Course Archives

Courses

H-Arts & Humanities (1)

• Honors 210 A: Race, Gender, and Sexualities in Theological Perspective: An introduction to contemporary theological perspectives on social justice around experiences of racial, gender, and sexual inequalities in the North American context. (VLPA)
  SLN 11768

  Mari Kim (Comparative Religion)
  
  marikim@uw.edu

  TTh

  10:00-12:30

  Credits: 5
  Limit: 20 students
  

  Honors Credit Type

  what's this?

  Old Core:

  Honors Civ

  New Core:

  H-Arts & Humanities

  Summer A Term (June 24-July 24, 2013)

  The course is a reading, discussion, and research-intensive learning experience designed to invite students to embrace social justice through an engagement of theo-ethical reflection on race, gender and sexuality. Each week students will read a contemporary theological reflection text as preparation for discussion-intensive classes and regular group work intended to help students develop the necessary theological vocabulary of concepts and perspectives.
  
  
  Graded Assignments
  There is an ethnographic research component to the course. Students must interview member/s of a community whose views do not represent their own in order to demonstrate thoughtful understanding of a system of values around race, gender or sexuality not consonant with their own, and to do so in a manner consonant with the theological ethics/values established within class at the start of the course.
  In addition to creating a 5-minute video clip teaching (or 15 minute video clip, if students decide to form a group to work with other class mates) representing the perspective of the community the student has chosen to engage, students will also be required to write a 10-page reflection paper engaging the views of the community interviewed through their own lenses. Additionally students will submit one 5-minute video reflection on interview with subject/s whose perspective proved educational to include as an artifact in the student's honors portfolio.

H-Social Science (2)

• Honors 230 A: In Your Name: Education Inside Prison (I&S)
  SLN 11769

  Claudia Jensen (Slavic Languages & Literature)
  cjensen@uw.edu

  TuTh
  W

  10:30-12:00
  10:30-3:30

  Credits: 5
  Limit: 15 students
  

  Honors Credit Type

  what's this?

  Old Core:

  Honors Civ

  New Core:

  H-Social Science

  Summer B Term (July 25 - August 23)

  What are the opportunities for education in prison? What are the benefits to students and what are the constraints of the institution? This class will be centered around a series of visits we will make to the Twin Rivers Unit of the Monroe Correctional Complex (about 30-40 minutes outside of Seattle). We will study collaboratively with a group of prisoners there, and we will tour the facility and meet with the prison's administrative staff and correctional officers; some of these staff members will come to our class on campus before we take our first trip to the prison. The class will also hear from other guest speakers and from UW faculty who are engaged in providing educational opportunities inside prisons.
  
  Students must receive clearance from the Dept. of Corrections in order to enter the prison facility; class size will be limited to 15 students. More details will be available at the information session scheduled for Friday, May 24, at 3:30 in MGH 206. Please contact the instructor, Claudia Jensen (cjensen@uw.edu), for more information or if you can't attend the information session.

• Honors 230 C: Steven Jobs, Or How I Learned to Stop Worrying and Love Technology (I&S)
  SLN 11771

  Taso Lagos (International Studies)
  Office: 400 Thomson Hall, Box 353650
  Phone: (206) 543-4370
  taso@u.washington.edu

  MTW
  Th

  10:20-11:20
  10:20-12:20

  Credits: 5
  Limit: 30 students
  

  Honors Credit Type

  what's this?

  Old Core:

  Honors Civ

  New Core:

  H-Social Science

  Summer A Term (June 24-July 24, 2013)

  This class is both a "historiography" class in that we will be doing primary and secondary research towards building a personal biography of Steven Jobs, co-founder of Apple Computers, but also a critical look at the modern technology from the social, economic, environmental, global, labor, gender and political lenses. Students are expected to produce a final biographical paper of Steven Jobs (length: 12 pages and above) that incorporates as many of these different elements as possible; interwoven together into a sustained and clear argument. Did Steven Jobs change the world? Did his benefits outweigh any possible social costs? Is he a good role model for young male and female entrepreneurs? There are regular readings, some short papers, two quizzes and a final. The emphasis in the class is on discussion, active learning, group activity and also regular class debates on Thursdays.