AH 101 Section 4, Introduction to Western Art
This course is designed to introduce students with no prior experience in the study of art to various styles of western art. Two-dimensional media, such as painting, drawing, printmaking, and photography will be explored. Three-dimensional media, such as sculpture and architecture, will also be studied. Finally, the history of art will be surveyed from prehistoric art through contemporary art. Students successfully completing this course will be able to: Analyze the basic vocabulary of visual elements (line, shape, light, value, color, texture, mass, space) and principles of design (proportion and scale, unity and variety, balance and rhythm, and emphasis and focal point); recognize and discuss materials (media) used to make art; place works of art in their historical context based on a general timeline and identify different styles and movements in art. Students will explore the University museum’s collections and compare and contrast artworks using the skills of formal analysis. The Honors section of Art History 101 will aim to develop oral presentation skills throughout the semester, as well as writing essays related to artworks belonging to different time periods.
AH 201 Section 2, History of Art I
The objective of this course is to familiarize students with the major stylistic, thematic, and historical trends in global art history from the Renaissance through today. This course is designed to encourage a critical understanding of the meaning and function of art objects, architecture, and design artifacts within their original historical contexts. Class sessions consist in a mix of lectures, group discussions, and classroom activities. Students will explore the University museum’s collection and compare and contrast artworks of the same or different cultures using the skills of formal analysis. Students will read and discuss scholarly articles tied to the examined time period. The Honors section of Art History 202 will aim to develop oral presentation skills throughout the semester, as well as writing essays related to artworks belonging to different cultures and times.
Anth 101 Section 6, Introduction to Anthropology
Introduction to Anthropology is a traditional holistic survey of the four main subfields of North American anthropology: biological anthropology, ethnology, linguistic anthropology, and archaeology. The instructor is a specialist in archaeology, so after an overview of holistic anthropology, this Honors section will focus intensively on archaeology and how it intersects with the other subfields. The class is based on interactive and collaborative projects that emphasize critical thinking and active learning rather than static lectures. Topics will include: 1) why archaeology matters, 2) archaeological narrative and the ethics of ownership, 3) archaeology and contemporary problems, and 4) archaeology and the future. Students will also be introduced to the many interpretive and theoretical contexts of contemporary archaeology by engaging with the instructor’s current field research and publications about the “Landscape of Ancestors” project in southwest Germany. Additional projects may be added depending upon student interest.
Bisc 164 Section 4, Honors Recitation
This is a reading and discussion course, focused on the book, Entangled Life, by Merlin Sheldrake, which deals with the fascinating biology of fungi. The course is not meant to comprehensively aid students in preparation or review for Bisc 160-163 (although occasional reviews of portions of that material may occur). Rather, it is designed to provide inspiration about how fascinating biology can be, to provide a broader perspective on biological science not provided by the lecture and lab portions of the course, and especially to help students develop communication and critical thinking skills related to biological science. The participatory nature of this course is intended to provide for a deeper level of intellectual engagement and growth beyond what is possible with lecture and lab. Upon completion of this course, students will have a deeper understanding of the ecology, evolution, edibility, and medicinal benefits of fungi, as well as how to discuss and critically think about biological science.
Econ 202 Section 6, Principles of Microeconomics
Microeconomics is the study of how individuals and firms make choices, and how these choices affect society. Economics shares with other social sciences like sociology and psychology the general goal of explaining and predicting human behavior. However, the distinguishing features of the economic approach are 1) the emphasis on decision making under the unavoidable condition of scarcity, and 2) a more rigorous analytical framework using models that simplify the complicated structure of reality. This course is an introduction to the basic concepts, tools, and models of microeconomics. The emphasis of the class is on economic reasoning using economic models as a foundation for such reasoning. Throughout the class, we will concentrate on applying the concepts and models that we learn to evaluate real-life situations and the effects of public policies. Some examples that we will answer in class are: Why do minimum wages create unemployment primarily for younger and minority workers? Why can’t a monopoly firm charge any price it wants? Why are most taxes levied on firms ultimately paid for by consumers? Why would free college tuition likely reduce the quality of college instruction? Why are lower-income and minority apartment hunters the most harmed by rent-control policies? Why does financial aid contribute to the increase in college tuitions? Why would a policy of zero pollution emissions likely make consumers worse off? By the end of this class students should 1) develop a deep understanding of a small number of core concepts of microeconomics that are essential to informed analysis of any policy issue; 2) develop an ability to use key economic ideas in evaluating public policies; and 3) develop an ability to critically analyze economic arguments put forth in public policy debates. For instance, students should be able to read and evaluate general material in the New York Times, the Wall Street Journal, or the Economist. In this Honors section, students will be given some additional readings and are also encouraged to read the economics sections of newspapers and magazines to suggest articles or ideas which they would like to discuss. The smaller size of the Honors section makes it more suitable than regular sections of Econ 202 for such discussions. In addition, students in the honors section are expected to answer essay test questions rather than multiple-choice questions, thus requiring a deeper understanding of the material.
Edsp 327 Section 3, Classroom Mgmt and Behavioral Interventions
This course focuses on effective classroom management and behavioral principles including evidence-based models of classroom discipline, proactive strategies to prevent misbehavior, effective responses to problem behaviors, and ethically appropriate discipline procedures for students with disabilities. For METP/HONORS section you must complete the Teach Live Experience and Reflection.
Eng 199 Section 6, Introduction to Creative Writing
This class will introduce students to the joys of writing poems, stories, and essays. We’ll seek to become familiar with some classics of the three genres and learn techniques and terms which will help us discuss and produce our own pieces of literature. We’ll workshop drafts in class, with a heavy emphasis on revision. Our final project will be a mini portfolio of imaginative writing, and students will be well prepared for single-genre 300 level creative writing classes. As an Honors section of this course, students will have the opportunity to learn about the publishing industry and submitting work for publication. In addition, we will strengthen our public speaking skills by practicing how to present our work with power and clarity. Our semester will end with a celebratory public reading.
Eng 224 Section 4, Survey of American Literature Since the Civil War
The theme of this course is “The Nation and the Word.” We will be exploring how diverse U.S. writers have sought to shape the nation’s understanding of itself through the medium of language—a dynamic and challenging tool. We will practice both historicist inquiry and close analysis of literary language, asking such questions as: How do authors’ aesthetic experiments reflect the tensions of their times and/or their desires to represent a different kind of world—in science fiction (which we will include) and elsewhere? How can an understanding of literary history help us to navigate the literary and cultural debates of the present, and vice versa? We will analyze a wide range of poems, stories, plays, nonfiction, and at least one short novel, but this honors course will not involve more readings, major assignments, or exams than a regular literature survey. It will, however, be entirely discussion-based, so students have both the freedom and the responsibility to influence our collective inquiry. Requirements include regular participation in class discussion, regular in-class writings, one class presentation, one creative writing exercise, one essay, and one final examination.
Eng 349 Section 1, Modern/Contemporary Genres: Speculative Souths in Fiction in Film
Speculative fiction is an umbrella term for works that contain elements not present in the real world in terms of time, setting and/or supernatural elements (real or imagined). This includes futuristic fictions, science fiction, fantasy, utopias and dystopias, horror and southern gothic. In this class we will explore the boundaries and variations of this encompassing term and how the South is situated in both the past and the future. Possible texts and films include: Selections from How Long ‘til Black Future Month, Kindred; Swamplandia!, Long Division; Sing, Unburied, Sing; Dread Nation; White Zombie; Skeleton Key
Hon 391 Section 3, Honors Conversations: The Hidden Brain
Each week, we will discuss an episode from Shankar Vedantam’s podcast Hidden Brain, which “explores the unconscious patterns that drive human behavior and questions that lie at the heart of our complex and changing world.” Students will select one day to choose an episode and lead a discussion, and all students must be willing to listen to one episode per week (each episode averages 40 minutes). The class will also welcome a few guest speakers. During our semester together, we will sharpen our knowledge about how we operate within society, enhance our communication skills, and improve critical thinking and analytical abilities.
Hon 391 Section 5, Honors Conversations: Topics in Medicine and Health Care
Topics in medicine and health care will be presented as documentaries which students view outside of class. Weekly classroom sessions will discuss and analyze the issues. Topics will include human genomics and personalized medicine, obesity and chronic diseases, gun violence, and vaccine controversies, aging and death, and U.S. and global health care policies.
Hon 391 Section 8, Honors Conversations: On Death and Dying
This course will encourage students’ reflection of an issue of universal human concern: death and dying. Peter Berger has noted, “Every society is, in the last resort, [human beings] banded together in the face of death.” The COVID-19 pandemic could (should) change culture’s conversation about human finitude, acceptance of our mortality, and the need to prepare for death. In this course, students will learn to see death and dying as an important lens for understanding morality, ethics, social practices and institutions in terms of both individual dilemmas and choices. Students will interrogate and critically analyze their fundamental assumptions about the nature of death and the various human postures toward it. They will consider and articulate their own beliefs about a “good life”, a “good death” and what it might mean to “die well”. This is a conversation with a cacophony of voices from different eras and perspectives, many of which have emerged or re-emerged in the midst of the pandemic. We will explore specific questions such as: What difference does the knowledge of death have for the living—for how we approach life, build culture, and organize community and institutions? Is death really all that bad? How has the experience of dying changed in the modern age, and how do people really die in lieu of modern medicine? How does this new reality affect our understanding of the goals of medicine? What ought we do when medicine cannot save us? And, importantly, how does all of this relate to our everyday lives? How might we deal with loss (when the time comes)? What will we teach our kids about death (if, and when, the time comes)? Our answers to these questions, students will come to see, reflect our presuppositions about human nature, moral agency, and one’s vision of the good life.
Hon 420 Section 2, Honors Experiential Learning: Drinking Water Quality in Mississippi & Lead Forum
In this course we will have focused, in-depth discussions of timely issues related to water. Students will be informed of issues through reading scientific and non-fiction literature, videos and media reports chosen to challenge their analysis of current water policy and to engage their intellectual curiosity and community engagement. In addition, a number of outside speakers will participate in the course to provide a variety of professional and community perspectives to the issues surrounding drinking water in Mississippi. Students will receive quality instruction in aspects of public, environmental, and population health and policy, and conduct comprehensive risk factor analysis to identify the potential contribution of drinking water to elevated blood lead levels in Mississippi children. The students will undertake a variety of activities to help stakeholders identify and address drinking water concerns, including: analyzing public water system (PWS) monitoring and testing data available through state and federal databases; assessing vulnerabilities of the piping systems and the effectiveness of drinking water treatment plants; preparing reports and educational materials for state agency personnel, public health professionals, extension agents, municipalities, community partners, and other stakeholders regarding findings; conducting outreach to raise awareness of common contaminants, regulation of drinking water supply, and measures to reduce exposure; and assist with the planning and implementation of a Lead Forum, a professional conference to be held in Jackson in October 2022.
Hon 420 Section 3, Honors Experiential Learning: The U.S. Supreme Court in a Partisan Age
The U.S. Supreme Court is a powerful actor in the American governmental structure. It is charged with the responsibility to accept and resolve cases offering a myriad of constitutional and statutory issues. In recent years, however, questions have arisen concerning whether the Court is fair and objective. Some observers believe that the Court has become politicized. Others say that it is simply the range of rulings that lifetime appointments yield. The question of whether the Court has become a political institution is worthy of investigation, as well as the question of whether it is a partisan institution. This course will address these questions and offer insights into the role of the Court in the American system of governance. (Note: This class may have the opportunity to go to Washington, D.C. to hear oral argument in a case or two.)
Hon 445 Section 1, Art and the Republic
This class is an adventurous exploration into the interactions of art and society. The objective of the class is to examine various forms of art in dance, film, literature (including novels and poetry), music (all genres), sculpture, animation, humor and theater, and to explore and analyze how these forms of human expression are affected and influenced by our society and culture; we then analyze how, in turn, these artistic genres influence and affect society and its citizens. This course also engages students on current issues relating to various forms of art. Be prepared to read and explore a wide variety of newspapers and news sources from the past and present involving complex social, societal and political issues and relate them to artistic expression. The course requires maturity and respect for multiple points of view. There are short written assignments and projects, and students will be expected to discuss and share their work and ideas in class.
Hst 451 Section 2, The South in the Twentieth Century
This course explores the daily lives, economic activities, cultural fixations, and political affiliations of “southerners” (however defined) from roughly 1901 to 2001. The Honors section of this course will off-load the primary task of mapping out the broad framework for 20th c. southern history to students and their at-home readings and preparations. Instead of routine lectures, students will work in each class to draw out their own historical insights regarding the economic, cultural, and political contours of the modern South. The first point of focus will be the humanities and inhumanities of life and death in the autocratic world of the Jim Crow South; next, students will examine how the Great Depression and World War II laid the groundwork for stunning socio-economic change, as well as three decades of a “new civil war” against racial segregation and discrimination, and political and cultural strategizing to undo or retain Jim Crow’s social and economic arrangements; finally, students will come closer to home with a thorough-going examination of the post-Jim Crow South, a region both departing from race-based autocracy while forging new social, economic, and political orders and expressions, all while reshaping the U.S. in a manner that will draw students toward a final consideration: just how “southern” is contemporary America? Assigned books, primary sources, and in-class discussions supply additional perspectives on what made the recent South a place of national and global importance. A Portfolio of student work — instead of graded exams or quizzes — will be used to evaluate student learning and provide a body of work that students can take with them after the class is over, a memento from a South they will have likely met again for the first time through the course. Given the crucial role of mass media in shaping and documenting modern southern life and culture, this course will make extensive use of television and film footage to convey the felt experience of lives and communities changed and unchanged over the course of the 20th century— and the life-or-death stakes involved. Music and storytelling will also be treated as additional resources, along with stories from my conservative South Carolina family, and what I have learned and unlearned about historicizing my own “southern” upbringing. When appropriate, brief field trips to locations either in-and-around Oxford or on-campus will bring the history under study home, revealing that no one can truly escape the past while also inviting students to consider — as historian George B. Tindall once put it — “to change is not necessarily to lose one’s identity; to change sometimes is to find it.”
IMC 404 Section 7, Integrated Marketing Comm Research
Research Methods in IMC gives students practical experience in creating, conducting, and reporting communications research specific to integrated marketing communications, public relations, promotions, and other media areas related to IMC. Students will learn how to collect applicable background research to inform research questions, how to design studies that best answer those questions, and how to analyze and report those results. The honors section will introduce a layer of media criticism to the regular course. As we explore how to do research and apply it to commercial practice, we will also explore the social implications of commercial media and which research tools can help us better understand them. Additionally, a tighter focus will be placed on the intersection of qualitative and quantitative research as tools for investigating these issues.
Mgmt 371 Section 3, Principles of Management
MGMT 371 introduces the principles underlying the management field, focusing on basic roles, skills, and functions while highlighting managerial accountability for ethical, sustainable, and responsible goal achievement. Companies face increasingly tough global competition, uncertain environments, personnel and resource constraints, worldwide economic, political, and social shifts – and the aftermath of a global pandemic. Asked to do more with less amidst shifting strategic imperatives, managers must appreciate the full implications of their decisions, embrace change as the nature of things, and create a vision and cultural climate that fosters a truly collaborative, sustainable, and equitable workplace. The honors section of MGMT 371 uses discussion and contextual learning rather than lecture to explore core management principles, their applications, and implications. We are the managers of our own lives; all can benefit by studying to be better at it.
Phil 101 Section 2, Introduction to Philosophy
Philosophy 101 Honors introduces students to a number of core philosophical problems about the nature of knowledge and our place in the universe. The guiding questions of this course are: What is philosophy and why is it valuable? What can we know about the world and ourselves? What makes something a person? Must a person be the right kind of animal, have the right kind of mind, have an immaterial soul, or something else? What is the mind and how exactly is it related to the body and brain? What can the physical sciences tell us about the mind? Do we have freewill? When are we responsible for what we do? Do our choices, actions, and lives have any meaning? The overarching goal of the course is for students to develop the ability to critically analyze philosophical arguments and to hone their reasoning skills. This honors section will give special attention to the ongoing relevance of philosophy for science and society today.
Phil 103 Section 3, Logic: Critical Thinking (cross-listed as Ling 103)
Students will develop the ability to uncover the logical structure of ordinary language; to recognize, represent, and assess everyday statements and arguments; and to work competently within formal logical systems. The material will be presented in three distinct sections, with an exam after each section. The first section is introductory. Topics include basic logical concepts, the informal analysis of statements, the nature and analysis of arguments, and fallacies (including statistical fallacies). The second section concerns categorical logic. Topics include categorical statements, the logical relationships amongst categorical propositions, and categorical syllogisms. The third section concerns propositional logic. Topics include the truth-functional operators and the use of truth tables to prove validity. Note that the course is excellent preparation for standardized graduate admissions tests (GRE, LSAT, MCAT).
Pol 303 Section 1, The American Presidency
This course is an introduction to the political and administrative processes of the American presidency and the executive branch it leads. The fall of 2022 marks the end of the first half of President Biden’s first term in office, and during this time the president will pursue an agenda for the nation in the midst of the midterm election campaign in which control over Congress is at stake. In this class, we will step back from the day-to-day news cycle to substantively examine the constitutional second branch of government as a political institution nestled in a complex political system of rival actors, and apply analytical political science concepts to explain and evaluate the behavior of the Biden Administration’s first two years in office. As an honors section of POL 303, this class will include a simulation of bureaucratic policy making in which the class is organized into multiple executive departments and each student is assigned an agency and must navigate dual pressures from department heads and the public to develop and promulgate regulations and advance their careers.
PPL 377 Section 2, Women and Public Policy in the U.S.
In this course, we will explore how a range of public policies specifically affect women in the U.S., paying attention to the commonalities and diversity of women’s experiences, interests, and beliefs. Topics include education, health care, reproductive rights, family policies, and employment, among others. Readings will draw on academic articles, government research, think tank reports, and personal narratives, among others. Writing requirements include short analysis/reflection assignments and longer policy research papers; and class sessions emphasize discussion, debate, and problem-solving, with limited time for lecture.
Psy 417 Section 1, Disasters and Mental Health
Disaster mental health, or clinical-disaster psychology, is an applied science. It refers to the “specialized domain of training, research, and service provision applied to or with individuals, communities, and nations exposed to a disaster” (Yutrzenka & Naifeh, 2008, p. 97). Disaster mental health, as an applied science, incorporates many different aspects of psychology, with clinical, counseling, social, community, multicultural, developmental, cognitive, neuroscience, and industrial-organizational psychology serving as examples. While human beings have always had to deal with the wide-ranging and potentially devastating effects of disasters, it was not until the 1990s that the field of psychology really began to play a major role (see for example, Jacobs, 1995, 2007). Because the occurrence of a disaster is a matter of when as opposed to if, it is essential that clinical psychologists who feel called to respond in instances of disaster prepare now for the next disaster (Schulenberg, Dellinger et al., 2008). Mental health professionals should seek out the necessary training, as disaster mental health work requires strong generalist training coupled with specialized education in disaster-related mental health issues (Schulenberg, Dellinger et al., 2008). It requires a proactive stance in building relationships with community entities, such as disaster-relief agencies, churches, and schools, prior to the occurrence of a disaster. The purpose of this course is to delineate in depth the role of clinical psychologists in the field of disaster mental health. Topics include common reactions to disasters, psychopathology related to disasters, vulnerability and resilience, special populations, and related mental health interventions and services, including community-based psychological first aid (CBPFA).
Rel 101 Section 6, Introduction to Religion
This course, REL 101, is founded on the assumption that a critical, yet sympathetic, knowledge of the major religions of the world will better equip you to understand the world in which you live—whether you pursue a career in the military, business, the arts, politics, or nursing. Thus, this course introduces the student to the academic study of religion and surveys some of the world’s major religions including Hinduism, Buddhism, Chinese Religions, Judaism, Christianity, and Islam. Our purpose is to gain basic familiarity with the rituals, beliefs, figures, sacred texts, and holy days that most generally characterize each of these distinctive traditions. In addition to the introductory textbook, we will examine primary sources such as sacred scriptures and theological writings. We will also be reading a few excerpts from scholarly essays on the theory of religion. This honors course will differ from the non-honors sections of the course in the following ways: significantly more in-class discussion of the course material; an additional small research paper; several additional readings; and a slightly more challenging exam format.
Span 111 Section 11, Intensive Elementary Spanish
Spanish 111 Elementary Spanish is an introduction to the language and culture of the Spanish-speaking world. Spanish 111 is designed for students to learn the skills to communicate effectively in Spanish and to develop a knowledge and appreciation for Hispanic cultures. By the end of this class, students should be able to complete basic communicative tasks in Spanish using newly-acquired communication strategies, grammar and vocabulary, and to be able to understand and speak about the diversity of the Spanish-speaking world. Students in this Spanish 111 Honors section will be exposed to authentic material (news articles, literature, movie clips, etc.), and they will engage reading and writing strategies learnt in other classes for producing meaningful speech and quality writing in the Spanish language. Because the Honors College and Croft also offer a Spanish 211 section, we will prepare all students to excel in that class.
Span 211 Section 5, Intensive Intermediate Spanish
Spanish 211, Intermediate Spanish, is a continuation of Spanish 111, Elementary Spanish, and is therefore, designed to continue the study of the language and culture in the Spanish-speaking world. By the end of this class, students should be able to complete intermediate-level communicative tasks in Spanish using the communication strategies, grammar structures and vocabulary acquired during the semester, and to understand and be able to talk about the diversity of the Spanish-speaking world. The goals of this course are based on the Standards for Foreign Language Learning in the 21st Century. These standards, often referred to as the 5 Cs, emphasize the following areas: Communication in Spanish; Learning about different cultures in the Spanish speaking world; Using language to make connections to other disciplines; Comparing and contrasting languages and cultures to develop a deeper understanding about language; and Using the larger community as a way to experience and acquire knowledge about language. Students in the Honors section will have the opportunity to work with authentic material (news articles, literature, etc.) and will engage reading and writing strategies they have learned in regular classes in the production of class work and homework in Spanish. Because this Honors section will also include Croft students, who will necessarily continue to Spanish 303 and 305, we will spend more time in preparing all the students for excellence in those courses.
Span 303 Section 2, Intensive Intermediate Spanish
Spanish 303 for Croft and Honors students is a fast-paced conversation and composition course that integrates additional authentic materials that supplement the course content and further enhance students’ analytical skills and linguistic proficiency. These carefully selected reading and audio-visual materials that supplement the textbook are intended to promote global awareness by means of meaningful exposure to important aspects of the history, literature, and cultures of the Spanish-speaking world. Students will be exposed to, and challenged to, perform at the advanced and superior levels, as established by the ACTFL standards. Upon successful completion of the course, students should expect to have the tools necessary to execute the following communicative tasks in the target language: initiate, maintain and bring to a close informal conversations on both familiar and unfamiliar, everyday topics; accurately describe people and places; express thoughts and feelings; narrate and discuss topics/cultural events in major time frames (past, present, and future); present/support opinions; and develop arguments on current social and cultural issues. The course integrates technology, both inside and outside the classroom. This class is conducted exclusively in the target language. Students should be ready to engage and participate proactively during each class period.
S St 101 Section 2, Introduction to Southern Studies
An introduction to “the South” as an object of interdisciplinary academic study, with a focus on the dynamic interplay between the facts of southern history and contemporary southern experience, on the one hand, and the range of myths, symbols, and ideologies through which southerners and others have attempted to define the region. This course is organized thematically rather than chronologically, but the assigned readings touch on many phases of the southern past, from the antebellum period through Jim Crow segregation and the Civil Rights years, into our own postmodern moment. Our core texts sketch the main themes: faith (in God and the natural world), community, and the pastoral South; the Confederate flag and its long and conflicted history; race, violence, and the blues in the Mississippi Delta; struggling through the trauma and precarity of contemporary black life on the Gulf Coast; the poverty and pride of poor white Alabamians in a Global South context.