Spring 2025: Honors Course Descriptions

Updated 01/07/2025

Accy 420, Section 3, Independent Study (Accountancy Practicum)
Accy 420 is a two-course sequence that serves as an alternative to the traditional honors thesis for accountancy majors.  The class will be an evening class, meeting one day per week (3 credit hours for each semester) that will meet throughout the fall and spring semesters of the junior year.  Students will prepare cases approximately every other week.  These cases will deal with financial reporting, judgment and analytics and go beyond but reinforce the Intermediate curriculum.  The case studies will take place throughout the year.  In the alternative weeks throughout the year, representatives from the accounting profession will speak to the class regarding current topics in the profession.  We encourage the professionals to engage the students in active discussion. Case Competitions: This part of the course will be focused on developing presentation and communication skills through preparation and participation in a case competition format. Final Thesis Document: The final thesis work will include the many case briefs worked on over the course of the year in addition to the case competition materials.

AH 101, Section 2, 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. The course explores various types of art, both in two-dimensional media, such as painting, drawing, printmaking, and photography, and in three-dimensional media, such as sculpture and architecture. The second half of the class is a brief survey of Western art, from prehistoric to contemporary art.

AH 201, Section 1, History of Art I
In this class students will interpret representative global examples of prehistoric, ancient, and medieval art. They will investigate various art styles within their historical, political, and religious contexts using the specific vocabulary of art. In addition, they will examine the roles of artists, patrons, and audiences, and will identify the processes by which artists produce their work. The regular section of this course, with an enrollment of up to 120 students, consists entirely of lecture-focused classes with assessment based on multiple-choice examinations. This honors section differs by focusing on fewer examples of art but more in-depth discussion and presentations. In addition, students will read key primary documents to assist in interpreting art works in their chronological and geographical contexts. In addition, the “outstanding universal value” of UNESCO World Heritage Sites will be investigated. In the honors section, students will demonstrate critical thinking while evaluating various perspectives on art in several oral and written assignments. Rote memorization of works of art is not the goal of this course, yet potential art studio or art history majors must be prepared for departmental assessment tests on fundamentals of art history so they should be able to identify primary monuments in the history of art.

Bisc 300, Section 1, Research Methods in Biology
This course will introduce honors students to doing research in biology and other sciences. We’ll cover areas from getting started in developing research project ideas through analyzing research data to presenting and discussing research results. We’ll also discuss general concepts of research in the sciences, including different research approaches, concepts of experimental design and analysis, how research is funded, and the ethics of both doing and evaluating research. The course is suitable for students at any level who are interested in research in the biological sciences – whether they are already doing such research or still deciding on a capstone project.

Bus 250, Section 6, Legal Environment of Business
The legal environment of business is an intellectually-challenging study of the ever-changing legal landscape of businesses in today’s world.  This seminar-based course explores the forces influencing the law of business, with an emphasis on civil torts, business contracts, agency relationships, business organizations and government regulations.  This course will offer honors students a unique, in-depth exploration of the legal process and encourage them to pursue their own areas of interest.  The course will also provide students who are interested in accounting, marketing, management, and all aspects of business with a solid legal framework to a better understanding of their chosen profession.

Clc 325, Section 1, Topics in Classical Civilization
“Ancient Crossroads: 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. Rather than merely discussing these pivotal moments, we will engage with them firsthand through several immersive 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, historical role-playing experiences, and debates.

CSci 433, Section 2, Algorithm and Data Structure Analysis
This course seeks to introduce to the students the basic theory, concepts, and techniques of analysis of the efficiency of computer algorithms and concepts of computational complexity.  Upon successful completion of this course, the students should:

– understand the concept of computational complexity

– be able to analyze a class of computational algorithms

– be able to apply the concept of computational complexity to real-world applications.

Topics to be covered will include basic asymptotic notations and basic efficiency classes, brute force and exhaustive search, divide-and-conquer, space and time trade-offs, dynamic programming, greedy technique, data structures, graph algorithms, and limitations of algorithm power.  Besides the regular lectures, the instructor offers additional weekly meetings with honors students to explore advanced topics.

Edci 353, Section 1, Planning and 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 multiple days from an original unit plan developed during the course.

Eng 220, Section 41, Survey in Literary History, Literature and Sports
A literary survey of the relationship between literature and sport. We’ll be exploring fiction, drama, nonfiction, and poetry that deals with sport in different ways. From “Casey at the Bat” to Friday Night Lights, we’ll look at how sport affects American mythology and culture.

Eng 224, Section 21, Survey of American Lit since Civil War
In the aftermath of a brutal civil war that nearly tore the country apart, American literature came to be defined by a rich diversity of genres, points of concern, and even political endeavors. From regionalism’s fascination with “local color” to beat poetry’s fierce rejection of the mainstream, the United States has become home to a wildly manifold and changing literary landscape. In this course, we will examine but a few of the ways in which American authors have responded to and even helped shape the political, economic, social, environmental, and cultural conditions of their times; what histories, perceptions, and biases inform their literature; and what the real-world consequences of their particular works may be. A few broad questions we will consider during this class include: What precisely drives the shape of American literature? How have American authors opposed or embraced the status quo of their eras, and why? And how have ever-raging conflicts based on class, race, gender, and other forms of identity gone on to decide what gets to count as “true” American literature? With the goal of developing your writing and research skills, we will primarily devote class time to discussing the course readings, with the goal of fostering critical thinking through a combination of lecture material, question and answer, and group discussion. We will also spend time preparing for papers by building writing, editing, and research skills.

Eng 355, Section 1, Studies in Southern Literature
Eudora Welty is a master of the American short story. Short stories launched her career in the 1930s, and to this day, her story collections are the cornerstones of her nationally recognized literary achievement. She chronicled life in Mississippi in her four short story collections A Curtain of Green (1941), The Wide Net (1943), The Golden Apples (1949), and The Bride of the Innisfallen (1955).  This in-depth study offers a sense of Welty’s development as a writer and brings her work into conversation with questions of region and nation, gender and sexuality, disability, race, and social class. It also explores her fiction in relation to her photography. Welty once wrote: “I am a writer who came of a sheltered life. A sheltered life can be a daring life as well. For all serious daring starts from within.” We will explore together how Welty in fact “dared” her readers to image the interior lives of others. In addition to regular course work, students will have an opportunity to join the International Eudora Welty Conference in Jackson, April 9-13.

Hon 350, Section 1, Introduction to American Law & Legal Reasoning
This course presents an introduction to the American legal system, legal materials and analysis, and the legal profession more broadly.  First, the course will introduce students to the institutions of the American legal system: courts, legislatures, agencies, and alternative dispute resolution institutions.  Second, the course will teach students how to read and analyze legal materials including cases, statutes, regulations, and private legal documents such as contracts, in a context similar to a first-year law school class.  Finally, the course will help students understand the norms and practices of the legal profession and judiciary.

Hon 392, Section 6, Honors Conversations, “Broadway Musicals”
Music and musical theater speak to us in ways no other medium can. In this class, students will discuss their favorite Broadway musicals, including the theme, plot, music (composers, musicians), who wrote it, original cast members (did they get their start on Broadway and now star in movies or the other way around?). Students will examine what was happening in the world during the time the musical was released. How does the story mirror what was going on during that time in history? Was it written as a reaction to something? What was the creator’s purpose for this particular theatre piece at this particular point in history?  Has it stood the test of time? Have movies been made based on its story? What makes it so beloved in our culture and why does it speak to you?

Hon 392, Section 7, 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, opioid and amphetamine abuse, gun violence, vaccine controversies, aging and death, abortion, mental health, and U.S. and global health care policies.

Hon 399, Section 3, Special Topics in Honors
“Influences and Interactions in Art and Music,” (register for 3 credit hours)
In this course, Bruce Levingston and Philip Jackson will explore the influences and interactions between the visual arts and music from the Renaissance to the present day. There will be particular emphasis on works of the Classical, Romantic, Impressionist and Modern periods with focus on such artists as Caravaggio, Fragonard, Goya, Delacroix, Corot, Manet, Eakins, Monet, Cassatt, Van Gogh, Picasso, Ernst, Matisse, Kahlo, Warhol, Basquiat and Close and their stylistic parallels and influences upon such composers as Mozart, Beethoven, Chopin, Liszt, Debussy, Bartok, Schönberg, Cage and Glass. We will also study other related media including film, dance and sculpture. The class will involve looking, listening and analyzing the lives and works of these artists and their eras. It only requires a passion to learn and explore the extraordinary richness of the artistic creative spirit.

Hon 420, Section 1, Honors Experiential Learning, “Latinos in Mississippi” (register for 3 credit hours)
This course sets out to engage students with the multi-faceted nature of Latino communities and the challenges that they face from a national, southern and, most prominently, from a Mississippi focus. We will adopt an experiential learning approach to uncovering the barriers to healthcare, education, employment, and legal representation that Latinos contend with in their daily lives as residents of Mississippi. To achieve this mission, we will visit and/or interview representatives of various professional organizations who work with Latinos, including the Mississippi Courts to learn about their Court Interpreter Credentialing Program. We will conduct group interviews in English and Spanish to the extent possible, though Spanish is not required to enroll in this class. Readings and class discussions will be in English. Our culminating project will be a poster presentation of our findings as well as a digital publication/handbook that summarizes a handful of the issues that Latinos contend with as Mississippians as well as recommended paths to help them. Ultimately, the course seeks to equip students with the knowledge and tools that they need to make a difference when serving Latinos in Mississippi communities, regardless of their chosen career path.

Hst 130, Section 2, Intro to US History to 1877
“We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.” —Preamble to the United States Constitution, 1787
A closer look at these familiar words provides more questions than answers about the newly founded United States of America.  Who were included in “the People” and “their Posterity” and who were left out?  What was a “Union,” and what would make it “more perfect?”  Who would decide what constituted “general Welfare,” let alone how it could be promoted?  What did “Liberty” mean and what were its “Blessings?”  Who created the United States, why did they do so, who belonged to it, and what was it to be? This seminar is an introduction to the history of what would become the United States from the colonial encounters of the 1400s to the end of Reconstruction in 1877.  We will study the major events of the period, including Native American contact, the founding of European colonies along the Atlantic coast, the American Revolution, early nationhood, and the Civil War and Reconstruction.  The course will chart political and cultural changes across four centuries, including the following topics: labor and the institution of slavery; race and racism; gender roles; immigration; the market; property ownership; democracy; and citizenship.  We will also discuss major historical debates that define the field. This course offers students a taste of what historians do and how history is produced.  It differs from regularly-offered sections of 130 in four key ways.  First, it is organized around themes and questions that we will study intensively.  Second, the primary readings are scholarly works and documents rather than a textbook.  Third, students are expected to actively engage in regular seminar discussions.  Finally, the semester culminates with a paper that requires original research.

Hst 471, Section 2, The Second World War
This course offers an introduction to the conflict so vast, varied, and violent that some commenters now call it “the Second World Wars.” After the Depression, Italy, Germany, and Japan launched a series of invasions across Europe, Asia, and Africa, and, for a time, these conflicts remained as a set of separate actions taken among the various states of the “Rome-Berlin-Tokyo Axis.” It was not until Germany invaded the Soviet Union, Japan attacked Pearl Harbor, and Germany declared war on the U.S. that these conflicts were to coalesce in a war between the Axis and the Allies, but, even then, the experience of combat still differed so much on land, in the air, and at sea that it can be studied as a series of cases across the Atlantic and the Pacific. To that end, Hst 471 provides a study of the history and historiography of the war, but it also provides an opportunity for students to do research on the case that is of the most interest to them. In turn, the course prompts students to reflect on the causes, consequences, and coalescence of wars in the present as well as the past.

ISS 301, Section 2, Survey of U.S. National Security Policy
This course surveys the key issues and ideas associated with U.S. national security policy from the beginning of the Cold War to the present.  It focuses on the challenges and opportunities for American foreign policy and national security in the contemporary era.  It will provide students with an analytic framework and historical context for understanding contemporary foreign and national security policy.  Additionally, it is designed to enhance students’ capacity to evaluate competing theories and arguments surrounding debates about U.S. national security policy and prepares students to develop their own policy analysis research, writing, and briefing skills.  To accomplish these goals students will examine key national security policies from 1945 until 2020 from the American, Russian, and Chinese points of view by watching key policy speeches, conducting analysis of each policy, and debating their strengths and weaknesses.

Jour 361, Section 1, Journalism Explorations I, Covering City Issues: Memphis
Students in this course will have an opportunity to witness the challenges, conflicts and creative solutions of a city continuously in the process of redefining itself, and will seek to understand this vital yet troubled American city primarily through the prism of its business and cultural economy. Using the city of Memphis itself as a primary source, students will research and report on five main areas of interest: Health and Human Services, Economic Development, Cultural Economy (includes Media/Sports/Entertainment/Tourism), Environment, and Education, identifying potential story ideas during class before making several site visits. On field reporting days, students will meet with city officials, community leaders, entrepreneurs as well as the reporters who cover them, conducting recorded interviews for stories they’ll produce once back on campus.

Phil 101, Section 8, 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 free will? 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.

PPL 363, Section 1, Early Childhood Policy in the U.S.
This course will explore how public policy affects the youngest Americans: those ages 0-5. It will address what infants, toddlers, and pre-schoolers need to thrive, why their needs sometimes go unmet and with what consequences, and possible solutions. In doing so it will cover health, welfare, education, child welfare, and other family policies, with a focus on the interaction among policies and between policy and practice. We will study how current policies were developed, including their justification, intended outcomes, and opposition, how they have been implemented, how well they work and how they could work better, and possible alternatives. In the process we will discuss how key institutions and actors in the family, private, non-profit, and public sectors affect young children, for better and worse.

PPL 371, Section 1, Nonprofit Organizations
Historically, private nonprofit organizations have served as mechanisms for citizen participation, social responsibility, and collective action in the resolution of societal problems. From social service agencies, foundations and churches, schools and professional associations, to museums, the nonprofit sector includes a diverse array of organizations, all chartered for a particular public or collective purpose. This course introduces the nonprofit sector of organizations and the role(s) it plays in society. The course will utilize readings, group discussion, case studies, and written assignments to expand student awareness of the scope and breadth of the nonprofit sector in the United States, examine the inner workings of nonprofit organizations, and provide a foundation for further study related to the field of nonprofit organizations. In addition, this course will focus on grant writing and methods of raising funds for the nonprofit sector.

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.

Psy 315, Section 3, Personality
Personality psychology is the scientific investigation of stable patterns in people’s thoughts, feelings, and behaviors. In short, why are people the way that they are? The main goals of this honors course are to 1) understand the key principles of personality science, 2) apply these principles to gain a better understanding of your own self, and 3) promote critical thinking about research design and methods in personality psychology. The honor’s section of this course emphasizes advanced theories in personality change over time, and involves reading and discussing primary sources in personality science.

Psy 430, Section 2, Positive Psychology
Positive psychology is a place for researchers interested in rigorously studying such concepts as meaning in life, values, spirituality, mindfulness, character strengths, positive emotions, self-efficacy, empathy, optimism, gratitude, creativity, humor, goal setting and accomplishment, hope, forgiveness, flow, resilience, and posttraumatic growth. It is also a place for the dissemination and practical application of this knowledge in various settings. The purpose of this course is to provide students with key information about the role of psychologists, particularly clinical psychologists, in the field of positive psychology. The course is an introduction to positive psychology research and practice, and focuses on the kinds of topics described above.

Span 111, Section 3, Intensive Elementary Spanish
Span 111 is an introduction to the language and culture of the Spanish-speaking world.  Spanish 111 is designed to provide students with the skills to communicate effectively in Spanish and to develop a knowledge and appreciation of Hispanic cultures.  By the end of this course, students should be able to perform basic communicative tasks in Spanish using newly acquired communication strategies, grammar and vocabulary, and be able to understand and speak about the diversity of the Spanish-speaking world.

The goals of this course are based on the Standards for Foreign Language Learning in the 21^st Century.  These standards, often referred to as the 5 Cs, emphasize the following areas:

• Communicationin Spanish
• Learning about different culturesin the Spanish speaking world
• Using language to make connectionsto other disciplines
• Comparingand contrasting languages and cultures to develop a deeper understanding about language
• Using the larger communityas a way to experience and acquire knowledge about language

Students in this Spanish 111 Honors Section will be exposed to authentic materials (news articles, literature, film clips, etc.) and will apply reading and writing strategies learned in other classes to produce meaningful speech and quality writing in Spanish.  Since the Honors College and Croft also offer a Spanish 211 Section, we will prepare all students to excel in that class.

Span 211, Sections 4 and 10, Intensive Intermediate Spanish
Span 211 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 21^st 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
• 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.

Summary of alternative (not additional) activities for the Spanish 211 Honors Section:

– Working on authentic materials;

– More extensive peer-to-peer conversational groundwork for OPI (Oral Proficiency Interview);

– Reinforcement of ACTFL goals and standards;

– Leadership, inventiveness, and class self-management;

– Reinforcement of grammatical constructions;

– More structured and meaningful compositions;

– More discussion of language acquisition principles;

– More preparation for Spanish Honors/Croft 211, 303/305.

In sum, Spanish 211 contributes to the Honors College curriculum not only by fulfilling the language requirement but also by emphasizing critical thinking, oral and writing skills, and by contributing to an interdisciplinary approach to learning.

Span 304, Section 2, Conversation and Composition II
Span 304 Honors is the second and last semester of a course sequence aimed at strengthening students’ foundational linguistic skills. Students will be exposed to authentic materials intended for native audiences and will be challenged to perform at the advanced and superior levels of proficiency, as established by the ACTFL Proficiency Guidelines and Standards. Students will continue to work on the five skills— speaking, listening, reading, writing, and cultural awareness and appreciation— necessary to deliver content and engage in conversation at both informal and formal settings, in rehearsed as well as unrehearsed contexts. Upon successful completion of the course, students should expect to have the tools necessary to successfully execute communicative tasks associated with the IH-AL levels: 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; present and support opinions; hypothesize; and formulate coherent, critical thoughts in the target language. This class is conducted exclusively in the target language, and students are expected to engage and participate actively during each class period. Spanish 304 Honors is an interactive, student-centered, and oral proficiency-oriented course. The course integrates technology, both in and outside the classroom.

Required Materials:

1. Imagina: Español sin barreras, Curso intermedio de lengua española. 4th. Ed., Vista Higher

Learning, 2019. (ISBN: 978-1-68005-708-9 / 978-68005-702-7)

2. Supersite Plus+ WebSam Online Workbook (access code required) https://www.vhlcentral.com

Span 331, Section 2, Introduction to Spanish Literature
This course introduces students to the critical, analytical, and methodological tools for the study of Hispanic literatures. We will engage with a variety of literary texts from different time periods, genres, and artistic/literary movements. In addition to formal analysis and interpretation, students will explore the socio-historical, political, and cultural contexts related to each work. Upon successful completion of the course, students will have:

• Introductory knowledge of key authors, literary periods, and movements from Spain and Latin America.
• A preliminary understanding of literary theory, cultural studies, and the conventions and theoretical challenges associated with the main literary genres (lyric poetry, fictional narrative, and drama).
• Familiarity with basic strategies for close reading, literary analysis, critical thinking, and interpretation of cultural/artistic expressions.
• Enhanced oral, listening, writing, and reading skills in Spanish.

SPAN 331 Croft/Honors is highly interactive, student-centered, and oriented toward developing oral proficiency. Spanish is required at all times in class. Required Materials:  A list of selected primary and secondary readings will be provided on Blackboard. Students must bring hard copies to each class.

Soc 336, Section 1, Sociology of Religion
Soc 336 introduces students to how sociologists understand the nature and impact of religion on an individual and societal basis. Special attention will be given to religion within the contemporary United States, particularly to religious beliefs and practices that are associated with political polarization. We will also attend to why particular religious ideologies take shape when they do, as well as how religion maintains, justifies, and challenges social inequalities. Different from the regular section of Sociology of Religion, the Honors section will ask students to construct a religion of their own making and present their religion in a semi-public facing format tentatively titled “New Religions in the 21st Century.”

Writ 250, Section 13, Advanced Composition
This course will focus on strengthening students’ research and writing skills through practice 1) developing research questions; 2) conducting efficient and effective secondary research using discipline-specific resources; 3) using APA style and citation management software; 4) summarizing, analyzing, and synthesizing scholarship; 5) planning a study, including selecting a methodology and methods, following research ethics requirements, and developing data collection tools; 6) interpreting and creating data visualizations; and 7) analyzing limited datasets. The course is designed to meet the needs of students at any stage in their thesis work. Major projects will include an annotated bibliography, literature review, research proposal, and presentation/practice defense. The Honors section will differ from other sections of WRIT 250 by providing more in-depth coverage of study design, IRB compliance, and data analysis; reviewing tools such as Scopus, Zotero, and Tableau; and practicing research and writing skills at a more advanced level.