Fall 2008

TO: Drake University Faculty, Staff, & Students

FROM: Arthur B. Sanders, Director of Honors Program

DATE: March 27, 2008

RE: Registration for Honors Courses, Fall 2008

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/Project (or approved alternative)

FALL 2008 HONORS CURRICULUM

Honors 060 Legacy of Latin: Structure and Words

CRN 2990

3 credits

Bruce Campbell

TR 9:30-10:45 a.m.

Course Description

Learning and studying a language involves two aspects: (1) building a sufficient vocabulary, and (2) acquiring knowledge of grammatical structure.

Vocabulary is built through using the language situationally, by working with texts, both oral and written. Latin belongs to the Indo-European language family, the same family of languages to which English belongs. Because of Latin's long perceived position as a transmitter of Classical thought and culture, a large segment of the learned vocabulary of English is fashioned upon Latin words and roots.

The Legacy of Latin is an intensive, demanding, rapidly moving study, focusing on the vocabulary and word families, and on the morphological and syntactic structure of Latin of the Classical Period (first century BC and first century AD). Of course, Latin is not some abstract entity. For centuries it was a living language, used by real people to do things with. Any study of any language must incorporate literary and cultural aspects of the society which uses the language.

Intended Audience

This course is intended for students: first-year through seniors: who have had no previous exposure to Classical Latin (or very minimal exposure), and who are members of the Honors Program, and who feel a need or want to have some introduction to the language.

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

About the Instructor

Bruce Campbell is emeritus professor of the Department of English. His interests include grammar, the history of the English language, Latin Linguistics and sylistics. He has authored Performing and Processing the Aeneid, in which he examines the style markers and characteristics of orality evident in this Latin literary epic. Bruce Campbell holds both an A.B. and an M.A. in Classics (Latin) from the State University of New York, Albany, and an M.A. and a Ph.D. in Linguistics from the University of Rochester.

Honors 066 The Beatles: Popular Music and Society

CRN 3576

3 credits

Todd Evans

TR 12:30 p.m.-1:45 p.m.

Course Description

Often referred to as the greatest rock and roll band of all times, The Beatles influence on popular music and contemporary culture is unquestionable. The societal context of the growth of Rock and Roll will serve as the framework for this course, which will chart the Beatles rapid rise to fame, their careers as a band and solo artists, and their continued impact on popular music and culture in the 21st century.

This course will provide an in-depth, record-by-record, look at the music of this extraordinary group and the unique songwriting partnership of John Lennon and Paul McCartney. Additionally, the course will explore the development of global cross-promotional marketing, as applied by the Beatles and their corporation, Apple.

Designed for non-music majors, this course will help to develop critical listening skills, and demonstrate the progression of musical concepts and themes still being applied in popular music today.

Intended Audience

The course will be open first to sophomores. Prerequisite: Honors 001.

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

About the Instructor

Todd Evans is a Professor in the School of Journalism and Mass Communication, specializing in Electronic Media production. A self-professed "garage band rock and roller" in his youth, Evans' recent research presentations, " The Music of the Beatles and Disrupted Parental Relationships", and "Paul McCartney: Healing Wounds Through Lyrics, Images and Performance" demonstrate the timeless appeal and indefinable interest in the "greatest rock and roll band of all time."

Evans has also served as Associate Dean to the School of Journalism and Mass Communication, and Director of the Drake TeleMedia Center, during his 24-year tenure at Drake University.

Honors 091 Microcosm, Macrocosm

CRN 3492

3 credits

Angela Battle

TR 9:00-11:50 a.m.

Course Description

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.

Intended Audience

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.

About the Instructor

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 094 American Media & Nuclear Issues

CRN 3366

3 credits

Robert Woodward

MW 11:00 a.m.-12:15 p.m.

Course Description

From the dropping of the first atomic bomb on Japan by the United States in August 1945 to today's concerns over weapons of mass destruction, the threat of nuclear weapons has cast a long shadow across the world. This course is intended to explore the history of nuclear weapons as it has been told--or not told-- through the eyes of the American media--newspapers, magazines, television, books, and the Internet.

Drawing on books ranging from John Hersey's "Hiroshima" to Paul Boyer's "By the Bomb's Early Light: American Thought and Culture at the Dawn of the Atomic Age" to Jonathan Schell's contemporary interpretation in "The Seventh Decade: The New Shape of Nuclear Danger," we will study how the nuclear story has been shaped in public discussion and hidden in secrecy.

Major objectives will be (1) to broaden student understanding of nuclear issues in the 21st Century; (2) to assess the media role past and present in seeking to explain the issues; (3) to examine secrecy questions surrounding weapons of mass destruction; and (4) to assess the future of nuclear threats in society.

Intended Audience

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

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

About the Instructor

Prof. Woodward lived and worked in the Washington, D.C. area throughout the 1960s--including the time of the Cuban Missile Crisis in 1962. He was a key editor on the national and world desks of The Washington Evening Star from 1965 to 1972, where he handled numerous stories concerning nuclear questions. In the 1980s, he was one of 50 scholars nationally to participate in a two-week summer program on nuclear issues at Harvard University and Massachusetts Institute of Technology. In 1989, he was one of six faculty members nationally who assisted in developing "The Nuclear Age Reader" as a companion text to accompany a major PBS television series on "War and Peace in the Nuclear Age." He has taught this Honors class several times in the past.

Honors 101 Honors Orientation Group Facilitator

CRN 1464 AND either R-1462 OR W-1463

2 credits

Arthur Sanders

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

Course Description

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 18, 2008. The information can be dropped off at the Honors Program office, Medbury 206/209 or sent via e-mail to Charlene.Skidmore@drake.edu

Name:

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.

About the Instructor

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 112 Curatorship Seminar

CRN 3494 and seminar lab CRN 3507

3 credits

Maura Lyons

TR 9:30 a.m.-10:45 a.m. and seminar lab T 4:00 p.m.-5:00 p.m.

Course Description

Students in this course will co-curate an exhibition on the architectural legacy of Eliel and Eero Saarinen at Drake University that opens in Drake's Anderson Gallery in November 2008. The exhibition will explore the confluence of architectural, institutional, and cultural forces that led to the choice of the Saarinens to create a campus plan and build nine buildings at Drake between 1945-1957.

After a visual, historical, and theoretical orientation to the topic of study by the instructor and guest speakers, as well as a visit to the traveling Saarinen retrospective on view at the Walker Art Center, Minneapolis, students will work in groups to research and write text for the labels of the exhibition and for the online historical tour that will accompany the show. Students will also be introduced to other collaborative curatorial responsibilities including layout and installation, promotion, and educational programming. They will consult with students in Graphic Design III, who will be working on the design of the printed material for the show and the exhibition design. For their final projects, students will be responsible for giving at least one tour of the exhibition and/or campus to a visiting group.

Intended Audience

All Honors students are welcome to take part in this seminar.

Majors / Minors / Concentrations: Cross-listed with Art 112. Honors Program Track of the Drake Curriculum

About the Instructor

Maura Lyons is Associate Professor in the Department of Art and Design. She teaches courses on American art and architecture, modern and contemporary art, and introductions to art history. Her research interests include post-war U.S. art and culture. The architecture of the Drake campus has been an interest of hers since she arrived at Drake in 2000. The Saarinen exhibition represents a major step in raising awareness of the campus's remarkable architectural history.

Honors 123 Global Change: The Science and Policy of Global Warming

CRN 3502

3 credits

David Courard-Hauri

WF 2:00-3:15 p.m.

Course Description

This course will be an interdisciplinary investigation of anthropogenic global change, using global warming as a semester-long case study. In this course students will learn to investigate a major environmental issue by first obtaining a strong scientific background in the issue, then applying methods of policy analysis, and finally advocating for effective governmental decision making. Students will also gain a strong appreciation for the complexity and gravity of the climate change issue.

Intended Audience

This course is intended for sophomores, juniors and seniors. There are no course pre-requisites, however a familiarity with algebraic manipulation is encouraged.

Majors / Minors / Concentrations: Cross-listed with ENSP 135. The Honors Program Track of the Drake Curriculum.

About the Instructor

David Courard-Hauri is an Associate Professor of Environmental Science and Policy. His research is in climate issues, and he has a Ph.D. in Physical Chemistry and a Masters in Public Affairs.

Honors 131 Heidegger: From Philosophy to Life

CRN 3479

3 credits

Allen Scult

TR 2:00-3:15 p.m.

Course Description

Martin Heidegger was arguably the most important and influential philosopher of the twentieth century. His project, as he saw it, was literally to bring philosophy back to life, to recover the intellectual vitality and enthusiasm that made philosophy “happen” in ancient Greece. Heidegger argued that so much of philosophy since then, especially in the modern period, had “fallen out of its element,” into overly analytical and life-deadening abstraction.

Heidegger said “philosophy is philosophizing,” by which he meant to suggest that, as it was with the Greeks, philosophy ought to be transformative, to lead the student not only to a new way of thinking, but, in Pierre Hadot's words, to “a new way of being.” In order to move towards this ambitious objective, philosophy needed to focus on what Heidegger called “lived experience,”—life as human beings actually live it. This en-livening of philosophy brought to light a new way of seeing human being's relationship to the world, a relationship in which human beings could live as they truly are, fulfilling most deeply what Heidegger called their “own most potentiality for being.”

In this course we will read together some of Heidegger's most influential and suggestive texts, in an attempt to capture for ourselves the sense of life and philosophy that Heidegger tried to teach. In the process, we will also gain a perspective on how philosophy came into being in ancient Greece in the first place.

Intended Audience

This course is directed art students at the sophomore level and above, with a strong interest in philosophy, and some prior experience in reading and thinking about it.

Majors / Minors / Concentrations: The course fulfills a number of humanities requirements and is cross-listed as Philosophy 131. The Honors Program Track of the Drake Curriculum.

About the Instructor

Allen Scult is National Endowment Professor of Humanities, Professor of Philosophy and Rhetoric, and recipient of the 2003-04 Centennial Scholar Award at Drake University. One of his main philosophical interests is investigating how human beings use language to interpret and understand their world.

Honors 132 Philosophy of Science

CRN 3602

3 credits

Tim Knepper

TR 11:00 a.m.-12:15 p.m.

Course Description

This honors seminar will examine the major problems and positions of philosophy of science, including (but not limited to) the demarcation criteria of science, the rationality of scientific theories, the verification and falsification of scientific theories, the ontological and epistemological status of natural laws, and scientific realism and empiricism. Questions to be considered therefore include (but are not limited to): Are there objective-rational criteria by which to distinguish science from pseudo-science (especially in the case of Intelligent Design)? Are there objective-rational criteria by which to determine the truth of scientific theories (especially in cases of competing theories)? Can scientific theories be objectively and conclusively verified or falsified? In what sense do natural laws exist? Are scientific theories true of mind-independent reality or just empirically adequate? Readings will come primarily from Martin Curd and J. A. Cover’s Philosophy of Science: The Central Issues, one of the more thorough and accessible texts in the field.

Intended Audience

This course is open to all levels, but recommended for those who have taken at least one course in philosophy and one course in the natural sciences.

Majors / Minors / Concentrations: Cross-listed with Philosophy 129. Honors Program Track of the Drake Curriculum.

About the Instructor

Timothy Knepper is an assistant professor of philosophy at Drake University. With a Ph.D. in philosophy of religion from Boston University, his current “obsession” concerns the use of language to undermine language by a late-ancient Christian Neoplatonist referred to as Pseudo-Dionysius, and therefore involves research into the fields of late-ancient philosophy (Athenian Neoplatonism), philosophy of language, and mysticism. But additional and relevant abiding interests include the fields of philosophy of science (especially the methodology of scientific research programs) and science and religion (especially the similarities and differences between their respective methods of inquiry).

Honors 140 Liberation Theology

CRN 3400

3 credits

Jennifer Harvey

TR 3:00 p.m.-5:50 p.m.

Course Description

Beginning in the 1960s, liberation and feminist theologies erupted in academic and activist circles, dramatically changing the face of the discipline of theology. Taking seriously racial oppression, sexism, economic exploitation and other forms of domination and marginalization, powerful and passionate thinkers argued that theology must be done from the perspective of those on the “underside of history.” Liberation and feminist theologies challenge the methods, categories and content of “traditional” theology, as well as re-read themes in the Bible. This course will explore several major theological movements within liberation theology, paying attention to their historical contexts, and major theological constructions and contributions. The focus will be on liberation and feminist theologies from within the Christian tradition.

Intended Audience

Sophomores, Juniors and Seniors, or instructor consent.

Majors / Minors / Concentrations: Cross-listed with Religion 155; the Honors Program Track of the Drake Curriculum.

About the Instructor

Jennifer Harvey is assistant professor of religion and ethics. She moved to Drake from Brooklyn, New York where she was involved in cross-racial dialogue and organizing against police brutality. She completed her Ph.D. in Christian social ethics and her research has been on movements for reparations for slavery and struggles for sovereignty by Native American peoples.

Honors 148 Nazi and Resistance Culture

CRN 3362 with lab CRN 3505

3 credits

Vibeke Petersen

T 3:30 -6:20 p.m. with lab M 6:00-8:50 p.m.

Course Description

"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.

Intended Audience

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

Majors / Minors / Concentrations: Crosss-listed with SCS 150. Women's Studies, Multicultural Studies, and International Relations. Honors Program Track of the Drake Curriculum.

About the Instructor

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 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

CRN 3497

3 credits

Lisa West

TR 2:00-3:15 p.m.

Course Description

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.

Intended Audience

This course is intended for sophomores, juniors, and seniors who have completed of at least one English course or have permission of the instructor.

Majors / Minors / Concentrations: Cross-listed with English 152. Honors Program Track of the Drake Curriculum

About the Instructor
Dr. Lisa West 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

CRN 2963

3 credits

Vibeke Petersen

MW 2:00-3:15 p.m.

Course Description

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

Intended Audience

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

Majors / Minors / Concentrations: Cross-listed with SCS 110. Honors Program Track of the Drake Curriculum.

About the Instructor

Vibs Peterson is 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 163 Environmental Justice

CRN 3453

3 credits

Jennifer McCrickerd

MW 11:00 a.m.-12:15 p.m.

Course Description

Environmental Justice is a field where primary investigation is of the impact of environmental degradation on those who are poor or otherwise disenfranchised. It grew out of the Environmental Racism discussions where the argument has been made that race is a primary factor in determining whether a community will experience a disproportionate amount of suffering due to environmental hazards.

In this class, we will touch, briefly and initially, on some issues of Environmental Ethics focusing on what it means to treat the environment ethically and the different reasons given for having an obligation to act ethically toward the environment. The bulk of the course will be spent looking at both domestic and international realms and the extent to which people experience a disproportionate amount of suffering due to environmental hazards. We will look at, among other things, the environmental effects of consumerism, technology and energy production and whether the environmental effects of these things are distributed justly. Involved in these investigations will be discussion of what constitutes a just distribution of hazards and what constitutes consent. Students will become better informed of the issues of environmental justice and ethics that are part of their everyday lives and should be able to responsibly participate in discussions of what behaviors are and are not environmentally just.

Intended Audience

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 151 and ENSP 157. The Honors Program Track of the Drake Curriculum.

About the Instructor
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 166 Women Western Traditions

CRN 3043

3 credits

Debrorah Symonds

TR 11:00 a.m.-12:15 p.m.

Course Description

Readings in the work of women intellectuals, and their male colleagues, particularly addressing women’s nature, God, and political rights, over approximately the last three thousand years, starting with the mysterious J at the court of King Solomon, and ending with the American Zora Neale

Hurston.

Intended Audience

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

Majors / Minors / Concentrations: Cross-listed with History 166; Women’s Studies 132; Honors Program Track of the Drake Curriculum.

About the Instructor
Deborah Symonds is 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 167 Journalists in Fiction

CRN 3593

3 credits

Janet Keefer

TR 11:00 a.m.-12:15 p.m.

Course Description

The course examines fiction by and about journalists, focusing on the work of Ben Hecht, Ernest Hemingway, Cark Hiaasen, Edna Buchanan, Laura Lippman, Dick Francis, Michael Connolly and others.

The objectives of the course are as follows:

  • To focus on journalists in fiction — as authors, protagonists, characters, victims, narrators — as a vehicle through which we will explore journalism, history and a variety of other topics.
  • To enhance two very important basic skills: writing and reading.
  • To sharpen observational skills.
  • To engage students and the professor in an act of creation.
  • To try to develop in students an appreciation for reading as recreation.

The students will either create a serial book, a la "Naked Came the Stranger" or will develop a treatment proposal and sample scripts for a fictional television show featuring a journalist. Class size will be the determinant.

Intended Audience

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

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

About the Instructor

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 in Zayed University in the United Arab Emirates. She was dean of the Drake School of Journalism and Mass Communication from 1994-2001.

Honors 175 Feminist Anthropologies

CRN 2268

3 credits

Sandya Hewamanne

TR 11:00 a.m.-12:15 p.m.

Course Description

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.

Intended Audience

This course is intended for sophomores, juniors, and seniors. Students should have one entry-level Anthropology or Sociology course or permission of instructor.

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

About the Instructor
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

CRN 1892

3 credits

Eric Saylor

MW 11:00 a.m.-12:15 p.m.

Course Description

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

Intended Audience

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

Majors / Minors / Concentrations: Cross-listed with Music 119. Honors Program Track of the Drake Curriculum.

About the Instructor
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. He was awarded the 2004 Outstanding Teacher of the Year Award for the College of Arts and Sciences.

Honors 195 Women & the Law

CRN 1162

3 credits

Sally Frank

M 3:00-4:40 p.m.

Course Description

This seminar reviews how sex role understandings have affected various aspects of the law, including criminal law; abortion and fetal protection; family law; and lesbian and gay rights. Standards of review for laws that discriminate on the basis of sex as opposed to other kinds of discrimination also are discussed, as is the issue of how women are treated in courts today with an eye toward students' future practice as lawyers.

Intended Audience

This course is intended for juniors, and seniors.

Majors / Minors / Concentrations: Cross-listed with Law 301 & Women’s Studies 195. Honors Program Track of the Drake Curriculum.

About the Instructor
Sally Frank, Professor of Law, studies Women's Rights and also brought and won a landmark sex discrimination case against Princeton University and its all-male eating clubs. Her publication "Eve Was Right to Eat the 'Apple': The Importance of Narrative to the Art of Lawyering," Yale Journal of Law and Feminism, is a re-examination of the Eve narrative that proposes criminal defenses that Eve might have used. Professor Frank organizes and provides representation for survivors of domestic violence, and she is an activist with peace organizations.

Study Abroad and Honors

Study abroad is an experience that the Honors Program would like to encourage. It can challenge student’s assumptions about the world and open them up to a better understanding of both cultures outside of the United States and to the culture they left behind here in the U.S. And so when students take a semester or year abroad in a program where they are transferring credit back to Drake, we would like to offer them the opportunity to apply some of those credits toward the Honors Program. Students will, therefore, be able to apply three credits from their study abroad experience if they do the following:

  1. Fill out the request for study abroad credit form detailing the program you will be attending, the courses you expect to be taking, (we realize that can change), and the number of Drake credits you expect to earn while abroad. And obtain the signature of the Director of the Honors Program.
  2. Keep a journal during their time abroad.
  3. Upon return, write an analytical essay that reflects some aspect of their study abroad experience. The specific topic will be chosen by the student in consultation with the Director of the Honors Program. Potential topics include a look at how the experience of study abroad changed their thinking about some important topic, an examination of some aspect of the culture in which they studied, a contrast between the United States and the nation where they were, etc.
  4. Make a public presentation, possibly as part of a panel made up of other Honors students who were abroad during the same semester they were, focused on their experiences abroad.

In order to do this, the student must fill out the study abroad credit form (available in the Honors office) prior to their going abroad. Students who return from study abroad and then decide they want to do this will not be allowed to do so.

The three credits that apply to the Honors Program are not additional credits beyond what was earned in the study abroad program. Rather, we will count three of those credits earned as being an "honors class."

This offer only applies to a study abroad experience where the student is earning at least 12 credits for their study abroad experience. Single classes offered by Drake (in the interim, for example) would only count for Honors credit if they had been approved as Honors classes. Traveling on your own or with friends or family, no matter how educational it might be, will not count either. Summer programs could qualify if they earn 12 or more transfer credits.

Request for Credits for Study Abroad Experience

Name: ­­­­­­____________________________

Banner ID Number: _________________

Semester(s) of planned study abroad experience: ­­­­______________

Location of the program and sponsoring academic institution:

Courses expecting to take:

Credits expecting to be earned toward a Drake degree: _________

I understand that in order to have three of these credits apply toward the Honors Program, I will:

  1. Keep a journal during my time abroad.
  2. Upon return, write an analytical essay on some topic relating to my experience abroad. The topic will be chosen by me in consultation with, and with the approval of, the Director of the Honors Program.
  3. Upon return, make a public presentation concerning my experience abroad. This presentation may be part of a group of Honors students who have also studied abroad, or it may be done as an individual presentation.

Signature: ­­­­_____________________________ Date: ____________

Signature of Honors Director: ________________ Date: ____________

Honors 198 Honors Independent Study and

Honors 199 Honors Senior Thesis

Interested students and faculty advisors for honors independent studies or senior theses should direct their questions to Dr. Arthur S anders, Honors Program Director. The preliminary agreement to enroll form is available in the Forms section of  the Honors Program website. Students should sign the form and give it to the Honors Director, Dr. Arthur Sanders (Meredith Hall, room 212). The form 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.

University News
October 21, 2014
"Swedish Youth Activists and Public Health Advocacy" will be held at 7 p.m. in Sussman Theater in the Drake University Olmsted Center.
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