Fall 2006

TO: Drake University Faculty, Staff, & Students

FROM: Arthur B. Sanders, Director of Honors Program

RE: Registration for Honors Courses, Fall 2006

With an Honors Program curriculum that is continually changing, Honors Program seminars unite the diverse interests of faculty and students to explore topics that cross the boundaries of traditional disciplines. The Program's small class size and unique subjects promote independent thinking, intellectual creativity, and the courses are writing-intensive and follow a discussion–based, collaborative inquiry format. Honors Program classes are open to all motivated students, and Honors Student Council activities are generally open to the entire campus community. Student leaders are elected to Honors Executive Council leadership positions each academic year.

Questions about the Honors Program Track of the Drake Curriculum should be directed to the Honors Program office, 271-2999, or to the Director of the Honors Program.

NOTICE: The courses are numbered as follows:

1-49: intended for first-year students

50-99: first-year students, sophomores, juniors and seniors (unless otherwise designated)

100-149: suggested for sophomores-seniors

150-189: junior-senior seminars

198: Honors Program Independent Study (or approved alternative)

199: Honors Program Senior Thesis (or approved alternative.)

Honors 91 Microcosm, Macrocosm

Angela Battle
3 credits
TR 9:00-11:50 a.m.


This is an art-making course with emphasis on the intersection of visual language and the natural world. Students will experience the fundamentals of visual thinking, i.e., line, shape, volume, texture and the organization of pictorial space through composition, harmony, balance, contrast, unity and perspective by studying organic form and function. Beginning with a critical look at Leonardo Da Vinci's use of drawing to hypothesize about living systems, students will gain a better understanding of their own relationship with the natural world in the process. The course will consist of studio work, critique, critical analysis of selected readings and videos as well as three to four field trips to important resource sites locally and statewide.


This course is open to all students --meaning both art majors and non-art majors. Students with no art making skills are highly encouraged to enroll. The course is designed to engage students of all skills and levels.

Majors /Minors / Concentrations: This course provides an interdisciplinary option for Studio and Graphic Design majors who need to complete art electives towards their degrees. Cross-listed with Art 019. The Honors Program Track of the Drake Curriculum.


Angela Battle - Assistant Professor of Art. She holds a BFA in Painting and a BS in Biology, both degrees from Virginia Commonwealth University and she holds an MFA in Painting from the University of New Mexico. Battle's lifelong fascination with all things organic and non-human filters into her own paintings, particularly in the use of the primary material she paints with -- beeswax.

Honors 100 Paths to Knowledge

Lee Jolliffe & Marcia Keyser
4 credits
TR 9:30-10:45 a.m AND Discussion lab hour TBA


This is an interdisciplinary course focusing on different modes of reasoning and inquiry (i.e., "paths to knowledge") in the sciences and the humanities. It should help us to better navigate our way through an increasingly information- and knowledge-saturated society. In pursuing this aim, we will explore the modes of reasoning and inquiry that are typically employed in the production of various forms of knowledge. Among the questions we will examine are: Why do we seek knowledge? How is knowledge created? How should we judge the value and validity of knowledge claims? How should society make decisions about the uses to which knowledge is put? In seeking answers to these questions, we hope to hone those critical and analytical skills that will allow us to become sophisticated producers/consumers of creative output.


This course is open to sophomore, juniors, and seniors with priority given to students completing the Honors Program Track of the Drake Curriculum.

Majors/Minors/Concentrations: Required course for the Honors Program Track of the Drake Curriculum.


Lee Jolliffe joined the magazine sequence at Drake University in 1995. She teaches courses in visual communications, and media-related courses for the Honors Program and has written numerous papers, book chapters and scholarly articles for American Periodicals, Journalism Quarterly, Journalism History, ETC: The Journal of General Semantics and other communication journals. Her current major project is The American Magazine: A Researcher's Bibliography, a 7,500+ entry database and book.

Marcia W. Keyser is the Coordinator of Copyright Services, Instruction and Reference Librarian at Cowles Library, Drake University. She teaches the Information Literacy class offered by Cowles Library; the Honors class Paths to Knowledge, and numerous one-shot class sessions for classes across the university. She also provides training and consultation on issues related to copyright. Marcia came to Cowles Library in January of 2002 from the Texas A&M University- Kingsville's Jernigan Library, where she served as a Reference and Instruction Librarian for eight years. She earned her MLS degree from the University of Missouri in 1993, and her MA in English in 1991.

Honors 101 Honors Orientation Group Facilitator

Arthur Sanders
2 credits
F 1:30-2:20 p.m. AND R 3:30-4:20 p.m. OR W 2:00-2:50 p.m.


This course gives upper-division Honors Program students the opportunity to use management and leadership skills to mentor First-year students in the Honors 001 course. Students will work in pairs, acting as co-facilitators, to plan academic, service, and social activities for the scheduled individual group sessions. Also, the co-facilitators will work closely with the Director to create a learning environment that encourages intellectual curiosity, independent thinking, leadership and communication. The co-facilitators will meet with their group at least once per week, each Wednesday (or Thursday). The Honors 101 group will meet each Friday for planning and discussion Honors 001 meetings. E-mail will serve as the primary means of communication outside of the classroom

Students who register for this class should be active participants in the Honors Program and have sophomore, junior, or senior class standing. Enrolled students will be asked to complete and return to the Honors Program office the following information by April 7, 2006. The information can be dropped off at the Honors Program office, Medbury 206/209 or sent via e-mail to Charlene.Skidmore@drake.edu


E-mail address:

Major or areas of interest:

Des Moines Local Address and Phone Number:

Summer e-mail address and phone number(s):

  1. What do you feel Group Facilitators can provide new Honors Program students through the small group format of the Honors 1 class?
  2. What has been your most positive experience in the Honors Program?
  3. Briefly describe the most important topics or themes you would like to include in Honors 1.
  4. List your campus activities in order of personal importance.
  5. What qualities do you possess which would be important for a Group Facilitator?
  6. Please indicate which of the small group section times work best in your schedule. If you are available at the alternate time, please list that day and time as well. 

You may request to be paired with an Honors student who is available at the same time (for either the Wednesday or Thursday Honors Orientation Class section). Co-Facilitator pairs will be assigned based on the needs of the Honors Program office and only after the June New Student course registration sessions have been completed.

Majors/Minors/Concentrations: This course may be combined with Honors 001 to count for 3 credits towards Honors Program (Track) requirements.

Please request the waiver form from the Honors Office if you anticipate going over 18 credit hours. This form requires your signature as well as the signature of Dr. Arthur Sanders, 212 Meredith Hall.


Arthur Sanders is Professor of Politics, Department Chair and Director of the Honors Program. He has written a number of books and articles about the American political system

Honors 120 Modern Political Satire

Rachel Paine Caufield
3 credits
W 6:00-8:50 p.m.


The intent of satire is to correct society by poking fun at it. Satirists use sarcasm, irony, ridicule, etc, in denouncing, exposing, or deriding vice, folly, abuses or evils of any kind (Hodgart, pg. 7). The most common object of satire is, for obvious reasons, government.

Because satire can only be effective if its consumers have a fairly sophisticated understanding of the social and political context it addresses, the class will focus on modern (post-WWII) American political satire. Although satire has a rich history in literature (particularly English and Irish literature of the late 18th Century), today it appears in many forms ñ from satirical novels to musical theatre to episodes of The Simpsons and South Park to the performance art of the Guerilla Girls. In short, satire has found a home in nearly every medium of modern society. Moreover, the objects of modern satire cover every topic of current political debate: political personalities, social policy, foreign policy, and economic policy.

This class is designed to closely examine the role of satire as a means of social and political change. As such, we will examine not only various forms of modern political satire, but we will also address the following questions: How does satire differ from other forms of political humor and/or commentary? Is all satire political satire? What motivates people to use satire rather than other forms of social protest? What is the relationship between satirists and the society in which they live? What (or who) are the most frequent objects of political satire and why? What rhetorical tools are most often used by satirists (for example, how are utopian and dystopian conditions used as satirical tools)? Is satire an effective means of change? Why or why not?

The class is designed to be heavily discussion oriented. Classroom teaching materials will include a collection of political/editorial cartoons, essays and commentaries from online sources like The Onion, segments from Saturday Night Live, The Daily Show, The Simpsons, South Park, and other TV shows, and musical recordings including a performance of The Capitol Steps and the Broadway musicals Best Little Whorehouse in Texas (1978) and Urinetown (2001). In addition, students will read both scholarly analyses and satirical fiction and view movies (such as Dr. Strangelove, Bulworth, Bob Roberts, and Wag the Dog) outside of class.

Taken as a whole, the goal is to prompt students to critically assess the value and efficacy of political satire in a democratic society.


The class is intended for first-year students, sophomores, juniors, and seniors.

Majors/Minors/Concentrations: Honors Program Track of Drake Curriculum.


Rachel Paine Caufield joined the faculty in the fall of 2001. She received her Ph.D. from the Department of Political Science at The George Washington University and her B.A. in Mathematics and Political Science from Hood College in Frederick, MD, minoring in social science research and women's studies. Her teaching and research interests focus on American political institutions, including judicial politics, legislative politics, and the American presidency as well as inter-branch relationships and empirical research methods. She has also served as a Visiting Fellow at The Brookings Institution in Washington, D.C. She has long been fascinated by political satire as a method of social commentary and political protest.

Honors 128 Civil Rights in America: the Media Role

Robert Woodward
3 credits
TR 11:00 a.m.-12:15 p.m.


This course will address historical and contemporary aspects of civil rights in American society and will explore the media role in seeking to tell the overall story. It will study media coverage of events in earlier days and interpret the contemporary legacy of the events.

We will draw on books, magazines, newspapers, DVDs and videotapes, and the World Wide Web for a wide-ranging exploration of the historical and political background of the civil rights movement in America, and we will learn to analyze and to think critically about the media role in civil rights.

We will seek to show the difference between news and history through case studies --i.e., what news was reported at the time and what history and the media tell us today--especially in interpreting the events of the 1950s and 1960s.

Among subjects to be explored, we will use case studies of the desegregation of Little Rock (Ark.) Central High School; the Montgomery (Ala.) bus boycott; the Greensboro (N.C.) sit-in; the integration of the University of Mississippi; the historic march from Selma to Montgomery, Ala.; Martin Luther King Jr. and the news; passage of the Civil Rights Act of 1964 and Voting Rights Act of 1965; the assassinations of Dr. King, Malcolm X, and Medgar Evers; the roles of American presidents in the fight for civil rights; and the formerly secret files of the Mississippi Sovereignty Commission.

Assignments will include shorter analytical papers on media coverage of civil rights in America and a major research paper on the print and/or television coverage of either a major historical or contemporary civil rights subject.


The course is intended for sophomores, juniors, and seniors.

Major/Minors/Concentrations: The Honors Program Track of the Drake Curriculum.


Robert D. Woodward, professor of journalism and mass communication, is concluding 33 years on the Drake University faculty in the academic year 2004-2005. A longtime teacher of Honors courses in the Drake curriculum, he was the University's first winner of the Honors teaching award. He is on sabbatical leave this year continuing his studies of the news of the 1960s, the civil rights movement, and American presidents.

Woodward was a principal assistant national news editor and world editor of the Washington (D.C.) Star during 1965 to 1972 prior to joining the Drake faculty. At The Star, he regularly worked with reporters covering civil rights stories, and he directed the initial news coverage of the assassination of Martin Luther King Jr. on April 4, 1968. Over the years, he has studied and spoken on Martin Luther King Jr. and the News, and in 1987, he was in Oxford, Miss., at the University of Mississippi for Covering the South: A National Symposium on the Media and the Civil Rights Movement. In the spring of 2005, he traveled to Little Rock for research visits to the William Jefferson Clinton presidential library and Little Rock Central High School and to Memphis (Tenn.) for more material on the assassination of Dr. King. He also is working with files from the Mississippi Sovereignty Commission to learn more about the secret materials gathered by the state in earlier days to continue the practice of segregation and to track the activities of civil rights leaders such as the later assassinated Medgar Evers.

Honors 146 Restorative Justice

Nancy Berns
3 credits
M 5:00-7:50 p.m.


Restorative justice is a perspective that views crime as a harm against people and the community, which needs to be addressed through the involvement of offenders, victims, and the community. This course provides an introduction to the principles and practices behind restorative justice. A restorative justice movement has been growing dramatically globally in the past couple of decades. Along with this growth come many challenges, pitfalls, and critics. The course is designed to allow students to struggle along with the experts in trying to navigate the opportunities and challenges, the success stories and the pitfalls that accompany restorative justice programs. In the process, students will explore questions about justice, crime, imprisonment, punishment, rehabilitation, forgiveness, and the purpose of a legal system. The course relies heavily on international perspectives to learn about these issues.


Honors Program: Jr and Sr level.

Majors/Minors/Concentrations: This course is cross-listed with Sociology; Honors Program Track of the Drake Curriculum.


Nancy Berns is an assistant professor of sociology. She received her M.A. and Ph.D. in Sociology from the University of Illinois at Urbana-Champaign. Berns teaches courses on gendered violence, social problems, media constructions, criminology, restorative justice, and youth and crime.

Honors 148 Nazi and Resistance Culture

Vibs Petersen
3 credits
T 3:30-6:20 p.m.


"How could it have happened here?" is a question that has frequently been posed about Germany. Germany has arguably been the dominant country in western musical development since the sixteenth century and has witnessed an extraordinary flowering of literature, philosophy and the visual arts. In fact the country has been referred to as "das Land der Dichter und Denker" (the land of poets and thinkers).

"How could it have happened here" is a major historical and philosophical question, which we cannot expect to answer in the present course but it will lie behind everything we do. We will therefore investigate what happened to German culture from January of 1933, when Adolf Hitler was appointed Chancellor of the German Reich to May of 1945 when Allied forces secured Germany's unconditional surrender in World War II.

Implicit in the very concept of this course is that culture matters, and we, in the US, are not used to think of ourselves as a particularly "cultural" nation. However, culture mattered overwhelmingly when the Nazis came to power seventy years ago. An important subtext is that art and politics could not be separated (for Hitler, himself a failed artist, politics was an art). And this course will deal with the Nazi assault on the German culture and with the response to the resistance to that assault. Films and literary texts both from and after the period are the media through which we will examine the issues. This will be a seminar with common production of knowledge through discussions of assigned material. It is the goal that we emerge from the semester with a deeper understanding of a historical period, which is a momentous marker in the Western world. We will probe the connections between culture and politics, try to come to grasps with fascist cultural philosophies and last, but not least, learn how resistance can be exercised to and under a tyrannical and deadly regime.


This course is intended for sophomores, juniors, and seniors. There are no prerequisites.

Majors/Minors/Concentrations: Women's Studies, Multicultural Studies, and International Relations.  Honors Program Track of the Drake Curriculum.


Vibs Petersen received her doctorate from NYU in German Studies with a focus on film and literature of the 20th century. She has published a couple of books, the most recent in 2001 and is now having a lot of fun working on German Science Fiction. Contrary to what her accent may sound like, she does not come from Germany but Denmark -- important to a Dane!

Honors 154 American Literature to 1900/Bestsellers and Popular Culture

Lisa Norwood
3 credits
TR 11:00 a.m.–12:15 p.m.


In this American Literature course, we will read some "classics" and famous authors alongside a broader exposure to popular print culture. We will focus on several popular genres - the captivity narrative, the slave narrative, the sketch, magazine writing and the historical romance - as we assess what people were reading in the past. Discussion will focus on issues of "value" and appeal to readership as well as questions about how we read the material today in relation to how it was perceived in the past. The class will also spend a significant amount of time on short research projects, in which groups will investigate primary documents, like lists of property on slave plantations, nonfiction on household management, and tour guides, to explore the connections and differences between what we call "literature" and other kinds of writing. Readings will include Hobomok by Lydia Maria Child, Incidents in the Life of a Slave Girl, writings by Hawthorne, Irving, and Melville and magazine/newspaper writings by Catharine Maria Sedgwick and Fanny Fern.


The course is intended for upper-division students.

Majors/Minors/Concentrations: Cross-listed with English and Women's Studies; Honors Program Track of the Drake Curriculum.


Dr. Lisa West Norwood is an Assistant Professor in the Department of English. She received her BA in English and Environmental Studies from Williams College and a PhD in American Literature from Stanford University. Her primary interests are in early American literary culture, 18th and 19th century women writers, nature writing, and writings on "place". In her courses, students can expect an interdisciplinary focus, exposure to popular writings of the past, and a dedication to the close reading of texts through a variety of methodologies.

Honors 155 Culture, Knowledge, Power

Vibs Petersen
3 credits
MW 2:00-3:15 p.m.


The last two decades of the twentieth century witnessed a variety of challenges to conventional disciplinary thought and practice in the humanities and the human and social sciences of western scholarship. Many of these involved a critical rethinking of usual understandings of culture, knowledge, and power, at the least. This course aims to introduce students to themes, questions, and ways of reading, writing, and speaking that may be loosely referred to as post-thought, analysis, and criticism that has constituted a major part of this challenge. Influences from French post-structuralism, cultural Marxism, feminism, psychoanalytic criticism, postcolonial studies, queer theory, critical race theory, and science/knowledge studies will be reviewed. Students will be asked to consider the emergence of these critical perspectives and practices relative to established and dominant ways of thinking and writing/speaking defined by existing disciplinary knowledges inside as well as outside the academy.

The following themes/perspectives will be central in the course:

  • The Importance of Discursive Practice
  • Reality as Socially Constructed
  • Reflexivity and Knowledge
  • Understanding Power
  • Difference
  • Theory as Resource for Activism
  • Ethics of Activism


This course is intended for students who have at least 30 hours of prior course credit/sophomore standing.

Majors/Minors/Concentrations: Study of Culture and Society (Sociology) Cross-listed with SCS 110; Honors Program Track of the Drake Curriculum.


Vibs Peterson is an Associate Professor of Women's Studies. She was Director of Women's Studies at Drake, 1993-2000. She holds a B.A, M.A., and Ph.D. from New York University.

Honors 158 Phenomenology: Existential Philosophy

Allen Scult
3 credits
MW 11:00 a.m.-12:15 p.m.


Phenomenology and existentialism are arguably the only truly innovative philosophies developed in the twentieth century. They both came about as a reaction to what was perceived as the overly abstract and theoretical nature of philosophy as it had developed up to that point. The "founder" of modern phenomenology, Edmund Husserl, believed that philosophy had become too far-removed from everyday existence, where life, as human beings live it, really takes place. He tried to evolve a philosophical method which would tear away the layers of abstraction and return us to an appreciation of " the things themselves."

This course will try to recapture the excitement of "discovering existence" which permeated German philosophy early in the century. We will trace the development of phenomenology from its inception in the work of Edmund Husserl to its flowering in the influential teachings of his student, Martin Heidegger. Along the way, we will also read a bit of Karl Jaspers, Heidegger's main colleague in the twenties, and also Heidegger's most influential students, including Hans Georg Gadamer, Hannah Arendt, and Emanuel Levinas.

In Heidegger and his students, we find Husserl's Initial forays into the realm of existence itself, deepened and sharpened. Heidegger's goal was to relocate philosophy within the moving stream of lived experience. This means that philosophy must try to see itself not as an all-knowing god-like figure hovering over existence, but rather as part and parcel of what it means for human beings to exist. Without overstating the case, we might say, that in learning these approaches, we will be initiating ourselves into the practice of philosophy as a way of life.

This means that those who take the course should be prepared to make a rather serious commitment to learning how to "think differently." Reading these philosophers and learning what they have to teach requires deep engagement WITH the philosophers and their way of speaking. In Heidegger, especially, his language and his thinking are very much intertwined. Be prepared for a rough, but ultimately joyous ride.


This course is appropriate for Juniors and Seniors with some prior experience in philosophy and a serious interest in thinking.

Majors/Minors/Concentrations: Cross-listed with Philosophy. Honors Program Track of the Drake Curriculum.


Professor Allen Scult, has spent a number of years studying Heidegger, his teachers and his students, and has given numerous conference presentations and published numerous essays on the subject.

Honors 163 Environmental Justice

Jennifer McCrickerd
3 credits
TR 11:00 a.m.-12:15 p.m.


Not yet available.


This course is intended for sophomores, juniors and seniors. A prior reading-intensive course is recommended. Environmental Science and Policy students are encouraged to enroll.

Majors/Minors/Concentrations: Cross-listed with Philosophy. Honors Program Track of the Drake Curriculum.


Dr. Jennifer McCrickerd is Associate Professor of Philosophy and chair of the Department of Philosophy and Religion. Prior to joining the Drake faculty in 1994, she attended Wellesley College (B.A.), and her Washington University (M.A., Ph.D.) She has done extensive work on Rawls' Theory of Justice and is currently interested in the area of Health and Social Justice. She was also named the 2003 - 2004 Honors Teacher of the Year.

Honors 165 TechnoScience Culture/Practice

Joseph Schneider
3 credits
MW 11:00 a.m.-12:15 p.m.


This course is intended as a historical and theoretical overview of the development of the interdisciplinary field called science studies or the social studies of science and technology. Readings and class discussion and writing will focus on writing and research that have emerged mostly since the 1970s, although earlier important arguments and work will be reviewed. The history of the social study of science framed here is one of movement from the examination of so-called social factors or forces that influence and shape the social organization of science to science studies, which has taken as its central topic for critical examination the very content of science, that is, scientific knowledge as a set of mundane practices. The point of course is not to "oppose" science--whatever that could mean--but rather to treat it critically as the socialcultural complex of practices and objects/subjects that it is rather than as something separate from culture and society.


Honors Program, 2nd-3rd-4th year students; Sociology and Anthropology-Sociology Majors; upper division students. This course is cross-listed with SCSS 150 Special Topics course in Sociology.


Joseph Schneider is Ellis and Nelle Levitt Professor of Sociology. He is interested in the sociology of knowledge and science and have published a paper or two on this question along with a recent short book on feminist science studies scholar Donna Haraway (Donna Haraway: Live Theory, Continuum, 2005). While feminist science studies is the focus of another course he has taught in the Honors Program for a few years (Science, Cyborgs, & Monsters), this new course is intended as a more over-arching look at the social study of science.

Honors 167 Journalists in Fiction

Janet Keefer
3 credits
MW 2:00-3:15 p.m.


This course examines the portrayals of journalism in fiction as well as the work of journalists who have become successful writers of fiction. Journalists are often portrayed in fiction as authors, protagonists, characters, victims, narrators, and this course will serve as a vehicle through which we will explore journalism, history and a variety of related topics.

Books will be supplemented with a course pack that will include non-fiction works by journalists, such as Edna Buchanan, Dave Barry, Ernest Hemingway and others.


  • Ashe, Penelope: Naked Came the Stranger
  • Barry, Dave:Big Trouble
  • Buchanan, Edna: Miami: Contents Under Pressure


Iowa writers:


  • Time & Chance: An Iowa Murder Mystery



Florida Writers:


  • Naked Came the Manatee
  • Connolly, Michael: Blood Work
  • Haliey, Arthur: The Evening News
  • Hemingway, Ernest: The Sun Also Rises or For Whom the Bell Tolls
  • Hiaasen, Carl: Native Tongue or Basket Case
  • Waller, Robert James: The Bridges of Madison County


A daily newspaper and the New York Times Review of Books each week


This course is intended for juniors and seniors.

Majors/Minors/Concentrations: Honors Program Track of the Drake Curriculum


Janet Keefer is a former print and broadcast journalist. She worked for the Columbus (Ohio) Citizen Journal, for local radio and television stations in Ohio, Alabama and North Carolina, and with CNN's Washington Bureau. She was on leave from Drake from 2001-2005, during which time she was dean of the College of Communication and Media Sciences as Zayed University in the United Arab Emirates. She was dean of the Drake School of Journalism and Mass Communication from 1994-2001.

Honors 168 (CRN 2115) Storytelling as a Social Practice

Jody Swilky
3 credits
MW 11:00 a.m.-12:15 p.m. AND
Required film viewing lab: CRN 10639 R 4:30-6:45 p.m.


Storytelling is ancient. As Trinh Minh-ha puts it, "[s]torytelling is the oldest form of building historical consciousness in community ." And as a mode of professional discourse, storytelling is also, in one sense, nothing new. Autobiography, the "personal essay," the memoir, the travelogue, and other written genres of storytelling have long enjoyed an important position in the pantheon of Western literary genres. By contrast, there recently has been a move towards a practice of storytelling, which deliberately challenges the boundaries of this reserved space of Western culture for aesthetic self-reflection. What social roles have storytellers played? What are the functions and effects of different approaches to storytelling?

Through reading and writing about different examples and theories of storytelling, you will investigate issues such as the relationship between writer (or speaker), story and reader (or listener), the functions of storytelling, and the place of experience in storytelling. We will consider how and why stories affect us-where we become engaged with parts of the story as well as where we resist or ignore other parts of the story. In other words, we will consider how an approach to storytelling does or does not have power, and consider how social determinants influence our responses to story. You will work in your writings towards a better command of yourself as a writing subject shaped by story and narrative as well as your relationship to communities, audiences, and the broader culture.


Prerequisites: One course numbered Eng. 20-99 or above, a comparable course in philosophy, rhetoric, psychology, the study of culture, or permission from instructor. Contact jody.swilky@drake.edu to request permission if necessary.

This course should be valuable to students who have an interest in rhetoric, literature, social sciences, cultural studies, and discourse theory and practice.

Majors/Minors/Concentrations: Cross-listed with ENG 168, Cultural Studies, Multicultural Studies, and serves as a Women's Studies related course. Honors Program Track of the Drake Curriculum.


Jody Swiky is Professor of English. He has taught honors courses since 1990. In graduate school and at Drake University, he has taught writing-intensive courses that emphasize student participation, critical thinking, and the close reading of texts. He also has taught courses in language theory and philosophical rhetoric.

Honors 170 Crime and Society in Europe, 1400-1800

Deb Symonds
3 credits


In this course, a colloquium designed for juniors and seniors, we will read and investigate two kinds of crime, theft and assault/murder. Readings will be based as much as possible on actual court records. These will include: impersonating a husband, witchcraft; infanticide; varieties of theft; rape; murder to supply anatomy school with bodies.

We will not only see to understand the records, lawmaking, and purpose of relevant laws; we will also try to understand the changes in European society through the kinds of crimes attempted by both habitual and accidental criminals, male and female.

Students should be prepared to read copiously, discuss, and write short analytical papers every two weeks. Also, a willingness to learn to read early modern handwriting [in English] will help!


Juniors and seniors.

Major/Minors/Concentrations: Cross-listed with History; Honors Program Track of the Drake Curriculum.


Deborah Symonds is Associate Professor of History. Her field is early modern Europe, which is Europe from the late middle ages (about 1400) to 1800. This period includes the formation of centralized states, the development of agricultural capitalism -- which people nowadays might call big business farming -- and Europe's contact with other continents. In Europe, it is a period which includes a lot of stress, from economic changes, new intellectual and scientific ideas, and political struggles -- it culminates in revolutions, in France and in Britain's North American colonies, and the birth of new social, economic, and political models. She deals with the nasty stresses of change, before it finally took shape for people as "revolution." The witch hunts were one of those symptoms of change, anger, fear, and frustration -- increasing rates of infanticide were another.

Honors 175 Feminist Anthropology

Sandya Hewamanne
3 credits
MW 2:00-3:15 p.m.


Is female to male as nature is to culture? Are women subordinated to men cross culturally and through time? Should studies on men and masculinities be part of a feminist Anthropology course?

This course will examine cultural constructions of gender from a cross-cultural perspective in trying to tackle these questions. We will examine through texts, videos and other material from popular culture, the ways in which individuals and societies reproduce, negotiate, perform and contest dominant gender ideologies and identities. Focusing on feminist practice, positionality, performance and queer theories, we will examine the importance of feminist analytical perspective in anthropology. Bringing diverse voices from varied cultural spaces we will look at how women negotiate social control, globalization, empowerment, socio-cultural change and collective political action in diverse ways.


This course is intended for juniors and seniors.

Prerequisites: one sociology or anthropology entry-level class, or instructor permission.

Majors/Minors/Concentrations: Cross-listed with SCSA 101 and WS 175; Honors Program Track of the Drake Curriculum.


Sandya Hewamanne is Assistant Professor of Anthropology in the Department of the Study of Culture and Society. Her research interests are globalization, transnational production, identity and cultural politics and feminist and postcolonial theory. She previously taught at University of Colombo, Sri Lanka, University of Texas at Austin and Hartwick College.

Honors 178 Music and Politics

Eric Saylor
3 credits
MW 11:00 a.m.-12:15 p.m.


This class will examine different ways in which music and politics intersect and interact. This will involve the study of many topics, including (but not limited to) reception history (i.e., ways in which music may be intentionally or unintentionally politicized by audiences), legal directives (particularly censorship laws and conventions), how patronage may determine how and what kind of music is written, ways in which music helps articulate facets of identity (including racial, religious, gender, or national identity), how music may act as a socio-political critique, and the role of music as propaganda.

Since this is a seminar course, students should expect to participate extensively in discussion of the readings, assigned listenings, and topics under discussion each class period. Students will also be assigned a series of short papers over the course of the term that considers the readings or subjects for the week in greater depth. A final project/presentation will also be required, in which students will find examples of the issues discussed over the course of the term in contemporary society, and explain the issues surrounding their manifestation. We will be looking at works from both the western art tradition (particularly opera) and various popular streams including excerpts from the following texts, among others:

  • Running With the Devil: Power, Gender, and Madness in Heavy Metal Music, Robert Walser
  • Selections from Music and the Politics of Culture , ed. Christopher Norris
  • Music in the Third Reich, Erik Levi
  • Selections from National Music and Other Essays , Ralph Vaughan Williams
  • On Socialist Realism , Abram Tertz [Andrei Sinyavsky]
  • Swing Changes: Big Band Jazz in New Deal America, David Stowe
  • Parental Advisory: Music Censorship in America, Eric Nuzum
  • "Islam and Music: The Legal and Spiritual Dimensions," Sayyed Nasr, in Enchanting Powers: Music in the World's Religions, ed. Lawrence Sullivan


This class is intended for juniors and seniors of any major, and may be extended to music majors at the sophomore level. Musical literacy or performance experience may be helpful, but is not required.

Majors/Minors/Concentrations: Cross-listed with MUS 160; Honors Program Track of the Drake Curriculum.


Eric Saylor is Assistant Professor of Musicology and Music History. His area of specialization is twentieth-century British music, with particular interest in how composers' conception of nation affects the way they write and the way others perceive their music. Dr. Saylor is not a political scientist, but he knows a few, and holds various and sundry opinions on the nature of politics and culture that will likely get him into trouble one of these days. Much to his surprise, he was awarded the 2004 Outstanding Teacher of the Year Award for the College of Arts and Sciences.

Honors 198 Honors Independent Study
Honors 199 Honors Senior Thesis

Interested students and faculty advisors for honors independent studies or senior theses should direct their questions to Dr. Arthur sanders, Honors Program Director. The preliminary agreement to enroll form is available in the Honors Program office of the Director (Meredith Hall, room 212) and must be submitted to Dr. Sanders before enrollment is allowed in the course. Course proposal forms (and senior thesis grant forms) are available in the Honors Program office as well. Students are asked to prepare a 1-2 page proposal summary and submit it, with the appropriate form, to the faculty project mentor and to the Honors Program Director for their signatures of approval. The form is due within three weeks of the start of the semester. Students will be asked to present their findings at a student/faculty forum held prior to the student's graduation.


Students are allowed to only have one web course applied to their honors program track requirements.

Honors 172 Legal Research and Writing

John Edwards
3 credits


This course will involve an introduction to basic legal research methods and development of writing skills needed to prepare for law-related coursework and complete legal documents, such as briefs and memoranda. Basic proficiency in legal research and writing enhances the skills needed for moot court, mock trial, and legal coursework.


Honors track, all levels.


John Edwards is Associate Dean for Information Resources and Technology and Professor of Law at the Drake University Law School.

Honors 194 Educational Equity and Social Justice

Eunice Merideth 3 credits June 5-July 7, 2006


Educational Equity and Social Justice is a five-week, cross-listed course that is designed to explore the challenges and opportunities of teaching with educational equity for social justice. Education does not happen in a vacuum. Any teaching (formal or informal) is influenced by cultural, political, professional, and personal contexts. In educational settings that are increasing diverse, addressing issues of social justice requires both analysis and action: careful analysis as to how we ought to live and learn, and then action as agents of social change to teach what ought to be in a manner that ought to exist in all areas of education. In examining the interaction of persons, their contexts, and education, it is not useful to focus on who has been oppressed the longest or the most. Rather, this course seeks awareness in order to identify change strategies that move from what is and has been to what ought to be.


It is recommended that you contact the instructor before enrolling in an online course. Cross-listed with EDUC 198 (285) and WS 195 (166).


Eunice Merideth is a Professor and Associate Dean of the School of Education

Intent to Change to Honors Program Track of

Drake Curriculum Requirements

Name (print)


Identification Number

Major College/School






Please read and check:

I wish to complete the Honors Program Track of the Drake Curriculum "Areas of Inquiry" requirements, effective immediately (/dc). Please change my computer and hard copy records accordingly.

I understand that if I decide not to complete the Honors Program Track, only those classes which the faculty adviser feels are suitable for the "Areas of Inquiry" category will count towards Drake Curriculum requirements.

I also understand that there is not a GPA requirement for completing the Honors Program Track of the Drake Curriculum, however a 3.5 GPA cumulative, an FYS and an Honors Senior Thesis is required in order to receive recognition for completing the Honors Program with University Honors at the Drake University Commencement.

Submit signed form to the Honors Program Office, Medbury 206/209. Copies will be sent to the appropriate Dean's Office.



Today at Drake
no events have been scheduled
University News
August 16, 2016
Drake University’s large music ensembles have scheduled an eclectic series of free performances that are guaranteed to please fans of all ages and tastes.