Fall 2009

TO: Drake University Faculty, Staff, & Students

FROM: Arthur B. Sanders, Director of Honors Program

DATE: April 1, 2009

RE: Registration for Honors Courses, Fall 2009

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
150-197: junior-senior seminars
198: Honors Program independent study
199: Honors Program Senior Thesis/Project

3 credits
Todd Evans
TR 1:00 pm - 2:15 pm

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 25-year tenure at Drake University.

Robert Woodward
3 credits
MW 11:00 am - 12:15 pm

Course Description
The presidency of Barack Obama provides an excellent environment for studying the changing relationship between a president and American citizens--and for examining the media role in this new digital world. This course will closely examine that presidential-media relationship since 1960, noting how the media role has grown considerably during that time. Among the many subjects to be considered will be: presidents and the televised crisis (Cuban missile crisis, Iran hostages, terrorist attacks on 9/11); presidents and allegations of wrongdoing (Nixon and Watergate; Clinton, perjury and Monica Lewinsky); presidents and wars (Vietnam, war in Iraq, and war on terrorism); presidents and the domestic agenda (the economy, civil rights, the environment); presidents and television, and "popularity" in national polls.
Attention will be paid to how the digital world especially has influenced the relationship between Obama and the media. A special feature will compare media coverage over time by exploring the presidencies of Obama and Abraham Lincoln. Students will be expected to analyze critically how the television, print media, and the Internet cover the Obama presidency and to understand the coverage in the historical context. Students will be required to write weekly discussion papers, shorter analytical essays, and a major research paper on the media and the presidency.

Intended Audience
Sophomores, juniors and seniors in the Honors program. Honors Program Track of the Drake Curriculum.

Prerequisite: Honors 001.

About the Instructor
Robert D. Woodward is Ellis and Nelle Levitt Emeritus Professor of Journalism and Mass Communication. He was an editor on the national and world desks of The Washington Star during the presidencies of Lyndon B. Johnson and Richard Nixon.

3 credits
Steven F Faux
MWF 10:00 am - 10:50 am

Course Description
Human social behavior will be critically examined from the perspective of modern evolutionary theory. Do people behave in ways that tend to maximize their reproductive success? The course will examine the issues critically, and will use readings to facilitate vigorous classroom discussion. Topics include: the history of the Darwinian revolution, sexual selection, kin selection, human evolutionary history, the evolution of mating systems, strategies for reproduction, and Darwinian views of "moral" behavior – specifically, altruism and cooperation.

Evolutionary psychology has generated a great deal of controversy because it uses biology as a rudimentary explanation of the differences between male and female behavior. Does such a science promote the “status quo?” Can such a science be deconstructed as a political ploy? Or, is it possible that this science represents a great advance that achieves the original goals of Freud and reveals the inner workings of the human mind?

While the above controversies will receive active discussion, the primary focus of the course will be to determine what science can tell us about our prehistory and how that prehistory might reveal something about our behavior now. The goal of this class is to address the question: Is there such a thing as “human nature?”

Intended Audience
This course is directed to life science majors and Honors Program students at the sophomore or junior levels. Prerequisite: An introductory psychology course or biology course.

Majors / Minors / Concentrations: Cross-listed with Psy 026; Honors Program Track of the Drake Curriculum

About the Instructor
Dr. Steven Faux received the Madelyn Levitt "Teacher of the Year" award in 2005, and the A&S "Teacher of the Year" award in 1995. Also, he was a former Director of the Honors Program. His areas of expertise include cognitive neuroscience, sensation & perception, and evolutionary psychology. To relax he plays chess and the piano (neither of which he claims expertise).

2 credits
Angela Battle
F (1464) 1:30 pm - 2:20 pm AND either W(1463) 2:00-2:50 pm or R(1462) 3:30-4:45 pm

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 17, 2009. 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.

HONR 104
3 credits
Deborah Symonds
TR 11:00 am - 12:15 pm

Course Description
This course covers women in the later industrial revolution of the 19th century, alterations in family structures and in laws affecting women, the rise of suffrage movements, women's participation in left-wing politics through WWI, and women in WWI, the Depression, WWII, and second wave feminism in the more recent past. Focus is on economic, political, and social history, using first-person documents and film when possible.

Intended Audience
First-Year, Sophomores, Juniors and Seniors

Majors / Minors / Concentrations: Cross-listed with Hist 170; Women's Studies concentration; Honors Program Track of the Drake Curriculum.

About the Instructor
Deborah Symonds is Professor of History. Her field is early modern Europe, a period that 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 America colonies, and the birth of new social, economic, and political models. Professor Symonds 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.

3 credits
Timothy David Knepper
TR 2:00 pm - 3:15 pm

Course Description
Comparative religion has enjoyed a roller-coaster ride of sorts since its inception at the turn of the twentieth century. Initially regarded as a means of discerning the underlying essence of religion, comparative religion came under intense scrutiny in the late twentieth century as more and more scholars came to regard it as methodologically naïve and ethnocentrically biased. With the turn of the twenty-first century, however, comparative religion has received a new lease on life as a growing number of scholars have begun to develop more sophisticated and less biased methods of comparison. This class will examine three such recent methods of comparative religion, though not before first acquainting ourselves with some classic critiques of comparative religion (which these recent methods attempt to overcome), and even before that, the general target of these critiques, the phenomenological method of religious comparison. Having worked though all this material, the class will conclude with its own inter-religious dialogue on the nature of the "human condition" (that reflects an understanding of all of the preceding course material, primarily by practicing a sophisticated method of comparison that remains painfully aware of intra- and inter-religious differences).

Intended Audience
This course is open to sophomores, juniors and seniors.

Majors / Minors / Concentrations: Honors Program Track of the Drake Curriculum; cross-listed with Philosophy 151.

About the Instructor
Timothy Knepper is Associate 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).

3 credits
Joan McAlister
MW 2:00 pm - 3:15 pm

Course Description
Rhetoric and Popular Culture is a course that critically examines how the signs and symbols we all encounter in daily life work to shape our cultural practices, our political commitments, and even our social identities. By learning to analyze common cultural texts, objects, and spaces through the lens of rhetoric, students will reflect on how particular ideas, values, attitudes, and actions can appeal to publics to become social norms. Examining how these cultural rhetorics operate will also afford students opportunities to consider the consequences of these influences as well as the possibilities for social change.

Intended Audience
This course is open to sophomores, juniors and seniors.

Majors / Minors / Concentrations: Honors Program Track of the Drake Curriculum; Study of Culture and Society/Rhetoric.

About the Instructor
Joan Faber McAlister earned her B.A. in Anthropology and her M.A. in Communication Studies from Boise State University and has a Ph. D. in Rhetorical Studies from the University of Iowa. Her research interests include domestic space, suburban culture, visual rhetorics, aesthetic theory, identity politics, and the performance of class, race, gender and sexuality in daily life. Dr. McAlister is a 2008 recipient of the Gary Gumpert Research Incentive Award from the Urban Communication Foundation and her work has appeared in Women's Studies in Communication, Liminalities: A Journal of Performance Studies, Rhetoric Society Quarterly, Communication and Critical/Cultural Studies and edited volumes in the field of rhetorical studies. She has taught a variety of courses in communication and rhetoric, addressing such topics as argumentation, aesthetics, campaign politics, communication theory, rhetorical criticism, and public address.

3 credits
Vibeke Petersen
MW 2:00 pm - 3:15 pm

Course Description
This course examines issues and ways of life pertaining to sexuality, education, religion, and women and the state, in various rural and urban geographical locations in the Muslim world. Gender will be used as the main filter through which we shall observe the issue and we shall use case studies in order to “sample” different locations. The goals of the course include understanding the multiplicity of Muslim Women’s experience, gaining knowledge of the articulation of Islam and its complexities, and the challenging media stereotypes.

Intended Audience
This course may be used as part of the Women’s Studies Concentration. Open to sophomores, juniors and seniors.

Majors / Minors / Concentrations: Honors Program Track of the Drake Curriculum; Women’s Studies.

About the Instructor
Vibeke Rützou Petersen was born in Denmark, and received her Ph.D. in German Studies from New York University. She came to Drake University in 1993 as the Director of Women’s Studies. She is the author and editor of three books, and teaches courses in German studies, film studies and women’s studies. She serves as department Chair for the Study of Culture and Society.

3 credits
Lisa West
MW 2:00-3:15 pm

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 Associate 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.

3 credits
Joseph Schneider
MW 11:00 am - 12:15 pm

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/complexity 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 and Knowledge as Constructed
  • Reflexivity and Knowledge Practices
  • The Implosion of Ontology and Epistemology
  • Reconceptualizing 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 (2963.) Honors Program Track of the Drake Curriculum.

About the Instructor
Joseph Schneider is Professor of Sociology in the Department for the Study of Culture and Society. He long has had an interest in the study of knowledge and science, cultural criticism, and feminist theory.

3 credits
Timothy Knepper
TR 11:00 am - 12:15 pm

Course Description
While hermeneutics and semiotics arguably have roots stretching all the way back to ancient Greek philosophy, it was not until the nineteenth century that each of these fields came into its own as a less localized field of inquiry. Of central importance to both of these fields at this time (and still to this day) was an appreciation of the ways in which human experience, understanding, and interpretation is linguistically mediated. Despite this common core focus, though, there has been little significant dialogue between these fields. The aim of this course is to fill this lacuna, placing hermeneutics and semiotics in dialogue with one another so as to ascertain the extent to which they are mutually enriching, redundantly overlapping, or critically opposing fields of inquiry, and in doing so to better appreciate the relationship between language, experience, and world. To do so, we will focus on the most prominent systematic formulations of hermeneutics and semiotics: Hans-Georg Gadamer’s Truth and Method and Umberto Eco's A Theory of Semiotics, respectively. One rather interesting and recent similarity between Gadamer’s hermeneutics and Eco’s semiotics is the way in which they've found themselves in opposition to more radical theories of (unlimited) textual interpretation: Jacques Derrida’s deconstruction and Richard Rorty’s neo-pragmatism, respectively. And so a second focus of this course will be these “encounters” both between Gadamer and Derrida and between Eco and Rorty on the limits of textual interpretation, for it is here, I believe, that we learn something important not only about the similarities between but also about the essences of Gadamer’s hermeneutics and Eco’s semiotics.

Intended Audience
Juniors and Seniors.

Majors / Minors / Concentrations: Honors Program Track of the Drake Curriculum; Philosophy 151.

About the Instructor
Please see description for Honors 106 above.

3 credits
Karen Leroux
MW 2:00 pm - 3:15 pm

Course Description
Seventy years ago a pioneering historian asked what U.S. history would look like seen "through women's eyes." In recent years historians have tackled that project, producing a dynamic new history of women and transforming our understanding of the past in the process. This course pursues three related
questions: How does our vision of U.S. history change when we place women at the center of analysis? How has gender shaped, and been shaped by, developments in U.S. history? And how can we explain the differences among women's experiences? In this seminar, we will examine historical experiences common to American women while paying close attention to differences and divisions among them. We will also explore how individuals and groups have contested and perpetuated the ways Americans think about and experience gender in family life, education, sexuality, work, marriage, and politics.

The course is designed for upper-division students to deepen their knowledge of U.S. history, to learn about important themes in women's and gender history, and to provide a structured opportunity to conduct historical research and analysis in this field. Assignments will help you practice finding and analyzing primary sources and using evidence to develop historical interpretations.

Intended Audience
Sophomores, Juniors and Seniors.

Majors / Minors / Concentrations: Honors Program Track of the Drake Curriculum; Cross-listed with History 173.

About the Instructor
Karen Leroux is Assistant Professor of Hisotry. Her teaching area is United States history with specialization in women and gender. Interests: Histories of gender, labor, and education. Current Research: U.S. Women's Work in Public Education 1865-1902.

3 credits
Michael Chiang
T 6:00-8:50 pm

Course Description
This course is an introduction to the history and the historiography of modern China, covering the period from the founding of the Qing dynasty (1636-1912) to the present day. The objective of the course is to introduce students to some of the classic historiographical debates on modern China as well as provide them with an understanding of key issues, events, and figures during this period. Topics to be studied in this course include the Manchu conquest, Western imperialism, nineteenth century rebellions, the self-strengthening and reform movements, and the Chinese revolutions.

Intended Audience: sophomores, juniors and seniors. No prior knowledge of Chinese history is assumed or required. Cross-listed with History 170.

About the Instructor
Michael Chiang received a B.A. in History from the University of California, Los Angeles, and his M.A. and Ph.D. in History from the University of Michigan. His research interests center on the relationship of crisis management to bureaucratic politics and the construction of political power through institution building in Qing China (1636-1912). He teaches Chinese, Japanese, and East Asian history courses with a focus on social and political issues.

3 credits
Melisa Klimaszewski
TR 11:00 am - 12:15 pm

Course Description
This course is an intensive study of twentieth-century literature from South Africa. Reading primarily novels, students will consider the ways in which writers use fiction to capture, represent, and comment upon the complexities of South African life and culture. We will, of course, spend a substantial amount of class time learning about apartheid. In addition to learning about the not-so-distant historical events that occurred during the apartheid era, we will consider the state of South Africa during the dismantling of apartheid and its present-day struggles. The writers we study will help us to examine the long-term effects of apartheid on race relations and economic inequity, for instance. We will also consider how the literature of this nation contributes to broader questions of what it means to form human identity, the troublesome propensity of human beings to oppress and inflict suffering on others, and the sometimes surprising methods in which suffering people survive assaults on their bodies as well as their imaginations.

The course will help students learn to sharpen their critical thinking skills, analyze literary texts in detail, incorporate relevant historical information into written analyses, and conduct research in a specialized area of study. Critical reading skills are a key element of critical thinking in this course. Students will closely analyze textual details as they build strong critical analyses in class discussion, written assignments, and exams. Students should expect to do substantial amounts of reading, writing, and revision for the course.

Intended Audience: Sophomores, Juniors and Seniors.

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

About the Instructor
Melisa Klimaszewski received her Ph.D. from the University of California, San Diego and did her undergraduate work at the University of Michigan. She comes to Drake after teaching at DePauw University. With specialties in nineteenth-century British literature and culture, critical gender studies, and the literature of South Africa, Dr. Klimaszewski teaches a wide range of courses. Likewise, her publications are varied. She has co-authored Charles Dickens, one of the inaugural biographies in Hesperus Press’s Brief Lives series, and she has edited several of Dickens’s collaborative Christmas numbers, including the forthcoming Another Round of Stories by the Christmas Fire. Her publications also include journal articles on nineteenth-century domestic servants. Currently, Dr. Klimaszewski is completing a biography of Wilkie Collins for the Brief Lives series and pursuing a book-length project on Victorian nursemaids and wet nurses. In her spare time, she enjoys hiking, being near large bodies of water, listening to Marvin Gaye, and watching Michigan football. She claims to run for exercise.

3 credits
Eric Saylor
MW 11:00 am - 12:15 pm

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.

WOMEN & THE LAW - 1162 - HONR 195
3 credits
Sally Frank
M 3:00 pm - 5:00 pm

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 Senior Seminar. 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 
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: ____________
Professor Angela Battle

1-3 credits
Angela Battle

3 credits
Angela Battle

Interested students and faculty advisors for honors independent studies or senior theses should direct their questions to Professor Angela Battle, Honors Program Director. The preliminary agreement to enroll form is available on the Forms page of the Honors Program website. Students should sign the form and give it to the Honors Director, Professor Angela Battle (Harmon Fine Arts Center, room 333). The form must be submitted to Professor Battle before enrollment is allowed in the course. Course proposal forms (and senior thesis grant forms) are available in the Honors Program office as well as on-line. 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.

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August 16, 2016
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