Course list and descriptions with faculty videos
HON 1515-101: Living Nonviolence: Exploring Mindfulness, Nonviolent Communication, and Peaceful Social Change
Professor PJ Nelsen
TR 11-12:15, AH 161
Conflict seems to be everywhere. While many people try to avoid or even ignore it, others embrace strategies that escalate conflict into outright violence. Yet there are others, especially young people, who are searching for and embracing approaches to resolving differences in nonviolent ways, approaches that bring us together instead of driving us apart. Broadly conceived, nonviolence aims to build connection even when we’re in conflict over issues that traditionally divide us, having to do with our deepest moral and social commitments. In this course we will explore some alternatives to violent conflict examining theoretical resources and practical strategies for engaging conflict in ways that bring us together. We will explore how to live nonviolently in our personal lives through the exploration of mindfulness, the practice of Nonviolent Communication to support our resolving conflict with others, and then, more broadly, nonviolence as a force for social change. Through experiential engagement both in and outside of classroom time, our aim will be to support one another in the development of our intellectual understanding and practical skills so we are able to experiment with "living nonviolence."
HON 1515-102: Servant Leadership
Professor Jeffrey Coats
TR 2:00-3:15, AH 186
How does one lead and serve? According to The Center on Servant Leadership founded by Robert Greenleaf, servant leadership is a philosophy and set of practices that enriches the lives of individuals, builds better organizations, and ultimately creates a more just and caring world. During the past few years, leadership studies have clearly moved toward a stronger emphasis on a shared, relational, and global perspective where the interaction between leader and follower are key elements (Avolio, Walumbwa, & Weber, 2009). According to Dierendonck (2010) at Harvard University, servant leadership is demonstrated by proving direction, developing individuals, and empowering them. According to Parris & Peachey (2013), new research states that servant leadership is linked to morality, virtues, and ethics. Sullivan (2018) stresses the humility of the servant leader and goes on to describe the authenticity and relationship building present in the servant leader. The importance of instilling servant leadership qualities in first-year college students is essential due to their culture of social media and absorbing information through the internet, which often leads to undefined goals and lack of direction both personally and professionally (Bald & Mora (2018). Instilling servant leader values in this generation is a must because it gives them a sense of purpose to help others and lead by examples in the servant leader paradigm.
HON 1515-103: America's Original Sin: The Novels of Marilynne Robinson
Professor Clark Maddux
MWF 11:00-11:50, Location TBD
The "Gilead" novels of Marilynne Robinson are acknowledged as some of the best works in American fiction, regardless of period. In 4 interlinked narratives, Robinson explores the nature of faith in this country, and the role that religious belief plays in American society, including its historical complicity in racial, gendered, and economic systems of injustice. During this class, we will read, discuss, and write about these works, as well as consider some of Robinson's non-fiction essays that complement her fiction, and explore the Calvinist theology that underpins both.
HON 1515-104: Introduction to Research: Across all Majors
Professor Scott Collier
TR 2:00-3:15, AH 161
This is an introductory course designed to introduce students to the world of scientific inquiry. We will start the course with an understanding of the importance of research, the responsible conduct of research and then start the process of discovering what your research interests are in your field. We will understand how to review literature, propose scientific questions, create a methodology to answer the question and then collect data. Once data is collected, we will understand the methods of dissemination of the research findings. The understanding of research will be gained through many processes, including guest speakers, literature readings, laboratory tours, research projects, the “art” of observation and individual presentations. The goal of the course is for students to develop an understanding of how research is conceived, constructed, carried out and communicated (4 C’s of research). Further, students in this class will recognize differences in quality of research, understand where to find peer reviewed research in their field and prepare themselves to work on research and creative endeavors while they are at Appalachian State. Students will critically think through the process of starting their own research project and aligning with a mentor at Appalachian State. We will individually research how your chosen research topic aligns with other studies around the world.
HON 1515-105: Anti-Hero in American Culture
Professor Jeff Lindsay
MW 3:30-4:45, AH 187
Anti-heroes have been uniquely popular in our culture. From Maltese Falcon and Shane up through Death Wish, Dirty Harry and Cool Hand Luke– all the way to (dare I say it?) Dexter, we have loved heroes who coolly, deliberately, violate societal norms. And recently, the virus has spread to women: Cat Woman (in Batman), the Dragon Tattoo series, “the Bride” in Kill Bill, and even Katniss Everdeen in the Hunger Games series. We idolize these people, even though we know they’re bad. Or do we love them because they’re reprehensible? Why? Is this attraction uniquely American? How has the anti-hero evolved, and what does it say about us?
Through a combination of film study and discussion, students will examine the basic conundrum of the Good Bad Guy. What are the moral implications of liking her or him? When is being bad actually a good thing? And what does it say about us that we cheer for these naughty fellows?
Anti-heroes have been uniquely popular in our culture. From Maltese Falcon and Shane up through Death Wish, Dirty Harry and Cool Hand Luke– all the way to (dare I say it?) Dexter, we have loved heroes who coolly, deliberately, violate societal norms. And recently, the virus has spread to women: Cat Woman (in Batman), the Dragon Tattoo series, “the Bride” in Kill Bill, and even Katniss Everdeen in the Hunger Games series. We idolize these people, even though we know they’re bad. Or do we love them because they’re reprehensible? Why? Is this attraction uniquely American? How has the anti-hero evolved, and what does it say about us?
Through a combination of film study and discussion, students will examine the basic conundrum of the Good Bad Guy. What are the moral implications of liking her or him? When is being bad actually a good thing? And what does it say about us that we cheer for these naughty fellows?
HON 1515-106: The Human Condition: Ancient and Modern
Professor Ralph Lentz
MW 2:00-3:15, AH 161
How can humans live with courage, justice, and dignity in a world that they can never fully control? Or put another way, how can humanity survive in an apparently chaotic world, and more than that, establish a rightly ordered world—what the Hellēnes called κοσμος [kosmos]? These fundamental questions of the “Human Condition”—of being human in the world—arguably have not changed from antiquity to modernity. But the answers have, particularly in addressing 3 perennial problems of the Human Condition: War, Technology and Environment, and Social-Political Economy. This course will explore ancient and modern responses to these problems, asking, among other things, what would Krishna say about Hitler? What would Hesiod say about “progress,” technology, and global climate change? What would Confucius think of education at ASU? What would Moses and Buddha think about capitalism?
*HON 1515-107: Voyages
Professor Mary Valante
TR 2:00-3:15, AH 161
This section of HON 1515 centers on a study abroad trip to Ireland. Students will discover, research, and present to the class various aspects of Irish history and culture, from pre-history to today, focusing on the origins and development of Irish identity. Based on these presentations, the class will visit sites in Dublin and the surrounding area as students dig deeper into their own research interests in preparation for a final project. Students are encouraged to relate their experiences to their own academic and personal interests.
* First year Chancellor’s Scholars only.
HON 1515-108: Visualizing a Just Society
Professor Vicky Klima
TR 12:30-1:45, AH 187
Our democracy's success depends on a citizenry that is willing to seriously consider social issues and persuasively advocate for solutions that maintain a just society. As our everyday lives become increasingly data-centered, investigating such issues requires the ability to critically examine data visualizations and support our own arguments using effective analytical tools. In this course we will practice these skills as we explore several social justice issues. Topics will be finalized by the students in the course but could include racial justice, income inequality, school choice, industrial agriculture, criminal justice reform, student loan debt, human trafficking, and voting rights. We will use data visualizations to make informed arguments for social change. Students in the class will read expository and argumentative essays critically, consider media reports thoughtfully, and most importantly, talk with each other openly. If you are interested in exploring social justice issues while learning how to strengthen your arguments with visual evidence, this course is for you!
HON 1515-109: Harry Potter and the Quest for Social Justice
Professor Angela Mead
MW 5:00-6:15, AH 187
This course will examine social justice issues in historical and contemporary society through the lens of the J.K. Rowling’s Harry Potter series. We will start by looking at examples of social justice (or the lack thereof) issues within the Harry Potter universe and then expand those to consider examples in the Muggle world. Examples may include: issues regarding socio-economic status (contempt for the less wealthy Weasley family); discrimination (against Mudbloods, part-creature individuals, lycanthropy, etc.); the legal system and criminal justice (Sirius’ illegal incarceration, laws favoring purebloods, bribery to escape prosecution, etc.); media and propaganda (Rita Skeeter and the Daily Prophets crusade against Harry); backlash over the revelations of Dumbledore’s sexual orientation and JK Rowling’s recent comments on trans individuals; gender and relationships; and other relevant contemporary topics. Students will select one area of interest and write a research paper for the final project of the course. Throughout the course, students will write short and medium length papers regularly. Class participation is an extremely important component of this course, and students will be evaluated on their attendance, participation and preparation for the course in addition to written papers and projects. Note: we will not be reading the books or watching the Harry Potter film series in class, and the expectation is that students will be very familiar with all 7 books and all 8 films prior to the course.