Honors Class List

Instructor: Elvira Eivazova

Cap: 15

M: 11:00 a.m. – 12:20 p.m. in WARF 208
M: 1:00 p.m. – 2:50 p.m. in WARF 208
W: 11:00 a.m. – 12:20 p.m. in WARF 203

In-Person

Description: An Honors Biology I course combines an introductory biology 1110 course with project oriented biology research activities. The course provides authentic evidence-based educational experience to undergraduates with little to no background in college-level biology or research skills.

The course emphasizes scientific methodology, principles of cellular biology (structure, function, metabolism, and cellular division), genetics and evolution. A survey of viruses, bacteria, protists and fungi is also included.

The project-based research component of this course includes Bacteriophage Discovery and/or a Survey of Wild-life/Ecology. Students involved in the Bacteriophage Discovery project will discover, isolate and characterize bacteriophages using a range of microbiology and molecular biology laboratory techniques, as well as electron microscopy. Student will prepare bacteriophage DNA for sequencing and submit it for publication to Howard Hughes Medical Institute (HHMI) bacteriophage sequence database and phage library. A select number of students will have an opportunity to present their data at the annual HHMI SEA-PHAGES student symposium (all expenses paid).

Students involved in the Wild-life/Ecology project will conduct animal field studies and analyze data. Students will develop scientific writing and presentation skills.

The course is highly beneficial for students taking science classes, specifically for those majoring in pre-health professions, biology, chemistry and veterinary studies.

Levels: Fresh Start, Undergraduate

Instructor: Benjamin Womer

Cap: 5

MW: 11:00 a.m. – 12:20 p.m. in WARF 103

In-Person OR Livestreaming

Description: This will take the concepts of Macroeconomics and apply them to the real-world problems that exist today. Honor students will use the same textbook as non-honors students. The honors students will not be given more work, but different work that requires more applied critical thinking skills and will most likely take more time to complete than the non-honors students’ assignments. Students will work in groups to create a poster that will either be externally hung in the hallways of Warf and/or presented at the Academic and Research Fair. Students can pick between a few topics such as: Inflation, Government Stimulus Programs, National Debt… The students will be required to list the pros and cons of whatever topic they pick. On top of the group activities, there will be fun activities such as Kahoot online learning games. The course is highly beneficial for students taking other social science classes. This course will focus on using data to back up theoretical arguments about human behavior. This course will help people learn about everyday ideas such as inflation, stimulus programs, and national debt which will be applicable to any student no matter their major.

Instructor: Benjamin Womer

Cap: 5

MW: 9:30 a.m. – 10:50 a.m. in WARF 103

In-Person OR Livestreaming

Description: This will take the concepts of Microeconomics and apply them to the real-world problems that exist today. In addition to the regular work for the course, the honor students will use the same texts as non-honor students, but more applied critical thinking assignments will be used. Less weight will be given to student’s midterm and final exam grades and be compensated by the group project grade. Students will work in groups to create either a poster or PowerPoint presentation. At-least one group will make an internal PowerPoint project that will be presented to the non-honors students and only one student in the group needs to present the group project to the class. At-least one group will do a poster that would be externally hung in the hallways of Warf and/or presented at the Academic and Research Fair. Students can pick between a few topics such as: Minimum Wage, Social Programs, Healthcare, Price Controls… The students will be required to list the pros and cons of whatever topic they pick. On top of the group activities, there will be fun activities such as Kahoot online learning games. The course is highly beneficial for students taking other social science classes. This course will focus on using data to back up theoretical arguments about human behavior. This course will help people learn about everyday ideas such as minimum wage and healthcare which will be applicable to any student no matter their major.

Instructor: Jessica Evans

Cap: 5

MW: 9:30 a.m. – 10:50 a.m. in CLEM 112

In-Person

Description: n addition to the regular work for the course, ENGL 1020 Honors students will choose 1 of the three following projects for the semester:

Option 1 (Class Lesson Oral Presentation): Select one of the readings listed on the schedule for the class (you must inform me of your choice so that there are not duplicates with other classmates). Then, create a 20-minute lesson plan for the class. The lesson plan will need to focus on enhancing students’ critical thinking skills when analyzing and interpreting this text. In addition, you must provide a Bibliography of sources that you used to create the lesson plan (minimum of two sources). You will need to share with me your outline for the lesson and we will then choose a date for you to implement your lesson to the class.

You will then write a 2–3-page reflection on how your understanding of the text as well as other knowledge or skills improved by completing this assignment.

Option 2 (Class Lesson Written Assignment): Select one of the readings listed on the schedule for the class (you must inform me of your choice so that there are not duplicates with other classmates). Then, create an assignment using a rubric that I will provide you. The assignment should be ideally 1-2 pages long, single spaced (not doubled), and in Times New Roman 12-point font.

You will also need to write a 1–2-page justification of your assignment and how it will help students learn the objectives listed in the rubric. Finally, you will write 2–3-page reflection on how your understanding of the text as well as other knowledge or skills improved by completing this assignment.

Option 3 (Virtual Reality and Reading): Check out the Meta Quest 2 Virtual Reality (VR) Goggles from the Finney Library, Columbia Campus. You can check them out at the Circulation Desk. Make sure to inform the librarian that you need the goggles that are pre-set with tabs for Dr. Evans’ class. If you are unfamiliar with Virtual Reality goggles, schedule ahead of time with the librarian to learn how to use the goggles or watch a tutorial on how to use Meta Quest 2. You may also want to click on and complete the First Steps to Meta Quest 2 app, which walks you through the controls. Take the VR goggles, go to the Wander app, and then select “My Profile.” (You do not have to create an Avatar since it is already created to look like Jane Austen is your tour guide.) Go to the tabs that are pre-saved and labeled. For example, one tab may say, “Required Jane Austen’s Bath” and another might say, “ENGL 1020 Twain’s Mississippi River.” Make sure to visit the places that say “Required” or have your course number (ENGL 1020). Other places saved in the folder are optional.

Virtually visit and walk through the assigned places. Take note of the locations and consider the following questions: (1) what was your first impression of the location? (2) how do you think it would have looked in the eighteenth century (particularly the late 1700s and early 1800s)? (3) how do you think these places may have impacted the authors we are studying and their writing? (4) how does seeing the places these authors lived or visited impact your understanding or interpretation of their writing? (5) how does this enrich your future reading of these authors?

Challenge for “Jane Austen’s Bath” location: see if you can find The Hot Bath and the Pump Room. Note: you will not be able to enter the buildings, but this section of Bath is similar to what it would have looked like in Austen’s lifetime.

In addition, you should write a 2-3-page reflection essay in MLA format on what you learned and the skills you employed. Class objectives for the course consist of (but are not limited to): (1) critical thinking, (2) problem solving, and (3) analytical reasoning.

Instructor: Jessica Evans

Cap: 5

TR: 11:00 a.m. – 12:20 p.m. in CLEM 216

In-Person

Description: In addition to the regular work for the course, ENGL 2235 Honors students will choose one of the following three options:

Option 1 (Class Lesson Oral Presentation) Select one of the readings listed on the schedule for the class (you must inform me of your choice so that there are not duplicates with other classmates). Then, create a 20-minute lesson plan for the class. The lesson plan will need to focus on enhancing students’ critical thinking skills when analyzing and interpreting this text. In addition, you must provide a Bibliography of sources that you used to create the lesson plan (minimum of two sources). You will need to share with me your outline for the lesson and we will then choose a date for you to implement your lesson to the class. You will then write a 2–3-page reflection on how your understanding of the text as well as other knowledge or skills improved by completing this assignment.

Option 2 (Class Lesson Written Assignment): Select one of the readings listed on the schedule for the class (you must inform me of your choice so that there are not duplicates with other classmates). Then, create an assignment using a rubric that I will provide you. The assignment should be ideally 1-2 pages long, single spaced (not doubled), and in Times New Roman 12-point font.

You will also need to write a 1–2-page justification of your assignment and how it will help students learn the objectives listed in the rubric. Finally, you will write 2–3-page reflection on how your understanding of the text as well as other knowledge or skills improved by completing this assignment.

Option 3 (Virtual Reality and Reading): Check out the Meta Quest 2 Virtual Reality (VR) Goggles from the Finney Library, Columbia Campus. You can request them at the Circulation Desk. Make sure to inform the librarian that you need the goggles that are pre-set with tabs for Dr. Evans’ class. If you are unfamiliar with Virtual Reality goggles, schedule ahead of time with the librarian to learn how to use the goggles or watch a tutorial on how to use Meta Quest 2. You may also want to click on and complete the First Steps to Meta Quest 2 app, which walks you through the controls. Take the VR goggles, go to the Wander app, and then select “My Profile.” (You do not have to create an Avatar since it is already created to look like Jane Austen is your tour guide.) Go to the tabs that are pre-saved and labeled. For example, one tab may say, “Required Jane Austen’s Bath” and another might say, “ENGL 2235 Wordsworth’s House.” Make sure to visit the places that say “Required” or have your course number (ENGL 2235). Other places saved in the folder are optional.

Virtually visit and walk through the assigned places. Take note of the locations and consider the following questions: (1) what was your first impression of the location? (2) how do you think it would have looked in the eighteenth century (particularly the late 1700s and early 1800s)? (3) how do you think these places may have impacted the authors we are studying and their writing? (4) how does seeing the places these authors lived or visited impact your understanding or interpretation of their writing? (5) how does this enrich your future reading of these authors?

Challenge for “Jane Austen’s Bath” location: see if you can find The Hot Bath and the Pump Room. Note: you will not be able to enter the buildings, but this section of Bath is similar to what it would have looked like in Austen’s lifetime.

In addition, you should write a 2-3-page reflection essay in MLA format on what you learned and the skills you employed. Class objectives for the course consist of (but are not limited to): (1) critical thinking, (2) problem solving, and (3) analytical reasoning.

Instructor: Deborah J. Miller-Toothaker

Cap: 5

MW: 9:30 a.m. – 10:50 a.m. in CLEM 200

In-Person

Description: A survey of the physical, cultural, socio-economic, and political traits characteristic of developing and developed nations. Developing nations examined include those of the Latin American, African, and Asian regions. Developed nations explored include Japan and Australia, those of the North American and European regions, and the former Soviet Socialist Republics. Up to five honors students may attend lectures at the same time and day as a non-honors section of the course. They will be responsible for the same course requirements, including examinations, Mastering Geography assignments, and attendance at class meetings.

Additionally, Honors students will be responsible for two short papers and a presentation, each of which focus on a world region of the student’s choosing. The first paper will be a review of a film (chosen from an approved list of films with substantial and complex geographical content) with particular consideration given to its relevance to geographical issues. The second paper will be a reflection paper on a novel (chosen in consultation with the professor) with emphasis placed upon how the novel provides a unique snapshot of that particular place. The presentation will be a demonstration of how the student experienced that region through film and literature, in comparison with traditional modes of delivery. Regular meetings and/or correspondence with the professor are required. Prerequisite(s): Satisfactory placement test scores or completion of all competencies in Learning Support Reading and Writing.

Instructor: Anna Duch

Cap: 5

MW: 11:00 a.m. – 12:20 p.m. in CLEM 204

In-Person or Livestreaming

Description: This course covers the colonial period, winning independence, constitutional development, physical expansion, growing sectionalism, the Civil War, and Reconstruction.

Up to five students will attend Livestreaming or in-person lectures at the same time and day as a non-honors section of the course. They will have the same responsibilities in regard to testing and attendance.

As an honors student, in lieu of regular weekly textbook homework, the student will be responsible for: a short literature review of an Early American historical topic with a poster board presentation; participation in a mock trial about the Incident on King Street – or the Boston Massacre, depending on your perspective-- and a short paper about the overall trial experience.  

All honors assignments will require inclusion of academic texts, use of the college’s research resources through the library, formatting in the Chicago style, and having regular correspondence with the professor.search.

Instructor: Anna Duch

Cap: 5

MW: 9:30 a.m. – 10:50 a.m. in CLEM 202

In-Person or Livestreaming

Description: This course covers the foundations of the modern world from the first civilizations through the fifteenth century. Topics include western and non-western classical civilizations, the Middle Ages, and the Age of Discovery.

Up to five students will attend Zoom or in-person lectures at the same time and day as a non-honors section of the course. They will have the same responsibilities in regard to testing and attendance.

As an honors student, in lieu of regular weekly textbook homework, the student will be responsible for: a short literature review of an Early World History historical topic of their choice with a poster board presentation; participation in a mock trial about Joan of Arc, and a short paper about the overall trial experience.  

All honors assignments will require inclusion of academic texts, use of the college’s research resources through the library, formatting in the Chicago style, and having regular correspondence with the professor.

Instructor: Anna Duch

Cap: 5

TR: 9:30 a.m. – 10:50 a.m. in CLEM 112

In-Person or Livestreaming

Description: This course covers the foundations of the modern world from the sixteenth century through the twentieth century, including the early modern period, the age of absolutism, Age of Revolutions, the “ism’s” of the nineteenth century, the world wars of the twentieth century.   

Up to five students will attend lectures at the same time and day as a non-honors section of the course. They will have the same responsibilities in regard to testing, and attendance.

As an honors student, in lieu of regular weekly textbook homework, the student will be responsible for: a short literature review of a Modern World historical topic of their choice with a poster board presentation; participation in a mock trial about Sacco and Vanzetti, and a short paper about the overall trial experience.  

All honors assignments will require inclusion of academic texts, use of the college’s research resources through the library, formatting in the Chicago style, and having regular correspondence with the professor.

Instructor: Erin Kealey

Cap: 5

TR: 8:00 a.m. – 9:20 a.m. in CLEM 110

In-Person

Description: An introduction to the basic problems of philosophy and a consideration of representative types of philosophical thought concerning people, nature, knowledge, and values.

Students in the Honors subsection have the same attendance and graded responsibilities as students in the main section, but additionally will read Descartes' Meditations on First Philosophy and submit a series of assignments (an essay more detailed than the main section, a discussion board post, and a class presentation in lieu of the main section's presentation on a different topic) which will work through the primary philosophical text in a way that connects elements of two units that otherwise are distinct for the students in the main section.

The subsection lists a maximum of five students, but any students in the matching main section can transfer into the Honors section after meeting with the instructor and agreeing to the details of the Honors project in the first week of the semester.

Instructor: Sharon Grigsby

Cap: 5

MW: 9:30 a.m. – 10:50 a.m. in CLEM 110

In-Person

Description: Psychology 1030 introduces the scientific study of behavior and mental processes. Topics include history and research methods, biological aspects of psychology, variations of consciousness, cognitive processes, human development and personality, motivation, social psychology, and psychological disorders and therapies.

As an honors class, along with the regular academic responsibilities of weekly discussions and modular assignments, the students will conduct two scientific research projects utilizing the survey method of application and will participate in a scripted, published podcast. These specific honors assignments will take the place of the final essay and PowerPoint presentation.

 Psychology 1030 introduces the scientific study of behavior and mental processes. Topics include history and research methods, biological aspects of psychology, variations of consciousness, cognitive processes, human development and personality, motivation, social psychology, and psychological disorders and therapies.

As an honors class, along with the regular academic responsibilities of weekly discussions and modular assignments, the students will conduct two scientific research projects utilizing the survey method of application and will participate in a scripted, published podcast. These specific honors assignments will take the place of the final essay and PowerPoint presentation.