Analytical Inquiry: Society and Culture
No Honors AISCs scheduled for Winter Quarter
The following Honors courses are offered to fulfill University common curriculum and Honors Program Requirements. For students who have already met university Humanities (AISC) or Social Science (SISC) requirements, please contact us regarding other options.
No Honors AISCs scheduled for Winter Quarter
COMN 1210-2 (CRN 2876): Foundations of Communication, Roy Wood, MW 2:00-3:50, TBA
In Foundations in Communication we explore dialogic/ethical foundations of communication. We go beyond the notion of communication as transmitting ideas from one person's head to another through the use of language to explore the more foundational view that it is through communication that we constitute and instantiate ourselves and our worlds. We go on, following the French philosopher Emmanuel Levinas, to ask whether ethics is at the heart of human sociality.
ECON 1020-3 (CRN 1170): Micro- and Macroeconomics I, Yavuz Yasar, TR 12:00-1:50, Sturm 235
This course is an introduction to economics, a social science that studies the workings of the economy. It has
developed through argument and debate among economic theorists as well as the development and transformation of
actual economic institutions. In that sense it differs from natural science, the subject of which is given and is subject
to universally applicable laws. On the other hand, like the other social sciences, economics must recognize the everchanging
nature of economic theories, ideas, and institutions in the workings of the economy, just as the workings of
the economy play a role in the formation of economic thought.
For these reasons, an understanding of modern economies and economic theory, even at the introductory level,
requires two different but related forms of historical study: economic history (the study of actual economic
institutions and relations and their development), and the history of economic thought (the study of the development
of economic theory itself). In addition, since the economy is only one element in a complex society, some
understanding of its place among the other elements of society is necessary. Thus, it is necessary to study modern
economy and economic theory from an interdisciplinary perspective that utilizes explanations from other social
sciences such as psychology, sociology, political science, etc. As a result, the course aims to expose students to
different lines of thought and different perspectives without suggesting who is right or who is wrong.
GEOG 1265-1 (CRN 2325): Global Environmental Change and Sustainability II, Donald Sullivan, MW 12:00-1:30,
Boettcher Auditorium 103
“Global Environmental Change” is a three-quarter honors course that introduces students to the fundamental
processes that govern Earth’s changing physical and biological environments. The first quarter explores the dynamic
nature of Earth’s atmosphere including processes that affect weather and climate, the role of energy in the
atmosphere and the causes and potential implications of global climate change. The second is devoted to the
impacts of global change on the biosphere including topics such as biodiversity, evolution and speciation, and the
origins of agriculture. The third quarter of the sequence focuses on terrestrial landscapes and environments,
including changes from plate tectonics to human modifications of Earth’s land surface.
Labs for Global Environmental Change and Sustainability I:
CRN 2326— GEOG 1265-2: Donald Sullivan, T 12:00-1:50, Boettcher West 16
CRN 2327 — GEOG 1265-3: Donald Sullivan, T 2:00-3:50, Boettcher West 16
If accepted for the major or minor sequence in Biology, Chemistry or Physics, AP or IB credit might also satisfy some or all of your honors natural science requirement. Geography majors should take Honors GEOG. Students can also fulfill their Honors natural science requirement by taking full-year sequences starting with the following courses: BIOL 1010: Concepts in Biology – Physiological Systems, restricted to Biology majors and minors (beginning AY 2012-2013, a two-quarter sequence that begins Winter quarter); or the Biology Individualized Option, which concludes with General Ecology).
CHEM 1010: General Chemistry
PHYS 1111: General Physics 1
PHYS 1211: University Physics (which begins Winter quarter; correquisite Math 1951)
Please note: classes formerly classified as NATS are named according to respective departments and will not count toward Honors credit. Only the Biology, Chemistry, and Physics sequence numbers listed above can count toward the Honors requirement.
ASEM 2670-1 (CRN 2881): Development in Latin America, Rafael Ioris, TR 12:00-1:50, Sturm 433
This is a writing-intensive interdisciplinary advanced seminar course centered on examining the protracted efforts
made by several countries in the Latin America in order to promote different projects of economic and political
development. The course is designed to students of various fields and disciplines (such as Political Science, History,
Sociology, Anthropology, International Relations, Business, Economics, etc.) who commonly share an interest in
studying the theme of national development and in seeking a better understanding of the problems, challenges, and
alternatives for social improvement in the Latin American region and/or in developing societies in general.
Among other topics, we will analyze the incorporation of Latin American countries into the international economy
and the consolidation of its local oligarchic regimes (circa 1880s to 1930s); the importance of populism and elite
pacts (of the 1940s and 1950s) for the promotion of industrial programs; the process of radicalization of the left, the
democratic breakdowns and the ensuing military rule (of the mid-1960s and 1970s); the transitions to democratic
rule (1980s); the implementation of market-oriented reforms (1990s); and the current challenges for democratic
consolidation, social equality, and poverty alleviation.
ASEM 2661-1 (CRN 4813): The French Revolution, Elizabeth Karlsgodt, TR 8:00-9:50, MRB 1
This course is an interdisciplinary exploration of the French Revolution. While grounded in history, it also draws
upon cultural, literary, theater, film and gender studies as well as art history. We learn about the many ways in
which the Revolutionary decade of 1789 to 1799 marked a significant break with the French past – politically,
socially and culturally. We reflect upon political, sociological and philosophical questions that make the Revolution
relevant today: how do democratic values take root in a traditionally monarchical society? Can these values be
exported to societies without democratic traditions? Are liberty and equality compatible? How are nations defined?
Can people thrive in a strictly secular – or fundamentalist – society? The Revolution lends itself exceptionally well
to this kind of study across humanities and social science disciplines.
HNRS 2400-2 (CRN 3449): Migration and Diaspora Narratives, Maik Nwosu, M 12-1:50, Mary Reed 1
We will examine the movement and resettlement of people from one locality to another – especially across borders.
Focusing on different regions of the world – Africa, Asia and Oceania, Europe and America, we will study the
nature and consequences of migration from historical, socioeconomic, and literary (or artistic) perspectives. Because
the movement of people includes the relocation of memories, we will closely study migration and diaspora
narratives, which provide insights into a contemporary phenomenon that references the earliest history of humanity.
HNRS 2400-3 (CRN 2081): Engaging the Bard I: DU Students and the DPS Shakespeare Festival, Shawn Alfrey,
R, roughly 3:00-5:00, MRB 1 and on site at Columbian Elementary School
HNRS 2400-4 (CRN 5203): T, roughly 3:00-5:00, MRB 1 and on site at Colfax Elementary School
HNRS 2400-6 (CRN 5204): W, roughly 3:00-5:00, location TBA and onsite at Carson Elementary School
Please note: This year we are branching out! The 3 sections of this course involve 3 different schools. You should
choose based on the day that will work and the school you want to work with. Carson is our original school. It has
the Highly Gifted and Talented magnet and the most resources of any of these schools. Both Colfax and Columbian
have a high population of students on free- and reduced lunch, less support and fewer resources. We will have the
same curriculum, but our work with the students will vary according to the school setting. All of these are after
school programs and require your ability to get to the school. We generally have no trouble with carpooling. Please
contact me with any and all questions!
In this course DU students will work with the students and program of the Denver Public Schools Shakespeare
Festival. Originally begun as a way to support DPS efforts in literacy and enrichment, the Festival takes place every
May in the Galleria and on the grounds of the Denver Center for Performing Arts. It involves around 5000 DPS
students and has been a model for school districts from San Diego to Germany. DU students will work with a group
of elementary students as they master a scene and then perform it at the Festival.
The course is offered both winter and spring quarters to meet the needs of the DPS students, whose semester runs
from January through May. Those taking the course in the Winter quarter will choose and edit the scene, help cast
students and help students understand the play and block it. Those taking the course in the Spring will see them
home, including the actual performance at the Festival. In addition to working with the Carson students, coursework
will include readings and discussion regarding Shakespeare’s text, the role of Shakespeare as a focus of cultural
value, and the history and purpose of mass education.
HNRS 2400-5 (CRN 3019): Pets, Partners, and Pot Roast, Gary Brower, W 2:00-3:50, Mary Reed 1
“Fish are friends, not food” is the mantra of Bruce the Shark’s 12-step program in Finding Nemo. He wants to
counter the impression that sharks are just “mindless eating machines”. Are humans simply “mindless ‘eating’
machines?” “Pets, Partners or Pot-Roast?” seeks to address this question.
This is not a course about vegetarianism. Nor is it about animal rights, per se. It is about human morality and
ethics. It is an opportunity to engage the question of whether or not humans are simply mindless consumers, users,
or abusers, of animals—the emphasis on “mindless”. More specifically, it is engaging in a conversation about moral
consistency and ethical consistency . . . or inconsistency, as the case may be. The world’s religious traditions, and
the disciplines of philosophy and science will form the backdrop as we consider issues such as: wildlife and the
environment, animals in research, service animals, animals as livestock, animals as pets, and animals as food.
Throughout the course we will be asking the questions of “WHERE do we draw the line” on certain issues (e.g.,
which animals have souls; when is research on animals permissible; how much should we spend on Fido’s health,
etc.), as well as “HOW do we draw that line”—that is, what informs our decision-making (‘public good’, logic,
science, personal morality, religion, etc.), especially as different authorities provide, and advocate for, contradictory
HNRS 2400-7 (CRN 5231): Mind of a Leader, Karen Loeb, W 10:00-11:50, Mary Reed 1
This course is intended to explore advanced topics in Leadership by examining the relation between human
development and leadership behaviors that extend beyond a single occupational or professional domain. Howard
Gardner’s book, Leading Minds, will serve as primary text, in which he explores this relationship, as documented in
the stories of eleven well-known 20th century leaders. Some of these leaders were direct, some indirect, some
innovative, some visionary, some domain-specific, some national leaders. This approach differs from the classical
approaches of psychology personality theorists who study leadership behaviors or traits as well as more recent
conceptions of transactional and transformational models of leadership which promote a focus on the interactions
between leaders and followers. Gardner’s model, instead, emphasizes the connection of the minds of leaders and
followers through the compelling narratives that leaders convey. In this course, students will also critically examine
the applicability of Gardner’s model to 21st century leaders who head nations, who work for women’s rights in
Muslim countries, who campaign on behalf of indigents’ rights.
HNRS 3991-0 (CRN 1591), Honors Independent Study
For projects under the guidance of DU faculty that you would like to work on for Honors credit, to be approved by
the Honors Program. For information please come talk to Keith or Shawn.
HNRS 3991-0 (CRN 1495), Honors Independent Study
For projects under the guidance of DU faculty that you would like to work on for Honors credit, to be approved by the Honors Program.