Kathwari Honors Program

HON 100 The Nature of Inquiry 1 SH
The purpose of this course is to introduce students to the Kathwari Honors Program at WCSU and its focus on innovative learning and entrepreneurial thinking in a compassionate community. As an introductory honors seminar, the class format is mostly centered on discussion. We will explore the modes of inquiry used by various academic disciplines to understand issues, explain phenomena, and discover innovative solutions. We will examine various texts and viewpoints, analyze information and opinions, and delve deeper into issues with a multifaceted approach. The course will allow time for self-reflection and discovery to help students lay the foundation for their journeys in the Kathwari Honors Program, WCSU, and their future career paths.

HON 201 Advanced Ethics & Compassion 3 SH
In this course students will learn how practicing ethics is required to cultivate compassion. They will discover how to develop or increase genuine compassion based on the idea of compassion as a biological trait. It will also detail that compassion is a strength rather than a weakness, and demonstrate methods to cultivate it without sacrificing one’s happiness. Compassion is more than action. Compassion must live in the mind and be present regardless of circumstances. Compassion is a practice that is accessible to all but is frequently misunderstood and underutilized. Students will be able to explore the true nature of compassion in many iterations and will have multiple opportunities to delve deeply into this truly profound human experience and expression in order to overcome the difficulties they face in daily life. (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Humanities).

HON 202 Americans in London 3 SH
For centuries, the trans-Atlantic relationship between London and North America has been central to our understanding of American history, religion, politics, economics, and culture. Americans traveled to and lived in London as diplomats and politicians as well as students, artists, and activists through the American Revolution marked a dramatic fissure between England and America, the ensuing years saw two nations on parallel paths to confront the major issues of the nineteenth and twentieth centuries: the abolition of the slave trade and enslavement as well as universal suffrage for all people regardless of race or gender. As part of the course’s experience, students travel to London. (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Humanities).

HON 203 Americans in Paris 3 SH
Paris has long been a destination for Americans seeking artistic shelter and inspiration as well as a welcoming space for writers and artists across race, gender, and sexualities. As David McCullough states in his work, The Greater Journey: Americans in Paris, “Not all pioneers went west.” Some voyaged to Europe in search of intellectual capital. In addition to well-recorded visits to Paris by such American founding fathers as Benjamin Franklin and Thomas Jefferson, the first Americans to land in France in the nineteenth century were an eclectic group: medical students, artists, and writers. The U.S. was better for their efforts; for example, it was alongside black students at the Sorbonne that Sumner first discerned the inconsistencies undergirding America’s racial system. As he recorded in his journal in January 1838, “The distance between free blacks and whites among us is derived from education, and does not exist in the nature of things.” It is this “nature of things” on a broader cultural, historical, political, and artistic canvas that we hope to explore in this course.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Humanities).

HON 204 Americans in the Confederacy 3 SH
Americans Confederacy: Slavery and Race in American Memory explores the history and legacy of slavery in the United States. The class meets seven times during the semester. It will run at the same time as Dr. Don Gagnon’s honors course, Crossing the Danger Water, which focuses on slavery and memory in theatre and literature. In two of the seven scheduled classes, the groups will come together to learn from one another and will travel together on a field study trip for seven days to New Orleans in May.

Americans in the Confederacy focuses on the social, cultural, political, and historical forces that shaped the antebellum era and continued to exert influence on American life in the wake of the Civil War. Beginning with an in-depth examination of the institution of slavery in the American colonies and the United States, from the 17th century through the antebellum period, the course will then explore slavery’s legacy, though scholarly literature and public history.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Humanities).

HON 205 American Sojourners 3 SH
Many Americans have come to understand the United States and its history through the experience of its immigrants.  Immigration to the U.S. often is told as a narrative of incorporation and assimilation.  By examining the observations of sojourners and travelers to the United States over two centuries, this interdisciplinary course explores counter-narratives about U.S. development and its situation in the world.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Humanities).

HON 206 Conversing with the Devil 3 SH
The first half of this honors course will explore the social, political, economic, and religious context for Salem Witch Trials, with an emphasis on the construction of gender in the seventeenth century. The second half of the course will examine changing representations of the Salem Trials from the seventeenth century to the present and include field study in Salem and a group project addressing the way the town of Salem, Massachusetts tells the story of this dark period in its history. Exploration of the Salem Witch Trials serves as a powerful lens on fear, persecution, political and judicial power.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Technology. General Education: Humanities).

HON 207 Economics of Social in-Justice 3 SH
The seminal text on capitalism in the 21st century by Piketty (2014) shows a significant relationship between capitalism and inequalities. Specifically, wealth inequalities are an outcome of capitalism going rampant, which is what happened in many developed countries, such as the United States. This is the focus of this course, which will examine the intersections between racism, class, gender, environmental problems, and economic inequalities in the U.S. This course is designed to be a primer in understanding capitalism, the resulting economic injustices, and their implications. Moreover, students will evaluate proposals that aim for better wealth/income redistributions and a more egalitarian economic system.  (Scientific & Mathematical Analysis; Historical, Social & Cultural Analysis. General Education: Social & Behavioral Sciences; Racial Justice).

HON 208 Exercise as Medicine 3 SH
From a historical context, students will learn about the history of modern exercise epidemiology beginning in the 1950s and moving forward to the current day. This review will follow a timeline perspective. Students will be asked to compare and contrast information from the three federal guidelines issued over the past 30 years to see how the field has changed. From a socio-cultural perspective, discussions will include awareness-raising about the bias inherent in much of US research into health issues – predominantly white male subjects – and a discussion on generalizability to other groups. Students will be asked to review and analyze the impact of exercise as medicine as a growing profession and its influences on socio-political implementations, such as public policies, career expansions, and public opinions.  (Modes of Inquiry: Historical, Social & Cultural Analysis; Wellness. General Education: Personal Wellness).

HON 209 Exercise in Australia 3 SH
Almost 90% of Australians live near the coast, which means outdoor physical activity is common. This course will review a quintessentially Australian mode of physical activity, bushwalking (hiking), explore disease risk prevalent in Australia associated with outdoor activity (skin cancer), and increase awareness of Australian indigenous culture, a point of emphasis of the colonial Australian society. Students will simultaneously engage in cardiorespiratory and strength training 2 days/wk.  (Modes of Inquiry: Historical, Social & Cultural Analysis; Wellness).

HON 210 Global Rural Cultures: Resistance & Change 3 SH
To learn about agrarian lives and their relationship to other parts of a wider society (including gentry, clergy, entrepreneurial classes, and townspeople), as well as to global capital is to appreciate how “folk” traditions, more than exotic remnants, have become indigenous local ecologies of resistance with an international impact. Such comprehensive understanding, of what was once labelled as “peasant” life, is a necessity borne of contemporary accommodations within, as well as warranted socio-political and economic demands upon, our global futures.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Humanities; Global Diversity).  

HON 211 Human Rights 3 SH
Overview of the study of human rights as defined by international law. Includes a focus on the conception of human rights, the development of international law to codify human rights, the determinants of human rights violations, and the approaches to limiting human rights abuses. The course also includes general discussions of human rights conditions around the world and uses case studies of specific rights and issues in both domestic and international contexts. The course relies on quantitative and qualitative research within political science.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Social & Behavioral Sciences; Global Diversity).

HON 212 Introduction to Piano 3 SH
The objective of this course is for students from any major to develop both a wide range of basic functional performance skills and an overview of piano literature. This will enable students to utilize the piano/keyboard for their own enjoyment and to provide a steppingstone for further studies in piano. Included in the course are studies in sight-reading, harmonization, repertoire, accompanying, transposition, improvisation, and other creative activities. Students will also develop a fundamental understanding of the history of the piano, as well as the cultural contexts that have influenced pianists. Students also will have an opportunity to attend a concert in the New York City at the venue like Carnegie Hall or Lincoln Center. At the end of semester, students will acquire a basic repertoire of pieces they can perform and will be able to listen and understand music when they go to a live performance. (Modes of Inquiry: Artistic Creation; Historical; Social & Cultural Analysis. General Education: Arts).

HON 213 Jazz History 3 SH
An in-depth study of jazz as a true “world music:” from its roots in African communal music and American folk music, through its emergence as a popular dance music in the early 20th century to its present status as an art form. The course will rely on analysis and discussion of the individual artists who were prominent and essential to the development of the music as well as societal realities and trends that influenced these artists. The course is designed to trace the historical development of jazz and to recognize current trends/ideas/philosophies of performance and pedagogy within their historical context. Topics covered will include the music’s African and American origins, Ragtime, New Orleans, the swing era, the be-bop revolution, hard bop, the avant garde, fusion, neo-classicism and Contemporary music. (Modes of Inquiry:  Artistic Creation; Historical, Social & Cultural Analysis. General Education: Arts).

HON 214 Model United Nations 3 SH
This course provides an overview of the mission, structure, and operation of the United Nations. The course is presented through the framework of Model United Nations in which students develop a deeper understanding of the organization by adopting roles as representatives of member nations. The course utilizes a semester-long simulation in which students draft policy proposals, hold negotiations, practice problem solving, and present statements and arguments in front of the class. The course will also discuss many of the organizations within the United Nations umbrella, including the World Health Organization, the International Criminal Court, the World Bank and others.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Social & Behavioral Sciences).

HON 215 New York City: The City as Text 3 SH
This course explores the social, political, economic, and cultural history of New York City, with special attention to the urban landscape and museums as tools for the study of history.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Humanities).

HON 216 Post-War Cities & The Wire 3 SH
HBO’s The Wire is thought by some to be one of best series in the history of U.S. television. Set in Baltimore, The Wire is notable for its riveting drama and memorable characters. This series also may be one of the most powerful commentaries on contemporary American cities. This course will examine American cities through the lens of The Wire, but also from the perspective of journalists, historians and social scientists. Students will be analyzing and reflecting on the Wire in detail by looking at some of the goals, main points, and themes of each episode through cultural and contemporary perspectives. In this course, the Wire is not simply a commentary on contemporary American cities, but will also be regarded and critiqued by the students as a vehicle of artistic expression.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Humanities).

HON 217 Solidarity! Adventures in Labor Archive 3 SH
Students in this course will have the unique opportunity to explore Danbury and Connecticut history through a range of activities, including research in one of the premier labor history archives in the world, at New York University.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Social & Behavioral Sciences).

HON 218 The [  ] Election 3 SH
The course will combine substantive lessons on elections with hands-on practical activities in which students predict election outcomes. Readings will draw on scholarly literature on the development of American elections and the history of voting. Students will learn about the specific dynamics underlying local-, state-, and federal-level races. Using both historical materials and current events, students will investigate the multiple ways that pollsters and political scientists predict elections and poll voters. At the end of the semester, students will produce an election debrief that objectively assesses the election and predicts future possibilities for American democracy.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Social & Behavioral Sciences).

HON 219 Understanding the World Through Board Games 3 SH
This course introduces students to game theory, a strategic model approach to decision-making by individuals and groups. The course begins by exploring traditional game theory concepts including Nash Equilibrium and Prisoner’s Dilemma. We will then utilize strategic board games like Settlers of Catan, Diplomacy, and Pandemic among others to simulate bargaining, alliance formation, deterrence, cooperation, and conflict under conditions of uncertainty. These games can be used to build an understanding of strategic decision-making in international relations. Students will design a game for the final project.  Modes of Inquiry: Historical, Social & Cultural Analysis; Leadership, Collaboration & Team-Based Learning).  (Modes of Inquiry: Historical, Social & Cultural Analysis; Leadership, Collaboration & Team Building.).

HON 302  3D Printing and Design 3 SH
After learning some elementary construction techniques, students will learn and apply planar construction methods in Fusion 360 to create 3D designs from 2D drawings. Further students will describe the shapes created for artistic elements. The last phase of the course will be to learn how to take a CAD design and prepare it for the 3D printer. Students will need to register for a free student account with AutoCAD and download the appropriate version of Fusion 360. (Modes of Inquiry: Scientific & Mathematical Analysis; Artistic Creation; Technology. General Education: Mathematical Reasoning).

HON 303 Adaptions from Page and Stage to Screen 3 SH
Students in this course will discuss the storytelling conventions of novels, short stories, plays, and even video games and compare those strategies to storytelling in film and in episodic drama for tv and streaming, identifying limitations and opportunities among the various genres but also strategies for overcoming or re-inventing expectations and conventions. Students also will think about and discuss the implications of the automation of creative industry work and how that could change whole creative fields and the lives of artists and audiences. How will we adapt to these new technologies and storytelling models, and what are the ethical challenges they create?  (Modes of Inquiry: Critical Analysis; Artistic Creation; Ethics. General Education).

HON 304 Afro-Caribbean Literature: Narratives of Identity, Culture, and Resistance 3 SH
This Honors course offers students an in-depth examination of a variety of source material in history, literature, art, music, film, sociology, and politics emanating from the Caribbean, a region marked by its tumultuous history of colonization, slavery, and the struggle for independence and identity formation. By engaging with a range of genres including novels, poetry, essays, and short stories, students will uncover the historical and contemporary importance of Afro-Caribbean voices in shaping a distinct literary and cultural identity.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Equity & Belonging. General Education: Humanities; Racial Justice).

HON 305 Agentic Intelligence: Ethics, Design, and Society 3 SH
This interdisciplinary course examines “agentic” AI, a large language models, tool-using agents, and decision-support systems that act in human contexts. Students from diverse majors study how these systems represent data, make decisions under uncertainty, and communicate explanations. Through discussion, case studies, and hands-on activities with explainable AI, students evaluate accuracy, bias, transparency, and accountability, and propose human-centered improvements for real settings such as healthcare, security, and media. No advanced math or coding is required; concepts are taught with plain language, pseudocode, and visual simulations.  (Modes of Inquiry: Ethics; Leadership, Collaboration & Team-Based Learning; Technology).

HON 306 Ancient Approaches to Modern Maladies 3 SH
The course will examine and study the philosophy, principles and multidimensional (holistic) nonwestern approaches to health and wellbeing, including Traditional Chinese Medicine, Ayurveda, Native American healing practices as well as others, for overall health and well-being.  An overview of herbs and other botanicals, flower essences, and essential oils will be included, and emphasis will be placed on practices for the prevention and mitigation of infection and disease.  The prevention and management of the inflammatory response relative to disease development will be emphasized and explored.    Dietary practices, positive stress management, physical, mental, and spiritual activities, community and social involvement and support, sleep and rest, and the minimal use of tobacco or other risky substances will be studied in each of these cultures, with special attention to how these habits and behaviors help prevent many of the chronic diseases experienced by many 21st Century Americans.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis, Wellness. General Education: Personal Wellness).

HON 307 Ancient Eastern Psychology 3 SH
In this course students will learn how practicing ethics is required to cultivate compassion. They will discover how to develop or increase genuine compassion based on the idea of compassion as a biological trait. It will also detail that compassion is a strength rather than a weakness and demonstrate methods to cultivate it without sacrificing one’s happiness. Compassion is more than action. Compassion must live in the mind and be present regardless of circumstances. Compassion is a practice that is accessible to all but is frequently misunderstood and underutilized. Students will be able to explore the true nature of compassion in many iterations and will have multiple opportunities to delve deeply into this truly profound human experience and expression in order to overcome the difficulties they face in daily life.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis, Wellness).

HON 308 Artificial Intelligence and the Future of the Humanities 3 SH
This course explores the impact of artificial intelligence on the humanities and how it will shape the future of these fields. Students will engage with primary texts and case studies to examine the ethical, social, and cultural implications of AI and its potential to transform the ways we think about and practice the humanities.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Technology. General Education: Humanities).

HON 309 Black American Theatre 3 SH
Maya Angelou has claimed, “There is no greater agony than bearing an untold story inside you,” and playwright Ossie Davis once wrote, “Some of the best acting in the world has been done in front of white people,” bearing witness to the fact that African American life in the 21st century is beginning to expose, in very public ways, the cumulative effects of the four hundred-year jeremiad of Black experience in the United States. Public performance of Black self-hood and self-agency have long been masked to varying degrees, but recent political events have torn that mask away and revealed to many unsuspecting Americans the agony of which Angelou spoke. This course will examine what it means to perform black identity both onstage and in the public sphere. Within the context of American theatrical, social, and political histories, we will interrogate primarily how some of the country’s foremost Black and Black-identified playwrights interpret that performance in theatrical form. In addition, we will explore the history of Black/American theatre in the United States and how enslavement and post-enslavement phenomena also shaped public performance of blackness, in and out of the theatre. We will contextualize cultural, historical, performative, and theatrical modes of expression within the plays under examination to development an ethical understanding of the legacy of performing race and ethnicity before and into the 21st century.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Equity & Belonging. General Education: Arts; Racial Justice).

HON 310 Breaking Bad: Drug Economics and Crime Theory in Context 3 SH
Breaking Bad is far more than just great entertainment; in its five seasons of nearly 50 viewing hours, it reveals situations of crime patterns, criminal typologies, and economic complexities of the drug market that are quite accurate when compared to real-world situations. This course requires students to watch the entire series of Breaking Bad in their own time (about 3-4 episodes per week), utilizing assigned readings (criminal case studies, newspaper articles, journal articles, statutory law, textbook chapters, etc.), and guest speaker presentations to analyze the content of each week’s assigned viewing. Students will (re)view the show with an “academic eye” towards inquiry and analysis to determine fact vs. fiction in comparison to today’s crime problems and drug market economy. (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Ethics. General Education: Social & Behavioral Sciences). 

HON 311 Capoeira, History, and Globalization 3 SH
Capoeira is an African Brazilian martial art, sometimes described as a mix of a dance and a fight, though it is both and neither. The history of Capoeira stretches from 1800, when it emerged in the historical record, to the present as a globalized practice parallel to but more developed than other African dance and martial arts forms (Danmyé, Knocking and Kicking, Tango, Break Dancing, Krumping, etc.) in the Americas. Originally an African practice, used for both self-defense and leisure, Capoeira has been alternately embraced by larger populations and targeted as a criminal practice. It was legally prohibited in the late nineteenth century and a few decades later championed as evidence of Brazilian racial democracy. This class will cover the relevant history, questions of identity in a global era, cultural tourism, and will introduce students to the basic movement and music of the art.  (Modes of Inquiry: Historical, Social & Cultural Analysis; Equity & Belonging; Wellness. General Education: Humanities; Global Diversity).

HON 312 Danbury Hatters: Local History 3 SH
In this hands-on class, students will explore and engage in in-depth research on local histories of labor, immigration, and power. The class explores the “Danbury Hatters Case,” a 1908 Supreme Court case that had local, state, and national political significance. Students will conduct original research in local archives concerning the Hatters Case. Throughout the semester the hatting industry will serve as a linchpin in a study of how Danbury remembers and presents its past.  (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Historical, Social & Cultural Analysis. General Education: Humanities).

HON 313 Documentary Poetry 3 SH
Documentary poetry applies the outward-looking, journalistic mission typical of documentary filmmaking to a genre (poetry) that our culture typically perceives as an inward, expressive endeavor. In recent years, many poets have taken up documentary poetry as a mode for discussing important cultural conflicts and issues. Claudia Rankine’s Citizen, for example, confronts American racism, using current media representations against themselves; C. D. Wright’s One with Others combines references to newspaper and media stories with personal interviews of people who lived through the Civil Rights era in the mid-south to paint a portrait of the ways in which Americans miscommunicate and miss each other. In addition to considering important works of documentary poetry, students will design and compose their own semester-long documentary poetry projects.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis. General Education: Arts).

HON 314 Engaged Philosophy 4 SH
The aim of this course is to introduce students to an understanding of what peace and justice is and entails drawing from historical, philosophical, anthropological, political and other sources. An important component of this course will be a practicum experience (1 credit); a form of engaged philosophy where students will be linked up with a local organization working on peace and justice issues.  Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Ethics. General Education: Humanities).

HON 315 Fungi and Culture 3 SH
Fungi, including mushrooms and molds, have been revered and feared in multiple human societies. Whether pursued as delicacies, exploited for poisonous medicinal properties, or used in religious/cultural ceremonies, they have played a critical role in shaping culture and inspiring art. This course will examine fungal biology (diversity, ecology, and evolution), the impact fungi have had on human history, their portrayal in literature, and use in the fine arts as both medium and inspiration. The goals of the class are for students to learn to find and identify wild fungi, experiment with them in the lab to understand their biology, and to gain a broad understanding of how fungi have affected history, literature, and the arts. (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Historical, Social & Cultural Analysis. General Education: Natural Sciences & Technology).

HON 316 Globalization and Migration 3 SH
Globalization draws the world together economically, culturally, politically and socially by means of international exchanges, including trade, policy and migration. In countries like the United States, this has given rise to large immigrant populations. This course evaluates both historic and contemporary effects of globalization on migration processes for both sending and receiving countries, as well as for migrants and their families. The course reviews associated theories and literatures, using specific examples from various regions of the world. Topics may include: sex trafficking; refugee, colonial, tourist and labor migrations; the slave trade; and a variety of international and transnational experiences such as development, migration policies, challenges to national identities and national security, anti-immigrant sentiment and racism.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Equity & Belonging. General Education: Social & Behavioral Sciences; Global Diversity).

HON 317 History of American Music to 1900 3 SH
Our goal is to piece together a picture of the early American music makers, where they come from, their lives, cultures, and struggles. We also look at the historians who give us these pictures and try to understand their environment, how and why they present the pictures of the people they are writing about. We will trace the pathways of music from across the Atlantic to the American shores. We will see that this is just the beginning of a complex path through race, culture and class as the various ethnicities meet, assimilate or not, evolve and are re-translated over time.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis. General Education: Humanities).

HON 318 Investments: Historical Insights and Portfolio Construction 3 SH
In this course, students will build a foundation in investing by learning key investment concepts, understanding how the economic system functions, and analyzing historical financial bubbles and crises to uncover the underlying mechanisms and forces—such as economic and technological advancements—that shape these events. Additionally, students will explore insights from legendary investors. Throughout the course, they will create customized investment portfolios through experiential simulations to deepen their understanding of the concepts, while also engaging with related literature and historical events to enhance their ability to invest more effectively.  (Modes of Inquiry: Scientific & Mathematical Analysis; Historical, Social & Cultural Analysis; Technology. General Education: Mathematical Reasoning).

HON 319 Issues in Urban Public Education 3 SH
This course will enhance students’ knowledge of urban schooling as it relates to economic factors, race, educational reform, assessment, shifting demographics, and alternative forms of governance. Urban public schools exist in a myriad of controversies and contradictions; therefore, a variety of topics will be addressed to help students think critically, debate, and reconsider core assumptions about how education operates in the nation’s city centers.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Equity & Belonging. General Education: Social & Behavioral Analysis; Racial Justice).

HON 320 Latinos/as/x in the US 3 SH
The course offers a comparative look at the rich and varied experiences of Latino/a/x populations both past and present in the US social structure. We will begin the semester with some basic definitions and by looking at some general statistics. Then we will delve right into an historical exploration of what ties Latin American countries to the US. We will survey US political, economic and cultural expansionism and imperialism in Latin America and the Caribbean. This will help to show how a singular economy within the Americas has been forged and how transnational migrations and cultural flows have been encouraged. We will discuss the extent to which these transnationalisms have created an American society that goes well beyond the southern border of the United States of America. In the second half of the semester we will explore many social and political struggles, issues and milestones. Some topics include labor struggles and organizing, and a variety of intersectional identities.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis; Ethics. General Education: Social & Behavioral Analysis; Racial Justice).

HON 321 life in the Anthropocene 3 SH
Humans as a group have always feared the future. People who have endured natural disasters and wars are naturally apprehensive about this Great Unknown. We are good at reckoning the dangers right before us. No doubt that comes from the savannah of our early experiences. We see and understand how to avoid the dangers of the mundane world, the cobra in the grass, the leopard in the tree, the wildfire in the distance. Even the forces of nature, the hot sun, lightning, and strong winds we learn to live with and understand by personifying them and turning them into stories. These stories guide our behavior and to some degree protect us. The future, by contrast, is an undiscovered land. We have no frame of reference for the future, other than the past, and can’t always remember that. Perhaps this is why so many human cultures see time as a wheel. We fear the future because we expect the next war to be a repeat of the last war, but it never is. We tell stories about the future and we get that wrong, too. We even try to shape the future, by shear force and violence rebuilding society based on principles we believe to be rational and scientific. In the end, civilizations are made of people and people are not always rational. Having seen far too much of it, modern culture assumes the worst of human nature. When we tell stories about the future they are more likely to be dystopias than utopias. And lets face it, dystopias in literature and popular culture can be very interesting and utopias tiresome. Today we are faced with a very real potential for dystopia, the existential threat of climate change. Human civilization has no choice but to adapt to meet it. Climate change is everything change. This century and the millennia to come will be profoundly different than anything we have known. But climate change offers not only a great challenge, but also a great opportunity to create a better world. (Can we do that without force and violence?) Some have proposed that the effects of humanity on Earth’s geology and its ecosystems are so profound that we have entered a new geological epoch, the Anthropocene (Age of Humanity). Although the International Commission on Stratigraphy has not yet adopted this name, it has been used informally for several years.  Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Ethics. General Education: Natural Sciences & Technology).

HON 322 Life, the Universe, and Everything 3 SH
Humanity has produced many narratives describing the beginning, the workings, and the ending of the universe. Many of these stories are told with great beauty. Not the least beautiful are the explanations of modern science on the formation of the universe, the accretion of our solar system, and the appearance of life. Why and how did the universe form? Where and how did life appear in our solar system? What sorts of places should we explore for life? What is life? (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Historical, Social & Cultural Analysis. General Education: Natural Sciences & Technology).

HON 323 Marriage and Family 3 SH
The majority of coursework in undergraduate and graduate psychology programs is centered on individual modes of treatment and problem etiology. Only 12% of private practice clinicians in the U.S. are marriage and family therapists, and this is the only field that requires any course work or clinical experience with families or couples. As no one human is an isolate (each has a web of relationships that influence the life experience), understanding the psychological impact of human relationships and systems theory is imperative to the health of any person in relationship with others . Additionally, understanding the power and complexity of human interactions, and having tools to impact these courses, is beneficial to everyone in both their personal and professional relationships. The goals of this class are to, 1. Be knowledgeable about the history of, and trends in traditional and modern couples and families, 2. Understand a sampling of issues (e.g., infidelity, divorce, religious beliefs) that impact couples and families , 3. Create a personal genogram of one’s family of origin, and identify problematic patterns, 4. Be familiar with tools and techniques to use in relationships with others that can increase the health of them.  Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Wellness. General Education: Social & Behavioral Sciences).

HON 324 Music, Universal Language of Peace 3 SH
Music is a universally expressive mode of communication that has the transcending power to be empathetic and healing during and after times of crisis. In this contemporary time of social conflicts and violence, music can rehabilitate and restore. It motivates reflection in more aspects than worship, and it encourages a peace culture of solidarity in more times than that of war. This 3 credit course (with no prerequisites) will encourage an appreciation of music as a peace promoter, and because of its ability to create powerful feelings of solidarity and nationalism, will also develop an understanding of how it can be a powerful propaganda tool for political means for those in power. Solidarity pieces also have the power to work against peace during revolutionary times. The class will compare unification pieces with those that “call to arms.” (Modes of Inquiry: Critical Analysis, Artistic Creation; Historical, Social & Cultural Analysis. General Education: Arts, Global Diversity).

HON 325 Performing Anxiety 3 SH
An exploration and practice of methodologies for the performer whether it be for the concert hall or the stage of life. This is a 3-credit course with no prerequisites. Each week we will explore a different author/teacher’s perspective on dealing with the stress of creative performing. For example, we will look at a journalist for NightLine and Good Morning America who had a televised panic attack and how the event inspired his healing (or shall we say “dealing”) process. We will explore musicians, actors, psychologists, scientists, and Buddhist practitioners. In class we will create a lab experiment of the stress reduction methods applied to our mini-creative performances and then continue the method process for the week by ourselves, documenting the experience in a practice log, a questionnaire and a journal.  (Modes of Inquiry: Critical Analysis, Artistic Creation; Wellness. General Education: Arts).

HON 326 Positive Organizational Psychology 3 SH
Organizational psychology is “the science of psychology applied to work and organizations”. Psychology, when applied to work, has often adopted a problem-focused perspective and focused on avoiding or alleviating negative consequences of work, such as stress, burnout, and social conflicts. However, during this class, students of the course will focus on solutions and strengths – on the positively deviant (rather than only neutral or negative) psychological and also social phenomena and processes at work. This course is designed to give students a working and practical knowledge of the growing domain of positive organizational scholarship (POS) based on an intensive immersion in POS research and practice. POS is an interdisciplinary approach to leading and being in work organizations in ways that call forth the best in people, resulting in individual and collective flourishing. Flourishing is a term that captures the optimal state of functioning of individuals, groups or organizations, with indicators such as thriving, engagement, health, growth and creativity as well as other markers of being in a state of positive deviance. (Modes of Inquiry: Critical Analysis, Historical, Social & Cultural Analysis, Wellness. General Education: Social & Behavioral Sciences).

HON 327 Queer Theatre 3 SH
In a 2005 book called What’s Queer About Queer Studies Now? several theorists attempt to answer to the title question. First and foremost, the authors interpret the term “queer” as a “political metaphor without a fixed referent.” Queerness signifies resistance to ingrained notions of identity; it is a strategy of defamiliarization and disidentification, and so queer theatre—performance works by, for, and/or about lgbtq+-identified people—is by definition a public act of political resistance and deconstruction. This course in Queer Theatre will examine a series of theatrical texts via queer lenses in order to help students understand the varied ways in which the plays resist and deconstruct gender and sexual hegemony. In particular, it will examine American theatre of the 20th and early 21st centuries as a particularly formative site of queer resistance to cis-heteronormative epistemologies—and ontologies–via a series of queer-identified cultural and aesthetic practices, from “the closet” to queer coding to Pride parades to drag. (Modes of Inquiry: Critical Analysis, Historical, Social & Cultural Analysis; Equity & Belonging. General Education: Arts).

HON 328 Racism, Nationalism, and Resistance 3 SH
After the 1960s, especially after Barack Obama was elected president in 2008, many people felt we had moved on to a “post-racial” world where racism and related white supremacist social movements no longer warranted concern. However, in the US, that has been challenged directly with the continued disproportionate killings of African Americans by law enforcement, and the establishment of the current US presidential administration which has direct ties to white nationalists. Furthermore, in many countries worldwide we have seen a surge in white nationalism (using a variety of names like ultra-right, alt-right, etc.) and surges in violent attacks against non-white and/or non-Christian peoples, giving much of the world pause to reconsider how problematic racism continues to be.

This class will examine how racism and white nationalist movements have emerged, formed, and transformed over the course of modern history, focusing mostly on the US. We shall explore how racism and related social movements are intricately woven into the modern world-system and go through waves that tend to parallel these macro-structural global economic ebbs and tides.

We will look closely at the context in which and reasons why white supremacy and nationalist groups form and continue to persist as well as what they want, how they vary, and the role of the State in legitimizing them. Relatedly, we will examine concepts of whiteness and non-whiteness, their formation, intersectionality, and identity politics. More, we’ll explore how racism binds, transforms, and foments in relation to political ideology, religious beliefs, notions of gender, sexuality, and a range of other cultural formations.

Further, we will closely examine antisemitism, anti-Mexican racism, anti-Black racism, and Islamophobia as well as social movements emerging in resistance to white supremacy, such as Black nationalism, the Chicano Movement, the American Indian Movement, the Immigrant Rights Movement, and more: there’s no strict limitation with regard to the groups cover addressed in the course, and all conversations are welcome. (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis. General Education: Social & Behavioral Sciences; Racial Justice).

HON 329 Rolling for Knowledge 3 SH
Students in this course will explore a variety of topics from probability and combinatorics through the lens of Role Playing Games. We will also look at how role playing games have impacted and been impacted by society and individuals. Finally, we’ll consider how RPGs are a form of story telling.  (Modes of Inquiry: Scientific & Mathematical Analysis; Artistic Creation; Historical, Social & Cultural Analysis.  General Education: Mathematical Reasoning).

HON 330 Science and Technology in Film 3 SH
This interdisciplinary course focuses on films that explore our complex relationship with science and technology. We will investigate how science fiction films have represented science and technology, whether these representations have accurately predicted future technology and its potential pitfalls, or whether they have merely produced unwarranted cultural angst about science and technology.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Technology.  General Education: Humanities).

HON 331 Science Writing 3 SH
This is a workshop on the basics of writing about science and technology, based on rhetorical strategies for reaching specific audiences. It will include aspects of science writing from genres as diverse as technical writing, journalism, creative non-fiction and visual/academic writing. This includes the fundamentals of proposal writing, with an emphasis on NSF and NIH grants; journalistic coverage of science topics, including interviewing; in-depth creative non-fiction writing on a particular science topic, with an emphasis on magazine or journal articles; and the creation of an academic poster based on a specific science topic. This course will require a significant student time commitment outside of the class. Prerequisite: Completion of COMP 101 or its equivalent, or placement into a WIL course.  (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Historical, Social & Cultural Analysis.  General Education: Humanities).

HON 332 Social Emotional Learning 3 SH
This course introduces students to Social Emotional Learning (SEL). Social Emotional Learning is a term used to describe the way people develop social and emotional skills needed to manage emotions, make responsible decisions, handle stress, set goals, and build healthy relationships. Course content includes simulations, instructional strategies, historical data, theoretical viewpoints, and intervention approaches.  (Modes of Inquiry: Historical, Social & Cultural Analysis; Equity & Belonging; Wellness.  General Education: Social & Behavioral Sciences).

HON 333 Stop Motion Animation as Agents 3 SH
This course will investigate information we consume from news coverage to social media and visually respond to current event issues through the medium of stop motion animation. Students will create artwork to socially engage an audience of their peers. Through the process of making art, students will begin to see the world differently as the medium of drawing—specifically charcoal-rendered stop motion animation—becomes a tool for communicating ideas. Students will choose a current crisis (ie. consumer culture or global warming) that they will turn into their stop motion animation.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis.  General Education: Arts).

HON 334 Taoism Tai-Chi Buddhist Mediation 3 SH
The purpose of this class is to introduce students to the art of mindfulness through the study and practice of Meditation, Qi-Gong, and Tai-Chi. This will be a hands on, mind on, body on study of meditation. The science of meditation shows how the brain is affected by the practice of meditation. This in turn will show how one’s behavior is affected by meditating.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Wellness.  General Education: Global Diversity).

HON 335 The Art of Bookmaking 3 SH
This course is a studio introduction and survey of the techniques, processes, and equipment that introduce the basic techniques of bookmaking. Through demonstrations and hands-on projects, students will learn how to create pamphlets, multi-section bindings, and art books. This class will explore conceptual book structures and contemporary applications of bookbinding. Students will learn skills relevant to both design and art with a focus on creativity, design, and craftsmanship. We will also examine the history of bookmaking and the techniques used to create books during different time periods. This will include a brief overview of the cultural contexts that influenced the creation of books. (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis.  General Education: Arts).

HON 336 The Ethics of Climate Change 3 SH
This course will offer students an opportunity to delve more deeply into some of the ethical issues underpinning climate change now, and in the future, which extends to political philosophy, particularly on the topics of political will and political responsibility. Phenomena such as warmer temperatures, extreme flooding, storms, wildfires, drought, water scarcity, forced displacement, migration, etc. are just some of the issues confronting us now, and which will only exacerbate over the years. The course will also include understanding what human and non-human flourishing means particularly in a context of sustainability.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Ethics.  General Education: Natural Sciences & Technology).

HON 337 The Inanity of Insanity 3 SH
This course is designed to give students an overview of the history and evolution of the criminal defense of “Insanity” as we know it today. A careful examination of the origins of the defense, its successes and failures over the past 150 years, and the continued controversy over its application will be navigated. The seminar will focus on the difference between psychiatric insanity and legal insanity, using case studies and examples of the Insanity Defense to demonstrate its strengths, weaknesses, and questions surrounding its political nature and unequal application.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Ethics.  General Education: Social & Behavioral Sciences).

HON 338 the Social Lives of Garbage 3 SH
Throwing things “away” is a universal phenomenon, and garbage is an omnipresent and yet often overlooked aspect of social life. This course will challenge students to reckon with the fact that there is no “away” through the study of the social and economic conditions that allow the devaluation of things, people, and places in our increasingly throwaway world. Scholars in many fields study waste and discard and we will study it from different angles, looking at the logistics and politics of waste management systems, the emergence of false solutions to the waste problem, the impact of waste on bodies and environments, and movements to change how and what we throw away. Waste is an unstable social concept and, much like race, the ways we conceptualize and interact with it has deep implications for social relations and human and environmental well-being. The course will include readings, films, a field trip to our local waste management facility, guest speakers, and hands-on research and making projects that enable students to connect directly to the topic.  Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Leadership, Collaboration and Team-Based Learning).

HON 339 There’s No Place Like Home 3 SH
Housing is a form of shelter, providing protection from the elements. Home, on the other hand, is something much more complex for humans around the world. Home is a space of kin relations and primary attachments, an affective space of memory and emotion, and a repository of material objects that do affective work. At the same time, “home” as a literal and metaphoric space can be absented, fragmented, or traumatizing, through relocation, migration, or violence. Using the tactics of art, ethnography, film and design, this course will offer a cross-cultural and multi-disciplinary perspective on the meanings and materiality of home and home-making. This topic is not only omnipresent – everyone has some relation to home, even if it is a lack thereof – but also timely. The Covid-19 pandemic, which made home variously a refuge or a prison, was/is a historical moment in which home also became a semi-permanent space of work and school, and raised questions for people around the world about who to make a home with and how to keep it safe. At the same time, evictions and homelessness are on the rise, as is global migration, which forces us to grapple with the economic and social forces that constrain people’s abilities to retain attachments to people, places and things, and to find refuge in a rapidly changing world. Students in this class will engage in creative expression and auto-ethnography, in conjunction with cross-cultural and comparative analysis of films, artworks, scholarly and fiction writing, to consider their own and others’ affective ties and displacements that manifest through the resonant space of home. This same course will be taught simultaneously at Pace University in NYC, and WCSU students and Pace students will have opportunities to interact and collaborate.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis. General Education: Arts). 

HON 340 Transnational Families 3 SH
International migration is one of the defining characteristics of our contemporary world. It is a reality for millions of people who face treacherous socio-economic and often violent changes in their countries of origin, some even being stateless. This course focuses on the impact of international migration of families, particularly, though not exclusively, families for whom one or more members is an undocumented migrant. What is often neglected in the media and even by scholars is that international migration almost always involves families, and, except for the most fortunate migrants, it often involves long protracted periods of separation, a transformation of the communication and social relations within families, heavy impacts on children and their development, and can often mean the death of a family member. The phenomena of transnational families reflect global socio-structural change, that has already transformed whole nations, cultures and communities. It is a common attribute of the last century and, particularly with ongoing economic hardship, increasingly hastened by climate change, transnational families will continue to be characteristic of our future ahead.(Modes of Inquiry: Critical Analysis; Historical,  Social & Cultural Analysis; Equity & Belonging.  General Education: Social & Behavioral Sciences; Global Diversity).

HON 341 Undocumented Migration 3 SH
This course explores the legacy, causes, experiences and impacts of undocumented immigration from a socio-historical and global perspective. Students will explore the rise and growth of international migrations as they parallel the development of the capitalistic world-system and how they grow increasingly predictable as a result of the rise of neoliberal capitalism and are further agitated by climate change. Relatedly, the course examines the transformation and formalization of laws regulating human migration, the development of citizenship and related legal regulatory systems, including the rise and militarization of borders. Students will explore the lived experiences of undocumented peoples at subject and family levels, as well as the impacts on sending and receiving communities. Further the course assesses resistance to undocumented populations, including racist nativism, the international rise of anti-immigrant movements, and the hostile targeting of undocumented people. To complement this, the course examines the rise of immigrant rights movements.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Equity & Belonging. General Education: Social & Behavioral Sciences; Global Diversity).

HON 342 Utopia and Dystopia 3 SH
Using an interdisciplinary approach, this course examines utopias and dystopias (political, feminist, technological and environmental) in films, TV shows and fiction. (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Ethics. General Education: Humanities).

HON 343 World Music 3 SH
This course will examine themes in music and culture around the world through dance, song, and texts. In the beginning of the course, students will study the music of Ghana, Mali and surrounding countries in order to understand the full diversity of the music in Africa. The course will then shift its focus to Cuba to see an example of how the cultures of Africa, Europe and the New World influenced each other and analyze the dynamics between the people and the culture of the three regions.

We move to India, surveying some of the folk forms of music leading int the Classical music of both South and North India.

We end with a deep study of Arabic music and culture. Starting with classical Arabic music, Sufi music, and finally, a study of how Arab culture influenced European culture. The course uses music and dance to examine the social, economic, political, and cultural changes in the world over time.

This course will be extremely hands-on. Students will be learning to play and dance a piece from Ghana and to demonstrate the oral rhythm tradition of South India as well as the solfege singing techniques used in both the vocal and instrumental music instruction. No prior musical experience is required, just a can-do attitude. The class will spend the whole semester playing with these pieces and there will be parts for any and all abilities. It is important to note that there is an abundance of reading and listening in order to develop a full understanding of how music and cultures are related. Our main objective is to experience other cultures through the practice and the study of their music. Students will learn how their world has been influenced by these cultures.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis.  General Education: Arts; Global Diversity).

HON 400 Honors Capstone Seminar 3 SH
During their senior year or the final semester of their junior year, each Honors student will complete an individual project that synthesizes knowledge and skills acquired in their previous courses and that may be related in some way to the subject of that semester’s Kathwari Honors Program Spring Seminars. Students will attend the Seminar events and complete a capstone project under supervision of the instructor.

HON 401 Biological Illustration 3 SH
Biological illustration is a field of study that examines all areas of biological sciences. This course will introduce students to the fundamental principles of the intertwining of visual art with natural sciences and how illustration can benefit scientific study. Both the arts and sciences are historically based upon observation, scientific research, and the study of multiple disciplines that allow us to view the biological world from different perspectives with greater accuracy. This enriches the work of both the scientist and the artist. Students will explore scientific terms and concepts that will assist them in creating accurate drawings used in research, teaching, scientific journals and publication, presentations, and other applications.  (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Artistic Creation; Historical, Social & Cultural Analysis.  General Education: Arts).

HON 402 Black Mirror 3 SH
Writing for The Guardian in 2011, Charlie Brooker, the creator of Black Mirror, described the premise of his soon-to-be-famous sci-fi drama anthology: “If technology is a drug –and it does feel like a drug –then what, precisely, are the side-effects? This area –between delight and discomfort –is where Black Mirror.. . is set.” Depicting“the way we live now” and imagining “the way we might be living in 10 minutes’ time if we’re clumsy,” Brooker’s Black Mirror brings to life a slew of contemporary concerns ranging from digital cloning to memory recording, from autonomous weaponized robots to the on-going exploitation of black bodies.In this course we will analyze many of the vivid nightmares Black Mirror has conjured up for its audience in relevant scientific, social,historical and cultural contexts. (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis; Technology. General Education: Humanities).

HON 403 Chemia Cafea–Chemistry of Coffee 3 SH
While coffee is ubiquitous in the morning ritual of many people, its chemistry, history, and artistic nature are not. This one little bean has changed the course of cultures and communities, both ancient and modern. Its ultimate transformation into coffee evokes strong emotions for or against it. For those that gravitate towards it, what they prefer is rarely based on scientific exploration. This honors capstone course provides a pathway into the historical, social, cultural, psychological, and artistic parts of coffee, all through the overarching eye of chemistry.  (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Artistic Creation; Historical, Social & Cultural Analysis. General Education: Natural Sciences & Technology).

HON 404 Climate & Civilization 3 SH
This multi-disciplinary course will introduce students to the Earth’s climate and its effects on the development of human civilization. As the topic of global warming and various methods of addressing this issue become more and more salient in both domestic and international politics and other socio-economic arenas, it is now, more than ever, necessary to gain a basic and broader understanding of the science and history of the dynamics between climate and the development of human civilization. Students will be exposed to and expected to integrate and reflect upon the following central themes in class discussions, activities, and papers: how we study climate, how climate has provided the context for evolutionary and cultural changes, and the likely effects that climate change will have on our future. In addition to the above, students will be first provided with a basic understanding of the works of, evolutionary changes, and history of climate and civilization, first as separate entities, then as a whole. They will also examine and critique several case studies provided in class lectures and assigned readings that date all the way back to the Ice Age, to the Medieval Warm Period, and to the more recent Industrial Revolution. Also, students will be exposed to the works of experts, contemporary issues and debates, as well as proposed solutions in this field from both a scientific and socio-cultural perspective. Lastly, the students will be expected to construct a simple earth energy model and reconstruct past a past climate using climate proxies using Excel and existing climate archives. The content of this course will include presentations on the technical aspects of climate, and class discussions of assigned readings and videos.  (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Historical, Social & Cultural Analysis; Ethics.  General Education: Natural Sciences & Technology). 

HON 405 Crossing the Danger Water 3 SH
The slave trade between Africa and the Americas marked the Atlantic Ocean as the site of what Henry Louis Gates, Jr. and others have called “the largest unmarked graveyard in the world.”  Whether referred to as “The Danger Water,” “The Middle Passage” or “The City of Bones,” among other designations, the Atlantic serves as an unmarked gravesite for more than a million Africans who died of either physical trauma and deprivation or intentional self-sacrifice.  As such, it has since become a fertile ground for African American literature in its task of reviving the ancestors’ spiritual power to enrich the lives of their descendants.  In particular, African American writers of the twentieth and twenty-first centuries have consecrated the experience of the Middle Passage as a sacred one and its Atlantic geography as a sacred site.  It is marked by monuments and literary tributes to its spiritual value in acknowledging the value of the lives lost in an attempt to restore visibility and, therefore, power to the souls lost along the journey.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis; Equity & Belonging. General Education: Humanities; Racial Justice).

HON 406 Disinformation, Censorship, Protests, and Porn 3 SH
Beginning with a discussion of John Milton’s Areopagitica, John Stuart Mills’ On Liberty, the John Peter Zenger trial, and Thomas Paine’s Common Sense, this course will explore First Amendment rights pertaining to free speech, public assembly, and a free press. Through critical study and analysis, students will explore the modern challenges to free speech protections and why ensuring continuing protection of free speech rights serves as the vanguard to creeping authoritarianism. Historical efforts to limit free speech protections, both domestically and internationally, will be discussed and analyzed. This will include free restrictions in the U.S. during times of war or national emergency, and those restrictions citizens of other countries face in places like Egypt, China, India, the Soviet Union, and post-colonial nations (Singapore, Malaysia, Kenya, and Nigeria.)   (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Equity & Belonging; Ethics)

HON 407 Flash of the Spirit 3 SH
In this course, we will pursue two goals: studying and familiarizing five different African cultures and understanding the introduction of as well as the transitions and reinventions of these cultures in the New World. Using the book ‘Flash of the Spirit’ by Robert Ferris Thompson as a guide, students’ will be encouraged to open up their own world views and be exposed to new possibilities of personal expression and community building through the mediums of language, art, film, music, spirituality, architecture, and even weaving. The course is divided into 5 parts: Yoruba (Nigeria); Kongo (Northern Angola, Western Congo); the Rara of the Universe (Benin); Round Houses and Rhythmized Textiles (Mali); and, the Emblems of Prowess (Cross River: Calibar region). Throughout the course, students must keep in mind some of the central components of these cultures and how they’ve evolved or were assimilated on their journey to and within the New World.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis; Equity & Belonging. General Education: Arts; Global Diversity).

HON 408 Fund of Conflict Resolution 3 SH
This course will examine the two basic models of conflict resolution: the competitive and collaborative approaches. Variations on that theme include third-party intervention and negotiation paradigms. Conflict resolution styles and skills, as well as the theory and practice of managing conflicts of values and needs, are discussed and applied to everyday interpersonal and group disputes. The course will also explore the ethical, cultural, gender, and racial implications of conflict resolution. We will take a building block approach to learning and skill-building by presenting the concept or skill, demonstrating it, providing a practice or discussion opportunity, and finally, critiquing the skill or concept. Students will then use the concepts and skills outside of class and write about their experiences in their journals.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis; Leadership, Collaboration & Team-Based Learning.  General Education: Social & Behavioral Sciences).

HON 409 Latin American Music 3 SH
This course is an interdisciplinary introduction to the evolution of music in Latin America. Latin America is divided into three major regions: South America, the Caribbean, and Middle America. Through a musical and historical perspective, we will study the cultures of Latin America. We will read, discuss, and critique the ideas of race, gender, social class, and the impact of geographical location on these diverse cultures within Latin America through a musical lens.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis; Equity & Belonging.  General Education: Arts, Global Diversity).

HON 410 Live News and Election Coverage 3 SH
This course is a challenging, comprehensive, hands-on news production class. We prepare and create original pre-recorded, edited news packages and live news content. Production includes working in the field, on location, and in a TV studio. Strict adherence to broadcasting deadlines must be met, attendance is mandatory, teamwork is necessary, and individual responsibility is a must. Lectures provide concepts and theories about news production work, industry practices and techniques, interviewing, and information regarding civics, government, and politics. Production work beyond class time is expected. Live News & Election Coverage may be used by Media Arts Production students as a major elective and non-majors as a free elective. Majors may repeat the course as a free elective.  (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis; Technology.  General Education: Humanities).

HON 411 Math, Literature, and Movies 3 SH
In this course, we will explore the ways in which mathematics has been represented in literature and in movies. This includes looking at mathematics and its use (and possible abuse) by creative artists. Ultimately, students will develop their own work of mathematical fiction.

Automathography: You will start the semester by writing a summary of your own experiences with mathematics. What math have you taken over the course of your lifetime? What did you like? What didn’t you like?

“Reading” Journal: As you read through the stories of mathematics and mathematicians, you need to write down your thoughts on what you have read. What surprised you? Did the reading stir up any memories or feelings from your own life? Was there anything in the story that struck you as particularly significant?

Group Work Write Ups: You will spend most days, after a hopefully brief introduction, working in groups to understand some aspect of mathematics either from or related to what you are reading. The group work may be based directly on the readings for the class or on supplementary materials after some instruction. After each class, it is the responsibility of each group to write a reflection on what they did that day. Each student needs to take at least one turn writing a reflection. The reflection must include examples of the mathematics you discussed and the group’s thoughts. You must write about the mathematics with as much precision and clarity as you would employ in any other piece of writing.

Biography: Many of our readings, even some of the fictional ones, involve real mathematicians. Pick a mathematician to research. You can not pick any of the mathematicians who were central characters in the readings or movies, but you can certainly pick an ancillary character. You might also want to look toward your final project; researching the life and works of a mathematician who could be a part of your story is a good way to add depth and realism to your work.

Final Project: For your culminating experience in this class, you will work with a group to create a work of mathematical fiction and present it to the class. You can write a short illustrated story (comic), or a one or two scene play or movie. Whatever you create needs to be thoroughly researched and include real, though perhaps not deep, mathematics. You will be evaluated on how well you tell your story, the humanity of your characters, and how accurately you portray your mathematics. You will also write a reflection on the choices you made and why you made them.  (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Artistic Creation; Historical, Social &  Cultural Analysis.  General Education: Mathematical Reasoning).

HON 412 Navigating Life: Survival Guide 3 SH
In a world where technology has become integral to daily life, many of us no longer rely on our most powerful tool: ourselves. Navigating Life: A Survival Guide to Thrive in the Real World will introduce students to a series of challenges and scenarios in which they will not have access to the amenities we are so used to today (cellphones, the internet, sometimes even clean water). The course will offer students alternative ways to improvise, adapt, and overcome in the face of these situations, and will provide them with low-tech solutions for survival in a high-tech world. The course will introduce students to basic first aid and CPR training, AED training, fire safety training, the concepts of lifelong fitness, personal finance, navigation and orienteering, and public speaking, among other things. Students should expect to be mentally and physically challenged by this course, and should be prepared to be pushed outside of their comfort zone. As a culminating project, students will participate in an overnight backpacking trip, where they will discuss and demonstrate some of the key skills that they learned throughout the course.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Leadership, Collaboration & Team-Based Learning.  General Education: Social & Behavioral Sciences).

HON 413 Positive Health and Stress Management 3 SH
Stress has become a worldwide epidemic. According to the World Health Organization, over 80% of chronic disease and illness is related to stress and unhealthy stress management practices. College students face a myriad of stressors and often lack the resources, internally and externally, to cope with stress effectively and in a healthy manner. The development and utilization of positive stress management skills and strategies are critical for creating, maintaining, and sustaining health and wellbeing throughout life. This is especially important to students at varying levels of academic and social preparation, many of whom are first and second generation Americans and/or who are the first members of their families to attend college. WCSU provides many resources and services to guide and support students in the transition and adjustment to college life. This course will provide the information and experiences necessary to help them navigate and succeed in their college career and beyond. (Modes of Inquiry: Critical Analysis; Artistic Creation; Historical, Social & Cultural Analysis; Wellness. General Education: Personal Wellness).

HON 414 Positive Psychology 3 SH
This course provides an introduction to the study of topics related to happiness and the positive aspects of human experience including positive experiences, positive character strengths, positive relationships, and the institutions and practices that facilitate their development. Positive experiences include the mental states of flow and mindfulness and emotions about the present, past, and future. The positive character traits include wisdom, courage, compassion, love, humanity, justice, temperance, self-efficacy, resilience, grit, imagination, creativity, and transcendence. Positive relationships include the factors that enhance meaning and well-being among couples, family, co-workers and the community. Positive institutions include positive education models, positive work environments, healthy families, positive leadership, and the development of civic virtues. Some of the central themes include the nature of happiness, well-being including the nature and measurement of happiness, the biological basis of positive emotions, savoring, positive experiences, gratitude, flow, the authentic self and upward spiral. Topics include measurements of happiness, an overview of positive trait theories, self-esteem, mindset, the mind body connection, physical activity, and emotional intelligence. Modes of Inquiry: Textual Analysis, Historical, Social, and Cultural Analysis, Scientific and Mathematical Analysis, and Artistic Creation and Analysis.  (Modes of Inquiry: Critical Analysis; Scientific & Mathematic Analysis; Historical, Social & Cultural Analysis; Wellness.  General  Education: Social & Behavioral Sciences).

HON 415 Psychology of Sex 3 SH
This course will provide an exploration of human sexuality and the psychological links to a variety of sexual choices. Students will examine sexual behavior from multi-dimensional perspectives, including biological, psychological, sociocultural, and systemic. Students will explore the origins and history of sex therapy, be provided with a broad systemic basis for evaluating individuals or relationships that present with sexual dysfunction, understand the possible stigmatization and psychological/emotional impact of such dysfunction on a person and his or her partner, and learn about the progression of treatment options, including the history and practice of sex surrogacy. This class examines the cultural context within which our values about sexuality are developed and defined, including the messages from our family of origin and religious community. We will be discussing in depth such issues as sexual exploitation, the influence of pornography on body image, and its link to addiction, brain changes, and sexual expectations. Students will look at the development of sexual orientation, sexual behavior, and the diversity of sexual expression. Additionally, topics for review will include possible causation of “deviant” sexual practices, fetishism, the distinction between erotica and pornography, possible reasons for infidelity and the effects of an affair on a relationship, how choices of “swinging” or “open marriage” are decided in a relationship and the possible psychological and emotional impact of this choice, sexual expression and practices in the physically disabled population, psychological effects of unwanted pregnancy/abortion. We will look into the psychological and emotional motives behind the current (increasing) preference of today’s youth and casual sex (or “hook ups”) instead of the more traditional dating arrangements. The possible consequences of childhood sexual abuse on later sexual dysfunction issues and behavior will also be explored, as well as how infertility or parenthood impacts sexuality, and the sexual changes that occur as we age.  (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Historical, Social & Cultural Analysis; Wellness.  General Education: Social & Behavioral Sciences).

HON 416 Queer Art of Failure 3 SH
In a culture obsessed with success, failure has a bad rap. We pay lip service to the importance of failure, but it has no place in our lives beyond our private shame. Yet, failure has been a recurring theme in art for centuries, whether it emerges as a failure of craft or ideology. One could argue that every shift in artistic style and expression has been a kind of failure to adhere to the previous era’s dominant artforms. We will look at failure from the perspective of queer theory, which examines the way that power legitimizes and enforces the repression and control of gender and sexuality. We will use a queer perspective on failure as an artistic methodology to counter, resist, and dismantle everyday hegemonies. We will ask: How can failure be generative of new outcomes, new ways of thinking, and new ways of living? How can we fail more, and fail better? This is a studio class, but no art experience is necessary. In fact, less experience could be beneficial! The course content will be introduced through short readings and discussed as a group with the goal of making art in response to the themes raised in class. We will experiment together with 2D, 3D, and time-based materials working towards an independent final project.  (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Artistic Creation; Historical, Social & Cultural Analysis; Equity & Belonging.  General Education: Arts).

HON 417 Understanding Suicide 3 SH
This course will provide an in-depth exploration of suicide, and the psychological and societal links to this phenomenon. Students will examine suicide from multi-dimensional perspectives, including biological, psychological, sociocultural, and systemic. Students will explore the origins and history of suicide, be provided with a broad systemic basis for evaluating and understanding individuals that present with such ideation, understand the possible stigmatization and psychological/emotional impact of this presentation on individuals, families, friends, and community, and learn about the current prevention and treatment options, including trauma work, psychoeducation, psychopharmacology, psychedelics, and other therapeutic modalities.   (Modes of Inquiry: Critical Analysis; Scientific & Mathematical Analysis; Historical, Social & Cultural Analysis; Wellness.  General Education: Social & Behavioral Sciences).

HON 418 Warrior or Guardian 3 SH
Beginning with criminal justice reforms after Minneapolis and the death of George Floyd, this course with explore police accountability programs, instances of systemic and individual officer misconduct, and the function of police in our democracy. Through critical study and analysis students will explore the cultural shift of policing from guardian model to warrior model, and the impact of 9/11 on American policing. Past reform efforts such as those established by the Christopher Commission, Mollen Commission, Knapp Commission, and Seabury Commission, will be explored and compared to present day issues involving race, use of force, police officer selection and training, corruption, and fair and impartial policing.  (Modes of Inquiry: Critical Analysis; Historical, Social & Cultural Analysis; Equity & Belonging; Ethics.  General Education: Social & Behavioral Sciences).

HON 487 Honors Research Practicum  1-3 SH
The Honors Research Practicum (HRP) allows Junior and Senior honors students to assist a professor in a research endeavor related to the faculty member’s expertise. The main objectives of the HRP are to offer students opportunities to: develop research skills; collaborate with an expert in a given field; communicate in a professional language of their major discipline; and acquire intellectual acumen regarding sources of knowledge.

In order to accomplish these goals, students will undertake quantitative and/or qualitative analysis, organize and/or participate in research teams, write a literature review, or engage in other research activities. Students will be required to meet weekly with professors, actively participate in scholarly work, and submit a research log/summary to the professor. Professors overseeing HRP students will provide students with relevant research guidance and opportunities for them to reflect on their research experience in writing, such as in a journal or reaction paper.

Students will receive one to three hours of course credit for HRP. The number of credit hours is determined by the number of research hours the students performs each week according to the following equation: one credit hour is equal to three work hours per week (i.e., 3 hours of research per week equals 1 credit hour; 6 hours of research per week equals 2 credit hours; and 9 hours of research per week equals 3 credit hours). A second HRP may be taken for credit but a student’s total HRP credit hours must not exceed six.

For more information, please contact the director of the Honors Program. The deadline for submitting and HRP application is the end of the second week of the semester.

Prerequisite: Minimum of 60 credit hours (or waiver by the director), membership in the Honors Program, permission of the faculty member, permission from the faculty member’s chairperson, permission from the director of the Honors Program and permission from the Dean for the faculty member. The student must complete the Form for Registering for an Honors Research Practicum (HON 487). The student and professor will provide a description of the research project and the student’s research responsibilities (a minimum of 250 words).

HON 497 Honors Teaching Practicum 3–4 SH
The Honors Teaching Practicum (HTP) allows students to assist a professor in a class they have taken within their major or minor. The central goals of the HTP are to give students experience with some of issues involved in conveying knowledge to others and to reacquaint them with some of the central knowledge content of their field of study.

In order to accomplish these goals, students may organize study sessions, provide individual student tutorials, provide guidance with writing assignments, oversee group projects, organize class discussion sessions or oversee other related class activities. They are, however, prohibited from grading any of the activities they oversee or from performing purely administrative functions. Students are required to regularly attend the class in which they are assisting. Professors overseeing HTP students will provide students with related pedagogical materials within the area of the course and opportunities for them to reflect on these materials and their experiences in writing, such as in a journal or reacting papers.

The number of credit hours is determined by the credit hours of the course where the practicum is taking place (e.g., 3 hours for a 3 credit-hour class, or 4 hours for a course with a lab.). An HTP may be repeated one additional time for credit and may not exceed a total of eight credit hours. For more information contact the director of the University Honors Program.

Prerequisite: Minimum of 60 credit hours, permission of instructor and member of the University Honors Program or permission of the director of the Honors Program.