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Honors Course Archive: Winter 2008

    • ART 140 B: Honors Basic Photography
      SLN 10373

        Ross Sawyers
        rsawyers@u.washington.edu,
      T TH
      8:30-11:20
      ART 116
      Credits: 5
      Limit: 18 students

      *** COURSE FULL *** This course has a $77 fee

      This course is an introduction to the theory, techniques and processes of still photography with a digital camera. The class emphasizes photography's potential for self-expression and creative problem solving in an artistic context.

      Student learning goals:
      -Understand the potential of photography as a fine art practice.
      -Achieve technical competence in basic photographic techniques.
      -Develop an awareness of meaning in visual art and contemporary photographic work
      -Develop creative responses to assignments
      -Think and speak critically and objectively about your work and that of your peers.

      General method of instruction:
      -Presentation/lectures will be given about different themes in contemporary art and photography.
      -Technical lectures and workshops will introduce camera operation and digital image processing.
      -Critiques and group reviews of assignments will occur regularly.

      Recommended preparation:
      There are no prerequisites for this class, however, it is required for those wanting to go on to study in the Photography program within the BFA degree. Any background in art is helpful. Students must provide a digital cameral with lens, shutter, aperture and focus controls, with a minimum 4 Mega pixel capacity, and 512 memory card. No disposable and/or fixed focus cameras.

      Class assignments and grading:
      Each assignment is designed to stimulate consideration of a specific conceptual approach but may be realized with a vast range of creative solutions. Assessment is ongoing throughout the quarter. Regular group reviews of your photographic assignments are a valuable and essential component of this class. Evaluation will be based upon the conceptual development and adventurousness of your ideas, the quality and creativity of the assignments turned in and individual progress. In addition to the merit of your photographic work, assessment will also be based upon your level of contribution to discussion, your written review and your on-line contributions as reflections of engagement and critical thinking.

      Textbook:
      Art Photography Now
      Susan Bright
      Aperture Foundation
      ISBN: 1-59711-026-4

    • CHID 210 AI: The Idea of the University: Ways of Learning, Exploring, and Knowing
      SLN 19267

        James Soto Antony (College of Education)
        Office: 315-C Miller Hall, Box 353600
        Phone: (206) 221-3448
        antony@u.washington.edu
      W
      1:30-2:20
      MGH 206
      Credits: 5
      Limit: 25 students

      Students must also register for lecture (SLN 11694)

      History of colleges and universities in the United States. How major social tensions in American society shaped higher education, and how higher education impacted American thinking about those tensions. How learning, and ways of knowing, play themselves out in colleges and universities. The ways in which US society and contemporary thinking has been shaped by the development of higher education.

      The honors section for CHID 210 is designed to guide students through a more sophisticated examination of the core ideas that serve as the foundation for the course. Specifically, we will be reading source material (from Benjamin Franlkin all the way to present scholars) and explore the tensions and topics associated with the historical development of the idea of a university. The section will be designed as a seminar, with supplemental readings that will stimulate conversation. Students in this section will also have the opportunity to meet with key leaders (state-wide, and at the UW) to talk about issues pertaining to higher education. This section will be taught by the course professor and an advanced doctoral student in the field.

    • COM 407: Communication Technology and Politics
      SLN 11870

        Kirsten Foot (Communications)
        Office: 102 Communications Bldg, Box 353740
        Phone: 543-4837
        kfoot@u.washington.edu
      M
      W
      1:30-3:20
      1:30-3:20
      CMU 104
      CMU 302
      Credits: 5
      Limit: 13 students

      Employs some core concepts of political communication and theories of democracy to examine the emerging role of information and communication technologies in candidate and issue campaigning; online voting; protest and advocacy movements; law-making and electronic governance in the United States and internationally.

    • H A&S 252 A: Comparative Ideology: Human Rights Movements
      SLN 13617

        Clare Bright (Women Studies)
        Office: B-110 Padelford, Box 354345
        Phone: (206) 543-6900
        cbright@u.washington.edu
      T TH
      12:30-2:20
      CMU 326
      Credits: 5
      Limit: 35 students

      Course Description
      An exploration of the philosophies which have shaped the Black Liberation Movement, the Feminist Movement and the Gay Rights Movement in the United States. We will begin by looking at the ideological roots of these movements in earlier centuries then trace their development through their 20th century manifestations. Similarities and differences in these social theories will be analyzed along with the historical contexts in which they were and are invoked. We will also consider the political ramifications of utilizing particular paradigms to argue for social change.

      Course Objectives
      To provide an overview of the sociopolitical philosophies which underlie the Feminist, African/American, and Gay movements in the United States
      To situate these paradigms in their historical context
      To assess which theories, concepts and arguments transcend the particular features of the individual movements
      And apply across their differences and which do not
      To develop the students' ability to analyze, formulate and defend theory
      To assist students in examining their own sociopolitical beliefs and goals

      Required Reading
      Black Power Ideologies, John McCartney
      Readings Packets (available at Prof. Copy, 42nd & U. Way)

      Course Requirements
      Class participation (30%): Be present and prepared for discussion. This means having each day's readings completed by class time and coming with some ideas about them and about any assigned questions. Participation includes both thoughtful comments and active, respectful listening and an appropriate balance between them. One absence is permitted without affecting your participation grade.

      Weekly response papers (30%): Each week questions or topics related to the readings will be given on which you will write approximately 2 typewritten pages. Graded credit/no-credit.

      Group project (15%): Guidelines to be announced.

      Final exam (take-home essay) (25%)

    • H A&S 252 B: Reading Tolkien
      SLN 18733

        Robin Stacey (History)
        Office: 106 Smith, Box 353560
        Phone: 543-9418
        rcstacey@u.washington.edu
      MW
      8:30-10:20
      MGH 248
      Credits: 5
      Limit: 25 students

      ***COURSE FULL*** See text requirements 1 and 2 below to be read before class begins

      To the horror of many modernday critics, J.R.R. Tolkien has several times been selected in national polls in the U.S. and Britain as "the author of the twentieth century," beating out such worthy opponents as James Joyce and Ernest Hemingway. The recent success of Peter Jackson's film version of The Lord of the Rings, Tolkien's best known work, has served to increase his popularity even further. This course takes on the challenge of understanding Tolkien in the context of the many different "pasts" he negotiated in the course of creating his complex mythology. Tolkien was first and foremost a philologist: what became Middle Earth had its origins in his habit of inventing complex language systems for which he then felt compelled to construct entire new worlds and populations. He was a medievalist, a specialist in the northern mythologies of early England, Scandinavia, and the Celtic lands; the heroes and monsters of those early tales fired his imagination from his earliest boyhood and continued to animate his scholarly and popular writing throughout his adult life. He was also a devout Catholic who combined complex Neo-Platonic theological notions of good and evil with the fatalism of the Germanic myths. But if Tolkien was a man of the past, he was also a person caught up in some of the most dramatic trends and events of his own day: the trench warfare of World War I, in which he lost two of his closest friends, the battle of the Somme, from which he was himself invalided out, and the changes sweeping over his beloved land of England before and after World War II.

      All of these facets - combined with his popularity as an author, of course - make Tolkien an ideal figure through whom to introduce students to the importance of myth as a way of understanding the challenges we face as humans living in the modern world. The themes of this course are the themes with which Tolkien and his contemporaries were so fruitfully preoccupied: the relationship between language and myth, religion and the existence of God, the nature of good and evil, the possibility of heroism in an age of total warfare, the age of the machine and its impact on the environment. At issue also are the ways in which Tolkien and his work have been received and interpreted. Was he, as many have argued, a racist whose only terms of reference for the depiction of evil were black and white? Was he a sexist, unable to imagine women in positions of real independence? An ivory tower sort, complacently divorced from the realities of the world? How can one possibly explain the appeal of a work like The Lord of the Rings in an era of feminism and sexual liberation, racial integration, popular anti-war protests, and the rise of technology? These will be important issues for us as the class progresses.

      Class meets twice a week for an hour and fifty minutes; each class session is divided in two halves, separated by a short break. The course as a whole revolves around in-class discussion of the readings; sometimes reading for one day in a week will be heavier than for the other, so it is important for students to read ahead when this happens. Occasionally, I will lecture on various Tolkien-related subjects, and there are some movies scheduled as well, some mandatory and some optional. There are three written assignments: a midterm essay; a final essay or creative project; and a final exam. The following books are required for the course. All except TFMR will be available for purchase at the University Bookstore; they will also be on reserve at OUGL.

      1) PLEASE NOTE: To be read before the course begins: J.R.R Tolkien, The Hobbit (any complete edition)
      2) PLEASE NOTE: To be read before the course begins: J.R.R. Tolkien, The Lord of the Rings (any complete edition)
      3) J.R.R. Tolkien/Christopher Tolkien, ed., The Silmarillion
      4) J.R.R. Tolkien, The Tolkien Reader
      5) Humphrey Carpenter, ed. The Letters of J.R.R. Tolkien (abbrev. Letters below)
      6) C.S. Lewis, The Lion, The Witch, and The Wardrobe
      7) Turgon/Smith, ed., The Tolkien Fan's Medieval Reader (abbrev. TFMR below)
      8) C.S. Lewis, The Screwtape Letters
      9) J.R.R. Tolkien/Christopher Tolkien, ed., The Unfinished Tales of Numenor and Middle-Earth (abbrev. Unfinished Tales below)

      Grades will be determined according to the following percentages:

      Midterm paper: 20%
      Final paper: 30%
      Final exam: 25%
      Participation in discussion: 25%

    • H A&S 252 C: Rethinking African Art Studies - Sande Aesthetics/Sierra Leone
      SLN 13618

        Clarke Speed (Anthropology)
        landogo@u.washington.edu
      MW
      11:30-1:20
      MGH 271
      Credits: 5
      Limit: 35 students

      This course seeks to break new ground on the realities of a range of political hegemonies (center, counter and shadow) using women's aesthetics (especially Sande/Bondo)articulated in Sierra Leone, West Africa. We interrogate the theory of Antonio Gramsci on the nature of political fabrics of dominant centers, revolutionary margins, and everything in between. Over ten weeks we explore how art makes, tests, and destroys centrist hegemony (meanings) via subversive cultural spaces. Hence, the relationship of art and society is opened up into a new dynamic of will-to-represent into performances-of-power. Our break with Gramsci is that there are other counter forms - sustainable shadow hegemonies. The course is a Socratic dialogue with no right answer. Work is oriented toward application via theory. There are three concept papers, rewrites, and student precis and presentations. The course is student
      led and focused. Assigned texts include works by Phillips, Leith-Boone, John Berger, and Kate Crehan's Gramsci, Culture, and Anthropology (2002).

    • H A&S 262 A: Teaching What You Know
      SLN 13619

        Frances McCue (Writer in Residence, UW Honors Program)
        frances@francesmccue.com
      M W
      10:30-12:20
      MGH 206
      Credits: 5
      Limit: 25 students

      ***COURSE FULL***

      In what situations is expertise a useful commodity? Does knowledge include the awareness of how to best use it?

      In this seminar we'll learn the basics of teaching. We will also use writing as a method to learn how to reflect upon our learning about pedagogy. By practicing different methods of instruction and by reading and writing vigorously about what we're learning, we'll be able to facilitate groups, teach one-to-one, and discuss learning styles. The outcome of this seminar will be for each student to have a developed plan to transmit his or her knowledge to people outside of the university. If possible students should plan on registering for a spring quarter service learning experience.

      Bibliography: (Required Texts)

      Jane Addams, Twenty Years at Hull House, New York: Signet, Penguin Putnam, 1961
      Paulo Freire, Pedagogy of the Oppressed, New York: Continuum, 2000

      Course Packet: Selections of Eleanor Duckworth, Richard Hugo, Maxine Greene, Mihalyi Cziksentmihalyi, Frances McCue, Billy Collins etc.

      Office Hours: MW 12:20- 1 or by appointment

    • H A&S 262 B: The Farther Reaches of (Human) Nature
      SLN 13620

        Kate Noble (Women Studies)
        Office: Guthrie Annex 2, Box 351630
        Phone: (206) 543-4160
        kdnoble@u.washington.edu
      MW
      2:30-4:20
      MGH 254
      Credits: 5
      Limit: 25 students

      ***COURSE FULL*** Priority to Seniors, Juniors, and Sophmores (in that order). Freshman during Period III by Instructor permission only

      What is consciousness? Where does it come from? Is it dependent on, independent of, or interdependent with physical reality? Why do non-Western wisdom traditions and Western scientific perspectives disagree completely in their ideas about it? Do animals have consciousness? Do plants? What do dreams, intuition, creativity, near death experiences, and placebos tell us about the plasticity and range of consciousness? There are more questions than answers in the study of consciousness, but the questions have powerful implications for us all.

    • H A&S 262 C: American Public Debate
      SLN 13621

        Matt McGarrity (Communication)
        Office: 102 Communications Bldg, Box 353740
        Phone: 543-7854
        mcgarrit@u.washington.edu
      T TH
      3:30-5:20
      MGH 251
      Credits: 5
      Limit: 32 students

      ***COURSE FULL***

      As we draw closer to a major election, presidential candidates vie for public attention in order to argue for specific policies. Of course, this is nothing new. The American public sphere has often been defined by argumentation. This course examines the structure and function of arguments in the American public sphere. In so doing, I hope to address a number of key questions. What do good public sphere arguments do? What should debates in the American public sphere look like? And, how did historic American public sphere debates operate? Course assignments will include exams and quizzes on public sphere and argument principles, an analysis of a presidential debate (contemporary or historical), and an in-class team debate on a policy issue. By the end of the course, students should be able to (1) describe and analyze argumentative strategies in American presidential debates; (2) describe and explain important American debates using public sphere and argument theories; and (3) develop and perform policy arguments in a team-debate.

    • HIST 112 AC: The Medieval World
      SLN 13655

        Mary O'Neil (History)
        Office: 212A Smith, Box 353560
        Phone: (206) 543-9370
        oneilmr@u.washington.edu
      F
      9:30-10:20
      MOR 116
      Credits: 5
      Limit: 25 students

      Students must also sign up for HIST 112 lecture A (SLN 13652)

      This course is an introduction to the history of Western Europe from the late Roman Empire and rise of Christianity to the Scientific Revolution of the 17th century. We will emphasize political, social and religious developments of the Medieval and Renaissance eras with some attention to literature and art. Central goals will be understanding unique aspects of the Middle Ages (such as chivalry, feudal monarchy, heresy trials) and how this period laid the foundations for the central institutions of modern European states and society.

      Student learning goals:
      Understand central issues of medieval and renaissance history.
      Write papers based on primary sources from the medieval and renaissance eras.
      Understand that the modern world began in the European Middle Ages.

      General method of instruction:
      Lecture, with slides/images once a week. Sections for discussion of primary documents.

      Recommended preparation:
      This is an introductory course. No previous knowledge of the subject is assumed, and the course is suitable both for students who might major in history and for non-history students interested in the broad sweep of European history and culture.

      Class assignments and grading:
      Approximately 100-120 pages of reading per week. Required elements: regular attendance at lecture; participation in discussion sections; two short papers (one 3-5 pages; one 5-7 pages) drawing on primary documents assigned in class; midterm exam; final exam.

      Participation in section 10% Midterm 15% First short essay 20% Second essay 30% Final 25%

    • HIST 112 AF: The Medieval World
      SLN 13658

        Mary O'Neil (History)
        Office: 212A Smith, Box 353560
        Phone: (206) 543-9370
        oneilmr@u.washington.edu
      F
      10:30-11:20
      MEB 248
      Credits: 5
      Limit: 25 students

      *COURSE FULL* Students must also sign up for HIST 112 lecture A (SLN 13652)

      This course is an introduction to the history of Western Europe from the late Roman Empire and rise of Christianity to the Scientific Revolution of the 17th century. We will emphasize political, social and religious developments of the Medieval and Renaissance eras with some attention to literature and art. Central goals will be understanding unique aspects of the Middle Ages (such as chivalry, feudal monarchy, heresy trials) and how this period laid the foundations for the central institutions of modern European states and society.

      Student learning goals:
      Understand central issues of medieval and renaissance history.
      Write papers based on primary sources from the medieval and renaissance eras.
      Understand that the modern world began in the European Middle Ages.

      General method of instruction:
      Lecture, with slides/images once a week. Sections for discussion of primary documents.

      Recommended preparation:
      This is an introductory course. No previous knowledge of the subject is assumed, and the course is suitable both for students who might major in history and for non-history students interested in the broad sweep of European history and culture.

      Class assignments and grading:
      Approximately 100-120 pages of reading per week. Required elements: regular attendance at lecture; participation in discussion sections; two short papers (one 3-5 pages; one 5-7 pages) drawing on primary documents assigned in class; midterm exam; final exam.

      Participation in section 10% Midterm 15% First short essay 20% Second essay 30% Final 25%

    • HUM 206 AC: American Sabor/American Flavor: Latinos Shaping U.S. Popular Music
      SLN 18711

        Shannon Dudley (Music)
        Phone: 543-6308
        dudley@u.washington.edu
        Michelle Habell-Pallan (American Ethnic Studies)
        Office: A517 Padelford Hall, Box 354380
        Phone: 206 543-6363
        mhabellp@u.washington.edu
      MW
      2:00-2:50
      HGT DS005
      Credits: 5
      Limit: 25 students

      Students must also register for HUM 206 A lecture (SLN 13871)

      Latino contributions to popular music in the United States have too often been relegated to the margins of a narrative dominated by African and European Americans, an overly black and white view of our musical history. Latin music is often portrayed as an exotic resource for "American" musicians, as suggested by pianist Jelly Roll Morton's reference to "the Latin Tinge." This course turns that phrase and that perspective on its head. "American Sabor" addresses problems of cultural representation that concern an increasingly visible and influential community in the U.S.

      We will document the roles of U.S. Latino musicians as interpreters of Latin American genres. We will also highlight their roles as innovators within genres normally considered indigenous to the U.S., such as rock and roll, R & B, jazz, country/western, and hip hop. The course distinguishes regional centers of Latino population and music production, exploring unique histories, artists, and musical styles. At the same time it draws out broader patterns of boundary crossing, language, social struggle, generational difference, racial/ethnic/class/gender identification, and other factors that shape the experiences of U.S. Latinos everywhere.

    • RUSS 322 AB: Russian Literature and Culture 1700-1900
      SLN 17283

        Barbara Henry (Slavic Languages and Literatures)
        Office: M258 Smith Hall, Box 353580
        Phone: 543-7462
        bjhenry@u.washington.edu
      T
      TH
      10:30-11:20
      10:30-11:20
      BAG 106
      MEB 235
      Credits: 5
      Limit: 25 students

      Students must also register for RUSS 322 A lecture (SLN 17281)

      Literature as an element in Russian culture. Art, architecture, music, and philosophy also treated. Periods covered include the age of Peter the Great, romanticism, realism, and impressionism.

    • SIS 201 AI: The Making of the 21st Century
      SLN 17326

        Joel Migdal (International Studies)
        migdal@u.washington.edu
      T TH
      1:30-2:20
      FTR 032
      Credits: 5
      Limit: 15 students

      ***COURSE FULL***Students must also register for SIS 201 A lecture (SLN 17317)

      Provides a historical understanding of the twentieth century and major global issues today. Focuses on interdisciplinary social science theories, methods, and information relating to global processes and on developing analytical and writing skills to engage complex questions of causation and effects of global events and forces. Recommended: SIS 200.

    • SIS 201 AJ: The Making of the 21st Century
      SLN 17327

        Joel Migdal (International Studies)
        migdal@u.washington.edu
      T TH
      11:30-12:20
      DEN 309
      Credits: 5
      Limit: 15 students

      ***COURSE FULL*** Students must also register for SIS 201 A lecture (SLN 17317)

      Provides a historical understanding of the twentieth century and major global issues today. Focuses on interdisciplinary social science theories, methods, and information relating to global processes and on developing analytical and writing skills to engage complex questions of causation and effects of global events and forces. Recommended: SIS 200.

    • CHEM 155: Honors General Chemistry
      SLN 11495

      MWF
      230-320
      BAG 261
      Credits: 5

      No add code required, but must meet prerequisites. Students must choose a corresponding section.

      Continuation of 145. Includes integrated computer and chemistry laboratory experience. Together 145 and 155 cover material in 142, 152, and 162. No more than the number of credits indicated can be counted toward graduation from the following course groups: 152, 155 (5 credits); 145, 155, 162 (10 credits). Prerequisite: 2.2 in CHEM 145.

    • CHEM 336: Honors Organic Chemistry
      SLN 11611

      MWThF
      10:30-11:20
      BAG 261
      Credits: 5
      Limit: 50 students

      No add code required. Prerequisite: 2.2 in CHEM 335.

      For chemistry majors and otherwise qualified students planning three or more quarters of organic chemistry. Structure, nomenclature, reactions, and synthesis of organic compounds. Theory and mechanism of organic reactions. Studies of biomolecules. No more than 4 credits can be counted toward graduation from the following course groups: CHEM 238, CHEM 336. Prerequisite: 2.2 in CHEM 335.

    • H A&S 221 A: Natural Science for an Informed Citizen
      SLN 13613

        Vladimir Chaloupka (Physics)
        Office: B309 Physics-Astronomy Bldg, Box 351560
        Phone: 543-8965
        vladi@u.washington.edu
      MW
      F
      10:30-12:20
      10:30-11:20
      PAA A214
      PAA A214
      Credits: 5
      Limit: 25 students

      Modern science is an awesome, exciting adventure. Quite inexplicably, we seem able to investigate Nature, from detailed aspects of the Big Bang, through the machinery of our own genome, all the way to the Quantum Mechanics of quarks and neutrinos. At the same time, many thinkers have pointed out the ever-increasing gap between the cumulative, exponential progress in science and technology on the one hand, and on the other hand, the lack of comparable progress in our ability to use our new technological tools thoughtfully and responsibly. This gap cannot keep increasing forever. Some people think that we might be in the process of acquiring powers that we should not have, and that catastrophic consequences are not only possible, but probable or even inevitable.

      An informed, educated citizen should know enough about science to be able to appreciate the potential benefits as well as the possible dangers which Science represents. In this course, we will explore the current status and developments in Physics, Nanotechnology and Biotechnology. We will learn how NASA plans to listen to the gravitational symphony of the Universe, how astrophysicists know what happened fifteen billions years ago (and exactly what happened in the first three minutes after that), we will learn about Schrodinger's cat and Heisenberg Uncertainty Principle, and we will contemplate the marvelous interplay of DNA, RNA and proteins. We will spend equal time discussing methods of risk assessment: we will try to find out if the Brookhaven National Laboratory could accidentally produce a black hole which will eat the Planet, or if a biological accident could wipe out Civilization. There will be both exuberance as well as humility in our treatment of the issues, and both feelings will often be illustrated using the playground of Music.

    • H A&S 221 B: DNA and Evolution
      SLN 13614

        Jon Herron (Biology)
        Office: 205D Burke Museum, Box 351800
        Phone: (206) 547-6330
        herronjc@u.washington.edu
      T TH
      12:30-2:20
      MGH 288
      Credits: 5
      Limit: 25 students

      ***COURSE FULL***

      Evolution and genetics are the cornerstones of modern biology. DNA & Evolution will explore these fields in the context of contemporary issues that are important to individuals and to society. The primary emphasis will be on human examples and problems. Among the questions we will consider are these: Where did modern humans come from? Why are women and men different? Why do children resemble their parents? Do genes influence personality, intelligence, and sexual orientation? What can genetic analyses reveal about evolutionary history and the relationships among species? Can genetic analyses allow us to predict the evolutionary future? Given what our society knows about evolution and genetics, should we take responsibility for guiding the evolutionary future of human populations?

      Throughout the course the goal will be to help students develop sufficient biological sophistication to understand new discoveries in genetics and evolution, talk to their doctors, and make rational personal and political choices about biological issues. Students will read secondary and primary literature, ask questions, design experiments, analyze and interpret data, and draw their own conclusions.

      Assignments will include essays, problem sets, and computer labs.

    • H A&S 221 C: DNA and Evolution
      SLN 13615

        Jon Herron (Biology)
        Office: 205D Burke Museum, Box 351800
        Phone: (206) 547-6330
        herronjc@u.washington.edu
      T TH
      10:30-12:20
      MGH 288
      Credits: 5
      Limit: 25 students

      ***COURSE FULL***

      Evolution and genetics are the cornerstones of modern biology. DNA & Evolution will explore these fields in the context of contemporary issues that are important to individuals and to society. The primary emphasis will be on human examples and problems. Among the questions we will consider are these: Where did modern humans come from? Why are women and men different? Why do children resemble their parents? Do genes influence personality, intelligence, and sexual orientation? What can genetic analyses reveal about evolutionary history and the relationships among species? Can genetic analyses allow us to predict the evolutionary future? Given what our society knows about evolution and genetics, should we take responsibility for guiding the evolutionary future of human populations?

      Throughout the course the goal will be to help students develop sufficient biological sophistication to understand new discoveries in genetics and evolution, talk to their doctors, and make rational personal and political choices about biological issues. Students will read secondary and primary literature, ask questions, design experiments, analyze and interpret data, and draw their own conclusions.

      Assignments will include essays, problem sets, and computer labs.

    • H A&S 221 D: The Big Deal about Little Things: Ecology and Evolution of the Microbe
      SLN 13616

        Claire Horner-Devine (Aquatic and Fishery Sciences)
        mchd@u.washington.edu
      T TH
      9:30-11:20
      MGH 242
      Credits: 5
      Limit: 15 students

      Course is cross listed with FISH 221

      Microbes are the oldest, most abundant and diverse group of organisms on Earth. In this course students will gain an understanding of the fundamentals of ecology and evolution by exploring the role of microbes in disease, ecosystem functioning and extreme environments.

      We will begin with an introduction to the incredible diversity of microbes and methods used to study these communities of tiny organisms. The rest of the quarter will be comprised of three units.

      1) Microbes and disease: We will explore the current understanding of the role that microbial species and communities play in diseases of humans, plants and animals. This section will emphasize human health, agriculture and fisheries.

      2) Microbes and ecosystems: Next, we will explore the role that microbes play in the functioning of both aquatic and terrestrial ecosystems. We will then examine the impact that anthropogenic changes, such as invasive species and climate change, have on microbial community structure and function.

      3) Microbes at the extremes: We will investigate the ability of microorganisms to live in extreme environments such as deep sea vents, geothermal hotsprings, Antarctic ice and possibly on other planets.

    • H A&S 396 A: Honors Biology 220 seminar
      SLN 13625

        Mary Pat Wenderoth (Biology)
        Office: Hitchcock 430A, Box 351800
        Phone: (206) 685-8022
        mpw@u.washington.edu
      F
      12:30-2:20
      MGH 206
      Credits: 2, c/nc
      Limit: 30 students

      Students must be concurrently enrolled in BIO 220. This course is currently full. See Honors advisor to be placed on waitlist.

      We will discuss general models that are fundamental to understanding physiology in animals and plants and apply these models to topics discussed in class, review literature on muscle physiology, discuss current topic in plant physiology and students will prepare a power point talk on a group of plants or animals that live in an extreme environment.

    • H A&S 396 B: Honors Biology 200 seminar
      SLN 13626

        Christine Tachibana (Biochemistry)
        Phone: (206) 543-1054
        cxt@u.washington.edu
      TH
      8:30-10:20
      MGH 206
      Credits: 2, c/nc
      Limit: 30 students

      Students must be concurrently enrolled in BIOL 200. This course is currently full. See Honors advisor to be added to waitlist.

      In this honors section, we explore the topics covered in BIOL200, focusing on current research, controversies and applications. We will not review class or lab material, but will use topics from BIOL200 as a starting point for activities and discussions. Topics from previous quarters include cloning and stem cells; the molecular biology of influenza virus; and techniques for genomic, proteomic and transcriptomic analysis.

      Weekly readings and assignments will be posted on a website, and must be completed before class. In class, we'll do group activities and discussions, and short presentations. Credit is awarded for completing the weekly reading and writing assignments and attending and participating in all sessions.

    • H A&S 396 C: Honors Biology 200 seminar
      SLN 13627

        Christine Tachibana (Biochemistry)
        Phone: (206) 543-1054
        cxt@u.washington.edu
      TH
      10:30-12:20
      MGH 206
      Credits: 2, c/nc
      Limit: 30 students

      Students must be concurrently enrolled in Biology 200. This course is currently full. See and Honors advisor to be placed on waitlist.

      In this honors section, we explore the topics covered in BIOL200, focusing on current research, controversies and applications. We will not review class or lab material, but will use topics from BIOL200 as a starting point for activities and discussions. Topics from previous quarters include cloning and stem cells; the molecular biology of influenza virus; and techniques for genomic, proteomic and transcriptomic analysis.

      Weekly readings and assignments will be posted on a website, and must be completed before class. In class, we'll do group activities and discussions, and short presentations. Credit is awarded for completing the weekly reading and writing assignments and attending and participating in all sessions.

    • H A&S 396 E: Honors Biology 220 seminar
      SLN ?

      F
      9:30-11:20
      MGH 206
      Credits: 2, c/nc
      Limit: 30 students

      Students must be concurrently enrolled in BIOL 220

    • MATH 125 G: Honors Calculus with Analytic Geometry II
      SLN 14797

      MWF
      1130-1220
      AND 223
      Credits: 5

      See Math Advisor for entry code. Students must choose a corresponding section.

      Second quarter in the calculus of functions of a single variable. Emphasizes integral calculus. Emphasizes applications and problem solving using the tools of calculus.

    • MATH 135: Accelerated [Honors] Calculus
      SLN 14828

      MTWThF
      10:30-11:20
      SMI 115
      Credits: 5

      Add code available from Math advisor in C-36 PDL

      Covers the material of 124, 125, 126; 307, 308, 318. First year of a two-year accelerated sequence. May receive advanced placement (AP) credit for 125 after taking 135. For students with above average preparation, interest, and ability in mathematics.

    • MATH 335: Accelerated [Honors] Advanced Calculus
      SLN 14863

      MTWThF
      10:30-11:20
      SMI 311
      Credits: 5
      Limit: 30 students

      No add code required. Prerequisite: 2.0 in MATH 334.

      Introduction to proofs and rigor; uniform convergence, Fourier series and partial differential equations, vector calculus, complex variables. Students who complete this sequence are not required to take 309, 324, 326, 327, 328, and 427. Second year of an accelerated two-year sequence; prepares students for senior-level mathematics courses. Prerequisite: 2.0 in MATH 334.

    • PHYS 122 B: Honors Physics: Electromagnetism and Oscillatory Motion
      SLN 16582

      MWF
      930-1020
      PAA A118
      Credits: 5

      Students must register for section and lab. Contact Professor Garcia before registering for Honors level AGARCIA3@U.WASHINGTON.EDU

      Basic principles of electromagnetism, the mechanics of oscillatory motion, and experiments in these topics for physical science and engineering majors. Lecture tutorial and lab components must all be taken to receive credit. Credit is not given for both 115 and 122. Prerequisite: MATH 125, MATH 128, MATH 134, or MATH 146, any of which may be taken concurrently; PHYS 121 H.

    • ENGL 121 B: Composition: Social Issues
      SLN 12750

        Jentery Sayers (English)
        Office: PDL A-105, Box 354330
        jentery@u.washington.edu
      T TH
      9:30-11:20
      GLD 117
      Credits: 5
      Limit: 22 students

      *COURSE FULL* This course will satisfy the UW English Composition requirement. It will not satisfy additional Honors core requirements.

      This course begins in 1906, when Reginald A. Fessenden conducted the first two-way transatlantic radio transmission. From there, we will work our way in and around some poetic phonemes and fictions of the 1920s and 30s, to then eavesdrop on a few theoretical conversations of the 70s, toward a playlist of music, mixes, and mash-ups from the 90s, and into contemporary film, iPod practices and user-generated media. However, no matter where and when we land in this class, we will attend to acoustics. Our assumption here will be that current approaches to art and culture tend to privilege visual paradigms. While we will not be in the business of discrediting such approaches, our primary aim will be to develop what Michelle Comstock and Mary E. Hocks refer to as “sonic literacy,” which is the "the ability to identify, define, situate, construct, manipulate, and communicate our personal and cultural
      soundscapes." To develop this literacy, we will be studying some theories of sound and sonic culture, as well as composing a class podcast, audio public service announcements, and new "sound-scripts" for existing films.

      In English 121, the above issues, be they rhetorical, socio-cultural, or political, will not be unpacked in the abstract. Instead, community-based service-learning will allow you to write about, with, and for local Boys and Girls Clubs. Perhaps more importantly, experiences at the Boys and Girls Clubs will be the focus of writing and conversation in the class. Service-learning offers you the concrete opportunities to enrich your critical listening skills, repeatedly examine your own assumptions, and analyze the esonances of your own choices in specific situations. It also provides you with the chance to
      produce, circulate, and respond to texts that emerge from both practice and theory and to consider the actual implications of your studies in the public sphere. This course will thus stress how public work can be integrated with academic discovery and how academic contexts can support and enrich volunteering at Boys and Girls Clubs. My hope, then, is that sonic literacy will lead to community literacy as well.

      Please note that English 121 is not a grammar or literature course. It is about writing as a process through which you engage and interact with the world. You already have writing skills. In English 121, you will develop them and even learn a few more. Designed to prepare you for making, examining, and refining arguments at the university level, English 121 makes your writing matter in various contexts and gives you confidence as a writer.

      English 121 is not geared specifically toward the English major. Rather, English 121 helps you establish a voice in academic discourse. Together, we will investigate the subtle differences between disciplines; why genre, audience, and context are integral to writing; and, perhaps most importantly, how you can transfer the writing skills and habits you learn in English 121 to the major that you ultimately choose or have already chosen.

      We will explore a variety of media – from popular culture to theory, fiction to film, social spaces to everyday objects, blogs to music – through exciting, diverse, and creative ways. Yet you will not be asked to “master” the course material. Instead, you will be asked to write and revise often, at least three pages per week. Through your writing you will be actively involved in a quarter-long inquiry that might include some nervousness and frustration, but also some really good questions, some convincing and sophisticated analyses, and some fun times.

      "Writing" in this class will not consist of academic papers only. You will be genre-switching - from composing podcasts for the web to drafting letters to your peers, from writing sustained, academic
      arguments to conducting group presentations. Plus, you will be using a variety of technologies and platforms to compose. These technologies and platforms include blogging, podcasting, and Google docs.

    • H A&S 396 D: Knowledge Representation and Applications
      SLN 18772

        Ira Kalet (Radiation Oncology)
        Office: NN146A UW Medical Center, Box 356043
        Phone: 598-4107
        ikalet@u.washington.edu
      T TH
      8:00-9:20
      TBA
      Credits: 3
      Limit: 10 students

      Course is cross listed with MEBI 550

      This course deals with the principles of knowledge representation and reasoning, with application to biology, medicine and health. Many of the examples will use the Common Lisp programming language, but prior knowledge of Lisp is not assumed. Other programming and knowledge representation languages will also be introduced, such as Prolog.

      The course assumes previous programming experience at the level of UW CSE 142 Computer Programming I. However, it is not important which programming language you know, as long as you are experienced with at least one. In addition, the course requires certain basic computing skills and mathematical background. These are listed on the course website.

      Course website: http://www.radonc.washington.edu:80/medinfo/mebi550/

    • H A&S 397 C: The Future of Chick Lit: games, virtual worlds and online communities for girls
      SLN 13630

        Wanda Gregory (Software Systems-Bothell)
        wanda.gregory@gmail.com
      F
      9:30-11:20
      MGH 248
      Credits: 2, c/nc
      Limit: 15 students

      Everyone has heard about Halo3 and World of Warcraft giving the impression that games and MMOs are only for guys. However, what about Habbo Hotel, Stardoll, Club Penguin, there.com , the Sims and casual game sites such as Pogo? These worlds and games are targeted towards girls who make up a growing number of the gamers today.

      Even consoles like the Wii and mobile games are attracting large numbers of girls today. This class will look at what is happening in the game and online space for girls—past present and future. We will also explore some of the gender differences in game play along with the trend towards attracting younger girls to games.

      Topics will draw on a wide variety of examples and disciplines. The class will be a combination of lecture, hands on game play, readings, case study and the creation of a group project. Knowledge of game play is not a prerequisite nor do you have to be a girl! Having fun and being open to games is!

    • H A&S 350 A: Capital Sport: Spies in Fiction and Film
      SLN 13622

        Ran Hennes (UW Honors)
        rhennes@u.washington.edu
        Brook Kelly (Honors)
        Office: MGH 211, Box 352800
        Phone: 221.6131
        bbkelly@u.washington.edu
      W
      2:30-4:20
      MGH 211 B
      Credits: 2, c/nc
      Limit: 15 students

      ***COURSE FULL***

      Whether called "The Great Game", "the Second Oldest Profession",or "Capital Sport" - as it was by the first head of British Intelligence in World War I (the model for James Bond's "M"), spies and spying have always been with us. As fictional figures, however, spies only truly arrived during the last century. Now they parade across our literary landscape and our movie screens, a cavalcade of secret agents, assassins, moles, double-agents, counter-spies, bewildered (but patriotic) amateurs and dedicated (but cynical) professionals. During the quarter we'll dip into this clandestine world of spy fiction and film and sample some of the exemplars of the genre, from Kipling to Le Carre.

    • H A&S 350 B: College Admissions in America: Freakin' Out and Other Results
      SLN 13623

        Philip Ballinger (Admissions)
        Office: 320 Schmitz Hall, Box 355852
        Phone: (206) 543-0852
        philipba@u.washington.edu
      M
      2:30-4:20
      MGH 211 B
      Credits: 2, c/nc
      Limit: 15 students

      Through reading and conversation with national experts, participants will learn about college admissions as variously practiced in the United States. Among topics that will receive special emphasis are:

      -The social affects of current admission practices
      -The tensions between personal benefit, institutional goals, and social needs in enrollment management practices
      -The debate surrounding standardized testing (e.g., the SAT and ACT)
      -What admission and financial aid strategies many selective colleges use to meet institutional enrollment goals

      Participants will also receive 'basic training' in the holistic review of college applications and in the making of admission decisions.

      Expectations: Participants will actively engage with several regional and national admission experts and admission practices critics. Preparation through reading will be a must for these engagements. As a colloquium capstone, all participants will create a vision of an ideal admissions policy accompanied by detailed descriptions of how that policy should be implemented through specific application review and admission processes.

    • H A&S 350 C: Rhetoric and Persuasion: The Evolution of Oratory in Classical Athens
      SLN 13624

        Benjamin Crotty
        kcrotty@u.washington.edu
      T TH
      10:30-11:20
      PAR 212
      Credits: 2, c/nc
      Limit: 15 students

      What makes a good speech? What are the ground rules for judging one speaker or argument better than another? What different tactics might speakers use when addressing different audiences? When should emotional appeals be used? How important is the objective truth of an argument? These questions were as pressing and relevant for ancient Athenian orators as they are for modern speakers. To be an Athenian citizen was to be a member of an audience, to listen to speeches, and to make decisions, whether in court, in government, or at festivals featuring rhetorically influenced tragedy and comedy. Since the category of 'citizen' defined only a narrow demographic - free adult male of Athenian parentage - various types rhetoric were aimed at a singular group, but were tailored to various circumstances and occasions, using many different tools, tropes, and types of persuasion as appropriate for a given audience. In this course we will engage with ancient debates on the role of rhetoric, its inherent deceptions and problems, and its relationship to truth, and think about how those debates can inform our response to contemporary speech making.

      This course will provide an introduction to Athenian oratory in the 5th and 4th centuries, and the bulk of the course readings will be drawn from primary sources. We will begin with an overview of the contexts, strengths, and constraints of the major types of oratory in ancient Athens and discuss the evolution of rhetorical theory. We will then read a chronological selection of speeches, and end by reading several speeches drawn from historical and dramatic works in which rhetoric contributes to plot, theme, characterization, etc. We will also consider the use of contemporary political rhetoric and examine especially the different venues for speech making available to the 2008 presidential candidates, and the audiences and occasions that each venue assumes.

      Course Assignments:
      Daily readings, including: Speeches by various Athenian orators (Lysias, Antiphon, Demosthenes, Aeschines); ancient rhetorical theory (Plato, Aristotle, Isocrates); historical and tragic works (Thucydides, Euripides); some secondary scholarship

    • H A&S 350 D: Amusement Rituals, circa 1900
      SLN 19190

        Mark Calogero (Psychology)
        Office: Chemistry Library Building Room 110, Box 351525
        calogero@u.washington.edu
      F
      11:30-1:20
      MGH 211B
      Credits: 2, c/nc
      Limit: 15 students

      This seminar course will examine in-depth the ritual history of those amusements that centered around the Seattle neighborhood of Madison Park. In particular, it will explore rituals that occupied theatre before movies, those that played out on baseball fields before the World Series, and those rituals that animated amusement parks before Disneyland. We will find historical evidence of these rituals through photographic archives, newspapers, book chapters and personal narratives. For example, we will compile theatre portfolios for some of the early Seattle stage actors, and baseball statistics for the Northwest Champion "Seattles" who played in Madison Park during the 1890s. We will also employ current-day anthropological concepts about ritual and culture to characterize the rituals we discover surrounding these three forms of past amusement. Our evidence will be distilled to construct narratives about a given ritual and its beginnings, and to make conjecture about when and why the ritual ended (or how it may have evolved into its present-day form-e.g. the daily Starbucks Café ritual in Madison Park). The culmination of our work will be the completion of a book chapter, a photographic essay of Madison Park's ritual history.