Honors courses are designed to challenge you—but we offer personalized support through small class sizes, approachable faculty, and direct connection to support services across campus including individual research consultations with our friends in the Library, as well as a close working relationship with our friends in the Writing Center.
Because the Honors Program is open to students of all majors, your classmates will all bring different perspectives and strengths to the proverbial table, and this diversity produces a rich and rewarding learning environment. In all courses, you’re asked to learn from one another and to be willing to consider new ideas and approaches.
Tier I, Path One Courses
A skills course emphasizing writing, reading, speaking, thinking skills, collaborative learning, diversity, research, and the use of technology in an academic setting. Readings and discussion of texts-in-common selected by Honors faculty and studied in preparation for possible project presentation at the Mid-East Honors Conference in the spring. Ordinarily taken during the first semester of study at IU Southeast. Part one of the required two-semester seminar sequence for Tier One students. Generally fulfills two General Education requirements (Written Communication and Ethical Questions).
Continuation of H 103. Builds on skills attained in the first semester with continued reading and discussion of texts-in-common. Students will begin to envision, research, and refine projects for possible presentation at the Mid-East Honors Conference in the spring. Ordinarily taken during the second semester of study at IU Southeast. Part two of the required two-semester seminar sequence for Tier One students. Generally fulfills two General Education requirements (Oral Communication and Critical Thinking).
Tier I, Path Two Courses
Honors H215 is a skills-based course designed to introduce Honors students to research methods in various disciplines in order to establish and strengthen connections between ways of understanding the world around us. By identifying and practicing different modes of inquiry, students will demonstrate competence in collection and analysis of information in various fields. This interdisciplinary knowledge will be applicable in future classes, in the work force, and beyond, and students will have the opportunity to apply their skills to a self-selected research project. The course connects with Honors Program Learning Outcomes for Information Literacy, Critical Thinking, Writing, and Project Management. The course will fulfill the General Education Outcome for Information Literacy.
Tier I & II Courses
These seminars are multidisciplinary in nature, but their topics (which vary from semester to semester) are most closely connected to the humanities and social sciences. Students enrolling in these courses need not be a 300-level student in the humanities or the social sciences, but they are expected to challenge themselves and be open to new ideas and approaches.
Past and upcoming courses include:
Work and Life’s Meaning
Truth in Storytelling
Political Freedom
Buddhist Meditation
Medical Humanities
Art and Terrorism
Critical Thinking and Being Human
The Autobiographical Image
Please note: Provided they meet the minimum number of courses for their Honors Program path of study, students may take any combination of 300-level Honors Program courses they like. In short, there is no requirement that you take both H306 and H307: instead, you should enroll in courses that fit your intellectual interests and scheduling needs.
Please remember: Honors Program seminars are often offered only once, so if a course piques your interest and suits your schedule, you’re strongly encouraged to enroll.
As with H306, these seminars are multidisciplinary in nature, but their topics (which vary from semester to semester) are most closely connected to disciplines outside the humanities and social sciences. Students enrolling in these courses need not be a 300-level student in the discipline most closely related to the course topic, but they are expected to challenge themselves and be open to new ideas and approaches.
Past and upcoming courses include:
Sustainable Action Workshop
How Do We Know Things? Lessons from Scientific Woo
Computer-Based Problem Solving for Every Field
Natural and Technological Disasters
Please note: Provided they meet the minimum number of courses for their Honors Program path of study, students may take any combination of 300-level Honors Program courses they like. In short, there is no requirement that you take both H306 and H307: instead, you should enroll in courses that fit your intellectual interests and scheduling needs.
Please remember: Honors Program seminars are often offered only once, so if a course piques your interest and suits your schedule, you’re strongly encouraged to enroll.
This independent study course is for students undertaking individual research or creative projects. Students will work closely with a faculty mentor, and they will collaborate with other students engaged in projects to discuss larger issues such as research strategies, publication, and ethics. It may be repeated for up to 4 credit hours.
Dement, R., 11:00 a.m. – 12:15 p.m. Tu/Th; Course Number 19463
Honors 104 is the second course in a two semester sequence of classes called Common Intellectual Experience. Through these courses, we’ll meet General Education requirements for diversity, written communication, and oral communication. We will also seek to develop Honors Program Learning Outcomes of Critical Thinking, Writing, Speaking, Service Learning, and Project Management. You will find more details about these university and Program objectives below, and you will find course assignments and discussions have been designed to foster the development of those same outcomes.
It is my hope that you’ll view this course as an opportunity for personal challenge and growth as we work together to achieve common goals. As our class will be small, you’ll have the opportunity to get to know each other pretty well. I’d like for you to see yourselves as people who are mutually engaged in the process of attaining higher education, honing intellectual skills you already have, developing new skills, and learning and inquiring simply for the sake of doing both. I truly hope that you won’t see each other as competitors.
Dement, R. 2:45 – 4:00 p.m., Tues/Thurs; Course Number 34161
Honors H215 is a skills-based course designed to introduce Honors students to research methods in various disciplines in order to establish and strengthen connections between ways of understanding the world around us. By identifying and practicing different modes of inquiry, students will demonstrate competence in collection and analysis of information in various fields. This interdisciplinary knowledge will be applicable in future classes, in the work force, and beyond, and students will have the opportunity to apply their skills to a self-selected research project. The course connects with Honors Program Learning Outcomes for Information Literacy, Critical Thinking, Writing, and Project Management. It meets the General Education outcome for Information Literacy.
Proctor, C. 1:15 – 2:30 p.m., Mon/Wed; Course Number 18971
From ancient Mesopotamian clay tablets to Egyptian temple hieroglyphics, from Greco-Roman papyri scrolls to the codices of the early Christian world, from medieval illuminated manuscripts to Gutenberg’s Printing Revolution, from Victorian novels to modern eBooks and audiobooks, the very content, form, function, accessibility, and authority of information has changed and continues to change over time.
With each era and with each new manifestation, the ways people access, evaluate, and use information also changes. Thus, information literacy and what it means to be information literate – which can be broadly defined as the ability and skills needed to access, evaluate, and use information well – has also changed over the centuries and across different cultural contexts. Therefore, the purpose of this course is to give students an overview of the history and evolution of information, especially in the format of the book, and to develop a deeper, richer understanding of information literacy and the changing processes of access, evaluation, and use.
Hollenbeck, J. 6:00 – 8:30 p.m. Tues; Course Number 19031
This class will examine the critical perspectives on the social aspects of science and technology in our lives, in the world around us, and throughout history. Issues include economic development, effects on society, the environment, communications, and war. The class will be a lecture/seminar with frequent pauses for discussion.
Morgan, M. 6:00 – 7:15 p.m. Mon/Wed; Course Number 34160
This course introduces students to Marxism as a method of critique and analysis, allowing them to see the political and economic underpinnings of popular culture. The failure of the labor movement to bring about a revolution in Western Europe forced orthodox Marxists (i.e. those opposed to Leninism) to abandon the promises of Marxism as a political project after WWI.
Focusing on resistance rather than revolution, the critical theorists of the Frankfurt School turned their attention away from politics to the world of culture – art, psychology, entertainment, literature, film, and music – signaling the transformation of Marxism from a closed political ideology to a critical method of analysis. Their tradition – known as “critical theory” – unmasks the economic and political causes and implications of seemingly non-political cultural products. Those who practice critical theory adhere to the view that “everything is political,” in that every aspect of society is produced by and reproduces a specific set of power relations.
The goals of this course are threefold: 1) to ground students’ understanding of the historical trajectory of Western Marxism as a political movement, 2) to introduce students to the tradition and lineage of critical theory as a method of social critique, considering both the strengths and the limits of this tradition; and 3) to inspire students to utilize the methods and themes discussed to develop their own critiques of contemporary society and popular culture.
Hunt, R. 6:00 – 7:15 p.m., Mon/Wed; Course Number 19376
The aims of this course are to provide 1) an introduction to our current understanding the proximate and ultimate causes of animal behavior and 2) skills that will allow you to evaluate ongoing developments in this branch of biology.
Proximate causes of behavior focus on how and what questions. How day length influences hormone production and the timing of mating in some animals is an example of an interesting proximate question. Answering such a question requires understanding the complex interplay among environmental, genetic, developmental, and physiological factors.
Ultimate causes of behavior focus on why questions. This approach requires the application of evolutionary theory to identify the adaptive significance of behavior and selective pressures that shape behavior over time. You will also learn that phylogenetic analyses provide deep insights into the origin and evolution of behavior. Moreover, you will discover that an evolutionary approach provides a means to not only understand the past and present, but a powerful approach to generating hypotheses about organisms yet to be studied.
Dement, R.; Course Number 18392
Honors 495 is designed for students pursuing individual projects. While much of your work will be completed independently (with the guidance of a faculty mentor), you are also asked to share your work with others in a manner reflecting the interdisciplinary dialogues we wish to foster within the Honors Program. In short, while your project may be discipline-specific, you will share your findings in such a way that you encourage conversation with scholars of any discipline. In so doing, we become better prepared for the interdisciplinary conversations our world increasingly requires—and we have the joy of sharing what we’ve learned with others.
Blevins, B. 2:00 - 5:00 p.m., Tues/Thurs; Course Number 12774
So often do we hear the medieval period referred to erroneously as the “Dark Ages,” usually while being compared to the later advancements of the Renaissance. The false perception that few interesting things occurred during the Middle Ages is shattered by an array of beautiful literature which arose during this time; literature that commemorates both extreme joys and tremendous troubles. In this course, we will read and consider various medieval texts with particular attention to these “highs” and “lows,” the celebrations and sorrows, in concert with the history, cultures, and authors which produced them. On the “high,” we will explore how medieval peoples enjoyed their celebrations, victories, laws, music, medicine, and romance. On the “low,” we will glimpse how these peoples struggled against the transitoriness of life, lamented great loss, and fashioned stunning elegies to mourn the passing of what once was.
Our texts will generally be drawn from the medieval English / Insular tradition (the British Isles), though some are drawn from medieval Scandinavian and continental cultures. Together, we will ask: How can modern audiences relate to such displays of emotion? What cultures produced such intricate texts, and what part do these texts play in our history? How do the triumphs and failures of our own societies compare to those of medieval audiences? How, too, do the ways in which we respond to them through literature? As we ponder answers, you will gain confidence and experience practicing analysis in a group setting. At the end of the course you will have an opportunity to explore your own interests sparked by the many texts we have traveled, and to develop your own research that you may share with a broader audience.
Dement, R., May 9 - June 21, 2023; Course Number 3107
Can be taken in Summer I or Summer II.
Designed to meet the needs of Honors students who have chosen to pursue individualized honors, this course permits students flexibility and the opportunity to work with a faculty mentor.
Dement, R., June 26 - August 7, 2023; Course Number 3444
Can be taken in Summer I or Summer II.
Designed to meet the needs of Honors students who have chosen to pursue individualized honors, this course permits students flexibility and the opportunity to work with a faculty mentor.
Dement, R. 2:45 - 4:00 p.m., Tues/Thurs; Course Number 21148
Honors H215 is a skills-based course designed to introduce Honors students to research methods in various disciplines in order to establish and strengthen connections between ways of understanding the world around us. By identifying and practicing different modes of inquiry, students will demonstrate competence in collection and analysis of information in various fields. This interdisciplinary knowledge will be applicable in future classes, in the work force, and beyond, and students will have the opportunity to apply their skills to a self-selected research project. The course connects with Honors Program Learning Outcomes for Information Literacy, Critical Thinking, Writing, and Project Management. It meets the General Education outcome for Information Literacy.
Badia, M. 11:00 a.m. - 12:15 p.m., Mon/Wed; Course Number 21087
Join the Modern Languages faculty for an electrifying exploration of popular culture from around the globe. We'll watch movies, read comics, listen to music, and explore folk traditions from the French, German and Spanish-speaking worlds. The course is taught in English, so we don't require any proficiency in a second language. We do require a curiosity about the world and a willingness to work with us as we make culture pop! Dr. Badia (Professor of Spanish and International Studies) will be joined by Dr. Michael Hutchins (Associate Professor of German and International Studies), Dr. Charles Pooser (Associate Professor of French and International Studies), and Dr. Amy Zink (Senior Lecturer of Spanish).
By definition, mindfulness is moment-by-moment awareness, keeping one’s consciousness alive to the present reality, the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception, attentional control, or keeping one’s complete attention to the experience on a moment-to-moment basis. In this course students will study the conceptual foundations of mindfulness and its interdisciplinary, multidisciplinary, and international facets, including the practices of mindfulness in various contexts, including leadership, marital relationships, parent-children relationships, conflict solution, spirituality and personal beliefs, hospital setting, hospice care, addiction, classroom, higher education, workplace, business, legal professions, criminal justice, military, politics, sport, and information technology use.
This course is hybrid: you will have four in-person meetings (Thursdays 6-7 p.m. on 8/24, 9/21, 11/2, and 11/30) and eleven online meetings (Thursdays 6 - 7 p.m. on 8/31, 9/7, 9/14, 9/28, 10/5, 10/12, 10/19, 10/26, 11/09, 11/16, and 12/7). On Saturday, October 7th, you will attend a meditation practicum from 9 a.m. - 1 p.m.
To avoid confusion or dismay, your instructor suggests that you make sure that you will be available for the meditation practicum. You ought to do this prior to registration.
Morgan, M. 2:45 - 4:00 p.m., Mon/Wed; Course Number 20769
This course will be formatted as a Reacting to the Past (RTTP) role-playing game. Reacting to the Past (RTTP) is a pedagogical program housed at Barnard College that submerses students in role-playing games based on key moments in world history. Within the structure of the game, each student is assigned the role of a historical figure and given a set of goals for the game that s/he needs to accomplish in order to “win” the game. Since the games are based on critical moments in world history – e.g. the French Revolution – the stakes are high and the objectives are political. Students must work together to achieve their goals and solve conflicts along the way. In this particular course, students will begin with one central question: “What is political freedom?” This is the theme of the course, and several different notions of political freedom will be examined through the games.
After we have had our preliminary discussion on the topic, we will begin the games. Each game lasts about 4 weeks. There is at least one preparatory session, in which the context of the game is presented (i.e. the history of the time and the cultural norms of the society). Then the game play takes place, lasting usually around six class sessions (3 weeks). Then there is a debriefing session in which we as a class can discuss the real historical outcome of the game situation, how the game went, issues students had, etc.
Dement, R.; Course Number 20847
Please enroll in this section if you are taking fewer than 3 credit hours of H 495.
Honors 495 is designed for students pursuing individual projects. While much of your work will be completed independently (with the guidance of a faculty mentor), you are also asked to share your work with others in a manner reflecting the interdisciplinary dialogues we wish to foster within the Honors Program. In short, while your project may be discipline-specific, you will share your findings in such a way that you encourage conversation with scholars of any discipline. In so doing, we become better prepared for the interdisciplinary conversations our world increasingly requires—and we have the joy of sharing what we’ve learned with others.
Dement, R.; Course Number 21207
Please enroll in this section if you are taking fewer than 3 credit hours of H 495.
Honors 495 is designed for students pursuing individual projects. While much of your work will be completed independently (with the guidance of a faculty mentor), you are also asked to share your work with others in a manner reflecting the interdisciplinary dialogues we wish to foster within the Honors Program. In short, while your project may be discipline-specific, you will share your findings in such a way that you encourage conversation with scholars of any discipline. In so doing, we become better prepared for the interdisciplinary conversations our world increasingly requires—and we have the joy of sharing what we’ve learned with others.
