Honors Seminars - Summer 2019
The following seminar information is current as of December 20, 2018 and subject to change. The summer enrollment begins March 26, 2019.
1st 4-week Summer Term
HONR 292B-001 – Knowing in Arts and Humanities: “Blessed Are the Peacemaker"Prof. Pam Vaughan KnausMay 20 – June 16, 2019MTWRF 10:00 AM - 12:00 PM
Those who can satisfy more than one theoretical palate are far too few. Philosophical rhetoric provides a rare forum in which thinking writers are encouraged to practice something more than the same old academically predictable skills. “Blessed Are The Peacemakers” will engage students interested in everything from the Reformation to Mahatma Gandhi. Topics include connections between logic and rhetoric demonstrated by Niccolo Machiavelli, and philosophical aspects of humanism favored by Christopher Marlowe and Langston Hughes, to name a few.
HONR 392-001 – "Beat Generation"Prof. Anne Marie MerlineMay 20 – June 16, 2019MTWRF 10:00 AM - 12:00 PM
The Beat Generation is a term used to describe both a group of American writers who came to prominence in the late 1950s and early 1960s, and the cultural phenomena that they wrote about and inspired. This class will explore the influence of the legendary group of American writers who came to prominence during this era who challenged the values of American society after World War II, and paved the way for the counterculture of the 1960s and 1970s. We examine the lives and literature of Neal Cassady (Collected Letters), Allen Ginsberg (Howl, Kaddish, America), Jack Kerouac (On The Road), and William Burroughs (Naked Lunch) and other minor poets and poetry that exemplify this generation of writers.
HONR 492-001 – "Philanthropy in Action - Passion To Serve"Prof. Francie GlycenferMay 20 – June 16, 2019MTWRF 01:00 PM - 03:00 PM
We often wrestle with how to put our good intentions more fully into action in ways that will benefit our community as well as enhance our individual lives. Volunteering in America is at an all-time record high; however, there can often be challenges between making the world a better place and actually achieving it. This course empowers students to maximize their potential to serve others through the lens of assisting in alleviating material poverty by investigating theoretical constructs, viewing film documentaries, incorporating fiction reading and practical hands-on experience. The call for aid in our world is great–our passion to serve must be greater.
2nd 4-week Summer Term
HONR 292C-001 – "One Planet: Many Cultures"Prof. Anne Marie MerlineJune 17 – July 19, 2019MTWRF 10:00 AM - 12:00 PM
In this course we will examine the ways in which different cultures tackle the environmental issues that plague different human communities. From cleaning up the fossil fuel-induced industrial age, to the thoughtlessness of the age of consumerism, and now the immediacy of climate change, we examine how different human cultures identify and tackle environmental issues that affect the local and global air, water, and terrestrial components of the Earth. We will conclude the course with ideas that fit our ideal of future stewardship of the future.
3rd 4-week Summer Term
HONR 292B-002 – Knowing in Arts and Humanities: “Blessed Are the Peacemaker"Prof. Pam Vaughan KnausJuly 15 – August 11, 2019MTWRF 10:00 AM - 12:00 PMThose who can satisfy more than one theoretical palate are far too few. Philosophical rhetoric provides a rare forum in which thinking writers are encouraged to practice something more than the same old academically predictable skills. “Blessed Are The Peacemakers” will engage students interested in everything from the Reformation to Mahatma Gandhi. Topics include connections between logic and rhetoric demonstrated by Niccolo Machiavelli, and philosophical aspects of humanism favored by Christopher Marlowe and Langston Hughes, to name a few.
Honors Study Abroad Opportunities
Study Abroad Page
Designed especially for Honors students who want to participate in the three-week study abroad experience in Livingstone, Zambia, this course adds an academic and written component to the purely experiential learning that characterizes the Zambia program as it is currently designed for other CSU students. In anticipation of their work in communities in Livingstone, either within local schools or in partnership with health care clinics and initiatives, students will read four narratives written by or featuring Western aid- or volunteer workers in Africa. These books will be a combination of non-fiction, memoir, and fiction, and they will represent a wide variety of viewpoints on the experience. Before we depart for Zambia, we will meet a few times over the course of the spring semester: once for each book, for a 2-3 hour discussion. During their time in Livingstone, Zambia, students will be on their individually-designed community projects. They will receive two days of training (16 hours), and then work eight-hour days in the community for two-and-a-half weeks (100 hours; not on weekends). In the evenings we will meet as a group directly after their work to de-brief and discuss their experiences that day.
The year 2016 marks the 400th anniversary of William Shakespeare’s death. While this occasion will no doubt get massive global attention, nowhere will the party be bigger than in southeast England. Celebrations and performances are planned in his birthplace of Stratford-Upon-Avon and all over London. This summer course, based at Oxford University (also in southeast England) through the Oxford Study Abroad Program (OSAP) and CSU’s International and Honors Programs, will provide a front row seat to the festivities surrounding the anniversary. In this course, we will study four or five of Shakespeare’s plays and have an opportunity to engage with them well beyond the page. We will take field trips to see performances at the Globe Theatre in London, by the Royal Shakespeare Company in Stratford-Upon-Avon, and by actors at Oxford University. We will likely visit places familiar to Shakespeare (such as Windsor and the South Bank of London) and think about the ways in which locale factors into his plays. In Oxford, we will have access to examples of Tudor architecture (including the spectacular Duke Humphrey’s Library at The Bodleian, known by most as the library of Hogwarts), art (at the Ashmolean Museum), and religion (Oxford was the site of the prosecution and execution of Protestant martyrs). By walking in the footsteps of the past, we will investigate why and how Shakespeare still matters so much to “our” culture. In addition to the experiential component of the course, we will study the plays and contexts as literary and historical scholars do. We will emphasize the plays’ status as drama, paying attention to issues of scripts, theater, and performance. And while we will focus on Shakespeare’s use of dramatic conventions and modes (e.g. “comedy,” “tragedy”), we will also place these texts in their social and historical context, giving us a more complete understanding of the circumstances in which they were written and the pasts to which they speak. For example, we will discuss the history of the London theater, the status of the author/playwright in late sixteenth and early seventeenth century England, and issues of class, politics, gender, and sexuality. Studying Shakespeare in England is a unique and enriching experience; studying Shakespeare there in 2016 will be a once-in-a-lifetime opportunity!
This course will evaluate and discuss ten primary films, along with excerpts from a number of others. We will consider six main topics: Images of Ancient Rome; Italian Fascism and Its Memory; Italian Neorealism; Images of “Americans” in Rome, and Rome in America; Fellini’s Rome; and Urban Angst, Roman Style. As the semester progresses, we will evaluate how Rome functions as a “character” in the movies, as well as how the Eternal City comprises the mise-en-scène (film setting). We will assess artistic representations of Roman monuments and streetscapes on film sets, as opposed to location shooting. We will analyze the rhetorical functions of Italian cinema, including national and international memory construction. In this course, students will visit cinematic landmarks in Rome and write about their experiences. [Please note: with the exception of some brief excerpts from Un Americano a Roma, all of the films will be shown in English or with English subtitles.] This course aims to accomplish the following learning outcomes: (1) Students will become familiar with critically acclaimed films that prominently feature Roman landmarks and streetscapes; (2) Students will develop film criticism skills, with special emphasis on analysis of the mise-en-scène, memory construction, and the rhetoric of "places and spaces" (how the physical/symbolic setting influences us); (3) Students will consider cinema as an expression of national or international culture, aesthetics, values, and politics; (4) Students will gain an appreciation for the Italian film industry, including the leading role of Cinecittà; (5) Students will hone their descriptive, experiential, and analytical writing skills through assignments tailored to foster personal engagement with the Eternal City.