Courses for Fall 2011

If you have questions about the UHP or its curriculum, please let us know. We have over 400 students in the program from across the colleges and disciplines. Upon graduation, students who earn at least 19 credits in required honors courses receive the Honors Core Award; those who earn 27 honors credits in required courses receive the University Honors Program Certificate.


Eligibility to take honors courses requires that you meet the minimum GPA and related criteria for remaining as a member in good standing in the program.

Honors Course listing for Fall 2011
[course and section--be sure to confirm information including CRN#s as listed under each discipline heading "for example, Engl for English" in the UI Time online Schedule]:


  (35365) ISEM 101.50 Integrated Seminar: HON: War and Our World. Prof. Gary Williams. 3:30-4:45pm MW This course explores the impact of war on human lives and on the land where battles are fought. Together we will look at origins, causes and kinds of war and explore its short- and long-term consequences. We will discuss the way the arts, humanities and sciences come out of war, how they are influenced by war and how we can use them to understand war. We will also explore our power as citizens to influence decisions about war. Counts toward satisfying the 15 cr minimum of humanities and social sciences credits for the university's general education core curriculum requirements, and also the International course requirement. Enrollment limited to 30 entering freshmen.

(35413) ISEM 101.61 Integrated Seminar 1:30-2:20 MWF: Prof. Matthew Wappett The Monsters We Make. This class explores both monsters and the themes surrounding the concept of monstrosity and evil. We will look at the creation, development, and multiple reiterations of the monstrous in literature, film, and art. We examine how notions of evil and monstrosity have shaped the ancient and modern world, and contemporary life from the end of WWII through the Cold War and into the present. Application of this information will help the student identify the societal, political, and cultural mechanisms used to influence and shape contemporary conceptions of the monster in the real world. Counts toward satisfying the 15 cr minimum of humanities and social sciences credits for the university's general education core curriculum requirements. Enrollment limited to 30 entering freshmen.

Sem 101 (s) Integrated Seminar (3 cr)
May be used as core credit in J-3-d. An interdisciplinary, thematically based course, intended to introduce students beginning their university experience to a variety of humanities and social science disciplines and perspectives on topics of broad interest; all themes/sections emphasize discussion and frequent student-faculty and student-student interactions; each includes attention to issues of critical thinking, diversity, and methods of inquiry. Open to first year students only.Note:
. The Integrated Seminar course is an integrated Humanities and Social Science course and counts towards the total of 15 credits for humanities and social sciences, but will not carry the specific designation of humanities or social science. When students complete an Integrated Seminar course for 3 credits, 6 credits of approved humanities course work, and 6 credits of approved social science coursework they will have obtained a combined total of 15 credits of Humanities and Social Science coursework.

Chemistry 111, 4 cr.: Prof. Thomas Bitterwolf
(Lecture location TBA)
(10726) Sec.30 -- 8:30 MWF, Lab 2:30-5:20 M, (23/section)
(35251) Sec. 31-- 8:30 MWF, Lab 2:30-5:20 W, (23/section)
(35252) Sec. 32-- 8:30 MWF, Lab 7-9:50 R, (23/section)
Principles of Chemistry. Intensive treatment of principles and applications of chemistry. Honors labs have an emphasis on independent laboratory exercises. Satisfies core curriculum requirements in the natural and applied sciences.

CORS 226.01 Weapons and War, 12:30pm-1:45pm TR Prof. Karen Harpp. Mustard gas, airpower, submarines, A-bombs, Agent Orange, landmines, terror wars, "Star Wars": weapons technology profoundly shaped the science, politics, and culture of the last century. This integrated science course explores the myriad implications and effects of the production, deployment, and use of weapons: specifically, we consider how the horizons of science and technology have been shaped by the quest for ever more powerful or sophisticated weaponry; how the creation of new weapons changes the nature of war and peace; how weapons affect built and natural environments and the planet as a whole. Satisfies core curriculum requirement in the natural and applied sciences. Limit 30.

(15911) Engl 102 (01) 3 cr., 11:00am-12:15pm TR: Annie Lampman College Writing and Rhetoric. Honors students will apply principles of expository and argumentative essay writing along with critical reading and thinking skills to analyze, synthesize and interpret texts and experiences in clear, concise, and vigorous prose. Satisfies core curriculum requirement for communication. Prereq: English 101 or equivalent. Limit 26.

(15866) English 257 (01) 3 cr., 11:30am-12:20pm MWF: Tom Drake
Honors Literature of Western Civilization. Key historical and literary developments and themes dominating early Western culture, Ancient Era to Renaissance. This course examines Western Civilization's earliest and most beautiful attempts to understand itself through written language. We will reach back 4,000 years to find our ancestors struggling with the same questions each of us must answer: Who am I? What is love? What is God? What is happiness and how can I find it? How can I build a moral and just society? What becomes of us when we die? We will try to see our history and the seeds of our own culture not as a series of events but as an experience lived by individuals who loved, hated, yearned and often sinned with all the passionate intensity each of us brings to our own lives. We might subtitle this course "suffering and love", or "love and death", or, simply, "life", because when we refer to "the literature of Western Civilization," we're really referring to the chronicle of what it means to be alive, to feel the human experience.

Basically, our task is to better understand the worldviews that created these texts, better understand the world the texts created and, most important, better understand our own worldviews in relationship to the events, texts and authors who created them, and in that process, created us. Satisfies core curriculum requirement for humanities. Limit of 30.

(12208) Hist 102 (01) 3 cr., 9:30-10:45 TR: Prof. Pingchao Zhu History of Civilization. A continuation of HON History 101, moving from the Renaissance to the Twentieth Century. May be taken without having already received credit for HON Hist 101. Satisfies core curriculum requirements for social sciences. Limit of 25

(34670) INTR 204 (12), 1 cr., (P/F) T 3:30-4:45pm OR

(34671) INTR 204 (13), 1 cr., (P/F) R 3:30-4:45pm:
Prof. Alton Campbell,
The Quest for Survival: The Legend of Freshman Year: Please Join us in a quest for understanding! Learn about yourself, about the University, about Moscow, and about your future! In INTR 204, students will be connected with an honors mentor and 5-6 other honors freshman to face the semester together. Topics will include transitioning from high school to college and campus life, choosing a major, the "highs and lows" of being an honors student, and many others. Through "field trips," invigorating discussions, and readings, this course will be fun-filled and provide an opportunity to reflect on current experiences surrounding life and build a new circle of friends!

(26460) Philosophy 103 (11), 3 cr., 11:00am-12:15pm TR Prof. Janice Capel Anderson Honors Introduction to Ethics. An introduction to philosophical reasoning through historical study of Western moral thought. Readings, lectures, and discussions, with required individual papers and group presentation; satisfies core curriculum requirement for humanities. Limit of 30.

(15581) Psych 101 (01) 3 cr., 2:00-3:15pm TR: Prof. Alan Whitlock Introduction to Psychology. An exploration of the evolution of psychology, personality theory, memory, research in psychology, biology related to psychology, sensation and perception, learning, states of consciousness, psychological disorders, and psychotherapy. Each student will evaluate their own personality and search for new meanings in their experience. Satisfies core curriculum requirements for the social sciences. Limit 30.

Fall 2011 Upper Division Honors Courses and Seminars

Note: 300-400 level honors courses are reserved for third and fourth year students in the program. Second year students will be allowed to register for 300-400 level honors courses beginning the third day of registration with juniors and seniors being given first priority over the first two days of registration. In any case, three credits of Honors course work must be completed in order to register for a seminar.

(12592) Math 315 (01) 3 cr., 10:30-11:20 MWF: Prof. Mark Nielsen Topics in Pure Mathematics: A History of Genius
Some of the biggest steps in human progress have involved mathematics; in this course, we'll discuss some of these steps. Each required developing a new mathematical framework to overcome an obstacle, and the insights that led to these new ways of thinking can only be called genius. We'll discuss the personalities, stories, and philosophical implications involved, as well as do some of the related mathematics. The last part of the course will focus on the mathematical struggles of the last century and how mathematical advances are helping to move human progress now. We'll keep prerequisites to a minimum. While we'll sometimes discuss calculus, it won't be necessary to have had a course in calculus to follow what we do. Also counts as upper-division course credits toward UHP Certificate. Limit 30. NOTE: KEEP IN MIND ALTERNATIVE OPTION OF USING THE HONORS ELECTIVE AGREEMENT FOR PHIL 202 SYMBOLIC LOGIC OR WITH consent of a Stats professor (not a lecturer) STAT 251 OR 301, TO TAKE THE PLACE OF MATH 315 FOR COMPLETING THE CERTIFICATE, THOUGH BE CAREFUL THAT YOU HAVE OTHER 300-400 LEVEL HONORS CREDITS TO TOTAL SIX CREDITS FOR THE CERTIFICATE, AND THAT YOU HAVE NOT USED THE ELECTIVE AGREEMENT FOR ANOTHER COURSE.

(34673) INTR 404 (13) 1 cr.(P/F), 3:30-4:20 T, Mentoring in Honors,(by instructor's permission) Prof. Alton Campbell
(34674) INTR 404 (14) 1 cr.(P/F), 3:30-4:20 R, Mentoring in Honors (by instructor's permission): Prof. Alton Campbell
Through small group weekly discussions, upper class students mentor first-semester freshmen in their transition to the UI and in their integration into the Honors Program. Mentors help plan the course, develop lesson plans, lead discussions, and read reflections and journals. Mentors must apply, interview and then be selected for one of the 7-10 positions.

Chem. 400 Honors Seminar (3 crs) Dr. Tom Bitterwolf, 1:30-2:20 MWF Energy Issues. Virtually every morning brings a news report of an issue relating to the broad question of how our society and the world will deal with providing sufficient energy for our populations while walking like a drunken sailor on the edge of global climate catastrophe. Energy Issues is a student led exploration of the issues that make up energy policy. Belying its home in Chemistry, the course covers political, economic, environmental, and technical issues with a focus on understanding the complex weave of these components. The course features a number of speakers ranging from UI faculty such as Roger Korus (nuclear reactor design), Dean Edwards (batteries and electric cars), Dave Drown (energy efficient housing), Dean Emeritus Mal Miller (global climate change), Ghazi Ghazanfar (Middle East politics), as well as visiting speakers such as Prof. Phil Appel of Gonzaga University (wind energy and batteries), former Sen. Jim McClure, representatives of the Northwest Power Commission, and staff from both the Pacific Northwest National Laboratory (hydrogen energy) and the Idaho National Laboratory (nuclear energy and fuel recycling). Students are expected to read voraciously and participate energetically in class discussions. A paper and in-class presentation provides closure to the semester. There are no prerequisites, but each student is expected to bring insights from his/her major and personal experiences to the table. Limit 17.

(15822) Engl 404 (01) Honors Seminar (3 crs) Banned Books 2:00-3:15pm TR: Jackie Bennett
In this course, students will explore a chronological continuum of the practice of book banning, beginning with practices in the nineteenth and early twentieth century under the Comstock Act of 1873, moving on to a consideration of censorship in the second half of the twentieth century in appellate course cases, and culminating with analysis of present-day conflicts and litigation over twenty-first century texts. Some of the questions we consider are: What is book censorship? What is its purpose? Who or what does censorship aim to protect? What social, political and psychological concerns motivate attempts to censor books? Do any of these concerns straddle all three centuries? What precedent, what ethical systems, and what rhetorical methods are relied on by elected officials and jurists who decide banned books cases?

Students will be encouraged to challenge and interpret legal precedent and to articulate their own policies about dangerous books by synthesizing their knowledge of literary texts with legal and ethical theories from a variety of eras and disciplines.
Literary and related legal texts include a selection from:
Aristophanes, Lysistrata.

Chopin, Kate. The Awakening (Norton Critical Edition). NY: W. W. Norton & Company; 2nd edition (1993)

Vonnegut, Kurt. Slaughterhouse Five.

Steinbeck, John. Of Mice and Men.

Rowling, J. K. Harry Potter and the Sorcerer’s Stone.

Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian.

Nabokov, Vladimir. Lolita.

Nafisi, Azar. Reading Lolita in Tehran.

Supplemental readings, via PDF files, will include The Comstock Act of 1873 and these cases:
Todd v. Rochester Community Schools, 200 N.W.2d 90 (Mich. Ct. App. 1972);
Board of Education, Island Trees Union Free School District v. Pico, 457 U.S. 853 (1982);
Counts v. Cedarville School District, 295 F.Supp.2d 996 (W.D. Ark. 2003); and
Case v. Unified School District No. 233, 908 F. Supp. 864 (D. Kan. 1995)

Class meetings will focus on discussion and student presentations, with occasional lectures from other members of the community. Students will give introductory presentations on the life and work of particular authors as we begin our consideration of particular texts and will give more in-depth presentations later in the semester. A research paper that combines literary analysis with analysis of legal or ethical theories will also be required. The subject of inquiry for this course is complex, and some knowledge of literary analysis will be helpful to students as they conduct their inquiry. Limit 17.

(33393) IS 404.01,  one-credit W 3:30-4:20pm, Admin 338D HON:ST: THE ZOMBIE APOCALYPSE and INTERNATIONAL ISSUES Or, How World War Z Illuminates Global Topics
Dr. Bill L. Smith, Director Martin School of International Studies

"Of course, there has been neither a World War Z nor a zombie apocalypse. This Honors seminar follows a trend of using hypothetical events to highlight real world issues. In this case, a zombie uprising provides a useful lens through which to consider many international issues, and to consider how they are solved (or aren't). Through weekly discussions mixed with lecture, some fun and illuminating reading, and a series of group and individual projects, class members will be exposed to and think critically about all sorts of important topics.

The framework for this section honors seminar involves three aspects. Weeks 1-4 will be comprised of a theoretical overview of how the "family of nations" we know today might react in a zombie epidemic. Next, during weeks 5 through 11 will focus on tangible examples as suggested by Max Brooks' book World War Z. Finally, weeks 12 through 15 will comprise the section of the course when you apply what we have discussed to a problem relevant to your own area of study, culminating in an IS 404 "plan of action" for what we suggest be done internationally in case of a zombie uprising.

Ultimately, the use of zombies and a zombie uprising as the framing device is designed to facilitate a discussion of how the global community "acts and interacts," and how issues and projects gain traction and attention. Through our efforts this semester, students will receive a framework of who the major actors are in formulating policy, learn about the applicability of the model to your major, and tackle a series of questions of policy outside of your area of training, with a zombie pandemic as the backdrop."