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Honors College
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Honors Courses

Honors courses vary by semester and range across all subject matters. Often times they can be cross listed and count towards both Honors and General Education requirements. Listed below are the courses for the Spring 2018 semester.


Critical Thinking and Writing: Buisness Ethics

HONR 111.041

M/W/F 10:00-10:50 AM

Instructor: Lauren Hill

Examines processes for developing clear and sound arguments. Emphasizes critical thinking, writing, oral debate information, literacy, and research skills.

Meets General Education IA.

Critical Thinking and Writing: Science and Society

HONR 111.042

M/W/F 11:00-11:50 AM

Instructor: Lauren Hill

Examines processes for developing clear and sound arguments. Emphasizes critical thinking, writing, oral debate information, literacy, and research skills.

Meets General Education IA.

Gender and Work

HONR 112.041

T/TH 2:00-3:15 PM

Instructor: Stacia Kock

The concept of "work" exists as both a lived experience (your paid or unpaid job) and a social institution (the workforce). This course investigates the influence of gender in shaping our individual and collective understandings of "work". Students explore how gender differences structure American workplaces and how individual workers negotiate, reinforce, or challenge gender in their work. We also examine the various legal and social responses to public and private work concerns, including wages for housework, pay equity, and work/family balance. Throughout the course, we address how differences of race, socioeconomic status, nationality, and sexual orientation intersect with discussions of gender in the workplace today.

Satisfies a General Education Requirement III-B or III-C.


Explorations of the Body

HONR 112.042

M/W/F 9:00-9:50 AM

Instructor: Stacia Kock

How are bodies shaped by social and cultural forces, both visible and invisible? How might we perform and manipulate our bodies to send messages about power and belonging? How do media representations of the body reinforce or subvert ideas about 'normalcy'. This course addresses these questions by examining the physical body as an extension of personal identities and a product of complex processes like objectification, commodification, and medicalization. Using primarily a sociological perspective, the course considers how constructions of sex, race, gender, sexuality, age, and ability shape bodily experiences like pregnancy, being an athlete, illness, or plastic surgery.

Satisfies a General Education Requirement III-B or III-C.


Political Arguments Alive

HONR 211-0.41

M/W/F 1:00-1:50 PM

Instructor: Lauren Hill

We study Aristotle and Cicero to understand the structure and art of American political speeches. We start by examining how figures such as Abraham Lincoln, Martin Luther King, and John F. Kennedy set the stage for Bill Clinton, George W. Bush, and Barack Obama. In the second half of the semester, we explore how political language infiltrates everyday life, music, advertisements and marketing, billboards, television, film, clothing, art, sports, and more. By analyzing the language of politics, we begin to understand how politics are alive in our everyday life.

Satisfies a General Education Requirement III-B.


Music and Power

HONR 211.042

T/TH 9:30-10:45 AM

Instructor: Leanne Wood

Identifying "good" music might seem to be simply a matter of taste, but politicians, theologians, and philosophers have long contended that music powerfully influences our minds and bodies and should be performed and listened to judiciously. In this course, we examine how and why music has been reckoned morally, ideologically, and even physically dangerous to listeners, as well as how music can serve as a force for positive change in our community. We begin by studying debates about ragtime music in the early 20th century and consider more recent examples of how authority figures tried to censor or regulate music. We examine uses of music as a tool for ideological persuasion during the Cold War and as a psychological and/or physiological weapon in the contemporary "War on Terror." Finally, we consider some of the political functions of music within contemporary U.S. conversations about race, social justice, and peaceful protest. Students are asked to complete a series of short essays, a larger research paper, and a music-focused Community Engagement Project. No music training is necessary to succeed in this course.

Satisfies a General Education Requirement III-B or III-C. 


Climate Change in the Chesapeake Bay Region

HONR 212.041

M/W 3:00-4:15 PM

Instructor: Craig Ramseyer

This course takes an interdisciplinary approach to analyzing the physical, societal, economic, and political aspects of global climate change, with a particular emphasis on the Chesapeake Bay region. We explore the past, present, and future impacts of climate change. This includes understanding how the climate changed in the past and how different human civilizations responded. We then explore the current state of the climate by discussing the climate change impacts of the Chesapeake Bay region and what stakeholders in the region are doing to become more resilient to climate change. The course also involves a field trip to a regional location where climate change is having a particularly noticeable impact.

Satisfies a General Education Requirement IVB.


Principles of Microeconomics

ECON 211.01H

M/W 1:30-2:45 PM

Instructor: Brian Hill

Choice is the unifying feature of all things that economists study. The topic of this course, microeconomics, is specifically dedicated to understanding how individual economic agents (including individuals, households, firms, and governments) make choices and how these choices affect society. In this class, we learn the foundational theories that economists use to explain how choices are made and what impact the choices have on society. We also discuss how economists use empirical methods to test findings of theoretical methods. In addition to learning about the tools that economists use to understand human behavior, we also learn how to produce scholarly economic research. This includes the development of a relevant policy question, an examination of scholarly research on the question, the collection of data, and the use of statistical software for basis analysis.

Meets General Education IIIB or IIIC.

Playing with Mathematics

HONR 212.042

M/T/W/F 12:00-12:50 PM

Instructor: Jathan Austin

We are often only implicitly aware of the mathematics involved in games, but mathematical reasoning and problem solving are often key components of game design and game play. In this course, we explore the mathematics of a variety of board, card, and dice games. We use mathematics to analyze game features including fairness, complexity, and play strategies.

Meets General Education IVB or substitutes for MATH 105 for students in the Fulton School of Liberal Arts.


Ecological Restoration

HONR 212.043

F 1:00-3:3O PM

Instructor: Kristen Lycett

As human begin to realize the impact of their actions and lifestyles on the planet, such as human-induced climate change, there is growing interest in the restoration of natural ecosystems. The practice of ecological restoration can help alleviate these impacts but requires an understanding of the current state of the system, its natural function and knowledge of the organisms present in the original system. Through this course, students learn about the processes involved in ecological restoration through class readings and discussions, as well as field trips to see local restoration projects right here on the Eastern Shore of Maryland.

Meets General Education IVB.


Human Anatomy and Physiology I

BIOL 215.01H

M/W/F 10:00-10:50 AM (Lecture)

W 1:00-3:30 PM (Lab)

Comprehensive study of the structure and function of the human organism, including the integumentary skeletal, muscle, nervous, and endocrine systems. You demonstrate and appreciate the interrelatedness of the systems examined, and the homeostatic mechanisms which maintain them.

Meets General Education IVA or IVB.

Aging Re-examined, Reimagined

HONR 311.041

M/W 4:30-5:45 PM

Instructor: Mary DiBartolo

Given the current demographic trends in the United States with the aging population (AKA the "graying of America"), this course explores the various complex issues affecting older adults. Topics for discussion and reflection include theories of aging, physical and psychosocial effects of the aging process, myths of aging and ageism, the concept of successful aging, as well as pertinent health concerns. Other topics addressed are those related to the "losses" of aging, mental health issues (including the prevalence of depression and addiction in this population), elder abuse, ethics surrounding end-of-life decision-making, and the impact of aging Baby Boomers on the marketing of products, the healthcare system, and society overall.

Meets the requirement of Nursing elective for pre-Nursing students and those in the Nursing Program.


Remembering Slavery

HIST 215.01H / HONR 311.042

T/TH 12:30-1:45 PM

Instructor: Aston Gonzalez

What does the removal of Confederate monuments have to do with slavery? As it turns out, quite a lot. This course examines how people have remembered, and misremembered, slavery in the United States. Starting well before the Civil War and ending in our current moment, this class focuses on the ways that monuments, literature, public celebrations, tourism, private groups, and government entities have shaped the stories we tell about slavery.

Meets General Education IIIB.

Energy Literature

ENGL 300.01H / HONR 311.043

M/W 3:00-4:15 PM

Instructor: Stephanie Bernhard

How far will humans go to light our lamps, fuel our cars, and power our factories? Over the past two and a half centuries, the answer has been: almost unimaginably far. We have chased whales around the globe to hunt their blubber; we have blasted the tops off mountains to extract the coal hidden in their depths; we have fomented foreign wars for the sake of oil. In this class, we read novels that depict and critique these energy exploits alongside commentary that provides historical context. We consider what our readings can teach us about our current energy-related crisis - global climate change - and explore how we might all become more conscious energy citizens.

Meets General Education IB.

Literature and Technology

ENGL 300.02H / HONR 311.044

T/TH 12:30-1:45 PM

Instructor: Trisha Nicole Campbell

Frankenstein lives on in the popular imagination as a cautionary tale against technology. We use the monster as an all-purpose modifier to denote technological crimes against nature. When we fear genetically modified foods we call them "frankenfoods" and "frankenfish". It is telling that even as we warn against hybrids, we confuse the monster with its creator. We now mostly refer to Dr. Frankenstein's monster as Frankenstein. And just as we have forgotten that Frankenstein was the man, not the monster, we have also forgotten Dr. Frankenstein's real problem. We have Dr. Frankenstein all wrong, according to technology theorist Bruno Latour. The man - Dr. Frankenstein - was not the monster, and Dr. Frankenstein's downfall was not his hubris to create life but rather his fright that led him to abandon rather than care for his creation. And there, in our literary tradition, lies the lesson for monsters through literature asking important questions about histories and futures. As we read, we consider how technology interacts with our bodies, how it affects the stories we tell about ourselves, and how society's relationship with technology shifts over time. We might even try "reading" some things that don't use technology of the book. While our subject is technology, the course as a whole is designed to introduce you to literary analysis and effective, written argumentation. Through continual writing and revising, you learn how to write academic papers in the literary tradition.

Meets General Education IB.

Writing the Chesapeake: Translating Science and Nature into Compelling Press

ENVR 305.01H / HONR 311.045

T 3:30-6:45 PM

Instructor: Tom Horton

Award winning Chesapeake Bay writer and Enviromental Studies Department professor or practice, Tom Horton, focuses on writing short essays through the lens of marine ecology, wildlife habitat, and land-water quality relationships, based on his 40 years of chronicling our region's struggle to co-exist sustainably with one of the world's most popular estuaries.

Lifelong Fitness and Wellness

FTWL 106

T/TH 11 AM-12:15 PM

Instructor: Laura Marinaro

The Lifelong Fitness and Wellness class covers topics including the components of fitness, nutrition, chronic disease prevention, social relationships, and stress management within the framework of the dimensions of wellness. Students will have the opportunity to critically evaluate and discuss current research related to the ever-changing fields of health and wellness. Aside from covering the topics in a global sense, students will take an inventory of strengths and areas in need of improvement in their current lifestyle and will participate in assignments and activities designed to promote wellness. Students will also have access to a University-supplied heart rate monitor/activity tracker for use throughout the semester.

Satisfies General Education Requirement Group V


Leadership Studies

IDIS 280.01H

M 6-7:30 PM

Instructor: Ryan Weaver

Since the beginning of the 20th century, social scientists have studied the topic of leadership. While early studies suggested that leadership was limited to a set of innate traits inherited by a person at birth, later scholars concluded that the core characteristics of leadership could indeed be learned and even improved upon through conscious reflection and practice. This class takes a broad approach to leadership studies by focusing on scientific studies of both leaders and followers. We attempt to define observable and repeatable characteristics of leadership and discuss their practice in real settings. Throughout the semester, leaders from the academic, political, and business communities visit class to discuss their approaches to leadership and their thoughts on leadership theory. By the end of this course, students develop and communicate their personal leadership platform.


Honors Research/Creative Project

HONR 312

Instructor: Individual mentors

In this independent study, students develop a research or creative project suitable for presentation at an undergraduate research conference or equivalent public venue. Under the general supervision of the Dean of the Honors College, students work one-on-one with a faculty member of their own choosing to expand upon existing work or complete a new project.

One credit, pass/fail


Honors Thesis Preparation

HONR 490

T 5-5:50 PM

In Honors 490, before students begin work on their theses, students select a thesis committee comprised of a thesis advisor and two readers.  The mentor and one reader are chosen from the student’s major department.  The other reader is selected from faculty in one’s school.  Additionally, students do preliminary research on their topic and write a two-page prospectus (which must be approved by their committee) describing what they hope to accomplish in their thesis.  In addition to meeting as necessary with their mentors, students will  meet regularly with the Honors Director to discuss progress and problems.                                          

One credit, pass/fail


Honors Thesis/Thesis Consultation                                             

HONR 495/HONR 496  

T 6-7pm

Instructor: Individual mentors/James Buss

The Honors Thesis is a three or four credit, focused, in-depth project in one’s major field.  What distinguishes an Honors Thesis from a research paper in a regular classroom is the willingness of the student to go beyond the classroom and to assume the responsibilities associated with commitment to scholarship. Honors Thesis Consultation designates the Honors thesis consultation with the thesis director and committee.

Prerequisite:  Completion of HONR 490

Corequisite:  HONR 495 or departmental research/creative course approved by Honors Administrator

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