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Course Criteria
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4.00 Credits
This course will take a multidisciplinary approach to studying the island of Hawaii. Hawaii is one of the newest landmasses on Earth, and therefore can provide scientists with insights into how islands form and become inhabited. The fact that this is such a new natural environment does not, however, mean that it is pristine. Already this island is being adversely affected not only by the natural elements but also by commercial exploitation. Important aspects of our discussions will include island formation and the responsibilities that people have for the stewardship of the island known as "America's Paradise." There are two optional Scuba diving experiences for those that have their open water certification. One experience is included in the price of the trip; a second night dive with Manta Rays is available for an additional expense.
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2.00 Credits
Whiteness is sometimes called an "invisible identity" meaning that while a people's race affects every part of their lives, white people are rarely forced to consider how their own race is a part of their identity. This course will examine the ways in which whiteness has evolved as a concept. We will examine how who counts as white has changed over time, how ethnicity and race intersect, how white race is related to structures of privilege and white supremacy, and most importantly, we will consider ways in which whiteness as a structure of power can be subverted.
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4.00 Credits
"Going to War: Costs & Consequences" will examine U.S. foreign policy in the post-9/11 era, with a particular emphasis on the wars in Iraq and Afghanistan -- now America's longest. Students will explore the origins and complexities of each conflict. How war affects troops and civilians (Iraqis, Afghans, Americans) and the societies in which they live will be given special attention. The roles of the UN Security Council, Congress, and Departments of State and Defense, NATO/allies, and the public, also will be discussed. Both fiction (short stories and novels) and nonfiction accounts authored by Iraqis, Afghans, and military veterans will comprise a majority of the reading list. The instructor's book, The Mirror Test: America at War in Iraq and Afghanistan, will help tie these themes together. The course is open to all Honors students (and non-Honors students with GPAs of 3.5 or higher) but should appeal especially to students interested in careers in public service and/or who have prior experience in the military and living or traveling overseas. Guest speakers will include refugees from Iraq and Afghanistan, U.S. veterans, and diplomats. A field trip to the World War II-era Topaz Internment Camp in southwestern Utah will be a part of the course.
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4.00 Credits
This course will introduce indigenous knowledge systems, worldviews, and lifeways from various regions of the world. The course will be structured so students experience indigenous ways of learning and social-environmental organization. Students will explore epistemological questions, relationships (economic, social, governance, with nonhuman life forms), and historical and contemporary practices. Students will apply their learning to addressing global crises through their specific discipline(s) and reflect on their own cultural identity, values, and practices. This course fulfills the Engaging the World requirement. Prerequisite: Completion of Writing Emphasis course.
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2.00 Credits
This course explores the contributions selected religions have made and continue to make to the use of violence as a means to achieve secular and/or religious goals. We will look at the three monotheisms, Judaism, Christianity and Islam, and Hinduism both historically and contemporaneously as to their role in causing and/or justifying violence. The profoundly insightful work of Girard, Derrida and Levinas on the relationship between religions and the presence of violence in the world will be used to get at the underlying structures of the religion(s)-violence connection.
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2.00 Credits
Slansky's Fundamental Theorem of Poker and LaPlace's Philosophical Essay on Probabilities both address the same problem -incomplete information. In this class we will look at Texas Hold'em Poker through the lens of classical statistics and ask two important questions: Is there such a thing as the perfect way to play? And if you could find that idealized strategy, when would you want to deviate from it? Along the way, we will look at how data and insights from psychology, sociology, physiology, and even film and cosmology, have shaped people's approach to this uniquely American game. And yes, we will be playing cards.
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2.00 Credits
Participants in this field course will raft the Green River through Desolation Canyon and will study the human and natural history of the surrounding Tavaputs Plateau. This area in eastern Utah is part of the ancestral territory of Northern Utes. It has been traversed by scientific explorers, ranchers, hunters, prospectors, and river runners for the last century and a half. The area is rich in Fremont archaeological sites, but is now threatened by shale oil and natural gas development. Desolation Canyon is deeper in places than Grand Canyon, and it hosts a remarkably complex assemblage of riparian, desert, and montane ecosystems. The field portion of the course will take place May 28-June 3. *Participation requires a course fee of $895. There will be an on-campus, pre-trip meeting to discuss logistics on Thursday, May 24, from 9-12.
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2.00 Credits
Walt Whitman has written: "The real war will never get in the books." What about the movies? Do war movies reflect war 'truths' or maybe half-truths? Propaganda? What audiences want to see - versus need to see? The course will examine how several wars have been communicated on the big screen (or via Netflix and YouTube). A semi-panoramic approach will be taken -- major conflicts explored through U.S. and non-U.S. productions. Examples include: Grave of the Fireflies (Japan); The Fog of War (U.S.); The Battle of Algiers (Italy/Algeria); A War (Denmark); American Sniper (U.S.); various episodes from Ken Burns' documentaries (PBS); among other selections. Students will be expected to watch most of the films/documentaries outside of class, though some will be viewed in class. Soldiers' war journals and civilian frontline eyewitness ("I") accounts of their wartime experiences will be assigned as primary reading. A final essay will allow students to assess which movies, documentaries, and journals moved, challenged, educated, or perhaps aggravated or unsettled them most, and why.
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2.00 Credits
In this course, we will explore the following questions from a variety of perspectives: .What is minimalism? How/why did it develop? .Who are minimalists? Why do they seem to make choices that are counter to our consumerist society/culture? We'll be hearing from guest speakers and taking field trips to explore possible ways to live minimally. .Why do people make minimalist choices? What is the impact on their lives and on society? .How can we begin to live more minimally? And, most importantly, why might we want to? Throughout the class we'll be actively engaged as we ask ourselves overarching questions about what adds meaning and value to our lives. We'll explore ways to consciously choose living reflections of these values.
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2.00 Credits
Join us in a unique experience at Great Salt Lake and in the classroom as we explore the art, literature, and historical texts inspired by our inland sea. Field trips will engage students in developing an eco-critical lens. Students will be asked to use language and their visual capacity, not as a metaphor for an ecosystem, but as a means to engage as members of an ecosystem, wherein Great Salt Lake functions as the primary text. Students will create field-guides that explore the intersection between art and environment, as well as self-directed final projects.
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