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Honors Course Archive: Winter 2009

    • ARCH 351 C: Romanesque, Gothic, and Renaissance Architecture
      SLN 10309

        Brian McLaren (Architecture)
        Office: Arch Hall 109, Box 355720
        Phone: 543-4966
        bmclaren@u.washington.edu
      MWF
      F
      9:30-10:20
      11:30-12:20
      ARC 147
      ARC 110
      Credits: 5
      Limit: 15 students

      Add code preference will be given to students who took Honors ARCH 350 in Autumn 2008

      This course presents a survey of architecture from about 750 to about 1789. Examples are drawn from the traditions of Western and Islamic architecture during the periods usually termed the Middle Ages, the Renaissance, and the Baroque, with particular interest in the formation of and interaction between these traditions.

    • ART 140 B: Honors Basic Photography
      SLN 10375

        Zack Bent (Art)
      MW
      8:30-11:20
      ART 116
      Credits: 5
      Limit: 18 students

      ***COURSE FULL***

      Introduction to theory, techniques, and processes of still photography. Projects stress the visual and creative potential of the medium. (Students must provide a cameral with lens, shutter, and aperture controls.)

      IGNORE: Camera requirement in the Official description. Art 140 is an introduction to the theory, techniques and processes of still photography with a DIGITAL CAMERA. Course content will emphasize photography's potential for self-expression and creative problem solving in an artistic context. Image output will include digital prints and on-line presentation.

      Please note: a digital camera with a minimum 3 Megapixel capacity and 512 MB memory card is required. An analogue 35mm camera is not required. Digital cameras are also available for check-out from CSC in Kane Hall. You will spend approximately $45 on printing your images; commercial printing facilities will also be utilized.

      Course content will be delivered through slide lectures, demonstrations, field trips, workshops, discussion, work reviews and consultations. Lab work will be largely comprised of digital image processing and basic on-line presentation.

      Please note: a digital camera with a minimum 3 Megapixel capacity and 512 MB memory card is required. Digital cameras are also available for check-out from CSC in Kane Hall. You will spend approximately $50 on printing your images; commercial printing facilities will be utilized.

      Class assignments and grading
      Each student will complete photographic projects (both on-line and in print form), submit a written review and participate in group reviews. Each assignment is designed to stimulate consideration of a specific conceptual approach but may be realized with a 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 / adventurousness of your ideas and technical 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.

      Also, refer to the School of Art guidelines for assessment criteria, which will be handed out in class.

    • H A&S 252 A: Masterpieces of the Middle Ages and Renaissance
      SLN 13875

        Marshall Brown (English/CHID)
        mbrown@u.washington.edu
      M W
      10:30-12:20
      MGH 228
      Credits: 5
      Limit: 30 students

      In this course we will read a selection of the books that shaped the first 1000 years of Western civilization following the fall of Rome. Rather than following a guiding theme, we will encounter a variety of powerful works, each with a distinctive personality. Particular attention to techniques for understanding challenging writings from other eras and to your own writing skills. Frequent short essays, concluding with a final exam or (optionally) longer final paper. Readings:

      -Augustine, Confessions
      -Dante, Inferno
      -Boccaccio, Decameron (selections)
      -Rabelais, Gargantua
      -Montaigne, "Of Repentance," "Of Experience"
      -Machiavelli, The Prince
      -Shakespeare, Othello
      -Descartes, Discourse on Method

    • H A&S 252 B: Helen of Troy: from Ancient Epic to the Modern Screen
      SLN 13876

        Ruby Blondell (Classics)
        blondell@u.washington.edu
      T Th
      1:30-3:20
      MGH 287
      Credits: 5
      Limit: 25 students

      In Greek myth, Helen of Troy is the most beautiful woman in the world and as such a source of both fascination and disaster to men. Ancient sources offer many versions of her story. Because her fame--and her power--resides in her beauty, she is also a compelling subject for representation on screen. In this course we will study representations of Helen in ancient Greek epic, tragedy, oratory and poetry, side by side with her reception in contemporary film and television, including Wise's Helen of Troy (1955), Petersen's Troy (2004), an episode of Xena: Warrior Princess (1995) and the 2003 miniseries Helen of Troy. We will look at each work within its cultural context, paying particular attention to the shifting ideological significance of Helen as the embodiment of female beauty. Besides the required reading (and viewing), there will be several written assignments culminating in a substantial final project.

    • H A&S 252 C: Global Conflict and Identity: State & Non-State Actors; Counter-insurgency; Intelligence & Interrogation
      SLN 19632

        Stephen Sulzbacher (Psychiatry and Behavioral Sciences)
        Office: Children's Hospital & Medical Center, Box 359300
        Phone: 206 987-2164
        sis@u.washington.edu
      T TH
      10:30-12:20
      MGH 206
      Credits: 5
      Limit: 25 students

      ***COURSE FULL***

      This course examines the contemporary use of violence by States and non-state agents. Behavioral scientists and educators are trained to view conflict differently from soldiers or diplomats. We will study the Israeli-Palestinian conflict as a primary example of how basic functional behavior analysis can be used in international relations. The course will be structured around a "real time" war gaming and peacemaker lab each week, followed by a weekly lecture. Students will learn how to be effective consultants for governmental and non-governmental (NGO) agencies. Emphasis will be on diplomacy and non-military tactics in the Reconstruction Phase of counterinsurgency missions. We will also study warfare as a necessary tactic and the role of psychological analysis (PsyOps) in the conduct of war and interrogation.

      Using foreign media sources, we will try to understand current conflicts in the Middle East from the viewpoint of the insurgent enemy and of the civilian noncombatant. We will study "fixing" health and educational infrastructure safely in rural and remote villages in regions where the United States is involved in reconstruction. As a course requirement, each student will be expected to develop an actionable plan to address a specific problem facing our Nation in the Middle East or Africa.

    • H A&S 252 D: Teaching What You Know
      SLN 13877

        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

      Priority given to students in H A&S 251 D

      In what situations is expertise useful social capital? Does knowledge include the awareness of how to best use it? Is it possible to have real knowledge and NOT be able to teach it to someone else? In this seminar we'll explore the concept of teaching in non-school settings. By exploring various methods that have been used to transmit knowledge and skills from those who have these skills and knowledge (experts) to novices (people who do not have the target skill or knowledge). Inherent in this idea is the notion of reciprocity, the idea that in any given teaching-learning exchange the teaching and the learning flow both ways. Thus we'll develop methods to use knowledge to improve the lives of the non-experts and enhance the knowledge of those who are transmitting it. We will use readings, discussions and outside speakers as well as reflective writing as a means to achieve the seminar goals. The outcome of this seminar will be for each student to have a developed plan to transmit his or her knowledge to some community group.

      Readings:
      -Jane Addams, Twenty Years at Hull House, New York: Signet, Penguin Putnam, 1961
      -Paulo Freire, Pedagogy of the Oppressed, New York: Continuum, 2000
      -Course Readings Selections of Eleanor Duckworth, Richard Hugo, Maxine Greene, Mihalyi Cziksentmihalyi, Frances McCue, Billy Collins, Donald Murray.

      Student Products:
      -Group teaching Project (Addams or Freire)
      -Paper 1 Letter to group about what and who you are going to teach
      -Paper 2 Letter to group about what you are going to teach
      -Paper 3 Teaching Values/philosophy based on personal experience
      -Journal on learning
      -Paper 4 ten-page paper which includes teaching plan, lesson plans, evaluation plan, and reflection on best teaching practices.

    • H A&S 252 E: Natural Science for an Informed Citizen
      SLN 19735

        Vladimir Chaloupka (Physics)
        Office: B309 Physics-Astronomy Bldg, Box 351560
        Phone: 543-8965
        vladi@u.washington.edu
      M
      W
      3:30-5:20
      3:30-5:20
      PAA A114
      PAA A110
      Credits: 5
      Limit: 10 students

      * Priority for this section given to science majors *
      Cross-listed with HA&S 221 A

      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 262 A: American Public Debate
      SLN 13878

        Matt McGarrity (Communication)
        Office: 102 Communications Bldg, Box 353740
        Phone: 543-7854
        mcgarrit@u.washington.edu
      M W
      3:30-5:20
      MGH 238
      Credits: 5
      Limit: 32 students

      This course examines the structure and function of arguments in the American public sphere. The course develops in stages. First, we investigate what standards and principles should govern debates in a pluralistic public sphere. Second, we investigate the development of public arguments in Presidential debates. Finally, we work on developing our own argumentative ability by debating public policy options in a team format.

      By the end of the course, students should be able to:

      * identify, describe, and defend your argumentative standards for public debates
      * identify, classify, and critique arguments in a Presidential debate
      * build a policy case and argue it effectively in a team debate setting

    • H A&S 262 B: Black Elk Speaks? Lakota Religion, Apocalypse, and The Politics of Knowing
      SLN 13879

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

      This course breaks new ground on the relationship of apocalyptic events and religious innovation through the Oglala visionary - Black Elk. Our focus is both from a Religious Studies persepctive and the Politics of Knowledge. While our investigation is very much on Black Elk's sacred doxa and Oglala worldview in a time of crises, we follow an archaeology of exisiting academic literatures (working in reverse) to eventually find bits and pieces of Black Elk's original genesis narrative. Texts include works by John Neihardt, Damian Costello, Clyde Holler, Michael Steltenkamp, and Wallace Black Elk. The course is student driven and follows a critical Socratic analytical as well as technical writing focus. As a W-course, there are three Concept Papers, rewrites, and student presentations as well as precis.

    • H A&S 262 C: Eye and Mind: Art, Science, and Perception
      SLN 13880

        Phillip Thurtle (Comparative History of Ideas Program)
        Office: B102 Padelford Hall, Box 354300
        Phone: 616-3545
        thurtle@u.washington.edu
      T TH
      2:30-4:20
      MGH 228
      Credits: 5
      Limit: 30 students

      This novel class investigates life as an emergent phenomenon across the disciplines of biophilosophy, art, art history, literary criticism, and information studies. Students will read key texts from these disciplines, evaluate recent art commenting on bioinformatics, and design their own creative projects. Throughout the quarter we will ask questions such as: What do art and science have in common? Are "knowing" and "living" necessarily separate? What is an emergent phenomenon? What is special about living organisms? Students should expect to leave this class with knowledge of key issues in phenomenological philosophy, contemporary bioart, and complexity studies.

    • HIST 112 AC: The Medieval World
      SLN 13915

      F
      9:30-10:20
      TBA
      Credits: 5
      Limit: 25 students

      Students must also register for SLN 13912 (HIST 112 A lecture)

      Political, economic, social, and intellectual history of the Middle Ages. Cannot be taken for credit toward a history major if HSTAM 331 or 332 or 333 previously taken.

    • SIS 201 AI: The Making of the 21st Century
      SLN 17678

        Scott Radnitz (International Studies)
        Phone: 543-2467
        srad@u.washington.edu
      T TH
      1:30-2:20
      GLD 117
      Credits: 5
      Limit: 15 students

      ***SECTION FULL***
      Recommended: SIS 200
      Must also register for SLN 17669 (SIS 201 lecture A)

      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.
      SIS 201 is intended to prepare students to think critically about the world and formulate their own ideas about important international issues. The course covers the major events and trends of the twentieth century, including the world wars and the Cold War, decolonization, democratization, and approaches to economic development; and current issues that stem from twentieth-century processes, such as globalization, failed states, the "war on terror," and changes in the international distribution of power.

      Student learning goals
      Learn to think critically about complex issues and identify connections between events
      Write an analytical paper that formulates a causal argument about political or social phenomena

      General method of instruction
      Lecture 3 times a week, plus two sections a week.

      Recommended preparation
      Reading a newspaper daily.

      Class assignments and grading
      Reading of 150-200 pages per week, several short papers and a longer research paper.
      Several short papers, one research paper, class participation, final exam.

    • SIS 201 AJ: The Making of the 21st Century
      SLN 17679

        Scott Radnitz (International Studies)
        Phone: 543-2467
        srad@u.washington.edu
      T TH
      11:30-12:20
      CHL 025
      Credits: 5
      Limit: 15 students

      ***SECTION FULL***
      Students must also register for SLN 17669 (SIS 201 lecture A)

      Same description as above

    • BIOC 441 AD: Honors Biochemistry
      SLN 10933

      W
      230-320
      HSTT478
      Credits: 4
      Limit: 30 students

      BIOC 441 HONORS SECTION: CONTACT ADVISERS@CHEM.WASHINGTON.EDU FOR INFORMATION. ADD CODE REQUIRED.

      Biochemistry and molecular biology (with quiz sections) for undergraduate students in molecular and cellular biology, for biochemistry majors, and graduate students in other science departments.

    • CHEM 155: Honors General Chemistry
      SLN 11653

      MWF
      2:30-3:20
      BAG 261
      Credits: 5
      Limit: 72 students

      Students must also sign up for Section AA, AB, or AC. See times schedule for course information

      Continuation of 145. Includes laboratory. 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 11772

      MWThF
      1030-1120
      BAG 261
      Credits: 5
      Limit: 72 students

      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.

    • H A&S 221 A: Natural Science for an Informed Citizen
      SLN 13871

        Vladimir Chaloupka (Physics)
        Office: B309 Physics-Astronomy Bldg, Box 351560
        Phone: 543-8965
        vladi@u.washington.edu
      M
      W
      3:30-5:20
      3:30-5:20
      PAA A114
      PAA A110
      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: Evolution & Human Behavior
      SLN 13872

        Jon Herron (Biology)
        Office: 205D Burke Museum, Box 351800
        Phone: (206) 547-6330
        herronjc@u.washington.edu
      TTH
      12:30-2:20
      MGH 228
      Credits: 5
      Limit: 25 students

      ***COURSE FULL***

      The theory of evolution by natural selection is the underlying theme that unites all fields of biology. In this course we will cover the basic principles of evolution, explore ways in which evolutionary theory can be applied to human biology and behavior, and consider how evolutionary thinking might guide the development of social policy. We will consider questions such as these:

      -Why are women and men different?
      -Which is more egalitarian: monogamy or polygamy?
      -Why do step-parents and step-children often have more conflicted relationships than biological parents and biological children?
      -When do people cooperate, when are they selfish, and why?
      -What can we do to reduce the rate of spousal abuse and homicide?

      My goal is to help students learn selection thinking; that is, to help them learn to reason like evolutionary biologists. I hope to help students pose questions, formulate hypotheses, design experiments, and critically evaluate the quality of evidence. After taking this course, students will be able to:

      -Apply evolutionary theory to human interactions, especially those involving social conflict, and make predictions about how the divergent interests of the parties involved will affect their behavior.
      -Design observational studies and experiments to test these predictions.
      -Interpret and critically evaluate graphs and tables showing data on behavioral patterns in humans and animals.
      -Provide evolutionary interpretations of various human social institutions, such as laws, wills, and social policies.

    • H A&S 221 C: Evolution & Human Behavior
      SLN 13873

        Jon Herron (Biology)
        Office: 205D Burke Museum, Box 351800
        Phone: (206) 547-6330
        herronjc@u.washington.edu
      T Th
      10:30-12:20
      MGH 228
      Credits: 5
      Limit: 25 students

      ***COURSE FULL***

      The theory of evolution by natural selection is the underlying theme that unites all fields of biology. In this course we will cover the basic principles of evolution, explore ways in which evolutionary theory can be applied to human biology and behavior, and consider how evolutionary thinking might guide the development of social policy. We will consider questions such as these:

      -Why are women and men different?
      -Which is more egalitarian: monogamy or polygamy?
      -Why do step-parents and step-children often have more conflicted relationships than biological parents and biological children?
      -When do people cooperate, when are they selfish, and why?
      -What can we do to reduce the rate of spousal abuse and homicide?

      My goal is to help students learn selection thinking; that is, to help them learn to reason like evolutionary biologists. I hope to help students pose questions, formulate hypotheses, design experiments, and critically evaluate the quality of evidence. After taking this course, students will be able to:

      -Apply evolutionary theory to human interactions, especially those involving social conflict, and make predictions about how the divergent interests of the parties involved will affect their behavior.
      -Design observational studies and experiments to test these predictions.
      -Interpret and critically evaluate graphs and tables showing data on behavioral patterns in humans and animals.
      -Provide evolutionary interpretations of various human social institutions, such as laws, wills, and social policies.

    • H A&S 221 D: Global Warming
      SLN 13874

        David Battisti (Atmospheric Sciences)
        Office: 718 ATG, Box 351640
        Phone: (206) 543-2019
        david@atmos.washington.edu
        Rob Nicholas
      MW
      9:30-11:20
      HCK 546
      Credits: 5
      Limit: 25 students

      Human-induced climate change - popularly known as "global warming" - is emerging as one of the great challenges facing society in the 21st century. If we ignore the problem, by the end of this century the climate changes due to increased greenhouse gases will be large enough to have significant consequences on the environment and on civilization. To avoid these changes will require either (i) a wholesale change in the sources of energy used by humans, (ii) yet to be developed (economical) methods to sequester carbon on an unprecedented scale, or (iii) intentional human modification of the earth's energy budget to partially cancel the warming that will result from the increase in greenhouse gases due to human activity (so-called geoengineering solutions to global warming). At stake are deeply-felt values as well as entrenched economic interests. When these are combined with scientific uncertainty, it is not surprising that global warming has sparked a raging, often passionate debate.


      The primary goal of this course is to understand the basic science of global warming and its consequences to date. We will then examine how the climate is projected to change over the present century due to further human activity, and some of the impacts these changes will have on ecosystems and people, especially on the global water and food supplies. The lectures will a summary of the basic science, the scientific consensus on global warming, and highlight the major sources of uncertainty in the projections of future climate. We will also examine stronger claims made by advocates on both sides - "skeptics" and "alarmists," as they are sometimes called.


      The first half of the class will primarily consist of lectures on the science, with some student-led discussions. The second half of the class will examine the impacts of global warming on food production, water resources, ecology and biodiversity. We will also explore the options for avoiding future warming (mitigation) and what it will mean for global energy usage, economic development, and policy. This portion of the class will be an equal mix of lectures and discussion.

      Evaluation
      There will be several problem sets in the first half of the course. There will be numerous reading assignments throughout the course that you will summarize in short, written critiques. There will be a midterm examine that concerns the essence of the climate science and a research project on a topic of your choice (e.g., the impact of climate change on some country that you are interested in) that will be summarized in a term paper at the end of the quarter.

    • H A&S 396 A: Honors Biology 220 Seminar
      SLN 13882

        Mary Pat Wenderoth (Biology)
        Office: Hitchcock 430A, Box 351800
        Phone: (206) 685-8022
        mpw@u.washington.edu
      T
      4:30-6:20
      MGH 228
      Credits: 2
      Limit: 25 students

      Students must be concurrently enrolled in BIOL 220

      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 13883

        Christine Tachibana (Biochemistry)
        Phone: (206) 543-1054
        cxt@u.washington.edu
      Th
      8:30-10:20
      Lander 135
      Credits: 2
      Limit: 25 students

      Students must be concurrently enrolled in BIOL 200

      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 13884

        Christine Tachibana (Biochemistry)
        Phone: (206) 543-1054
        cxt@u.washington.edu
      Th
      10:30-12:20
      Lander 135
      Credits: 2
      Limit: 25 students

      Students must be concurrently enrolled in BIOL 200

      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 13885

        Kristy Brady (Biology)
        Office: Development, Outreach, & Communications, Box 351800
        Phone: 685-2185
        kbrady@u.washington.edu
      F
      9:30-11:20
      MGH 248
      Credits: 2, c/nc
      Limit: 25 students

      Must be concurrently enrolled in BIOL 220

      The goal of this course is to get students thinking about the concepts they learn in Biology 220 in a real-life context. We will explore Biology 220 topics by reading recently published scientific papers as well as popular science pieces such as newspaper articles. Students should come to class prepared to discuss the readings.

      Course assignments:

      Students will be assigned one or two readings each week and are expected to participate in class discussions on the readings. Students will also be required to submit a paragraph each week describing something that they have learned that week. Each student will give a short final presentation (~10 minutes) on a topic we have covered in the course (e.g., stress physiology).

    • MATH 125 G: Honors Calculus with Analytic Geometry II
      SLN 15068

      MWF
      11:30-12:20
      SMI 102
      Credits: 5
      Limit: 54 students

      Add codes are available from Math Department only
      Students must have completed Honors Math 124

      Students must register for either section GA or GB. Check times schedule for section information

      Add codes are available from Math Department only

      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 15099

      MTWThF
      10:30-11:20
      LAW 127
      Credits: 5
      Limit: 35 students

      Add code available from Math Dept. only

      Add code available from Math Dept. only

      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 15135

      MTWThF
      1030-1120
      Credits: 5
      Limit: 30 students

      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 Electromagnetism and Oscillatory Motion
      SLN 16917

        Alejandro Garcia (Physics)
        Office: C529 Physics-Astonomy Bldg, Box 354290
        Phone: 616-2875
        agarcia3@u.washington.edu
      MWF
      930-1020
      PAA A110
      Credits: 5
      Limit: 66 students

      Must be enrolled in PHYS 121 Period 1 (11/7/2008-11/30/2008)
      HONORS LEVEL: CALL PROF GARCIA 206-616-2875
      EMAIL, AGARCIA3@U.WASHINGTON.EDU
      CONCURRENT ENROLLMENT IN 122 QUIZ
      AND 122 LAB REQUIRED.

      Contact Instructor for entry code

      Students must also sign up for corresponding section. See times schedule for information.

      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 PHYS 115 and PHYS 122.

    • H A&S 350 A: Travel and Travelers
      SLN 13881

        Ran Hennes (UW Honors)
        rhennes@u.washington.edu
        Julie Villegas (UW Honors)
        Office: MGH 211, Box 352800
        Phone: 543-7172
        villegas@u.washington.edu
      W
      2:30-4:20
      MGH 211 B
      Credits: 2
      Limit: 15 students

      ***COURSE FULL***

      What compels us to travel? Some look for adventure,for insights and inspiration. Others travel out of necessity, to provide for their families or to escape from persecution. When we travel we become strangers in a strange land and we go to find our place in the world. In this seminar we will explore questions of travel and identity, border crossing --both literally and figuratively-- and consider that in one sense, we are all "travelers" already, making passage between birth and death; in another, more mundane, sense, we
      contribute to one of the largest industries in the world: tourism. We will pursue these and other questions through travel literature, exploring the lure
      of travel and the mind of the traveler throughout history.

    • H A&S 350 B: Evolution, Ecology, and Biodiversity
      SLN 19233

        H.D. (Toby) Bradshaw (Biology)
        Phone: 616-1796
        toby@u.washington.edu
      TH
      12:30-2:00
      MGH 206
      Credits: 2, c/nc
      Limit: 20 students

      We will explore current topics and controversies in evolutionary biology, genetics, ecology, and biodiversity by reading and discussing the primary scientific literature as well as popular literature.
      Potential areas of exploration include the origin of life, micro- vs. macroevolution, the Human Genome Project and its implications, eugenics, and the origin and maintenance of biodiversity. Students are expected to contribute to the discussion and make a final presentation on the topic of their choice.

    • H A&S 397 A: Making the Most of your UW Experience
      SLN 13886

        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
      3:30-6:20
      MGH 206
      Credits: 3, c/nc
      Limit: 18 students

      Freshman Only

      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.

    • H A&S 397 B: Community Development through Art and Theater
      SLN 13887

        Michelle Burce (Honors)
        mcburce@u.washington.edu
      T Th
      6:30-7:50
      MGH 206
      Credits: 3, c/nc
      Limit: 15 students

      What happens when theater arts, community development, and social change collide? Community-based theater happens, and it changes a little piece of the world! This course explores the various methods of engaging with a community, addressing a social issue or idea that is important to those people, and putting it on its feet into a performance.

      *Learning Goals:*

      - Gain familiarity with the field of community-based arts in the US
      - Practice methods of engaging community
      - Learn theatrical methods, games, and techniques
      - Explore ideas of community representation around issues of social change

      *Course Assignments and Expectations:*

      The major component of this course is a group project around getting to know a community and creating a short performance about that community. Weekly "process reports" will be required to keep groups on track. There will be ample support for first-time artists in the form of in-class workshops and guests from the field, in addition to office hours with me upon request. Readings will be assigned weekly to inform in-class discussions, and you will need to meet with your group and community members outside of class time to work on your final composition. One 2-5 page reflection paper will be due at the end of the quarter.

      Most importantly, you will be expected to contribute your voice, your ideas, and your focus for three hours a week during class time. This class will be fast-paced and a lot of fun; you will rarely spend an entire class period sitting down. Attendance and participation will be extremely important for this course.

      All levels of drama and community-building experience are welcome.

    • H A&S 397 F: Cultivating Creativity
      SLN 19372

        Iain Robertson (Landscape Architecture)
        Office: 348F Gould Hall, Box 355734
        Phone: 543-9246
        iainmr@u.washington.edu
      T
      TH
      2:30-3:20
      2:30-4:20
      MGH 206
      Credits: 3, c/nc
      Limit: 15 students

      Creativity is not a body of knowledge, a specific technique, or a skill set; rather, it is an attitude of mind. In my view a creative attitude of mind is the most important thing that contemporary higher education need to foster as we face, individually and collectively, an increasingly uncertain future. Because creativity does not fit neatly, or compliantly, into standard academic classification or instruction, the methods for its 'cultivation' necessarily differ from those for acquiring disciplinary knowledge and skills. Its 'methods' are best described as 'explorations' though that term does little to explicate the seminar's content or activities, so, let me try again:

      Through individual and group 'exercises', ranging from short in-class work to longer individual projects, the seminar will explore and 'cultivate' participants' creativity. Students enrolling in the seminar will be expected to suspend judgment and take risks wholeheartedly as they engage in activities, discussions and readings. Without realizing it, we shall work hard and think intensively. The seminar's curriculum, I hope, will be 'a mind-altering device' in Eisner's sense of that term:

      "[T]he kind of deliberately designed tasks students are offered in school help define the kind of thinking they will learn to do. The kind of thinking students learn to do will influence what they come to know and the kind of cognitive skills they acquire. . . the curriculum is a mind-altering device. . . Each of the fields or disciplines that students encounter provides a framework, that is, a structure, schema, and theory, through which the worlds is experienced, organized, and understood." Elliot Eisner, The Arts & the Creation of Mind

      The seminar's goal is to encourage each participant to develop his or her own 'framework', 'structure' or 'schema' for approaching the world with a more creative attitude of mind.

    • H A&S 397 G: Cultivating Creativity
      SLN 19373

        Iain Robertson (Landscape Architecture)
        Office: 348F Gould Hall, Box 355734
        Phone: 543-9246
        iainmr@u.washington.edu
      W
      F
      9:30-10:20
      9:30-11:20
      MGH 206
      Credits: 3, c/nc
      Limit: 15 students

      Creativity is not a body of knowledge, a specific technique, or a skill set; rather, it is an attitude of mind. In my view a creative attitude of mind is the most important thing that contemporary higher education need to foster as we face, individually and collectively, an increasingly uncertain future. Because creativity does not fit neatly, or compliantly, into standard academic classification or instruction, the methods for its 'cultivation' necessarily differ from those for acquiring disciplinary knowledge and skills. Its 'methods' are best described as 'explorations' though that term does little to explicate the seminar's content or activities, so, let me try again:

      Through individual and group 'exercises', ranging from short in-class work to longer individual projects, the seminar will explore and 'cultivate' participants' creativity. Students enrolling in the seminar will be expected to suspend judgment and take risks wholeheartedly as they engage in activities, discussions and readings. Without realizing it, we shall work hard and think intensively. The seminar's curriculum, I hope, will be 'a mind-altering device' in Eisner's sense of that term:

      "[T]he kind of deliberately designed tasks students are offered in school help define the kind of thinking they will learn to do. The kind of thinking students learn to do will influence what they come to know and the kind of cognitive skills they acquire. . . the curriculum is a mind-altering device. . . Each of the fields or disciplines that students encounter provides a framework, that is, a structure, schema, and theory, through which the worlds is experienced, organized, and understood." Elliot Eisner, The Arts & the Creation of Mind

      The seminar's goal is to encourage each participant to develop his or her own 'framework', 'structure' or 'schema' for approaching the world with a more creative attitude of mind.

    • H A&S 397 E: Ways of Feeling
      SLN 19146

        Katarzyna Dziwirek (Slavic Languages and Literatures)
        Office: M260 Smith, Box 353580
        Phone: 543-7691
        dziwirek@u.washington.edu
      T Th
      12:30-2:20
      AND 008
      Credits: 5
      Limit: 20 students

      ***COURSE FULL***
      This course will count as one Honors Civilization core course

      Universal and culture specific aspects of linguistic expression of emotion. Are there feelings that all people share independent of language, culture, gender, and race? Examination of the meaning and form of emotion words in different languages, facial expressions, cultural attitudes to emotion and emotional behavior, and gender-specific emotional expressions.