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Course Criteria
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4.00 Credits
Using a multi-disciplinary approach that emphasizes direct artistic experiences, this course explores the what and the why of both arts and performance. As in the creation of art itself, this seminar engenders curiosity, considers context, welcomes risk-taking, and fosters an environment that leads to openness and depth of connection. Primary sources include the specific artistic interests of individuals within the class as well as a variety of arts events within the Westminster and Salt Lake communities. Firmly committed to the idea that being an educated, active, and fully alive individual requires engaging with and critically/creatively responding to the arts, we examine a wide variety of artistic works in the visual arts, music, dance/movement, drama/theatre, as we explore essential questions related to the arts, to creation, to life. Students develop a sense of openness to unexpected possibilities through the recognition of the place for the arts in their lives.
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4.00 Credits
This course explores the intersection of art and the environment across a broad understanding of each sphere. Faculty and students will explore primary texts and experiences that lend an understanding to our place within the arts (visual, literary, sound, performative) and environment (natural, constructed, scientific). Topics might include, for example, unexpected nature, ecosystems and creativity, environmental and cultural changes, and the collateral ideas formed between art and nature. The state of Utah and the surrounding regions provide a remarkable backdrop for exploring these topics through field trips and study. Other learning activities-writing, conversation, and reflection-will offer students myriad ways to appreciate our place in environments and the space of art.
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4.00 Credits
When we hear someone say "That's not science," it sounds inherently dismissive. In this interdisciplinary seminar, we will discuss the special status often given to scientific knowledge relative to other forms of knowledge and explore the ways in which that status might help or hinder our ability to actually understand our universe. We will build on this discussion to critically evaluate the notions of certainty, authority, and progress that are often intertwined with scientific knowledge, as well as the degree to which scientific knowledge reflects the culture that develops it.
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4.00 Credits
This seminar explores the relationship between scientific knowledge and power, especially as this relationship intersects with issues of diversity. Students will engage with major ideas and texts from the last century in the contemporary philosophy of science, science and cultural studies, and the natural and physical sciences. Epistemological and ethical issues in the production and dissemination of science knowledge are discussed, as are issues of race, gender, culture, and justice pertaining to science in society. Students will gain critical perspectives on popular contemporary scientific discourse by analyzing ideas from primary source texts, critical accounts of science, and scientific journalism.
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4.00 Credits
Why do people do the things they do as individuals, groups, or as a society? How does our culture and society shape human behavior? How does our behavior shape society? Are the answers to be found in genetics, socioeconomic status, gender, culture, and/or elsewhere? This seminar explores the intersection of human culture and behavior via the methods and perspectives of a variety of social science disciplines. The course examines topics as diverse as violence, law and crime, sexuality and sexual identity, and gender and racial injustice.
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4.00 Credits
We are surrounded by data. Even when we're unaware of it, data informs key systems upon which we rely: transportation, politics, computing, medicine, and commerce, just to name a few. In this course, we seek to develop an understanding of the nature of data-what it is, how it is gathered and stored, what it purports to measure, and what it actually measures. Quantitative tools are developed to analyze data while simultaneously exploring the value and limitations of such analysis. The ultimate goal is to connect data to the process of making decisions, with examples from a variety of fields used to illustrate its successes and failures.
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1.00 Credits
These seminar topics vary from year to year. They primarily focus on specific topics raised in the interdisciplinary Honors core seminars, e.g., "Reading & Writing the City" or "Humanitarian Law," but which are explored in depth in these seminars. May be taken more than once for credit. Departmental special topics courses may be crosslisted with these seminars. Offered Fall, Spring and May Term.
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4.00 Credits
This course offers an opportunity to engage in critical philosophical reflection on some central issues raised by especially monotheistic religions: Does God exist and how can we prove or know that God does exist? These are the questions raised by claims made when someone or other KNOWS God exists, or claims to have had a valid or true experience of God (or the divine). In addition we will examine how religions, especially monotheisms, handle the so-called problem of evil (in light of God's existence): how can the suffering of moral innocents be justified? And, finally, we will look at the role (or not) religions have played in promoting violence in our world, past and present, and critically examine their justifications for such promotion of violence in using the "will of God" or "in the name of God" rationalizations, among others.
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4.00 Credits
On this May Term Study Experience students will explore Copenhagen, Stockholm, and Reykjavik - three cities that are visually stunning with a rich cultural history. Copenhagen is known as a food destination in itself, Reykjavik is known for breathtaking glaciers and contemporary art, and Stockholm is known as one of the world's top pop music exporters. With these exciting cultures as our backdrop, participants will delve into the search for social justice among Scandinavia and Iceland's top policy makers, artists, and community activists. In small-group meetings, we will ask the following questions: "Where do they see a need for change or social transformation?" "What means or mechanisms do artists and policy makers use to further their goals?" And finally, "what would equality look like for them?" These are important questions because Scandinavia and Iceland top the world for gender equality, yet has much work to do around race, ethnicity, and immigration. Students will return from the trip with a better understanding of Scandinavian and Icelandic social policy and the advocacy work that remains to be done both within Scandinavia and the United States.
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4.00 Credits
In this MTSE we don't just study pilgrimage, we become pilgrims as we trek along the Camino de Santiago from the French Pyrenees to Finisterre - the end of the earth - on Spain's Atlantic coast. This is a journey of body, soul and mind for students who crave adventure and want an immersive experience. As we trek along what was once a primitive trade route, we will discuss the entrepreneurial drive that has supported and shaped the pilgrim experience. As we skirt mountains and move through verdant valleys, we discover how the environment has shaped the trail and how the pilgrim experience has shaped the world around it. In small villages and along the trail we immerse ourselves in language and culture as we communicate with residents, business owners, hospitaleros, and other pilgrims. For almost 4 weeks, we will live a simple life, carry what we need on our backs, sleep in familiar hotels and hostels called albergues, and experience the Spanish countryside and the incredible food and people of Spain. The physical demands of this pilgrimage, coupled with the camaraderie of students and faculty, create a transformative adventure that will define your college experience.
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