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 102 Section 1, Introduction to Non-Western Art
This course is designed to introduce students to works of art in various media developed in isolation from the European tradition. Lectures focus on the major artistic traditions of South/Southeast Asia, China, Japan, Korea, the Islamic World, Oceania, the Americas, and Africa from ancient times to the present. Using visual arts as a tool, this course introduces students to the diverse social customs, religions, and beliefs of Non-Western peoples. The Honors College section of this course differs from other sections of the course by incorporating active learning strategies in the form of a museum visit, a small group discussion, and an individual student presentation. The assessment of this Honors section is based on several quizzes, “blue-book” essay exams, an oral presentation, and several written assignments.
Anth 311 Section 3, Human Mobility: Studies in Migration
Migration is one of the most important issues in the world today, in one sense an urgent modern dilemma, and in another, one of the defining aspects of humanity. Anthropology provides a unique view of human mobility, from interviews with refugees to forensic studies of ancient bodies. Students will examine ancient and modern migration case studies from around the world, with a focus on the US and Mississippi. Class projects include preparing a global exhibition coming to campus next fall, along with the opportunity to have their research showcased in a campus library display and online.
Astr 104 Section 8, Astronomy II
This is a laboratory-based course in introductory astronomy, with special emphasis on stars, galaxies and the universe. The two weekly lectures are common with the non-honors sections. The honors content is entirely contained in the laboratory. Whenever it is possible, observations are held in Kennon Observatory or simply outside. We learn the constellations, look at the craters of the Moon, at the planets, and explore star clusters and galaxies in the telescopes. Honors students have a chance to use the most powerful telescopes and watch objects that we usually cannot offer in regular classes. Many of the regular laboratories are badly simplified to make sure that they are not over the head of many students. We do not make this undue simplification in honors labs, so the material is intellectually more rewarding and interesting. The level in the honors section is still kept accessible for anyone who has a good grip on at least up to 8th grade math and science – not too hard for honors students. The laboratory includes a systematic image taking project, which occupies 1/3 of the total time. Students are requested to do individual work (only directed by faculty), which involves one full night of image taking. Due to the unpredictability of the weather in Oxford, flexibility is needed (on short notice) in picking that night. To compensate for the 10 – 20 hours of total out-of-class work, three laboratories are cancelled, and no homework is assigned in the class.
Bisc 165 Section 8, Honors Recitation II
This is a reading and discussion course, focused on the book, Mycophilia, by Eugenia Bone, which deals with the fascinating hobby and sub-culture of mushroom-hunting. The course is not meant to comprehensively aid students in preparation or review for Bisc 162-163 (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.
Bus 250 Section 2, Legal Environment of Business
The purpose of the course is two-fold. First, the course will instruct how business/transactional law works and how the subject matter practically applies in the “real world”. Subjects to be covered include, but are not limited to: court systems and procedures, contracts, corporations, real property transactions, and regulation of business and transactional law. Second, the student will learn how the three branches of government (executive, legislative and judiciary) operate. Over the course of the semester, the students will hear from the instructor as well as guest presenters who work in a particular field.
Chem 222 Section 4, Elementary Organic Chemistry II
Students enrolling in my honors section of Chem 222, Elementary Organic Chemistry II, will attend a weekly one hour recitation section. During this additional class time, students will take part in additional assignments that are designed to enhance their understanding of the material that is being covered in the lecture. The primary focus of these problem sets will be the development of more efficient methods and applications of the course material to modern problems. These topics will be pulled from recent organic chemistry literature.
Clc 325 Section 2, Topics in Classical Civilization (Turning Points in Greek and Roman History)
This course takes us back in time to the decisive moments that shaped Greek and Roman history including the Persian War, Caesar’s assassination, and the beginning of Athenian democracy. Our aim is to understand all sides of these dilemmas including their causes and results. We will do more than just discuss these critical moments, though, we will relive them through two historical role-playing games. Throughout the course, we will analyze literary sources of many genres as well as archaeological material from these time periods. Class will consist of discussion, close reading, and debates.
Danc 200 Section 1, Dance Appreciation
Dance Appreciation is a one-semester course, which investigates dance in relationship to culture, as it correlates to ritual, religion, courtship and the performing arts. The main content areas include: Dance as Ritual; Dance as an Art Form, The Creative Process; Dance and Courtship/Sexuality; The function of Art and Theatrical Dance in contemporary society; and The History & Aesthetics of the major dance genres (ballet, modern, jazz/tap). This investigation will include readings from the text and journal articles, in class movement experimentation and creation, and viewing videos. Students will be assigned particular topics to present to the class, and lead class discussion. This course fulfills the school of Liberal Arts’ Fine Arts requirement.
Econ 203 Section 3, Principles of Macroeconomics
This course continues a student’s introduction to economics with emphasis on the measurement of national economic performance and alternative explanations of short-run economic ﬂuctuations and long-run economic growth. The course introduces students to market analysis of labor, credit, and money markets. Students will apply these concepts through analysis of a single country throughout the semester and this applied nature of the course continues with a focus on the role of policymakers and institutions in determining economic outcomes.
Edci 353 Section 1, Planning & Teaching Strategies for Effective Classroom Practice
Introduction to teaching strategies and models including direct instruction, discovery and inquiry, cooperative/collaborative learning, concept teaching in a developmental-constructivist context; attention to taxonomies for cognitive, affective, and psychomotor domains; reflection of classroom practices; curriculum design and planning; classroom management; evaluation and assessment; use of technology across the curriculum. Participants in the Honors/METP section of this course will be required to teach 2 lessons from an original unit plan developed during the course. This teaching requirement will take place in your K-12 field experience placement. HC/METP students will use the information gathered from developing and teaching the unit to create a Teacher Work Sample that examines the impact their teaching had on K-12 students’ achievement of stated learning goals.
Eng 224 Section 1, American Literature since the Civil War
In ENG 224 H we will read a variety of American novels and short stories from 1865 to the present, and watch several film versions of the fiction. The honors section emphasizes discussion. Grades will be based on attendance and participation, several 4-5 page papers, and a final examination.
Eng 324 Section 1, Shakespeare
We will study intensely some of Shakespeare’s best known plays, and we will pay close attention to them both as aesthetic documents and as cultural artifacts that afford us a glimpse into early modern society and culture. We will therefore learn about Shakespeare’s historical moment while also working to achieve a general and a detailed knowledge of Shakespeare’s plays and the rich language in which he wrote them. Plays under consideration for the spring are: A Midsummer Night’s Dream, Romeo and Juliet, Much Ado About Nothing, Hamlet, Richard II, Henry V, The Merchant of Venice, Coriolanus, Twelfth Night, Othello, Measure for Measure, Macbeth, All’s Well that Ends Well, and King Lear. Requirements: attendance, participation in discussions, regular quizzes, an essay, and 3 exams (including a comprehensive final exam).
Hon 392 Section 1, Honors Conversations II
Honors 391/Conversations is designed to give upper-level students the opportunity to meet and discuss important topics in a classroom setting. The classes meet for 50 minutes, one time per week. The general focus in my section of this course is on social justice issues—labor, women’s rights, civil rights and race, student debt, the environment, war, poverty, etc. The course takes into consideration major unfolding events in the state, nation and world, such as the upcoming presidential election, plus related literary, art, music, and film issues as well as political and economic developments. The main goal is to engage each other in thoughtful, interesting discussion. As such, each student’s main responsibility each week will be to participate constructively in our discussion. Each student will be assigned one class period during the semester for which he or she will assign readings and lead the discussion.
Hon 392 Section 2, Honors Conversations II (The South in the News)
This course will be organized around current topics in the news that relate to the American South. Students will read an article or a set of articles that appear in local, regional, and national news outlets. We will discuss contemporary debates about politics, society, and culture, as well as how ideas about the South circulate and represent broader debates in American society.
Hon 392 Section 7, Honors Conversations II (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, antibiotic and vaccine controversies, aging and death, and U.S. and global health care policies.
Hon 399 Section 1, Special Topics in Honors (The Search for Understanding)
Have you wondered why nuance may be important in political conversation? Have you wondered why ambiguity may be necessary in literature and art? Then join Bruce Levingston and John Winkle in a unique exploration of the influence of these two prominent forces – nuance and ambiguity – as they surface in contemporary life. We will examine together the applications of these forces in four distinct fields: performing and visual arts; law and medicine; the environment; and, individual identity. The course will enhance our understanding of nuance and ambiguity in our society, their influence on us, and what we can learn from them. Our class is based on informed conversation, drawn from assigned readings and essays that you will write.
Hon 399 Section 3, Special Topics in Honors (Following the Presidential Primaries)
Drawing on current news coverage as well as the thoughts of political writers, campaign strategists and independent pollsters, the class will track the progress and demise of candidates in a big Democratic field for the 2020 primary season (which dovetails nicely with spring semester). Competition should be intense in early 2020 when the Iowa caucus on February 3 begins the formal process. Since students are eligible to vote, they will be asked to follow the struggle closely and to be prepared to discuss various aspects of the race in class. Though President Trump is expected to cruise to the Republican nomination with little challenge, his moves will also be followed. Written commentary will be assigned at intervals during the semester as well as a final paper that defines the students’ views of the campaign. The instructor will be Curtis Wilkie, a member of the journalism faculty who covered eight presidential campaigns as a national political reporter for the Boston Globe before his retirement. He plans to invite special guests to meet with the class.
Hon 420 Section 2, Honors Experiential Learning (Faces of Poverty)
What does the face of poverty look like? The comforts of a classroom on the Ole Miss campus can make it hard to convey what it is like to live in a house with a dirt floor. The reality is that, even within our own community, there are people who scrape by and go unnoticed. The faces of poverty are not just people living in Africa or other places far away. They can be the people we pass on the streets. The folks we politely nod to as we drive through our town. They are all around and often go unseen. In this interdisciplinary, experiential learning course, we will explore what poverty looks like. Drawing on theories from sociology, economics, psychology, political science, and anthropology, we will examine issues surrounding poverty and economic inequality in the Twenty-First Century. In addition to reading about these issues, students will participate in a variety of service learning experiences in Oxford, the Mississippi Delta, and either Atlanta or East St. Louis in order to gain insight into poverty in our community, in the rural areas of our state, and in nearby urban areas. During the first half of the class, the goal will be to ascertain the nature and scope of the problem. In the second half of the course, we will think about how to respond to the problems related to poverty. This is not a class about trying to “solve” poverty, but rather an opportunity to consider how we will respond to and fight poverty in our local communities, in our country, and in the world.
Hon 420 Section 3, Honors Experiential Learning (Evaluating Student Knowledge and Attitudes about Climate Change)
The objective of this section will be to develop, distribute, and analyze the results of a scientific survey of University of Mississippi students regarding their knowledge of, and attitudes about, climate change. Students will be involved in all aspects of creating the survey, distribution, and analysis of results. Students will learn about the basics of climate change science and research by sampling using survey techniques. The class will be co-taught by Dr. Clifford Ochs (Biology) and Dr. Carrie Smith (Psychology). Registration is by instructor permission; contact Dr. Clifford Ochs (firstname.lastname@example.org) if you would like to take this course or if you have questions.
Hst 402 Section 1, Revolutionary America, 1763-1800
Historians have long viewed the American Revolution as two separate and interconnected conflicts. The first conflict was over what is called “Home Rule”—whether the colonists, or Britain, should have sovereign authority over the thirteen colonies of North America. The second contest was one over “who should rule at home”—in other words, just how revolutionary should the revolution be? Yet, these two questions cannot really be separated: the ideas, rhetoric, policies, and hardships that drove the American Revolution and its aftermath stretched far beyond their intended audiences and transformed (and created) American culture in the process. This course is structured, in part, around two Reacting to the Past Games. The first game, set in New York in 1776, requires students to debate whether or not New York should join the Revolution. The second game deals with the Revolutionary aftermath, as students debate the drafting of the Constitution. Along the way, we’ll examine how women, the enslaved, and Indigenous people felt about the conflict, and decide for ourselves what have been the enduring legacies of the Revolution. This course will be of particular interest to students interested in careers in law, politics, and the performing arts.
Hst 490 Section 2, Problems in History (Disease and Medicine in American History)
This course will introduce honors students to the field of medical history and will use disease as a lens to reinterpret the American past. Through thematic weekly readings, class lectures, and discussions, we will explore how epidemic diseases affected colonial projects in the Americas, how disease environments influenced the growth and practice of slavery, how disease shaped American political development and the progress of the Revolutionary War, how Americans conceptualized ideas about medicine and health in the nineteenth century, how disease affected western expansion, how struggles against disease during the Civil War influenced the development of the medical profession, how segregation created disparities in healthcare during the Jim Crow years, how disease became racialized in United States immigration policy, how the expansion of the federal government in the late nineteenth and early twentieth centuries changed public health campaigns, how the United States responded to the global influenza pandemic in 1918, how Americans have gendered and stigmatized certain diseases, how campaigns to eradicate disease following the Second World War reflected Cold War politics and society, how the United States responded to the AIDS epidemic, and, finally, what recent outbreaks of SARS, H1N1, Ebola, and Zika reveal about the future of disease in a globalized world. Throughout the course, we will pay particular attention not only to the physical and environmental effects of disease, but also to how disease has been socially- and culturally-constructed and used for a variety of political purposes. The major objectives of this course are for students to (1) learn about the impact of disease on American history, (2) develop an understanding of the field of medical history, (3) hone critical thinking and analytical skills, (4) learn how to read and analyze primary and secondary sources, and (5) improve writing skills.
Phil 103 Section 2, 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).
Phil 355 Section 1, Philosophy of Film: True/False
In the most recent Academy Awards, six of the eight films nominated for Best Picture were based on a true story: Bohemian Rhapsody, BlacKKKlansman, The Favourite, Roma, Vice, and winner Green Book. Portrayals of actual people in Can You Ever Forgive Me?, At Eternity’s Gate, and Bohemian Rhapsody were also nominated. Drawing on a wide range of interdisciplinary methods (from philosophy, film studies, surveillance studies, journalism, history, and more), we will explore questions about ethics, meaning, aesthetics, and culture by studying narrative features, documentaries, music videos, and other media that lie at the intersection of truth and fiction. Questions we ask might include: What do based-on-a-true story narratives tell us about actual history? What do they tell us about the present? How do these films differ from documentaries? Why did Jordan Peele call Get Out a documentary? Are films different from television shows? How does instant replay affect the way we watch sports? How do filmmakers get us to sympathize with certain characters? Should some acts or events not be represented on screen? Are you more likely to believe what has been recorded or shared on a cell phone? This class includes a trip to the True/False Film Festival over the first weekend of spring break. (You will be back in time for your other spring break plans!)
Phys 212 Section TBD, Physics for Science and Engr II
A calculus-based introduction to electricity, magnetism, electromagnetic waves, and related topics, including geometrical and physical optics. Second part of a two-semester survey of classical physics. The honors section of this course will be structured as an active learning environment, in which students spend a significant amount of class time performing experiments or working in small groups. Students in the honors section will also explore the historical context of significant breakthroughs in electromagnetism and their influence on technological and scientific advances.
Pol 421 Section 2, Senior Seminar in Comparative Politics
This course is designed to give students the experience of writing a “mini-senior-thesis” in comparative politics. The professor will advise each student through the entire process. Students will write a research paper of roughly 25 pages, which will be developed and refined in the course of multiple drafts. In the process, students will learn to develop sound research questions, construct a multi-factor argument addressing the research question, to gather appropriate data and information, and to weave them into empirical substantiation for their arguments. Research methods may be either quantitative or qualitative – no quantitative skills required. Again, each student is mentored through the entire process. There is no lengthy list of required readings like in a typical POL course, and there are no tests. The readings for this course consist mostly of the research for each individual paper. Grades are based on the various stages of the paper’s progress – first half, full draft, final draft, etc. To be eligible, students must be Political Science majors, be junior or seniors, and have at least a 3.0 GPA.
PPL 373 Section 1, Leadership in Public Policy Setting
This course is designed to provide a basic introduction to leadership by focusing on what it means to be a good leader. Emphasis in the course is on the practice of leadership. The course will examine topics such as: the nature of leadership, recognizing leadership traits, developing leadership skills, creating a vision, setting the tone, listening to out-group members, handling conflict, overcoming obstacles, and addressing ethics in leadership. Attention will be given to helping students to understand and improve their own leadership performance. As an Honors course, students will delve into theoretical approaches of leadership and utilize these approaches to examine case studies of leadership in practice. As public policy problem continue to advance, strong leadership from all academic disciplines will need to be able to work together to solve the world’s most complex problems. This class enables students to develop strong leadership tools that assist in self-assessment, emotional intelligence, leading teams, handling conflict as well as other leadership concepts. . Finally, this course will explore how to execute technical and conceptual skills among leaders in a changing organizational, community, political, social, and global settings.
Psy 201 Section 5, General Psychology
This course overviews the discipline of psychology, the scientific study of behavior and experience, and its major subfields (biological, clinical, health, social). A large portion of this course is devoted to appreciating the science of psychology and the relevance of psychological concepts in everyday life, and much class time is spent discussing real-world application of the concepts. Unlike the non-Honors courses in General Psychology, ample time is afforded for class discussion, students read about common myths in the field of psychology, and they give a brief oral presentation to the class dispelling one of these myths.
Rel 101 Section 5, 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 3, Intensive Elementary Spanish
Spanish 111 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 will engage the reading and writing strategies they have learned in regular college classes when producing speech and writing in Spanish. Because the Honors College and Croft also offer a Spanish 211 section, we will prepare all students to excel in that class. In sum, Spanish 111 contributes to the Honors College curriculum not only in fulfilling language requirements but also in emphasizing critical thinking and writing by engaging original source materials, and by contributing to an interdisciplinary approach to learning.
Span 211 Sections 4 and 10, 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. 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. In sum, Spanish 211 contributes to the Honors College curriculum not only by fulfilling the language requirement but also by emphasizing critical thinking and writing by using original source material, and by contributing to an interdisciplinary approach to learning.
S St 104 Section 1, The South and Race
This course examines historical and contemporary dimensions of racial and ethnic relations in the U.S. South. The course enables students to think through their own identities, experiences, and beliefs as they learn how to approach the subject of race and ethnicity from a critical perspective. Those in the honors course will practice close reading strategies for the assigned texts, as well as develop and complete a research project that critically analyzes race as a social construct. This course is meant to develop student capacities to understand: how race was and is made in the U.S. South, in practice and by law; theoretical and empirical approaches used to study race, ethnicity, and the connection to social inequalities; some of the major debates that have dominated the study of race and ethnicity, including more recent forays into genetic genealogies; the experiences of different racial and ethnic groups that live or have lived in the U.S. South; and connections between racial and ethnic relations, social policy, and activism.
Writ 250 Section 3, Advanced Composition
In this course, students will conduct secondary and primary research within their majors on topics of their choosing and prepare effective writing that reports the results of their research. We will review strategies for developing research topics, questions, and problems; discipline-specific research resources to help students locate scholarship in their fields; fundamentals of data collection methods and analysis; research ethics; writing skills, including summary, evaluation, and synthesis; and strategies for presenting research in a multimodal format. Students may use the class assignments to help inform their future Honors theses, or if they have started their theses prior to enrollment in the class, use that work to help guide their assignments.