Course Name: Honors 2000 level series classes: Exploring Key Concepts in the Humanities 
Course Prefix: HNRS
Course Number: 2010
             Submitted by (Name & E-Mail):  Judy Elsley, jelsley@weber.edu

Current Date:  02/14/11
College: N/A
Department:   Honors                              
From Term: Spring  2012 

Substantive

change 

Current Course Subject N/A
Current Course Number 2010 etc

Variable Course Number

 

HNRS HU/SS 2110. Intellectual Traditions: Great Ideas of the West in the Classical and Medieval Eras (3) A survey of influential ideas, literature and events that characterize antiquity and the middle ages in the Western world. The student may elect to apply general education credit in this interdisciplinary course to either Arts & Humanities or Social Sciences. HNRS HU/SS 2120. Intellectual Traditions: Great Ideas of the West in the Modern Era (3) A survey of the great ideas, literature and events that characterize Western civilization from the Renaissance to relativity. The student may elect to apply general education credit for this interdisciplinary course in either Arts & Humanities or Social Sciences. HNRS HU/SS/DV 2130. Intellectual Traditions: Great Ideas of the East (3) A survey of the great ideas, literature, religions and philosophical foundations of Asia. The student may elect to apply general education credit for this interdisciplinary course in either Arts & Humanities or Social Sciences. This course also fills the Diversity requirement.

New/Revised Course Information:

Subject:  HNRS            

Course Number: 2000 series

 Check all that apply:
    This is for courses already approved for gen ed.
    Use a different form for proposing a new gen ed designation.
DV  CA  HU  LS  PS  SS 
EN  AI  QL  TA  TB  TC  TD  TE

Course Title: Exploring Key Concepts in the Disciplines

Abbreviated Course Title: Key Con

Course Type:  LEC

Credit Hours:  3  or if variable hours:    to

Contact Hours: Lecture 3  Lab    Other

Repeat Information:  Limit 3   Max Hrs 9 

Grading Mode:  standard

This course is/will be: a required course in a major program
a required course in a minor program
a required course in a 1- or 2- year program
elective

Prerequisites/Co-requisites:

There are no formal requirements, but students will be strongly advised to take the following courses as preparation:
1. Hnrs. 1010: "Introduction to Honors"
2. Hnrs. 1000 level "Perspectives" Gen Ed class in the appropriate discipline.

Course description (exactly as it will appear in the catalog, including prerequisites):

This proposal is the first of a series of classes focused on the history and development of a central concept in one particular discipline, using original sources as the primary class texts as much as possible.

HNRS HU: 2010: Exploring Key Concepts in the Disciplines: Humanities (3 credits of Humanities General Education Credit)
This course will focus on the history and development of a central concept in the Humanities, using original sources as the primary class texts.

Other courses in this series will follow as syllabi are devloped. They will include:
HNRS CA :2020: Exploring Key Concepts in the Disciplines: Creative Arts
HNRS SS: 2030: Exploring Key Concepts in the Disciplines: Social Sciences
HNRS LS: 2040: Exploring Key Concepts in the Disciplines: Life Sciences
HNRS PS: 2050: Exploring Key Concepts in the Disciplines: Physical Sciences HNRS COAST 2060: Exploring Key Concepts in the Disciplines: Technology (No General Education Credit)

Pre-requisites:
Students are strongly urged to take Hnrs. 1010: "Introduction to Honors" and Hnrs. 1000 level "Perspectives" Gen Ed class in the appropriate discipline.

Please note:
These classes will be offered in rotation, no more than two per semester.





 

Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)

This proposal was developed as the result of a white paper on Honors assessment I wrote last year. Writing the white paper was an illuminating and useful exercise that showed us the strengths and weaknesses of the Honors Program curriculum. While our 1000 level "Perspectives" classes and our 3000 level seminar proved strong in terms of Honors and university mission statements, the 2000 level courses in "Intellectual Traditions" were weak. This proposal aims to strengthen that middle level of Honor class offerings.

The intellectual traditions classes represent a classic approach to a liberal arts education. In contrast, this new set of course proposals allows faculty to explore significant ideas in their areas of expertise. These classes will encourage students to:
- consider the overlap of one discipline with another;
--explore the different kinds of knowledge available to us;
--understand the strengths and limits of any particular approach to knowledge.
These classes help to broaden students' understanding of an increasingly inter-related world, preparing them for careers we can hardly imagine today.

This proposal will create a more cohesive set of Honors courses. The student begins with "Introduction to Honors" which focuses on the different kinds of knowledge in an acadmic setting. This overview prepares students for the 1000 level "Perspectives" classes which introduce students to the particular knowledge base of individual disciplines. This proposal represents the next step for students, at the 2000 level, as they explore the critical concepts and ideas of a particular academic area.

Lastly,we are configuring these classes to more closely align with the General Education learning outcomes and the Honors learning outcomes. The current classes offer students a choice of Social Science or Humanities General Education credit; whereas, the new classes will be specifically designed around the General Education learning outcomes of one particular area.

A range of faculty across campus are well qualified to teach these types of classes.

Included with this proposal is the syllabus for the first course in the series, "Exploring Key Concepts in the Disciplines: Humanities":

HNRS HU: 2010: Exploring Key Concepts in the Disciplines: Humanities:
U.S. Immigration in the Twentieth Century

Dr. Becky Jo McShane
Class meetings: TBA
Office: Elizabeth Hall 449
Office hours: MW 9:00 – 10:30 am & T 10:30 am – 12:00 pm & R 4:30 – 5:30 pm
Phone: 801-626-7083

Course description
From the mid 1800s through the early 1900s the United States experienced an intense period of migration and industrialization. How did people (both newcomers and natives) react to this event? How did they express their concerns and anxieties? Although we know many of the political and economic interpretations of this key period in American history, we often overlook the individual human view, the view of the average person, during this time. The humanities offer us a closer vantage point from which to perceive the human experience.

Recent debates about immigration in the U. S. reinforce the importance of studying the primary texts from, about, and by people who moved to this country seeking a better life. These texts can provide a useful context for our experiences today. Specifically, we will explore immigration through the texts of activists, reformers, journalists, poets, essayists, novelists, and photographers who lived in or around New York City—the city that witnessed the greatest increase in population at the turn of the century.
General education learning outcome:
Since this is a Humanities class, you will practice writing and reading/viewing texts from multiple perspectives (Cuban, European, American, Russian, Jewish, Italian, and so on). You will gain knowledge about key themes and principles in American Studies, which in this case includes literature, history, and film. Moreover, you will come to understand the history, underlying theory, and applicable ethical standards in this field. As you study, interpret, analyze, and discuss various texts, you will identify broad themes and issues in American Studies and discover links between disciplines such as English, History, Sociology, Film, and Politics.
Texts
Jose Marti, Selected Writings (1880s-1890s) – correspondence, essays, poetry
Emma Lazarus, The Poems of Emma Lazarus (1888) – poetry
Jacob Riis, How the Other Half Lives (1890) – photo-journalism
Stephen Crane, Maggie, A Girl of the Streets (1893) – novel
T. R. Roosevelt, American Ideals (1897) – essays
Lillian Wald, The House on Henry Street (1911) – autobiography
Abraham Cahan, The Rise of David Levinsky (1917) – novel
Anzia Yezierska, Hungry Hearts (1920) – short stories
Pascal D'Angelo, Son of Italy (1924) – autobiography

Films
Library of Congress, “The Life of a City: Early Films of New York, 1898-1906” – 43 films available online through the American Memory Project (http://memory.loc.gov/ammem/papr/nychome.html)

ADA note
If you require accommodations or services due to a disability you must contact Services for Students with Disabilities (SSD) in room 181 of the Student Services Center. SSD can also arrange to provide course materials (including the syllabus) in alternative formats if necessary. For more information about the SSD, contact them at 801-626-6413, ssd@weber.edu, or http://departments.weber.edu/ssd.

Core Beliefs
According to PPM 6-22 IV, students are to “[d]etermine, before the last day to drop courses without penalty, when course requirements conflict with a student's core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student's request must articulate the burden the requirement would place on the student's beliefs.”

Plagiarism
Plagiarism is a violation of the WSU Student Code and is not acceptable in this course (IV.D.2.b). If your writing appears plagiarized, or if sources are not documented properly, you may receive an E on the assignment. If repeated offenses occur, you will receive a failing grade for the class and I will notify the WSU Due Process Officer.
Emergency closure
If for any reason the university is forced to close for an extended period of time, we will conduct our class via WSU Online. Look for announcements through the class website and your Weber email account.
Assignments
All assignments must be submitted on or before the deadline! You will be penalized for late work unless you have had a genuine emergency and have worked out an alternative arrangement with me before the assignment is due. Please see the attached schedule for due dates.

Assignments Points possible
Participation (attendance, small group work, discussion, etc.) 20
Position papers (10 @ 2 points each) 20
Literary analysis paper 10
Presentation to class (with partner) 10
Midterm exam 20
Final exam 20


Grading scale
Specific criteria will be provided for each assignment. At the end of the semester, I will add up the points you’ve received on the above assignments and convert them to a letter grade based on the following scale.
A = 95-100
A- = 91-94
B+ = 88-90
B = 85-87
B- = 81-84
C+ = 78-80
C = 75-77
C- = 71-74
D+ = 68-70
D = 65-67
D- = 61-64
E = 0-60
 

INFORMATION PAGE
for substantive proposals only

1. Did this course receive unanimous approval within the Department?

true

If not, what are the major concerns raised by the opponents?

This proposal has been discussed with interested parties across campus, including the following people:

--Honors Steering Committee, composed of Brad Carroll, Kathleen Lukken and Susan Matt

--Associate Provost, Ryan Thomas

--Representatives from disciplines across campus, including Brad Carroll and other members of the Physics Dept; John Mull from Zoology; Bob Fudge, Philosophy; Larry Dooley, Performing Arts; and Michael Wutz from English; Eric Swedin from IS&T, and Dave Ferro from Computer Science.



 

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

This new course proposal could not achieve the desired results through the revision of an existing Honors class.

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

This is a question I asked each person with whom I shared this proposal. Their names are listed above. No one foresaw a conflict with departmental offerings. In fact, faculty welcomed this approach to their disciplines as an important and effective way to deepen students' intellectual understanding.

Please note:

These classes will be offered in rotation, no more than two per semester.

As with all General Education Honors classes, a copy of the syllabus will be sent to the chair of the General Education committee to assure learning outcomes are being covered.



 

4. Is this course required for certification/accreditation of a program?

yes

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

Immigration in late 19th and Early 20th Century America

Dr. Becky Jo McShane
Class meetings: MWF 12:30 – 1:20 pm (EH 217)
Office: Elizabeth Hall 449
Office hours: MW 9:00 – 10:30 am & T 10:30 am – 12:00 pm & R 4:30 – 5:30 pm
Phone: 801-626-7083
Email: bmcshane@weber.edu = best way to reach me in an emergency

Course description

From the mid 1800s through the early 1900s the United States experienced an intense period of migration and industrialization. How did people (both newcomers and natives) react to this event? How did they express their concerns and anxieties? Although we know many of the political and economic interpretations of this key period in American history, we often overlook the individual human view, the view of the average person, during this time. The humanities offer us a closer vantage point from which to perceive the human experience.

Recent debates about immigration in the U. S. reinforce the importance of studying the primary texts from, about, and by people who moved to this country seeking a better life. These texts can provide a useful context for our experiences today. Specifically, we will explore immigration through the texts of activists, reformers, journalists, poets, essayists, novelists, and photographers who lived in or around New York City—the city that witnessed the greatest increase in population at the turn of the century.

General education learning outcomes

Since this is Humanities class, you will practice writing and reading/viewing texts from multiple perspectives (Cuban, European, American, Russian, Jewish, Italian, and so on). You will gain knowledge about key themes and principles in American Studies, which in this case includes literature, history, and film. Moreover, you will come to understand the history, underlying theory, and applicable ethical standards in this field. As you study, interpret, analyze, and discuss various texts, you will identify broad themes and issues in American Studies and discover links between disciplines such as English, History, Sociology, Film, and Politics.

Texts

·         Jose Marti, Selected Writings (1880s-1890s) – correspondence, essays, poetry

·         Emma Lazarus, The Poems of Emma Lazarus (1888) – poetry

·         Jacob Riis, How the Other Half Lives (1890) – photo-journalism

·         Stephen Crane, Maggie, A Girl of the Streets (1893) – novel

·         T. R. Roosevelt, American Ideals (1897) – essays

·         Lillian Wald, The House on Henry Street (1911) – autobiography

·         Abraham Cahan, The Rise of David Levinsky (1917) – novel

·         Anzia Yezierska, Hungry Hearts (1920) – short stories

·         Pascal D'Angelo, Son of Italy (1924) – autobiography

Films

·         Library of Congress, “The Life of a City: Early Films of New York, 1898-1906” – 43 films available online through the American Memory Project (http://memory.loc.gov/ammem/papr/nychome.html)

ADA note

If you require accommodations or services due to a disability you must contact Services for Students with Disabilities (SSD) in room 181 of the Student Services Center. SSD can also arrange to provide course materials (including the syllabus) in alternative formats if necessary. For more information about the SSD, contact them at 801-626-6413, ssd@weber.edu, or http://departments.weber.edu/ssd.

Core Beliefs

According to PPM 6-22 IV, students are to “[d]etermine, before the last day to drop courses without penalty, when course requirements conflict with a student's core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student's request must articulate the burden the requirement would place on the student's beliefs.”

Plagiarism

Plagiarism is a violation of the WSU Student Code and is not acceptable in this course (IV.D.2.b). If your writing appears plagiarized, or if sources are not documented properly, you may receive an E on the assignment. If repeated offenses occur, you will receive a failing grade for the class and I will notify the WSU Due Process Officer.

Emergency closure

If for any reason the university is forced to close for an extended period of time, we will conduct our class via WSU Online. Look for announcements through the class website and your Weber email account.

Assignments

All assignments must be submitted on or before the deadline! You will be penalized for late work unless you have had a genuine emergency and have worked out an alternative arrangement with me before the assignment is due. Please see the attached schedule for due dates.

Assignments

Points possible

Participation (attendance, small group work, discussion, etc.)

20

Position papers (10 @ 2 points each)

20

Literary analysis paper

10

Presentation to class (with partner)

10

Midterm exam

20

Final exam

20

Grading scale

Specific criteria will be provided for each assignment. At the end of the semester, I will add up the points you’ve received on the above assignments and convert them to a letter grade based on the following scale.

A = 95-100
A- = 91-94
B+ = 88-90
B = 85-87
B- = 81-84
C+ = 78-80
C = 75-77
C- = 71-74
D+ = 68-70
D = 65-67
D- = 61-64
E = 0-60