Chair, Senate Committee on Educational Policy

2018 年 4 月 3 日

TO: Robert Mrtek Chair, Senate Committee on Educational Policy

FROM: Margaret Grosch Director, Programs and Academic Assessment

RE: General Education Credit for Honors Core Courses

I am forwarding for review and action by the Senate Committee on Educational Policy the following Honors courses for General Education credit, effective Fall 2007:

HON 120 – Honors Core in Understanding the Individual and Society and Understanding the Past HON 121 – Honors Core in Understanding the Individual and Society and Understanding the Creative Arts HON 122 – Honors Core in Understanding the Individual and Society and Exploring World Cultures HON 123 – Honors Core in Understanding the Individual and Society and Understanding U.S. Society HON 124 – Honors Core in Understanding the Past and Understanding the Creative Arts HON 125 – Honors Core in Understanding the Past and Exploring World Cultures HON 126 – Honors Core in Understanding the Past and Understanding U.S. Society HON 127 – Honors Core in Understanding the Creative Arts and Exploring World Cultures HON 128 – Honors Core in Understanding the Creative Arts and Understanding U.S. Society HON 129 – Honors Core in Exploring World Cultures and Understanding U.S. Society HON 140 – Honors Core in Understanding the Individual and Society HON 141 – Honors Core in Understanding the Past HON 142 – Honors Core in Understanding the Creative Arts HON 143 – Honors Core in Exploring World Cultures HON 144 – Honors Core in Understanding U.S. Society

The above courses have been endorsed by the Honors College Educational Policy Committee, and were approved by the Educational Policy Committee in the College of Liberal Arts and Sciences on April 2, 2007. To view and print the above courses, click on “General Education Courses” on the SCEP agenda for the April 11th meeting.

As described in the attached memo from Dean Kaufman, the above proposed courses are topical in nature. Each of the course requests forwarded to the Committee includes a sample with topics, resources, and assessment methods. The section topics to be offered for fall 2007 have been mapped to the new General Education categories and corresponding course numbers, and the Honors College has worked with the LAS EPC to appropriately assign categories to each offering.

If the above Honors courses are approved for General Education by SCEP, the Liberal Arts and Sciences Educational Policy Committee and/or the Associate Dean with primary responsibility for educational policy issues in LAS will review and approve new topics as they are proposed for the above courses to insure they are appropriately placed into the General Education categories. It is recommended that SCEP delegate the responsibility of overseeing the assignment of individual topics to the specific General Education categories to LAS. Therefore, each semester’s offering under any of the above General Education courses will be contingent upon LAS review and approval. The College of LAS will report annually on this process to keep SCEP informed on Honors offerings.

1 U N I V E R S I T Y O F I L L I N O I S A T C H I C A G O

Honors College (MC 204) 103 Burnham Hall 828 South Halsted Street Chicago, Illinois 60607-7031

2018 年 4 月 3 日

TO: Robert Mrtek Chair, Senate Committee on Educational Policy

Neal Grossman Chair, LAS Educational Policy Committee

FROM: Lon Kaufman Dean

RE: General Education Credit for Honors Core Courses

I am writing to request that SCEP and the LAS Educational Policy Committee consider the following Honors Core courses for permanent general education credit, effective Fall 2007:

HON 120 – Honors Core in Understanding the Individual and Society and Understanding the Past HON 121 – Honors Core in Understanding the Individual and Society and Understanding the Creative Arts HON 122 – Honors Core in Understanding the Individual and Society and Exploring World Cultures HON 123 – Honors Core in Understanding the Individual and Society and Understanding U.S. Society HON 124 – Honors Core in Understanding the Past and Understanding the Creative Arts HON 125 – Honors Core in Understanding the Past and Exploring World Cultures HON 126 – Honors Core in Understanding the Past and Understanding U.S. Society HON 127 – Honors Core in Understanding the Creative Arts and Exploring World Cultures HON 128 – Honors Core in Understanding the Creative Arts and Understanding U.S. Society HON 129 – Honors Core in Exploring World Cultures and Understanding U.S. Society HON 140 – Honors Core in Understanding the Individual and Society HON 141 – Honors Core in Understanding the Past HON 142 – Honors Core in Understanding the Creative Arts HON 143 – Honors Core in Exploring World Cultures HON 144 – Honors Core in Understanding U.S. Society

The Honors Core courses provide a two-semester general education sequence organized around a theme that cuts across general disciplinary boundaries. These courses were originally offered as HON 102 – 103 (Humanities), HON 105-106 (Social Sciences), and HON 110 – 111(Cross-disciplinary). Students are required to remain together as a class with exceptions given for scheduling issues (with special attention given to courses that are required by the major and might impact progress towards the degree and extend

Phone (312) 413-2260Fax (312) 413-1266

2 time to graduation) The new courses HON 120 – 129 are proposed to replace these previous courses in light of the new general education program beginning in Fall 2007. In addition, HON 140- 144 are being added to offer topics that are appropriate for only one General Education category. This suggestion was made by the Liberal Arts and Sciences Educational Policy Committee when they reviewed the courses for General Education on April 2, 2007.

The new Honors Core courses remain focused on critical thinking, reading of primary literature or as appropriate other means of communication (e.g. film), and communication (as do the current courses) and each course continues to require written “term” papers and other like summative exercises and as such remain appropriate for general education credit within the New General Education Program.

As sections of the Honors Core courses are designed to, and in fact do, present concepts in an interdisciplinary manner, we have reconfigured the core courses currently offered for humanities and /or social science credit into 10 pair-wise combinations (HON 120-129) representing the 10 possible combinations of the non-natural science themes that comprise the New General Education Program. Note that we have not suggested any preference for which of the two themes is primary and which is secondary. The content of the sections is truly interdisciplinary and in many cases could easily be assigned to three or perhaps even four of the new general education themes. Given the need for expedient approval we have not broached this issue at this time.

In order to maintain the integrity of the two course sequence, and understanding that the specific sections taught in the fall semester are different from the specific sections taught in the spring semester and that the courses are effectively designed for incoming freshman, each course (HON 120-129) is defined to allow repetition for up to six hours, in the event that both semesters of a specific core sequence cover the same two themes.

The courses designated HON120-129 and HON 140-144 effectively represent “topics” courses, with the specific content determined each year and dependent upon the instructor and the semester. As such we would ask that we continue to submit a supplemental form for each individual section offered informing all as to the specific topic, the specific curriculum, the specific instructor, the specific learning outcomes within the two general education themes to be addressed, and the specific means of assessing those learning outcomes.

We have provided such information for sections that currently serve as Honors Cores as they represent the likely sections we will offer next year.

The Honors College Education Policy committee has unanimously endorsed this proposal with regard to both the creation of HON 120-129 and with regard to the assignment and descriptions of the courses we intend to offer for the Fall semester of the coming academic year.

The following materials accompany this request:

Attachment A: An overview of Honors Core courses, 1983-2008 Attachment B: A table of proposed Fall 2007 Honors Core sections, showing the proposed conversion from the previous courses to the new courses. Attachment C: Completed Honors College Offering forms for each proposed section for Fall 2007 A course outline and general education request for each proposed honors course, HON 120 through 129 and HON 140 through 144 using appropriate samples to illustrate the general education categories.

Thank you for your time and patience in addressing this manner. The Honors College is very aware and very appreciative of the enormous efforts of SCEP and the LAS EPC in assuring the success and timely start-up for the New General Education Program. All of UIC’s students will benefit from those efforts.

3 Please contact Assistant Dean Stacie Williams or me if you have any questions or need additional information.

LK: slw Attachments

4 Attachment A

Overview of Honors Cores, 1983-2008

Since 1983 the Honors College has offered Honors Cores. Initially established as yearlong multidisciplinary sets of general education courses, the cores were designed to challenge well- qualified freshmen. A single sequence was offered in 1983-84. The program expanded in 1984 to three cores with the aid of an NEH curriculum grant, and since fall of 1986 has included at least four cores every year. Each core has been built around a theme in the humanities, social sciences, or both areas. Until the advent of semesters, the cores were taught by three faculty, usually from three different departments.

In 1994-95, a committee appointed to examine the core program suggested an additional model, where two (or three) faculty members from different departments teach up to 50 students in thematically based one-semester honors courses. The lecture-discussion model allows for a common presentation of ideas during one weekly session, while preserving the close student- faculty interaction that distinguishes honors cores in smaller sections. This additional model has been offered since Fall 1996 in addition to the two-semester model.

The cores are planned with general education guidelines in mind, and substantial writing is required. Faculty arrange for participation throughout the course, ranging from guest lectures through drop-in visits with participation in class discussions to full team-teaching.

There have been 54 different cores offered under the traditional model from Fall 1983 through Spring 2007, each ordinarily offered for two years. In addition, 8 cores have been initiated with the new model. Not all cores have been equally popular nor have all maintained the same continuity throughout the year. They have, however, challenged Honors students, requiring them by the end of the course to integrate different disciplinary perspectives on related issues. The occasional necessity to find faculty to replace colleagues unable to teach as planned is a sign that the cores have been designed and taught by outstanding scholars: core faculty have received numerous NEH and LAS Humanities Institute grants in addition to other awards, including UIC Teaching Excellence awards. With the interaction of students and faculty, the cores play a vital role in the building of the Honors College community.

CDC credit for the traditional cores was approved by LAS for (1985-88), again in 1988 for 1988- 91, in 1991 for 1991-94, and in 1994 for 1994-97. In 1997 HON 102-103 and HON 105-106 were granted permanent approval. These actions were followed by similar approval from the other colleges and SCEP. HON 107 and 108 received permanent approval in 1999. HON 110 and 111 received temporary approval through Spring, 2005, which was the last term they were offered.

The proposed courses HON 120 – 129 replace the existing HON 102-111 in light of the new model for general education. Each proposed course will incorporate two categories of general education within the interdisciplinary framework that the Honors core courses have always utilized. The specific topics to be offered under a particular course will be required to meet learning outcomes from each of the two categories of general education and provide necessary assessment of these outcomes. In addition, HON 140-144 are being added to offer topics that are appropriate for only one General Education category.

5 Attachment B: HONORS COLLEGE PROPOSED GENERAL EDUCATION CONVERSIONS – Fall 2007

THEME Current Course Subtitle Proposed Course Proposed Gen Ed Categories Number Number Asian Cultures HON 102 – Asian and Asian HON 129 Exploring World Cultures Honors Core in American Psychology. Understanding U.S. Society the Humanities I

Ethics HON 102 – Human Nature and the HON 140 Understanding the Honors Core in Body Individual and Society the Humanities I

Good & Evil HON 102 – The Human Condition HON 121 Understanding the Honors Core in and the Conception of Individual and Society the Humanities I Good and Evil Understanding the Creative Arts Gender & the HON 102 – Gender and the Family, HON 128 Understanding U.S. Society Family Honors Core in Part I Understanding the Creative the Humanities I Arts

Literature and HON 102 – Differing Aspects of HON 121 Understanding the the History of Honors Core in the Self in the Classics Individual and Society Ideas the Humanities I Understanding the Creative Arts Film and HON 102 – Turkish Film HON 127 Exploring World Cultures Culture Honors Core in Understanding the Creative the Humanities I Arts

Religion in the HON 105- Honors Struggles for Control HON 122 Understanding the World Core in the Social Individual and Society Sciences I Exploring World Cultures

Energy HON 105- Honors The Many Faces of HON 129 Understanding U.S. Society Core in the Social Petroleum Exploring World Cultures Sciences I

Communication HON 105- Honors Scholarly HON 123 Understanding the Core in the Social Communication in the Individual and Society Sciences I Digital Age Understanding U.S. Society

The Limits of HON 105- Honors Freedom and the HON 123 Understanding the Freedom Core in the Social Government Individual and Society Sciences I Understanding U.S. Society

6 Attachment C: Completed Honors College Offering forms for each proposed section for Fall 2007

Honors College Core Offerings

Honors Course Number, Title, and Credit Hours:

HON 129 – Honors Core in Exploring World Cultures and Understanding U.S. Society, 3 hours

Department(s) and College(s) Offering Instruction a.) Department of Psychiatry College of Medicine b.)

Instructor(s): Joyce Ho

Term Offered: Fall, 2007

Section Title: Asian Cultures I: Asian and Asian-American Psychology

1. Please give a brief description of this course:

The course is an introduction to the experience of Asian and Asian-Americans. We will explore the historical, sociopolitical, and cultural influences that shape Asians in America. We will also introduce foundational concepts of culture, ethnicity, and race as they relate to Asians and Asian Americans. Through discussions, guest lectures, participation in campus and community events, films, class projects, and activities, we will address topics such as identity development, acculturation, family relationships and intergenerational stress, racism and discrimination, mental and physical health and other issues affecting Asian American individuals, families and communities.

2. List under major and minor headings the principal topics of this section. Please provide as full an outline as possible.

Topics: Approximate Hours:

1. Background and History 9 2. Individuals 9 3. Relationships 9 4. Health and Healthcare 6 5. Academics and Education 6 6. Community 6

Total Hours 45

[Over]

7 3. List required texts. In all instances give author, title, and the latest date of publication, and indicate by an asterisk those books and journals that are in the UIC libraries.

Zane, N. and Kim, B. (2005) Readings in Asian American Psychology.

Selected chapters from: Zhou, M. & Gatewood, J. (2000) Contemporary Asian America: A Multidisciplinary Reader.

4. List additional section notes, if required:

5. General Education Criteria Exploring World Cultures  Analyze a culture, including its political, social, ethical, communicative, or economic systems.  Compare different cultures. Understanding U.S. Society  Analyze the communicative, political, social, economic, or cultural systems in the U.S.

6. Assessment Students will write at least two papers of 5 to 7 pages. Students will be assigned a subscore on written work to assess understanding of topics.

APPROVALS:

Department Approval: Date College Approval: Date

Honors College Approval: April 3, 2018 Date

Office of Academic Affairs Approval: Date

8 Honors College Core Offerings

HON 140 – Honors Core in Understanding the Individual and Society, 3 hours

Department(s) and College(s) Offering Instruction a.) Department of Medical Education College of Medicine b.)

Instructor(s): Timothy Murphy

Section Title: Ethics I: Human Nature and the Body

This course will analyze whether the idea of “human nature” helps guide choices about biomedical interventions regarding the human body. Is “human nature” a static reality or a dynamic open to change?. Are race, gender, and sexual orientation fixed elements of human nature, or are they open to choice and interpretation? After considering various ideas of human nature, we will look at the ethics of cosmetic surgery, anti-aging medicine, the use of pharmaceuticals, anti-aging strategies, transgender surgeries, enhanced sports performance, and the production of trans-human organisms. We will also look at choices about children, including sex, intelligence, and even such traits as deafness. In order identify standards that should guide choices in these areas, we will turn to a wide array of readings. The readings will include texts from classical philosophers, medical organizations, current journalism, memoirs, and autobiographies.

1. Introduction: The Idea of Human Nature 3 2. Human Nature and Race 3 3. Human Nature and Gender 3 4. Human Nature and Sexual Orientation 3 5. Tattoos, Scarification and Body Modification 4.5 6. Pharmaceutical Treatment 4.5 7. Human Life Extension 3 8. Enhanced Sports Performance 3 9. Transhuman Organisms 3 10. Choosing the Sex of Children 3 11. Choosing the Intelligence of Children 3 12. Choosing Disabilities in Children 3 13. Choice and Social Eugenics 3 14. Conculsions 3

Total Hours 45

[Over]

. Journal Articles

10. General Education Criteria Understanding the Individual and Society  Think critically about how individuals influence and are influenced by political, geographic, economic, cultural, and family institutions in their own and other cultures and explain how one’s knowledge and beliefs may differ from others.

APPROVALS:

HON 121 – Honors Core in Individual and Society and Understanding the Creative Arts, 3 hours

Department(s) and College(s) Offering Instruction a.) Honors College b.)

Instructor(s): Jaroslav Schejbal (emeritus, Dept of English)

Section Title: Good and Evil I: The Human Condition and the Conception of Good and Evil

Using literature to present, probe, and analyze good and evil as spiritual, social, ethical and religious properties of man and mankind.

1. Romantic conception of good and evil 5 2. Oversimplification of good and evil: Puritan Dogma 5 3. Corruption of utopian good by dystopian evil 5 4. Ethics of good and evil 5 5. Naturalistic conception of good and evil 5 6. Hunger as a universal symbol of evil 5 7. Racist Evil & the goodness of simple man 5 8. Colonialism 5 9. Loss of the traditional conception of good and evil 5

Total Hours 45

[Over]

Emerson. Essays Hemingway, Ernest. “Hills Like White Elephants.”, The Sun Also Rises. Hawthorne. “Young Goodman Brown” Faulkner. Light in August Conrad. Heart of Darkness.

15. General Education Criteria Understanding the Individual and Society  Examine how literature, history, ethical systems, scientific inquiry, or communicative practice shape our knowledge and perception of individual and social structures.

Understanding the Creative Arts  Basic issues of interpretation. How does a work mean anything? How does one determine meaning? How can a work have numerous meanings, often all at the same time?

APPROVALS:

HON 128 – Honors Core in Understanding the Creative Arts and Understanding U.S. Society, 3 hours

Department(s) and College(s) Offering Instruction a.) Department of English College of Liberal Arts and Sciences b.)

Instructor(s): Marsha Cassidy

Section Title: Gender and the Family I.

This course explores the state of American family life from roughly 1900 to the present through a wide range of literary genres and visual media. Gender theory overarches our discussions as we delve into texts about gendered family relationships – husbands and wives, sons and fathers, sons and mothers, daughters and mothers, daughters and fathers. But other significant issues about the family that are intertwined with questions of gender will also be explored – issues of “race,” ethnicity, sexual orientation, disability, social class, and community. In our study of literature, we discuss the poetic, narrative, and dramatic elements that contribute to a text’s meaning, including, for example, the concepts of imagery, style, symbolism, theme, ambiguity, irony, and authorial point of view. In the visual media, students become familiar with cinematic terms like auteur, low angle, soundtrack, close-up, fade, etc. and are then asked to interpret how these elements contribute to a text’s deeper content and artistic expression.

1. Sons, Fathers, and Grandfathers 5 2. Sons and Mothers 5 3. Daughters, Mothers and Grandmothers 5 4. Daughters and Fathers 5 5. Siblings 5 6. The 1950s and Family Discontent 5 7. Rethinking the Family 5 8. Family Photographs and Home Movies 5 9. Families in Trouble 5

Total Hours 45

[Over]

Print: Freud. Dora: An Analysis of a Case of Hysteria. Freud. Five Lectures on PsychoAnalysis. Coontz, Stephanie. Marriage History.

Visual: My Left Foot Rebel Without a Cause Chinatown The Heiress All that Heaven Allows Ozzie and Harriet

20. General Education Criteria Understanding the Creative Arts  Questions of cultural and historical context. How do creative works relate to the societies in which they are produced and received? How do cultural roles of creative products, definitions of art, institutions, markets and patronage affect the creation of works of architecture, art, music, literature, and other media?

Understanding U.S. Society  Explore the diverse communities – racial, ethnic, class, gender, religious, and sexual – that define cultural and political life in the United States.

APPROVALS:

HON 121 – Honors Core in Understanding the Individual and Society and Understanding the Creative Arts, 3 hours

Department(s) and College(s) Offering Instruction a.) Department of Classics and Mediterranean Studies College of Liberal Arts and Sciences b.)

Instructor(s): Allan Kershaw

Section Title: Literature and the History of Ideas I: Differing Aspects of the Self in Classics

We shall study works which involve various aspects of the Self. For example, what happens when self- will conflicts with Fate? Or when one’s own sense of love and right are in conflict with the Law ?

1. Introduction 3 2. Oedipus 6 3. Antigone 6 4. Plato – The Apology of Socrates 6 5. Cicero – On Duty 6 6. Greek and Roman Poetry 6 7. The Poetry of Sappho and Catullus 3 8. Shakespeare – The Sonnets 6 9. Conclusion 3

Total Hours 45

[Over]

Sophocles. Oedipus the King. Antigone Plato. The Apology of Socrates Cicero. On Duty Shakespeare. The Sonnets Selection of poetry from Greek and Roman poets.

25. General Education Criteria Understanding the Individual and Society  Explain the relationship between the individual and society as it influences (1) individuals’ cognition, ethics, social interactions, communication practices and affect; and (2) the quality of life of the individual, the family, and the community.

Understanding the Creative Arts  Basic issues of interpretation. How does a work mean anything? How does one determine meaning? How can a work have numerous meanings, often all at the same time?

APPROVALS:

HON 127 – Honors Core in Understanding the Creative Arts and Exploring World Cultures, 3 hours

Department(s) and College(s) Offering Instruction a.) Department of English College of Liberal Arts and Sciences b.)

Instructor(s): Brian Bergen-Aurand

Section Title: Film and Culture I: Turkish Film and Culture.

Since its birth in 1923, Turkey has been seen as a country between: between Asia and Europe, between Islam and Christianity, between secular and religious forms of government. With the rise in position of Turkish cinema since the 1990s, Turkey has now become a country between different forms of film culture: between low-budget melodramas and slapstick comedy, between gangster noirs and social protest films, between science-fiction farces and musical comedies. This course explores Turkey’s existence between by looking at these modern films in their social, historical, and cultural contexts. We will concentrate on how Turks portray themselves as well as how others continue to look at Turks. As Turkey moves through negotiations to join the European Union in the next decade, exploring its place in the world and the possibility that it may grow to be “the most audaciously successful nation of the twenty-first century” becomes ever more important.

1. Outside views 6 2. The Birth of Turkey and the Rise of Modern Turkish Cinema 6 3. Social Awareness/Social Protest: Yilmaz Güney 6 4. New Turkish Cinema 6 5. Women Outside the New Cinema 6 6. Filming the Diaspora: Cyrpus and Germany 6 7. New Developments: Sci-Fi Comedy, A Beautiful City and Money Happy Returns 9

Total Hours 45

[Over]

Selected readings from the following texts:

Crescent and Star: Turkey Between Two Worlds. By Stephen Kinzer Looking For Osman: Ones Man’s Travels Through the Paradox of Modern Turkey. By Eric Lawlor Turkey Unveiled: Atatürk and After. by Nicole and Hugh Pope. The Turks Today. By Andrew Mango. The History of Turkey. By Douglas A. Howard.

30. General Education Criteria Understanding the Creative Arts  Questions of cultural and historical context. How do creative works relate to the societies in which they are produced and received? How do cultural roles of creative products, definitions of art, institutions, markets and patronage affect the creation of works of architecture, art, music, literature, and other media?

Exploring World Cultures  Analyze a culture, including its political, social, ethical, communicative, or economic systems.

APPROVALS:

HON 122 – Honors Core in Understanding the Individual & Society and Exploring World Cultures, 3 hours

Department(s) and College(s) Offering Instruction a.) Department of Political Science College of Liberal Arts and Sciences b.)

Instructor(s): Doris Graber

Section Title: Religion in the World I: Struggles for Control

How do state authorities and religious leaders resolve their conflicting claims for control of public policies? The answers differ for the world's major religions in various political settings. The consequences are profound in major policy areas that affect the lives of the world's people.

I. Reasons for Conflict between Religious Institutions and the State 6 II. Theories about the Proper Role of God and Caesar - A comparison of religions 6 III. States and Inter-religious and Intra-religious Conflicts 6 IV. The Politics of Separation of Church and State in the U.S. Context 3 V. Modern Theocracies and Official State Churches 3 VI. The Role of Religion in Atheistic Societies 3 VII. The Impact of Religion on Electoral Politics 3 VIII. The Impact of Religion on Domestic Public Policies 6 IX. The Impact of Religion on Foreign Policies 3 X. Religion as a Factor in Civil Strife and Nationalist Movements 3 XI. Religion as a Factor in Revolutions, Wars, and Peace Movements 3

Total Hours 45

[Over]

Wald, Kenneth D. Religion and Politics in the United States, 1996. Ghadbian, Najib, Democratization and the Islamist Challenge in the Arab World, 1997. Keyes, Charles et al. Asian Visions of Authority: Religion and the Modern States of East and Southeast Asia, 1994. Monsma, Stephen. The Challenge of Pluralism: Church and State in Five Democracies, 1997. Hoeber, Suzanne. Transnational Religion and Fading States. 1996.

35. General Education Criteria Understanding the Individual and Society  Explain the relationship between the individual and society as it influences (1) individual’ cognition, ethics, social interactions, communication practices and affect; and (2) the quality of life of the individual, the family, and the community.

Exploring World Cultures  Analyze the influence of other cultures upon U.S. culture.

APPROVALS:

HON 129 – Honors Core in Exploring World Cultures and Understanding U.S. Society, 3 hours

Instructor(s): Kelvin Rodolfo (emeritus, Dept. of Earth and Environmental Sciences)

Term Offered: Fall 2007

Section Title: Energy I: The Many Faces of Petroleum

The substantive content of the course is a detailed look at petroleum: how its forms; how it is found and extracted; where it occurs; how long oil reserves will last; its many uses; its role in geopolitics and the global economy; the environmental consequences of its use; alternatives to Middle East petroleum and petroleum as a whole. 37. List under major and minor headings the principal topics of this section. Please provide as full an outline as possible.

1. Introduction; History of Oil Exploration and Use 3 2. How Petroleum accumulates 3 3. Finding Oil; Refining Petroleum 3 4. Other Uses of Petroleum 3 5. Global Distribution and Consumption 3 6. Politics and Economics in Oil-Producing Countries 3 7. Financing the Global Petroleum Trade 3 8. Petroleum and Mideast History and Politics 3 9. “Blood for Oil” 3 10. Pollution 3 11. Global Warming 3 12. Alternatives 6 13. Student Presentations 6

Total Hours 45

[Over]

Journal Articles

40. General Education Criteria Understanding World Cultures  Analyze the influence of other cultures upon U.S. Culture

Understanding U.S. Society  Analyze aspects of U.S. society.

APPROVALS:

HON 123 – Honors Core in Understanding the Individual and Society and Understanding U.S. Society, 3 hours

Instructor(s): Nancy John (emerita, UIC Library)

Section Title: Scholarly Communication in the Digital Age I

Scholarly communication is the means by which scholarship – research results from an experiment, for example – is transferred and disseminated to colleagues and interested parties in academia and elsewhere. Scholarship communication has traditionally occurred in journals, specifically peer-review journals dedicated to very specific topics with a discipline, and in scholarly monographs (i.e. books). This formal communication provides a means for a critical study of research findings by a variety of parties, and gives a scholar the means to acknowledge predecessors and suggest research opportunities for the future. Informal communication happens in every possible way, from e- mail to Web sites, from letters and notes to conversations in the cafeteria. This course will explore the changing nature of scholarly communication with emphasis on how technology, particularly the Internet, is altering the ways that information is created, organized and disseminated. It will consider key issues (e.g. copyright, authenticity, economics, and finding information) and processes (e.g. peer review, methods of dissemination, and accessibility of information) behind modern scholarly communication, and examine the growing roles of libraries, scholars, and the Internet in alering the dynamics of scholarly communication.

1. Introduction 3 2. Lingo of scholarly & scientific publishing; Scholarly Journals 3 3. Using Library Resources 6 4. Information retrieval 6 5. Intellectual Property 3 6. Digital Information 6 7. Scholarly Info in the Media 3 8. Publishing technologies 3 9. Impact of the “Information Generation”: Sociological, Organizational 3 10. Future of Scholarly communication 3 11. Student Presentations 6

Total Hours 45 [Over]

Articles from related journals such as Little Science, Big Science, Journal of the American Society for Information Science, and Science & Technology Libraries.

Metz, Paul. The Landscape of Literatures: Use of Subject Collection in a University Library.

45. General Education Criteria Understanding the Individual and Society  Examine how literature, history, ethical systems, scientific inquiry, or communicative practice shape our knowledge and perception of individuals and social structures.

Understanding U.S. Society  Analyze the communicative, political, social, economic, or cultural systems in the U.S.

APPROVALS:

HON 123 – Honors Core in Understanding the Individual and Society and Understanding U.S. Society, 3 hours

Department(s) and College(s) Offering Instruction a.) Honors College

Instructor(s): Catherine Caporusso

Section Title: The Limits of Freedom I

Examination of freedom and its limits in the U.S, with a particular focus on civil liberties and post- September 11th controversies. Handouts will be used (No required text), and students must come to class prepared for discussion.

I. INTRODUCTION A. What is "freedom" and how should we measure it? 1.5 B. Field trip to the Chicago Tribune's "Freedom Museum" 1.5

II. FREEDOM AND THE "WAR ON TERROR" A. Detention of "enemy combatants" and immigrants 3 B. Warrantless wiretapping 3 C. USA PATRIOT Act 3 D. REAL ID Act and RFID chips 3

III. FREEDOM AND OTHER CIVIL LIBERTIES A. Fourth Amendment search and seizure 3 B. First Amendment 1. Flag burning and other protest 3 2. Campaign finance reform 3 3. Free Exercise of Religion 3 C. Fourteenth Amendment/Freedom over the Body 1. Abortion and birth control 3 2. Medical marijuana and assisted suicide 3 3. Sodomy and gay marriage 3 4. Reproductive technologies 3 5. Prostitution and pornography 3 D. Second Amendment -- gun control 3

Total Hours 45 [Over]

Selected Journal articles and websites, such as Supreme Court case documents, and the Federal Register.

50. General Education Criteria Understanding the Individual and Society  Examine how literature, history, ethical systems, scientific inquiry, or communicative practice shape our knowledge and perception of individuals and social structures.

Understanding U.S. Society  Analyze the communicative, political, social, economic, or cultural systems in the U.S.

APPROVALS: