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Honors Course Archive: Autumn 2008

    • ARCH 350 D: Architecture of the Ancient World
      SLN 19878

        Louisa M. Iarocci (Architecture)
        Phone: 206 221-6046
        liarocci@u.washington.edu
      MWF
      F
      9:30-10:20
      11:30-12:20
      ARCH 147
      ARCH 110
      Credits: 5

      Priority is for Honors students and space is limited. Please register for this course as usual; no add codes are required.

      This course covers the history of ancient architecture from the earliest evidence of human built structures around 10,000 BCE to the rise of the Byzantine empire in the 6th century. We will identify the distinctive characteristics of the monuments of the Prehistoric period, the Middle East, Egypt, Asia, the Americas, and the Greek and Roman worlds and at the same time seek to understand the parallels and links between these societies- and connections to our own time.

      The lectures will be organized around a chronological discussion of key monuments, analyzing these material artifacts as social, cultural and technological productions. The section will provide an opportunity for further discussion and additional reading. Requirements will include a mid-term and final exam including slide identifications, weekly readings, writing assignments and short presentations.

    • ART 140 C: Honors Basic Photography
      SLN 19608

        Keeara Rhoades (Art)
      MW
      230-520
      ART 110
      Credits: 5
      Limit: 25 students

      *** COURSE FULL ***

      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.

    • GEOG 123 AQ: Introduction to Globalization
      SLN 14017

        Matthew Sparke (Geography)
        Phone: 206-543-5194
        sparke@u.washington.edu
      W F
      12:30-1:20
      AND 008
      Credits: 5
      Limit: 18 students

      Provides an introduction to the debates over globalization. Focuses on the growth and intensification of global ties. Addresses the resulting inequalities and tensions, as well as the new opportunities for cultural and political exchange. Topics include the impacts on government, finance, labor, culture, the environment, health, and activism. Equals 5 credits of honors civilization.

      http://faculty.washington.edu/sparke/global123.htm

      **Students must also sign up for the lecture: GEOG 123A (SLN14000)**

      CROSS-LISTED with SIS 123.

    • GEOG 123 AT: Introduction to Globalization
      SLN 14020

        Matthew Sparke (Geography)
        Phone: 206-543-5194
        sparke@u.washington.edu
      W F
      1:30-2:20
      MUS 216
      Credits: 5
      Limit: 18 students

      SERVICE LEARNING is a required component to this section

      Provides an introduction to the debates over globalization. Focuses on the growth and intensification of global ties. Addresses the resulting inequalities and tensions, as well as the new opportunities for cultural
      and political exchange. Topics include the impacts on government, finance, labor, culture, the environment, health, and activism. Equals 5 credits of honors civilization.

      http://faculty.washington.edu/sparke/global123.htm

      **Students must also sign up for the lecture: GEOG 123A (SLN14000)**

      CROSS-LISTED with SIS 123.

    • H A&S 251 A: History of Western Civilization Gender Concepts
      SLN 14191

        Clare Bright (Women Studies)
        Office: B-110 Padelford, Box 354345
        Phone: (206) 543-6900
        cbright@u.washington.edu
      T TH
      11:30-1:20
      Smith 405
      Credits: 5
      Limit: 35 students

      COURSE DESCRIPTION
      An exploration and critique of the dominant themes and paradigms which have shaped Western European thought, with special focus on concepts of "woman" and "man." Theories of knowledge and reality will also be covered. Feminist perspectives will be studied along with more traditional viewpoints.

      COURSE OBJECTIVES
      To provide an overview of the dominant philosophical paradigms in western thought
      To assess such paradigms critically, especially from feminist perspectives
      To become familiar with the concepts of major thinkers regarding "woman" and "man," To analyze the social and metaphysical contexts for these definitions
      To develop the student's ability to analyze and formulate theory
      To facilitate the thoughtful verbal and written expression of knowledge gained this term

    • H A&S 251 B: Reading Tolkien
      SLN 14192

        Robin Stacey (History)
        Office: 106 Smith, Box 353560
        Phone: 543-9418
        rcstacey@u.washington.edu
      MW
      8:30-10:20
      MGH 254
      Credits: 5
      Limit: 25 students

      Space only available for incoming freshmen.

      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 251 C: The Making of Human Civilization: Ideas at the Center of our Lives and Their Relationship to Modernity
      SLN 14193

        Taso Lagos (International Studies)
        Office: 400 Thomson Hall, Box 353650
        Phone: (206) 543-4370
        taso@u.washington.edu
      T TH
      1:30-3:20
      MGH 271
      Credits: 5
      Limit: 35 students

      The class fundamentally looks at ideas from the ancient world, primarly classical Athens, and through investigation, discussion and research determines if justice, truth, philosophical inquiry, valor, morality, decency and democratic ideals really exist today. This is not a philosophy class, it's not a history class, it's not a sociology class - but it is a class of critical thinking, mental exploration and social concern. There will be some writing assignments, a possible exam or two (essay variety, possibly take home), and a group research project. Lecture material will be from books, articles, videos and other knowledge artifacts. You will be encouraged to develop your own thinking and analysis, guided by a breadth and depth of knowledge in an encouraging and stimulating learning environment. Be prepared to be challenged but to have fun.

    • H A&S 251 D: What We Know and How We Know It
      SLN 14194

        Eugene Edgar (Education, Honors Faculty Scholar 2006-2007)
        Office: MGH 211 B (Office hours: Tuesdays 2:00-3:30), Box 352800
        Phone: 221-3431
        ebedgar@u.washington.edu
      M W
      10:30 - 12:20
      MGH 206
      Credits: 5
      Limit: 25 students

      The course will identify and develop methods of researching and gaining knowledge. In this seminar we will use discourse methods to understand the varied discourse used within disciplines that define knowledge, how knowledge is generated, and the rules of evidence that are acceptable in various disciplines (the disciplines represented by the students in the seminar). We will use critical reading of texts, dialogue (ala David Bohm), and reflective writing as the means to understand knowledge, and knowledge production across disciplinary fields. The outcome of this class will be enhanced student (and instructor) knowledge of disciplinary discourses.

      Our goals include: developing empathic and creative imagination; learning how to negotiate and navigate with different ways of knowing; enhancing student writing; creating models for civic dialogue; and articulating how one learns. The class will focus on cross-disciplinary knowledge, the use of dialogue and writing as a means for self-understanding, praxis- the learning from doing, and critical reflection on action.

    • H A&S 261 A: Characteristics of Games
      SLN 14195

        Richard Garfield
        George Elias
        gselias@gmail.com
      T TH
      10:30-12:20
      MGH 288
      Credits: 5
      Limit: 25 students

      *** COURSE FULL ***

      We will study and evaluate characteristics that are important to all games, looking at games from the casting of lots through Quake 5, with an emphasis on classic games. The goal will be to develop a vocabulary and tools for those interested in critiquing their own and others game designs. Each student will be expected to present a game design project by the end of the class.

      Possible topics to be covered:
      Defining Game
      Number of Players
      Luck & Skill
      Game Heuristics
      Game Balance
      Game Length
      Game Downtime
      Established Standards
      Catch-up Features

      Optional Texts:
      Oxford History of Board Games by David Parlett
      Oxford History of Card Games by David Parlett

      Richard Garfield is the designer of Magic: The Gathering and the inventor of
      trading card games, now a mult-billion dollar industry. He was a professor
      of mathematics until he launched his design career and now has dozens of
      games to his credit.

      For more information about Richard Garfield see the following link:
      http://en.wikipedia.org/wiki/Richard_Garfield

      Skaff Elias worked for Wizards of the Coast since it launched the first
      trading card game. He has designed dozens of games and created the
      tournament system, the Pro-Tour, for their flagship game Magic. He has
      consulted on computer game design for EA, Microsoft, and Nintendo.

    • H A&S 261 B: Race and Advertising in Americana
      SLN 14196

        Clarke Speed (Anthropology)
        landogo@u.washington.edu
      T TH
      11:30-1:20
      MGH 228
      Credits: 5
      Limit: 35 students

      This Honors course seeks visual literacy in the world of Americana, especially in terms of a racialized logic found cloaked in advertizing and print media. We explore how biology, phenotype, history, and class become culturally embellished with moral value. While totally arbitrary in its origins, race matters in Americana. Race-as-class is at the core of all that we believe. As a Social Darwinian form of 'faith,' race-as-class is our basic form of social (taxonomic) difference. As a form of cultural production, race-as-class is forever differentiated even as it is represented as de-differentiated. Put simply, racial images in Americana, rather than reconciling our racial past, extend its hegemony via layer upon layer of unresolved contradiction. The formula of not-same as never-equal generates differal and detour of political equity. As a Socratic dialogue, both the course and preceptor assume
      no right answer. Following the Honors ethos of critical interrogation, advocacy, and activism, we seek application in the grit of ordinary life primarily outside, but by implication, inside the academy. The course is student focused and generated via student precis, presentations, and three short analytical concept papers. Texts include work on early

    • H A&S 261 C: Leadership, Democracy, and a More Thoughtful Public
      SLN 14197

        Roger Soder (Education)
        Office: M213 Miller, Box 353600
        rsoder@u.washington.edu
      T TH
      12:30-2:50
      MGH 206
      Credits: 5
      Limit: 25 students

      We will consider the following five propositions:

      1. Leadership always has a political context; leadership in a democracy is necessarily different than leadership in other political regimes.

      2. Leadership involves at its base the creation of a persuaded audience, but, more than persuasion, involves creating and sustaining a more thoughtful public, a public capable of rising above itself.

      3. A more thoughtful public must not only be created and sustained, but, given that things inevitably fall apart, must be recovered and reconstituted.

      4. Distinctions must be made in the leadership functions of (a) initiating, (b) sustaining, and ©) recovering and reconstituting. What it takes for leader to sustain isn't quite the same as what it takes to initiate, and neither of these approach what it takes to recover and reconstitute when the organization or regime falls apart.

      5. Good leadership involves ethical and effective information seeking. A leader must have knowledge of what must be done, knowledge of what it takes to persuade others of what must be done (and, in persuading, creating a more thoughtful public), and knowledge of how an audience/public will respond. Only with a thorough understanding of the principles, strategies, and costs of information seeking will one be able to engage in ethical and effective leadership.

      Sources of texts will include, but not be limited to: Tocqueville, Sophocles, Machiavelli, Lincoln, Kautilya, Dostoevsky, the Tao-Te-Ching, the Huainanzi, as well as contemporary authors.

      Method of instruction: close reading of texts, coupled with short papers on texts, plus a longer (5-8 page) synthesis paper; small and large group discussions with each other and visiting scholars/practitioners.

    • H A&S 261 D: Sub-Saharan Africa: Poverty, Health and Justice
      SLN 14198

        Mona Lydon-Rochelle (School of Public Health and Community Medicine)
        Phone: 780-2134
        minot@u.washington.edu
      T TH
      10:30-12:20
      MGH 295
      Credits: 5
      Limit: 12 students

      *** COURSE FULL *** This course is cross listed with H A&S 220 C. Students must register for H A&S 261 D if they want civ core credit, and H A&S 220 C if they want science core credit

      Sub-Saharan Africa is one of the poorest regions in the world. This region, which is home to 34 of the world's 49 least developed countries, will continue to need the highest per capita levels of technical and financial support of any region, along with sustained political commitment by all stakeholders, if it is to make major progress towards meeting the United Nations Millennium Development Goals (MDGs) for 2015. Efforts to eradicate poverty, empower women, reduce child mortality and improve maternal health in the region continue to be severely undercut by the devastating AIDS pandemic and by massive human displacements in the wake of natural disasters, violent conflicts and debilitating political strife. In a region that is home to more than 60 per cent of the world's HIV-positive people, halting and reversing the spread of HIV, as well as addressing related issues of malaria and tuberculosis, must be among the highest priorities.

      In this course, students will study the complexities of health, poverty and justice in Sub-Saharan Africa. The class will introduce you to basic public health issues and development indexes. These issues will be examined within the context of the MDBs, which commit rich and poor countries to eradicate extreme poverty and hunger, ensure access to education, health care and clean water by 2015. We will be using contemporary data, media, non-fiction, and film clips. Class sessions will involve lectures and guest speakers, group discussions, viewing of films, critiques of assignments, and student presentations. At the end of this course students will have a basic understanding of contemporary public health issues in sub-Saharan Africa.

      Understanding the complexities of poverty, health and justice in Sub-Saharan Africa today will require thoughtful reflection, formation of questions, reflective writing, and group discussion. Evaluation of progress will be through a mid-term examination; newspaper media clip syntheses presentation; small group analyses of non-fiction readings; evaluation of films and speakers and a final research report and presentation.

    • HIST 111 AC: The Ancient World
      SLN 14236

        Joel Walker (History)
        Office: Smith Hall, Room 004, Box 353560
        Phone: 616-1972
        jwalker@u.washington.edu
      F
      930-1020
      FSH 109
      Credits: 5
      Limit: 25 students

      Students must also register for SLN 14233 (HIST 111A lecture)

      HIST 111 is the first of a three-quarter sequence introducing students to the history of Western Civilization. It is not necessary to take all three quarters or to take them in order. In this course, students will study the civilizations of ancient Mesopotamia, Egypt, Israel, Greece, Rome, and early Christianity.

    • HIST 111 AI: The Ancient World
      SLN 14242

        Joel Walker (History)
        Office: Smith Hall, Room 004, Box 353560
        Phone: 616-1972
        jwalker@u.washington.edu
      F
      1030-1120
      BNS 203
      Credits: 5
      Limit: 25 students

      Students must also register for SLN 14233 (HIST 111A lecture)

      HIST 111 is the first of a three-quarter sequence introducing students to the history of Western Civilization. It is not necessary to take all three quarters or to take them in order. In this course, students will study the civilizations of ancient Mesopotamia, Egypt, Israel, Greece, Rome, and early Christianity.

    • RUSS 321 AB: Russian Literature and Culture 1700 - 1840
      SLN 18002

        James West (Slavic Languages and Literatures)
        Office: 016 Smith Hall, Box 353580
        Phone: (206) 543-4852
        jdwest@u.washington.edu
      TTh
      1030-1120
      PAA A212
      Credits: 5
      Limit: 25 students

      Students must also register for SLN 18000 (RUSS 321 A lecture)

      An introduction to the literature and culture of Russia from 1700 to 1840, starting with a few important examples from earlier periods. Literary works, art and architecture will be studied in relation to the development of Russian thought, both secular and religious. Attention is given to both the influence of Western Europe and what is distinctively Russian, and especially to the transformation that took place during this period in Russia's national self-awareness.

    • SIS 123 AQ: Introduction to Globalization
      SLN 18042

        Matthew Sparke (Geography)
        Phone: 206-543-5194
        sparke@u.washington.edu
      W F
      12:30-1:20
      AND 008
      Credits: 5
      Limit: 9 students

      Provides an introduction to the debates over globalization. Focuses on the growth and intensification of global ties. Addresses the resulting inequalities and tensions, as well as the new opportunities for cultural and political exchange. Topics include the impacts on government, finance, labor, culture, the environment, health, and activism. Equals 5 credits of honors civilization.

      http://faculty.washington.edu/sparke/global123.htm

      **Students must also sign up for the lecture: SIS 123A (SLN 18025)**

      CROSS-LISTED with GEOG 123.

    • SIS 123 AT: Introduction to Globalization
      SLN 18045

        Matthew Sparke (Geography)
        Phone: 206-543-5194
        sparke@u.washington.edu
      W F
      1:30-2:20
      MUS 216
      Credits: 5
      Limit: 9 students

      SERVICE LEARNING is a required component to this section

      Provides an introduction to the debates over globalization. Focuses on the growth and intensification of global ties. Addresses the resulting inequalities and tensions, as well as the new opportunities for cultural
      and political exchange. Topics include the impacts on government, finance, labor, culture, the environment, health, and activism. Equals 5 credits of honors civilization.

      http://faculty.washington.edu/sparke/global123.htm

      **Students must also sign up for the lecture: SIS 123A (SLN 18025)**

      CROSS-LISTED with GEOG 123.

    • SIS 200 AI: States and Capitalism
      SLN 18055

        Resat Kasaba (International Studies)
        Office: 322 Thomson, Box 353650
        Phone: 543-6890
        kasaba@u.washington.edu
      TTh
      1130-1220
      TBA
      Credits: 5
      Limit: 15 students

      *** COURSE FULL *** Students must also register for SLN 18046 (SIS 200 A lecture)

      Origins of the modern world system in the sixteenth century and its history until World War I. Interacting forces of politics and economics around the globe, with particular attention to key periods of expansion and crisis.

      This course addresses two questions that are related to the structure of the global system: What are the processes that have created a world economy with systems of production and trade that cover the entire globe? And how is it that this economically united world has been so divided and fragmented in its political structures? The course examines these questions from a historical perspective by focusing on selected times, places, and events between the 13th and 20th centuries.

    • SIS 200 AJ: States and Capitalism
      SLN 18056

        Resat Kasaba (International Studies)
        Office: 322 Thomson, Box 353650
        Phone: 543-6890
        kasaba@u.washington.edu
      TTh
      230-320
      CHL 025
      Credits: 5
      Limit: 15 students

      *** COURSE FULL ***

      Origins of the modern world system in the sixteenth century and its history until World War I. Interacting forces of politics and economics around the globe, with particular attention to key periods of expansion and crisis.

      This course addresses two questions that are related to the structure of the global system: What are the processes that have created a world economy with systems of production and trade that cover the entire globe? And how is it that this economically united world has been so divided and fragmented in its political structures? The course examines these questions from a historical perspective by focusing on selected times, places, and events between the 13th and 20th centuries.

    • BIOL 250 AE: Marine Biology
      SLN 11101

        Claire Horner-Devine (Aquatic and Fishery Sciences)
        mchd@u.washington.edu
      F
      130-420
      FSH 142
      Credits: 5
      Limit: 8 students

      Students can get an add code from Hitchcock 318. Students must also register for SLN 11096 (BIOL 250 A lecture)

      Course is cross listed with OCEAN 250

      Lecture-laboratory course in Marine Biology focusing on physical, biological, and social aspects of the marine environment. Topics include oceanography, ecology, physiology, behavior, conservation, fisheries, exploration, and activism. Evening marine biology movies and weekend field trip. Honors section research project.

    • CHEM 145 A: Honors General Chemistry
      SLN 11630

      MWF
      230-320
      BAG 260
      Credits: 5

      Prerequisite: either MATH 124, MATH 127, or MATH 134, any of which may be taken concurrently; score of 66% on HCHEMC placement test, score of 4 or 5 on AP Chemistry exam, or IB score of 5, 6, or 7 on high level chemistry exam .

      Students must also register for a section of CHEM 145A (times listed on UW times schedule)

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

    • CHEM 335: Honors Organic Chemistry
      SLN 11714

      MTWF
      1030-1120
      BAG 261
      Credits: 5
      Limit: 70 students

      Students must see Chem advisor in Bagley 109 for entry code.

      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 organic laboratory accompanies this course. No more than 5 credits can be counted toward graduation from the following course groups: 221, 223, 237, 335. Prerequisite: either CHEM 155 or CHEM 162.

    • H A&S 220 A: A Way of Knowing
      SLN 14186

        Paul Boynton (Physics)
        Office: C501 Physics-Astronomy Bldg., Box 351560
        Phone: 543-8967
        boynton@u.washington.edu
      MW
      F
      12:30-1:50
      12:30-1:20
      PAA 114
      PAA 114
      Credits: 5
      Limit: 25 students

      Priority to sophmores through seniors. Incoming freshmen interested in taking this class must email Professor Boynton at boynton@phys.washington.edu

      Students must also register for an Honors section of H A&S 220 A

      Imagine physical science as a modern Pandora's Box. It may be inevitable that science will continue to transform our lives through an irrepressible human desire to continually extend our comprehension of the natural world. In responding to this urge, we open the box over and over again, revealing new and deeper understanding, and thereby releasing new technologies that may be received eagerly or with trepidation. In either case, for better or worse, our modern worldview is in no small way driven by the march of science and engineering. Taking a long view of Western civilization, one may wonder how we came to this state given its stark contrast with pre-Renaissance perceptions of the natural world and our place in it.

      In A Way of Knowing, we seek to comprehend this modern condition by examining the historical/philosophical roots of the culture of scientific inquiry; that is, how we have interpreted our experience of the physical world in four eras: Classical Antiquity, Hellenism, the late Renaissance, and the early Twentieth Century. In doing so, we discover not only the success and power of our modern way of knowing the world, but also its inherent limitations and self-imposed boundaries when attempting to confront the full range of human thought and experience.

      The central theme we pursue through these four periods is the phenomenon of gravitation. Studying the history of our approach to interpreting this fundamental experience of nature provides insight to how we have come to our perception of the natural world today, and how that may change in the future.

      At its core, this is a physical science course. Learning about science requires doing some scientific thinking, which in turn requires basic skills in quantitative reasoning. Even so, familiarity with only the most elementary aspects of high school algebra and geometry is presumed. In modern times there is no other way to grasp the underlying connection between a falling apple and a Black Hole.

      On the other hand, this is definitely a course in the history of ideas for liberal arts students, not science majors, unless their interests are broad. The wide-ranging topics covered here borrow heavily on and directly inform concepts you have already or will encounter in literature, history, and philosophy during your academic adventures at the UW. You may be surprised by the foundational connections between the intellectual structure of modern science and a number of seemingly peripheral issues: preSocratic ontological and epistemological questions, the tension between thought and experience in Classical Philosophy, Hellenism's retreat from reason, late medieval Scholasticism, Renaissance magic, Cartesian dualism, Newton's towering “schizophrenic” intellect, and Einstein's Pythagorean vision. These are but a few elements in a story of disciplined human creativity that illuminates the “scientific underpinnings” of modernity. Please join us for the telling.

    • H A&S 220 AA: A Way of Knowing (Honors section)
      SLN 14187

        Paul Boynton (Physics)
        Office: C501 Physics-Astronomy Bldg., Box 351560
        Phone: 543-8967
        boynton@u.washington.edu
      T
      12:30-1:20
      PAA 214
      Credits: 5
      Limit: 12 students

      Students must also register for H A&S 220 A lecture (SLN 14186)

    • H A&S 220 AB: A Way of Knowing (honors section)
      SLN 14188

        Paul Boynton (Physics)
        Office: C501 Physics-Astronomy Bldg., Box 351560
        Phone: 543-8967
        boynton@u.washington.edu
      TH
      12:30-1:20
      PAA A214
      Credits: 5
      Limit: 13 students

      Students must also register for H A&S 220 A lecture (SLN 14186)

    • H A&S 220 B: Astrobiology: The contribution of extraterrestrial materials like meteorites and comets to the origin of life on Earth
      SLN 14189

        Graciela Matrajt (Astronomy)
        Phone: 206 685-0542
        matrajt@astro.washington.edu
      T TH
      12:30-2:20
      MGH 288
      Credits: 5
      Limit: 25 students

      How did life arise on Earth? Is there life elsewhere in the Universe? If any, is it possible to find/detect it? The mystery of our origins is a question that has preoccupied humans for millennia. Today, this question remains unanswered, although there are many ideas. In this course we will explore the possible approaches to answer these questions. We will first study the history of the sciences that led to ap-proaching these questions, and the chain of thinking that has guided scientists in the search for the origin of life. This is a new science called Astrobiology and it is based in interdisciplinary studies. We will define life. We will briefly study the life cycle of stars and the formation of the Solar System to understand the physical and chemical constraints to form and maintain an Earth-like planet where life can develop. We will then investigate the delivery of organic materials, in particular those molecules that are currently found in life forms, by meteorites and comets. We will learn about the various types of meteorites and we will even handle some. We will learn about comets and we will even look at some cometary particles with a microscope. We will talk about Stardust, the NASA mission that brought cometary particles back to Earth. We will learn which instruments are best and more useful to look for extraterrestrial life, and we will talk about the controver-sial Martian meteorite in which some people thought they have found evidence of life.


      COURSE OBJECTIVES:
      This course provides an overview of a new multidisciplinary science, Astrobiology, with emphasis on the delivery of organic molecules by comets and asteroids.
      This course will provide knowledge in chemistry, history of sciences, biochemistry, astronomy, geology, geochemistry and biology. In addition, students will learn about different analytical instruments that scientists use to investigate meteorites, but which can also be used to make research in many other different fields.

      GENERAL METHODS OF INSTRUCTION:
      The class will meet 2 times a week (T,Th) for 2 hours. Each session will be divided in two halves with a short recess. In addition to the lectures, there will be in-class activities:
      a) handle scientific material (rocks, meteorites, observation of diverse samples in optical microscope)
      b) watch educational movies/documentaries related to the topic of that week
      c) visit an on-campus laboratory (including an electron microscope, a clean room where extraterrestrial samples are processed, chemistry laboratory, etc).
      d) Discussion of published scientific articles in small (3-4 students) groups and then expose for 5-10 min the results of the discussion, or prepare a written report with the results of the discussion.
      Guest lecturers may also participate.

      RECOMMENDED PREPARATION:
      There are no prerequisites for this class. This is an introductory course so no previous knowledge of the subject is assumed.

      GRADING POLICY:
      Participation and in-class discussion of articles (20%). This means having each day's readings completed by class time and being ready to discuss/answer questions concerning the readings.
      Students (by groups of 4-5) will give a 15-20 min. oral presentation of a scientific topic covered during class accompanied by a short written report about the topic (40%). Presentations will be done during the last week of the quarter.

      Mid-term exam (20%) [week six]
      Final exam (20%).

      Readings:
      There is no text book for this class. Instead, chapters of books or scientific article readings will be assigned (mostly to be downloaded from UW libraries or other websites).
      The following text books are helpful for this class.

      Planets and Life (2007) by W. T. Sullivan and J. A. Baross. Cambridge Univer-sity Press.
      An Introduction to Astrobiology (2003) edited by I. Gilmour and M. A. Sephton Cambridge University Press.
      Life in the Universe (2007) by J. Bennett and S. Shostak.

    • H A&S 220 C: Sub-Saharan Africa: Poverty, Health and Justice
      SLN 14190

        Mona Lydon-Rochelle (School of Public Health and Community Medicine)
        Phone: 780-2134
        minot@u.washington.edu
      T TH
      10:30-12:20
      MGH 295
      Credits: 5
      Limit: 13 students

      *** COURSE FULL*** This course is cross listed with H A&S 261 D. Students must register for H A&S 261 D if they want civ core credit, and H A&S 220 C if they want science core credit

      Sub-Saharan Africa is one of the poorest regions in the world. This region, which is home to 34 of the world's 49 least developed countries, will continue to need the highest per capita levels of technical and financial support of any region, along with sustained political commitment by all stakeholders, if it is to make major progress towards meeting the United Nations Millennium Development Goals (MDGs) for 2015. Efforts to eradicate poverty, empower women, reduce child mortality and improve maternal health in the region continue to be severely undercut by the devastating AIDS pandemic and by massive human displacements in the wake of natural disasters, violent conflicts and debilitating political strife. In a region that is home to more than 60 per cent of the world's HIV-positive people, halting and reversing the spread of HIV, as well as addressing related issues of malaria and tuberculosis, must be among the highest priorities.

      In this course, students will study the complexities of health, poverty and justice in Sub-Saharan Africa. The class will introduce you to basic public health issues and development indexes. These issues will be examined within the context of the MDBs, which commit rich and poor countries to eradicate extreme poverty and hunger, ensure access to education, health care and clean water by 2015. We will be using contemporary data, media, non-fiction, and film clips. Class sessions will involve lectures and guest speakers, group discussions, viewing of films, critiques of assignments, and student presentations. At the end of this course students will have a basic understanding of contemporary public health issues in sub-Saharan Africa.

      Understanding the complexities of poverty, health and justice in Sub-Saharan Africa today will require thoughtful reflection, formation of questions, reflective writing, and group discussion. Evaluation of progress will be through a mid-term examination; newspaper media clip syntheses presentation; small group analyses of non-fiction readings; evaluation of films and speakers and a final research report and presentation.

    • H A&S 396 A: Cell Bio outside the lecture hall: Applying your scientific knowledge
      SLN 14202

        Brenda Bourns (Biology)
        bournsb@seattleu.edu
      TH
      1:30-3:20
      Credits: 2, c/nc
      Limit: 25 students

      Students must be concurrently enrolled in Biology 200.

      This is a seminar style course designed to supplement Biology 200. In this class we will delve more deeply into a subset of topics raised in Biology 200. An overall theme of the course is to experience how it is that the information we read in the textbook actually gets there in the first place. That is, how do scientists actually "do science?" Toward this end we will apply experimental design to a real scientific dilemma, understand molecular laboratory techniques, practice actual data analysis and scientific writing and begin to read (and even understand!) primary scientific literature. A second goal of the course is to practice gathering information on a challenging, and (hopefully) interesting topic in molecular, cellular and developmental biology and communicating it in a professional manner to your peers. Emphasis in the course will be on active learning in the form of case studies and hands-on activities as well as an optional field trip to a local biotech laboratory. Requirements include weekly outside reading and thought problems/discussion questions, graded homework, and presentation of a powerpoint slideshow.

    • H A&S 396 B: Cell Bio outside the lecture hall: Applying your scientific knowledge
      SLN 14203

        Brenda Bourns (Biology)
        bournsb@seattleu.edu
      TH
      3:30-5:20
      MGH 242
      Credits: 2, c/nc
      Limit: 25 students

      Students must be concurrently enrolled in Biology 200

      This is a seminar style course designed to supplement Biology 200. In this class we will delve more deeply into a subset of topics raised in Biology 200. An overall theme of the course is to experience how it is that the information we read in the textbook actually gets there in the first place. That is, how do scientists actually "do science?" Toward this end we will apply experimental design to a real scientific dilemma, understand molecular laboratory techniques, practice actual data analysis and scientific writing and begin to read (and even understand!) primary scientific literature. A second goal of the course is to practice gathering information on a challenging, and (hopefully) interesting topic in molecular, cellular and developmental biology and communicating it in a professional manner to your peers. Emphasis in the course will be on active learning in the form of case studies and hands-on activities as well as an optional field trip to a local biotech laboratory. Requirements include weekly outside reading and thought problems/discussion questions, graded homework, and presentation of a powerpoint slideshow.

    • MATH 124 K: Honors Calculus with Analytic Geometry
      SLN 15390

      MWF
      130-220
      CMU 230
      Credits: 5
      Limit: 27 students

      Students must contact Math Department for add code.

      Students must also register for honors MATH 124 section (times are listed in UW times schedule)

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

    • MATH 124 KB: Honors Calculus with Analytic Geometry
      SLN 15392

      T
      Th
      200-320
      130-220
      THO 211
      CDH 128B
      Credits: 5
      Limit: 27 students

      Students must contact Math Department for add code. Students must also register for SLN 15390 (MATH 124 K honors lecture)

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

    • MATH 134 A: Accelerated Honors Calculus
      SLN 15459

      MTWThF
      1030-1120
      SIG 226
      Credits: 5
      Limit: 35 students

      Students must get add code from MATH advisor Brooke Miller (miller@math.washington.edu)

      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 124 after taking 134. For students with above average preparation, interest, and ability in mathematics.

    • MATH 334: Accelerated Honors Advanced Calculus
      SLN 15497

      MTWThF
      1030-1120
      SIG 228
      Credits: 5
      Limit: 35 students

      Prerequisite: either 2.0 in MATH 136, or 2.0 in MATH 126; 2.0 in MATH 307; either 2.0 in MATH 205, 2.0 in MATH 308, or 2.0 in MATH 318

      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 MATH 309, 310, 324, 326, 327, 328, and 427. Second year of an accelerated two-year sequence; prepares students for senior-level mathematics courses..

    • OCEAN 250 AE: Marine Biology
      SLN 16626

        Claire Horner-Devine (Aquatic and Fishery Sciences)
        mchd@u.washington.edu
      F
      130-420
      FSH 142
      Credits: 5
      Limit: 9 students

      Email Michelle Townsend (mtown@u.washington.edu) for an entry code. Students must also register for SLN 16621 (OCEAN 250 A lecture)

      Course is cross listed with BIOL 250

      Lecture-laboratory course in Marine Biology focusing on physical, biological, and social aspects of the marine environment. Topics include oceanography, ecology, physiology, behavior, conservation, fisheries, exploration, and activism. Evening marine biology movies and weekend field trip. Honors section research project.

    • PHYS 121 B: Honors Mechanics
      SLN 17231

        Alejandro Garcia (Physics)
        Office: C529 Physics-Astonomy Bldg, Box 354290
        Phone: 616-2875
        agarcia3@u.washington.edu
      MWF
      930-1020
      PAA A118
      Credits: 5
      Limit: 66 students

      Contact Professor Garcia for an entry code at agarcia3@u.washington.edu

      Students need to also sign up for an Honors tutorial section and a lab (times for these sections are listed in the UW times schedule)

      Basic principles of mechanics and experiments in mechanics for physical science and engineering majors. Lecture tutorial and lab components must all be taken to receive credit.

      Physics 121 B is an Honors section intended for students with a strong interest in, and preparation for Physics. Compared to the regular section, the course will be taught on a more advanced level and will require more mathematical analysis. Relativity covered.

    • ENVIR 439: Environmental Regulation and Management
      SLN 13300

        Dave Tetta (E. P. A. Senior Policy Advisor)
        dtetta@u.washington.edu
      T
      4:00-5:50
      MOR 219
      Credits: 2, c/nc

      Students should contact poeadv@u.washington.edu for an add code

      Much of the dynamics of the environmental movement over the past four decades are reflected in the structure and application of today's environmental laws. These offer a perspective through with you can better understand:

      * the evolution of legal principles, scientific reasoning and public input in today's laws,
      * the strengths and limits of the multi-jurisdictional arena where these laws are administered,
      * the growth of public participation, consensus building and conflict resolution in today's decision processes, and
      * the increasing importance of Tribal governments as a key player in these decisions.

      This class will help you integrate some of the material you have learned in other environmental law, science and policy classes, with a focus on practical applications of the major environmental laws to current environmental issues in the Northwest. We will spend about half of the sessions covering the key laws and administrative processes (i.e. permitting, enforcement), with the remaining half divided between scientific approaches to environmental standards setting and public involvement/conflict resolution methods.

      Class assignments and grading

      Through the experiences of several guest speakers, in-class discussion and case studies, as well as student blogs and participation in public meetings, we will examine some key questions related to the implementation of environmental laws in the Northwest today. In our exploration of current environmental challenges confronting governments and citizens, you will have a chance to examine and describe:

      * How well are the legal and regulatory issues being explained by the agencies in charge?
      * How effectively are these agencies using available data to clarify the decision process?
      * What role are relevant stakeholders playing in the issue or decision?

      The major assignment for this class will require you to attend and review a public meeting on the environmental issue of your choice.

      A selection of web sites will constitute the required readings for each week.

      Grading will be on a credit/no credit basis, based on class participation, contributions to blogs and discussion boards, and the public meeting assignment.

    • H A&S 350 A: How to Read, Write, and Speak
      SLN 14199

        Eric Liu (Education)
        epliu@msn.com
      Tu
      1:30-3:20
      MGH 211 E
      Credits: 2, c/nc
      Limit: 15 students

      Space only available for incoming freshmen.

      This course will be a fun, relevant reinvention of civics. Students will spend intensive time learning three core skills of engaged citizenship: how to read the newspaper (by dissecting articles in the paper to determine the agendas of the protagonists and of the journalists, to detect bias, to see how issues have been framed); how to write an argument (by composing essays and op-eds on social and political issues and by assessing models of effective written advocacy); and how to deliver a speech (by practicing and getting critiqued on short persuasive speeches). Students will tie all three skills together by working collaboratively on projects that involve them in current civic life and the political process.

    • H A&S 350 B: Parks in progress or peril? An exploration of the mission, values, and future of the US National Park system
      SLN 14200

        Aley Willis (Honors Program)
        Office: 211 Mary Gates Hall, Box 352800
        Phone: 221-6074
        aleym@u.washington.edu
        Rob Willis
        willis.robert@gmail.com
      TH
      3:30-5:20
      MGH 211B
      Credits: 2, c/nc
      Limit: 15 students

      In addition to regular class sessions, students will be expected to attend an all day "field trip" to Olympic National Park on Saturday, October 4th

      America's National Park system, the first of its kind in the world, has been called,"the best idea America ever had" (Bryce, 1912). This course will examine the history of this unique idea, as well as the mission and values behind it. What do national parks mean to people? To the flora and fauna within? And what does it mean for a country to set aside the space for nearly 400 natural, cultural, and recreational sites and attempt to leave them "unimpaired for the enjoyment of future generations"? How is this idea progressing? How might it be in peril? The mission behind this unique system provides an excellent framework for discussing America's history, environmental ethics, political values, and more.

      In this course we will pay particular attention to America's "wilderness national parks" but will also look at these places in context of mission of the entire National Park system which includes places of historical and cultural significance. By examining the Park Service's goals of enjoyment (recreation), education (in both history and culture, and nature and science), and inspiration, students will answer for themselves some important questions: Why does this system exist and what is its purpose in our culture? How have current political, economic and environmental pressures challenged the mission and values of the park system? Does this system, given these challenges, effectively accomplish its own goals and are those goals still relevant in America today? If so, why? If not, how might they be adjusted to become culturally viable?

      Through a combination of readings, expert speakers, and a visit to a regional National Park, students will not only introduce themselves to these unique places in our country, but also gain a greater understanding of the purpose of such a system and look critically at the cultural and environmental issues impacting the National Parks today.

    • H A&S 350 C: Electing America: Presidential Elections, Voting and Civic Engagement in the Internet Age
      SLN 14201

        Taso Lagos (International Studies)
        Office: 400 Thomson Hall, Box 353650
        Phone: (206) 543-4370
        taso@u.washington.edu
      W
      9:30-11:20
      MGH 211 B
      Credits: 2, c/nc
      Limit: 16 students

      We all know we have the right to vote but do we know what goes on behind-the-scenes on election day? Why do we vote on a Tuesday and not on a weekend day? Are our elections as fair and honest as tradition claim them to be? This seminar is both a historical look at presidential elections and a hands-on research practicum on voters and polling. The class discusses the history of electing of our nation's president, as a step towards helping conduct research on election day participation by citizens and also the monitoring of polling places. Students will be divided into small teams and go out to various polling places around the city, conducting face-to-face interviews and learning how the voting process actually works. Afterwards, students will analyze the data and write a group paper on the results they found. There are no exams in the class, but students are expected to do the readings,
      come to class prepared to actively discuss them and have a strong interest in conducting original research. I hope you come out of this class being a more learned, engaged citizen!

    • H A&S 397 B: Resilience in Socio-Ecological Systems
      SLN 14205

        Steve Harrell (Anthropology)
        Office: 106A BMM, Box 353010
        Phone: (206) 543-5344
        stevehar@u.washington.edu
      Tu
      1:30-4:20
      MGH 211B
      Credits: 3
      Limit: 10 students

      Offered jointly with ANTH 525

      The concept of sustainability has become extremely fashionable as we face the challenges of major alterations to the earth as an ecosystem. But sustainability is like a water-weenie; the harder you try to grasp the concept, the more it slips away. Because of this, environmental thinkers in recent years, inspired by an ambitious but far-out branch of ecology, have begun to turn to the concept of resilience as perhaps a more useful tool for thinking about where we are with our planet and what we ought to do about it.

      This seminar will explore the concept of resilience, usually defined as the capacity of a system to respond to shocks or disturbances, along with associated concepts such as adaptive cycles, cross-scale interactions, shocks and surprises, system flips and thresholds. We will read literature from ecology and other earth sciences, as well as from social sciences, to try to determine whether the concept of resilience is any less slippery and more useful than that of sustainability. We will do a kind of continual tightrope walk between abstract theory and very practical applications. Students' term projects will be the application of resilience theory and its asociated concepts to the past, present and future of a particular socio-ecological system.

    • H A&S 397 D: Making the Most of your UW Experience
      SLN 19755

        Robin Chang (Undergraduate Scholarship Office)
        Office: 120 Mary Gates Hall, Box 352803
        Phone: 543-2603
        robinc@u.washington.edu
        Mona Pitre-Collins (Undergraduate Scholarship Office)
        Office: 310 Mary Gates Hall, Box 352803
        Phone: (206) 221-6023
        mpitre@u.washington.edu
      T
      3:30-4:30
      4:30-6:20
      MGH 231
      MGH 206
      Credits: 3, c/nc
      Limit: 18 students

      Course is limited to students who will be in their second year during Autumn Quarter, 2008

      This seminar provides a venue for students to explore their strengths, interests, academic and career aspirations, and resources available at UW. At an early stage in your UW experience, you will actively engage in the development of a personal vision for your future. Through interaction with community and campus leaders in various fields, you will craft a mission statement and investigate opportunities to engage in the community and to take control, and full advantage, of your academic career at the UW. You will begin to develop the tools necessary to craft a cohesive, evolving plan of action to guide yourself through the UW and future endeavors, to draw upon when faced with challenging decisions. These tools will be useful for scholarship applications, graduate school and the professional fields. The Autumn quarter course is limited to Sophomores. The course will be offered again in Winter quarter for Freshmen.

    • EURO 301 AE: Europe Today
      SLN 19659

        Christine Ingebritsen (Scandinavian Studies)
        Office: 305R Raitt Hall, Box 353420
        Phone: 543-0675
        ingie@u.washington.edu
      MWF
      F
      1030-1120
      1:30-2:20
      THO 101
      MGH 206
      Credits: 5
      Limit: 15 students

      Restriction: No Freshmen. Students must also register for EURO 301 lecture - SLN 13484

      A multi-disciplinary approach to contemporary Europe focusing on social, political, cultural, and economic change, with special reference to developments in the countries of the European Union, Scandinavia, and those in Eastern Europe in the post-Soviet era.

      For the Honors Section of Euro 301, students will complete advanced readings in contemporary approaches to Europe Today and attend lectures and events with visiting scholars from the CWES and EU Centers.

      Student learning goals:

      Students will know historic moments in European history.
      Students will be able to name the founding members of the European Community and the boundaries of the EU today.
      Students will be familiar with distinct sub-regions within Europe, such as Scandinavia and the Baltics.
      Students will be introduced to the learning styles of diverse faculty in the field of European Studies.
      Students will know prominent theories of European integration.
      Students will be familiar with the questions/problems/issues important to European societies today.

      General method of instruction:

      Lectures/class discussion; invitations to Euro-faculty to serve as guest lectures in the course.

      Recommended preparation:

      Read Norman Davies, EUROPE, a reference for all students in European Studies.

      Class assignments and grading:

      Mid-term, discussion session assignments, discussions, and final exam.
      Participation in sections and performance on two in-class examinations.

    • GEN ST 199 P4: Honors FIG #154
      SLN 13896

      Credits:
      Limit: 22 students

      Strongly recommended for incoming freshmen

      The Honors FIG includes the following courses:

      H A&S H A&S 251 D: "What We Know and How We Know It"
      MW 10:30-12:20 MGH 206
      Instructor: Eugene Edgar, Education, Honors Faculty Scholar 2006-2007

      The course will identify and develop methods of researching and gaining knowledge. In this seminar we will use multiple methods to understand how knowledge is generated and how rules of evidence are constructed in various disciplines. We will use critical reading of texts, dialogue, and reflective writing as the means to understand knowledge, and knowledge production across disciplinary fields. The outcomes of this class will be enhanced student (and instructor) knowledge and skills of disciplinary discourses, varied writing practices through different genres and heightened awareness of one's roles within a learning community.
      Student Work:
      Participation matters to everyone. Because we're involved in intense small and large group discussions and writing labs, active participation is crucial.. 20 points
      Keep a notebook journal (there will be time set aside for journal reflections during many of the class sessions).
      Read all materials BEFORE the due date.
      Three 5-page inquiry papers (20 points each) 30 points
      Reflection paper (5 page) on personal style of learning 20 points
      Summary paper (5-10 page) on multiple ways of knowing (can be done in groups as well) 30 points

      ENGL 121: "Composition: Social Issues"
      Instructor: Gibran Escalera
      T,Th 9:30-11:20

      Broadly conceived, the course will examine questions of citizenship. What does it mean to be an American citizen in a time when the term 'American' is constantly being pressured? How does this problematization affect writing and what are the discourses produced around it? The course will be reading intensive in order to facilitate class discussions. This latter component will be a significant factor, as all will be expected to contribute.

      GEN ST 199 P4 "University Resources"
      Instructor: Jillian Wood, Honors FIG leader and College Honors student
      Wed. 12:30-1:20

      Introduces students to various aspects of the University of Washington community. Includes exploration of university resources and opportunities, and academically related skill development.

    • GEN ST 199 R: Honors Freshman Seminar
      SLN 13908

        Alex King (Honors)
        akingtoo@u.washington.edu
        Jacob Caylor (Honors)
        jakecay@u.washington.edu
      W
      12:30-2:20
      Lander 135
      Credits: 2, c/nc
      Limit: 15 students

      Strongly recommended for incoming freshmen

      GEN ST 199 R (SLN 13908)
      Instructors Alex King and Jacob Caylor
      Wed. 12:30-2:20, Lander 135

      Jacob Caylor (as told by Alex King)
      Hi, my name is Jacob Caylor. I'm a native of the great state of Washington. Coming from the city of Kenmore, I attended Inglemoor High School where I received an International Baccalaureate Diploma. I have two younger siblings, a sister who is a freshman at Rutgers University and a brother who is entering the 9th grade. I am currently a junior at UW, and am pursuing my interests in anthropology and public health, while fulfilling the necessary pre-medicine requirements. Last summer I spent a month in Sierra Leone on an Exploration Seminar. You can often find me in the Honors Office where I work as an Office Assistant. Outside of school, my interests include lions, tigers, and bears (oh my!), anything and everything Harry Potter, coaching baseball, Church, and my family. I believe that life can be challenging, but in the end, it is the journey that matters, not the destination. I find beauty in imperfection and failure. As you start your next journey, I am excited to be leading this seminar with Alex and look forward meeting all of you very soon.

      Alex King (as told by Jacob Caylor)
      Growing up in the obscenely deprived region of the United States known as Portland, Oregon, (where people cannot even pump their own gas) I have experienced life in diverse magnitudes, and have become cultured to many different ways of life. As an Honors Student, I am driven to pursue a variety of disciplines successfully. Furthermore, I enjoy athletics immensely, rowing and running in particular. I am an Honors House RA in Lander Hall who was recently admitted to the Informatics major, and enjoy surveying new Apple technology! Perhaps, however, these skills are incomparable to my unbridled passion for meeting new people. I am completely devoted to my friends to the bitter end. My favorite shoes are Nike Shox. Most people would describe me as tall, quiet, loyal, and intriguing. I am excited to be leading this seminar with Jacob and look forward to meeting you all very soon.

    • GEN ST 199 R1: Honors Freshman Seminar
      SLN 13909

        Jessica Ackley (Honors)
        jackley7@u.washington.edu
      F
      10:30-12:20
      211 B
      Credits: 2, c/nc
      Limit: 15 students

      Strongly recommended for incoming freshmen

      Hi! My name is Jessica Ackley and I'll be a junior in the fall. I was born and raised in Colorado, but I absolutely love living in Seattle. I am a Communications major and I'm planning on getting a Math Minor as well. I was an RA for the Freshmen Honors Floor in Lander last year and this year I am a CA (basically the same as an RA) in Stevens Court B Building. This will be my second year serving on the Honors Student Advisory Panel. I really enjoy being involved with the Honors Program and other things on campus as well. Some of my favorite things are: my family and friends, ice cream and candy, playing with little kids, watching movies, listening to music, tattoos, having fun and Honors Freshmen Seminars! I'm looking forward to seeing you in the fall!

    • GEN ST 199 R2: Honors Freshman Seminar
      SLN 13910

        Geoffrey Morgan (Honors)
        geoffm3@u.washington.edu
      T
      9:30-11:20
      MGH 211 B
      Credits: 2, c/nc
      Limit: 15 students

      Strongly recommended for incoming freshmen

      Hi! My name is Geoffrey but all my friends tend to call me Gee-off due to the British spelling of my name and because Americans seem to have the utmost difficulty in pronouncing it. Please feel free to call me by that name or by any other name that you see fit. I am a fourth year (out of a total of six) majoring in Civil and Environmental Engineering, and International Studies (development track). I enjoy things that make me happy. Such things include: rock climbing, playing soccer, long distance road biking trips, hiking, blues dancing, reading, cooking random things at random times, and receiving goofy gifts from students who want a good grade in my class (cough, cough). I was born and raised in a small town called Hobart, 45 minutes outside of Seattle. My other academic experiences at the UW include serving as a hall representative for the Residence Hall Student Association, being a member of the UW Formula SAE team (we built small scale Formula 1 racecars), conducted developmental research and built a small scale water-project in a rural Chinese village. I was also one of the founding members of a non-profit organization called China Earthquake Aid that was created to aid victims of the devastating May 2008 quake. I've also studied abroad in Costa Rica, Italy, and China. I enjoy sitting down with a nice cup of tea and if anyone would like to join me in this little indulgence, I would welcome them warmly.

    • GEN ST 199 R3: Honors Freshman Seminar
      SLN 13911

        Farah Abdul (Honors)
        farah17a@u.washington.edu
      W
      11:30-1:20
      MGH 211 E
      Credits: 2, c/nc
      Limit: 15 students

      Strongly recommended for incoming freshmen

      Hello! My name is Farah and I am a senior at the UW. I am majoring in Molecular, Cellular, and Developmental Biology, with minors in International Studies and Dance. Some of my activities outside the classroom include research in a Neurosurgery lab, learning different styles of dance, and cooking epic or often catastrophic meals. Planned recipes are for wimps. I am the director of a patient education committee that is part of a student-run health clinic at a transitional home for the homeless in King County. I volunteer with a Seattle organization focused on raising awareness around domestic violence in South Asian communities. Last summer, I studied abroad in West Bengal, learning more about the language and culture. The people, opportunities and diversity on this campus have led to a vibrant and enriching journey for me these past three years. My experiences here continue to teach me in an infinite number of ways. I look forward to meeting you all and sharing with you the wide range of opportunities at the UW.

    • GEN ST 199 R4: Honors Freshman Seminar
      SLN 13912

        Charmi Ajmera (Honors)
        cajmera@u.washington.edu
      Th
      3:30-5:20
      MGH 211 E
      Credits: 2, c/nc
      Limit: 15 students

      Strongly recommended for incoming freshmen

      I'm currently a sophomore here at UW, majoring in International Studies and minoring in Hindi. I am hoping to study abroad somewhere in the Horn of Africa my Junior year and am planning a trip to India this winter. I love snowboarding, skydiving, CREW, tae kwon do, wakeboarding, dancing randomly and trying new things. I volunteer at Children's Hospital and will be working with various refugee/immigration resettlement and welcome organizations starting this summer. I love Seattle and the UW and I can't wait to show you all around this awesome city and amazing campus.

    • GEN ST 199 R5: Honors Freshman Seminar
      SLN 13913

        Jake Bobman (Honors)
        jtb11@u.washington.edu
      F
      12:30-2:20
      MGH 211 B
      Credits: 2, c/nc
      Limit: 15 students

      Strongly recommended for incoming freshmen

      Hi, I'm Jake and I'm a sophomore here at the UW. I have lived in the Seattle area my whole life, and I love it here! I am double majoring in biochemistry and mathematics, and I hope to attend medical school after I graduate. I volunteer at the UW Medical Center, and I recently began doing research in the chemistry department with the Khalil group. Also, I have been singing in choirs since the fourth grade, and I currently sing bass in the UW Vocal Jazz Ensemble. I am a fairly obsessed Seahawks and Eagles fan, and I watch all of their games. I lived on the Honors floor in McCarty Hall last year, which was a blast. I've had an amazing experience so far at the UW, and I'm looking forward to an exciting Honors seminar with you in the fall!

    • H A&S 100 A: Honors at the UW: Knowledge Across the Disciplines
      SLN 14185

        James Clauss (UW Honors, Classics)
        Office: MGH 211, Box 352800
        Phone: 221-6075
        jjc@u.washington.edu
      W
      4:30-5:20
      MGH 389
      Credits: 1, c/nc

      Strongly recommended for incoming freshmen.

      Join us this fall for an exciting lecture series developed specifically for our incoming Honors Freshmen! During the course of ten weeks you will meet Honors faculty from across campus and get a preview of exciting courses offered through the Honors Program.

      The unique role of the Honors Program at the UW brings students and faculty together from across campus to integrate knowledge and broaden perspectives. Whether you are interested in science, arts, humanities, or interdisciplinary studies, this series will inspire you to create your unique UW journey through the Honors Program curriculum.

      Please note: Students enrolled in an Honors Freshmen Seminar, General Studies H 199 will attend all lectures in this series. You will need to register for H A&S 100 in addition to your Freshman Seminar.

    • H A&S 100 B: Honors at the UW: Knowledge Across the Disciplines
      SLN 19948

        James Clauss (UW Honors, Classics)
        Office: MGH 211, Box 352800
        Phone: 221-6075
        jjc@u.washington.edu
      Th
      4:30-5:20
      MGH 389
      Credits: 1, c/nc

      Strongly recommended for incoming freshmen

      Join us this fall for an exciting lecture series developed specifically for our incoming Honors Freshmen! During the course of ten weeks you will meet Honors faculty from across campus and get a preview of exciting courses offered through the Honors Program.

      The unique role of the Honors Program at the UW brings students and faculty together from across campus to integrate knowledge and broaden perspectives. Whether you are interested in science, arts, humanities, or interdisciplinary studies, this series will inspire you to create your unique UW journey through the Honors Program curriculum.

      Please note: Students enrolled in an Honors Freshmen Seminar, General Studies H 199 will attend all lectures in this series. You will need to register for H A&S 100 in addition to your Freshman Seminar.

    • H A&S 397 A: Who Gets Ahead? Public Schooling in America
      SLN 14204

        Paul Lepore (Assistant Dean, Arts & Sciences)
        Office: 066 Communications Bldg., Box 353765
        Phone: 543-2109
        leporepc@u.washington.edu
      Th
      M
      2:30-4:50
      4:00-4:50
      MGH 228
      MGH 206
      Credits: 3
      Limit: 35 students

      Academy for Young Scholars Students Only

      If you are like most, you probably give little thought to the organization and role schools play in modern society. Despite the lack of a nationalized curriculum and notwithstanding the fact that educational control and oversight are largely decentralized processes (operating at the local level of the town or city) - the structure of public and private elementary and secondary education in the United States is remarkably consistent from state to state and between school districts. Enrollment in kindergarten by age
      four; textbook and curricular material selection; attendance in school from September through June in coeducational, age-graded classrooms; assignment in ability groups or tracks; preparation for continued education beyond high school in college or through vocational training; and so on, are but a few
      of the organizational characteristics and practices common in most schools and districts. These facets that comprise our national system of education, while common, are, unfortunately, in most cases taken for granted - often going both unquestioned and unanalyzed.

      The goals of this course are for you to start to think and write like a sociologist, and begin to challenge your assumptions upon which education as an institution is predicated.

      Through discussions in class and in section and through weekly response papers, we will ask some fundamental questions about the relationship between education and society. Why does everyone go to school? Why do some students seem to learn more and "get ahead" further than others? What
      factors shape how schools are run, how schools are organized, and what curricular materials are taught? How do schools help to maintain our capitalist system, and how do the factors of race, class, and gender affect the educational experiences of students within schools and within classrooms? How can schools become more effective? These are among the questions we will consider this quarter.

      Over the twelve weeks, this course will emphasize the ways in which schools reproduce, reinforce, and challenge prevailing social, economic, and political relationships. We will look at the structure, practices, content, and outcomes of schooling, primarily in the light of their relationships to
      the wider society in which schools are situated. We will begin by examining the connection between types of societies and systems of education. In this regard, we will examine the rise of the modern school system in American and the dynamics of educational expansion (both within the United States and cross-nationally). We will note the link between schools and societal stratification, addressing how schooling contributes both to social mobility and to the reproduction of the prevailing social order. Next we will discuss the outcomes of schooling (achievement, attainment, dropping-out, college entry, and so on), and how these outcomes are produced. In particular, we will be concerned with the relation between and among students' experiences in schools, curricular and teaching practices, and what students ultimately get out of schooling. Finally, we will consider sociological perspectives on
      contemporary education reform.

    • H A&S 397 E: Ways of Meaning: Universal and Culture Specific Aspects of Language
      SLN 19480

        Katarzyna Dziwirek (Slavic Languages and Literatures)
        Office: M260 Smith, Box 353580
        Phone: 543-7691
        dziwirek@u.washington.edu
      TTH
      1:30-3:20
      LOW 205
      Credits: 5
      Limit: 10 students

      Course is cross listed with SLAV 425

      This course will address the following questions:

      How do people talk to each other in different languages?

      Does the language we speak deterine who we are?

      What is the relationship between language and thought, culture, national identity