HONS 110-01/02 (Professor Anna Lonon)
Regardless of our different educational backgrounds, most of us understand what academic writing is and can effortlessly replicate it when asked to for evaluation. But, is that the type of writing that professors really want in college? And, is it the type of writing that will prepare us for the “real world”? Will these academic writing skills ever transfer to a job? And, if so, which ones? In this course, we will write with these questions in mind, learning concepts that can be applied to writing in any academic or real-world situation. As we practice these concepts through reading and writing, we will do so within a secondary frame: how to be happy. We will be exploring how our understanding of happiness (and well-being, joy, resilience) is addressed in your life as well as in society, at large. We will also look at the ways popular culture and media regard happiness and what it teaches us to believe. I cannot think of a better time to explore these themes than now, and I hope this class will serve as a point of learning and of personal growth, that will ultimately result in you becoming more confident writers and happier people.

Anticipated Teaching Format: In-person

HONS 110-03/04 (Professor Jesslyn Collins-Frohlich)
What does it mean to engage a community, to serve the people in it? How are our ideas of service and citizenship shaped by public rhetoric or narratives of power? How do community organizations negotiate the rhetoric about social issues and the people they serve? Where do you, as an Honors student, fit into this larger discussion? This course uses reflection, and research to begin to answer these questions and understand your own Honors Engaged experience. Class readings and discussions provide critical frameworks and analytical skills, and direct engagement with a community partner or issue gives valuable opportunities for service learning. These frameworks and experiences will be synthesized in several essays, a multimodal project, and reflective activities. For example, you will begin the semester by writing your own engagement narrative, which interrogates how you came to your current understanding of civic engagement and service. In the second half of the semester, you will take on written assignments that ask you to synthesize class discussions, research, community engagement and personal reflection for a number of different audiences and modalities.

Anticipated Teaching Format: In-person

HONS 110-05 (Professor Meg Scott-Copses)
This course will consider two larger themes and their intersections: literacy and embodiment. First, we will define and reflect upon our own literacy practices and “sponsorship.” Next, we will explore the concept of “embodiment” as understood by disciplines ranging from cognitive psychology to neuroscience and education. We will consider the rivaling cultural messages we receive about the role of the body in shaping our experiences and fostering our learning. How are we taught to separate our physical selves from our cerebral selves in academic pursuits and in our own writing practice? Finally how can we connect a new understanding of our sensory selves with some of the learned literacy practices we have identified?

Anticipated Teaching Format: In-person (fourth hour content delivered asynchronously)

HONS 110-06/07 (Professor Scott Peeples)
An accelerated introduction to the practices necessary for successful college writing at the quality expected of Honors College students. Taken during a student’s first year.

Anticipated Teaching Format: In-person

HONS 110-08 (Professor Simon Lewis)
An accelerated introduction to the practices necessary for successful college writing at the quality expected of Honors College students. Taken during a student’s first year.

Anticipated Teaching Format: In-person