: avant-garde. What is “avant-garde” sentiment? Is it still possible to be avant-garde? Do we need art-avant-garde? Is the best of contemporary art “avant-garde” in some way or is it just kitsch--temporarily sanctioned by some largely self-appointed social elite to the tune of the marketplace?
In this course we will take an in-depth look at these issues by focusing on three things: we will 1) establish a basic understanding of arts-philosophical perspectives; 2) familiarize ourselves with a variety of contemporary (and, in contrast, older) art; and 3) discuss art's social and/or species-determined function and, hence, identify the parameters most likely responsible for its forward (or at least continued) drift.Class will include films, videos, and excursions, and favor critical discussions in the classroom and in papers. Final grade will be determined by active participation, written assignments, and an in-class presentation.
Required texts:
But Is It Art? by Cynthia Freeland
Contemporary Art: A Very Short Introduction by
Julian Stallabrass
Art: Over 2,500 Works from Cave to Contemporary
by DK Publishing
UH 440 (2) (3 credits)
Tuesday 5:00-8:00, Honors 142
Looking for the
Beautiful
Instructor: David Wang
ONLY STUDENTS WHO ENTERED WSU PRIOR TO THE FALL OF 2008 MAY TAKE THIS COURSE
Beauty is in the eye of the beholder. Or so the saying goes. But is it true? And if it is true, just how true is it? In this course we will trace the historical roots of this startling idea because, until very recently, people didn’t think that beauty was in the eye of the beholder. So where did they think beauty was? Hmmmm. In answering this question, and in appreciating how cultures in past eras viewed beauty, we learn much about how to live in today’s world. We will be looking for the beautiful starting with the Greeks through the “Dark Ages” (they weren’t all that dark), to medieval times, to the Renaissance and the Enlightenment, through to the Industrial Revolution…all the way to Modernism. And then we’ll need to figure out what beauty means in today’s Cyber Age.
Required text:
None
UH 450 (variable credits)
Honors Thesis
By
arrangement
All students are required to complete a 3-credit Honors Thesis in order to fulfill their Honors requirements. The Honors thesis is an in-depth reading and writing project directed by a student’s major department. Students can choose to complete original research or a creative project. Detailed guidelines on the thesis and the proposal approval process are available on the Honors website, http://honors.wsu.edu. Final grades for UH 450 are given by the Honors College when the thesis is completed satisfactorily and an oral presentation has been given. Oral presentations are given during the 7th and 11th weeks of the fall and spring semesters.
UH 499 (variable credits)
Independent Study
By Arrangement