Seminars make up a key feature of the Honors Program. Honors-only seminars help students develop knowledge and skills within a strong liberal arts experience.
For students who entered into the Honors Program before the fall 2018, they are required to:
- take at least FOUR honors seminars to complete the program. (Students can choose to take more than four seminars.)
- All seminars fulfill general education courses within specific categories.
- To complete the general education program, courses in all categories must be met.
Spring 2019 Honors Seminars
Honors 225 (Humanities): "Monuments & Memory"
Dr. Ellen Litwicki
TR 3:30-4:50PM (11855)
Recently there has been much controversy over Confederate monuments, but such conflict is not new. This course will examine the historical roots and contemporary state of American monuments and memorials, along with some international comparisons. We will consider such questions as: Who decided/decides what people or events should be memorialized? What types of things/people are most memorialized? What is the purpose of such monuments? How do they shape public memory? What stories do they tell? Do they favor some stories/people/events over others? How does the design of monuments/memorials convey their stories? What hasn’t been memorialized, and why? Do monuments & memorials present an incomplete, or even false, version of history? We will focus particularly on national monuments/memorials in Washington, D.C, in comparison with those in selected other countries. We will also consider some local/regional examples. Among other assignments, students will complete a final project proposing a monument or memorial honoring a person/group/event that has not previously been honored (or has been insufficiently honored). Readings will include Kirk Savage, Monument Wars and other short readings.
CHEM 113 – Chemistry & Environment
CCC - Natural Science & Fredonia Foundations - Natural Science/Critical Thinking and Analysis
Prof. Krista Bellis
TR 11:00-12:20 (13967)
This course is designed for students in all majors. It focuses on the examination of prevalent environmental issues and the chemical concepts related to these issues. Students will develop innovative solutions to complex problems via their responses to case studies and build on critical thinking skills necessary for citizens to be engaged, form educated opinions and actively make decisions related to these issues in a responsible manner.
ENGL 132 – Word and Sound
CCC - Arts & Fredonia Foundations - Arts/Creativity and Innovation
Dr. Natalie Gerber
TR 8:00-9:20AM (14192)
This course explores the sonic dimensions of language in creative texts. Students will study the play and purpose of sound as both structure and device in an artistic form as they prepare to create their own versions of it and develop their own manifesto on sound. In this specific section, we will focus on the lyric in contemporary verse and music—poetry for the page, stage, and performance, with a special emphasis on Lin-Manuel Miranda’s Hamilton and hip-hop.
Reading/Listening: an array of readings, videos, podcasts, and other digital resources posted to OnCourse; a book is possible but not likely
Assignments: likely a “sound” manifesto; portfolio of original lyrics (accompanied by reflective statements); several short annotations of lyric conventions; an interdisciplinary reader’s response; and several 1-2 page critical reflections.
ENGL 144—Reading Humanity
CCC - Humanities & Fredonia Foundations - Humanities/Critical Thinking and Analysis
Dr. John Kijinski
MWF 1:00-1:50PM (14196)
This course will explore evolving concepts of masculinity or manhood developed over the past 150 years within the English-speaking world. Until quite recently, it was not uncommon to hear such phrases as “act like a man” or “he’s all boy” or “he’s a real man” or “take it like a man” or “man up.” The currency of these statements depended on a belief that our culture had a widely shared and stable understanding of what it means to be given the gender assignment “masculine.” During the 20th and 21st centuries, this assumption has been challenged on many fronts, so that today—at least among many people of the Western world—we have a variable and contested understanding of what it means “to be a man” and, of course, part of this concept has a huge impact on our understanding of what it is “to be a woman” or to align with any gender designation.
Readings (you’ll need these specific editions of the five works listed below to make class discussion possible):
- Charles Dickens, Great Expectation [Penguin Classics] ISBN: 978-0-141439-56-3
- Oscar Wilde, The Picture of Dorian Gray [Oxford World’s Classics] ISBN: 978-0-19-954598-9
- Ralph Ellison, Invisible Man [Vintage International] ISBN: 0-679-73276-4
- Virginia Woolf, A Room of One’s Own [Harcourt] ISBN: 978-0-15-678733-8
- Michael Chabon, Manhood for Amateurs [Harper] ISBN: 978-0-06-149019-4
- Other short readings will be available on OnCourse.
Regular in-class participation, analytical papers (one paper dealing with a secondary source’s impact on your reading of a primary source), presentation, final examination
ENGL 227—Stage and Screen: Ancient Greeks, Roman Freaks, Cinematic Geeks
CCC - Humanities & Fredonia Foundations - Humanities/Critical Thinking and Analysis
Dr. Shannon McRae
Tuesdays 2:00-3:20 and Thursdays 2:00-5:00PM (14202)
While Greek and Roman literature represents the foundations of Western thought, film originates out of modern and contemporary culture. While ancient people valued very different things saw the world very differently than we do today, many of the situations, attitudes and emotions expressed in the literary works of these cultures remain highly resonant today. In this class, through reading Greek plays, Greek and Roman myths, and Roman satire and viewing recent films that interpret them, we explore both worlds and the resonances between them. Through comparing classical drama and narrative with contemporary cinematic storytelling, we see why the specifics of media and structure matter, and how narrative storytelling, dramatic performance and visual imagery resonate with different levels of perception.
Studying ancient drama and literature along with modern film provides us a way to explore our own lives through the identifiable constants of human experience. But this class also requires that you move away from the comfort of familiar ideas and your own perspective, and explore differences--ancient ideas that seem alien and possibly even uncomfortable, and cinematic adaptations that don’t necessarily faithfully replicate their sources. When you are able to regard unfamiliar ideas on their own terms, your learning begins.
In this course, you read (Greek and Roman literature, mostly plays but some other things), watch (cinematic adaptations of those same stories, and at least one dramatic production), explore ideas through discussion and experience, and build your interpretive and analytical skills through various activities and exercises designed to activate different parts of your mind.
Readings: Xenophon, Anabasis; Aristophanes, Lysistrata; Petronius, Satyricon, Homer, The Odyssey; Sophocles, Antigone; Aeschylus, The Orestia; various Greek and Roman myths.
Assignments: Short essays, play attendance and response, multimedia final exam project, attendance and participation in class discussion, additional exercises as assigned.
HIST 151—Global Patterns: Nation Building, Democracy, and Conflict in the 20th Century
CCC Other World Cultures & Fredonia Foundations - Other World Cultures/Creativity and Innovation
Dr. Steve Fabian
MW 4:30-5:50PM (14341)
How do you create a nation out of complexity and contention? How can different social, religious, and racial groups cohere as a single nation? How can democratic governments be installed among peoples who have for generations lived under non-democratic governments? How can the rights of vulnerable minorities be protected from the potential tyranny of a democratically-elected majority? This course seeks to engage students in answering these questions by placing them directly in the shoes of people who grappled with these issues in different places and different time periods. Rather than rely solely on lectures and seminars, students will assume the roles of historical characters and political factions, and engage in debate, discussion, and alliance building centered upon the above questions. This course will transport students to two different world regions which struggled (and still struggle) with these issues throughout the 20th century: Mexico (1912) and India (1945). Each episode will unfold over six week units. Students will inform themselves by careful analysis of actual historical documents such as speeches, charters, photographs, maps, newspapers, and manifestos. These elaborate games are highly interdisciplinary (History, Political Science, Communications, Theater, Sociology, Religious Studies, Philosophy).
HIST 152—Global Perspectives: "Diversity around the World"
CCC - Other World Cultures & Fredonia Foundations - Other World Cultures/Global Perspectives and Diversity
Dr. Najia Aarim
TR 11:00-12:20PM (14227)
This course is designed to enhance the understanding of diversity by exploring the complexity of difference within a global framework. We will evaluate diversity around the world (excepting the United States) in terms of race and ethnicity. In most societies, race and ethnicity are important bases of group solidarity and cleavage as is demonstrated in the rise or resurgence of ethnic and racial nationalism and religious fundamentalism. It is important that students understand the roots of these movements. The course begins with an introduction to dominant theoretical approaches to race and ethnic relations. The course then considers these approaches in light of past and current events in Europe, Africa, Asia, the Middle East, and Latin America.
HIST 160—Western Pasts: Emergence of Modern Europe
CCC - Western Civilization & Fredonia Foundations - Western Civilization/Critical Thinking and Analysis
Dr. Eileen Lyon
MWF 9:00-9:50 (14229)
This course critically examines major social, political, economic and cultural aspects of late-eighteenth- and nineteenth-century Europe. Particular attention is given to modern ideologies such as liberalism, socialism and nationalism. Changes in the culture of work wrought through industrialization, the effects of demographic change and other social movements are discussed. The revolutions of 1789, 1830 and 1848 are also considered in the context of ideological and social currents.
POLI 276—Law and Society
CCC - American History & Fredonia Foundations - American History/Critical Thinking and Anlysis
Dr. Jonathan Chausovsky
TR 2:00-3:20PM (14272)
The law interacts with nearly everything we do. Our world operates on an impersonal basis: we have routine interactions with people we do not know all of the time. This is often done on the basis of trust. But a system of law provides a structure of rules, and a system of recourse when rules are not followed or are disputed.
What exactly the “law” is has been disputed. We will examine the nature of some of those disputes. In the process we will consider the source of the law, as well as its impact on people living in a social environment. The interaction of Law and Society is complicated, and it is often difficult to determine whether society causes changes in the law, or whether the law causes changes in society. We will look at some of the interactions and think about how law and society shapes us as individuals. This may include our worldview and what risks we are willing to take.