Course Archives

Spring 2011

ARCH 352 C: History of Modern Architecture (VLPA)

Jeffrey Ochsner (Architecture)
Credits: 5
Limit: 20 students

Registration priority to students enrolled in Honors ARCH 351 Winter 2011.

ADD CODE REQUIRED. Available in MGH 211 February 14.

Architecture 352 presents a survey of architecture from 1750 to the present (primarily, but not exclusively, in Europe and North America). Emphasis is placed on the development of the architecture of this period including significant buildings and projects, important theories and critical writings.

Architecture 352 is the third course in the architecture 350-351-352 series. Knowledge of material covered in Architecture 350 and Architecture 351 is expected of those enrolled in Architecture 352. Like other courses in the 350 series, Arch 352 is offered as a series of lectures illustrated with slides. The Honors Section will also include a weekly discussion session focused on additional readings (including primary texts and articles of scholarly research) that address relevant events, practitioners, movements, influences, or broad cultural factors that influenced modern architecture from 1750 to the present. The principal objective in the Honors Section is to serve as an enrichment for the course lectures, exploring (in greater depth) issues that have been raised during the lecture sessions. The readings and assignments are designed to facilitate discussion and an in depth, critical inquiry of architecture, history and theory from 1750 to 2000. Architecture is seen not only as built form but also as consisting of the social practices and cultural discourse that it embodies. The aim of the Honors Section is to develop a deeper understanding of the past by incorporating a diversity of viewpoints.

Resources for the course include two texts that are available at the University Bookstore: Trachtenberg and Hyman, Architecture from Prehistory to Post-Modernism/The Western Tradition (New York, 2002); and William J.R. Curtis, Modern Architecture Since 1900 3rd Edition (New York and London, 1996).

A complete course guide (slide list) for all lectures may be purchased in a single bound booklet at the University Bookstore (available by the first day of class). A web site will also be accessible to those enrolled in the course.

The Honors Section will have a selection of focused readings that will enhance the content of the lectures, but address topics in greater depth. These readings will be available on e-reserves.

Course requirements for students in the Honors Section will include an in-class midterm, a final exam, and regular written assignments based on the additional readings.

ART 140 B: Honors Photography (VLPA)

Zack Bent (Art)
Credits: 5
Limit: 20 students

**COURSE FULL. Visit MGH 211 to be added to waitlist**

Digital camera with a minimum 3 Megapixel capacity and 512 MB memory card is required.

ADD CODE REQUIRED. Available in MGH 211 February 14.

Introduction to theory, techniques, and processes of still photography. Projects stress the visual and creative potential of the medium.

ART 140 is an introduction to the theory, techniques and processes of still photography with a DIGITAL CAMERA, which IS required. 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.

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 IGNORE the camera requirement description in the Official course description (http://www.washington.edu/students/crscat/art.html#art140). Instead, 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 CSS in Kane Hall. You will spend approximately $50 on printing your images; commercial printing facilities will be utilized.

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.

Honors 212 A: Skin: A Cultural History through Art (VLPA)

Timea Tihanyi (Art)
Credits: 5
Limit: 25 students

The course focuses on exploring SKIN as a subject in the cultural history of the Western world. Being the largest human organ, the SKIN is our interface with the world. Looking at various metaphors for this interface, we will consider both the rich history and current notions through the lens of art. We will discuss prevailing concepts, representations, theories and implications in continental philosophy, psychology, and cultural theory, as well as historic and contemporary interpretations in visual art. The main focus is on experiential learning by in-depth research and studio practice (art making project). Course will consist of lectures, readings, discussions, presentations, one art-making project. Required Reading Journal.

Course content:
I. Brief overview of the anatomy and physiology of skin
II. The Skin in Western thought (Renaissance, The Enlightenment, Modernism, Post-modernism/contemporary concerns)
- Boundary metaphors (inside-outside; the body in the world; integrity; permeability; penetration; representations)
- Skin as container / Skin as cover
- Skin as canvas / mirror: a site of inscription (identity, branding and marking, skin color)
III. Touch and tactility
IV. The body of the future: fabricating new identities / teletactility (Orlan / Stelarc, Stahl Stenslie)

Course work:
- Research project: written analysis of a topic of your choice. (5 page paper)
- Short research project: presentation of a chosen contemporary artist
- Making project: "Second skin"

Books (available for purchase in the UW Bookstore)
- Skin: On the cultural border between self and the world, Claudia Benthien, Columbia U Press, NY 2002
- The book of skin, Steven Connor, Cornell U Press, 2004

Course Objectives
- Gain an understanding of main cultural concepts related to the topic.
- Further your understanding of modes of representations in the arts (conventions and subversions of traditions).
- Develop and present in-depth research on chosen topic.
- Gain familiarity with major contemporary artists addressing this subject.
- Develop an art project from ideation to execution/presentation.

Honors 212 B: Staging the City: Performance, Power, and Identity in Rome from Empire to the Enlightenment (VLPA)

Odai Johnson (Drama)
Credits: 5
Limit: 20 students

Using 1,500 years of performance traditions, literature, painting, and architecture, this broad humanities course considers how Rome created, maintained, and circulated its own image of imperial and cultural power first as the heart of the Roman Empire, then as the capital of Catholic Christiandom, later as a city of Papal Princes, and the epicenter of high culture on any European tour. How Rome occupied its unique charismatic position in European history is largely a product of its own self-promotion. Rome the city invented Rome the ideal, fashioned and re-fashioned itself across the centuries, and those acts of invention can be read as a powerful performance of civic identity. Combining the architecture of the city with plays, art, pageants, spectacles, gladiatorial games and opera, all staged to promote the values of Rome, we consider how the city fashioned its own identity as the center of power and culture from Classical Empire through the Enlightenment, to the restoration of empire under Mussolini: Roma Eterna, remained eternal by re-staging itself.

Honors 392 A: HIV/AIDs: Issues & Challenges (I&S / NW)

Danuta Kasprzyk (Family & Child Nursing - Clinical Assoc Professor)
Dan Montano (Family & Child Nursing - Clinical Assoc Professor)
Credits: 5
Limit: 15 students

Cross-listed with G H 490 B.

As part of course requirements, students will create a glossary of five terms taken from readings or lectures, to be turned in twice weekly by midnight the day before each class period.

Students will be required to write a 15 page research paper. Students will choose a developing country and describe how the in-country AIDS epidemic affects the country Millennium Development Goals (MDGs). Students will summarize the in-country AIDS epidemic in terms of epidemiology (disease transmission and spread), prevention (medical/clinical and/or behavioral), and impact (individual, family, community). Students will then show evidence of how the in-country AIDS epidemic affects the likelihood of achieving the MDGs for their chosen country. Finally, students will make evidence-based recommendations targeting the AIDS epidemic for their chosen country and describe how this will affect achievement of the MDGs.

Papers will be due last week of class (June 4).

An optional discussion group to discuss issues in more depth will be held after class on Thursdays.

The course grade is based on the weighting of the paper at 90%, 5% for glossary terms, and 5% for attendance.

At the end of this course, students will be able to:
1. Summarize the history of the AIDS epidemic
2. Explain how the human-immunodeficiency virus enters the body and attacks the immune system
3. Describe clinical symptoms and manifestations of HIV and AIDS, outline disease stages and describe disease progression, including acquisition of opportunistic illnesses
4. Compare the treatment policies and options for HIV and AIDS disease between developed and developing countries
5. Summarize issues related to effective treatment of HIV in both developed and developing countries
6. Describe the factors associated with differing nations' patterns of HIV spread
7. Discuss transmission patterns in relation to risk behaviors, describing sexual, drug and maternal-child transmission of HIV
8. Recognize the differing patterns in the national and international spread of HIV and AIDS and explain how risk behaviors and risk factors vary around the world
9. Distinguish the differential risk patterns of the spread of HIV in different countries around the world, and describe how these patterns create different AIDS epidemics
10. Identify how biological and behavioral co-factors, including other sexually transmitted diseases, play a role in the world-wide spread of HIV
11. Discuss effective medical/clinical, vaccine and behavioral HIV prevention strategies
12. Summarize the psycho-social, medical, and economic impact of HIV or AIDS on individuals, families, communities and nations
13. Delineate how the HIV/AIDS epidemic in a chosen country affects that country's ability to reach the Millennium Development Goals
14. Respond to individuals with HIV who present in class as a panel

Course text: AIDS: Science and Society. 6th (SIXTH) edition, Fan, Conner, Villarreal. Available at the University bookstore.

Chapter summaries, review questions (for Fan, et al., 5th edition) can be accessed at: http://bioscience.jbpub.com/book/fan5e/index.cfm. Though these are for the 5th editions, they may help in understanding of the material.

Honors 394 A: Internship for Teaching What You Know (VLPA / I&S)

Frances McCue (Writer in Residence, UW Honors)
Credits: 5
Limit: 30 students

Restricted to students who have completed Honors 394C or by instructor permission.

Required: Pipeline orientation seminar to be taken in first week of quarter. Students should sign up ASAP.

In this course, students will be placed in community sites for thirty contact hours. In these venues, they will implement the lesson plans they developed over Winter quarter. The entire class will meet for three group reflection sessions during the regular scheduled class time. The rest of the class sessions will take place in the community settings. The major products for this course will be: 1) an ongoing reflective journal on the teaching; 2) a final summary paper including all the lesson plans used in the community setting, an evaluation of the teaching in terms of learner outcomes and satisfaction, and a reflection of what modifications would be needed if the project were replicated.

Honors 394 B: Ethnographies of Travel (VLPA / I&S)

Anu Taranath (English)
Credits: 5
Limit: 25 students

RESTRICTED to students participating in the Summer 2011 Bangalore program.

"Ethnographies of Travel" holds up the terms "ethnography" and "travel" as two interrelated ways to learn more deeply about ourselves and our various contexts. In this course we will investigate what "ethnography" and "travel" might mean as they are commonly understood, and use these terms as a conceptual springboard to discuss a range of interdisciplinary ideas and questions:
What is the relationship of knowledge and the distribution of power in our communities, and across the globe? When we engage in "research," what is at stake and for whom? How might research or academic theories interrupt and/or intersect with our own personal narratives of identity, family, storytelling, and community? What does it mean--ethically and philosophically-- to do research on ourselves, or on others? In our globalized world of supposed porous borders and fluid identities, what do notions like belonging, identity, and home mean to our authors, to our various selves, and to our current and future intellectual projects?

This is a reading intensive and discussion focused course, with a conscientious engagement with critical race theory, queer theory, feminism, and radical pedagogy.

Decolonizing Methodologies: research and indigenous people-L. T. Smith
Accidental Ethnographer-C. Poulos
Lose your Mother: a journey along the atlantic slave route -S. Hartman
Performing Black Masculinity-B. K. Alexander
Other side of silence: voices from the partition of India-- U. Butalia

BIOC 442 AC: Honors Biochemistry (NW)

David Kimelman (Biochemistry, Biology)
Office: J-533 Health Sciences, Box 357350
Phone: 206 543-5730
Credits: 4
Limit: 16 students

Contact Lani Stone (stone@chem.washington.edu, 206.543.9343) for add codes.
BIOC 442 Honors section. Students must also register for Bioc 442 A lecture (SLN 11039). See Time Schedule for course information.

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. Prerequisite: either 2.2 in BIOC 406 or 2.2 in BIOC 441.

CHEM 165 A: Honors General Chemistry (NW)

Credits: 5
Limit: 72 students

Add codes available through Chemistry dept, BAG 303.
Prerequisite: 2.2 in Honors CHEM 155.
Students must also sign up for Section AA, AB, or AC. See time schedule for course information.

Introduction to systematic inorganic chemistry: representative elements, metals, and nonmetals. Includes coordination complexes, geochemistry, and metallurgy. Additional material on environmental applications of basic chemistry presented. Includes laboratory. No more than the number of credits indicated can be counted toward graduation from the following course groups: 162, 165 (5 credits); 165, 312 (5 credits).

CHEM 337 A: Honors Organic Chemistry (NW)

Credits: 5
Limit: 40 students

Add codes available through Chemistry dept.
Prerequisite: 2.2 in Honors CHEM 336.

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. Includes introduction to membranes, enzyme mechanisms, prosthetic groups, macromolecular conformations, and supramolecular architecture. No more than 4 credits can be counted toward graduation from the following course groups: CHEM 239, CHEM 337.

Honors 222 A: Disaster Science: Interdisciplinary Exploration of Marine Oil Spills (NW)

Robert Pavia (School of Marine Affairs)
Office: 3707 Brooklyn Avenue NE, Box 359485
Phone: 206 502-5243
Credits: 5
Limit: 30 students

If Honors 222 A is full and you're interested in a Marine Science course, check out SMA 103 (SLN 18033). See Time Schedule for details.

"After catastrophic spills, when the acute effects of oiled beaches, polluted waterways, and dying wildlife are featured in all the media, there is public outcry and political interest, accompanied by calls for action, for more research, and for better prevention and control measures. Later, as acute effects fade, but longer-term and less obvious problems may continue, public interest-and with it political interest-fade. ..." (National Research Council, 1994).

Over the past decade, there have been between 3,000 and 5,000 marine spill incidents annually. Marine oil spills are among the most visible and potentially damaging threats to fish and wildlife and their habitats, regional economies, and the people of a region in which a spill occurs. They can impact international relations, national energy policy, and even election outcomes, yet few people understand the scientific foundations of spills.

We will begin with an introduction to oil spills that have had a major impact on response science, technology, and policy in the United States. Each spill will illustrate key disciplines that provide the scientific foundation for mitigating spill impacts, such as physical oceanography, chemistry, geomorphology, and ecosystem interactions. Oil spill science considers 5 basic questions when examining a spill scenario:

1. What are the spilled oil's characteristics?
2. What will be the oil's fate?
3. What natural and economic resources are at risk?
4. What will be the effects to natural and human systems?
5. What can be done to mitigate those effects?

Answering these questions requires an interdisciplinary approach that considers both natural and social sciences.

Can an oil spill fundamentally change U.S. energy policy? This course complements Honors 100 by exploring the scientific underpinnings of marine oil spill response, including BP's Deepwater Horizon oil spill in the Gulf of Mexico. Oil spills provide a crucible for exploring the theme of knowledge across disciplines applied to real-word problems of managing marine ecosystems. Students will examine major oil spills to understand both the scientific and managerial side of preserving ocean resources.

Oil spills provide a window on to how society uses science to mitigate the effects technology. By studying oil spills, students will develop skills for critically evaluating the popular understanding of scientific concepts, their application to policy debate and a deeper appreciation for the complexity of developing sustainable societies.

We expect students to be new to this topic and to be non-science majors. Course materials and lectures will consider the backgrounds, experience, and goals of enrolled students. The course will rely on lectures from the instructor and guest lecturers with first-hand spill response experience to conveying general principles and key features of oil spills. Lectures will provide examples of how to apply science to improve spill response actions and reduce impacts to coastal communities. Students will learn and apply planning methods such as ecological risk assessment and tools such as computer models to understand and evaluate spill response alternatives. Instruction methods will use a variety of approaches to help ensure successful learning by non-science majors.

Some class time will be devoted to discussion of assigned readings drawn from scientific literature, government policy and plans, the popular press, and social media. Throughout the course, students will be expected to engage in critical examination of lectures and readings through class discussions, small group work, and short homework assignments.

There will be one group assignment where students will apply knowledge and skills gained in the class to examine alternative approaches to spill response. The project will involve either a critical evaluation of a past spill or developing a hypothetical spill example. The assignment will require that the group evaluate,
synthesize, analyze, and apply course content.

At the end of this course, the student will be able to:

- Explain how oil spills behave in the marine environment, with an emphasis on fate and effects on humans and ecosystems.
- List, describe, and compare the advantages and disadvantages of the basic spill response strategies and their differing impacts to the environment and humans.
- Demonstrate how to apply oil spill tools and models to an oil spill scenario in order to critique alternative response strategies.
- Recognize the role of old and new media in comunicating science and affecting policy.
- Display a leadership role in the classroom community through discussion, group learning, and class presentations.

- Attendance and general in-class participation - 15%
- Discussion briefs and short writing assignments - 30%
- Quizzes - 15%
- Group Project - 20%
- Final Paper or Exam - 20%

Honors 222 B: Transformational Technologies for Biology, Medicine, & Health (NW)

John Gennari (Medical Education and Biomedical Informatics)

Phone: 616-6641
Credits: 5
Limit: 15 students

Cross-listed with MEBI 498 A (SLN 15487)

In this course, you will learn how information technology is transforming the study and practice of biology, medicine, and health care. We introduce the field of biomedical & health informatics through four modules that focus on current technologies in the field: (1) Electronic personal health records, (2) Medical imaging informatics, (3) Bioinformatics and personal genomics, and (4) Public health surveillance systems. The technologies we cover in these modules arose from multi-disciplinary research-some blending of computer science, information science, biology research, and clinical research.

Each module includes (a) some hands-on experience with a specific software application, (b) discussion of the pragmatic uses and implications of the software, (c) discussion of the theory and concepts underlying that application, and (d) a hands-on assignment where students (or teams of students) must use, modify or adapt the software to a particular setting or purpose. In addition, across the modules, we will learn common themes and open research problems for the field of biomedical informatics.

See http://faculty.washington.edu/gennari/teaching/mebi498/.

Honors 396 A: Discussion Supplement to Biology 180: Thinking like a scientist (NW)

Linda Tsuji (Biology)

Credits: 2, c/nc
Limit: 25 students

Add code required: email laurah13@uw.edu.
Concurrent enrollment in BIOL 180 required.

Honors 396 B: Discussion Supplement to Biology 180: Thinking like a scientist (NW)

Linda Tsuji (Biology)

Credits: 2, c/nc
Limit: 25 students

Add code required: email laurah13@uw.edu.
Concurrent enrollment in BIOL 180 required.

Honors 396 C: Discussion Supplement to Biology 220: Thinking like a Scientist (NW)

Tolga Bilgen (Zoology)
Office: 430 Hitchcock, Box 355320
Phone: (206) 616-4029
Credits: 2, c/nc
Limit: 25 students

Add code required: email laurah13@uw.edu.
Concurrent enrollment in BIOL 220 required.

Honors 396 D: Discussion Supplement to Biology 220: Thinking like a Scientist (NW)

Tolga Bilgen (Zoology)
Office: 430 Hitchcock, Box 355320
Phone: (206) 616-4029
Credits: 2, c/nc
Limit: 25 students

Add code required: email laurah13@uw.edu.
Concurrent enrollment in BIOL 220 required.

MATH 126 C: Honors Calculus with Analytic Geometry III (NW)

Credits: 5
Limit: 80 students

Add codes are available from Math Department.
Students must have completed Honors Math 125.
Students must register for section CA or CB. Check Time Schedule for section information.

Third quarter in calculus sequence. Introduction to Taylor polynomials and Taylor series, vector geometry in three dimensions,introduction to multivariable differential calculus, double integrals in Cartesian and polar coordinates.

MATH 136 A: Accelerated (Honors) Advanced Calculus (NW)

Credits: 5
Limit: 40 students

Add code available from Math Department only.
Students must have completed Honors MATH 135.

Covers the material of 124, 125, 126; 307, 308, 318. First year of a two-year accelerated sequence. May not receive credit for both 126 and 136. For students with above average preparation, interest, and ability in mathematics.

MATH 336 A: Honors Accelerated Advanced Calculus (NW)

Credits: 5
Limit: 30 students

Add code available from Math Department only.
Prerequisite: 2.0 in MATH 335.

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.

PHYS 123 B: Waves (NW)

Paula Heron (Physics)
Office: C208B Physics-Astronomy Bldg., Box 351560
Phone: 206 543-3894
Credits: 5
Limit: 66 students

Contact Prof. Heron at pheron@uw.edu for add code.
Students must register for section & lab. Check Time Schedule for section information.

Electromagnetic waves, optics, waves in matter, 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 116 and PHYS 123. Prerequisite: MATH 126, MATH 129, or MATH 134, any of which may be taken concurrently; PHYS 122.

Honors 232 A: Terror Cells: Understanding and Disrupting Them (I&S)

John Gastil (Communication)
Office: 331 Communications Bldg, Box 353740
Phone: 206 543-2660
Credits: 5
Limit: 30 students

The practice of terrorism dates back centuries, but its practice has evolved dramatically in the past decade and has sparked studies on every aspect of terrorist activity. This course focuses on one of the least understood and understudied aspects of the problem-the internal dynamics of the smallest social units within terrorist organizations and networks-the "cell." We will consider how cells operate within larger organizations, what motivates people to join (and leave) them, and what strategic responses are available to nations that seek to counter them. But the emphasis will be on the experience of the terrorist in the cell itself-what governs their behavior, how they influence one another, and how they make decisions. It is rare that a researcher gets direct observations of such cells, but we will use all that is available to us in the current literature on this subject, and we will also explore accounts of the cell experience in media and popular culture. As a result of taking this course, you should have a substantially better understanding of terror cells, as well as potential ways of disrupting them.

Honors 232 B: Reading Women's Lives: Gendered Practices and Shadow Hegemonies in Sierra Leone (I&S)

Clarke Speed (Anthropology)

Credits: 5
Limit: 40 students

Required for students participating in Summer Sierra Leone program. Cross-listed with SISAF 490.

This course looks to the underneath of women's daily and ordinary practices in Sierra Leone. Our aim is to decloak relations of power, hierarchy, ideology and mystification. Reading Women's Lives opens up new domains contrary to current post-gramscian theories of dominant male hegemonies fed by sterile female counter-hegemonies. Simply put such an argument suggests that women's counter-hegemonies, even in resistance, generate implied cultural consent to patriarchal asymmetry. Here we aim to break with these older paradigms to actually read, see, and know women's knowledge, power, medicine, and secrecy as a kind of sustainable, transformative, shadow hegemony. The instructor makes no claims to being on this gendered inside - we are all outside, looking in at a powerful gendered alterity of women's practices that can only be conceptualized outside of Western models and methods. So, while we seek women-centric practices, we make no claim to Feminist Theory. It is not possible. The course is student generated and Socratic. There are no right answers, only detailed explanations.

Evaluation includes three concept papers and student presentations.

Texts include: Aminata Forna, Ancestor Stones; Chris Coulter, Bush Wives and Girl Soldiers: Women's Lives in War and Peace in Sierra Leone; and Mariane Ferme, The Underneath of Things.

Honors 232 C: Analyzing Media Content (I&S)

Randal Beam (Communications)
Office: 340F Communications, Box 353740
Credits: 5
Limit: 30 students

This course will introduce students to content analysis, which is a research method used to study media content. Students will employ this technique in a class project -- a "diversity audit" of The Seattle Times, the state's largest daily newspaper. Diversity audits examine how media content represents different groups in a community. Students will collaborate with editors from The Times on the audit. At the end of the term, they will give an oral presentation and written consultant's report to The Times. The course covers how to design a content analysis; how to code content so that it can be analyzed quantitatively and qualitatively; how to analyze the coded content using simple statistics; and how to share findings from the analyses in written and oral form.

Text: Analyzing Media Messages: Using Quantitative Content Analysis in Research (2nd edition), by Daniel Riffe, Stephen Lacy and Frederick G. Fico. Routledge 2005. Other readings will be put on e-reserves.

SIS 202 AI: Cultural Interactions (I&S)

Jose Lucero (International Studies)

Phone: 206 616-1643
Credits: 5
Limit: 24 students

Must be concurrently enrolled in SIS 202 A (SLN 17858).

ADD CODE REQUIRED. Available in MGH 211 February 14.

Cultural interaction among societies and civilizations, particularly Western and non-Western. Intellectual, cultural, social, and artistic aspects; historical factors.

SIS 202 AJ: Cultural Interactions (I&S)

Jose Lucero (International Studies)

Phone: 206 616-1643
Credits: 5
Limit: 24 students

Must be concurrently enrolled in SIS 202 A (SLN 17858).

ADD CODE REQUIRED. Available in MGH 211 February 14.

Cultural interaction among societies and civilizations, particularly Western and non-Western. Intellectual, cultural, social, and artistic aspects; historical factors.

Honors 345 A: Writing Marrakesh

Frances McCue (Writer in Residence, UW Honors)
Credits: 5
Limit: 23 students

This course fulfills UW's Composition requirement AND Honors Civ/additional Honors.

Though this course is open to undergraduates who would like to engage in vigorous reading and writing about a far-off place.

Morocco is a crossroads between the Arab world, Europe and Africa. The prevailing metaphor is the souks, or open marketplaces where goods fly to and fro-- from the hands of local Berbers to tourists who pass through. Storytellers in Marrakesh gather in circles, spinning out music and hyperbole that brings hundreds of people together in Djemaa el Fna, the huge square in the middle of the city. Both the souk and the storytelling circle emerge again and again in the literature of the country.

This course is an opportunity to bring together writing, reading and traveling. We'll read texts about Morocco and by Moroccans. We'll look at how the Moroccan writers "see" their own culture, in contrast to how it is presented by writers who are not native to Morocco. By writing speculative narratives, essays with the flavor of memoirs, we'll blend our reading and writing into an imagined terrain that between the northwestern United States and Northwestern Africa.

Honors 345 B: Writing Animals

Neil Banas (Oceanography)

Sarah Read (English)

Credits: 5
Limit: 23 students

This course fulfills UW's Composition requirement AND Honors Civ/additional Honors course.

This course will explore how writers in a variety of genres from scientific articles to children's books address the question of what connects us to and divides us from other animals, and the moral and psychological implications of our answers. We will read popular and technical science writing, fieldwork memoirs, food journalism, eco-philosophy, fiction, mythology, and art criticism, with particular attention to the uses and limitations of science in all these contexts. Students will choose one of the genres above as the focus of their writing and research for the quarter. We will also consider what it means to be writing animals, animals who write, ourselves: can we view academic discussion and the activity of writing as particular kinds of embodied, social primate behavior? Species considered in the course will include gorillas, ravens, whales, bears (grizzly, teddy), ants, professors, and goats.

Honors 350 A: Philosophy over Lunch

Ken Clatterbaugh (Philosophy)
Office: 345B Savery, Box 353350
Phone: (206) 543-5086
Credits: 2, c/nc
Limit: 15 students

This seminar is intended as a reasonably sophisticated introduction to philosophy. The major areas of philosophy, such as philosophy of science, philosophy of mind, ethics, political philosophy, will be covered. When possible guest faculty who are expert in theses areas will be invited. The purpose of the course is to give a student a sense of what goes on in these particular areas of philosophy and an opportunity to engage in a philosophical discussion all while having an appropriately nutritious lunch. The only text will be Simon Blackburn's Think.Grades will be based on participation, which means coming to class having read the material, thought about it, and having something to say about it.

Honors 350 B: Time

Woodruff Sullivan (Astronomy)
Credits: 2, c/nc
Limit: 15 students

This seminar will examine many facets of the phenomenon of time. At the start of the course students and instructor will shape which particular aspects are emphasized, but possible topics include: scientific measurement of time, social time through history and in various cultures and various aspects of today's life, time in economics ("time is money"), time in art (e.g., Dali, the Futurists) and photography, time in music, time in literature and film, Einstein's relativity and time, cosmological time, memory and perceived time, units of time and calendar systems, time scales of physical phenomena, time scales of biological phenomena, philosophical aspects of time, time travel, time in religion (cyclic or linear, eternity), etc.
Each student will make a 20-minute presentation and lead a discussion on one aspect of time (as well as creating a relevant assignment (reading or otherwise) for us all). Other assignments will include measuring time by the sun's shadow (a sundial), doing some basic calculations in relativity, and two essays (each 5 pp.) on (a) some "timely" work of art, music, film or literature and (b) a scientific or technical aspect of time.

Einstein's Dreams, Alan Lightman (1993)
Time and the Art of Living, Robert Grudin (1997)

Honors 350 C: Homo mysterioso: some things we don't know about our own evolution

David Barash (Psychology)
Office: 311 Guthrie, Box 351525
Phone: (206) 543-8784
Credits: 2, c/nc
Limit: 12 students

ADD CODE REQUIRED. Visit MGH 211 to be added to the waitlist.

In this seminar, we'll read and discuss a just-completed book manuscript, to be published within a year or so by Oxford University Press. It focuses on various questions about human evolution that are currently unanswered, such as "why is religion so wide-spread?" "Why do people around the world create and admire art (including poetry, literature, music, dance, etc)?" and "What is the adaptive value of consciousness?". Participants will be expected to read various chapters of the manuscript each week and to discuss, critique, and explore the ideas, as well as the writing itself.

Honors 398 B: Scoring the Revolution: Music and Musicians from the Russian Revolution to the Stalinist Purges (1917-1936) (VLPA)

Claudia Jensen (Slavic Languages & Literature)
Credits: 3
Limit: 20 students

Why did Lenin care about music? Why did Stalin target opera in the Great Purges and in his policies of Socialist Realism? This course will examine the many musical expressions that emerged during the early years of the Soviet Union, with particular emphasis on the music of Dmitrii Shostakovich. We will listen to the avant-garde and proletarian musical works of the late teens and 1920s, and trace the gradual suppressions associated with the establishment of Socialist Realism in the 1930s. The music of Dmitrii Shostakovich both reflects and transcends these larger political and cultural trends, and we will focus particularly on his Fifth Symphony, written in the ominous year of 1936 and which represents both a personal statement as well as social catharsis on the largest scale.

The course will include a trip to the Seattle Symphony for a performance of Shostakovich's First Piano Concerto, an exuberant youthful work that fully expresses the multiplicity of Soviet music of the late 1920s. No previous musical experience required; score-reading not required. There will be listening and reading assignments, with written responses and class presentations and discussions.

Honors 496 A: Teaching What You Know: Integration of the Honors Core Curriculum

Credits: 1, c/nc
Limit: 10 students

Students must have completed 6 of 9 Honors Core courses and 1 of 2 required Experiential Learning Projects.

ADD CODE REQUIRED. Email laurah13@uw.edu for an add code.

Honors 397 A: Prep Seminar for Honors Summer in Berlin (I&S)

Julie Villegas (UW Honors)
Office: MGH 211, Box 352800
Phone: 543-7172
Chandan Reddy (English)

Phone: (206) 543-7985
Credits: 2
Limit: 20 students

Students must be participating in the Honors study abroad to Berlin.


This preparatory seminar will provide students with an interdisciplinary introduction to the summer study abroad program "Berlin: Mobility and Negotiations of Identity". This preparatory seminar will provide students with an interdisciplinary introduction to German culture, history and politics, arts, and urban development as well as grounding in the specific disciplinary theoretical components of the program. Students will also be introduced to humanities research methods, and cultural and immigrant studies as related to the themes of the program. Students will decide on project themes and develop proposals that will orientate them during their time in Berlin.

Honors 397 B: Prep Seminar for Honors Summer in Sierra Leone (I&S)

Brook Kelly (Honors)
Office: MGH 211, Box 352800
Phone: 221.6131
Clarke Speed (Anthropology)

Credits: 2
Limit: 15 students

Students must be participating in the Honors study abroad to Sierra Leone.


This two credit course prepares students for the 2011 Honors/African Studies program to Sierra Leone. In the context of alterity (radical difference) we aim to prepare students for best-cultural practices that maximize their time, value, and experience. The course includes work in the lingua franca - Krio - basic words and phrases in Landogo, and a primer on daily life, rules, etiquette, and protocol. In this context we will also discuss how ethnography actually works, issues of health, and guidelines for food and water safety. We establish absolute responsibility, liability, and consequences for individuals, the UW group, and its relations with the Kagbere community. Texts include: Emerson, Fretz, and Shaw's Writing Ethnographic Field Notes (1995), a Krio and Landogo language primer by Kelly and Speed (2007), and more. Evaluation is via participation, concept notebooks, library research, and a five-page research proposal with word work.

Honors 398 A: Prep Seminar for Honors Summer in Oxford (VLPA)

Brian Reed (English)
Amanda Hornby (UW Libraries)

Phone: 206 685-1901
Credits: 2
Limit: 20 students

Students must be participating in the Honors study abroad to Oxford.